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envision™ Algebra ]
Student Edition

Eearson
Boston, Massachusetts
Copyright © 2018 by Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the
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Best Practices and Council of Chief State School Officers. All rights reserved.

⑫ Pearson ISBN-13: 978-0-328-93154-5

ISBN-10: 0-328-93154-3

4 17
Contents in Brief

enVision Algebra 1

Solving Equations and Inequalities

Linear Equations 5:
Linear Functions 86

Systems of Linear Equations and Inequalities 140

Piecewise Functions 180

Exponents and Exponential Functions 214

Polynomials and Factoring 256

Quadratic Functions 312

Solving Quadratic Equations 354

Working With Functions 408

Statistics 462

Glossary G2

Index N1

Acknowledgments A1
 Reviewers & Consultants

Mathematicians
David Bressoud, Ph.D. Karen Edwards, Ph.D.
Professor Emeritus of Mathematics Mathematics Lecturer
Macalester College Harvard University
St. Paul, MN Cambridge, MA

Teacher Reviewers
Jennifer Bar key Tamar McPherson
K-12 Math S니pervisor PI니m Sr HS/Math Teacher
Gateway School District Plum School District
Monroeville, PA Pittsburgh, PA

Miesha Beck Melisa Rice

Math Teacher/Department Chair Math Department Chairperson
Blackfoot School District Shawnee Public Schools
Blackfoot, ID Shawnee, OK

Joseph Brandell, Ph.D. Erin Zitka

West Bloomfi이d High School 6-12 Math Coordinator
West Bloomfield Public Schools Forsyth Co니nty
West Bloomfield, Ml Cumming, GA

Andrea Coles Jeff Ziegler

Mathematics Teacher Teacher
Mountain View Mid세e School Pittsburgh City Schools
Blackfoot, ID Pittsburgh, PA

Julie Johnson
Mathematics/CS teacher (9-12)
Williamsville Central 文hools

Williamsville, NY

iv REVIEWERS AND CONSULTANTS I 令| Go Online | PearsonRealize.com

About the Authors

Authors
Dan Kennedy, Ph.D Christine D. Thomas, Ph.D

아J
• Classroom teacher and • Professor of Mathematics
the Ijjpton Disting니ished Education at Georgia State
Professor of Mathematics University, Atlanta, GA
at the Baylor School in • President of the
Chattanooga, TN Association of
• Co-a니thor of textbooks Mathematics Teacher
Precalculus: Graphical, Educators (AMTE)
Numerical, Algebraic and • Past NCTM Board of Directors Member
Calculus: Graphical, NumericaL Algebraic,
• Past member of the editorial panel of the
AP Edition
NCTM journal Mathematics Teacher
• Past chair of the College Board's AP Calculus
• Past co-chair of the steering committee of the
Development Committee.
North American chapter of the International
• Previo니s Tandy Technology Scholar and Group of the Psychology of Mathematics
Presidential Award winner Education

Eric Milou, Ed.D Rose Mary Zbiek, Ph.D

• Professor of Mathematics, • Professor of Mathematics
Rowan University, Education, Pennsylvania
Glassboro, NJ State University, College
• Member of the a니thor Park, PA
team for Pearson's • Series editor for
enViskmmathZ.O 6-8 the NCTM Essential
• Member of National Understanding project
Council of Teachers of
Mathematics (NCTM) feedback/advisory team
for the Common Core State Standards Contributing Author
• Author of Teaching Mathematics to Middle
School Students
Al Cuoco, Ph.D
• Lead author of CME
Project, a National
Science Foundation
(NSF)-funded high
school curriculum
• Team member to revise
the Conference Board
of the Mathematical
Sciences (CBMS) recommendations for teacher
preparation and professional development
• Co-author of several books published by the
Mathematical Association of America and the
American Mathematical Society
• Consultant to the writers of the Common
Core State Standards for Mathematics and the
PARCC Content Frameworks for high school
mathematics

ABOUT THE AUTHORS v

 About enVision
••• K ' Algebra ]

enVision Algebra ] offers a carefully constructed

lesson design to help you succeed in math.

At the start of
Step

» each lesson, you

and your classmates will
work together to come up
with a solution strategy for
the problem or task posed.
After a class discus외on,
you'll be asked to reflect
back on the processes and
strategies you used in
solving the problem.

Next, your 쓰 뜨 스쁘 스으 Understand the Graph of /(x) = a(x - />)’ + *

Step 2
teacher will
guide yo니 thro니gh new
concepts and skills for
the lesson. USE STRUCTURi
Cons* fU) • U - 1R - 3
/W • aU - h)1 + *, What n
丄-nlut of thB function? ■ MR7 vertex: (I, -3)
The values of h and * determine the loation of th* vertex and the axis of
symmetry of the parabola. The vertex of th« graph o* flx) - U - h)2 + *
is at (h. k). The axis of symmetry is x ■ h.

After each example, you

work out a problem called
the Try It! to solidify your 3. How does the graph of ■ -3(x _ 5)2 * 7 compart to th« graph of th*
parent function?
니nderstanding of these

concepts.

In addition, you will

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of Mind q니estions to refine 丄..•■.스.. - r-丄…, w.： 繼쒜!

yo니r thinking and problem­ HABITS OF MIND

Reasoning Can you always write a function in wrtex form for 丄 paraboU
given the coordinates of the vertex a* the coordinates of another po«nt on
solving skills. the parabola? Explain. 8MR2

vi ABOUT enVision Algebra 1 I 令| Go Online | PearsonRealize.com

This part of the lesson © Do You UNDERSTAND? Do You KNOW HOW?
Graph each function.
concludes with a Lesson vertex form of a qu«dr«tK function help you
sketch the graph of the function?
^gOdW + S

Check that helps you to 2. Reason A table of values for the quadratic
function g is shown. Do the graphs of the 7. Mx) = -2U + 4)3 + 1
functions g and f(x} • 3(x - 1)J *2 have the
know how well yo니 are same axis of symmetry? Explain. S MP.2

니nderstanding the new

content presented in the

lesson. With the exercises graph of - (jt - ♦ £ sinular to the 9. The height of a ball thrown into the air
form and graph of /U) » U - M • Ir? How is a quadratic function of tune. The ball
in the Do You Understand? are they drtiwent’ ®MP.7 is thrown from a height of 6 ft above the
ground. After 1 second, the Mt reaches its
4. Emx Arnly» sod the wrte« o* the maximum height o< 22 ft above the ground.
and Do You Know How?, function fM - t« » 2)J ♦ 6 is (2. 6). Is she
correct? Explain your answer 6 MP.3
Write the equation of the function m
vertex form.

you can ga니ge your

니nderstanding of the

lesson concepts.

> In Step 3, you

Step 3 © PRACTICE & PROBLEM SOLVING

will find a
balanced exercise set with
Understand exercises
that focus on concept니al Find the y-intefcapt. th« axis of symmetry, and the
vertex of the graph of M<h function. ''
21. = Zx2 + 8x ♦ 2 22. <V) < -2^ »4> - 3
understanding. Practice 23. /W = OAr2 + 1.6x 2人 Ox) - - 2x - 5
11. Construct Arguments To Identify the 25. «x) = Sx2 + 5x + 12 26. flx) - • 12x ♦ 5
exercises that target y-intercept of a quadratic function, would 27. fl»=x2-6x* 12 28. flx) --Z? • 16x ♦ 40
you choose to use vertex form or standard
form? Explain. O MP.3
procedural fluency, and >e$cribe and <on«t the error
when writing the quadratic
Apply exercises for which function WX) = 2(* ♦ 3)^ - 4 in standard
form. S MP.3

yo니 apply concept and skills ♦ J)'-4

fl») = Ip ♦ 6« ♦ ». •
to real-world sit니ations. The fli) = 2日 * 6a * S

Assessment and Practice

exercises offer practice for
high stakes assessments.
Yo니r teacher may have yen』
complete the assignment
in print or online at
PearsonRealize.com

Yougcher
may have 8-2 Lesson Quiz
Quadratic Functions in Vertex Form
yo니 take the Lesson Q니iz 1. Which of the following functions translates the graph of the parent function
fM = x2 vertically up 6 units?
after each lesson. You ® gW - x2 + 6 ® gU) = (x - 6)2
© gW = 之 - 6 © gU) = (x + 6)2
can take the q니iz online 2. Which of the following functions translates the graph of the parent function
#Cx) = x2 horizontally left 8 units?
or in print. To do your ® h(x) - x2 + 8 ® Mx) = (x - 8)2
©hOO’^-B © h(x) = (x + 8)2
best on the quiz, review 3. Which of the following functions has a graph with the vertex and the axis of
symmetry to the left of the vertex and the axis of symmetry of the graph of
the lesson problems in 》<) = (*- l)2 + 1? Select all that apply.
® g(x) = 2(x - 1)2 - 1
that lesson. ® g00 = -(x+1)2-2
©g(x) = 2(x-1)2 + 2
© 9(x) = -(x - 2)2 + 1
© g(x) = -U + 2>J + 2
© g(x) = 2(x+1)I + 2

ABOUT enVision Algebra 1 vii

 Digital Resources

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PearsonRealize.com is your gateway to all of the digital resources for
envision™ Algebra 1. Log in to access your interactive st니dent edition, called Realize Reader.

하 In PearsonRealize, you can:

Activities Animation
©
View and interact with
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Complete Explore & Reason,
Model & Discuss Critiq니e & Explain activities. real-world applications.

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Interact with Examples and
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viii DIGITAL RESOURCES Algebra 1 I 지 Go Online | PearsonRealize.com

Videos Concept Sumary
©
Watch clips to s 니 pport
©
Review key lesson
Mathematical Modeling in 3 Acts Lessons content thro니gh multiple representations.
and enVision™ STEM Projects.

Assessment Glossary
© ©
Show what yo 니've Read and listen to English and
learned. Spanish definitions.

Tutorials Math Tools

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Get help from Virtual Nerd, Explore math with digital
right when you need it. tools and manipulatives.

DIGITAL RESOURCES Algebra 1 ix

 ⑫ Standards for Mathematical Practice

Making Sense of and Reasoning and

Solving Problems Communicating
Make sense of problems and persevere Reason abstractly and quantitatively.
in solving them. Proficient math thinkers make sense of quantities
Proficient math thinkers are able to read thro니gh a in problem situations. They represent a problem
problem situation and can p니t together a workable sit니ation 니sing symbols or eq니ations and explain
sol니tion path to solve the problem posed. They what the symbols or equation represent in
analyze the information provided and identify relationship to a problem sit니ation. As they model
constraints and dependencies. They identify a situation symbolically or mathematically, they
rmultiple entries to a problem solution and will explain the meaning of the q니antities.
choose an efficient and effective entry point. Consider these q니estions to help yo니 reason
Consider these q니estions to help yen」make sense of abstractly and q니antitatively.
problems. • How can I represent the problem 니sing

• What am I asked to find? equations or formulas?

• What are the quantities and variables? The • What do the numbers, variables, and symbols
dependencies and the constraints? How do in the equation or formula represent?
they relate?
• What are some possible strategies to solve the
problem?

Attend to precision. Construct viable arguments and

Proficient math thinkers communicate clearly and critique the reasoning of others.
precisely the approach they are using. They identify Proficient math thinkers and problem solvers
the meaning of symbols that they 니se and always communicate their problem sol니tions clearly and
remember to specify units of meas니re and to label convincingly. They construct sound mathematical
accurately graphical models. They 니se mathematical arguments and develop and defend conjectures
terms precisely and express their answers with the to explain mathematical situations. They make
appropriate degree of accuracy. 니se of examples and co니nterexamples to s니pport

Consider these q니estions to help yo니 attend to their arguments and justify their concisions. When
precision. asked, they respond clearly and logically to the
positions and con이니sions of others, and compare
• Have I stated the meaning of the variables two arg니ments, identifying any flaws in logic or
and symbols I am using? reasoning that the arguments may contain. They
• Have I specified the 니nits of meas니re I am ask questions to clarify or improve the position of a
using? classmate.
• Have I calculate accurately? Consider these q니estions to help yen』construct
mathematical arguments.

• What assumptions can I make when

constr니cting an argument?
• What conject니res can I make about the
sol니tion to the problem?
• What arguments can I present to defend my
conjectures?

x STANDARDS FOR MATHEMATICAL PRACTICE I 지 Go Onlin은 | PearsonRealize.com

 enVisioi
•••

Representing and Seeing Structure and

Connecting Generalizing
Model with mathematics. Look for and make use of structure.
Proficient math thinkers use mathematics Proficient math thinkers see th은 str니ct니re of
to represent a problem situation and make mathematics in the problems they are solving
connections between a real-world problem and generalize mathematics principles from this
sit니ation and mathematics. They see the stnjcture. They see complicated expressions or
applicability of mathematics to solve every-day eq니ations as single objects composed of many
problems and explain how geometry can be used parts.
to solve a carpentry problem or algebra to solve
Consider these questions to help you see stnjcture.
a proportional relationship problem. They define

WDLLDVHd lvDLLVsaHI.V!AI
and map relationships among quantities in a • Can I see a pattern or str니ct니re in the problem
problem, 니sing appropriate tools. They analyze or solution strategy?
the relationships and draw conchjsions about the • How can I 니se the pattern or structure I see to
solutions. help me solve the problem?
Consider these questions to help you model with
mathematics.

• What representations can I 니se to show the

relationship among quantities or variables?
• What assumptions can I make abo니t the
problem situation to simplify the problem?

H O J SQHVQNV.LS
Use appropriate tools strategically. Look for and express regularity in
Profici은nt math thinkers strategize abo니t which repeated reasoning.
tools are more helpful to solve a problem situation. Proficient math thinkers notice when calc니lations
They consider all tools, from paper and pencil to are repeated and can 니ncover both general
protractors and rulers, to calculators and software methods and shortc니ts for solving similar problems.
applications. They articulate the appropriateness
of different tools and recognize which would Consider these q니estions to help you look for
best serve the needs for a given problem. They reg니larity in repeated reasoning.
are especially insightf니I abo니t technological tools • Do I notice any repeated calc니lations or steps?
and 니se them in ways that deepen or extend their
• Are there general methods that I can use to
니nderstanding of concepts. They also make 니se of
solve the problem?
mental tools, such as estimation, to determine the
appropriateness of a sohjtion. • What can I generaliz은 from one problem to
another?
Consider these q니estions to help yen」use
• How reasonable are the results that I am
appropriate tools.
getting?
• What tool can I use to help me solve the
problem?
• How can technology help me solve the
pro 이 em?

STANDARDS FOR MATHEMATICAL PRACTICE xi

 Standards for Mathematical Content
in Algebra 1

Number and Quantity Algebra

The Real Number System Seeing Structure in Expressions
Extend the properties of exponents Interpret the structure of expressions
to rational exponents HSA.SSE.A.1 Interpret expressions that represent
HSN.RN.A.1 Explain how the definition of the a q니antity in terms of its cont은xt. ★
meaning of rational exponents follows from
HSA.SSE.A.1.A Interpret parts of an expression,
extending the properties of integer exponents to
such as terms, factors, and coefficients.
those val니es, allowing for a notation for radicals in
terms of rational exponents. HSA.SSE.A.1.B Interpret complicated expressions
by viewing one or more of their parts as a single
HSN.RN.A.2 Rewrite expressions involving
entity.
radicals and rational exponents 니sing the properties
of exponents. HSA.SSE.A.2 Use the structure of an expression
to identify ways to rewrite it.
Use properties of rational and irrational numbers
HSN.RN.B.3 Explain why the sum or product Write expressions in equivalent forms
of two rational numbers is rational; that the sum to solve problems
of a rational number and an irrational number is HSA.SSE.B.3 Choose and prod니ce an eq니ivalent
irrational; and that the product of a nonzero rational form of an expression to reveal and explain
number and an irrational number is irrational. properties of the quantity represented by the
expression. ★

Quantities HSA.SSE.B.3.A Factor a quadratic expression to

reveal the zeros of the flinction it defines.
Reason quantitatively and use units to solve problems
HSA.SSE.B.3.B Complete the square in a
HSN.Q.A.1 Use units as a way to 니nderstand
quadratic expression to reveal the maxim니m or
problems and to g니ide the sol니tion of m니ti-step
minimum vahje of the f니nction it defines.
problems; choose and interpret units consisterrtly
in formulas; choose and interpret the scale and the HSA.SSE.B.3.C Use the properties of exponents
origin in graphs and data displays. to transform expressions for exponential f니nctions.

HSN.Q.A.2 Define appropriate q니antities for the

purpose of descriptive modeling. Arithmetic with Polynomials and
HSN.Q.A.3 Choose a level of accuracy appropriate Rational Expressions
to limitations on measurement when reporting
Perform arithmetic operations on polynomials
q 니 antities.
HSA.APR.A.1 Understand that polynomials
form a system analogous to the integers; namely,
they are 이osed under the operations of addition,
subtraction, and multiplication; add, subtract, and
m니Itiply polynomials.

Understand the relationship between zeros

and factors of polynomial
HSA.APR.B.3 Identify zeros of polynomials when
s니itable factorizations are available, and 니se the
zeros to construct a rough graph of the f니nction
defined by the polynomial.

I | Go Online | PearsonRealize.com
xii STANDARDS FOR MATHEMATICAL CONTENT
Creating Equations factoring, as appropriate to the initial form of the
equation. Recognize when the q니adratic formula
Create equations that describe numbers gives complex sohjtions and write them as a 士 bi for
or relationships real numbers a and b.
HSA.CED.A.1 Create equations and inequalities
in one variable and 니se them to solve problems. Solve systems of equations
Indude eq니ations arising from linear and quadratic HSA.REI.C.5 Prove that, given a system of two
functions, and simple rational and exponential eq니ations in two variables, replacing one eq니ation
functions. by the sum of that equation and a multiple of the
other produces a system with the same solutions.
HSA.CED.A.2 Create equations in two or more
variabl은s to represent relationships between HSA.REI.C.6 Solve systems of linear equations
quantities; graph equations on coordinate axes exactly and approximately (e.g., with graphs),
with labels and scales. •foe니sing on pairs of linear eq니ations in two
variables.
HSA.CED.A.3 Represent constraints by equations
or inequalities, and by systems of eq니ations and/ HSA.REI.C.7 Solve a simple system consisting of

SQHVCIZV.LS
or ineq니alities, and interpret solutions as viable or a linear eq니ation and a q니adratic eq니ation in two
non-viable options in a modeling context. variables algebraically and graphically.
HSA.CED.A.4 Rearrange form니as to highlight a
Represent and solve equations
q니antity of interest, using the same reasoning as in
and inequalities graphically
solving equations.

a iv is
HSA.REI.D.10 Understand that the graph of
an equation in two variables is the set of all its
Reasoning with Equations solutions plotted in the coordinate plane, often

MHOD
and Inequalities forming a(:니rve (which co니d be a straight line).

Understand solving equations as a process of HSA.REI.D.11 Explain why the x-coordinates

NOSSOD
reasoning and explain the reasoning of the points where the graphs of the eq니ations
y = f(x) and y = g(x) intersect are the sohjtions
HSA.REI.A.1 Explain each step in solving a
of the eq니ation f(x) = g(x); find the sol니tions
simple eq니ation as following from the eq니ality
approximately, e.g., using technology to graph the
of numbers asserted at the previous step, starting
functions, make tables of vahjes, or find s니ccessive
from the assumption that the original eq니ation has
approximations. Include cases where f(x) and/or
a sohjtion. Construct a viable argument to j니stify a
g(x) are linear, polynomial, rational, absol니te vahje,
solution method.
exponential, and logarithmic functions. ★
Solve equations and In은qualities in on은 variable HSA.REI.D.12 Graph the solutions to a linear
HSA.REI.B.3 Solve linear equations and inequality in two variables as a half-plane
ineq니alities in one variable, incl니ding eq니ations (ex이니ding the bo니ndary in the case of a strict
with coefficients represented by letters. inequality), and graph the sohjtion set to a system
of linear inequalities in two variables as the
HSA.REI.B.4 Solve q니adratic equations in one
intersection of the corresponding half-planes.
variable.

HSA.REI.B.4.A Use the method of completing the

sq니are to transform any q니adratic equation in x
into an equation of the form (x — p) 2 = q that has
the same sohjtions. Derive the quadratic formula
from this form.

HSA.R티.B.4.B Solve quadratic eq니ations by

inspection (e.g., for x2 = 49), taking sq니are roots,
completing the sq니are, the quadratic formula and

STANDARDS FOR MATHEMATICAL CONTENT xiii

 Standards for Mathematical Content
in Algebra 1

Functions HSF.IF.C.7.E Graph exponential and logarithmic

■h』nctions, showing intercepts and end behavior,
and trigonometric f니nctions, showing period,
Interpreting Functions midline, and amplitude.

Understand the concept of a function HSF.IF.C.8 Write a function defined by an

and use function notation expression in different b니t equivalent forms to
HSF.IF.A.1 Understand that a function from one reveal and explain different properties of the
set (called the domain) to another set (called the function.
range) assigns to each element of the domain HSF.IF.C.8.A Use the process of factoring and
exactly one element of the range. If f is a f니nction com이eting the square in a quadratic f니nction to
and x is an element of its domain, then f(x) denotes show zeros, extreme values, and symmetry of the
the outp니t of f corresponding to the input x. The graph, and interpret these in terms of a context.
graph of f is the graph of the eq니ation y = f(x).
HSF.IF.C.8.B Use the properties of exponents to
HSF.IF.A.2 Use function notation, evaluate interpret expressions for exponential functions.
functions for inputs in their domains, and interpret
statements that use f니nction notation in terms of a HSF.IF.C.9 Compare properties of two f니nctions
context. each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal
HSF.IF.A.3 Recognize that sequences are descriptions).
functions, sometimes d은fined recursively, whose
domain is a subset of the integers.
Building Functions
Interpret functions that arise in applications in terms
Build a function that models a relationship between
of the context
two quantities
HSF.IF.B.4 For a function that mod이s a
HSF.BF.A.1 Write a function that describes a
relationship between two quantities, int은rpret
relationship between two quantities. ★
key feat니res of graphs and tables in terms of the
q니antities, and sketch graphs showing key feat니res HSF.BF.A.1.A Determine an ex이icit expression,
given a verbal description of the relationship. Key a recursive process, or steps for calc니lation from a
feat니res in이니de: intercept context.

HSF.IF.B.5 Folate 나* domain of a ‘hjnction to its HSF.BF.A.1.B Combine standard f니nction types
graph and, where applicable, to the quantitative 니sing arithmetic operations.

r이ationship it describes.
HSF.BF.A.2 Write arithmetic and geometric
HSF.IF.B.6 Calc니ate and interpret the average seq니ences both recursively and with an explicit
rate of change of a iijnction (presented symbolically formula, 니se them to model sit니ations, and
or as a table) over a specified interval. Estimate the translate between the two forms. ★
rate of change from a graph. ★
Build new functions from existing functions
Analyze functions using different representations HSF.BF.B.3 Identify the effect on the graph of
HSF.IF.C.7 Graph ‘hunctions expressed symbolically replacing f(x) by f(x) + k, k f(X), f(kx), and f(x 十 k)
and show key feat니res of the graph, by hand for specific vah」es of k (both positive and negative);
in simple cases and 니sing technology for more find the vahje of k giv은n the graphs. Experiment
complicated cases. with cases and ilhjstrate an explanation of the
effects on the graph using technology. Incl니de
HSF.IF.C.7.A Graph linear and quadratic 우니斤社두이的
recognizing even and odd functions from their
and show intercepts, maximar and minima.
graphs and algebraic expressions for them.
HSF.IF.C.7.B Graph sq니are root, cube root,
and piecewise-defined functions, inchjding step
functions and absol니te vah』e f니nctions.

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xiv STANDARDS FOR MATHEMATICAL CONTENT
HSF.BF.B.4 Find inverse functions.

HSF.BF.B.4.A Solve an equation of the form

f(x) = c for a simple f니nction /that has an inverse
and write an expression for the inverse.

Linear and Exponential Models

Construct and compare linear and exponential models
and solve problems
HSF.LE.A.1 Disting니ish between situations that
can be modeled with linear f니nctions and with
exponential 우니0게00드. ,

HSF.LE.1.A Prove that linear f니nctions grow

by eq니al differences over eq니al intervals, and
that exponential "hjnctions grow by eq니al factors
over eq니al intervals.

HSF.LE.A.1.B Recognize sit니ations in which one

q니antity changes at a constant rate per unit interval
relative to another.

HSF.LE.A.1.C Recognize situations in which a

q니antity grows or decays by a constant percent rate
per 니nit interval relative to another.

HSF.LE.A.2 Constr니ct linear and exponential

•functions, inchjding arithmetic and geometric
seq니ences, given a graph, a description of a
relationship, or two inp니t-o니tput pairs (inchjde
reading these from a table).

HSF.LE.A.3 Observe 니sing graphs and tables that

a q니antity increasing exponentially eventually
exceeds a quantity increasing linearly, q니adratically,
or (more generally) as a polynomial f니nction

Interpret expressions for functions in terms of the

situation they model
HSF.LE.B.5 Interpret the parameters in a linear or
exponential f니nction in terms of a context.

STANDARDS FOR MATHEMATICAL CONTENT

 Standards for Mathematical Content
in Algebra 1

Statistics and Probability Interpret linear models

HSS.ID.C.7 Interpret the slope (rate of change)
and the intercept (constant term) of a linear model
Interpreting Categorical and in the context of the data.
Quantitative Data
HSS.ID.C.8 Compute (using technology) and
Summarize, represent, and interpret data on a singl은 interpret the correlation coefficient of a linear fit.
count or measurement variable
HSS.ID.C.9 Disting니ish between correlation and
HSS.ID.A.1 Represent data with plots on the real ca 니 sation.
number line (dot plots, histograms, and box plots).

HSS.ID.A.2 Use statistics appropriate to the shape

of the data distribution to compare center (median,
mean) and spread (interquartile rangef standard
deviation) of two or more different data sets.

HSS.ID.A.3 Interpret differences in shape,

center, and spread in the context of the data sets,
accounting for possible effects of extreme data
points (outliers).

Summarize, represent, and interpret data on two

categorical and quantitative variables
HSS.ID.B.5 Summarize categorical data for two
categories in two-way freq니ency tables. Interpret
relative freq니encies in the context of the data
(in이uding joint, marginal, and conditional relative
frequencies). Recognize possible associations and
trends in the data.

HSS.ID.B.6 Represent data on two q니antitative

variables on a scatter plot, and describe how the
variables are related.

HSS.ID.B.6.A Fit a f니nction to 니ne data; 니se

f니nctions fitted to data to solve problems in the
context of the data. Use given functions or choose
a f니nction s니ggested by the context. Emphasize
linear and exponential models.

HSS.ID.B.6.B Informally assess the fit of a

f니nction by 이Otting and analyzing residuals.

HSS.ID.B.6.C Fit a linear ‘hjnction for a scatter

plot that suggests a linear association.

xvi STANDARDS FOR MATHEMATICAL CONTENT I 令| Go Online | PearsonRealize.com

 TOPIC Solving Equations
and Inequalities

Topic Opener 2

envision STEM 4

Operations on Real Numbers 5

Solving Linear Equations 11

Solving Equations With a Variable on

Both Sides 18

Literal Equations and Formulas 24

Solving Inequalities in One Variable 30

(§§§) Mathematical Modeling in 3 Acts:

Collecting Cans 36

Compound Inequalities

Absolute Value Equations

and Inequalities 43

Topic Review 50

Number and Quantity Algebra Reasoning with Equations

& Inequalities
The Real Number System Creating Equations
• Understand solving equations
• Use properties of rational • Create eq니ations that as a process of reasoning and
and irrational numbers. describe numbers or explain the reasoning.
relationships.
Quantities • Solve eq니ations and
• Reason q니antitatively and ineq니alities in one variable.
use 니nits to s이ve problems.

CONTENTS xvii
 TOPIC Linear Equations

Topic Opener 54

enVision STEM 56

少 Slope-Intercept Form 57

少 Point-Slope Form 63

少 Standard Form 69

Mathematical Modeling in 3 Acts:

How Tall is Tall? 75

少 Parallel and Perpendicular Lines 76

Topic Review 83

© Algebra Statistics & Probability

Creating Equations Interpreting Categorical and
• Create equations that Quantitative Data
describe numbers or • Interpret linear models
relationships.

xviii CONTENTS I 시 Go Online | PearsonRealize.com

 TOPIC Linear Functions

Topic Opener 86

envision STEM 88

Relations and Functions 89

Linear Functions 95

Transforming Linear Functions 102

(§§§) Mathematical Modeling in 3 Acts:

The Express Lane 109

Arithmetic Sequences 110

Scatter Plots and Lines of Fit 118

Analyzing Lines of Fit 126

Topic Review 135

Functions Building Functions Statistics & Probability

• B니ild a f니nction that models Interpreting Categorical and
Interpreting Functions
a relationship between two
• Understand the concept of Quantitative Data
quantities.
a function and 니se 우니0(辻心11 • Summarize, represent,
• Build new functions from
notation. and interpret data on two
existing functions.
• Interpret functions that arise categorical and quantitative
in applications in terms of the Lin은ar. Quadratic, & Exponential variables
context. Models • Interpret linear models
• Analyze f니nctions using • Construct and compare
different representations. linear, quadratic, and
exponential models and solve
problems

CONTENTS xix
 TOPIC Systems of Linear Equations
and Inequalities

Topic Opener 140

envision STEM 142

Solving Systems of Equations by Graphing 143

Solving Systems of Equations by Substitution 150

Solving Systems of Equations by Elimination 157

Linear Inequalities in Two Variables 164

Mathematical Modeling in 3 Acts:

Get Up There! 170

少 Systems of Lin은ar Inequalities 171

Topic Review 177

Algebra Reasoning with Equations and

Inequalities
Creating Equations
• Solve equations and
• Create equations that Ineq니alities in one variable.
describe numbers or
• Solve systems of eq니ations.
relationships.
• Represent and solve
eq니ations and inequalities
graphically.

xx CONTENTS I 지 Go Online | PearsonRealize.com

 TOPIC Piecewise Functions

Topic Opener 180

envision STEM 182

少 The Absolute Value Function 183

Mathematical Modeling in 3 Acts:

The Mad Runner 190

MX휴 Piecewise-Defined Functions 191

휴 Step Functions 197

T3규 Transformations
Functions
of Piecewise-Defined
203

Topic Review 210

Functions Building Functions

• Build new functions from
Interpreting Functions
existing functions.
• Interpret functions that arise
in applications in terms of th은
context.
• Analyze functions using
different representations.

CONTENTS xxi
 TOPIC Exponents and Exponential
Functions

Topic Opener 214

envision STEM 216

Rational Exponents and Properties

of Exponents 217

Exponential Functions 224

Exponential Growth and Decay 231

Geometric Sequences 239

Transformations of Exponential Functions 246

Mathematical Modeling in 3 Acts:

Big Time Pay Back 252

Topic Review 253

Number and Quantity Creating Equations Building Functions

• Create equations that describe • B니ild a f니nction that mod이s
R은al Number System
numbers or relationships. a relationship between two
• Extend the properties quantities.
of exponents to rational Functions • Build new functions from
exponents.
Interpreting Functions existing functions.

Algebra • Understand the concept of Linear, Quadratic, & Exponential

a f니nction and use f니nction Models
Seeing Structure in Expressions
notation. • Construct and compare linear,
• Interpret the struct니re of
• Interpret functions that arise quadratic, and exponential
expressions.
in applications in terms of the models and solve problems
• Write expressions in context. • Interpret expressions for
equivalent forms to solve
• Analyze functions using functions in terms of the
pro 이 ems.
different representations. situation they model.

xxii CONTENTS |令| Go Online | PearsonRealize.com

 TOPIC Polynomials and Factoring

7 Topic Opener 256

envision STEM 258

少 Adding and Subtracting Polynomials 259

이
Multi ying Polynomials 267

Multiplying Special Cases 275

Factoring Polynomials 281

Factoring + bx 十c 287

(§§§) Mathematical Modeling in 3 Acts:

Who's Right? 294

흐^흐 Factoring ax2 + bx + c 295

激®그 Factoring Special Cases 301

Topic Review 307

Algebra Arithmetic with Polynomials &

Rational Expressions
Seeing Structure in Expressions
• Perform arithmetic
• Interpret the structure of operations on polynomials.
expressions.

CONTENTS xxiii
 TOPIC Quadratic Functions

Topic Opener 312

envision STEM 314

Key Features of Graphs of a Quadratic

Function 315

Quadratic Functions in Vertex Form 322

Quadratic Functions in Standard Form 329

Modeling with Quadratic Functions 336

⑨ Mathematical Modeling in 3 Acts:

The Long Shot 343

少 Comparing Linear, Exponential, and

Quadratic Models 344

Topic Review 351

Algebra Functions Linear, Quadratic, & Exponential

Models
Creating Equations Interpreting Functions
• Constr니ct and compare
• Create equations that • Understand the concept of linear, quadratic, and
describe numbers or a f니nction and use function exponential models and solve
r이 ationships. notation. problems
Reasoning with Equations and • Interpret f니nctions that arise
Inequalities in applications in terms of the Statistics & Probability
context.
• Represent and solve Interpreting Categorical and
• Analyze f니nctions using
eq니ations and ineq니alities Quantitative Data
different representations.
graphically. • Summarize, represent,
Building Functions and interpret data on two
• Build new functions from categorical and q니antitative
existing functions. variables

xxiv CONTENTS I 令I Go Online | PearsonRealize.com

 TOPIC Solving Quadratic Equatioi

Topic Opener 354

envision STEM 356

Solving Quadratic Equations Using

Graphs and Tables 357

Solving Quadratic Equations by Factoring 363

Rewriting Radical Expressions 370

Solving Quadratic Equations Using

Square Roots 376

Completing the Square 382

The Quadratic Form니a and the Discriminant 389

Mathematical Modeling in 3 Acts:

Unwrapping Change 396

397

Topic Review 403

Number and Quantity Arithmetic with Polynomials & Reasoning with Equations and
Rational Expressions Inequalities
Real Number System
• Perform arithmetic • Solve eq니ations and
• Extend the properties operations on polynomials. inequalities in one variable.
of exponents to rational
• Understand the r이ationship • Solve systems of equations.
exponents.
between zeros and factors of • Represent and solve eq니ations
polynomials. and inequalities graphically.
Algebra
Creating Equations
Seeing Structure in Expressions Functions
• Create equations that
• Interpret the str니ct니re of
describe numbers or Interpreting Functions
expressions.
relationships. • Interpret functions that arise
• Write expressions in
in applications in terms of the
equivalent forms to solve
context.
pro 이 ems.
• Analyze f니nctions 니sing
different representations.
CONTENTS
 TOPIC Working With Functions

Topic Opener 408

envision STEM 410

The Square Root Function 411

The Cube Root Function 418

Analyzing Functions Graphically 425

Translations of Functions 432

Compressions and Stretches of Functions 438

(§§§) Mathematical Modeling in 3 Acts:

Edgy Tiles 444

10-6 Operations With Functions 445

10-7 . Inverse Functions 451

Topic Review 457

Functions Building Functions

• Build a function that models
Interpreting Functions
a relationship between two
• Interpret f니nctions that arise quantiti 은 s.
in applications in terms of the
• Build new functions from
context.
existing ■hjnctions.
• Analyze functions using
different representations.

xxvi CONTENTS I 시 Go Online | PearsonRealize.com

 TOPIC Statistics

11
Topic Opener

envision STEM 464

Analyzing Data Displays 465

Comparing Data Sets 472

Interpreting the Shapes of Data Displays 480

Standard Deviation 487

Two-Way Frequency Tables 495

Mathematical Modeling in 3 Acts:

Text Message 501

Topic Review 502

© Statistics & Probability

Interpreting Categorical and
Quantitative Data
• Summarize, represent, and
interpret data on a single
count or measurement
variable
• Summarize, represent,
and interpret data on two
categorical and q니antitative
variables

CONTENTS xxvii
 TOPIC Solving Equations and
Inequalities
Q TOPIC ESSENTIAL QUESTION

What general strategies can you use to solve simple equations

and inequalities?

Topic Overview Topic Vocabulary

enVision™ STEM Project: • compound inequality
Design a Smartphone • element of a set
1-1 Operations on Real Numbers • formula

1-2 Solving Linear Eq니ations • identity

• literal equation
1-3 Solving Equations with a Variable on
Both Sides • set
• subset
1-4 Literal Equations and Formulas

1-5 Solving Inequalities in One Variable

Mathematical Modeling in 3 Acts:

Collecting Cans

1-6 Compound Ineq니alities

1-7 Abs이ute Value Equations and

Inequalities

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model 8t Discuss, and Critique & Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

© real-world applications.

PRACTICE Practice what

「치 Go online | PearsonRealize.com © you've learned.

2 TOPIC 1 Solving Equations and Inequalities

 MATHEMATICAL MODELING IN 3 ACTS (E(E®

O Collecting Cans
Many schools and community centers organize canned food drives and
donate the food collected to area food pantries or homeless shelters.

A teacher may hold a contest for the st니dent who collects th은 most

I O IJO X
cans. The teacher will track the number of cans each st니dent brings in.
Sometimes students have their own ways of keeping track. You'll see how
some students kept track in the Mathematical Modeling in 3 Acts lesson.

VIDEOS Watch clips to support GLOSSARY Read and listen to

Mathematical Modeling in 3 Acts Lessons
and envision™ STEM Projects.
© English and Spanish definitions.

TUTORIALS Get help from

CONCEPT SUMMARY Review
key lesson content thro니gh
© Virtual Nerd, right when you need it.

MATH TOOLS Explore math

multiple representations.

ASSESSMENT Show what

© with digital tools and manipulatives.

yo니've learned.

TOPIC 1 Solving Equations and Inequalities 3

 흴 句 Video

TOPIC PROJECT
ision b I tivi
Did You Know?
The average American teenager • 90% of Americans own a c이phone
spends about 9 hours 은ach day • 64% of Americans own a smartphone
on a digital device.

••••••••••••••••••oo
••••••••••••••••••oo
••••••••••••••••••oo
In general, people keep their cellphones
on and with them at all times.

250 435 5
songs photos mins of
HD video

How Teens Spend Their Screen Time

3% creating digital content

7% other

25% playing games or

browsing the Internet

39% watching video, listening

to m니sicf or reading

26% 니sing social media

0 Your Task: Design a Smartphone

Smartphones are many things to many people. You and your classmates
will decide what a new smartphone will be abl은 to do, how yo니 want it
to look and feel, and how m니ch storage it sho니Id have.

—느
IVI Go (^line | PearsonRealize.com
4 TO이C 1 envision STEM Project
 0common Core State Standards HSN.RN.B.3, MP.1, MP.2, MP3
w o Activity ⑧ Assess

jy) CRITIQUE & EXPL%

Cindy and Victor are playing a math game. The winner must get three in a
Operations on
row of the same type of r은al number and justify how the numbers are alike.
Real Numbers Cindy said she won because she was able to get three rational numbers on
a diagonal. Victor said he won with three positive numbers in a column.

I 지 PearsonRealize.com

I CAN... reason about

operations on real numbers.

VOCABULARY
• element of a set
• set
• subset

A. Can both players say they won for different reasons? Explain.

B. Reason Can you make other gro니ps using the numbers shown that are
all the same kind of real number? In how many ways can yen』do this? ® MR2

ESSENTIAL QUESTION How can you classify the results of operations on real numbers?

EXAMPLE 1 Understand Sets and Subsets

In the set of numbers from 1 to 10, which elements are in both the subset of
even numbers, and the subset of multiples of 5?

A set is a collection of objects s니ch as numbers. An element of a set is an

object that is in the set. Write a set by listing the elements, en이osed in c니rly
braces ("{" and

Name of the set

4 = {느 크 4f 흐으 그 연 9,10}

Elements of the set

MAKE SENSE AND PERSEVERE Set 8 is a subset of set A if each element of B is also an element of A.
Write out each subset. Then see
B = {2, 4, 6, 8, 10} Elements of >4 that are even
which elements are common
to both. ⑨ MR1 c = {5, 10} 〜三_丄그— —厂
Elements of 刀 that are multiples of 5

The number 10 is the only number that is an element of both s니bsets.

(珍 Try It! 1. Which numbers in set A are elements in both the s니bset of odd
numbers and the subset of multiples of 3?

LESSON 1 니 Operations on Real N니mbers 5

 （초 0 Activity

APP 니 CATION a EXAMPLE 2 Compare and Ord은r R은al Numbers

Jim is playing a math game where he needs to put a set of three cards in
numerical order. His cards show 쓰, 끄, and VlO. Order the cards from

least to greatest.

STUDY TIP Find the decimal equivalent for each number.

It is easier to compare and order
real numbers when they are 씀 = 3.63 7 = 3.2
all in the same form. Rewrite
real numbers to the equivalent Plot the numbers on a number line.
decimal form so you can compare /524 ,— 40
them easily. Vid rf
--------- • 1------- • b
3----------------------------- 3.5----------------------------- 4

표, and 쓰.
From least to greatest, the order of the cards is

© Try It! 2. Order each set of cards from least to greatest.

a. 0.25, g, 으 b. 시으^ 2.25,

CONCEPTUAL EXAMPLE 3느
UNDERSTANDING Operations With Rational Numbers
A. Is the sum of two rational numbers always a rational number?

Yo니 can try several different cases of adding two rational numbers.

1 , 1 _ 5
— ^卜 — — —
7,3 13
— =十- — —■.
11 . 1 71
— ^卜 — — —
2 3 “ 6 8 4 “ 8 5 6 “ 30

In each case, the sum is also rational. B니t yo니 cannot try every pair of
rational numbers since there are infinitely many of them. How can yo니
know whether it is tr니e for all rational numbers?

Use variables to represent any rational number.

호 £ _ 흐흐 4. 쓰 느
a, b, c, and d are integers b d~bd bd r. 느,n 그 n
with MO, and GO. —나 Since b#0 and GO,
= 르의士^ M/Oalso.
bd
Since ad + be and bd are integers, and bd 斗 0, the s니m is rational.

B. Is the product of two rational numbers always a rational number?

Use the same strategy as in part A, using variables to represent any

rational number.
a c _ 흐흐 —~/
a, b, c, and d are integers b * d = bd Since b 士 0 and d 구 0,
with b #： 0, and d 斗 0. bd / 0 also.

Since ac and bd are integers, and bd #： 0, the product is rational.

© Try It! 3. Is the quotient of two rational numbers always a rational

number? Explain.

6 TOPIC 1 Solving Eq니ations and Ineq니alities I 기 Go Online | PearsonRealize.com

 ［호 © Activity Assess

EXAMPLE 4： Operations With Rational and Irrational Numbers

A. Is the sum of a rational number and an irrational number rational or
irrational?

If you co니Id write the sum of an irrational and a rational number as a

rational number, you could write the following eq니ation.

irrational

pb — aq
— bq
In the rational numbers above, a, b, p, and q are integers, with b 士 0 and
q / 0. This means that
• pb - aq is an integer and
• bq is an integer not eq니al to 0.

Therefore 仙 g이 is a rational number. B니t this is eq니al to c, an irrational

number. Can a number be both rational and irrational? No, it cannot.

So what went wrong? The mistake was to assume that you could write
the sum 으 + c in the form 으.

The sum of a rational number and an irrational number is always an

irrational number.

B. Is the product of a rational number and an irrational number rational or

irrational?

Write the product as a rational number.

irrational

rational 읍*c = $ rational

c = 쓰
aq

As in part A, c is both rational and irrational. So the assumption that yo니

COMMON ERROR can write 우 • c as ； at all is wrong.
If you do not address the case
where a = 0, you might conclude Also notice that in order to divide by a when calc니lating c, you have to
that the product of any rational
assume that a 尹 0. What happens in the original eq니ation if a = 0?
number and any irrational number
is irrational. But that is not true. Then 우 = 0, and 우 • c = 0 for any number c.

So the product of a rational number and an irrational number is always

irrational, 니nless the rational number in the prod니ct is 0.

© Try It! 4. Is the difference of a rational number and an irrational number

always irrational? Explain.

LESSON 1-1 Operations on Real N니mbers 7

 하 CONCEPT SUMMARY Operations on Real Numbers

WORDS, The sum of two rational numbers The sum of a rational number and an
is always rational. irrational number is always irrational.

The product of two rational The product of a nonzero rational number

numbers is always rational. and an irrational number is always irrational.

2 . 4_ 32
numbers'► S 니 ms:
9 6 ” 36
Sums: V3 + 스 = •…丁 1

2 •—
— 4 =—
8 A. 느 f
Prod 니 cts: Prod 니 cts:
9 6 54

르 +£ = 르么土으
Sums: Sums: 르 + c 구사, when c is irrational
ALGEBRA b d bd b 이

Prod 니 cts:
르 •흐 = 르으
Products: 읍 • c 士 으, when c is irrational
b d bd

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION ] Determine whether set B is a subset of set A.
classify the results of operations on real
6. 刀 = {0, 1, 2Z 3, 4} 7. 乃 = {2f 3f 577fl 1}
numbers?
B= 8 = {3,5,7,9,11}
2. Communicate Precisely Explain why the
Order each set of numbers from least to
sum of a rational number and an irrational
greatest.
number is always irrational. ® MR6
8. V200, 14, 끄
3. Vocabulary Are the rational numbers
a subset of the set of all real numbers? 9’ 3' I으' °’6

Are the rational numbers a subset of the

irrational numbers? Explain?
10. The park shown is in the shape of a square.
4. Error Analysis Jacinta says that the prod니ct Is the perimeter rational or irrational?
of a rational number and an irrational
Area = 24,200 yd2
number is always irrational. Explain
her error. ⑨ MR3

5. Reason Let D = {-2, —1, 0, 1, 2}. Is D a

subset of itself? Explain. ® MR2

H------------- 7 yd

8 TO이C 1 Solving Equations and Ineq니alities I 令I Go Online | PearsonRealize.com

 Scan for ［초© Practice 防 Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND, PRACTICE

11. Reason Identify each solution as rational or List all subsets of the real numbers from the list
irrational. ⑨ MR2 below that each number belongs to. see example 1

a. ： +글 b. V? • real numbers
• irrational numbers
12. Higher Order Thinking Is the product of
• rational numbers
two irrational numbers always an irrational
• integers
number? Explain.
• wh이e numbers
13. Error Analysis Describe and correct the error 16. 10.5 17. |
a st니dent made when ordering numbers from
least to greatest. ⑨ MR3 18. 6 19. 0

20. VI 21.-29
VH?, 끌, 68.12
Order the numbers shown from least to greatest.
V144 = 72
SEE EXAMPLE 2
W=78 22. 3.5,g,= 23. 느, 0.1 히J
3

68.12, V144,
Match each number to the letter that represents its
petition on the number line, see example 2

——l—
—l—
—l—
—l——느
A B C D
14. Mathematical Connections The b니lletin board
is in the shape of a square. Find two rational 24. -^/120
numbers that are within : in. of the act니al side
o 25. •=
length.
26. —끅

27.-11.75

Determine whether each sum, difference, product,

or quotient represents a rational number or an
irrational number. Explain how you know without
simplifying, see examples 3 and 4

23“T
29 -5___ 15—
23 127
30■읔*i읔

31.히

15. Construct Arguments Tell whether each

statement is always true, sometimes true, or 32. Is the difference of two rational
never true. Explain. © MR3 numbers always a rational number?
Explain, see example 3
a. An integer is a whole number.
33. Is the quotient of a rational number and
b. A natural number is a rational number.
an irrational number always irrational?
c. An irrational number is an integer. Explain, see example 4

LESSON 1-1 Operations on Real Numbers 9

 I즈］ ⑥ Practice ⑬ Tutorial

@ PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY 】 ASSESSMENT PRACTICE

34. Make Sense and P은rsevere Adam wraps the 37. Is 0.62473 a member of the set? For each set of
top edge of the gift box shown with gold real numbers, select Yes or No.
ribbon. ⑨ MR1
두지RI
natural numbers □ □
whole numbers □ □
integers □ □
rational numbers
a □ .
irrational numbers □ □
The top and bottom edges of the box are real numbers □ □ .
sq니are. If Adam has 24； in. of gold ribbon, does
he have enough to decorate the top of the box?
38. SAT/ACT What is the sq니are root of
《256’
35. Reason In statistics, continuous data can
have values equal to any real number, such as
®f ©$ ©I ©우
the average temperature for an area or the 39. Performance Task A basketball coach is
number of inches of rainfall. Other sets of data considering three players for Most Vahjable
are discrete. Examples of discrete data are the Player (MVP). The table shows the proportion
number of st니dents in a school district, the of shots each player made of the shots they
number of home njns hit by a baseball team attempted.
in a season, and the number of letters handled
by the post office each month. Which s니bset Fi 이 d
of the real numbers is the best one to use to Free Goals 3-Point
Player Throws (2 pts) Shots
describe discrete data? © MR2
Martin 71% 49.5% 32%
36. Make Sense and Persevere Helena b니ilds 1 9 1
Corey 弓
a shed in her backyard. There is a larger 20 3

section for large tools, like her lawn mower, Kimberly 0.857 0.448 0.338
and a smaller section for small tools. What is
the length of the entire shed? What type of Part A For a technical fo니L the team can pick
number is the length? List as many types of any player they want to shoot the free throw.
numbers for the length as you can. Q MR1 Which player sho니Id the team pick? Explain.

Part B Which player is most successf니I with

their field goal shots? Explain.

Part C Rank the players by the percentage of

the 3-point shots each made.

Part D If all the players attempted the same

number of shots, which player would you
choose as the MVP? J니stify yo니r answer.

10 TOPIC 1 Solving Equations and Inequalities I 令I Go Online | PearsonRealize.com

 ⑨Common Core State Standards HSA.CED.A.1, HSA.REI.A.1, HSA.RELB.3, (크 o Activity 호 Assess
MP.1,MP.2, MP.7 —— 즈

1-2
Solving Linear
MODEL & DISCUSS

Joshua is going kayaking with a group during one of his vacation days.
In his vacation planning, he budgeted $50 for a kayak rental.
Equations

I 시 PearsonRealize.com

I CAN... create and solve

linear eq니ations with one
variable.

A. How can Joshua determine the number of ho니rs he can rent a kayak for
himself? Describe two different options.

B. Joshua found o니t that there is a $25 nonref니ndable equipment fee in

addition to the hourly rates. How does this req니irement change the
mathematics of the sit니ation?

C. Look for Relationships How do the processes yo니 used for parts A and B
differ? How are they the same? ⑨ MR7

ESSENTIAL QUESTION How do you create equations and use them to solve problems?

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 1 Solve Linear Equations
What is the value of x in the equation 기x3t"4)— 8 = 32?

Method 1
빌푸
三 희 Method 2
VOCABULARY
Remember, a variable is an 가?베 - 8 = 32 기쓸에 -8 = 32
unknown quantity, or a quantity n/ Add 8 to
Multiply
that can vary. An equation is a 2(x + 4) - 24 = 96 each side — = 40 each 외de
mathematical statement with 2(x + 4) = 120 firSt
2x + 8 - 24 = 96 by 3 first.
two expressions set equal to each
other. A solution of an equation is 2x= 112 x 4- 4 = 60
a value for the variable that makes
the equation a true statement. x = 56 x= 56

Each solving method yields the same sohjtion. Is one method better than
the other?

Look at how the expres외on on the left side of the original eq니ation is b니ilt
up from x.
X _ x+4 — 2(x + 4) — 쯔새 - Z쎀의 —8

Notice how Method 2 applies thes은 steps in reverse to isolate x. This is often
a good strategy and can lead to simpler sohjtion methods.

(診 Try It! 1. Solve the eq니ation 4 + 흐가 = 9. Explain the reasons why you
chose yo니r sohjtion method.

LESSON 1-2 Solving Linear Equations 11

 ［흐 0 Activity

a EXAMPLE 2 Solv은 Consecutive Integer Problems

The sum of three consecutive integers is 132. What are the three integers?

Write an equation to model the problem. Then solve.

x+(x+ 1) + (x + 2) = 132 T. । . ..
The three integers are consec니tive, so
Combine 3x + 3 = 132 each is 1 greater than the previous,

like terms. 3x + 3-3 = 132-3

3x = 129
3
STUDY TIP
x = 43
You can check the solution by
substituting the value in the The first of the three consec니tive numbers is 43.
original equation. The three consecutive numbers whose sum is 132 are 43f 44f 45.

(화 Try It! 2. The sum of three consec니tive odd integers is 57. What are the
three integers?

vAPP 니 CAT.ON. a EXAMPLE 3 Use Linear Equations to Solve Mixture Problems

A lab technician needs 25 liters of a s이ution that is 15% acid for a certain
experiment, but she has only a solution that is 10% acid and a solution that
is 30% acid. How many liters of the 10% and the 30% solutions should she
mix to get what she needs?

Formulate 셔 Write an eq니ation elating the number of liters of acid in each sohjtion.
Represent the total number of liters of one sohjtion with a variable, like x.
Then the total number of liters of the other solution m니st be 25 - x.

25 Lof 15% solution = xLof 10% sol니tion + (25 —x) Lof 30% sol니tion
(0.15)(25) = 0.1 Ox + 0.30(25-x)

Compute 스 3.75 = 0.1x + 7.5 —0.3x

3.75 - 7.5 = 0.1x - 0.3x + 7.5 — 7.5 Subtract 7.5 from

each side
-3.75 =-0.2x

3.75 = 0.2x
3.75 = 0.2x Divide each side
“5T —'6T
by 0.2.
18.75=x

Interpret 스 Since x represents the number of liters of the 10% acid sol니tion, the lab
technician sho니d use 18.75 liters of the 10% solution. Since 25 — x represents
나’le number of liters of the 30% acid solution, she 외no니d 니se 25 - 18.75, or
6.25 liters of the 30% solution.

© Try It! 3. If the lab technician needs 30 liters of a 25% acid solution, how
many liters of the 10% and the 30% acid sohjtions sho니Id she
mix to get what she needs?

12 TOPIC 1 Solving Eq니ations and Ineq니alities I 시 Go Online | PearsonRealize.com

 【초 o Activity

APP 니 CATION EXAMPLE 4 Use Linear Equations to Solve Problems

Four friends use an online coupon to get discounts on concert tickets. They
spent $312 for the four tickets. What was the price of one ticket without the
discount?

Your online order is complete.

Yo니r order details are shown below
for yo니r reference.

ORDER # 328
Sec B, Row 10f Seats 13-16

Quantity Price

Tickets 4 7

Discount $15.00 4 x $15.00

Order Total $312

Step 1 Write an eq니ation to represent the problem situation.

COMMON ERROR Let p represent the original ticket price.

Subtract 15 from the price of each 4 • original ticket price minus $15 = S312
ticket, not from the total cost of
four undiscounted tickets. 4(p- 15) = 312

Step 2 Solve the eq니ation.

4(p - 15) = 312

4(p — 15) _ 312
4 4
p-15 = 78

p —15 + 15 = 78 + 15

p = 93

The ticket price without the discount was $93.

Try It! 4. The same fo니r friends b니y tickets for two shows on consecutive
nights. They use a coupon for $5 off each ticket. They pay a
total of $416 for 8 tickets. Write and solve an eq니ation to find
the original price of the tickets.

LESSON 1-2 Solving Linear Equations 13

 w 0 Activity (하 Assess

APP 니 CATION EXAMPLE 5 S이ve Work and Time Problems

LaTanya will walk her bike from her house to the bike shop, which is 1.5 mi
from her house, to get the bike fix은d. She expects to wait 30 min for the
repair. Then she will ride her bike home. Can she be home in one hour?

Step 1 Write an eq니ation to represent the sit니ation.

Time walking + Time at the shop + Time biking = Total time

MAKE SENSE AND
1.5 miles 十 丄 hour + 그으 jj봐흐 _
PERSEVERE
3 miles per hour 2 10 miles per hour ”
Look for relationships between
the distance traveled and the rate The eq니ation 씈 + ： 4■ 쁚 = 크 represents the situation.
when you write the equation.
® MR1 Step 2 Solve for t.
1.5 . 1 . 1.5
丁+ I + Q-f

(30) 블+ (30)| + (30)쁘 = 30t Multiply each side by the

least common denominator.
15+ 15 + 4.5 = 30t

34.5 _ 30t
"30"” 30

1.15 = t

It will take LaTanya 1.15 h, or 1 h 9 min to get home after leaving to get her
bike repaired. She will need more than 1 h.

Try It! 5. LaTanya leaves her house at 12:30 p.m. and bikes at 12 mi/h to
Marta's house. She stays at Marta's ho니se for 90 min. Both girls
walk back to LaTanya's house along the same ro니te at 2.5 mi/h.
They arrive at LaTanya's ho니se at 3:30 p.m. How far is Marta's
house from LaTanya's house?

f지 Go Online | PearsonRealize.com
14 TOPIC 1 Solving Equations and Ineq니alities
 0 船x © _
CONCEPT SUMMARY Create and S이ve Lin은ar Equations

Use the following information about Kelsey's visit to the flower shop.

• Kelsey bought some roses and t니lips.

• She bo니ght twice as many t니lips as roses.

• Roses cost $5 each.

• T니lips cost $2 each.

• Kelsey spent $36 total.

How many of each kind of flower did Kelsey b니y?

WORDS Write an equation to represent the situation.

Cost of Roses + Cost of T니 I ips = Total Cost

(Cost of One Rose)(Number of Roses) + (Cost of One Tulip)(Number of T니lips) = Total Cost

ALGEBRA $5 • x + $2 • 2x = $36

5x + 4x = 36

9x = 36

x=4

Kelsey bo니ght 4 roses and 81니lips.

Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION J How do yo니 Solve each equation.
create eq니ations and use them to solve 5. 4b + 14 = 22
problems?
6. —6k — 3 = 39
2. Reason What is a first step to solving for
x in the equation 9x - 7 = 10? How would 7. 15 — 2(3 — 2x) = 46
you check your solution? ® MR2
8. |y — | = 5
3. Use Structure For an eq니ation with fractions,
why is it helpful to m니tiply both 외des of
the eq니ation by the LCD? ⑨ MR7 9. Terrence walks at a pace of 2 mi/h to the
theater and watches a movie for 2 h and
4. Error Analysis Venetta knows that 15 min. He rides back home, taking the same
1 mi 幻 1.6 km. To convert 5 mi/h to km/h, route, on the bus that travels at a rate of
she multiplies 5 mi/h by 나빠〒 What error
40 mi/h. The entire trip takes 3.5 h. How far
does Venetta make? ⑨ MR3 along this route is Terrence's house from the
theater? Explain.

LESSON 1-2 Solving Linear Eq니ations 15

 Scan for f—”—1 ［킈 ⑥ Practice Tutorial

© PRACTICE & PROBLEM SOLVING Multimedia〔 사J

丄------- 才 Additional Exercises Available Online

UNDERSTAND PRACTICE

10. Use Structure What could be a first step to Solve each equation, see examples 1 and 2
wiving 나le equation 3x + —0.5(x 十 3) + 4 = 14? 16. —4x + 3x = 2
Explain. © MR7
17. 7 = 5y-13 -y
11. Make Sense and Persevere The sum of fo니r
consecutive integers is —18. What is the greatest 18. 7m - 4 - 9m - 36 = 0
of these integers? ® MR1
19. —2 = —5t+ 10 + 2t
12. Error Analysis Describe and correct the error
a student made when solving the eq니ation Solve each equation, see examples 3 and 4

4 = -2(x - 3). What is the correct solution? ® MR3 20. 2(2x+ 1) = 26

21. —2(2z+ 1) = 26
4 =-2(x - 3)
4 =-2x - 6 22. 92 = -4(2r — 5)
4十 6 =-2.x -6 + 6
10 =-2x 23. 10(5 - n) - 1 = 29
10 _-2x
三i — 三i 乂 24. -(7 — 2x) + 7 = —7
-5 = x 수 " (
25. 200= 16(6t-3)

Solve each equation, see example 5

13. Communicate Precisely Parker ran on a 26. +2 = 1 27. jx — jx = 2
treadmill at a constant speed for the length of
time shown. How many miles did Parker run? 28.1 (k — 3) = 3 29. — = 므 w + —
Explain. ® MR6 5 k 기 4 60 24 12

30 3끄 —으1-Z 31 1 290— 브 + 乃
하’ 4 12 “ 8 ' 버U _ 10 十 5

Solve 은ach equation.

32. 0.1r— 1 =0.65

33. 1.2n + 0.68 = 5

34. 0.025(q + 2) = 2.81

35. —0.07p - 0.6 = 5

36. 1.037x + 0.02x + 25 = 30.285

14. Reason The Division Property of Equality says 37. —0.85t - 0.85t - 3.9 = —8.15
that for every real number a, b, and c, if a = b
and c ^0, then 으 = 으. Why does the property
38. A bee flies at 20 feet per second directly to a
state that c 夫 0? @ MR2 flowerbed from its hive. The bee stays at the
flowerbed for 15 minutes, then flies directly
15. Higher Order Thinking Tonya's first step in
back to the hive at 12 feet per second. It is
solving the equation ^(2y + 4) = —6 is to use
away from the hive for a total of 20 min니tes.
the Distributive Property on the left side of the
SEE EXAMPLE 5
equation. Deon's first step is to multiply each
side by 2. Which of these methods will res니It in a. What eq니ation can you 니se to find the
an eq니ivalent eq니ation? Explain. distance of the flowerbed from the hive?

b. How far is the flowerbed from the hive?

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 Practice ⑥ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY： ASSESSMENT PRACTICE

39. Reason A fastpitch softball player signs a six- 43. Anna bought 8 tetras and 2 rainbow fish for
year contract. Her agent expects that she will her aquarium. The rainbow fish cost $6 more
earn $1,000,000 over the next six years. If the than the tetras. She paid a total of $37. Which
agent is right, how many bonus payments, on of the following are tnje? Select all that apply.
average, sho니Id the pitcher expect each year? ® The cost of 4 tetras is the same as the cost of
Explain. ⑨ MR2
a rainbow fish.
Menu Home Schedule Information Store Login < k ® One rainbow fish plus 5 tetras cost $21.
© An equation to find the cost r, in dollars, of a
rainbow fish is 8r + 2(r + 6) = 37
6 Year Contract! © Red니cing the number of rainbow fish by 1
Yearly Salary: would result in a total cost of $28.50.
$20,000
® An eq니ation to find the cost t, in dollars, of a
Bonus for each
game that attracts tetra t is 8t + 2t + 6 = 37.
100+ fans: $8,000
44. SAT/ACT What is the s 이니 tion of
1,200 — 5(3x + 30) = 600?
40. Make S은nse and Persevere There are nine
water bottles in Devin's refrigerator. 日은 ® 30 ® 50 ©150 ©200 ®250
adds three full boxes of water bottles to th은
45. Performance Task A mason will lay rows of
refrigerator. Then he adds two more boxes
bricks to b니ild a wall. The mason will spread
that each have 1 fewer bottle than a f니II box.
| inch of mortar on top of all b니t the last row
When he is done, there are 67 bottles in the
of bricks. The finished wall will be 1： inch less
refrigerator. Write and solve an eq니ation to o
than 4 feet high.
find the number of bottles in a f니II box. ⑨ MR1

41. Construct Arguments Y니son 니sed her calc니lator

to solve the eq니ation — 8 = 3. She entered
the following on her screen and got an incorrect
answer. How could she 니se parentheses to find
the correct answer? Explain. What is the correct
answer? © MR3

Part A The mason wants to lay the bricks so

that the shortest edge of each brick is vertical.
How many rows of bricks are needed? Show
your work.
42. Communicate Precisely A scientist makes an
acid solution by adding drops of acid to 1.2 L Part B Suppose the mason decides to lay bricks
of water. The final volume of the acid sol니tion so that the 3-inch edge is vertical. If the mason
is 1.202 L. Assuming the v이니me of each drop lays the same number of rows of bricks that
is 0.05 mL, how many drops were added to the were used for the wall described in Part A, how
water? About what percent of the sohjtion high will this wall be?
is acid? Ro니nd to the nearest h니ndredth of a
percent. ® MR6

LESSON 1-2 Solving Linear Eq니ations 17

 ⑨ Common Core State Standards HSN.Q.A.2, HSA.CED.A.1, HSA.REI.A.1, 【흐］ 0 Activity Assess
HSA.REI.B.3, MP.2, MP.3, MP.7 ----

1-3
Solving Equations
EXPLORE & REASON

Some friends want to see a movie that is showing at two different theaters
in town. They plan to share three tubs of popcorn during the movie.
With a Variable on
Both Sides
I 令 I PearsonRealize.com

I CAN... write and solve

eq니ations with a variable on
both sides to solve problems.
A. Construct Arguments Which movie theater should the friends choose?
VOCABULARY Explain. ® MR3
• identity
B. For what situation would the total cost at each theater be exactly the
same? Explain.

C. There are different methods to solving this problem. Which do you think
is the best? Why?

Q ESSENTIAL QUESTION How do you create equations with a variable on both sides and use them to
s이ve problems?

0 EXAMPLE 1 Solving Equations With a Variabl은 on Both Sides

A. What is the value of x in the equation shown?

STUDY TIP
It does not matter if you add 10 to
each side first or add 2x to each
side first. Either order will result in
the same equation, 9x = 27.

x= 3

B. What is the value of n in the equation shown?

- 4) - 7 = -2n + 6

|(n —4) = —2n + 13

M니tiply each side by 2
to eliminate the fraction.
n -4 = -4n + 26
n 十 4n = 26 十 4

5n = 30 Collect like terms on the

same side of the equation.
n =6

@ Try It! 1. Solve each equation.

a. 100(z —0.2) = —10(5z + 0.8) b. 응(16d + 24) = 6(d—1) + 1

o

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 (즈！ 겨 Activity ⑧ Assess

CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Understand Equations With Infinitely Many or
No S이utions
A. What is the value of x in 4x + 6 = 2(2x + 3)?

Use algebra tiles to represent and solve 4x + 6 = 2(2x + 3).

J J

II 主
J J Use 2 gro니ps of 2x + 3
J to represent 2(2x + 3).
2
4x + 6
X
J J

1
JJ J J
JJ
「 4x —4x + 6
J J
J J

4x —4x + 6

J J JJ Because 6 = 6 is always a true statement

표쑤 =
= J J and it is equivalent to the original
_ 」J JJ equation, the equation is true for every
VOCABULARY 6 6 value ofx.
Since this equation is true for
all values of the variable, it is
The equation 4x 十 6 = 2(2x + 3) is true for all val니es of x.
sometimes referred to as having
infinitely many solutions. An equation that is true for all vali^s of the variables is an identity.

B. What is the value of x in 6x - 5 = 2(3x + 4)?

Solve for x.

6x — 5 = 2(3x + 4)

6x — 5 = 6x + 8 Maintain the equality by

6x — 6x — 5 = 6x — 6x + 8 subtracting 6x from each side.
STUDY TIP
—5 = 8
Recall that you can assign a value
to the variable in an equation to There is no vahje of x that makes the eq니ation tn」e. Therefore, the
check whether the equation is true. eq니ation has no sohjtion.

© Try It! 2. Solve each equation. Is the equation an identity? Explain.

a. t —27 = —(27 —t)

b. 16(4 —3m) = 96(-끌+1)

LESSON 1-3 Solving Equations With a Variable on Both Sides 19

 w o Activity

APP 니 CATION e EXAMPLE 3 S이ve Mixture Problems

Arabica coffee costs $28 per po니nd and Robusta coffee costs $8.75 per
po니nd. How many pounds of Arabica coffee m니st you mix with 3 pounds of
Robusta coffee to make a blend that costs $15.50 per po니nd?

Organize the information in a table.

USE APPROPRIATE TOOLS
How are tables helpful in
organizing quantities to represent Arabica coffee
Price ($/lb)

28.00
! Amount (lb)

a
기 Total cost($)

28a
situations algebraically? ® MR5
Robusta coffee 8.75 3 26.25
Coffee blend 15.50 3 +3 15.5(a + 3)

Write an eq니ation to represent the situation.

28a + 26.25 = 15.5(a + 3)

28a + 26.25 = 15.5a+ 46.5

28a-15.5a = 46.5-26.25

12.5a = 20.25

a = 1.62
You must mix 1.62 pounds of Arabica coffee with 3 po니nds of Robusta
coffee to make a blend that costs $15.50 per pound.

© Try It! 3. How many pounds of Arabica coffee sho니Id yo니 mix with
5 po니nds of Rob니sta coffee to make a coffee blend that costs
$12.00 per po니nd?

APP 니 CATION EXAMPLE 4 Use Equations to Solve Problems

Cameron pays $0.95 per song with his current
■D " 8 3 45 © ..il 食
music service. A new music download service
Music Downloads
charges $0.89 per song with a $12 joining fee.
Sho니Id Cameron switch to the new service? 계 UH
Formulate 스 Write an equation to represent when the cost $0.95 per song
for any number of songs, s, is the same for
both services.
New Plan
New m니sic service = Cameron's c니rrent m니sic service
$12.00
0.89s + 12 = 0.95s TO JOIN
Compute 스 Solve the equation to find the number of songs at
$0.89 per song
which the cost for each option will be the same.

0.89s — 0.89s + 12 = 0.95s — 0.89s

12 = 0.06s
12 = 0.065
w —石*
200 = s
Interpret 스 The cost of the two options will be the same for 200 songs.

If Cameron plans to purchase more than 200 songs, he sho니Id switch to the
new service beca니se it will cost less than his current service.
CONTINUED ON THE NEXT PAGE

20 TOPIC 1 Solving Equations and Inequalities |시 Go Online | PearsonRealize.com

 JS. 0 ：：= © Assess

EXAMPLE 4 CONTINUED

(診 Try It! 4. Cameron's friend tells him of another service that has a
$15 joining fee but charges $0.80 per song. At what number
of songs does this new service become a less expensive option
than Cameron's current service?

Q CONCEPT SUMMARY Solve Equations with a Variable on Both Sides

Linear equations can be used to solve mathematical and real-world problems.

WORDS You can 니se properties of eq니ality to solve an equation with variables on
both sides. Eq니ations can have one sohjtion, infinitely many solutions, or
no solution.

NUMBERS 3x—6 = 3(x —2) 3x —2 = 3x —6

3x - 6 = 3x - 6 3x — 3x — 2 = 3x — 3x + 6
3x — 3x — 6 = 3x — 3x — 6 -2 = 6

The equation is true for all values The equation is not true for any
ofx. It is an identity. It has value ofx. It has no solutions.
infinitely many solutions.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION J How do you Solve each equation.
create equations with a variable on both 5. 5(2x + 6) = 8x + 48
sides and 니se them to solve problems?
6. -3(8 + 3h) = 5h + 4
2. Vocabulary Why does it make sense to
describe an eq니ation that has infinitely 7. 2(y—6) = 3(y —4)—y
many sohjtions as an identity?
8. 8x —4 = 2(4x —4)
3. Error Analysis Isabel says that the equation
9. For how many games is the total cost
x-2 = -(x — 2) has no sol니tion because a
of bowling equal for the two bowling
number can never be eq니al to its opposite.
establishments?
Explain the error Isabel made. ® MR3

Family Bowling
4. Look For Relationships You are solving an
eq니ation with a variable on each side. Does
Cost Game 4.00
(dollars) Shoes 1.00
the side on which yen」choose to isolate the
variable affect the sol니tion? Why might yo니 Knight Owl Bowling
choose one side over the other? ® MR7 Bowling & Entertalment Cost Game 3.75
(dollars) Shoes 2.00

LESSON 1-3 Solving Equations With a Variable on Both Sides 21

 Scan for I 츠" I ⑥ Practice

© PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE

10. Reason Do only eq니ations with variables on Solve each equation. SEE EXAMPLES 1-3

both sides ever have no sol니tion? Or can an 16. 5x —4 = 4x 17. 7x = 8x+ 12

equation with the variable on one side have no
solution? Justify your answer. ® MR2 18. 27 —3x = 3x + 27 19. 34 —2x = 7x

11. Generalize How do yo니 know whether an 20. 5r—7 = 2r+ 14 21.—x = 7x—56
equation is an identity? How many solutions
does an identity have? Explain. ® MR8 22. 5(n - 7) = 2(n + 14) 23. 6w-33 = 3(4w-5)

12. Error Analysis Describe and correct any error 24. 3(x —2) = 9x 25. 6(x + 5) = 3x
a st니dent may have mad은 when solving the 27 으±1_으三1
26.쓰互 3x- 15
equation 0.15(y- 0.2) = 2 - 0.5(1 -y). ® MR3 3 2 -三—

28. 2c + 3 = 2c + 3 29. 12b + 9= 12b + 11

0.15(y-0.2) = 2-0.5(1-y) 30.x —27 = —(27—x) 31.4(x + 9)=x + 9

0.15y-0.3 = 2-0.5 + 0.5y
0.15y-0.3 = 1.5 + 0.5y 32. 16(4 —3m) = 96(—쁘 + 1)
(100)(0.15y-0.3) = 100(1.5 + 0.5y)
33. 6y —8 = 2(3y —4) 34. 5(5t+ 1) = 25t—7
15y-30 = 150 + 50y
15y -30- 15y - 150 = 150 + 50y 35. —3k + 4 = —2 — 6k 36. |(2(x—1) + 10) =x

-15y-150 38. 3y = 으느^+ 2

37. 으스크으 — 4 = 3x
-180 = 35y
180
-% = y 39. 0.25t = 0.25 —t 40. 0.625(x+ 10)- 10 = 0

Solve each problem, see example 4

41. Tavon has a $50 gift card that loses $2 for each
13. Reason When Nicky tried to solve an equation
30-day period it is not 니sed. He has a $40 card
using properties of equality, she ended 니p with
that loses $1.50 for each 30-day period it is
the eq니ation -3 = -3. What equation might she
have tried to solve? What is the solution of the not used.

equation? ⑨ MR2 a. Write and solve an equation for the number

of 30-day periods until the value of the gift
14. Mathematical Connections The triangle shown
cards will be eq니al.
is isosceles. Find the length of each side and the
perimeter. b. What will the vahje of each card be when
they have equal value?

42. A cereal box manufacturer changes the size

of the box to increase the amo니nt of cereal it
contains. The equations 12 + 7.6n and 6 + 8n,
where n is the number of smaller boxes, are
both representative of the amount of cereal that
the new larger box contains. How many smaller
15. Higher Order Thinking The equation shown boxes eq니al the same amo니nt of cereal in the
has a missing value. larger box?
—2(2x—h ) + 1 = 17-4x
a. For what mis외ng value is the equation an
identity?
b. For what missing value(s), if any, does the
eq니ation have exactly one solution? c；의의0’s
c. For what missing vahje(s), if any, does the
eq니ation have no sol니tion? 12 oz ? oz

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 (조］ ⑥ Practice ⑮ Tutorial

@ PRACTICE & PROBLEM SOLVING

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APPLY, ASSESSMENT PRACTICE

43. Model With Mathematics Arthur wants to b니y 48. Which eq니ations have no sol니tion? Sei은ct all
an item that costs p dollars before tax. Using a that apply.
6% sales tax rate, write two different expressions ®x — 9 = 2(x —3) + 12
that represent the price of the item after tax.
® 5(—2x + 7) + 3 = —10x + 38
Show that the two expressions are equal. ⑨ MR4
©|(6x —4) = 3(x —2)
44. Model With Mathematics Two window washers © 0.01x + 0.001 = 느石 (x + 10)
start at the heights shown. One is rising, the
other is descending. How long does it take for ® 3(x + 2) + 1 = x + 2(4 + x)
the two window washers to reach the same
height? Explain. Q MR4 49. SAT/ACT Which equation is an identity?
©오스+ 27 = 으스 + 끄
15 15 十 15
® 3(슬+ 16)—16=|x

©—4(3 —2x)=—12 —8x

©-5( 으 - 16)—30 = 50-

®36(|x—2)+ 72 =—72 + 27x

50. Performance Task Benito and Tyler are painting

opposite sides of the same fence. Tyler has
45. Construct Arguments Jamie will choose between already painted 19： feet of his side of the fence
two catering companies for an upcoming party. when Benito starts painting.
Company A charges a set-up fee of $500 pl니s $25
for each guest. Company B charges a set-up fee
of $200 plus $30 per g니est. ® MR3

a. Write expressions that you can 니se to

determine the amount each company charges
for g guests.
b. Jamie learns that the $500 set-up fee for
Company A includes payment for 20 guests.
The $25 per g니est charge is for every g니est
over the first 20. If there will be 50 g니ests,
which company will cost the least? Explain. Part A How long will it take for the two 외des

of the fence to have an equal number of feet

46. Construct Arguments A one-year prepaid painted? How many feet will be painted on
membership at Gym A costs $250 pl니s $19 per Benito's side of the fence when the two sides
month for the second year. A one-year have an equal number of feet painted?
prepaid membership at Gym B costs $195 plus
$24 per month for the second year. Leah says Part B Tyler claims that beca니se he started
the cost for both gym memberships will be the painting first, he will finish painting his side of
same after the 11th month of the second year. the fence before Benito finishes painting his
Do yo니 agree? Explain. ⑨ MR3 side. Is this true? Explain.

47. Model With Mathematics A red balloon is Part C The painter who finishes first gets to
40 feet above the gro니nd and rising at 2 ft/s. rest while the other painter finishes. How long
At the same time, a blue balloon is at 60 feet will the painter who finishes first get to rest?
above the gro니nd and descending at 3 ft/s. Explain.
What will the height of the balloons be when
they are the same height above the ground?
® MP.4 으

LESSON 1-3 Solving Equations With a Variable on Both Sides 23

 ©Common Core State Standards HSN.Q.A.1, HSA.CED.A.1, HSA.CED.A.4, 서하 Activity (허 Assess
MP.1,MR3, MP.4 ---- 、우 V

MODEL & DISCUSS

Nora drew a nonsquare rectangle. Then she drew the length of each 이de
Literal Equations
from 은nd to end to make a line segment to represent the perimeter.
and Formulas
□□□□□ □□□ -KBEEB

I CAN... rewrite and

use literal eq니ations to
solve probl은ms.

VOCABULARY
• forrmda
• literal eq니ation

A. Write an equation that represents the perimeter of the model shown.

B. Rearrange the order of the sides so yo니 can represent the perimeter with
a different equation. Is this equation equivalent to your first eq니ation?

C. Use Structure How many different ways can yo니 express the relationship
in parts A and B? Are any of them more 니seful than cxthers? © MR7

Q ESSENTIAL QUESTION
How is rewriting literal equations useful when solving problems?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Rewrite Literal Equations
Janet wants to calculate the time it takes to earn a certain amount of
interest on a principal amount in an investment with simple interest. What
equation can she use?

A form니a is an eq니ation that states a relationship between one q니antity and

one or more other quantities. Use the simple interest formula, / = prt,
and solve for t. The form니a / = prt
is a literal 은quation because letters / = interest
represent both variables and known p = principle
constants. r = interest rate
f = time
VOCABULARY I = prt
One definition of literal is of,
J_ = prt
relating to, or expressed in letters. You use properties of equality to
pr— pr
A literal equation is an equation solve literal equations for a variable
expressed in letters, or variables. W=t just as you do linear equations.

When she writes the eq니ation this way, she can 니se what she knows (/, p,
and r) to calculate what she needs (t).

@ Try It! 1. What eq니ation can Janet use to calculate the principal amo니nt?

24 TO미C 1 Solving Equations and Ineq니alities I 지 Go Online | PearsonRealize.com

 w 0 Activity Assess

0 EXAMPLE 2 Use Literal Equations to Solve Problems

In a half hour, Sarah is meeting her friends at the lake, 6 mi from her house.
At what average speed must she ride her bike to get there on time?

Step 1 Solve the distance form니a for r.

d = rt
Remember, distance = rate • time.
d
t
Step 2 Find the average speed, or rate, at which Sarah must ride her bike to
be on time.
REASON
How is the structure of the
literal equation related to units
으=r
으 = 厂 Substitute 6 for d and 0.5 for t.
for rate? ® MR2

12 = r

Sarah needs to ride her bike at an average speed of 12 mi/h to get to the
lake on time.

Try It! 2. Sarah is going to the store 2.5 mi away. She has only 15 min to
get there before they 이ose. At what average speed must she
ride to get to the store before they close?

0 EXAMPLE 3 Rewrite a Formula

A worker at a framing store is making a
rectangular frame. He knows that the perimeter
of the frame is 144 in. and the length is 40 in.
How can he determine the width of the frame?
40 in.
Step 1 Rewrite the perimeter formula
COMMON ERROR P = 2€ + 2w in terms of w.
Do not divide just 2€ by 2 on
P —2€ = 2€ + 2w —2€
the left side. Divide the entire
expression P — 2€ by 2. The entire P — 2€ _ 2w w
2
left side of the equation is one
expression and must be divided P —2t = W
2
by 2.
The perimeter formula in terms of w is w = P — 2《
2

Step 2 Use the literal equation to solve for w when P is 144 and € is 40.
P —2t
—F-
144 — 2(40)
w=
2
144-80
|/|/ = ^—- = 32

The width of the fram은 is 32 in.

© Try It! 3. Write the formula for the area of a triangle, A = 느bh in terms
of h. Find the height of a triangle when = 18 in.2 and b = 9 in.

LESSON 1-4 Literal Equations and Formulas 25

 w 0 Activity Assess

APP 니 CATION 0 EXAMPLE 4 Ap이y Formulas

According to Teo's bread recipe, he should bake the bread at 190℃ for
30 minutes. His oven measures temperature in °F. To what temperature in °F
should he set his oven?

Formulate 스 Rewrite the formula to find the Fahrenheit temperature that is equal
to190℃.

Compute 스 Step 1 Solve for F.

C = |(F-32)
으 Dividing by a fraction is the same
으 • C= 으 • 으■ (F _ 32) as m니tiplying by its reciprocal.
d 5 9

을 C=F — 32

|C + 32 = F—32 + 32

을 C + 32 = f

Step 2 Use the formula for Fto find the Fahrenheit temperature eq니ivalent
to190℃.
|C + 32 = F

| (190)+ 32 = 374

Interpret 서 Teo 아'io니d set the oven to 374°F.

© Try It! 4. The high temperature on a given winter day is 5°F. What is the
temperature in ℃?

26 TO이C 1 Solving Equations and Ineq니alities I 令I Go Online | PearsonRealize.com

 W 0 :: SEy © Assess

CONCEPT SUMMARY Literal Equations and Formulas

| WORDS： Literal equations can use letters for both constants and variables. A formula
is a kind of literal equation where one quantity is related to one or more
other quantities.

To solve for a particular variable in a literal equation, you rewrite the

equation, isolating the variable.

ALGEBRA The volume of a rectang니lar prism is given by the following formula,

y = (vvh
To find a formula for h, the height of the prism, solve for h.
V = fhw
V _ thw Divide each side by €i/iz.
— £w

으=h

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Solve each literal equation for the given variable.
rewriting literal eq니ations usef니I when 5. y = x+ 12;x
solving problems?
6. n = + 7); m
2. Communicate Precisely How is solving
2x + c = d similar to solving 2x + 1 = 9 for x? 7. Use your equation from Exercise 6 to find m
How are they different? How can you use when n = 40.
2x + c = d to solve 2x + 1 = 9? ® MR6
8. William got scores of q1f q2, and q3 on three
3. Vocabulary Explain how literal equations quizzes.
and formulas are related.
a. Write a form니a for the average x of all
4. Error Analysis Dyani began solving the three quizzes.
equation g = 소드—1 fOr x by adding 1 to each
b. William got an 85 and an 88 on the first
side. Explain Dyanifs error. Then describe two quizzes. What form니la can William
how to solve for x. ⑨ MR3 니se to determine the score he needs on

the third quiz to get an average of 90?

What score does he need?

LESSON 1-4 Literal Equations and Form니las 27

 Scan for ［츠 ⑥ Practice ⑫ Tutorial

@ PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE,

9. Mathematical Connections Some two-step Solve each equation for the indicated variable.
equations can be written in the form SEE EXAMPLES 1 AND 2

ax + b = c, where a, b, and c are constants 13. 브 = a; c 14. k = a — y; y

and x is the variable.
15. dfg = h; f 16. w= x •x
a. Write the equation ax + b = c in terms of x. a-b
17. 2x + 3y= 12; y 18. 2n = 4x + 2y; n
b. Use the form니a to solve 3x + 7 = 19 and
19. abc = }; b 20. y =』-+ 5; u
- 1 = 5. J 5u
21. 8(x - a) = 2(2a - x); x
10. Make Sense and Persevere The flag of the
Bahamas includes an equilateral triangle. The 22. 12(m + 3x) = 18(x — 3m); m
perimeter of the triangle is P = 3s, where s is
the side length. Solve for s. Use yo니r formula to 23. V = ^nr2h; h
find the dimensions of the flag in feet and the
24. V = ^nr2(h - 1); h
area in square feet when the perimeter of the
triangle is 126 inches. © MR1
25. y(a — b) = c(y + a); y
3(y—b)
26= = 丄三—;y

28. Use the area form니a A = €wto write a form니a

for the length € of the baking sheet shown.
SEE EXAMPLE 3
11. Error Analysis Describe and correct the error a
student made when solving kx + 3x = 4 for x.
® MP3 으

kx + 3x = 4
kx + 3x - 3x = 4 - 3x
kx = 4 - 3x
kx _ 4 - 3x

29. Yo니 can determine the approximate

x=^X
temperature in degrees Fahrenheit by counting
the number of times a cricket chirps in one
minute. Then multiply that by 1, divide by 30,
and add 40. see example 4

12. Higher Order Thinking Given the equation a. Write a formula for estimating the
ax + b = c, solve for x. Describe each statement temperature based on the number of
as always, sometimes, or neuertr니e. Explain cricket chirps.
your answer.
b. Write a new formula for the number of
a. If a, b, c, are whole numbers, x is a whole chirps you would expect in one min니te at a
numb은 r. given Fahrenheit temperature.

b. If a, b, c, are integers, x is an integer. c. Use the form니a to find the number of

chirps in one minute when the temperature
c. If a, b, c, are rational numbers, x is a rational is 89°F.
number.

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 I 츠* I ⑥ Practice ⑮ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY： ASSESSMENT PRACTICE

30. Mod은I With Mathematics Water boils at 33. Given the proportion 웁 = %, solve for c.
different temperatures at different elevations.
34. SAT/ACT The formula for the area of a sector
The boiling temperature of water is 212°F at
of a circle \sA = 따. Which formula shows s
sea level (0 ft) but drops abo니t 1.72°F for every □oU
expressed in terms of the other variables?
1,000 feet of elevation. Write a formula for the
boiling point at a given elevation. Then solv은
the formula for the elevation when the boiling
point for water is 190°F. ® MR4

31. Reason In the National Hockey League, the

goalie may not play the p니ck outside the
isosceles trapezoid behind the net. The formula
for the area of a trapezoid is A = :(t)i + b,h.

®S = =
7tr2y4

© 5 = 360nr2A @5 = 오§일스

®s= A
3607^2

35. Performance Task A manufacturer can save

money by making a can that maximizes volume
and minimizes the amo니nt of metal used. For
a can with radi니s r and height h, this goal is
reached when 2孔厂3 = nr2h.

a. Solve the form니a for either base, by or b2-

b. Use the formula to find the length of the

base next to the goal given that the height
of the trapezoid is 11 ft and the base
farthest from the goal is 28 ft.
Part A Solve the eq니ation for h. How is the
c. How can you find the distance d of each side height related to the radh』s for a can that
of the base that extends from the goal given meets the manufacturer's goal?
that the goal is 6 ft long? What is the distance?
® MP.2 으 Part B The area of a label for a can \s A = 271rh
Use yo니r res니t from Part A to write a form니la
32. Use Appropriate Tools The form니a for cell D2
giving the area of a label for a can that meets
is shown in the spreadsheet. Use the data shown
the man니fact니rer's goals.
in row 3 to write a form니a for cell A3. ® MR5

= A2*B2*C2

丁
A

length
B

width
—
c
height
■■■
2 3 4 5 60

3 ■ 10 12 600

4 6 12 13 936

LESSON 1-4 Literal Equations and Form니as 29

 ⑨ Common Core State Standards HSA.CED.A.1, HSA.CED.A.3, HSA.REI.B.3, w o Activity 호 Assess
MP.1,MP.3,MP.7 ---- 느改

MODEL & DISCUSS

Skyler competes in the high jump event at her school. She hopes to tie or
Solving
break some records at the next meet.
Inequalities in
One Variable

State Record: 1.75 m

[] PearsonRealize.com
District Record: 1.57 m
Personal Best: 1.48 m

I CAN... solve and graph

ineq 니 alities.

A. Write and solve an eq니ation to find x, the number of meters Skyler m니st
add to her personal best to tie the district record.

B. Look for Relationships Rewrite your eq니ation as an ineq니ality to represent

the sit니ation where Skyler breaks the district record. How is the value of x
in the ineq니ality related to the val니e of x in the equation? ® MR7

C. How many meters does Skyler need to add to her personal best to break
the state record?

Q ESSENTIAL QUESTION
How are the solutions of an inequality different from the solutions of an equation?

es EXAMPLE 1 Solve Inequalities

S이ve -4(3x - 1) 4- 6x > 16 and graph the solution.

-4(3x - 1) + 6x 之 16

-12x + 4 + 6x > 16
Apply the properties of inequalities
— 12x + 4 — 4 + 6x 之 16 — 4 to solve for x.

-12x4- 6x> 12

STUDY TIP -6x> 12 Remember that the direction of the

Recall that when you graph the inequality symbol is reversed when both
solution of an inequality on a -6 — -6 sides of the inequality are multiplied or
number line, you use an open divided by negative values.
circle if the inequality symbol is x<-2
< or >, and a closed circle if the
Graph the solution.
inequality symbol is < or >.
0

Try It! 1. Solve each ineq니ality and graph the sohjtion.

a. -3(2x + 2) < 10 b. 2(4 - 2x) > 1

30 TO미C 1 Solving Equations and Ineq니alities I 시 Go Online | PearsonRealize.com

 (흐 0 Activity 診 Assess

0 EXAMPLE 2 S이ve an Inequality With Varia이es on Both Sides

S이ve 3.5x + 19 > 1.5x- 7. Then graph the s이ution.

Solve the ineq니ality.

3.5x+ 19 > 1.5x-7

Collect like terms on the
3.5x—1.5x+ 19 - 19 之 1.5x—1.5x —7 —19 same side of the inequality.

2x > -26

x>-13

Graph the s이ution.

후 0

© Try It! 2. Solve 2x - 5 < 5x - 22. Then graph the sol니tion.

CONCEPTUAL
UNDERSTANDING es EXAMPLE 3 Understand Inequalities With Infinitely Many or No
Solutions
A. S이ve -3(2x - 5) > -6x + 9.

—3(2x - 5) > -6x + 9

-6x + 15 > —6x + 9

—6x + 6x + 15 > —6x + 6x + 9

15>9

The original inequality is equivalent to 15 > 9f a tr니e statement. What

does this mean?

Using the same steps above, you can show that the ineq니ality is tr니e for
any val니e of x. So all real numbers are solutions of the ineq니ality.

B. Solve 4x - 5 < 2(2x — 3).

4x - 5 < 2(2x — 3)

4x — 5 < 4x — 6
LOOK FOR RELATIONSHIPS
Consider the definition of the 4x — 4x — 5 < 4x — 4x — 6
solution to an inequality. What -5<-6
would the graph of an inequality
with no solution look like? ⑨ MR7 Since the inequality res니Its in a false statement (-5 < -6), any val니e
of x yo니 substitute in the original ineq니ality will also res니It in a false
statement.

This ineq니ality has no solution.

© Try It! 3. Solve each inequality.

a. -2(4x - 2) < -8x + 4 b. -6x- 5<—3(2x+ 1)

LESSON 1-5 Solving Inequalities in One Variable 31

 a. o Activity Assess

APP 니 CATION EXAMPLE 4 Use Inequalities to Solve Problems

Derek wants to order some roses online. For what number of roses is it less
은xpensive to order from Florist A? From Florist B?

Florist A: Florist B:
$4.75 per blue rose $5.15 per red rose
plus $40 plus $25
delivery charge. delivery charge.

Formulate 스 Write an ineq니ality to compare the total cost of x roses from each florist.

The cost of x roses at Florist A is less than the cost of x roses at Florist B.

4.75X + 40 < 5.15X+25

Compute 서 Solve for x. Set up the inequality to find the

4.75x + 40 < 5.15x + 25 number of roses it wo니d take for
Florist A to be less expensive.
4.75x — 4.75x + 40 < 5.15x — 4.75x + 25

40 —25 <0.4x + 25 —25

15 느 0.4x

37.5 <x

Interpret 스 The solution is all real numbers greater than 37.5. However, the number of
roses must be a whole number.

If Derek plans to buy 38 or more roses, then Florist A is less expensive.

If Derek plans to b니y 37 or fewer roses, th은n Florist B is less expensive.

© Try It! 4. If Florist B increases the cost per rose to $5.20, for what
number of roses is it less expensive to order from 디orist A?
From Florist B?

32 TOPIC 1 Solving Equations and Ineq니alities I 지 Go Online | PearsonRealize.com

 W Q :：Sy © Assess

하 CONCEPT SUMMARY S이ving Inequalities in One Variable

WORDS, To solve ineq니alities, use the Properties of Inequalities to isolate the variable.
The solution of an inequality is the set of all real numbers that makes
the inequality tr니e. Some inequalities are true for all real numbers
(like x 十 3 < x + 7), b니t others have no solutions (like x + 7 < x 十 3).

ALGEBRA -5(2x - 3) < 34

— 10x+ 15 으 34

— 10x+ 15 — 15 玄 34 — 15

-10x< 19

=10x> 1? Reverse the inequality when multiplying

-10 — —10
or dividing by a negative number.
x > -1.9

© Do You UNDERSTAND? Do You KNOW HOW?

1•이
ESSENTIAL QUESTION J How are the Solve each inequality and graph the solution.
sdutions of an ineq니ality different from 5. < 6 6. —4x > 20
the solutions of an eq니ation?
7. 8 < -4(x - 1) 8. 3x — 2 > 4 — 3x
2. Reason How is dividing each side of x > 0
by a negative val니e different from dividing 9. Lourdes plans to jog at least 1.5 miles.
each side by a po외tive vahje? ⑨ MR2 Write and solve an ineq니ality to find x, the
number of hours Lourdes will have to jog.
3. Vocabulary Give an example of two
ineq니alities that are equivalent inequalities.
Explain yo니r reasoning.

4. Error Analysis Rachel multiplied each 외de

of x > 2 by 3. She wrote the result as 3x < 6.

Ex이ain the error Rachel made. ® MR3

LESSON 1-5 Solving Ineq니alities in One Variable 33

 Scan for 14시 ⑥ Practice
⑮ Tutorial

© PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE,

10. Construct Arguments Let a, b, and c be Solve each inequality and graph the solution.
real numbers, c 구 0. Show that each of the SEE EXAMPLES 1 AND 4

following statements is true. ® MR3 15.x + 9> 15 16. —|x>—10

a. If a > b and c <0, then ca < cb.

17. 5x+ 15 玄一10 18. -0.3x < 6
b. If a > b and c < 0, then 으 < 으

19. 6x > -0.3 20. -3x > 15

11. Use Structure For each of the graphs below,
21.$x>| 22. x-8.4 <2.3
write an inequality that the graph represents.
Explain your reasoning. ⑨ MR7
23. 2.1x> 6.3 24. -2.1X + 2.1 <6.3
a. -*—।——।——।।—“I~Ii——■ii——i―“I——
-5 -4 -3 -2 -1 0 1 2 3 4 5 25. - 20 + 2x > 6 26. 을x + 14 — 3x > -7
o
27. 0.5x-4-2x<2 28. 4x + 1 + 2x > 5
-5 -4 -3 -2 -1 0 1 2 3 4 5

Match each inequality to the graph that represents

12. Constr니ct Arguments Describe and correct
its solution. Explain your reasoning, see example 1
the error a student made when solving the
inequality shown. ® MR3
29. —2(3x - 1) > 20 A. 느-----h―- ①---------
0 3

30. 2(1 - 3x) < 20 B. < ①-------- F

3x - 1 > 5 -3 0

3x-l + l>5 + l Add 1 to each side. 31. -2(1 - 3x) > 16 C. -—

—I-------- 0>
3x > 6 Simplify. 0 3
3x , 6 Divide each side
— 드 — 32. 2(3x - 1) < 16 D. ----------------O-— t
3 3
by 3. —3 0
X < 2 Simplify.
Solve each inequality, see example 2

33. 2x + 5 < 3x + 4

34. 2(7x - 2) > 9x + 6

13. Mathematical Connections Jake's sohjtion to Solve each inequality and tell whether it has
the eq니ation -4(2x - 3) = 36 is shown. infinitely many or no solutions, see example 3

-4(2x - 3) = 36 35. + 1 36.$x + 3-|x<-2

—8x+ 12 = 36
37. —5(2x+ 1) < 24 38. 4(3 -2x) > -4
-8x+12-12 = 36-12
—8x = 24 39. 7.2x + 6 < 2.4x 40. -2x - 5 > 3x - 25
—8x _ 24
— 三@ 41. 2x+ 12>2(x + 6) 42. 0.5x + 8<2x —4

x = -3 A solution is graphed for each inequality below.

How is the sohjtion to -4(2x - 3) > 36 similar to Describe the changes that need to be made, if any,
and different from the solution shown? to each graph, see example 3

43. 3x - 24 < -2(2x - 30)

14. Higher Order Thinking Suppose each side of
the inequality a - b < 0 is multi이ied by c. <■"■4 (D-------------
0........ 12
a. If c < 0 and c(a - b) > 0, write an inequality to
represent the relationship between a and b. 44. -2(x- 5) > -2x + 10

b. If c < 0, is c(a — b) always greater than 0? 느---------- » I■—

Explain yo니r reasoning. -5 0

34 TOPIC 1 Solving Equations and Ineq니alities I 지 Go Online | PearsonRealize.com

 I 즈1 (^어
(診 PRACTICE & PROBLEM SOLVING
Practice

Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

45. Make Sense and Persevere L니ke and Aisha 48. Match each ineq니ality with the equivalent
are traveling on the same road, in the same inequality.
direction. L니ke is driving at a rate of 50 mi/h, A. —；乂 느 一크 I. x < 3
and Aisha is driving at a rate of 55 mi/h. Write
and solve an ineq니ality to find when Aisha B. >| II. x> 3

will be ahead of L니ke on the highway. Let x

C. |x > 1 III. x> j
represent time in hours. ® MR1
D. —jx > —| IV. x < |

49. SAT /ACT Which of the following is the solution

of 0.125X+ 1 - 0.25x < -3?
®x<—0.5
®x<0.5
©x>0.5
©x<32
®x>32

50. Performance Task St니dents have organiz은d

a three-day walkathon to raise money for
charity. The average walking speeds of fo니r
46. Make Sense and Persevere An office manager participants are given in the table b이ow.
is electing a water delivery service. Acme
H2O charges a $15 fee and $7.50 per 5-gallon
Walking Speed
jug. Best Water charges a $24 fee and Name (mi/h)
$6.00 per 5-gallon jug. How many 5-gallon
Elijah 3.2
j니gs will the office have to b니y each month
for the cost of Best Water to be less than that Aubrey 3

of Acme H2O? ® MP.1 Mercedes 2.4

Steve 3.5
47. Model With Mathematics Charlie can spend
니p to $8 on lunch. He wants to b니y a tuna
Part A Write and solve an ineq니ality to
sandwich, a bottle of apple j니ice, and x po니nds
determine how many hours it would take Steve
of potato salad. Write and solve an ineq니ality
to walk at least 21 mi on Day 1.
to find the possible numbers of po니nds of
potato salad he can b니y. ⑨ MP.4 Part B At the beginning of Day 2, Mercedes
is 2 mi ahead of Elijah. Write and solve an
inequality to determine th은 ho니rs x when Elijah
will be behind Mercedes.

Part C At the beginning of Day 3, Elijah starts

walking at the marker for Mil은 42f and Aubrey
starts walking at the marker for Mile 42.5.
Write and solve an inequality to determine the
ho니rs when Elijah is ahead of Aubrey.

LESSON 1-5 Solving Inequalities in One Varia이e 35

 ©Common Core State Standards HSA.CED.A.1, HSA.RELA.1, HSA.REI.B.3, MP.4
MATHEMATICAL I ‘히 하 Video
MODELING
IN 3 ACTS

I 지 PearsonRealize.com

Q Collecting Cans
Many schools and community centers organize cann은d food drives and
donate the food collected to area food pantries or homeless shelters.

A teacher may hold a contest for the student who collects the most cans.
The teacher will track the number of cans each st니dent brings in. Sometimes
students have their own ways of keeping track. You'll see how some st니dents
kept track in the Mathematical Modeling in 3 Acts lesson.

Scan for
Multimedia ACT 1 Identify the Problem

1. What is the first q니estion that comes to mind after watching the video?

2. Write down the main q니estion you will answer abo니t what yo니 saw in
the video.

3. Make an initial conjecture that answers this main question.

4. Explain how yen』arrived at your conjecture.

5. Write a number that yo니 know is too small.

6. Write a number that you know is too large.

ACT 2 Develop a Model

7. Use the math that you have learned in this Topic to refine yo니r
conject 니 re.

ACT 3 Interpret the Results

8. Is yo니r refined conject니re between the highs and lows yen』set 니p earlier?

36 TOPIC 1 Mathematical Modeling in 3 Acts

 ⑨Common Core State Standards HSA.CED.A.1, HSA.CED.A3, HSA.RELB.3, (츠 © Activity © Assess
MP.4, MR7, MP.8 ~" 드

1-6
Compound
EXPLORE & REASON

Hana has some blue paint. She wants

to lighten the shade, so she mixes in
Inequalities 1 cup of white paint. The color is
still too dark, so Hana keeps mixing in
1 cup of white paint at a time. After
I 令| PearsonRealize.com adding 4 cups, she decides the color
is too light.

I CAN... write and solve A. Explain in words how much paint

compound ineq니alities. Hana should have added initially to
get the shade she wants.
VOCABULARY
• compound ineq니ality B. Model With Mathematics Represent
yo니r answer to part A with one or more inequalities. ® MR4

C. Hana decides that she likes the shades of bl니e that appear in between
adding 1 cup and 4 c니ps of white paint. How can yo니 represent the
number of c니ps of white paint that yield the shades Hana prefers?

O ESSENTIAL QUESTION What are compound inequalities and how are their solutions represented?

CONCEPTUAL ~
UNDERSTANDING Q EXAMPLE 1 Understand Compound Inequalities
How yo니 can use inequalities to describe the sets of numbers graphed below?

A. < t------- 1——유

-3 0 2

The graph shows the solutions of two inequalities. The two inequalities form a compound
inequality. A compound inequality is made up of two or more inequalities.

Write an ineq니ality to represent the solutions shown in each part of

the graph.

MAKE SENSE AND PERSEVERE

x<-3 -3 0
There is no number that can 으 x>2
be less than —3 AND greater 1——O ■■ ■"—
느------------

than 2. So it makes sense to 0 2

Th은 compound ineq니ality that describes the graph isx < -3 or x > 2.
use OR to write the compound
inequality. © MR1 B. < » i (D----------- 느
-4 0 1
The solutions shown in the graph are greater than or eq니al to -4. They
are also less than 1. Write two ineq니alities to represent this.
< 令 ' ■ >'l I »
x> -4 —4 0 1
l — / x< 1
< I " ■■■' HD------------ ►
-4 0 1
The compound inequality that describes the graph is —4 玄 x and x < 1.
Yo니 can also write this as -4 < x < 1.

@ Try It! 1. Write a compound ineq니ality for the graph.

(D I ......... 4
-2 0 6

LESSON 1-6 Compound Ineq니alities 37

 ［호 o Activity

EXAMPLE 2 Solv은 a Compound In은quality Involving Or

☆Ive the compound inequality 5x + 7 < 13 or -4x + 3 > 11. Graph the
solution.

Solve each ineq니ality.

5x - 7 < 13 or —4x + 3 > 11

5x-7 + 7<13 + 7 —4x + 3 — 3 > 11 — 3

5x< 20 -4x > 8

¥<¥ 昔 ＜읏

COMMON ERROR x<4 x<-2

You may think that there should
I.......... (D or 0 —F
-(D—
be two parts in the graph of the 0........... 4 -2 0
solutions. However; the solution to
x < -2 is a subset of the solution
to x < 4, so x < 4 is the complete The final graph is all points that
solution. appear in either solution above.

The solution is x < 4, which is the set of all real numbers less than 4.

(診 Try It! 2. Solve the compound inequality —3x + 2 > -7 or 2(x - 2) > 6.
Graph the solution.

EXAMPLE 3 Solve a Compound Inequality Involving And

What is the solution of -12 < 7x + 9 < 16?

Solve each inequality.

—12 玄 7x + 9 and 7x +9 < 16

-12-9<7x + 9-9 7x + 9- 9<16 — 9

—21 <7x 7x<7

크느끅 7x . 7
7 7
—3 玄 x x< 1

사1 I > and < 1 I (D

0 1

The final graph is all points that

appear in both solutions above.
―令 —
-3 0 1

The sol니tion is x > -3 and x < 1, or -3 < x < 1.

⑧ Try It! 3. Solve the compound ineq니ality -2(x + 1) < 4 and 4x 十 1 으 -3.
Graph the sol니tion.

38 TOPIC 1 Solving Equations and Ineq니alities I 令| Go Online | PearsonRealize.com

 ［크 o Activity （珍 Assess

APP 니 CATION EXAMPLE 4 Solve Problems Involving Compound Inequalities

Enrique plans a diet for his dog. River. River consumes between 510 and
540 Calories per day.

If River eats 1； servings of dog food each day, how many treats can
she have?

Formulate 스 Model the situation with a compound ineq니ality.

Let x represent the number of treats River can have each day.

Write an expression to represent River's total daily Calories.

1： servings at 320 Cal. per serving pl니sx treats at 15 Cal. per treat

480 + 15x

Write a compound inequality for the number of dog treats each day.

at least 510 Calories at most 540 Calories

510 < 480 + 15X < 540

Compute 스 Solve the compound inequality.

510 < 480 + 15x < 540

510 — 480 < 480 + 15x — 480 < 540 — 480

30 < 15x < 60

30 < J5x < 60
15 — 15 “ 15
2 < x <4

The solution is 2 < x < 4.

Interpret 스 River can have at least 2 and at most 4 treats each day.

© Try It! 4. S니ppose River has new treats that are 10 Calories 은ach.

How many of the new treats can she have and remain in her
Calorie range?

LESSON 1-6 Compound Ineq니alities 39

 S. 0 애= © Assess

쟈 CONCEPT SUMMARY Compound Inequalities

WORDS The solution of a compound The solution of a compound

inequality involving or includes inequality involving and in이니des
the sohjtions of one inequality as only sohjtions of both inequalities
well as the sohjtions of the other where they coincide.
inequality.

ALGEBRA x<a or x> b x> a and x<b

a <x < b

GRAPHS ■e—h田 .........

a b a b

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION ] Write a compound inequality for each graph.
compound ineq니alities and how are their 5, 나-.......... 스 »'니 >
-4 -1 0
sohjtions represented?

2. Look for Relationships When a < b, how is 6. 느——I——»—■■■ ① >

0 2 8
the graph of x > a and x < b similar to the
graph of x > a? How is it different? ® MR7 Solve each compound inequality and graph
the solution.
3. Vocabulary A compound is defined as a
mixture. Make a conjecture as to why th은 7. 4x - 1 > 3 and -2(3x - 4) > -16
term compound inequality incl니des the
8. 2(4x + 3)>-10or-5x- 15 > 5
word compound.

4. Error Analysis Kona graphed the compound 9. Nadeem plans to ride her bike between
ineq니ality x > 2 or x > 3 by graphing x > 3. 12 mi and 15 mi. Write and solve an
Explain Kona's error. ® MR3 ineq니ality to model how many ho니rs
Nadeem will be riding.

40 TO이C 1 Solving Equations and Inequalities 「지 Go Online | PearsonRealize.com

 Scan for f b ) S. © Pr3ctice © Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia [ 今 J
----- 才 Additional Exercises Available Online

UNDERSTAND PRACTICE

10. Look for R은lation아lips The c이71po니nd Write a compound inequality for each graph.
ineq니ality x> a and x> b is graphed below. SEE EXAMPLE 1

How is the point labeled c related to a

and b? ® MP.7

---------- 1—— 16.- - ------------- 스 令 I >

c -5 -1 0
x > a andx > b
17. ------- 令 I ■■■(D---------- ►
-0.5 0 0.25
11. Error Analysis Describe and correct the error
a st니dent made graphing the compound 18. <■■■■■—■■ 느수 스 I '>
inequality x>2 and x > 4. ® MR3 -1.2 -0.4 0

Solve each compound inequality and graph the

solution. SEE EXAMPLES 2 AND 3
x > 2 and x > 4
19. 2x + 5 > -3 and 4x + 7 < 15

20. 2x - 5 > 3 or -4x + 7 < -25

21. 2x — 5 > 3 and —4x + 7 < -25

22. -x + 1 > -2 or 6(2x - 3) > -6

23. —x + 1 > —2 and 6(2x - 3) > -6

12. Generalize Suppose that a < b. Select from
the symbols >, <, >, and <, as well as the 24. -^x + 2 + > -1 or -3(x + 25) > 15
words and and or, to complete the compound
ineq니ality below so that its sol니tion is all real The value for the area A of each figure is given.
numbers. ® MR8 Write and solve a compound inequality for the
value of x in each figure, see example 4
x a x b
25. 35 >A> 25 26. 9 玄乃玄 12
13. Higher Order Thinking Let a and b be real
numbers.

a. If a > b, how is the graph of x> a and x> b

different from the graph of x > a or x > b?

b. If a < b, how is the graph of x > a and x> b

different from the graph of x > a or x > b?
Write a compound inequality to repres은nt each
c. If a = b, how is the graph of x> a and x> b
s은ntence below, see example 4
different from the graph of x > a or x > b?
27. A q니antity x is at least 10 and at most 20.
14. Mathematical Connections Consider the
28. A quantity x is either less than 10 or greater
sohjtions of the compound inequalities.
than 20.
4<x< 8 2 <x< 11
29. A q니antity x is greater than 10 and less than 20.
Describe each solution as a set. Is one set a
s니bset of the other? Explain yo니r answer.

LESSON 1-6 Compound Ineq니alities 41

 I 즈-1 ⑥ Practice ⑬ Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

| APPLY ： ASSESSMENT PRACTICE

30. Reason Fatima plans to spend at least $15 and 33. Which of the following compound ineq니alities
at most $20 on sketch pads and pencils. If she have the s이니tion x < 3? S이ect all that apply.
b니ys 2 sketch pads, how many pencils can she ® 3x + 5 < 6 or —2x + 9 > 3
buy while staying in her price range? ® MR2
® 3x + 5 < 6 and —2x + 9 > 3
© 3x - 5 < 10 and —2x + 9 > 3
Sketch Pad
© 3x + 5 < 6 or —2x + 9 < 3
®3x—5< 10or—2x + 9>3

34. SAT/ACT What is the s 이니 tion of

0.2x - 4 - 2x < -0.4 and 3x + 2.7 < 3?
®x<-2
®x<0.1
©x< 1

31. Make Sense and Persevere A peanut company ©x > -2 and x < 0.1
ships its product in a carton that weighs 20 oz ® x > -2 and x < 1
when empty. Twenty bags of pean니ts are
shipped in each carton. The acceptable weight 35. Performance Task An animal shelter
for one bag of peanuts is between 30.5 oz and categorizes donors based on their total yearly
33.5 oz, inclusive. If a carton weighs too m니ch donation, as shown in the table.
or too little, it is opened for inspection. Write
and solve a compound inequality to determine Donor Total Yearly
x, the weights of cartons that are opened for Category Donation
inspection. ® MR1 Bronze < $100
Silver > $100 and < $500
32. Model With Mathematics Volunteers at an
Gold >$500 and <$1,000
animal shelter are b니ilding a rectangular dog
Platinum > $1,000
n」n so that one shorter side of the rectangle
is formed by the shelter b니ilding as shown.
They plan to spend between $100 and $200 on Part A Keenan donates the same amount each
fencing for the sides at a cost of $2.50 per ft. month. Write and solve a compound inequality
Write and solve a compound inequality to for the monthly donation that will put him in
model the possible length of the dog run. ® MR4 the Gold category.

Part B Libby donated $50 during the first

month of the year. If she makes three
additional donations of eq니al amounts d니ring
the year, how much will she need to donate
each time to be in the Silver category?

Part C Paula originally planned to donate

$50 each month. After reviewing her budget,
she decides that she must reduce her planned
donation. By what amount can she reduce her
original planned monthly donation of $50 so
that she will be in the Silver category?

42 TO이C 1 Solving Equations and Inequalities I 令I Go Online | PearsonRealize.com

 ⑨Common Core State Standards HSA.CED.A.1, MP.1, MP.4, MR7
旦 0 Activity Assess

1-7
Absolute Value
프） MODEL & DISCUSS

Amelia is participating in a
60-mile spin-a-thon. Her spin
Equations and bike keeps track of the simulated
Inequalities number of miles she travels.
She plans to take a 15-minute
break within 5 miles of riding
|令| PearsonRealize.com 30 miles.

Spin-a-thon Schedule
I CAN... write and solve
Event Time
absohjte value eq니ations and
ineq 니 alities. Start spinning 10:00 a.m.
Stop for break
Resume spinning

A. Write a compound ineq니ality that models the number of miles Amelia

spins before taking a break.

B. How is the number of miles Amelia spins before she takes a break
related to the amo니nt of time before she takes a break?

C. Make Sense and Persevere Abo니t how many ho니rs will Amelia spin
before she takes a break? Disc니ss how yo니 co니Id use your mathematical
mod이 to complete the spin-a-thon sched니e. ⑨ MR1

O ESSENTIAL QUESTION Why does the solution for an absolute value equation or inequality typically
_•_______________ res니It in a pair of equations or ineq니alities?

0 EXAMPLE 1 Understand Abs이ut은 Value Equations

A. What is the value of x in 7 = |x| + 2?

Solve for x by isolating the absolute value 은xpression on one side of

the eq니ation.

7 = |시+ 2
Use the Subtraction
STUDY TIP 7 —2 = | 시+ 2 —2
Property of Equality.
The absolute value of a number 5 = |시
is its distance from 0 on a
-------------------- 1-------------- ►
number line. -5 0 0 5

Both -5 and -5 are 5 units away from 0.

The s이니tions are x = —5 and x = 5.

Check the solutions.

7 으 |-5| + 2 7 으 |5| + 2
으 5 + 2 으 5 +2

= 7/

CONTINUED ON THE NEXT PAGE

LESSON 1-7 Absolute Value Equations and Inequalities 43

 P이 혀 Activity ⑧ Assess

EXAMPLE 1 CONTINUED

USE STRUCTURE B. What is the value of x in |2x - 3| = 1?

When solving an absolute value
Write and solve equations for the two possibilities:
equation in the form |ax + 이 = c,
use two different equations to 2x - 3 is positive. 2x - 3 is negative.
find the solutions, ax+ b = c and
ax + b = —c. ⑨ MR7 2x - 3 = 1 2x —3 = —1
2x — 3 + 3 = 1+ 3 2x —3 + 3 = —1+3
The expression inside the
2x = 4 2x = 2
absolute value symbol can
2x = 4 be positive or negative. So 2x = 2
2 ”2 the expression 2x — 3 can 2 ”2
x =2 be equal to 1 or -1. x= 1

The solutions are x=2 and x = 1.

C. What is the value of x in 3|x + 61 + 8 = 5?

St은p 1 Isolate the absohjte value expression.

3|x+이+ 8 —8 = 5 —8
3|x + 6| = —3
3|x +이 그 —3
3 으 3
Step 2 Solve for x.

Ix 十 61 = —1 The absolute value of a number is a

. distance and cannot be negative.
This eq니ation has no s이니tion.

© Try It! 1. Solve each equation.

a. 6 = |시 — 2 b. 기x+5| =4 c. |3x —6| = 12

0 EXAMPLE 2 Apply an Absolute Value Equation

The cruising speed of
STUDY TIP
You can use an absolute value Kennedy's boat is 25 mi/h.
equation to model a quantity She plans to cruise at this
"plus or minus" another quantity. speed for the distances
shown in the diagram.

A. What equation
models the number
of hours x that Not to scale
Kennedy will travel?

The distance Kennedy

actually travels

|25x —8이 = 10 10 miles from the 80-mile point

Final distance from the

80-mile point

CONTINUED ON THE NEXT PAGE

44 TO미C 1 Solving Equations and Ineq니alities I 지 Go Online | PearsonRealize.com

 w o Activity

EXAMPLE 2 CONTINUED

B. What are the minimum number and maximum number of hours

Kennedy will travel?

Write and solve eq니ations for the two possibilities.

If Kennedy travels plus If Kennedy travels min니s

10 miles, the absolute value 10 miles, the absolute value
expression is positive. expres외on is negative.

25x - 80 = 10 25x- 80 = -10

25x — 80 + 80 = 10 + 80 25x —80 + 80 = —10 + 80
25x = 90 25x = 70
25x _ 90 25x = 70
“25"" 25 ■25"“ 25
x=3.6 x=2.8

The sohjtions are x = 3.6 and x = 2.8.

Kennedy will travel at least 2.8 ho니rs and at most 3.6 hours.

© Try It! 2. What will be the minimum and maximum time that Kennedy
will travel if she resets her cruising speed to 20 mi/h?

CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Understand Absolute Valu은 In은q니alities
What are the solutions of an absolute value inequality?

COMMON ERROR Solve and graph two absolute value inequalities.

Remember to look at the > and
< symbols when solving absolute 3 units 3 units |x|<3
K--------- 1------- >니
value inequalities. Inequalities (D I <D |시 < 3 is eq니ivalent to
with absolute value have to be -3 0 3 the compound inequality
set up differently to solve if it is
The distance between x and 0 must be less x < 3 and x > —3, which can
an "and" situation vs. an "or"
than 3, so the values 3 units to the right and also be written as -3 < x < 3.
situation.
3 units to the left are solutions.

3 units 3 units
K------- 1---------너 |x|>3
: -<D--------- 1--------- CD >
-3 0 3 |x| > 3 is equivalent to
the compound inequality
The distance between x and 0 must be
x < -3 or x > 3.
greater than 3. So positive values of x must
be greater than 3, and negative values of x
must be less than -3.

© Try It! 3. Solve and graph the solutions of each ineq니ality.

a. |x| > 15 b. |x| < 7

LESSON 1-7 Absolute Vai니e Equations and Ineq니alities 45

 〔흐 o Activity

APPLICATION Q EXAMPLE 4 Write an Absolute Value Inequality

Members of the debate team are traveling to a tournament, where they will
stay in a hotel for 4 nights. The total cost for each member must be within
$20 of $175. Which of the hotels shown can they consider?

Hotel Room Costs*

Hotel C
$50
Hotel B
$45
Hotel A
$40

ODD
스 □□□

mb
rrm
*Per person per night

Formulate 서 Write an absolute value inequality to represent the situation.

Let x be the cost per night of a hotel room.

The difference between total cost and $175 is less than or eq니al to S20.
|4x- 175| < 20

Comp니te 스 Solve the inequality to find the maximum and minimum hotel cost for each
team member.

Maximum Cost Minimum Cost

4x- 175 <20 4x- 175 > -20

4x— 175 + 175 < 20 + 175 4x- 175 + 175 > —20 + 175

4x< 195 4x > 155

쓰<W 4x> 155
4-4 4 “ 4
x< 48.75 x> 38.75

Interpret ◄ The cost of the hotel room can be between $38.75 and $48.75, in이니sive.

The debate team can consider Hotel A or Hotel B.

© Try It! 4. If the debate team increased their limit to $200 phjs or minus
$20, wo니d they be able to afford Hotel D at $55 per night?
Explain.

46 TOPIC 1 Solving Eq니ations and Ineq니alities I 令I Go Online | PearsonRealize.com

 3. 0 ：=：y © Assess

CONCEPT SUMMARY Absolute Value Equations and Inequalities

WORDS Absolute Value Equations Absolute Value Inequalities

To solve an absolute value eq니ation, If an ineq니ality 니ses < or < and these
isolate the absol니te vah」e expression. symbols point to the variable in the
Then write two eq니ations and solve. solution, the solution uses "and". If an
ineq니ality 니ses > or > and these symbols
point to the variable in the solution, the
solution uses "or".

ALGEBRA 기 x— 1기 = 18 I시드 1

|x— 1 기 = 9 x > -1 and x < 1

x- 17 =-9 x- 17 = 9 |시 >2

x=8 x = 26 x < -2 or x > 2

I시드 1
DIAGRAMS,
◄---------- »-"니'-----
-1 0 1

시>2

< 1 <D---------- 1-------------- 分

-2 0 2

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION , Why does the Solve each absolute value equation.
sohjtion for an absolute val니e eq니ation 5. 5 = |시+ 3 6. |2x —8|= 16
or inequality typically result in a pair of
equations or ineq니alities? Solve each absolute value inequality. Graph the
solution.
2. Reason How is solving an absol니te value
7. |3x-6|>9 8.|4x—1 기玄 20
eq니ation similar to solving an equation that
does not involve absolute value? How is it
9. On a road trip, Andrew plans to use his
different? ® MR2
cruise control for 125 mi, plus or minus
20 mi. Write and solve an eq니ation to find
3. Vocabulary Describe how you would
the minimum and maximum number of
explain to another st니dent why the absolute
ho니rs for Andrew's road trip.
value of a number cannot be negative.

4. Error Analysis Y니miko solved |시 > 5 by

solving x > -5 and x < 5. Ex이ain the error
Y니miko made. ⑨ MR3

LESSON 1-7 Absolute Vah」e Eq니ations and Ineq니alities 47

 Scan for I ‘시 ⑥ Practice ⑥ Tutorial

© PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND, PRACTICE

10. Make Sense and Persevere Sasha is solving the Solve each absolute value equation, see example 1
absolute vah」e eq니ation |2x| + 4 = 8. What is 15. 2 비시 - 1 16. | 시一 4 = 9
the first step 와le sho니d take? ⑨ MR1
17. 14 = |시+ 2 18. |시+ 4 = —9
11. Use Structure The absolute value ineq니ality
5 < |x| - n is graphed below. What is the vahje 19. |—2x +이 = 20 20. |x-4| = 9
of n? ® MP.7
21. 기 x +이 = 20 22. 기 x —이 = 20
-------- » I 스----- ►
-7 0 7 23. 5|x + 3| + 8 = 6 24. 3|x—기一 8 = 7

12. Error Analysis Describe and correct the error a Write and solve an absolute value equation for
st니dent made when solving 2|시 < 16. © MR3 the minimum and maximum times for an object
moving at the given speed to travel the given
distance. (Figures are not to scale.) see example 2
S시ve 21 시 < 16.
25. 5 mi/h
기시 < 16
기시 < _］으 Divide both sides by 2. -2.5 mi +2.5 mi
2 2 <---------------- >

I시 < 8 Simplify. 卜-------- 10 mi -------------- 너

X
x < 8 or x > -8 Rewrite using "or."
26. 10ft/s

-3 ft +3 ft

卜-------- 30 ft ------------- 너
13. Mathematical Connections Jack wants to
model a situation where the perimeter of the Solve each absolute valu은 inequality. Graph the
rectangle b이ow is 6 ft ph」s or min니s 1.5 ft. solution, see EXAMPLES 3 AND 4

27. 2 드 |시 - 8 28. -2 > |시 — 8

29. |x| + 5> 10 30. |x| + 2.4 < 3.6

31. |2x+ 5| > 9 32. |2x- 5| < 9

33. -2|x + 4| <-6 34. —2|2x +위 + 10>—6

Because he is modeling a length "phjs or
minus" another length, he decides to use an Match each absolute value inequality to the
abs이ute value equation for his model. Do graph that represents its solution. Explain your
you agree with his decision? Explain yo니r reasoning, see examples 3 and 4
reasoning.
35. 3|x| - 2 < 10 A. ―—®—— ———
—I—
-4 0 4
14. High은r Order Thinking Let a, b, c, and x be real
numbers. 36. 기시- 1 <7 R
-4 0 4
a. How is solving |a시 + b = c different from
37. 3| 2시 + 1 > 25 C ■느-
solving |ax + 이 = c? -4 0 4
b. How is solving |a시 十 b 玄 c different from 38. 기 4시- 7 之 25 D
solving |ax + 이 之 c? -4 0 4

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 I 지 ⑥ Practice ⑮ Tutorial

@ PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY： ASSESSMENT PRACTICE

39. Make Sense and Persevere A company 42. Arrange steps in the solution to2|x-3| + 4<12
manufactures cell phone cases. The length in the correct order.
of a certain case must be within 0.25 mm of A.-1 <x <7
125 mm, as shown (fig니re is not to scale). All
B. 기x—3| + 4<12
cases with lengths o니t외de of this range are
removed from the inventory. How could yo니 C. 기x —3|<8
니se an absolute value ineq니ality to represent D.—4<x —3<4
the lengths of all the cases that should be E. |x-3| <4
removed? Explain. ® MR1
43. SAT/ACT What is the sol니tion of |4x - 6| = 2?
® x= 1, x = 2
®x = —1zx = 2
©x= 1,x= —2
© x = —1, x = —2
® x = —2, x = 2

44. Performance Task A road sign shows a vehicle's

▲셰hW speed as the vehicle passes.
wwt
40. Construct Arguments Ashton is hosting a
banq니et. He plans to spend $400, plus or
min니s $50, at a cost of $25 per guest. Solve
|25x - 4001 = 50 to find the maximum and
minimum number of guests. If there can be 니p

to 7 guests at each table, what is the minimum

number of tables Ashton should reserve so that
every g니est has a seat? ® MR3
Part A The sign blinks for vehicles traveling
41. Model With Mathematics Hugo is p니nping within 5 mi/h of the speed limit. Write and
reg니lar gas into his truck. Write and solve an solve an absohjte vahje inequality to find the
absolute value equation to represent how minimum and maximum speeds of an oncoming
many gallons of gas will be pumped when the vehicle that will cause the sign to blink.
total is $25 plus or minus $0.50. ® MR4
Part B Another sign blinks when it detects a
vehkle traveling within 2 mi/h of a 35 mi/h
GAS STATION
$/Gallon speed limit. Write and solve an absol니te val니e
ineq니ality to represent the speeds of the
vehi이es that ca니se the sign to blink.

Part C The sign is programmed to blink 니sing

absolute vahje ineq니alities of the form

|x — 히 드 b and |x — 히 스 b. Which of these
formulas is 니sed to program the sign for cars
traveling either 5 mi/h above or below the
20 mi/h speed limit? What are the values of a
and b? Explain.

LESSON 1-7 Absolute Val니e Equations and Ineq니alities 49

 TOPIC
Topic Review
1 Q TOPIC ESSENTIAL QUESTION

1. What general strategies can yo니

inequalities?
니se to solve simple 은q니ations and

Vocabulary Review
Choose the correct term to complete each sentence.
• compound inequality
2. An eq니ation nule for a relationship between two or more q니antities
is a(n)________ • element

3. A combination of two or more ineq니alities 니sing the word and or • form 니a

the word or is a(n) • identity

4. Any of the distinct objects of a set is called a(n) • literal eq니ation
5. If each element of B is also an element of A, B is a(n) • set
of A • s 니 bset
6. A well-defined collection of elements is a(n)
7. An equation where letters are used for constants and variables
is a(n)___________
8. An eq니ation that is true for all val니es of the variable is a(n)

Concepts & Skills Review

LESSON 1-1 Operations on Real Numbers

Quick Review Practice & Problem Solving

Sums, differences, and products of rational 9. Give an example of two irrational numbers
numbers are rational. Q니otients of rational whose product is rational.
numbers (when they are defined) are rational. For each number, determine whether it is an
The sum and difference of a rational number and element of the real numbers, irrational numbers,
an irrational number are irrational. The prod니ct rational numbers, int은gers, or whole numbers.
and quotient (when defined) of a rational List all that apply.
number and an irrational number are irrational, 10. 13.9 11. V49 12. -48
except when the rational number is 0.
Order from least to greatest.
13. 0.36, 뽀 14. 음, 2.4, 7^65
Example
Let a, b, c, and d be integers, with b 土 0 and 15. Make Sense and Persevere Taylor uses tape
d #： 0. Is the sum of 읍 and % rational or to mark a sq니are play area in the basement
irrational? Is their product rational or irrational? for her da니ghter. The area measures 28 ft2.
Is the side length of the sq니are rational or
흐 + £ = ac/ + be a . c = ac
b d~ bd b* d ~ bd irrational? Explain. ® MR1
The sum and prod니ct are both rational.

50 TOPIC 1 Solving Equations and Ineq니alities 우지 Go Online | PearsonRealize.com

LESSON 1-2 Solving Linear Equations

Quick Review Practice & Problem Solving

Yo니 can use properties of eq니ality to solve linear 16. Use Structure What property wo니d you 니se
equations. Use the Distrib니tive Property and first to solve 느x - 6 = 10? Explain.® MR7
combine like terms, when needed.
Solve each equation.

17. 3(2x- 1) = 21
Example
Solve |(6x - 15) + 5x = 26. 18. 100 = 8(4t-5)

j(6x— 15) + 5x = 26

4x- 10 + 5x = 26 Distributive Property 20. 1.0455 + 0.068 = 15.743

9x — 10 = 26 Combine like terms. 21. Model With Mathematics The price for an
ad니It movie ticket is 1： more than a movie
9x- 10 + 10 = 26 + 10 Add 10 to each side.
ticket for a child. Ines takes her daughter
9x = 36 Simplify.
9x _ 36 to the movie, buys a box of popcorn for
Divide each side by 9.
9 ” 9 $5.50, and spends $26.50. Write and solve an
x = 4 Simplify. eq니ation to find the prices for each of their
movie tickets. ® MR4

MWIAHH I
LESSON 1-3 Solving Equations with a Variable on Both Sides

Quick Review Practice & Problem Solving

o lc io l
To solve eq니ations with a variable on both sides, 22. Error Analy이s Describe and correct any errors
rewrite the eq니ation so that all the variable a student may have made when solving the
terms are on one side of the eq니ation and the equation 0.6(y — 0.2) = 3 - 0.2(y — 1). ⑨ MR3
constants are on the other. Then solve for the
0.6(y —0.2) = 3 —0.2(y—1)
value of the variable.
0.6y —0.12 = 3.2 —0.2y
100(0.6y — 0.12) = 10(3.2 - 0.2y)
Example
60y — 12 = 32 — 2y
S이ve 5x - 48 = —3x + 8.
60y — 12 + 12 + 2y=32 + 12 —2y+2y
5x - 48 = —3x + 8 62y = 42
5x — 48 + 3x = -3x + 8 + 3x Add 3x to each side.

8x - 48 = 8 Simplify.
Solve each equation.
8x — 48 + 48 = 8 十 48 Add 48 to each side.

8x= 56 Simplify. 23. 21 — 4x = 4x + 21

8x = 56 Divide each side by 8. 24. 6b — 27 = 3(5b — 2)
8 ” 8
x=7 Simplify. 25. 0.45(t+8) = 0.6(t —3)

26. Construct Arguments Aaron can join a gym

that charges $19.99 per month, plus an
ann니al $12.80 feef or he can pay $21.59 per
month. He thinks the second option is
better because he plans to use the gym for
10 months. Is Aaron correct? Explain. ⑨ MR3

TOPIC 1 Topic Review 51

 LESSON 1-4 Literal Equations and Formulas

Quick Review Practice & Problem Solving

Yo니 can use properties of eq니ality to solve literal 27. Error Analysis Describe and correct the
equations for a specific variable. You can use error a student made when solving
the rewritten eq니ation as a formula to solve a = ^(b + 5) for b. ® MR3
problems. a = |(b + 5)

1a = + 5)|
Example
Find the height of a cylinder with a volume of = b+ 5
1,650 cm3 and a radius of 6 cm.
b = ^a + 5
Rewrite the formula for the volume of a cylinder
Solve each equation for the given variable.
in terms of h.
A = m'2 h 28. xy = k;y 29. a = 으 + 3c; c

30. 6(2c + 3d) = 5(4c - 3d)； d

31. Model With Mathematics The form니a for

average acceleration is a = 十一一where is
the final velocity, V； is the initial velocity, and
Find the height of the cylinder. Use 3.14 for pi.
t is the time in seconds. Rewrite the eq니ation
as a form니a for the final velocity, Vf. What is
the final velocity when a person accelerates
h=_L650_ = _L650_ = JL650_
“ (3.14)(6)2 " (3.14)(36) — 113.04 1 시-bU at 2 ft/s for 5 seconds after an initial velocity
of 4 ft/s? ⑨ MP.4
The height of the cylinder is about 14.60 cm.

LESSON 1-5 Solving Inequalities in One Variable

Quick Review Practice & Problem Solving

The same strategies used for solving multistep 32. Use Structure Write an inequality that
equations can be used to solve multistep represents the graph. ⑨ MR7
inequalities. When multiplying or dividing
<lll1—4——l——l——I~l!—►
by a negative val니e, reverse the ineq니ality -5 -4 -3 -2 -1 0 1 2 3 4 5
symbol.
Solve each inequality and graph the solution.

Example 33. x + 8 > 11

Solve -2(6x + 5) < 74. Graph the solution. 34. 4x + 3 < -6

-2(6x + 5) < 74 35. 2.4x - 9 < 1.8x + 6

-12x- 10 <74 Distributive Property 36. 3x - 8 > 4(x - 1.5)

-12x- 10 + 10 으 74+ 10 Add 10 to each side. 37. Make Sense and Persevere Neil and Yuki r니n
— 12x、84 a data entry service. Neil starts at 9:00 a.m. and
-12 么三反 Divide each side by-12.
can type 45 words per minute. Yuki arrives at
x>-7 Simplify. 10:30 a.m. and can type 60 words per min니te.
Write and solve an ineq니ality to find at what
The solution is x > -7.
time Y니ki will have typed more words than Neil.
Let x represent the time in minutes. ⑨ MR1
—10—9 —8 —7 —6 —5 —4 —3 -2-10 12

52 TOPIC 1 Solving Equations and Inequalities I 시 Go Online | PearsonRealize.com

LESSON 1-6 Compound Inequalities

Quick Review Practice & Problem Solving

When a compo니nd inequality 니ses the word 38. Construct Arguments Describe and correct
and, the solution m니st make both ineq니alities the error a student made graphing the
tr니e. If a compound inequality 니ses the word compound ineq니ality x > 3 or x < —1. ® MP3
or, the solution m니st make at least one of the
-——I——» l '■■아'............... ——l——l——느
ineq니alities true. —2 —1 0 1 2 3 4 5

Solve each compound inequality and graph

Example the solution.
S이ve -24 < 4x - 4 < 4. Graph the solution.
39. 2x — 3 > 5 or 3x — 1 < 8
Separate the inequality and solve 은ach
40. x - 6 < 18 and 3 - 2x > 11
separately.
41. 느x — 5 > —3 or +4< 3
-24 < 4x - 4 4x - 4 < 4
42. 3(2x— 5) > 15 and 4(2x- 1) > 10
-24 + 4<4x — 4 + 4 4x - 4十4<4十4
43. Model With Mathematics Lucy plans to
-20 < 4x 4x < 8
spend between $50 and $65, incl니sive, on
-5 <x x<2 packages of beads and packages of charms. If
< (DI I I I 4 I I I M » I I I I I M<DI I I she buys 5 packages of beads at $4.95 each,
-5 0 5 how many packages of charms at $6.55 can
Ujcy buy while staying within her b니dget?

MWIAaH
—1——① I I“I~I I I——b ® MP.4
-6 -5 -4 -3 -2-10 1 2 3 4

The solution isx > -5 and x < 2, or -5 < x < 2.

T
o ld o l
LESSON 1-7 f Absolute Value Equations and Inequalities

Quick Review Practice & Problem Solving

When solving an equation or an ineq니ality that 44. Make S은nse and Persevere Thato is solving
contains an absohjte vahje expression, yo니 the absohjte value eq니ation |3x| -5 = 13.
m니st consider both the po외tive and negative What is 나"le first step he should take? ⑨ MR1
vahjes of the absohjte value expression.
Solve each absolute value equation or
inequality.
Example 45. 3 = |시 + 1 46. 4|x-5| = 24
What is the value of x in |4x + 기 < 43?
47. 3 > |시一 6 48. |2x - 3| < 12
Write and solve inequalities for the two cases.
49. Make Sense and Pers은vere A person's
4x + 7 is positive. 4x + 7 is negative. normal body temperature is 98.6°F.
According to physicians, a person's body
4x + 7 < 43 4x + 7 > -43
temperature should not be more than 0.5°F
4x + 7 — 7<43 — 7 4x + 7 — 7 > —43 — 7 from the normal temperature. How could
4x<36 4x > -50 you 니se an absolute value ineq니ality to
represent the temperatures that fall o니tside
x< 9 x> -12.5 of normal range? Explain. @ MR1
The sol니tion is -12.5 < x < 9.

TO 미 Cl Topic Review 53
 TOPIC Linear Equations

2 Q TOPIC ESSENTIAL QUESTION

Why is it useful to have different forms of linear equations?

Topic Overview Topic Vocabulary

enVision™ STEM Project: • parallel lines
Design a Pitched Roof • perpendicular
2-1 Slope-Intercept Form lines
• point-외ope form
2-2 Point-Slope Form
• reciprocal
2-3 Standard Form
• 외 ope-intercept
Mathematical Modeling in 3 Acts: form
How Tall is Tall?
• standard form of
2-4 Parallel and Perpendic니lar Lines a linear equation
• y-intercept

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model & Discuss, and Critique & Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

© real-world applications.

PRACTICE Practice what

［호Go online | PearsonRealize.com © yo니,ve learned.

54 TOPIC 2 Linear Equations

 o How Tall is Tall?
The world's tallest person in recorded history was Robert Wadlow. He was
8 feet 11.1 inches tall! Only 5% of the world population is 6 feet 3 inches
or taller. What percent of the pop니lation would you guess is 7 feet

e
or taller?

o la o l
We 니sually 니se standard units, such as feet and inches or centimeters, to
measure length or height. Did you ever wonder why? In the Mathematical
Modeling in 3 Acts lesson yo니II consider some interesting alternatives.

VIDEOS Watch clips to s니pport GLOSSARY Read and listen to

Mathematical Modeling in 3 Acts Lessons
and envision™ STEM Projects.
© English and Spanish definitions.

TUTORIALS Get help from

CONCEPT SUMMARY Review
key lesson content thro니gh
© Virtual Nerd, right when you need it.

MATH TOOLS Explore math

©
m니tiple representations.
with digital tools and manipulatives.
ASSESSMENT Show what
you've learned.

TO이C 2 Linear Equations 55

 Video

topic2 project
• • • hVisioil
:右 STEM
Did You Know?
It takes 8 min니tes 19 seconds for the
sun's rays to travel 93 million miles to
Earth. The amount of solar energy that
hits Earth in 1 hour is enough to meet
the energy demands of the world's
population for 1 year. —

In 2004, about 15,000 homes What Is Roof Pitch?

in the United States had solar
panels. By the end of 2014, about
RISE
600,000 homes had solar panels.
2004

Roof pitch is 이osely related Solar panels are a collection of solar

to slop은. This roof's pitch is cells. Solar cells convert sunlight to
equivalent to 3 : 12, which means electricity. The solar cells in a solar
the roof rises (or falls) 3 inches panel are arranged so that solar
2014
for every horizontal foot. energy travels along a specific path.

The steepness, or pitch, of a roof

affects many things, inchjding
the installation of solar panels
and how m니ch snow the roof
can handle.

•1,500 homes

0 Your Task: Design a Pitched Roof

Yo니 and yo니r classmates will analyze roofs to determine their pitch.
Then yo니 will design a roof with a pitch that is appropriate for installing
solar panels.

56 TOPIC 2 envision STEM Project I 지 Go Online | PearsonRealize.com

 ⑨Common Core State Standards HSA.CED.A.2, HSS.ID.C.7, MP.3, MP.4, MP.7 (흐］ o Activity Assess

2-1
Slope-Intercept
MODEL & DISCUSS

Alani wants to buy a $360

bicycle. She is considering
Form two payment options. The
image shows Option A,
which consists of making an
149t | PearsonRealize.com
initial down payment then
smaller, equal-sized weekly
payments. Option B consists
I CAN... write and graph of making 6 equal payments
linear equations using
over 6 weeks.
외 ope-intercept form.

A. What factors 아w니d Alani Weekly Bike Payments

VOCABULARY take into consideration
• 이 ope-intercept form before deciding between Option A and Option B?
• y-intercept
B. Communicate Precisely Suppose Alani co니d modify Option A and still
pay off the bike in 5 weeks. Describe the relationship between the down
payment and the weekly payments. ⑨ MR6

What information does the slope-intercept form of a linear equation reveal

ESSENTIAL QUESTION
about a line?

《리 EXAMPLE 1 Graph a Lin은ar Equation

What is the graph of y = + 2?

The eq니ation is in 이ope-intercept form. You can 니se the 외ope and
y-intercept to graph the line.
4 그
y = |x + 2

Step 1 Identify the y-intercept in the eq니ation.

The y-intercept is 2, so plot the

point (0, 2).
USE STRUCTURE
Think about the relationship Step 2 Use the 외ope to plot a second point.
between the value of the leading
4 _ vertical change
coefficient and the slope of the
5 — horizontal change
line. ® MP.7
Start at (0z 2), move 4 units up and
5 units to the right to locate a
second point. Plot the point (5, 6).

Step 3 Draw a line through the points.

© Try It! 1. Sketch the graph of y = -|x - 5.

LESSON 2-1 Slop은니ntercept Form 57

 r司 q Activity
© Assess

EXAMPLE 2 Writ은 an Equation from a Graph

What is the equation of the line in 이ope-intercept form?

Step 1 Find the 외ope between two points on the line.

The line passes through (0f 1) and (4, -2).

STUDY TIP 乂2-乂1
외 ope = -3
If you can approximate the x2 -X1 4
y-intercept by looking at the graph,
Step 2 Find the y-intercept.
you can use it as one of the two
points for finding the 이ope. The line intersects the y-axis at (0z 1)f so the
y-intercept is 1.

Step 3 Write the equation in the form y = mx 十 b.

S니bstitute -4 for m and 1 for b.

4

The eq니ation of the line in 외ope-intercept form isy = —+ 1.

© Try It! 2. Write the equation of the line in

외ope-intercept form.

CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Understand Slope-Intercept Form
How can you find an equation of a line that passes through two points if
neither of them is the y-intercept?

Consider the line that passes thro니gh the points (-1, -2) and (3, 4).

Step 1 Find the 외ope of the line.

COMMON ERROR 4 — (—2) = 3
m =
You may think that a point with 3-(-1) "2
two negative coordinates means
that the slope will be negative. Step 2 Use the 외ope and one point to find the y-intercept.
Keep in mind that the slope 4 = |(3) + b Substitute | for m and (3,4) for ^,y) \r\y = mx + b.
depends on both points, so there
is no way to determine the sign of 4=|+b Simplify.
the slope from one point.
—； = b Solve forb.

Step 3 Use the 이ope and the y-intercept to write the equation

Substit니te | for m and for b.

The equation in 외ope-intercept form of the line that passes through (—1, —2)
and (3, 4) is y =|x — 느.

© Try It! 3. Write th은 eq니ation in 이ope-intercept form of the line that
passes through the points (5, 4) and (-1, 6).

58 TO미C 2 Linear Equations I 시 Go Online | PearsonRealize.com

 W O Activity

APP 니 CATION EXAMPLE 4 Interpret Slop은 and y-lnt은rcept

Allie received a gift card for her local coffee shop. Every time she goes to the
shop, she gets a medium coffee. The graph shows the gift card balance at
two points. How can Allie determine the number of medium coffees she can
buy with the gift card if she does not know the original value of the card?

I
•(4,14.4)

0
0 2 4 6 8 10
Medium C니ps of Coffee

Step 1 Interpret the meaning of the two points.

(2, 19.7): After buying 2 coffees, Allie had $19.70 left on the gift card.

(4, 14.4): After trying 4 coffees, Allie had $14.40 left on the gift card.

Step 2 Find the 외ope. Then interpret the meaning of the 외ope.

Use the points (2, 19.7) and (4, 14.4).

거 19.7 - 14.4
m = —三—元—
2-4

= -2.65

The 외ope is —2.65, which means that the balance on the gift card
decreases by $2.65 each time Allie b니ys a medium coffee. The cost of
a medium coffee is $2.65.

Step 3 Use one point and the 외ope to find the y-intercept.
Then interpret its meaning.

y = mx + b
MODEL WITH MATHEMATICS
Does the line with slope -2.65 19.7 = —2.65(2)+ b
and y-intercept 25 model the
situation for every value ofx? 25 = b
⑨ MP.4
The y-intercept is 25. It represents the original vahje of the gift card.

To determine the number of medium coffees she can buy with the
gift card, Allie can divide $25 by $2.65. She can purchase 9 medium
coffees with the gift card.

© Try It! 4. Use information from Example 4 to write the eq니ation in 외ope-

intercept form. Find the x-intercept of the graph of the 은elation.

What does th은 x-intercept mean in terms of the sit니ation?

LESSON 2-1 Slope-Intercept Form 59

 3. 0 ：：= © Assess

하 CONCEPT SUMMARY Slope-Intercept Form of a 니near Equation

WORDS The 외ope-intercept form of a linear equation is 니sed when the 이ope and the
y-iintercept of a line are known.

ALGEBRA The 외ope-intercept form of a line is y = mx + b.

slope y-intercept

NUMBERS,

The line has a 이ope of 을. The line has a 외ope of -2.

The y-intercept is 1. The y-intercept is -1.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION What Sketch the graph of each equation.
information does the 외ope-intercept form 5. y = 2x — 5 6. y = —+ 2
of a linear equation reveal about a line?
Identify the 이ope and y-intercept of the line for
2. Communicate Precisely How are the graphs each equation.
of y = 2x + 1 and y = -2x + 1 similar? How 7. y = —5x —| 8.y = |x+5
are they different? ⑨ MR6
Write the equation of each line in
3. Error Analysis To graph y = + 4, Emaan 외 ope-intercept form.

plots one point at (0, 4) and a second point

2 니nits right and 3 units up at (2, 7). He then
draws a line through (0, 4) and (2, 7). What
error did Emaan make? ⑨ MR3

4. Make Sense and Persevere When writing

the equation of a line in 외ope-intercept
form, how can you determine the value of
m in y = mx + b if you know the coordinates 11. A line that passes through (3, 1) and (0, -3)
of two points on the line? @ MR1
12. A line 나'lat passes through (—1, -5) and (4, -2)

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 Scan for I 즐I ⑥ Practice ⑮ Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE,

13. Use Structure Aisha and Carolina each sketch a Sketch the graph of 은ach equation, see example 1

graph of the linear eq니ation y = -|x + 2. Aisha

18. y = 十 5 19. y= —+ 3
o Z
uses the eq니ation y = + 2 to sketch the
20. y = -2x + 3 21. y = 3x - 6
graph, and Carolina 니ses the eq니ation
y = ^x + 2. © MP.7 22. y = —|x + 4 23. y = |x - |

a. Explain how this leads them to use different

Write the 은quation of each line in slope-intercept
steps to constr니ct their graphs. form. SEE EXAMPLE 2
b. Will the two graphs look the same?
Explain.

14. Make Sense and Persevere 니ne g passes

through the points (—2.6, 1) and (-1.4, 2.5),
as shown. Find the equation of the line that
passes through (0, -b) and (c, 0). ® MR1

Write the equation of the line that pass은s through

the given points . SEE EXAMPLE 3
15. Error Analysis Describe and correct the error 28. (0, 1) and (2f 2) 29. (—2, —1)and (0, — 5)
a st니dent made when graphing the linear
equation y = -|x- 6. ⑨ MP.3 30. (4, 0) and (0, 2) 31. (-2,-6) and (1Z 2)

33. (2, 1.5) and (0, 4.5)

1. Plot the y-intercept at (0, 6).
2. Plot a second point 3 units down and 4 units
right from (0, 6) at (4, 3). 34. Jordan will hike the trail shown at a rate of
3. Connect the points with a (ine. 4 mi/h. Write a linear equation to represent the
distance Jordan still has to walk after x ho니rs.
What does the y-intercept of the equation
represent? see example 4

16. Mathematical Connections The points >4(0, 5),

8(4, 2) and C(0, 2) form the vertices of a right
triangle in the coordinate plane. What is the
eq니ation of the line that forms the hypotenuse?

17. Higher Order Thinking Th은 line y = -0.5x + b

passes through the points (1, 5.5), (3, p), (4, 4),
and (7, n). Find b, n, and p.
LESSON 2-1 Slope-Intercept Form 61
 【초 © Practice ⑮ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

| APPLY： ASSESSMENT PRACTICE

35. Make Sense and Persevere Naomi wants to 38. Which of the following statements abo니t
b니y a new computer for $840. She is considering the graph of y = - 1 are true? Select all
two payment plans that req니ire weekly that apply.
payments. Which plan will pay for the ® The 외ope of the line is -1.
computer faster? Explain. ® MR1
® The line intersects the point(0, —

© 자le line intersects the point (0, 1).

© The y-intercept is -1.
® The 외ope of the line is 크.

® The y-intercept is 으.

39. SAT/ACT What is the equation of the line that

has a 이ope of -3 and a y-intercept of 2?
®y=2x —3
® y = 2x + 3
© y= -3x + 2
© y= —3x - 2
36. Model With Mathematics Becky is competing ® y= —3x - 3
in an 8-mi road race. She runs at a constant
speed of 6 mi/h. Write an eq니ation in 이ope- 40. Performance Task After filling the ketchup
intercept form to represent the distance Becky dispenser at the snack bar where she works,
has left to run. ® MP.4 Kelley meas니res the level of ketchup during the
day at different ho니rly intervals.
37. Construct Arguments Luis and Raul are
riding their bicycles to the beach from their
respective homes. Luis proposes that they leave
their respective homes at the same time and
plan to arrive at the beach at the same time.
The diagram shows Luis's position at two points
during his ride to the beach.

Part A Assuming the ketchup is 니sed at a

constant rate, write a linear eq니ation that can
be 니sed to determine the level of ketch니p in
the dispenser after x hours.
6 miles
Part B How can you use the eq니ation from
Part A to find the level of ketchup when the
dispenser is full?

Part C If Kelley fills the ketchup dispenser just

Write an equation in 이ope-intercept form
before the restaurant opens, and the resta니rant
to represent Luis's ride from his ho니se to the
is open for 18 hours, will the dispenser need to
beach. If Ra니I lives 5 miles closer to the beach
be refilled before 이osing time? Explain.
than L니is, at what speed m니st Raul ride for the
plan to work? ⑨ MR3

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 A. Do the two equations represent the same line? Construct a mathematical
argument to s니pport yo니r answ은r.

B. Make Sense and Persever은 Generate a table of vahjes for each eq니ation.
How can yo니 reconcile the tables with the equations? ® MR1

Q ESSENTIAL QUESTION What information does the point-외ope form of a linear equation reveal about
a line?

CONCEPTUAL *
UNDERSTANDING Q EXAMPLE 1 Und은rstand Point-Slope Form of a Linear Equation
A. How can you write the equation of a line using any points on a line?

Use the 이ope fomuila to find the 이ope using a specific point (x1z and
any point (x, y).
/2—Y1
m =
x2 — X1
Substitute / for x2 andy fory2-
COMMUNICATE PRECISELY y — yi
m = X _ 川
What mathematical notation is
important in this example? ⑨ MR6 m(x _ xj =
으三^‘(乂_乂1)

m(x - = y - y1 Multiply both sides of the

equation by (x - xj.
y-y^ =m(x-x1)

Yo니 can write the eq니ation of a line 니sing any point, (x1z y^), and the
이ope, m, in point■외ope form, y - = m(x — xj.

B. Why is it helpful to have point-외ope form in addition to 외ope-int은rcept

form?

U외ng point-외ope form allows yew to write the equation of a line witho니t
knowing the y-intercept. You can use any two points on the line to write
the equation.

Try It! 1. Describe the steps needed to find the y-intercept of the graph
니sing point-외ope form.

LESSON 2-2 Point-Slope Form 63

 w o Activity

EXAMPLE 2 Write an Equation in Point-Slope Form

A. A line with a slope of ； passes thro니gh the point (3, -2). What form can you
use to write the equation of the line? What is the equation in that form?

The slope and a point on the line are known, so use point-외ope form.

y _yi = m(x —〉幻)

MAKE SENSE AND PERSEVERE Substitute 3 forx1f -2 forjq, and 셔 form.
Explain why it might not be helpful
to apply the Distributive Property to y + 2 = |(x — 3)
right side of the equation. 0 Mp.1
The equation in point-외ope form is y + 2 = 느(x - 3).

B. What is the equation of the line that passes through (-4, 1) and (2, 3).

Find the 외ope of the line using the two given points.
m = Z크그!
乂 2 -乂1

= 3— 1 Substitute (2, 3) for and (—4,1) f아' (서/jq).

"2-(-4)
=1
STUDY TIP “3
You can use either point as Use the 외ope and one point to write the equation.
(Xv/i). You just need to be
careful to substitute thex- and y - y. = m(x - xJ
1 S니bstitute 2 forx-j, 3 fory^ and form.
y-coordinates from the same point. -
3

The equation in point-slope form isy - 3 = }(x - 2).

(화 Try It! 2. Write an eq니ation of the line that passes through (2, -1)
and (-3, 3).

EXAMPLE 3 Sketch the Graph of a Linear Equation in Point-Slope Form

Step 1 Identify a point on the line from the

eq니ation and plot it.
y_ 3 = -j(x+ 1)
COMMON ERROR
You may think that the y _ 3 = —| (x — (-1))
x-coordinate of the point is 1.
Remember that point-slope form
uses x-Xy which in this case is The point is (-1, 3).
x - (-1).
Step 2 Use the 외ope to plot a second point.
r거 느 vertical change
m = 3
horizontal change
Move 2 니nits down and 3 units right from the first point. Plot the
point (2, 1).

Step 3 Sketch a line through the points.

(화 Try It! 3. Sketch the graph of y + 2 = l(x - 3).

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 w o Activity

APP 니 CATION EXAMPLE 4 Apply Linear Equations

An event facility has a banquet hall that can hold up to 250 people. The price
for a party includes th은 cost of the room rental plus the cost of a meal for each
guest. Marissa is planning an event for 75 people. She has budgeted $1,200 for
the party. Will it be enough?

Number of Guests

Form니ate 스 Determine which form of a linear eq니ation is more 니sef니I.

The number of g니ests and the total costs represent different data points
on a line. The point-외ope form is more 니seful.

Compute 스 The 외ope represents the cost of each meal. Use the two points (50z 725) and
(100, 1,325) to find the 외ope.

= /2 — Yi
m — x2 —X1

= 1,325 — 725
= 100 — 50 Substitute (50, 725) for (서,yj and (100,1,325) for (乂川幻)-

= 12

The 이ope is 12, so each meal costs $12.

Use point-이ope form to find the cost of the event for 75 g니ests.
y- = m(x - xj

y- 725 = 12(x— 50) Substitute 50forx1f 725 fory1f and 12 for/n.

y- 725 = 12(75 - 50) Substitute 75 forx.

y= 300 + 725 Simplify and solve fory.

y= 1,025

When x = 75, y = 1z025. The cost of the event for 75 guests is $1,025.

Interpret ◄ Since Marissa b니dgeted $1,200 for her event she will have enough money.

© Try It! 4. Rewrite the point-외ope form equation from Example 4 in

외ope-intercept form. What does the y-intercept represent in
terms of the situation?

LESSON 2-2 Point-Slope Form 65

 W 0 =Jy © Assess

CONCEPT SUMMARY Point-Slope Form of a Linear Equation

WORDS The point-이ope form of a linear equation is usef니 when you know the 외ope

and at least one point on the line.

ALGEBRA y_yi = mU — X〕.

NUMBERS, y _ 4 = |(x _ 2) y_ 6 = -g(x+ 5)

GRAPH

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION 스 Write the eq니ation of the line in point-slope form
information does the point-외ope form of a that passes through the given point with th은
linear equation reveal abo니t a line? given slope.

5. (1,5); ⑴ = —3 6. (—4, 3);m = 2

2. Use Structure If yo니 know a point on a line
and the 외ope of the line, how can you find Write an equation of the line in point-이ope form
another point on the line? ® MR7 that passes through the given points.

3. Error Analy이s Denzel identified (3f 2) as a 7. (4, 2) and (1f 6) 8. (—2, 8) and (7, -4)
point on the liney- 2 = |(x + 3). What is
9. Write the equation y - 6 = -5(x + 1) in
the error that Denzel made? ⑨ MR3
외ope-intercept form.
4. Generalize Yo니 know the 외ope and one
point on a line that is not the y-intercept. 10. Write the equation of the line in point-이ope

Why might yo니 write the equation in form.

point-외ope form instead of 외ope-intercept a.

form? © MP.8

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 Scan for I"시 ⑥ Practice ⑫ Tutorial
@ PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE

11. Use the graph of the line shown. Write the equation in point-slope form of the line
that passes through the given point with the given
외Ope. SEE EXAMPLES 1, 2, AND 3

14. (3, 1); m = 2 15. (2, -2); m = —4

16. (2, —8); m = —g 17. (—1, 4); m = 을’

18. 2); m = -1 19. (3.5, 7.5); m = 1.5

Write the equation of the line in point-slope form.

SEE EXAMPLES 2 AND 3
a. Write a point-이ope form of the eq니ation for
the line shown.

b. Estimate the value of the y-intercept

of the line.

c. Construct Arguments Use proportional

reasoning to support your conjecture about
the value of the y-intercept. ⑨ MR3

d. Rewrite the point-외ope form of the equation

in 외ope-intercept form to check yo니r Write an equation of the line in point-외ope form
conjecture. that passes through the given points.
SEE EXAMPLE 2

12. Error Analysis Describe and correct the

22. (2, 4) and (3, 6) 23. (-1Z -7) and (2, —4)
error a student made when graphing
y+5 = —|(x —8). ®MP.3 24. (3f -5) and (1, -8) 25. (—4, 12) and (—7f -3)

26. (-4, -2) and (1, 6) 27. (3, —|) and (1, |)
1. Plot a point at (-5, 8).
2. Plot a point 3 units down and Sketch the graph of each equation, see example 3
4 units right from (-5, 8) at
28.y+2 = —3(x+2) 29. y - 2 = 4(x— 1)
(-X 5).

X소
3. Connect the points with a line. 30. y + 1 =|(x — 1) 31.y-3 = |(x+1)

32. y- 1 =|(x + 2) 33. y+5 = |(x + 3)

Write an equation of the line in point-외ope form

that passes through the given points in each table.
13. Higher Order Thinking In slope-intercept form Then write each equation in slope-intercept form.
y = mx + b, the y-intercept is located at (0, b). SEE EXAMPLE 4

a. What equation do yo니 get when you 34.

substitute (0, b) for (x1f y^) in point-외ope form
-4 -21
y-y^ =m(x-x^
-2 | Q
b. How are the 외ope-intercept and the
0 -15
point-이ope forms related?
2 -12

4 -9

LESSON 2-2 Point-Slope Form 67

 (n) ⑥ Practice Tutorial
© PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

36. Model With Mathematics Liam rented a pedal 39. The line y - 5 = |(x + 4) is graphed in the
board for 5.5 ho니rs and paid a total of $93.75. coordinate plane.
What is an eq니ation in point-외ope form that By inspecting the eq니ation, you can see the
models the cost of renting a pedal board for graph of the line has a 외ope of and
x hours? How can Liam 니se the equation to passes thro니gh the point
find the one-time service charge? ® MR4
Using the point and the 외ope, you can plot
a second point and then graph the line
thro니gh the two points.
PEDAL BOARD
RENTAL 40. SAT/ACT A line with a 외ope of -2 passes
through the point (3, -2). Which of the
$12.50/hour
following is the equation of the line?
plus one-time
service fee ®y+2 = —2(x - 3) ® y-2 = -2(x — 3)

©y-2 = —2(x + 3) ® y + 2 = 2(x — 3)

®y—2 = 2(x + 3)

37. Make Sense and Persevere Emery borrowed 41. Performance Task A railway system on a
money from her brother to b니y a new phone, hillside moves passengers at a constant rate to
and is paying off a fixed amount each week. an elevation of 50 m. The elevations of a train
After 2 weeks, she will owe $456, and after are given for 2 different locations.
5 weeks, 아* will owe $228. © MR1

a. What was the original amount Emery

borrowed?

b. How much does she pay each week?

c. How useful are eq니ations in point-외ope and

이ope-intercept forms for answering each
question?

38. Generalize The total price of a printing job

at Incredible Invites includes the cost per
invitation plus a one-time set-up fee.

Part A Write an eq니ation in point-외ope form

to represent the elevation of the train in terms
of time. How can yen」use the eq니ation to find
the rate of increase in elevation of the train in
meters per second?
$100 $140 $180 $220
Part B At what elevation does the train start
Write eq니ations in point-외ope and slope­
initially? Write a linear equation in a form that
intercept forms to model the situation. What
gives the information as part of the equation.
part of the equations represents the cost per
Explain yo니r reasoning.
invitation? Which form is easier to use to find
information about the set-up fee? Explain. ⑨ MR8

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 ⑨ Common Core State Standards HSA.CED.A.2, HSA.CED.A.3,
HSS.ID.C.7, MR2, MP.3, MR4
〔즈］ o Activity Assess

a EXPLORE & REASON

Jae makes a playlist of 24 songs for a party.

Standard Playlist
Since he prefers country and rock mu이c,
Form he builds the playlist from those two types cf Country 1 "ock 14
of songs. Country 2 Country 15
ZRock 3 才 Country 16
A. Determine two different combinations of yRock 4 Z Rock 17
I 令I PearsonRealize.com
/ Country 5 才 Rock 18
country and rock songs that Jae could use
Z Rock 6 cf Country 19
for his playlist. 日 Country 7 Z Rock 20
日 Rock 8 才 Country 21
I CAN... write and graph B. Plot those combinations on graph paper. Rock 9 Z Rock 23
linear eq니ations in standard Extend a line thro니gh the points. 日 Country 10 cf Country 24
form. 才 Rock 11 c< Country 25
C. Model With Mathematics Can yen』use 日 Country 12 日 Country 26
VOCABULARY
• standard form of a linear
the line to find other meaningful points?
Explain. ® MR4 mr
eq 니 ation

Q ESSENTIAL QUESTION What information does the standard form of a linear equation reveal about
a line?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Standard Form of a Lin은ar Equation
A. Hanna will spend $150 on music festival tickets. Reserved seat tickets
cost $25 and general admission tickets cost $10. How can you represent
the situation with a linear equation?
Let x = cost of reserved seat tickets Let y = general admission tickets

money spent on money spent on general

total budget
reserved seat tickets admission tickets

25 + 10 •/ = 150
VOCABULARY
The equation, 25x + 10y = 150 is in standard form. The standard form of
Remember, integers are rational
a linear equation is Ax + By = C, where A, B, and C are integers, and 乃
numbers with no fractional or
and B are not both eq니al to 0.
decimal part.
B. What information does the standard form give you that the 외ope-

intercept form does not?

Compare equivalent 외ope-intercept and standard forms for the situation

in Part A.

Slope-Intercept Form Standard Form

REASON AND
What is the relationship y = -2.5x + 15 25x+ 10y= 150
between the sign of the 외ope
and the quantities in the Hanna can buy 15 general Hanna can spend $150.
problems? ® MR2 admission tickets if she buys This is the constraint.
no reserved seat tickets.
When the equation is in
When the eq니ation is standard form, yo니 can
in 이ope-intercept form, determine the constraint
yo니 can determine the by inspection.
y-intercept by inspection.
To find the x-intercept yo니
still need to solve fory = 0.
CONTINUED ON THE NEXT PAGE

LESSON 2-3 Standard Form 69

 【촐 o Activity Assess

EXAMPLE 1 CONTINUED

© Try It! 1. Is it easier to find the x-intercept of the graph of the eq니ations
in Part B using 외ope-intercept or standard form? Explain.

EXAMPLE g
Sk은tch the Graph of a Linear Equation in Standard Form
What is the graph of 3x - 2y = 9?

To sketch a graph of a linear equation in standard form, find the x- and

y-intercepts.

Step 1 Find the intercepts.

To find the x-intercept, s니bstitute To find the y-intercept, substit니te

0 for y and solve for x. 0 for x and solve for y.

3x — 2y = 9 3x — 2y = 9

3x - 2(0) = 9 3(0)-2y=9

3x = 9 —2y=9

x= 3 y=-4.5

The x-intercept is 3. The y-intercept is -4.5.

Step 2 Sketch a graph of the line.

Plot the x-intercept at (3, 0).

Plot the y-intercept at (0, -4.5).

Sketch the line that passes

thro니gh the intercepts.

© Try It! 2. Sketch the graph of 4x 十 5y = 10.

a EXAMPLE 3 Relate Standard Form to Horizontal and Vertical

A. What does the graph of Ax + By = C look like when 4 = 0?
니nes

Graph the line of 2y = 6.

STUDY TIP
2y = 6
In a one-variable system, the graph
ofy = 3 is a point on a number y=3
line. In a two-variable system, the The equation y = 3 does not include x, so x has no
graph of y = 3 or x = 3 is a line effect on they-values. The val니e of y is 3 for every
on the coordinate plane. x-value, so the graph of y = 3 is a horizontal line.

In the coordinate plane, an equation in one

variable means that the other variable has no
effect on the equation or the graph.
When A = Q, the graph of A)c + By = C is a horizontal line.

CONTINUED ON THE NEXT PAGE

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 M o Activity

EXAMPLE 3 CONTINUED

B. What does the graph of jAx + By = C look like when B = 0?

Graph the linear eq니ation 3x = -6.

3x=—6

x = -2 The value of x is -2,

USE APPROPRIATE TOOLS regardless of the value ofy.
Can you use 이ope-intercept or
point-이ope forms to generate
equations for vertical and When B = 0, the graph of the A〉c + By = C is
horizontal lines? O MR5 a vertical line.

© Try It! 3. Sketch the graph of each eq니ation.

a. 3y= -18 b. 4x= 12

.APPLICATION a EXAMPLE 4 Use the Standard Form of a

Tamira is making trail mix. She has $40
니near Equation

to spend on a mixture of almonds and

cashews and wants about the same
amount of almonds as cashews. How can
she determine how many pounds of each
kind of nut to buy?

Formulate 스 Write and graph an eq니ation to represent

the situation.

price of almonds • x po니nds + price of cash은ws • y po니nds = $40

8•x + 10.y = 40

Compute 서 Find the x- and y-intercepts of 8x + 10y = 40.

8x+ 10(0) = 40 8(0) + 10y = 40

x= 5 y= 4

Graph the segment between the intercepts.

‘ y The y-intercept represents
Interpret 스 Tamira can 니se the graph of the equation 8 4 lb of cashews and no
almonds.
to help her determine the amount of
6
almonds and cashews to buy. Each point Thex-intercept
on the line represents a combination 4 a represents 5 lb
of almonds and cashews that costs a 어X여' 2.4) of almonds and
total of $40. 2 시어-5r 2) no cashews.
—Is 之rnir
Tamira can b니y 2 lb of almonds and 2.4 lb 0
0 2 4 6 8
of cashews or 2.5 lb of almonds and 2 lb of
cashews for $40. Almonds (lb)

Try It! 4. How does the eq니ation change if Tamira has $60 to spend on a
mixture of almonds and cashews? How many pounds of n니ts can
she buy if she b니ys only cashews? Only almonds? A mixture of both?

LESSON 2-3 Standard Form 71

 W 0 ：：= © Assess

CONCEPT SUMMARY Standard Form of a 니near Equation

WORDS, The standard form of a linear eq니ation is useful

• to find the x- and y-intercepts easily.

• to write the eq니ation of a vertical or horizontal line.

The x-int은rcept is the val니e of x when y = 0, and the y-intercept is the vahje
of y when x = 0.

ALGEBRA, Ax By = C, where A, B, and C are integers, and A and B are not both eq니al to 0.

NUMBERS i 2x—3y = —3

GRAPH

The/-intercept is-|-

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Use the x- and y-intercepts to sketch a graph of
information does the standard form of a each equation.
linear equation reveal about a line? 5. x + 4y = 8 6. 3x — 4y = 24

2. Communicate Precisely How is the 7. 5x = 20 8. -3y = 9

standard form of a linear equation
similar to and different from the 외ope-
9. Deondra has $12 to spend on a mixture
intercept form? © MR6 of green and red grapes. What equation
can she 니se to graph a line showing the
3. Error Analysis Malcolm says that
different amo니nts of green and red grapes
y= -1.5x + 4 in standard form is
she can buy for $12?
1.5x + y = 4. What is the error that
Malcolm made? ® MR3

4. Use Structure Describe a situation in which

the standard form of a linear equation is
more useful than the 외ope-intercept form.
® MR7

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 Scan for b 』글! Practice 따 Tutor 기
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丄-- 乂 Additional Exercises Available Online

10. Use Structure If C = 24, what values of A and Identify the x- and y-intercepts of the graph of
B complete Ax + By = C for each graph? Write each equation, see examples 1 and 2
the standard form for each equation. ® MR7
15. 2x+ 5y= 10 16. 3x —4y = —24

17. 10x+5y= 120 18. 2x - y = 8

Sketch the graph of each equation, see example 2

19. 2x — 4y = 8 20. 3x + 5y = 15

21. 3x — 6y= —12 22. 8x+ 12y = -24

Which line matches each equation? see example 2

11. Construct Arguments Darren graphs the
linear equations y = —|x + 3 and 2x + 5y = 15. 23.4x + 4y—8
24. 3x — 2y = -6 / /
The graphs look identical so he believes that
— 느소
the equations represent the same line.
What mathematical argument can he
construct to show that the two forms are
equivalent? ® MR3

12. Error Analysis Describe and correct the error

a st니dent made finding the intercepts of the
graph of the line 4x - 6y = 12. ® MR3
How is the graph of each equation related to
standard form Ax + By = C? see example 3
1. 4(이 - 6y = 12
2. 6y = 12, so y = 2； the y-intercept is 2. 27-m28 ffl
3 .4x-6(oj = 12 V
4 . 4x = 12, so x = 3； the x-intercept is 3. 후 y
1 ■•三^^^쪼(P Mi비 〒두

13. Mathematical Connections Pointis one

Sketch the graph of each equation, see example 3
vertex of triangle ABC. Point B is the x-intercept
of 6x — 4y = —12 and point C is the y-intercept. 29. 4x= 10 30. -6y = 3
What are points B and C? Sketch the triangle in
31. 3y=—15 32. -9x = -27
the coordinate plane.

I——I~! |y ' —~|——I—I Write each equation in standard form.

f ■!• 33. y = 4x— 18

35. y=—|x— 10
34.y = 2x + |

36. y—1 = j(x + 6)

-4 -1 0 2 4
Write an equation in standard form of the line that
-2 passes through the given points.
I—1————1—1— 1 ”1
37. (0f 2) and (8, 0) 38. (6, 0) and (0, 4)
H H HIH十1

39. (3, 0) and (0, -7) 40. (2, —3) and (2, 9)

14. Higher Order Thinking Consider the line

represented by the equation 5x + 2y = 10.
How is the slope of the line related to values of
A, B, and C in standard form Ax + By = C?

LESSON 2-3 Standard Form 73

 I令I ⑥ Practice ⑬ Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY, ASSESSMENT PRACTICE

41. Model With Mathematics Keisha is catering a 44. Which of the following equations has the same
hjncheon. She has $30 to spend on a mixture of graph as 2x + 3y = 12? Select all that apply.
Cheddar cheese and Swiss cheese. How many
®y = ~x + 4
pounds of cheese can Keisha get if she buys
only Cheddar cheese? Only Swiss cheese? A ® x + |y = 6
mixture of both cheeses? What linear equation
in standard form can she use to model the ©y—2 = —j(x-3)
situation? ® MR4
© -2x - 3y = —12

®y - 2 = —•|x + 4

45. SAT/ACT What is |x + jy = 5 written in

standard form?
® •수-으x+¥

®y + | = _읃(乂_ 16)
Z Ib

© = 5
42. Model With Mathematics Gregory can buy
4 po니nds of wheat flo니r for $8 and 5 po니nds of © 3x + •쁘y = 40
rye flo니r for $20. He has $12 to spend on a flour
® 9x+ 16y= 120
mixture. What linear eq니ation in standard form
can Gregory 니se to model the situation? ⑨ MR4
46. Performance Task Fatima has a total of $8 to

43. Make Sense and Persevere Paxton, a summer spend to make fruit smoothies. She will use two
types of fnjit. The table shows the cost of each
camp counselor, has a budget of $300 to spend
on caps and T-shirts for a summer camp. type of fruit per cup.

Fruit Cost per cup ($)

Mango 0.50

Pineapple 0.75

Strawberry 1.00

Part A What are the possible combinations

of ingredients that Fatima can buy? Write a
linear equation in standard form to model how
many ojps of fruit she can b니y for each possible
mixture.

What eq니ation can Paxton 니se to determine Part B What are the possible amounts of fruit,
the number of caps and T-shirts he can order in c니ps, that she can buy for each mixture in
for $300? If Paxton sketched a graph of the Part A?
linear equation, would every point on
the graph repres은nt a possible solution? Part C Fatima will add 1 cup of liq니id for every
Explain. ® MR1 c니p of fruit to com이ete the smoothies. If she
needs at least 24 cups of smoothies, which
mixt니r은s will allow her to make eno니gh and
still stay within her budget? Explain yo니r
reasoning.

74 TOPIC 2 Linear Equations I 지 Go Online | PearsonRealize.com

 ©Common Core State Standards HSA.CED.A.1, HSA.CED.A.3, HSA.CED.A.4, MP.4
MATHEMATICAL I 즈' I 伯 Video

MODELING
IN 3 ACTS

(E(E®
|시 PearsonRealize.com

O How Tall Is Tall?

The world's tallest person in recorded history was Robert Wadlow. He was
8 feet 11.1 inches tall! Only 5% of the world pop니ation is 6 feet 3 inches or
taller. What percent of the population would you guess is 7 feet or taller?

We usually use standard units, such as feet and inches or centimeters, to

measure length or height. Did you ever wonder why? In the Mathematical
Modeling in 3 Acts lesson you'll consider some interesting alternatives.

Scan for
Multimedia ACT 1 Identify the Pro비em
1. What is the first question that comes to mind after watching the video?

2. Write down the main q니estion you will answer abo니t what yo니 saw in
the video.
3. Make an initial conject니re that answers this main q니estion.

4. Explain how you arrived at your conject니re.

5. Write a number that yo니 know is too small.

6. Write a number that yo니 know is too large.

7. What information will be usef니I to know to answer the main q니estion?
How can yo니 g은t it? How will yo니 니se that information?

ACT 2 Develop a Mod이

8. Use the math that you have learned in this Topic to refine yo니r conject니re.

ACT 3 Interpret the Results

9. Is your refined conject니re between the highs and lows you set 니p earlier?
10. Did yo니r refined conject니re match the actual answer exactly? If not,
what might explain the difference?

TOPIC 2 Mathematical Modeling in 3 Acts 75

 @Common Core State Standards HSA.CED.A.2, MP.2, MR6, MP.7
［조］ 0 Activity

2-4
Parallel and
EXPLORE & REASON

Graph these three equations using a graphing calculator.

Perpendicular Lines A. Look for Relationships Choose

any two of the lines yen』
graphed. How are they related
to each other? ⑨ MR7

B. Does your answer to Part A hold

I CAN... write equations for any two lines? Explain.
of parallel lin은s and
C. Write another set of three or
perpendicular lines.
more equations that have the
VOCABULARY same relationships as the first three equations.

• parallel lines
• perpendicular lines
• reciprocal

Q ESSENTIAL QUESTION How can the equations of lines help you identify whether the lines are
parallel, perpendicular, or neither?

EXAMPLE 1 Write an Equation of a 니ne Parallel to a Given 니ne

What is the equation of the line in slope-intercept form that passes through
the point (8, 9) and is parallel to the graph of y = — 2?
COMMUNICATE PRECISELY
Explain why it is necessary to Parallel lines are lines in the same plane that never intersect. Nonvertical
use the term nonvertical when lines that are parallel have the same 외ope b니t different y-intercepts.
discussing slopes of parallel
lines. ® MR6 Step 1 Identify the slope of the given line.

y = |x-2

The 외ope is . The 이ope of a parallel line will be the same.

Step 2 Start with point-이ope form. Use the

given point and the 외ope of the parallel line.

y_yi = n?(x_xi)

Change point-slope form to

slope-intercept form.

y=ix + 3

The equation of the line isy = ^x + 3.

(診 Try It! 1. Write the eq니ation of the line in 외ope-intercept form that
passes thro니gh the point (—3, 5) and is parallel toy = - jx.

76 TOPIC 2 Linear Equations I 지 Go Online | PearsonRealize.com

 I "시 하 Activity

CONCEPTUAL
UNDERSTANDING 6 EXAMPLE 2 Understand the Slopes of Perpendicular Lines
A. How can you create two perpendicular lines?

Perpendicular lines are lines that intersect to form right angles.

Draw two identical right triangles as

shown.

Beca니se the angle sum for each

triangle is 180° and the right angle is
90°, the sum of angles a and b in each
triangle must be 90°. Angles b. n, and
a form a straight angle of 180° at the
origin, so n m니st equal 90°.

The hypotenuses (C) of the right

triangles intersect at a right angle, so
the lines that include them are perpendicular
to each other.

B. How do the slopes of perpendicular

lines compare?

Comp니te the 이opes of lines zf and p.

Line m=
—□ — u
이 = —〈J
Line p：m = |5승 = |
VOCABULARY
Another way to state the definition The numbers | and | are reciprocals.
is as follows: the product of
The reciprocal of a number is 1
reciprocals is 1.
divided by that number. The reciprocal of x is ] when x 0.
Reciprocal of 크 is 1 弓 = 1 • 으

_스
"T
So, the 외opes of perpendicular lines are opposite reciprocals.
Opposite reciprocals have a product of -1.

For example, —| | — 믐 = —1.

(화 Try It! 2. Why does it make sense that the 외opes of perpendicular lines
have opposite 외gns?

LESSON 2-4 Parall이 and Perpendicular Unes 77

 a. o Activity Assess

EXAMPLE 3 Write an Equation of a Line Perpendicular to a

Given Line
What is the equation of the line that passes through the point (1, 7) and is
perpendicular to the graph of y = + 11?

Step 1 Use the 이ope of the given line to determine the 이ope of the line
that is perpendicular.

y= _｛에 i r m = -|
The 이ope of a line perpendicular to the given line is the opposite
MAKE SENSE AND PERSEVERE reciprocal of —Use or 4, as the slope of the new line.
Think about the usefulness of
the different forms of a linear Step 2 Start with point-외ope form. Use the given point and the 외ope of the
equation to decide which form perpendicular line.
to use. @ MR1
y _yi = ⑴(乂一서) Substitute 1 for;q, 7 fory1
y—7 = 4(x — 1) and 4 for/n.

The graph of y - 7 = 4(x - 1) passes thro니gh the point (1, 7) and is

perpendicular to the graph of y = +11.

@ Try It! 3. Write the equation of the line that passes through the point
(4, 5) and is perpendicular to the graph of y = 2x - 3.

a EXAMPLE 4 Classify Lines

Are the graphs of the equations 3y = -4x + 6 and y = —— 5 parallel,
perpendicular, or neither?

Step 1 Identify the 외ope of each line.

3y = —4x + 6 y=-%-5
Rewrite the equation 3y _ —4x + 6
of the line in slope­ —3—
COMMON ERROR intercept form. y= -|x + 2
You may confuse the slopes of y=-5
perpendicular lines. The slopes of The 이opes of the lines are —： and —
perpendicular lines are opposite
reciprocals, not reciprocals. Step 2 Compare the 외opes of the lines.
The 이opes of the lines, —으 and —, are neither the same nor
opposite reciprocals.

The graphs of the equations 3y = -4x + 6 and y = —$ x — 5 are neither

parallel nor perpendicular.

Try It! 4. Are the graphs of the equations parallel, perpendicular, or neither?
a. y = 2x + 6 and y = 느x + 3

b. y = — 5x and 25x + 5y = 1

78 TO이C 2 Linear Equations 수지 Go Online | PearsonRealize.com

 w o Activity

APP 니 CATION a EXAMPLE 5 S이ve a Real-World Problem

A landscaper plans to install two new paths in a park. The new Fountain
Path will be perpendicular to the East Path and lead to the fountain. The
new Picnic Path will be parallel to the Fountain Path and pass through the
picnic area. What are the equations in point-slope form that represent the
new paths?

Formulate 쉬 Find the 이ope of the line that represents the East Path. Then determine
eq니ations for the two new pathways.

The East Path passes thro니gh (0z 2) and (5, 3).

The 외ope of the line representing the East Path is 너.

Compute 스 Find an equation for the Fountain Path.

X------------------------------------------------------------------------------------------------------------- \

The slope is the opposite reciprocal

of the slope of the East Path.

The fountain is located at the point (15, 2).

Find the equation of the Picnic Path.

厂 '조
The slope is the same as the
slope of the Fountain Path.
- _
------------
The picnic area is located at the point (5, 6).

Interpret 스 Equation of the line of the Fountain Path: y- 2 = -5(x — 15)

Eq니ation of the line of the Picnic Path: y — 6 = -5(x — 5)

© Try It! 5. The equation y = 2x + 7 represents the North Path on a map.

a. Find the equation for a path that passes thro니gh the point
(6, 3) and is parallel to the North Path.

b. Find the equation for a path that passes thro니gh the same
point b니t is perpendicular to North Path.

LESSON 2-4 Parallel and Perpendicular Lines 79

 a. © =뻐 © 유“
CONCEPT SUMMARY Parall이 Lines and Perpendicular Lines

Parallel Lines Perpendicular Lines

The graphs of two equations are The graphs of two equations are
WORDS
parallel if the slopes are the same. perpendicular if the 외opes are opposite
reciprocals.

NUMBERS

@ Do You UNDERSTAND? Do You KNOW HOW?

|{7 ESSENTIAL QUESTION The equation y = — |x 十 1 represents a given

can the eq니ations of lines help you 救e.

identify whether the lines are parallel 5. Write the equation for the line that passes
perpendicular, or neither? jhro니gh (-4, 9) and is parallel to the given lin은.

2. Error Analysis Dwayne stated that the 외ope 6. X/Vrite the equation for the line that passes
of the line perpendicular toy = -2x is 2. 으 thro니gh (6f 6) and is perpendicular to the
Describe Dwayne's error. ® MR3 given line.

3. Vocabulary Describe the difference

Are the graphs of the equations parallel,
between the 외opes of two parallel lines and
perpendicular, or neither?
the 이opes of two perpendicular lines.
7. x - 3y = 6 and x — 3y = 9
4. Use Structure Is there one line that passes
thro니gh the point (3, 5) that is parallel 8. y = 4x + 1 and y = -4x — 2
to the lines represented by y = 2x - 4 and
9. What equation
y = x - 4? Explain. ® MR7
represents the road
that passes through
the point shown and
is perpendicular to the
road represented by
the red line?

80 TOPIC 2 Linear Equations Go Online | PearsonRealize.com

 Scan for Practice Tutorial
@ PRACTICE & PROBLEM SOLVING Multimedia

UNDERSTAND PRACTICE 너

10. Use Structure A line passes thro니gh points Write the equation of the line that passes through
A(n, 4) and 8(6, 8) and is parallel toy = 2x- 5. the given point and is parallel to the given line.
What is the value of n? ® MR7 SEE EXAMPLE 1

15. (5, -4); y = lx - 4 16. (2, 7); 3x — y = 5

11. Error Analysis Describe and correct the error
the student made when writing the eq니ation 17. (—3, 2); y = —4 18. (6, 4); 2x + 3y = 18
of the line that passes through (-8, 5) and is
perpendicular to y = 4x + 2. ® MR3 19. Use the 이opes of lines A and B to show that
they are perpendicular to each other.
y - 5 = +(x - (-8)) SEE EXAMPLE 2

y-5=|x + 2

y-5 + 5 = ]x + 2+ 5
7 4

12. Reason The graphs of 4x + 12y = 8 and

y = mx +5 are perpendicular. What is the
value of m? ® MR2 Write the equation of the line that passes through
the given point and is perpendicular to the given
13. Mathematical Connections Rectangles have four line. SEE EXAMPLES 3 AND 5
right angles and opposite sides that are parallel. 20. (-6, -3); y = —|x 21. (0, 3); 3x — 4y = -8
a. Is the figure shown a rectangle? Explain.
22. (—2, 5); x = 3 23. (4, 3); 4x — 5y = 30
b. If not, how could the points change so it
Are the graphs of each pair of equations parallel,
wo니d be a rectangle?
perpendicular, or neither? see example 4

24. y = 2x + 1 25. y = |

2x - y =3 y = -3

26. x = 4 27. —2x+ 5y=—4

y= 4 y=—|x+6

28. Copy and complete the table.

丁! f Slope of a
囚11ati0n p=l°li：e Perpggcular

14. Higher Order Thinking Explain how yo니 can

determine whether the graphs of 5x - 3y = 2
and 5x — 3y = 8 are parallel witho니t doing any
calculations.

LESSON 2-4 Parall이 and Perpendicular Lines 81

 E ⑥ Practice ⑮ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

29. Use Structure An artist is drawing up plans for 32. Which of the following lines is perpendicular to
a mural. She wants to incl니de a rectangle'in y= — 3? S이ect all that apply.
her design. ⑨ MR7 ® y = 4x ® 4x — y = —2
©y = —4x + 6 © 8x — 2y = 3
® y = 4x + 9

33. SAT/ACT A line passing thro니gh (6, a) and

(9f -4) is parallel to 2x — 3y = 6. What is the
value of a?
® -6 ® -3
©-2 © 3
®6
a. What is an eq니ation of Line D that will make
the figure a rectangle? 34. Performance Task A video game is designed to
b. Explain how the artist can use algebra to model the path of a laser. A laser is placed at
confirm that the figure is a rectangle. (2, -1) and is aimed at Mirror 1. Other mirrors
are placed as shown. Each mirror is placed so the
30. Reason A construction crew will b니ild a new
light will reflect at a 90° angle.
railroad track, parallel to one modeled by the
line, which passes through the point (8, 5).
What eq니ation models the path of the new
track? @ MR2

(6,-1)
Part A After reflecting off of all three mirrors,
31. Make Sense and Persevere Elijah and Aubrey where will the light cross the y-axis?
have summer jobs. Elijah deposits the same
amount of money in his account every week. Part B Write an equation to model the path of
The eq니ation y = 125x + 72 represents his bank the light between the following:
balance any given week of the summer. Aubrey
a. Laser and Mirror 1
also deposits the same amount into her acco니nt
b. Mirror 1 and Mirror 2
every week. At the end of the third week she has
$398. At the end of the sixth week she has $773. c. Mirror 2 and Mirror 3
d. Mirror 3 and y-axis
a. Write an eq니ation to represent Aubrey's
bank balance any given week of the summer.
Part C Change the placement of the
b. Would the graph of the eq니ation for mirrors so that the laser light hits a target
Aubrey's balance be parallel to the graph of in Quadrant IV. Give the coordinates of the
Elijah's balance? Explain. mirrors and the equations of lines that the path
c. What do the parallel graphs mean in terms of the light would follow.
of the situation? ®MR1

82 TOPIC 2 Linear Equations Go Online | PearsonRealize.com

 TOPIC
Topic Review
2 Q TOPIC ESSENTIAL QUESTION

1. Why is it 니seful to have different forms of linear eq니ations?

Vocabulary Review
Choose the correct term to complete each sentence.
• parall 이
2. The slopes of two perpendicular lines are opposite-------------------
• perpendicular
3. The of a linear equation is Ax + By = C, where A, B, and
• point-이ope form
C are integers.
• reciprocals
4. Nonvertical lines that are have the same 이op은 and
different y-intercepts. • 이 ope-intercept form

5. The of a linear eq니ation is y = mx + b. • standard form

6. You can write the equation of a line using any point (x1f y〕and • y-intercept
the 외ope, m, in________ / y — Xi = m(x —x).

MMIAaH 3
Concepts & Skills Review
LESSON 2-1 Slope-Intercept Form

o ld o l
Quick Review Practice & Problem Solving
The slope-intercept form of a linear eq니ation is Sketch the graph of each equation.
y = mx + b, where m is the 이ope of the line and
7. y=3x—1 8. y = —1.5x + 3.5
the y-intercept is b. The 이ope-intercept form is
usef니I when the 외ope and the y-intercept of the Write the equation of the line in 외ope-intercept
line ate known. form that passes through the given points.

9. (2, 0) and (4, 6) 10. (-1, 8) and (5, -2)

Example
Write the equation of the line in 외ope-intercept
11. Model With Mathematics Ricardo wants to
form that passes through (0, 4) and (2r 3).
b니y a new tablet computer that costs $1,150.
m = Use the slope form니a. He will make a down payment of $250 and
u—z
1 will make monthly payments of $50. Write an
=—
2 eq니ation in 외ope-intercept form that Ricardo
b=4 자le line intersects y-axis at (0,4). can use to determine how m니ch he will owe
after n months. ® MR4
y= mx + b Write the equation in slope-intercept form.

y = —+ 4 Substitute for m and 4 for b.

TOPIC 2 Topic Review 83

 LESSON 2-2 Point-Slope Form

Quick Review Practice & Problem Solving

The point-slope form of a linear equation is Write the equation in point-slope form of the
y-y^ = m(x - xj, where m is the 외ope and line that passes through the given point with
(乂1/ Yi)is a specific point and (x, y) is any point the given slope.
on the line. The point-이ope form is useful when 12. (4,—2);m = 0.5
you know the 이ope and a point that is not (0, b).
13. (-2, 5);m=-3

Example Write an equation in point-slope form of the line

that passes through the given points.
Write the equation of the line in point-slope
form that passes through the points (2, 2) and 14. (3, 1) and (—5, -2) 15. (1.5, 4) and (—2.5, 6)
(5,1).
y"j — y 서 16. Reason Jeffrey purchased a card for $180 that
m = Find the slope of the line.
gives him 20 visits to a new gym and includes
= Substitute (5,1) for (x2, y。) 3nd a one-time fee for unlimited use of the sa니na.
" 즈 (2, 2) for(外, yj. After 5 visits, Jeff has $123.75 left on the card,
and after 11 visits, he has $74.25 left on the
““3 card. Write an eq니ation that Jeffrey can use
y-y^ = Write the equation in to determine the cost of each visit and the fee
point-slope form. for the sa니na use. ® MR2
y — 2 = —& (x — 2) Substitute —| for m and (2, 2)
for Oq.yJ.

LESSON 2-3 Standard Form

Quick Review Practice & Problem Solving

The standard form of a linear eq니ation is 17. If C = 15, what val니es
Ax + By = C, where A, B, and C are integers. of A and B complete
The standard form is useful for graphing Ax + By = C for the
vertical and horizontal lines, for finding the graph shown? Write the
x- and y-iintercepts, and for repr은senting certain standard form of the
situations in terms of constraints. eq 니 ation.

Write each equation in standard form.

Example
18. y = 4x—5 19. y —3 = 5(4—x)
What are the x- and y-intercepts of the line
3x — 4y = 24? Determine the x- and y-intercepts of each line.

Substitute 0 for y and solve for x. 20. 5x—3y= 30 21.x + 3y=24

3x-4(0) = 24
x= 8 22. Model With Mathematics Jung-Soon has $25
Then substitute 0 for x and solve for y. to spend on prizes for a game at the school
fair. Lip balm costs $1.25 each, and mini­
3(0)-4y= 24
notebooks cost $1.50 each. Write a linear
y = -6
eq니ation that can be 니sed to determine how
The x-intercept is 8 and the y-intercept is -6. many of each prize she can buy. ® MR4

84 TOPIC 2 Linear Eq니ations I 지 Go Online | PearsonRealize.com

LESSON 2-4 Parallel and Perpendicular Lines

Quick Review Practice & Problem Solving

Two nonvertical lines are parallel if they have 23. The graphs of 3x + 9y = 15 and y = mx — 4
the same slope, but different y-intercepts. are parallel lines. What is the value of m?
Vertical lines are parallel if they have
Write the equation for the line that passes
different x-intercepts. Two nonvertical lines
through the given point and is parallel to the
are perpendicular if their 이opes are opposite
given line.
reciprocals. A vertical line and a horizontal line
are perpendicular if they intersect and form 24. (2, 1);y = —3x + 8 25. (—3, —1); x —2y = 5
right angles. Write the equation for the line that passes
through the given point and is perpendicular to
Example the given line.

Are the graphs of the equations 4y = 2x - 5 and 26. (1,7);x —4y = 8 27. (—2Z 6); y = 0.5x —3
y = -2x + 7 parallel, perpendicular, or neither?
Are the graphs of the given pairs of equations
Determine the 외ope of each line. parallel, perpendicular, or neither?
4y = 2x — 5 y = -2x + 7 28. y = |x —8 29. 3y+2x = 9
4y _ 2x—5 2x + y =5 y = -|x-4
4 ” 4

The 외opes of the lines are 브 and -2, so the

graphs of the eq니ations are perpendicular lines.

TOPIC 2 Topic Review 85

 TOPIC Linear Functions

Q TOPIC ESSENTIAL QUESTION

How can linear functions be used to model situations and

solve problems?

Topic Overview Topic Vocabulary

envision™ STEM Project: • arithmetic • negative
Planning a Recycling Drive sequence association

3-1 Relations and Functions • ca 니 sation • negative

• common correlation
3-2 Linear Functions
difference • no association
3-3 Transforming Linear F니nctions • continuous • one-to-one
Mathematical Modeling in 3 Acts: • correlation • positive association
The Express Lane coefficient • positive correlation
• discrete • range
3-4 Arithmetic Seq니ences
• domain • recursive form니a
3-5 Scatter Plots and Lines of Fit
• explicit form니a • relation
3-6 Analyzing Lines of Fit
• extrapolation • residual
• 'hjnction • sequence
• function notation • term of a sequence
• interpolation • transformation
• line of best fit • tran 외 ation
• linear ■hjnction • trend line
• linear regression

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model & Discuss, and Critique & Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

© real-world applications.

PRACTICE Practice what

Go online | PearsonRealize.com © you've learned.

86 TO이C 3 Linear Functions

 Q The Express Lane
Some supermarkets have self-checko니t lanes. Customers scan their items
themselves and then pay with either cash or credit when they have
finished scanning all of the items. Some c니stomers think these lanes are

£ D ldoH
faster than the checkout lanes with cashiers, but others don't like having
to bag all of their purchases themselves.

What's yo니r strategy for picking a checko니t lane at the grocery store?
Think about this during the Mathematical Modeling in 3 Acts lesson.

VIDEOS Watch clips to support GLOSSARY Read and listen to

©
Mathematical Modeling in 3 Acts Lessons
and envision™ STEM Projects.
English and Spanish definitions.

TUTORIALS Get help from

CONCEPT SUMMARY Review Virtual Nerd, right when yo니 need it.

© key lesson content thro니gh

m니tiple representations. MATH TOOLS Explore math
with digital tools and manipulatives.
ASSESSMENT Show what

© yo니've learned.

TOPIC 3 Linear Functions 87

 Video

topic3 project ^envision STEM

•••

Did You Know?

Glass, aluminum, and other metals Americans throw away 25,000,000 plastic bottles every hour.
can be melted over and over again If those bottles were recycled, they would offset the
without a loss in quality. Paper can environmental impact of 625 ro니nd-trip flights between
be recycled up to six times, with its New York and London.
q니ality decreasing each time.

London

New York

million
recycled
phones

35,274 lb 772 lb 75 lb
of copper of silver of gold
palladium

How Recycling Offsets CO2 Production

RECYCLE SAVE

1 ton of plastic

1 ton of paper 3 tons of CO2

1 ton of metal 3 tons of CO2

3 tons of glass 1 ton of CO2

0 Your Task: Planning a

Recycling Drive
Abo니t 75% of the trash Americans generate is recy이able, b니t only
about 30% gets recy이ed. You and your classmates will plan a r은cycling
drive at yo니r school to increase the amount of trash that gets recy이ed.

88 TO이C 3 envision STEM Project （지 Go Online | PearsonRealize.com

 ⑨Common Core State Standards HSF.IF.A.1, MP.1, MP.2, MP.7 I 즈！ 겨 Activity ⑧ Assess

3-1
Relations and
EXPLORE & REASON

The desks in a study hall are arranged in rows like the horizontal ones
in the picture.
Functions

I 시 PearsonRealize.com

I CAN... determine whether

a relation is a function.

VOCABULARY
• continuo 니 s
• discrete
• domain
• f니 nction
• one-to-one A. What is a reasonable number of rows for the study hall? What is a
• range reasonable number of desks?
• illation
B. Look for Structure What number of rows would be impossible? What
number of desks wo니d be impossible? Explain. © MR7

C. What do yo니r answers to Parts A and B reveal abo니t what the graph of
rows to desks looks like?

Q ESSENTIAL QUESTION What is a function? Why is domain and range important in defining a
function?

EXAMPLE 1 Recognize Domain and Range

What are the domain and the range of the function?

A relation is a set of ordered pairs. A function is a illation in which each

inp니t is assigned to exactly one o니tp니t. The domain of a f니nction is the set
of inputs. The range of a function is the set of o니tp니ts. By convention, inp니ts
are x-values and o니tputs are y-vahjes.

The domain of this function is the set of x-val니es, {1, 2, 3, 4, 5}. The range is
the set ofy-val니es, {11, 12, 13}.

© Try It! 1. Identify the domain and the range of each f니nction.

2 4 5 6 X -3 -1 1 3 4

n 0 1 2 4 y 1 3 -2 6

LESSON 3-1 R이ations and Functions 89

 〔 z) 0 Activity Assess

CONCEPTUAL EXAMPLE 2 Analyze Reasonable Domains and Ranges

UNDERSTANDING
A. A function can model each situation. What is a reasonable domain and
range of each function?

A hose fills a 10,000-gallon swimming A restaurant needs to order

pool at a rate of 10 gallons per min니te. chairs for its tables. One table
can accommodate fo니r chairs.

A reasonable domain is from A reasonable domain is from

0 minutes to the time it takes to 0 tables to the number of tables
fill the pool. A reasonable range needed. A reasonable range is
is from 0 to 10,000 gallons, the multiples of 4 from 0 to 4 times
capacity of the pool. the number of tables needed.

B. Is the domain for each situation continuous or discrete?

The domain of a •hjnction is continuous when it in이니des all real

numbers. The graph of the f니nction is a line or c니rve.

The domain of a function of a function is discrete when it consists of

just whole numbers or integers. The graph of the function is a series of
data points.

Sketch a graph of each sit니ation.

Z-------------------------------------- X
The volume of water in the The number of tables and
pool can be determined at chairs must be whole
any point in time, for any numbers. There cannot be
value ofx. parts of tables or chairs.

(
으
e
SJ-el-3

MAKE SENSE AND ol응

PERSEVERE
은
What do the relationships in M-o
0
the two situations have in E
JsqEnz

n
common? ® MR1 _
o
>

0
0 2 4 6 8
Number of Tables

The domain is discrete.

@ Try It! 2. Analyze each situation. Identify a reasonable domain and range
for each situation. Explain.

a. A bowler pays b. A car travels 25 miles 니외ng

$2.75 per game. 1 gallon of gas.

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 〔킈 o Activity Assess

EXAMPLE 3 느 Classify Relations and Functions

Is each relation a function? If so, is it one-to-one or not one-to-one?
A f니nction is one-to-one if no two elements of the domain map to the same
element in the range. When two or more elements of the domain map to
the same element of the range, the function is not one-to-one.

A. {(1,2), (5, 6), (7f -1), (8, 0)}

The relation is a function. Every element of the domain {1, 5, 7f 8} maps
to exac비y one element of the range {-1, 0, 2, 6}.
Since none of the range values are shared, the function is one-to-one.
COMMON ERROR
Two or more elements of the B.
domain of a function can map to
one element of the range, but two
or more elements of the range,
can not map to only one element
of the domain.
The relation is a f니nction. Every element of the domain maps to exactly
one element of the range.
Since more than one element in the domain maps to a single element in
the range, the function is not a one-to-one.

© Try It! 3. Is each illation a function? If so is it one-to-one or not one-to-one?

APP 니 CATION EXAMPLE 4 Identify Constraints on the Domain

The diagram shows shipping charges as a function Weight of Shipping
of the weight of several online orders. Based on the Order (lb) Charge ($)
situation, what constraints, if any, are on the domain 2.3
1.00
of the function? 2.5
2.25
REASON 7.1
0.50
Think about the relationship An order m니st have a weight greater than zero, so 0.4
2.75
between elements in the 12.0
the domain of the function is confined to vahjes
domain and the elements in greater than 0.
the range. ® MR2

Try It! 4. Margaret has a monthly clothes budget of $50. She maps the
amo니nt of money she spends each month to the number of items
of dothing she b니ys. What constraints are there on the domain?

LESSON 3-1 Relations and Functions 91

 3. © 찎Sy © As=
우 CONCEPT SUMMARY Relations and Functions

WORDS A relation is any set of ordered pairs.

A relation is a function when each input, or element in the domain, has exactly one
o니tp니t, or element in the range.

TABLE
0三 Each element in the domain is associated

n_으 with exactly one element in the range.

NUMBERS {(—5, 0), (-2, 4), (-1, —3), (2, 4), (4, -1)}

DIAGRAM

Do You UNDERSTAND? Do You KNOW HOW?

1. |P ESSENTIAL QUESTION What is 5. Use the graph to determine the domain and
a f니nction? Why is domain and range range of this relation. Is the relation a function?
important when defining a f니nction?

2. Vocabulary Maya is tracking the amo니nt

of rainfall ckjring a storm. Describe the
domain and range for this situation. Inchjde
continuous or discrete in yo니r description.

3. Reason What can you conclude abo니t

the domain and the range of a f니nction
if a vertical line atx = 5 passes through
2 points? 1 point? No points? Explain. ® MR2 6. For the set of ordered pairs shown, identify
the domain and range. Does the relation
4. Error Analysis Felipe states that every
represent a f니nction?
relation is a •hjnction, b니t not every f니nction
{(1, 8), (5, 3), (7, 6), (2, 2), (8, 4), (3, 9), (5, 7)}
is a relation. Explain Felipe's error. ® MR3
7. Each day Jacob records the number of laps
and the distance he walks, in miles, on a
track. Graph the relation and determine
whether the distance that Jacob walks is a
■hjnction of the number of laps.
{(3, 0.75), (6, 1.5), (9, 2.25), (2, 0.5), (7, 1.75),
(10, 2.5), (4, 1)}

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 Scan for I 즈* I ⑥ Practice ⑮ Tutorial

© PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE

8. Use Structure Identify the domain and range Identify the domain and range of each relation. Is
the relation a function? Explain, see examples 1 and 3

13. X y 14. City Team

1仁 才 Rockets
후
교1? •忌幻 Birds
스、Pups

12y 어 Cats
14' Hawks

Analyze each situation. Identify a reasonable

9. Construct Arguments If the domain of a domain and range for each situation, see example 2
relation is all wh이e numbers between 2.5 and
15. An airplane travels at 565 mph.
7.5, and the range contains 6 different values,
can you determine whether the relation is a 16. Tickets to a sporting event cost $125 each.
function? Explain your reasoning. ® MR3
17. An average person consumes 2,000 Calories
10. Error Analysis A st니dent was asked to name all each day.
vahjes of n that make the relation a •function. Determine whether each relation is a function.
Correct the error. ⑨ MR3 If yes, classify the function as one-to-one or not
one-to-one. see example 3

{(2, 8), (6, 0), (4, 2), (M, n)}

n can be any value except 2, 6, or 4.

11. Communicate Precisely Describe two different

representations that show a relation that is also
a function. Explain. ® MP.6

12. Higher Order Thinking Relations mapping

domain values to range values can be described
as one-to-one or not one-to-one.

a. If one x-vak』e maps to many y-values (one-

to-many}, does the relation represent a Identify any constraints on the domain, see example 4
•function? If the x- and y-val니es are reversed,
22. Cameron earns an ho니rly wage at his job. He
does the relation represent a f니nction?
makes a table of the number of hours he works
Explain.
each week and the amount of money he earns.
b. If the relation is not one-to-one, does the
23. Every day Isabel swims 10 to 20 laps in a
relation represent a (
우니1"1 五00? If the x- and
50-meter pool. She tracks the numbers of
y-values are reversed, does the relation
laps she swims and how long it takes her to
repres은nt a function? Explain.
complete the lap, in minutes.
c. If the relation is one-to-one, does the
relation represent a •hjnction? If the x- and
y-val니es are reversed, does the relation
represent a function? Explain.

LESSON 3-1 Relations and Functions 93

 I ‘즈 I ⑥ Practice ⑬ Tutorial
© PRACTICE & PROBLEM SOLVING
이

ZE피
Mixed Review Available 0 ine

ASSESSMENT PRACTICE

24. Model With Mathematics The table shows the 27. The graph shows st니dents' study times and their
number of min니tes Drew spends in each class scores on a recent exam. Determine whether
for two weeks. ⑨ MR4 each of the data points given in parts (a) through
(e) can be added to the graph so the graph still
Week 1 Week 2
represents a function. Select Yes or No.
Class Time (min) Time (min)

English 60 60

Math 90 60

History 45 45

Biology 45 45

Biology Lab 0 60

a. For Drew's week 1 classes, identify the domain

and range. Is the relation a function? Explain.
Study Time (h)
b. For Drew's week 2 classes, identify the domain
and range. Is the relation a function? Explain.

c. Is Drew's class time for week 2 a function of

his class time for week 1 ? Explain.

25. Make Sense and Persevere Using the names of

mm
the emoticons as the domain and the shape of
the emoticons mo니th as the range, make a list
of 5 emoticons that make a function. ® MR1

28. SAT/ACT For a relation, where y is a f니nction of

E F G x, and y = 4 when x = 6; which of the following
does not represent another possible mapping

® ® ® in the relation?
® x = 3 maps toy = 2
® x = 1 maps toy= 6
26. Reason After a train has traveled for: ho니!;
it increases its speed and travels at a constant ©x = 0 maps toy = 0
rate for hours. ® MR2 @x = 4 maps toy = 6
® x = 6 maps toy = 2

29. Performance Task City To니rs rents bicycles for

$10 an hour with a maxim니m daily fee of $100.

Part A Make a table that 와low the cost for

renting a bicycle for 1, 3, 11z and 20 hours.

Part B Is cost a function of time? E시이ain.

a. What is the domain? What is the range? Part C Is time a f니nction of cost? Explain.

b. How can yo니 represent the relationship

between time traveled and speed?

c. Why did you choose this representation?

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 0Common Core State Standards HSEIF.A.1, HSF.IF.A.2, H와.IEB.5, 〔H) Q Activity (診 Assess
HSF.LE.A.2, MP.4, MR6, MP.7

⑴ EXPLORE & REASON

The flowchart shows the steps of a math puzzle.

Linear
Functions A. Try the p니zzle with 6 different integers.

B. Record each number you try and the

result.
|令| PearsonRealize.com
C. Make a prediction abo니t what the final Multiply that
number will be for any number. Explain. number by 9.

I CAN... identify, evaluate, D. Use Structure Would yo니r prediction be

graph, and write linear true for all numbers? Explain. O MR7 Subtract your
equations. original number.

VOCABULARY
• f니nction notation Divide that
number by 4.
• linear function

우 ESSENTIAL QUESTION 서 How can you identify a linear function?

CONCEPTUAL EXAMPLE 1 Evaluate Functions in Function Notation

UNDERSTANDING
A. How can you represent a function rule?

Write the equation y = 5x + 1 니sing function notation.

COMMUNICATE PRECISELY Remember that a f니nction is a rule that takes an input, or an element in
Function names are not restricted the domain, and maps it to an outp니t, or an element in the range.
to f. What advantages are there to
giving letter names to functions Function notation is a method for writing variables as a "hjnction of
when modeling real-world other variables. The variable y, becomes a f니nction of x, meaning the
situations? ® MR6 variable x is used to find the value of y. This helps disting니ish between
different ‘hjnctions. Yo니 can use the relationship between variables to
solve problems and make predictions.

COMMUNICATE PRECISELY
f(x) describes both the function
that is being used, f, and the input
value, x.
The Unction f is defined in f니nction notation by f(x) = 5x + 1.

CONTINUED ON THE NEXT PAGE

LESSON 3-2 Linear F니nctions 95

 ［조〕© Activity (診 Assess

EXAMPLE 1 CONTINUED

B. What is the value of g(x) = 5x + 1 when x = 3?

Evaluate g(x) = 5x + 1 for x = 3.

Substitute the input, 3, for every

instance of x in the function.

53 + 1
If g(x) = 5x + 1, then g(3) = 16.

Function notation can use letters other than f.

Other commonly used letters are g and h.
16

Try It! 1. Evaluate each function for x = 4.

a. g(x) = —2x — 3 b. h(x) = 7x + 15

0 EXAMPLE 2 Write a 니near Function Rule

The cost to make 4 bracelets is shown in the table.

How can you determine the cost to make any number of bracelets?

Step 1 Examine the relationship between the vahjes in the table.

+1 +1 +1

The constant rate

of change is 15.
•+•15+15 + 15
The relationship is linear.
COMMON ERROR
Step 2 Write a ‘Unction 니sing 외ope-intercept form for the rule.
You may think that the
f(x) = mx 十 b
domain and range are all real
numbers because the function f(x) = 15x + b
f(x) = 15x + 2 has a domain Step 3 Find the value of fa. 『 , . ,
and range of all real numbers. Substitute any ordered
f(17) = 15⑴ + b pair from the table.
However, you need to consider
the situation when determining 2 =b
the domain and range of a You can 니se the ilinction f(x) = 15x 十 2 to determine the cost to make any
particular scenario. number of bracelets.

The Unction f(x) = 15x + 2 is a linear f니nction beca니se the r니e, 15x + 2, is
the same as the r니e of the linear eq니ation y= 15x + 2.

Try It! 2. Write a linear function for the data in each table using function
notation.

a.

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 w o Activity
(하 Assess

APP 니 CATION EXAMPLE 3 Analyze a 니near Function

A. Tamika records the outside

-- -
temperature at 6:00 a.m. The

4
outside temperature increases
by 2°F every hour for the next
6 hours. If the temperature
--
-20

1
continues to increase at the

11
same rate, what will the

11
temperature be at 2:00 p.m.?
--30
Step 1 Write a f니nction that ^

11?
models the situation.

2°Fincrease
each hour

f(x) = 2x-3 temperature at 6:00 a.m.

Step 3: Find the vahje of y when x = 8.

y=2(8) —3
= 13
Assuming the temperature continues to increase at the same rate, the
temperature at 2:00 p.m. will be 13°F.

The graph of f(x) = 2x - 3 is a line. A linear function is a •hjnction whose

graph is a line.

MODEL WITH MATHEMATICS B. Does using a linear function realistically represent the temperature for
What makes a function a the domain of 0 < x < 24? Explain.
good model over a given
The graph of f(x) = 2x- 3 has a 외ope of 2, which represents the
domain? ® MR4
temperature rising 2°F each ho니r. However, when the s니n sets it is
unlik이y that the temperature will continue to rise. The linear function
is realistic for only a portion of the day.

© Try It! 3. Sketch the graph of each ’hjnction.

a. f(x) = —x + 1 b. g(x) = 3x 十 1

LESSON 3-2 Linear Functions 97

 〔초 Q Activity

丄APP 니 CATION
^^^^^^^^^^^^^▲ a EXAMPLE 4 Use 니near Functions to Solve Problems
A chairlift starts 0.5 mi above the base of a mountain and travels up the
mountain at a constant speed. How far from the base of the mountain is the
chairlift after 10 minutes?

Formulate 스 Write a linear f니nction to represent the distance the chairlift travels from the
base of the mo니ntain.

Let t = time in minutes.

The speed of the chairlift is in miles per hour,
6 miles x 1 hour _ 0.1 mile so convert the speed to miles per minute.
hour 60 minutes — minute

distance traveled = rate of the chairlift • time trav이ing + distance from the base

d(t) 0.1 • t + 0.5

Compute 스 The distance of the chairlift from the base of the mo니ntain
at any time is represented by the linear ■^nction, d(t) = 0.1t + 0.5.

Evaluate the f니nction for t = 10. 2.0

d(t) = 0.1(10)+ 0.5

(
I
= 1+ 0.5 E
)
<D느
= 1.5
Jels-a

Interpret 스 After 10 minutes, the chairlift

will be 1.5 miles 니p the mountainside.

0
0 4 8 12 16 20

Time (min)

(診 Try It! 4. In Example 4, how would the f니nction, graph, and eq니ation
change if the speed is 4 mph? What is the effect on the
domain?

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 3. 0 :：Sy © Assess

CONCEPT SUMMARY Linear Function Representations

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION , How can you Evaluate each function for x = 2 and x = 6.
identify a linear f니nction? 5. f(x) = 4x - 3 6. f(x) = —(x — 2)

2. Communicate Precisely Give a real-world

example of a function that is linear and one 7. Sketch the graph of f(x) = + 5.
that is not linear. Explain. ⑨ MR6
8. What function models the height of the
3. Vocabulary What is the difference between periscope lens at time t? If the periscope
a linear function and a linear equation? reaches its maximum height after ascending
for 22 seconds, what is the maximum height
4. Error Analysis The cost of using a game
in feet?
facility is $1 for every 12 min니tes. Talisa
writes the f니nction for the cost per ho니r as
f(x) = 12x. Explain Talisa's error. ® MP.3

LESSON 3-2 Linear Functions 99

 Scan for 丄 Practice
© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE 서

9. Use Structure The two Find the value of f(5) for each function.
points on the graph are EXAMPLE 1

given by the function f.

® MR7 13. f(x) = 6 + 3x 14. f(x) = -2(x+ 1)
a. Use the two points to find 16. f(h) = -A
15. f(a) = 3(a + 2) — 1
the eq니ation that represents the f니nction f.
17. f(m) = 1 -4(끄) 18. f(m) = 2(m — 3)
b. What is f(6)?
Write a linear function for the data in each table.
10. Higher Order Thinking Consider the functions SEE EXAMPLE 2
g(x) = 2x 十 1 and h(x) = 2x + 2 for the domain
0 <x< 5.
a. Witho니t evaluating or graphing the
functions, how do the ranges compare?

b. Graph the two functions and describe each

range over the given interval.

11. Make Sense and Persevere Customers at a

deli can buy an unlimited amo니nt of potato
salad. The customer is not charged for the
weight of 나?e container. ⑨ MR1
a. The table shows the weight of the container
Sketch the graph of each linear function.
with food and the cost. If 1 oz = 0.0625 lb,
SEE EXAMPLE 3
what is the price per pound of the potato
salad? What is the weight of the container in 22. g(x) =x - 3 23. h(x) = 3 - x
po니nds? What is the weight of the container 24. f(x) = |(x - 1) 25. f(x) = 0.75(10-x) + 1
and potato salad in po니nds?
Use the graph for Exercises 26 and 27. see example 3
| Weight (oz) 5 7 9 11 13
1 Cost ($)
■| 1 2 3 4

b. If the store had not acco니nted for the

weight of the container, how m니ch would
the customer be charged for the container?
Is the cost of the container the same, or
does it vary by how m니ch potato salad is
purchased? Explain.

12. Error Analysis Describe

26. Is the f니nction shown a linear function?
and correct the error
Explain.
a student made when
finding the function r니Ie 27. Describe the domain and range of the function.
for the data in the table. ©MP.3
28. Katrina buys a 64-ft roll of fencing to
make a rectang니lar play area for her dogs.
When x increases by 1,
Use 2(/ + ") = 64 to write a function for the
y increases by 9 each time.
length, given the width. Graph the function.
When x = 1, y = 10.
What is a reasonable domain for the situation?
So y = 9x 4- 10.
Explain, see example 4

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 ⑨ Tutorial
I令I ⑥ Practice
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY, ASSESSMENT PRACTICE

29. Model With Mathematics A staff ga니ge 32. Consider the function f(x) = 3(x- 1) - 0.4(9 -x).
meas니res the height of the water level in a Match each expression with its eq니ivalent value.
river compared to the average water level. At I. f(2) + f(4) A. 3.4
one ga니ge the river is 1 ft below its average
II. f(5) B. 3.6
water level of 10 ft. It begins to rise by a
constant rate of 1.5 ft per hour. ® MR4 III. f(7) — f(6) C. 7.2
IV. f(3) D. 10.4

33. SAT/ACT Determine a linear function from the

data in the table. Which point is not part of
the function?

X f(x) (12, 108)

(30, 0)
0 180
© (-15, 270)
1 174
© (21, 54)
그 168
(9, 120)
a. Graph the linear f니nction to show the
3 162
change in the water level over time.
4 156
b. Will the river reach a level of 7 ft above
normal after 5 hours? Explain. 34. Performance Task Manuel calculates the business
costs and profits to produce n hiking backpacks.
30. Use Structure Ramona's Garage charges
Marumi's profit is his revenue minus expenses.
the following labor rates. All customers are
charged for at least 0.5 hr. ⑨ MR7
Finished
Setup Cost:
$5,250 Backpack
Ramona's Garage

Hours 0.5 1 1.5 2 2.5

Labor $60 $90 $120 $150 $180

a. Write a linear function for the data in

the table.

b. A repair job took 4 h and 15 min and

required $390 in parts. What is the
total cost?
쌔 gg
Assembly Cost:
■슈
Revenue:
31. Reason A snack bar at an o니tdoor fair is open $159/backpack
$54/backpack
from 10 a.m. to 5:30 p.m. and has 465 bottles
of water for sale. Sales average 1.3 bottles of
water per minute. ® MR2 Part A Write a 'hjnction to represent the profit
Man니el makes selling n backpacks.
a. Graph the number of bottles remaining each
hour as a f니nction of time in hours. Find the Part B Graph the profit Unction. What is a
domain and range. reasonable domain for this function for one year
if his revenue is between $4f000 and $30,000? Is
b. At this rate, what time would they r니n o니t the f니nction discrete or continue〉니s? Explain.
of water? How many bottles of water are
needed at the start of the next day? Explain. Part C How much is his profit if he s이Is
43 backpacks? Explain.

LESSON 3-2 Linear Functions 101

 ⑧Common Core State Standards HSF.IF.B.5, HS디EC.7, HSF.BF.A.1, ［ 츠］ 0 Activity Assess
HSF.BF.B.3, MP.3, MR7, MR8

CRITIQUE & EXPLAIN

Avery states that the graph of g is the same

Transforming Linear
as the graph of f with every point shifted 1
Functions vertically. Cindy states that the graph of g is
the same as the graph of f with every point
shifted horizontally.
I 令I PearsonRealize.com

A. Give an argument to support

Avery's statement.
I CAN... transform linear
functions. B. Give an argument to support
Cindy's statement.
VOCABULARY
C. Look for Relationships What do you know about linear eq니ations that
• transformation might s니pport either of their statements? ⑨ MR7
• translation

Q ESSENTIAL QUESTION How does modifying the input or the output of a linear function rule
transform its graph?

APPLICATION Q EXAMPLE 1 Vertical Translations of Linear Functions

The positions of 2 baby sea turtles making their way to the water after
hatching from their eggs is recorded. They move at the same speed, with
Byron starting 2 ft ahead of Frank's starting point.

A. What function represents each turtle's position as they make their way
toward the shore?

=()

Byron starts
at 2 ft.

Frank starts
at Oft

Find the speed of each turtle by finding the 외ope of each line.

Frank: m = 으三三응 = 1 Byron: m = 으=즈 = 1

Both turtles are moving at 1 ft/s.

The function f(x) = x represents Frank's distance from his starting point,
and g(x) = x + 2 represents Byron's distance from his starting point.

CONTINUED ON THE NEXT PAGE

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 ［킈 o Activity Assess

EXAMPLE 1 CONTINUED

B. What happens to the graph of a function when you add a constant to

its output?

Compare Byron's and Frank's graph.

(
E
)

33ue:~s!a
LOOK FOR RELATIONSHIPS
Look for relationships between the
value of k and whether the vertical Adding a constant k to the o니tput of a linear function translates the
translation is up or down. ® MR7 graph vertically by k units.

(화 Try It! 1. Let f(x) = -4x.

a. How does the graph of g(x) = -4x — 3 compare with the
graph of f?

b. How does the graph of g(x) = -4x + 1.5 compare with the
graph of f?

DEFINITION

A transformation of a f니nction / maps each point of its graph to a new

location. One type of transformation is a translation. A translation shifts
each point of the graph of a •hjnction the same distance. A tran외ation may
be horizontal or vertical.

LESSON 3-3 Transforming Linear Functions 103

 【크 o Activity

CONCEPTUAL
V
UNDERSTANDING <s EXAMPLE 2 Horizontal Tran이ations of 니near Functions
How does adding a constant k to the input of a linear function affect its graph?

Consider the graphs of f(x) = 2x - 4 and g(x) = 2(x +5) — 4.

Step 1 Make a tabi은 of vahjes for f(x) = 2x — 4 and g(x) = 2(x +5)-4.

X f(x) = 2x - 4 x+ 5 g(x) = 2(x + 5) - 4

-4 -12 1 2(1) — 4 = —2

-3 -10 2 2(2)-4 = 0

-2 -8 3 2(3)-4 = 2

0 -4 5 2(5) -4 = 6

1 -2 6 2(6) -4 = 8

2 0 7 2(7) - 4 = 10

3 2 8 2(8) -4 = 12

Step 2 Graph the functions f(x) = 2x-4 and g(x) = 2(x +5) — 4.

The graph of g is the graph of f

translated 5 units to the left.

COMMON ERROR
You may think that a positive
value of k in g(x) = 2(x + Aj — 4
shifts the graph in a positive
direction, to the right. However,
a positive value of/r shifts the
graph to the left. Adding a constant k to the input of the f니nction tran이ates the graph
horizontally by k units.

(하 Try It! 2. Let f(x) = 3x + 7.

a. How does the graph of g(x) = 3(x — 4) + 7 compare with the

graph of f?

b. How does the graph of g(x) = 3(x + 9.5) + 7 compare with the
graph of f?

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 F즈I 셔 Activity ⑧ Assess

EXAMPLE 3 Stretches and Compressions of Linear Functions

A. How does multiplying the output of a linear function affect its graph?

Compare the graphs of f(x) = x + 1 and g(x) = 4(x + 1).

X f(x) = x + 1 g(x) = 4(x + 1)

-3 -2 -8

-2 -1 -4

-1 0 0

0 1 4

1 2 8

GENERALIZE
Is it always true that for a linear The graph of g is vertical stretch of the graph of f, by a scale factor of 4.
function f, the graphs of f and The 외ope and y-intercept are scaled by the same factor.
kf would have different
y-intercepts? ® MR8 Multiplying the output of a linear f니nction f by k scales its graph
vertically. If k > 1, the transformed graph is a vertical stretch. If 0 < | 시 < 1
the transformed graph is a vertical compression.

B. How does multiplying the input of a linear function affect its graph?

Compare the graphs of f(x) = x + 1 and g(x) = (3x) + 1.

x f(x) = x + 1 g(x) = (3x) + 1

The graph of g is horizontal compression of the graph of f, by a scale

factor of 3. The 이ope is changed by the same factor, but the y-intercept
is unchanged.

Multiplying the input of a linear ■hjnction f by k scales its graph

horizontally. If k > 1, the transformed graph is a horizontal compression.
If 0 < |k| < 1 the transformed graph is a horizontal stretch.

(화 Try It! 3. Let f(x) = x- 2.

a. How does the graph of g(x) = 0.25(x - 2) compare with the
graph of f?
b. How does the graph of g(x) = 0.5x — 2 compare with the
graph of f?

LESSON 3-3 Transforming Linear Functions 105

 1쾨 엷 =따 ©A—
하 CONCEPT SUMMARY Transformations of Linear Functions
Translations Stretches and Compressions

Tran외ations shift each point of the graph Stretches and compressions scale the graph
the same distance horizontally or vertically. either horizontally or vertically.

Vertical Horizontal Vertical by Horizontal by

by k units: by k units: scale factor k: scale factor k:
The graph of The graph of The graph of The graph of
g(x) = Qx — 2)+ k g(x) = -2(x 十 k) + 2 g(x) = k(—x + 2) g(x) = k(—x) + 2
is a vertical is a horizontal is a stretch of is a compression

translation of translation of f(x) = —x + 2 of f(x) = —x + 2

f(x) = — 2. f(x) = —2x + 2. whenk>1. whenk>1.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION ] Given f(x) = 4x + 1, describe how the graph of
modifying the inp니t or the output of a g compares with the graph of f.
linear function rule transform its graph? 5. g(x) = 4(x + 3) + 1 6. g(x) = (4x + 1) + 3

2. Vocabulary Why is the addition or Given f(x) = x + 2, describe how setting /r = 4

subtraction of k to the o니tp니t of a f니nction affects the slope and y-iintercept of the graph
considered a translation? of g compared to the graph of f.

3. Error Analysis The addition or subtraction 7. g(x) = 4(x + 2) 8. g(x) = (4x) + 2

of a number to a linear function always
moves the line up or down. Describe the
9. The minimum wage for employ은es of a
error with this reasoning. ® MR3
company is modeled by the function
4. Use Structure Why do은s multiplying the f(x) = 7.25x. The company decided to
input of a linear function change only the offer a signing bonus of $75. How does

외ope while multiplying the o니tp니t changes adding this amount aff은ct a graph of an
both the 이ope and the y-intercept? ® MR7 employee's earnings?

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106 TOPIC 3 Linear Functions
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© PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE,

10. Reason Describe the transformation of the Given f(x) = 3x + 5, describe how the graph
function f(x) = 2 that makes the 외ope 2 of g compares with the graph of f.
and the y-intercept -8. © MR2 SEE EXAMPLES 1r 2, AND 3

11. Look for Relationships Why do translations 15. g(x) = (3x + 5) + 8 16. g(x) = (3x + 5) — 4
prod니ce parall이 lines? ® MR7
17. g(x) = 3(x + 10) + 5 18. g(x) = 3(x- 1) + 5
12. Error Analysis A st니dent graphs f(x) = 3x -2.
19. g(x) = 3(0.1x) + 5 20. g(x) = 5(3x + 5)
On the same grid they graph the "function
g which is a transformation of f made by 21. g(x) = 3(2x) + 5 22. g(x) = 8(3x + 5)
subtracting 4 from the input of f. Describe
and correct the error they made when Given f(x) = 2x + 3, describe how the value of k
graphing g. ⑨ MR3 affects the slope and y-intercept of the graph of g
compared to the graph of f. see example 3

23. g(x) = 3(2x + 3) 24. g(x) = 2(0.5x) + 3

25. g(x) = |(2x + 3) 26. g(x) = 2(|)x + 3

27. g(x) = (2x + 3) — 3 28. g(x) = 2(x + 0.5) + 3

Find the value of k for each function g. Then

describe the graph of g as transformation of the
graph of f.

13. Look for Relationships Let f(x) = — 3.

Suppose you subtract 6 from the input of f
to create a new function g, then m니tiply the
input of function g by 4 to create a function h.
What eq니ation represents h? ® MP.7

14. Use Structure Describe each transformation.

Then write the equation of the transformed
function. © MR7

f(x) = 2x+ 1 g(x) = +2

Transformation Description Function

f(x)-5

b. gW + 4
c. 3#
d.

LESSON 3-3 Transforming Linear Functions 107

 I令I ⑬ Practice ⑮ Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

31. Mathematical Connections The cost of renting 34. How is the graph of the f니nction g(x) = |x + 6
a landscaping tractor is a $100 security deposit transformed from the graph of the f니nction
plus the hourly rate. f(x)=|x?

® Moved up 6 units
® Moved down 6 니nits

© Moved left 6 units

© Moved right 6 units

35. SAT/ACT Which of the following describes

the differences between the graph of f and the
graph of the output of f multiplied by 3?
® The 외ope changes by a factor of 3; the
y-intercept does not change.
a. The function f represents the cost of renting
® Both the 외ope and y-intercept change by a
the tractor. The function g represents the
factor of 3.
cost if the hourly rate were doubled. Write
© The 이ope does not change; the y-intercept
each f니nction.
changes by a factor of 3.
b. How would the 외ope and y-intercept of
© Neither the 이ope nor y-intercept change.
the graph g compare to the 외ope and
y-intercept of the graph of f ? 36. Performance Task The science club members
are using transformations on coordinate grids to
32. Constr니ct Arguments Veronica said the graph track the movement of constellations in the sky.
of g below represents a vertical tran외ation
Choose one side of the constellation depicted
of the f 니 nction f(x) =x+ 1 by 4 니 nits. Dawn
below and describe a series of transformations
arg니ed that the graph of g represents a
to move the side.
horizontal tran외ation of f by 4 니nits. Who is
correct? Explain. ® MR3

33. Higher Order Thinking The graph of a linear

function f has a negative slope. Describe the
Copy and complete the table to record the
effect on the graph of the function if the
motion.
transformation has a value of k < 0.

a. adding k to the outputs of f Transformation Function

b. adding k to the inputs of f

c. m 니 tiplying the outputs of fbyk

d. m니tiplying the inputs of f by k

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 ©Common Core State Standards HSS.ID.B.6.A, HSS.ID.B.6.C, HSS.ID.C.7, MP.4
MATHEMATICAL I *시 伯 Video

MODELING
IN 3 ACTS

|시 PearsonRealize.com

Q The Express Lane

Some supermarkets have self ch은ckout lanes. Customers scan their items
themselves and then pay with either cash or credit when they have finished
scanning all of the items. Some customers think these lanes are faster than
the checkout lanes with cashiers, b니t others don't like having to bag all of
their purchases themselves.

What's your strategy for picking a checkout lane at the grocery store? Think
about this during the Mathematical Modeling in 3 Acts lesson.

Scan for
Multimedia ACT 1 Identify the Pro이em

1. What is the first question that comes to mind after watching the video?

2. Write down the main q니estion you will answer about what yo니 saw in
the video.

3. Make an initial conjecture that answers this main question.

4. Explain how you arrived at yo니r conjecture.

5. What information will be 니seful to know to answer the main q니estion?

How can yo니 get it? How will you 니se that information?

ACT 2 Develop a Model

6. Use the math that you have learned in this Topic to refine yo니r
conjecture.

ACT 3 Interpret the Results

7. Did yo니r refined conjecture match the actual answer exactly? If not,
what might explain the difference?

TOPIC 3 Mathematical Modeling in 3 Acts 109

 ⑨Common Core State Standards HSEIF.A.3, HSF.BEA.1, HSF.BF.A.2, f지 Activity （후 Assess
HSF.LE.A.1, HSF.LE.A.1.B, HSF.LEA2, MR2, MP.6, MP.7 ---- 드 *

3-4
Arithmetic Sequences
으） EXPLORE & REASON

A fashion designer is designing a patterned fabric.

I히 PearsonRealize.com

I CAN... identify and

describe arithmetic sequences.

VOCABULARY
• arithmetic sequence
• common difference
• explicit formula
• recursive form니a
• sequence
• term of a s은quence A. Copy and complete the table.

Row number
Number of Patterned
Squares in the Row
Total Number of
Patterned Squares

B. Use Structure What number patterns do you see in the rows of

the table? ® MR7

Q ESSENTIAL QUESTION
How are arithmetic sequences related to linear functions?

CONCEPTUAL EXAMPLE 1 Connect Sequences and Functions

UNDERSTANDING
A. Is the ordered list 26, 39, 52, 65, 78 an arithmetic sequence?

A sequence is an ordered list of numbers that often forms a pattern.

Each number is a term of the sequence. In an arithmetic sequence, the
difference between any two consecutive terms is a constant called the
common difference.
STUDY TIP
A common difference must be Find the differences between pairs of consecutive terms.
the same, or common, between
26 39 52 65 78
each pair of consecutive terms for ------------------- v------------------- a------------------- V------------------- 사----------v------------------- R------------------- V-------------------
the sequence to be an arithmetic 13 13 13 13
sequence. A common difference
can be any real number. There is a common difference of 13, so this is an arithm은tic secpence.
CONTINUED ON THE NEXT PAGE

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 ［호 0 Activity Assess

EXAMPLE 1 CONTINUED

B. How are sequences related to functions?

You can think of a sequence as a function where the domain is restricted

to the nat니ral numbers and the range is the terms of the seq니ence.

For the sequence 26, 39, 52, 65, 78,

REASON
Why are the values of n Let n = the term number in the seq니ence.
restricted? ® IVIR2 Let A(n) = the vahje of the nth term of the sequence.

乃(1) = 26
The 1st term is 26. The 2nd term is 39.
乃(2) = 39

C. How do you represent sequences using subscript notation?

Subscript notation is commonly 니sed to describe sequences.

己2 = 39
The 2nd term is 39.

You can use either function or s니bscript notation to represent sequences.

Try It! 1. Is the domain of the function in Part B of Example 1 contin니o니s

or discrete? Explain.

DEFINITION

Recursive, in mathematics, means to repeat a process over and over again,

using the o니tput of each step as the next input. A recursive formula relates
each term of a sequence to the previous term. It is composed of an initial
value and a rule for generating the seq니ence.

The recur이ve formula for an arithmetic sequence is:

1 st term of the sequence 허

। f । n = 하 p—1 “1“ d
common difference
nth term of the sequence

previous term of the sequence

A recursive formula describes the pattern of a sequence and can be 니sed to

find the next term in a sequence.

LESSON 3-4 Arithmetic Sequences 111

 （초 o Activity Assess

a EXAMPLE 2 Apply the Recursive Formula

A. What is a recursive formula for the height above the ground of the nth
step of the pyramid shown?

COMMON ERROR
Be caref니 not to assume that
Use the rec니rsive formula.
the first term and the common
difference are the same in all a1 = 26 Since each step is the
arithmetic sequences. It is true an = an_l + 26 same height, c/is 26.
for this sequence but not for
all seq니ences. The formula an = 己斤스 + 26 gives the height above the gro니nd of the
nth step with = 26.

B. Use the recursive formula to find the height above the ground of the
3rd step.

Find the height above the ground of the 2nd step.

引 = 26

a』= a*] + 26 Usea! to finda2-

己2 = 26 + 26 = 52

Find the height above the ground of the 3rd step.

a2 = 52
3g — 82 十 26 Use a2 to find a3.

己3 = 52 + 26 = 78

The 3rd step is 78 cm above the ground.

© Try It! 2. Write a recursive formula to represent the total height of the nth
stair above the ground if the height of each stair is 18 cm.

DEFINITION

An explicit formula expresses the nth term of a sequence in terms of n.

The exolicit formula for an arithmetic sea니ence is:

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 ［흐］ 혀Activity

APPLICATION EXAMPLE 3 Apply the Explicit Formula

v_ r
A. The cost of renting a bicycle is given in the table. How can you represent
the rental cost using an explicit formula?

To find the rental cost for n days, write an explicit formula for th은 nth
term of the sequence.

Use the explicit form니a.

an = 26 + (n — 1)12 Substitute 26 for 허 and 12 for d.

= 26 + 12n — 12 Distributive Property

= 14+ 12n Simplify.

The explicit formula an = 14 + 12n gives the rental cost for n days.

B. What is the cost of renting the bicycle for 10 days?

Use the explicit formula to find the 10th term in the seq니ence.
an = 14 + 12n

a10= 14+ 12(10) Substitute 10 torn.

= 134
The 10th term in sequence is 134. It costs $134 to rent the bicycle for 10 days.

C. How is the explicit formula of an

arithmetic sequence related to a
linear function?

The form니a 8n = 14 + 12n shows

that the cost, an, is a function of
COMMON ERROR the number of days, n, the bicycle
You might think that the initial is rented.
value of the sequence and the
y-intercept of the graph of Yo니 can write this as a linear
the equivalent linear function function, f(x) = 12x + 14, or as an
are the same, but they will not eq니ation in 외ope-intercept form,
be the same if the initial value of y = 12x + 14. The common
the sequence is not zero. difference, 12, corresponds the 이ope

of the graph.

© Try It! 3. The cost to rent a bike is $28 for the first day ph」s $2 for each
day after that. Write an explicit formula for the rental cost for
n days. What is the cost of renting the bike for 8 days?

LESSON 3-4 Arithmetic Sequences 113

 【흐］ o Activity ⑧ Assess

0 EXAMPLE 4 Write an Explicit Fornwla From a Recursive Formula

The recursive formula for the height above
the ground of the nth step of the stairs
shown is an = an_^ + 4 with a1 = 7. What
explicit formula finds the height above the
ground of the nth step?

Use the recursive formula to find information

abo니t the sequence.
a1 = 7

그 그 , - common difference
an = an-^ +4

Write the explicit formula.

Sp = 3 +(D- 1)d

an = 7 + (n — 1)4 Substitute 7 for허 and 4 ford.

The explicit form니a an = 7 + (n — 1)4 can be used to find the height above
the ground of the nth step.

© Try It! 4. Write an explicit formula for each arithm은tic seq니ence.

a. dn = 허乃_1 — 3; 허수 = 10 b. dn = 3n_i + 2.4; a -| = —1

EXAMPLE 5 Write a Recursive Formula From an Explicit Formula

The explicit formula for an arithmetic sequence is an = 1 + ^n.

What is the recursive formula for the sequence?

Step 1 Identify the common difference.

an = 1 +

Step 2 Find the first term of the sequence.

허n = 1 +

引 = 1 + ；(1) Substitute 1 forn.

^=1 Simplify.

Step 3 Write the recursive formula.

an = 3n—i+d
3n = an_^ + 1 Substitute | for d.
STUDY TIP
When writing a recursive form니a The recursive formula for the seq니ence is:
for an arithmetic sequence, include
first term: 허 = |； nth term: an = + 느
the value of the first term, 허 .

© Try It! 5. Write a recursive formula for each explicit formula.

a. an = 8 + 3n b. an = 12 — 5n

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114 TO이C 3 Linear Functions
 3. O © Assess

CONCEPT SUMMARY Arithmetic Sequences

WORDS An arithmetic sequence is a sequence of numbers that follows a pattern. The difference
between two consecutive terms is a constant called the common difference.

FORMULAS Recursive Formula Explicit Formula

Used to describe a sequence Used to find a specific

and find the next few terms term in the sequence

an = an-i + 日

nth term of previous term of common

the sequence the sequence difference

The first term of the sequence is a<|.

NUMBERS, 1,7,13,19, 25,...

Use the recursive formula to describe the Use the explicit formula to find the 15th
sequence and find the next two terms. term in the sequence.

an = an_y + 6 an = 1 + (n — 1)6
引5 = 1 +(14)6

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Tell whether or not each sequence is an
arithmetic sequences related to linear arithmetic sequence.
functions? 5. 15, 13, 11, 9, . . . 6. 4, 7, 10, 14, . . .

2. Error Analysis A st니dent 니ses the explicit Write a recursive formula for each sequence.
fomwla an = 5 + 3(n — 1) for the sequence 7. 81, 85, 89, 93, 97, . . .
3, 8, 13, 18, 23, ... . to find the 12th term.
Explain the error the st니dent made. ® MR3 8. 47f 39, 31, 23fl 5, .. .

3. Vocabulary When is a recursive formula

more 니sef니 than an explicit formula for an 9. An online store charges $5 to ship one box
arithmetic sequence? and $10 to ship two boxes. Write an explicit
formula for an arithmetic seq니ence to
4. Communicate Precisely Compare and represent the amount the online store pays
contrast a recursive formula and an explicit to ship n boxes. Use the explicit form니a
formula for an arithmetic sequence. © MR6 to determine how much the online store
charges when shipping 11 items.

LESSON 3-4 Arithmetic Sequences 115

 Scan for―) [츠 ⑬ Practice ⑬ Tutorial

© PRACTICE & PROBLEM SOLVING Multimedia〔 사J

乂-----才 Additional Exercises Available Online

UNDERSTAND PRACTICE

10. Make Sense and Persevere What can you tell Tell whether or not each sequence is an arithmetic
about the terms of an arithmetic sequence when sequence. If it is, give the common difference, d.
the common difference is negative? ⑧ MR1 SEE EXAMPLE 1

17. 1, 15, 29, 43, 57, . . . 18. 77, 64, 51, 38, 25, . . .
11. Mathematical Connections How does the
domain of an arithmetic seq니ence compare to 19. 1, -2, 3, -4, 5, ... 20. 3, 6, 9, 12, 15,...
the domain of a linear function? Explain.
21. 3, 6f 9, 15, 18f.. . 22. 37, 34, 31, 29, 26, . . .
12. Error Analysis Describe and correct the error
a student made in identifying the common 23. 93, 86, 79, 72, 65, . . . 24. 45, 54, 63, 72, 81, . . .
difference of the following sequence:
29, 22,15,8,1,.... ®MP.3 Write a recursive formula and an explicit formula
for each arithmetic sequence, see examples 2 and 3

25. 12, 19z 26z 33, 40, . . . 26. -4, 5Z 14, 23, 32, . . .
The common difference of the sequence
is 7, since 29 - 22 = 7, 22 - 15 = 7, 27. 62, 57, 52, 47, 42, . . . 28. —15, -6, 3, 12, 21 … .
15 - 8 = 7, and 8 - 1 = 7.
30.

13. Reason Given the common difference and the

first term of an arithmetic sequence, which
form니a — the recursive or explicit formula -
wo니d be more usef니 to determine a5Oo?
Explain. Would yo니r answer change if you
knew the value of term 3499? Explain. ® MR2

14. R은ason The graph of

an arithmetic sequence
is shown. Write a Write an explicit formula for each
recursive formula for the recursive formula, see example 4

arithmetic sequence if 31. an = an_} + 15; a1 =8

the y-vahje of each point
is increased by 3. ® MR2 32. an = 8n서 +6; 러 =9

33. dn = — 2; a-j = —1

15. Use Structure Does an explicit formula for 34. an = an_y — 21; 러 = 56
a seq니ence make sense assuming n = 2.5?
Explain. ® MR7 35* 츠*] 4" 1； 허1 = 12

16. Higher Order Thinking Consider the following 36. dn = sn_i — 7; a*] = —3
recursive formula which describes the Fibonacci
Write a recursive fomuila for each explicit formula
sequence.
and find the first term of the sequence, see example 5
引 = 1, 己2 = 1
37. an = 10 + 8n 38. an = 108 — n
a(n+1) = an + a(n—1)
39. an = -29 + 12n 40. an = 35 + 52n
a. Find the first 6 terms of the sequence.
7 1
b. Is the Fibonacci sequence an arithmetic 41. an = j-3n 42. = 7 + }n
sequence? Explain.

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Mixed Review Available Online

APPLY, ASSESSMENT PRACTICE

43. Make Sense and Persevere The lowest and 46. Fill in the blanks to complete the recursive
leftmost note on a piano keyboard is an A. formula that corresponds to the sequence shown.
The next lowest A is seven white keys to 14, 23, 32, 41, 50, . . .
the right. This pattern contin니es. Write an
a__ =+n
explicit formula for an arithmetic sequence to
represent the position of each A key on the 47. SAT/ACT Which seq니ence is an arithmetic
piano, co니nting from the left. If a piano has sequence?
52 white keys, in what position is the key that @1,3,5,7,11,...
plays the highest A? ® MR1 ® 4, 6, 9, 13, 18, . . .
©8, 15, 22, 29, 36, . . .
©3, 6, 12, 24, 48, . . .

48. Performance Task A city sets up 14 rows of chairs

for an outdoor concert. Each row has 2 more
chairs than the row in front of it.

44. Make Sense and Persevere After the first

raffle drawing, 497 tickets remain. After the
second raffle drawing, 494 tick은ts remain.
Assuming that the pattern continues, write
an explicit formula for an arithmetic sequence
to represent the number of raffle tickets that
remain after each drawing. How many tickets
remain in the bag after the seventh raffle Part A Write a recursive formula to represent
drawing? ® MP.1 the number of chairs in the nth row.

45. Reason In a video game, you must score Part B Write an explicit formula to represent
5,500 points to complete level 1. To move the number of chairs in the nth row.
through each additional level, you must score
Part C Graph the seq니ence for the first 5 rows.
an additional 3,250 points. What number
wo니d you 니se as when writing an arithmetic Part D What linear f니nction represents the
seq니ence to represent this sit니ation? What seq니ence? Which represents this sit니ation best,
wo니d n represent? Write an explicit formula this linear function or one of the formulas you
to represent this sit니ation. Write a recursive wrote? Explain.
formula to represent this situation. ® MR2

LESSON 3-4 Arithmetic Sequences 117

 ©Common Core State Standards HSS.ID.B.6, HSS.ID.B.6.A, HSS.ID.B.6.C,
I 즈* I 겨 Activity
HSS.ID.C.7,MP.1,MP.2, MP.5

MODEL & DISCUSS

Nicholas plotted data points to represent the relationship between screen

Scatter Plots
size and cost of television sets. Everything abo니t the televisions is the same,
and Lines of Fit except for the screen size.

I 令I PearsonRealize.com

Cost
Screen
I CAN... use a scatter plot ($)
to describe the relationship
300
between two data sets. 40
350
VOCABULARY 43
400
• negative association 480
48
• negative conflation 500
50
• no association
• positive association
• positive correlation
• trend line
A. Describe any patterns you see.

B. What does this set of points tell yo니 about the relationship of screen size
and cost of the television?

C. Reason Where do you think the point for a 46-inch television would be
on the graph? How abo니t for a 60-inch TV? Explain. ® MR2

Q ESSENTIAL QUESTION How can you use a scatter plot to describe the relationship betwe은n two
data sets?

CONCEPTUAL
UNDERSTANDING a EXAMPLE 1 Understand Association
A. What is the relationship between the hours after sunrise, x, and the
temperature, y, shown in the scatter plot?

COMMON ERROR
(d。

You may think that since

인
)

the points do not line up

nleJac-E

exactly, there is no relationship.

However, when looking for an
association, you are looking for a 으
general trend.
_

As the number of hours after sunrise increases, so does the temperature.

When y-vahjes tend to increase as x-val니es increase, the two data sets
have a positive association.

CONTINUED ON THE NEXT PAGE

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 「치 Q Activity

EXAMPLE 1 CONTINUED

B. What is the relationship between the hours after sunset, x, and the
temperature, y, shown in the scatter plot?

(
LL.O
)
은

rueJadEel
COMMON ERROR
Yo니 may think that negative
As the number of hours after sunset increases, the temperature
association means that there
is no association between decreases.
the data sets. However, the word When y-val니es tend to decrease asx-vah』es increase, the two data sets
"negative" describes the direction have a n은gative association.
of the relationship.
C. What is the relationship between the hours after sunset, x, and the
amount of rain, y, shown in the scatter plot?

Rainfall After Sunset

(u!)

6
0. There is no general
trend in the data.
0. 4
H-o
0.
0. 2
ulnoEV

0
o
Hours After Sunset

There is no relationship between the amount of rainfall and the number

of hours after s니nset.

When there is no general relationship between x-vahjes and y-values,

the two data sets have no association.

© Try It!

LESSON 3-5 Scatter Plots and Lines of Fit 119

 W 0 Activity Assess

APP 니 CATION EXAMPLE 2^ Understand Correlation

How can the relationship between the hours after sunrise, x, and the
temperature, yf be modeled?

The data points on the scatter plot approximate a line. Sketch a trend line
that best fits the data to determine whether a linear function can model the
relationship.

Temperature After Sunrise

72

(do)
OJnleJedlual
68 The trend line suggests
that a linear function can
64
model the relationship.
60

01------ --------------------------------
0 2 4 6 8 10
Ho니rs After S니nrise

COMMON ERROR The scatter plot suggests a linear relationship. There is a positive correlation
You might think that negative between hours after sunrise and the temperature.
correlation means that the data When data with a negative association are modeled with a line, there
are not well correlated, but it
is a negative correlation. If the data do not have an association, they
refers only to the direction of the
can not be modeled with a linear f니nction.
association.

（診 Try It! 2. How can the relationship between the ho니rs after sunset,
x, and the temperature, / be modeled? If the relationship
is modeled with a linear function, describe the correlation
between the two data sets.

Temperature After Sunset

d(
o)
은
rneJac-Eal

64

6o

Ho니rs After Sunset

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 w o Activity Assess

0 EXAMPLE 3 Write the Equation of a Trend Line

What trend line models th은 data in the scatterplot?

A trend line models the data in a scatter plot by showing the general
direction of the data. A trend line fits the data as closely as possible.
COMMON ERROR
You may try to draw the trend Step 1 Sketch a trend line for the data.
line using existing data points. A trend line approximates a balance of points above and below
However, this does not always
the line.
give you the best results.
티ectric Hybrid Cars 도이게

p-os內
인

(spuesnoql.)
) The trend line might not
pass through any of the
JaqEnz data points.

COMMUNICATE PRECISELY
Why do some trend lines stop
at the x- ory-axis? ® MR6

Step 2 Write the equation of this trend line.

Select two points on the trend line to find the 외ope.

m = 쯔H으:32.1
(2, 50) and (16, 500) are
two points on the trend line.

Use the 이ope and one of the points to write the equation in
이 ope-intercept form.

y—50 = 32.1(x —2) Use the point-slope

form 니 a.
y=32.1x—14.2

The trend line that models the data isy = 32.1x- 14.2.

This trend line is one of many pos외ble trend lines.

(診 Try It! 3. a. What trend line, in 외ope-intercept form, models the data
from the Example 2 Try It?

b. Explain why there could be no data points on a trend line,

yet the line models the data.

LESSON 3-5 Scatter 미ots and Lines of Fit 121

 ［흐 I Q Activity

APP 니 CATION 0 EXAMPLE 4 Interpret Tr은nd Lines

The table shows the amount of time required to download a 100-megabyte
file for various Internet speeds. Assuming the trend continues, how long
would it take to download the 100-megabyte file if the Internet speed is
75 kilobytes per second?

Internet Speed
35 40 45 50 55 60
(kilobytes/s (KB/s))
Time to Download
6.65 5.82 5.17 4.65 4.23 3.88
100 Megabytes (min)

Step 1 Make a scatter plot of the data and sketch a trend line.

()01
pe UMOa o;
으
(u
트

드
g

O
E
REASON -
H
When a scatterplot has a break
in they-axis, can you visually
interpret a trend line across the
entire range? ® MR2
St은p 2 Find the eq니ation of the trend line.
Select two points on the trend line to find the 이ope:

(40, 6) and (55, 4)

m = 으킂r三귺 —°-13
Use the 외ope and one of the points to write the eq니ation for the
trend line.
y —6 = —0.13(x —40) Write the equation in
y=—0.13x+ 11.2 slope-intercept form.

The equation of the trend line isy = —0.13x+ 11.2.

Step 3 Use the eq니ation of the linear model to find the y-val니e that
corresponds to x = 75.
y=—0.13x+ 11.2
= -0.13(75) + 11.2 Substitute 75 forx.

= 1.45
The download time wo니d be 1.45 s.

(珍 Try It! 4. What is the x-intercept of the trend line? Is that possible in a
real-world situation? Explain.

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 W 0 == © Assess

자 CONCEPT SUMMARY Scatter Plots and Trend Lines

Negative Association

GRAPHS, Negative Correlation

@ Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION ] Describe the type of association between x and
you 니se a scatter plot to describe the y for each set of data. Explain.
r이ationship between two data sets? 6.

2. Error Analysis A student claims that if 8

y-vahjes are not increa외ng as x-values
6
increase, then the data must show a
negative association. Explain the error 4
the student made. ⑨ MR3
2
3. Vocabulary In a scatter plot that shows a
positive association, describe how y-vahjes 0
change asx-vahjes increase.

4. Make Sense and Persevere Does a trend

line need to pass thro니gh all the points in a
scatter plot? Explain. ⑨ MR1
B 이 7151313I
5. Communicate Precisely Describe how the
8. The table shows the hours of st니dying, x,
point-이ope form니a is 니seful when writing
and a person's test score, y. What is the
the eq니ation for a trend line. ⑨ MR6
equation of a trend line that models
the data? What does the 외ope of your
trend line represent?

Hours of Studying 6 I 7 7 8 9
77 | 80 83 87으으92
Test Score

LESSON 3-5 Scatter Plots and Lines of Fit 123

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UNDERSTAND PRACTICE

9. R은ason Can you 니se any two of the given Describe the type of association each scatter plot
data points in a scatter plot to write an
eq니ation for a trend line? Ex이ain. ⑨ MR2

10. Look for Relationships Describe the 외ope

of a trend line that models the data in

a scatter plot with positive correlation.
Describe the 외ope of a trend line that
models the data in a scatter plot with
negative correlati이!. ® MR7

11. Error Analysis Describe and correct the error

a st니dent made in describing the association
of the data in the table. ⑨ MR3

The data in the table show

positive association because

y is increasing. 0 2 4 6 8
For each table, make a scatter plot of the data.
Describe the type of association that the scatter
plot shows. SEE EXAMPLE 2

12. Higher Order Thinking Would a trend line be

a good fit for these data? Explain.

For each table, make a scatter plot of the data.

Draw a trend line and write its equation.
SEE EXAMPLES 3 AND 4

13. Reason Describe a set of data that has

neither a po외tive nor a negative association,
but that does have a valid trend line. ⑨ MR2

14. Mathematical Connections How could

finding the y-intercept of a trend line for a
data set help you determine the usef니Iness of
the trend line as a model?

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23. Make Sense and Persevere A student is 26. When two data sets have a negative
tracking the growth of some plants. What type association, the y-values tend to when
of association do you think the data wo니d the x-val 니 es.
show? Explain. © MR1
27. SAT/ACT Which eq니ation co니Id represent a
possible trend line for the data in the scatter plot?

Days Since Germination

24. Model With Mathematics When 이히rting trees

for reforestation purposes, different den외ties
result in different numbers of trees per acre.
The following table shows the recommended ©y = —2x - 1 @ y = 2x — 1
spacing in square feet and the corresponding
trees per acre. What trend line models the data 28. Performance Task A store records the price of
shown in the table? What do the 외ope and kites in dollars, x, and the number of kites, y,
y-intercept of the trend line represent? ⑨ MR4 sold at each price.

Spacing 1 Trees per Kite Style Price Quantity 1

Mx Acre, y
60 726 $10.00 25

64 680
70 622 $12.00 23
72 605
80
81
544
530
, 잫 $15.00 20

84 519
90 484 $22.00 18

96
100
454
435 $30.00
H 거
25. Make Sense and Persever은 The table shows the
maximum recommended viewing distances/, in Part A Make a scatter plot of the data.
feet, for an HDTV with screen size x, in inches.
What trend line models the data shown in the Part B What trend line models the data? What
table? What does the 외ope of the trend line does the 이ope of the trend line represent?
represent? ⑨ MR1
Part C What factors other than price co니d
influence the number of kites sold? Co니Id
yo니 use any of these factors to make another
scatter plot? Explain.

LESSON 3-5 Scatter Plots and Lines of Fit 125

 ⑨Common Core State Standards HSS.ID.B.6, HSS.ID.B.6.A, HSS.ID.B.6.B,
HSS.ID.B.6.C, HSS.ID.C.8, HSS.ID.C.9, MP.3, MP5, MR8
M O Activity
© Assess

3-6
Analyzing
EXPLORE & REASON

The scatter plot shows the number of 25o

SJaoBlpeog
beachgoers each day for the first six days of
Lines of Fit July. The head lifeguard at the beach uses the
20o
data to determine the number of lifeguards
15o
to schedule based on the weather forecast.
1
I 시 PearsonRealize.com 0o

JQqlunN
The head lifeg니ard compares two linear
models: 5o
I CAN... find the line of best
fit for a data set and evah」ate g(x) = 13x + 25
its goodness of fit.
h(x) = 12x + 30
Degrees (F) Above 80°F
VOCABULARY A. Copy the scatter plot and graph the linear functions on the same grid.
• causation
• correlation coefficient B. What is a reasonable domain for each f니nction? Explain.
• extrapolation C. Construct Arguments Which model is the better predictor of the number
• interp 이 ation of beachgoers based on the temperature above 80°F? Defend yo니r
• line of best fit model. ⑨ MR3
• linear regr은ssion
• resid 니 al

Q ESSENTIAL QUESTION How can you evaluate the goodness of fit of a line of best fit for a paired
data set?

0 EXAMPLE 1 Find the Line of Best Fit

What is the equation of the line of best fit
for the data in the table?

A linear regression is a method 니sed to

calc니ate the line of best fit. A line of best fit is
the trend line that most clos이y matches the data.

Step 1 Enter the data into a graphing

calculator.

Step 2 Perform a linear regression.

Use the Linear Regression f니nction.

The values of a and b from the linear
regression - the 외ope and the y-intercept —
are displayed.

a is the slope.
b is the y-intercept.

Step 3 Write the equation of the line of best fit.

Substitute 13.56 for a and 17.59 for b.

y= 13.56X+ 17.59

The eq니ation for the line of best fit for the data isy = 13.56x+17.59.

CONTINUED ON THE NEXT PAGE

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 ［흐） Q Activity （珍 Assess

EXAMPLE 1 CONTINUED

（화 Try It! 1. Use the linear regression function to find the eq니ation of the
line of best fit for the data in the table.

n
Q5.4 6.1
2 4
8.1
5 7
8.5 10.3 10.9
111

CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Understand Correlation Coefficients
What does the correlation coefficient reveal about the quantities in a
bivariate data set?

STUDY TIP When yo니 perform a linear regression 니sing

If your calc니ator is not showing technology, yen」are also given the correlation
the correlation coefficient, r, coefficient. The correlation coefficient, represented
you may need to turn "Stat by r, is a number between -1 and 1 that indicates
Diagnostics" ON in the MODE the direction and strength of the linear relationship
menu. On older calculators, you between two q니antitative variables in a bivariate
can choose "DiagnosticOn" from data set, a set of data that 니ses two variables.
the CATALOG menu.
When the conflation coefficient is close
to 1, there is a strong positive corr이ation
between the two variables. That is, as the
values of x increase, so do the vahjes of y.

When the corr시ation coefficient is close

to 0, there is a weak corr이ation between
the two variables.

COMMON ERROR
You may think that a correlation When the corr이ation coefficient is close
coefficient of -1 indicates that to -1f there is a strong negative
there is no correlation. Instead, correlation between the two variables.
it tells you that there is a strong
negative conflation.

（화 Try It! 2. What does each correlation coefficient reveal about the data it
describes?

a. r = 0.1 b. r = —0.6

LESSON 3-6 Analyzing Lines of Fit 127

 ［츠 o Activity
©

CONCEPT Residuals

A residual is the difference betwe은n

the y-value of a data point and the
corresponding y-val니e from the line of
best fit, or the predicted y-value.

residual = act니al y-value — predicted y-value

A resid니al plot shows how well a linear model fits the

data set. If the resid니als are randomly distrib니ted on
either side of the x-axis and 이니stered 이ose to x-axis,
then the linear model is likely a good fit.

APP 니 CATION
V_____________________、 EXAMPLE 3 Interpret Residual Plots
Student enrollment at Blue Sky Flight School over 8 years is shown.
The owner used linear regression to determine the line of best fit. The
equation for the line of best fit isy = -35x + 1208. How well does this
linear model fit the data?

Step 1 Evaluate the equation

Blue Sky Flight School 믹래必드
for each x-val니e to find
으 A B c
the predicted y-vak』es. n
그
Year Students Predicted
(x) value Residual
Step 2 Calculate the (y)
COMMON ERROR 3 0 1,235 1,208 27
The appearance of a residual plot differences between
4 1 1,178 1,173 5
does not correspond to a positive the actual and 5 2 1,115 1J38 -23
or negative correlation. The data predicted y-vahjes for 6 3 1,102 1,103 -1
7 4 1,020 1,068 -48
shown might be misinterpreted each x-vahje.
8 5 1,050 1,033 17
as data with no correlation, but it
Step 3 Plot the re외d니al for 9 6 1,003 998 5
has a negative conflation that is 10 7 978 963 15
each x-vahje.
seen when the actual data points
are plotted.

CONTINUED ON THE NEXT PAGE

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 I 흐이 셔 Activity ⑧ Assess

EXAMPLE 3 CONTINUED

Enrollment Residual Plot

y
6 oo 20” 川

s
+-»

u9prn.s
2 oo< • •사
~O 2 * 4——6
눙
8 oo

USE APPROP이ATE TOOLS 4 oo

Why is it helpful to make
a plot when analyzing o
o 2 4 6 8
residuals? A MR5 ^ ar

The scatter plot with the line of The resid니al plot shows the
best fit s니ggests that there is a resid니als randomly distrib니ted
negative correlation between above and below the x-axis and
years and enrollment. somewhat 이니stered close to the
x-axis. The linear model is likely
a good fit for the data.

Try It! 3. The owner of Horizon Flight School also created a scatter plot
and calculated the line of best fit for her enrollment data
shown in the table. The eq니ation of the line of best fit is
y = 1.44x + 877. Find the resid니als and plot them to determine
how well this linear model fits the data.

Year (x) 3 4 5 6 7
Students (y) 928 903 887 863 867

Enrollment

LESSON 3-6 Analyzing Lines of Fit 129

 w o Activity Assess

APP 니 CATION 0 EXAMPLE 4 Interpolate and Extrapolate Using Lin은ar Models

The graphic shows regional air travel data recorded by a domestic airline
company. How can yo니 use the data to estimate the number of air miles people
flew in 2003? If the trend in air travel contin니es, what is a reasonable estimate
for the number of miles that people will fly in 2030?

■g
Formulate 스 Plot the data points on Regional Air Travel

(spuesnol.l:l. 1=)
a scatter plot. Using 30oo
technology, perform
a linear regression to 26oo
determine the line of best
fit for the data. For the 22oo
으
p
x-values, 니se number of
9AeJ」
18oo
years since 1975. _s

으 14oo
I 1 -
드
』

a = 47.87
_

니
b = 1345.04
R = 0.962
<
5 10 15 20 25 30 35 40
! r = 0.981
N mber of Years Since 1975

Comput은 스 Use the values of a and b (from the linear regres외on) to write the line of
best fit.

y = 47.87X+ 1345.04

Interp 이 ation Extrapolation

Interpolation is using a model to Extrapolation is 니sing a model to

estimate a val니e within the range of make a prediction abo니t a vak』e
known vahjes. o니tside the range of known vahjes.

Interpolate to estimate the miles Extrapolate to predict the miles that

people flew in 2003, or 28 years after people will fly in 2030, 55 years after
1975. 1975.

y = 47.87(28) + 1345.04 = 2,685.4 y = 47.87(55) + 1345.04 = 3,977.89

Interpret 스 The model predicts that people flew a total of 2,685 thousand air miles
on the airline in 2003, and that people will fly a total of 3,978 tho니sand
air miles in 2030. This prediction is not as reliable as the estimate for 2003
because the trend may not contin니e.

© Try It! 4. Using the model from Example 4f estimate the number of miles
people flew on the airline in 2012.

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 w o Activity

EXAMPLE 5 Correlation and Causation

A. A student found a positive correlation
between the number of hours of
COMMON ERROR
외은ep his classmates got before a te아

a-IODS
Be careful not to assume that if
and their scores on the test. Can he
a conflation exists between two
variables, that a change in one conclude that he will do well on the
causes change in the other. The test if he goes to bed early?
change could be caused entirely
Causation describes a ca니se-and-effect
by a third, unknown variable.
relationship. A change in the one
variable causes a change in the other
variable.

To determine whether two variables have a causal relationship, you

have to carry o니t an experiment that can control for other variables
that might infl니ence the r이ationship between the two target variables.

The student cannot conchjde that he will do well if he goes to bed early.
Other variables, like the time spent st니dying or proficiency with the content,
could affect how well he does on the test.

B. A lifeguard notices that as the

out이de temperature rises, the
number of people coming to the
beach increases. Can she conclude
that the change in temperature
results in more p은ople going to the
beach?

She did not carry out an experiment or

control for other variables that might
affect the relationship. These inchjde weather forecast and time of year.

She cannot conchjde that the only reason that more people come to the
beach is the o니tside temperature.

© Try It! 5. Thenumberof cars in a number of cities shows a positive correlation

to the population of the respective city. Can it be inferred that an
increase of cars in a city leads to an increase in the pop니lation?
Defend ycnjr response.

LESSON 3-6 Analyzing Lines of Fit 131

 M 0 2쪄띠 ©
하 CONCEPT SUMMARY Linear Models, Lines of Best Fit, and Re외duals

WORDS, A linear regression is a method for finding the line of best fitz or a linear
model, for a bivariate data set.

A residual plot reveals how well the linear model fits the data set. If the
resid니als are fairly symmetrical around and clustered close to the x-axis, the
linear model is likely a good fit.

ALGEBRA, Use the vahjes of a and b from the linear regression to write the eq니ation
for the line of best fit. The eq니ation isy = 0.542x 十 1.

The correlation coefficient, r, describes

the relationship between the two
variables in a bivariate data set. It is a
number between -1 and 1.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION How can yen」 Use the table for Exercises 5 and 6.
evaluate the goodness of fit of a line of best
x 10 20 30 40 50
fit for a paired data set?
y 7 111; ii~어
2. Vocabulary Describe the difference
between interpolation and extrapolation. 5. Use technology to determine the eq니ation
of the line of best fit for the data.
3. Error Analysis A st니dent says that a
correlation coefficient of -0.93 indicates 6. Make a resid니al plot for the line of best fit
that the two q니antities of a data set have and the data in the table. How well does
a weak correlation. Explain the error the the linear model fit the data?
student made. ® MR3
7, The table shows the number of c니stomers y
4. Look for Relationships A student found at a store for x weeks after the store's grand

a strong correlation between the age opening. The eq니ation for the line of best
of people who njn marathons and their fit is y = 7.77x + 38.8. Assuming the trend
marathon time. Can the student say that contin니es, what is a reasonable prediction
yo니ng people will njn marathons faster of the number of visitors to the store 7
than older peo이e? Explain. ® MR7 weeks after
its opening?

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UNDERSTAND PRACTICE 서

8. Make Sense and P은rsevere Two q니antities of Use techn이ogy to p은rform a linear regression to
a data set have a strong positive conflation. determine the equation for the line of best fit for
Can the line of best fit for the data set have a the data. Estimate the value of y when x = 19.
conflation coefficient of 0.25? Ex이ain. ® MR1 SEE EXAMPLES 1 AND 4

9. Error Analysis Describe and correct the

error a st니dent made in determining the
eq니ation for the line of best fit for the
data in the table. ⑨ MR3

X 3 6 9 12 15 18 21

y 4 17 28 40 55 67 72

Describe the typ은 of correlation indicated by each

Enter y data in LI and x data in correlation coefficient, see example 2
L2. Then perform a linear
regression. ‘ 16. r = —0.89 17. r = 0.94
Line of best fit： y = 0.25x + 1.83
18. r = 0.23 19. r = -0.19

Make a residual plot for each linear model and the

10. Higher Order Thinking Which is lik이y to data set it represents. How well does each model
be more acc니rate: an estimate thro니gh fit its data set? see example 3

interpolation or a prediction thro니gh 20. y=0.14x+12.8 21. y = —0.58x + 25.2

extrapolation? Explain.

11. Generalize Describe how the val니es of a and

b in a linear model are related to the data 10
丁12
X

10
Fl19
being modeled. ⑨ MR8 15 16 15 17

12. Look for Relationships How can yen」니se 20 18 20 14

the graph of the line of best fit to make 25 17 25 10
predictions abo니t future behaviors of the 30 15 30 8
q니antities of the data set? ® MR7

13. Construct Arguments Arthur and Tavon Construct an argument for each scenario given.
SEE EXAMPLE 5
each calculated lines of best fit for their last
five math tests. Based on the resid니al plotsf 22. The average monthly heating bills for ho니ses in
Arth니r states that his scores are more closely a neighborhood are positively correlated to the
aligned to a linear model than Tavon's scores. number of pets in the house. Can it be inferred
Make a mathematical argument to support or that the number of pets in a ho니sehold causes
ref니te Arth니r's 이aim. ® MP.3 an increase in average monthly heating bills?
Explain.

23. A person's level of ed니cation is positively

conflated to the salary the person earns. Can
it be inferred that a person with a doctorate
degree will always earn more than a person
with a bachelor's degree? Explain.

니
Arthur's Resid al Plot Tavon's Residual Plot
LESSON 3-6 Analyzing Lines of Fit 133
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APPLY ASSESSMENT PRACTICE

24. Make Sense and Persevere Temperatures at 27. Characterize the relationship of the two
different times of day are shown. How can yo니 variables of different data sets represented
describe the relationship between temperature by the conflation coefficients shown.
and time? Would a linear model be a good fit
a. r- -0.91 c. r = 0.87
for the data? Ex이ain. ⑨ MR1
b. r= 0.54 d. r = 0.07

12 P.M., 76 °F 28. SAT/ACT St니dents who eat breakfast are

more likely to do well in school. Which of the
8A.M.f 69 °F 4 P.M.# 79 °F
following can be inferred from this relationship?
® The two events are ca니sally related.
4A.M.r 66 °F 8 P.M., 72 °F ® The more often a st니dent 은ats breakfast, the
better the st니dent will do in school.
12 A.M., 67 °F 12 A.M., 67 °F © Witho니t more evidence, it cannot be
determined whether the correlation
is causal.
25. Model With Mathematics The table 와lows the
© Providing free breakfast to all st니dents will
number of miles people in the U.S. traveled by
close the achievement gap.
car annually from 1975 to 2015. The equation
for the line of best fit isy = 0.048x - 93.198.
29. Performance Task Use the table to answer
What do the 외ope and y-intercept represent?
the q니estions.
Estimate the number of miles people in the
U.S. traveled in 2007. What is a reasonable
prediction for the number of miles people in
the U.S. will travel in 2022? ⑨ MR4

Vehicle-Miles Traveled
Year in U.S. (in trillions)
1975 1.298
1980 1.529
1985 1.720
1990 2.118
1995 2.387
2000 2.697
2005 2.973
2010 2.945
2이 5 3.055

Part A Use technology to determine the

26. Make Sense and Persevere The table shows
eq니ation for the line of best fit and the
the file size y in megabytes of photos taken
conflation coefficient for the data from 1940
at different resohjtions x in megapixels. The
through 1980.
equation for the line of best fit is y = 0.3x.
Use this eq니ation to create a resid니al plot. Part B Find the line of best fit and the
What does the resid니al plot tell yo니 abo니t correlation coefficient for the data from
the data? ® MR1 1940 thro니gh 2010.

Q 4 5 6 7 8 10 12 Part C Compare the correlation coefficients of

the two data sets. What do they indicate?
I1-2 1.5 1.8 2.1 2.4 3.0 3.6

134 TOPIC 3 Linear F니nctions I 히 Go Online | PearsonRealize.com

 Topic Review
1. How can linear f니nctions be 니sed to model 외tuations and
solve problems?

Vocabulary Review
Choose the correct term to complete each sentence.
• arithmetic seq니ence
2. When y tends to increase as x increases, the two data sets have a
• correlation coefficient
• line of best fit
3. A(n)___________ is the difference between an act니al and a
predicted data vah』e. • linear regression
• positive association
4. A(n)___________ is an ordered list of numbers that often forms
a pattern. • r은 sid 니 al

5. A trend line that most closely models the relationship between two • seq니ence
variables displayed in a scatter plot is the------------------------ • term of a sequence
6. The_____________________ meas니res the strength and direction of • trend line
the relationship between two variables in a linear model.

M H IA H H
Concepts & Skills Review
M

u ld o l
LESSON 3-1 Relations and Functions

Quick Review Practice & Problem Solving

A function is a r이ation in which every input, or Identify the domain and range of each relation.
element of the domain, is associated with exactly Is the relation a function? Explain.
one o니tp니t, or element of the range.
7. {(4, 1), (2, 3), (0, 4), (5, 3)}

Example V] -1 -5 4 0 2
Id은ntify the domain and range of the ordered
pairs in the table. Do the ordered pairs represent
Zl -5 -2 0 3 2

Reason For 9 and 10, would a reasonable

a function? Justify your response.
domain include all real numbers? Explain. © MR2
X j-2 0 5 9
9. A person drinks n o니nces of a 20-o니nee
y -3.5 -1.5 1.5 3.5 7.5 bottle of a sports drink.

The domain is {-2, 0, 3, 5, 9}. The range is 10. A printer prints p pages at a rate of 25 pages
{—3.5,-1.5, 1.5, 3.5, 7.5}. per minute.

Each element of the domain is associated with Construct Arguments What constraints, if any,
exactly one element of the range, so the ordered are there on the domain? Explain. ⑨ MR3
pairs represent a function.
11. An airplane ascends to a cruising altit니de at
the rate of 1,000 ft/min for m minutes.

12. The vahje of an automobile in d dollars

decreases by abo니110% each year.

TOPIC 3 Topic Review 135

 LESSON 3-2 Linear Functions

Quick Review Practice and Problem Solving

A linear function is a f니nction whose graph is a Evaluate each function for the elements in the
straight line. It represents a linear relationship domain {-4, -2, 0, 2, 4}.
between two variables. A linear function written
13. f(x) = 2x—1 14. f(t)=—3(t—2)
in function notation is f(x) = mx 十 b and f(x) is
read "f of x." 15. Make Sens은 and Persevere Melissa r니ns a
graphic design b니siness. She charges by the
page, and has a setup fee. The table shows
Example her earnings for the last few projects. What is
A taxi company charges $3.50 plus $0.85 per mile. her per-page rate, and what is her setup fee?
What linear function can be used to determine ⑨ MP.1
the cost of a taxi ride of x miles? How much
| Cost ($) 185 335 485 635
wo니d a 3.5-mile taxi ride cost?
1 Page totals 2 4 6 8
Let d = distance of the taxi ride.
Cost of taxi ride = cost x distance + fee
16. Use Structure Tia's Computer Repair Shop
f(d) = 0.85d + 3.5 charges the labor rates shown for computer
Use the function to determine the cost of a repairs. What linear ’hjnction can she 니se

3.5-mile ride. to determine the cost of a repair that takes

5.5 ho니rs and in이udes $180 in parts? ® MR7
f(3.5) = (0.85)(3.5) + 3.5
= 6.475 I Hours 1 1.5 2 2.5
The cost of a 3.5-mile taxi ride is $6.48. | Labor ($「
85 127.5 170 212.5

LESSON 3-3 Transforming 니near Functions

Quick Review Practice & Problem Solving

A transformation of a function f maps each point Given the function f(x) = x, how does the
of its graph to a new location. A tran외ation addition or subtraction of a constant to the
shifts each point of the graph of a function the output affect the graph?
same distance horizontally, vertically, or both.
17. f(x)=x — 2 18. f(x) = x+ 5
Stretches and compressions scale each point of a
graph either horizontally or vertically. Given f(x) = 4x — 5, describe how the graph of
g compares with the graph of f.

Example 19. g(x) = 4(x — 3) — 5 20. g(x) = 2(4x - 5)

Let f(x) = 2x - 1. If g(x) = (2x —1) + 3, how does 21. Reason Given f(x) = -3x + 9, how does
the graph of g compare to the graph of f? multiplying the o니tput of f by 2 affect the
slope and y-intercept of the graph? @ MR2

22. Model With Mathematics A hot이 business

center charges $40 per ho니r to rent a
computer phjs a $65 security deposit.
The total rental charge is represented by
f(x) = 40x + 65. How would the equation
The graph of g is the tran외ation of the graph of change if the business center increased the
f three 니nits 니p. security deposit by $15? ® MR4

136 TOPIC 3 Linear functions |令I Go Online | PearsonRealize.com

LESSON 3-4 Arithmetic Sequences

Quick Review Practice & Problem Solving

A sequence is an ordered list of numbers that Tell whether each sequence is an arithmetic
often follows a pattern. Each number is a term sequence. If it is, give the common difference.
of the sequence. In an arithmetic sequence, the If it is not, explain why.
difference between any two consecutive terms is a
23. 48, 45f 41, 38f 34,...
constant called the common difference, d.
24. -6, 5f 16, 27, 38,...
The recursive formula is 니sed to describe the
seq니ence and find the next term in a seq니ence Write a recursive form니a for each arithmetic
from a given term. The explicit formula is 니sed to sequence.
find a specific term of the sequence.
25. 2, 6, 10, 14, 18,...

26. —5, —8.5, —12, —15.5, —19,...

Example
What is the 12th term in the sequence shown? 27. Reason A table of data of an arithmetic
seq니ence is shown. Use the explicit formula
— —5.5, --- ---------- -- for the arithmetic sequence to find the
Determine the recursive formula to describe the 15th term. ® MR2
sequence.
x 2 3 4 5
The common difference, d, is 2.5.
3스 = —
y |i3—iF”
an = an—1 + 2.5
28. Make Sense and Persevere Gabriela is selling
Use the explicit form니a to find the 12th term. friendship bracelets for a school f니ndraiser.
a12 =-8 + (12-1)2.5 After the first day, she has 234 bracelets
left. After the second day, she has 222 left.
즈 12 = 19-5
Assuming the sales pattern contin니es and
The 12th term of the sequence is 19.5.
it is an arithmetic seq니ence, how many
bracelets will Gabriela have left to sell after
the fifth day? ® MP.1

TOPIC 3 Topic Review 137

 LESSON 3-5 Scatter Plots and Lines of Fit

Quick Review Practice & Problem Solving

A paired data set (or a bivariate data set) has Describe the type of association each scatter
a positive association when y-val니es tend to plot shows.
increase asx-values increase and a negative
association when y-values tend to decrease
as x-vahjes increase. When the relationship
between the paired data can be modeled with
a linear function, a line of best fit represents
the relationship. The paired data are positively
correlated if y-vahjes increase asx-val니es increase
and negatively correlated if y-values decrease as
x-val니es increase.

Example
Yama takes a course to improve his typing
speed. The scatter plot shows his progress over
six weeks. What is the relationship between the
number of weeks and Yama's typing speed?
우 2 4 6 8
al.nu=/\-

40 31. Reason Where should the line of best fit

J
Q
be in relationship to the points plotted on a
d 30 scatter plot? ® MR2
Pac-Ai SPJO/V\

20 Use Appropriate Tools For each table, make a

scatter plot of the data. If the data suggest a
10 linear relationship, draw a trend line and write
its equation. ⑨ MR5
0
32. 33.

As the number of weeks of practice increase, so

does the number of words typed per minute.
The scatter plot shows a positive association that
is approximately linear suggesting a positive
correlation between weeks and words typed per
minute.

34. Model With Mathematics The table shows

the recommended distance of a light so니rce
y in feet, from the wall for different ceiling
heights x in feet. What is the eq니ation of the
trend line that models the data shown in the
table? What does the 외ope of the trend line
represent? ⑨ MR4

x 8 9 10 11 12

y 20 27 33 40 48

138 TOPIC 3 Linear Functions I 시 Go Online | PearsonRealize.com

LESSON 3-6 Analyzing Lines of Fit

Quick Review Practice & Problem Solving

Lin은ar regression is a method used to calc니ate Use technology to perform a lin은ar regression to
line of best fit. The correlation coefficient determine the equation for the line of best fit for
indicates the direction and strength of the linear the data. Estimat은 the value of y when x = 25.
relationship between two variables.
A residual reveals how well a linear model fits
the data set. Yo니 can use the line of best fit to
n 20
y

9
estimate a value within a range of known vahjes 12
22
(interpolation) or predict a vahje o니tside the
24 16
range of known values (extrapolation).
26 20
28 23
Example
The scatter plot shows the percentage of 37. Reason How are interpolation and
American adults with a high school diploma or extrapolation similar? How are they
higher from 1940 to 2010. Based on the residual different? ® MR2
plot below the scatter plot, how appropriate is
38. Model With Mathematics The table shows the
the linear model for the data?
winning times for the 100-meter r니n in the
Educational Attainment Olympics since 1928. What is the equation of
the line of best fit for the data? What do the
七
M A

외ope and y-intercept represent? Estimate the

MHIAHH
』
/\s.n

e winning time in 2010, and predict the winning

E
으 time in 2020. ® MR4
으으
Q

€
SRe-ndod l-npv

[ Year 1 Time (s) I Year I Time (s) 1

』

D ld o l
- o o lp s〒

으
-
- 1928 10.80 1980 10.25
므
므
H

1932 10.30 1984 9.99

_ 1936 10.30 1988 9.92
1948 10.30 1992 9.96
1952 10.40 1996 9.84
1956 10.50 2000 9.87
1960 10.20 2004 9.85
1964 10.00 2008 9.69
1968 9.95 2012 9.63
1972 10.14 2016 9.81
1976 10.06

The resid니al plot shows the residuals distrib니ted

above and below the x-axis and cl니stered
somewhat close to the x-axis. The linear model is
likely a good fit for the data.

TO이C 3 Topic Review 139

 TOPIC Systems of Linear
Equations and Inequalities
Q TOPIC ESSENTIAL QUESTION

How do yo니 use systems of linear equations and inequalities

to model situations and solve problems?

Topic Overview Topic Vocabulary

envision™ STEM Project: • linear ineq니ality in two variables
Growing Grain • scdution of an inequality in two variables
4-1 Solving Systems of Equations by • solution of a system of linear ineq니alities
Graphing • system of linear inequalities
4-2 Solving Systems of Equations by
Substitution

4-3 Solving Systems of Equations by

Elimination

4-4 Linear Ineq니alities in Two Variables

Mathematical Modeling in 3 Acts:

Get Up There!

4-5 Systems of Linear Inequalities

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model & Discuss, and Critique & Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

© real-world applications.

PRACTICE Practice what

Go online | PearsonRealize.com © you've learned.

140 TOPIC 4 Systems of Linear Eq니ations and Inequalities

 Q Get Up There!
Have you ever been to the top of a skyscraper? If so, yen」probably didn't
take the stairs. Yo니 probably took an elevator. How long did it take yo니 to
get to the top? Did you take an express elevator? 허
O
Express elevators travel more q니ickly because they do not stop at every E
O
floor. How much more quickly can yo니 get to the top in an express H
elevator? Think about this d니ring the Mathematical Modeling in
3 Acts lesson.

VIDEOS Watch clips to support GLOSSARY Read and listen to

O
Mathematical Modeling in 3 Acts Lessons
and envision™ STEM Projects.
© English and Spanish definitions.

TUTORIALS Get help from

©
CONCEPT SUMMARY Review
key lesson content thro니gh
© Virtual Nerd, right when you need it.

MATH TOOLS Explore math

multiple representations.

ASSESSMENT Show what

© with digital tools and manipulatives.

© yo니've learned.

TOPIC 4 Systems of Linear Eq니ations and Ineq니alities 141

 TOPIC 4 PROJECT
•envision
••• STEM
Did You Know?
American farmers produce enough

니
meat and grain for the United States
plus extra to export to other co ntries.
Farms use about 53.5 billion gallons of
groundwater each day for irrigation.

1
Peak Water Demands
Corn July
Wheat May and June
Soybeans A니gust

Corn is easier In 2012, soybeans became

to grow than the biggest crop in the
wheat and United States, with four
hardier in times the acreage as in
northern 1992. More soybeans
climates. are grown in the

니
United States than in
any other co ntry.

bushel of
wheat

니
1 million
individ al kernels
of wheat 니
42 pounds
of white
flo r
60 pounds

니
of whole­
wheat flo r
42 one and a half-
pound loaves of
white bread

0 Your
니 니 니 니 니
Task: Growing Grain
Yo and yo r classmates will make decisions abo t growing crops
on a farm. How m ch of each crop will yo plant, and why?

142 TO이C 4 envision STEM Project 【초 Go Online | PearsonRealize.com

 (하 Common Core State Standards HSA.R티.C.6, MP.2, MR4, MP.7
w o Activity

으) EXPLORE & REASON

Juan and Leo were supposed to meet and drive ATVs on a trail together.
Solving Systems
Juan is late so Leo started without him.
of Equations by
Graphing

I CAN... use graphs to find

approximate solutions to
systems of equations.

A. Write an eq니ation for Leo's distance from the starting point after riding
for x hours. Write an equation for Juan's distance from the starting
point if he starts h ho니rs after Leo.
B. Model With Mathematics Suppose h = 1. How can yo니 니se graphs of the
two equations to determine who finishes th은 trail first? ⑨ MR4
C. How much of a head start m니어: Leo have to finish the trail at the same time
as Juan?

Q ESSENTIAL QUESTION
How can you use a graph to illustrate the solution to a system of linear equations?

CONCEPTUAL
UNDERSTANDING
v_______________ 브 o EXAMPLE 1 Solve a System of Equations by Graphing
r ■ r • y = -2X — 4
What is the solution of the system of equations? y _ 0 5x + 6

Use a graph to solve this system of equations.

Step 1 Graph both eq니ations.

y = 0.5x
The two lines
Step 2 Find the point of
intersect at (-4, 4).
intersection. Since the
(-4,4) is a solution
point of intersection lies on 느 of both equations.
both lines, it is a solution to
both eq니ations. y |= — t- 4 x
STUDY TIP Step 3 Check that the solution works -4 O
Substitute thex-coordinate forx for both equations.
and they-coordinate fory.
y = —2x - 4 y= 0.5x + 6
4 으 -2(-4) - 4 4 으 0.5(-4) + 6

4 으 8 —4 4으-2 + 6

4 = 4/ 4 = 4/
Since there are no other points of intersection the system of equations has
exactly one solution, (-4, 4).

© Try It! 1. Use a graph to solve each system of equations.

a. y = ；x —2 b. y=2x + 10

y=3x -7 y= —+ 1

LESSON 4-1 Solving Systems of Equations by Graphing 143

 （크 0 Activity ⑧ Assess

a EXAMPLE 2 Graph Systems of Equations With Infinitely Many

Solutions or No Solution
What is the solution of each system of equations? Use a graph to explain
your answer.

A. 15x+5y = 25

COMMON ERROR
You may think that the lines
cannot be the same since the
equations are different. However;
if you write both equations in the
same form, the equations will be
identical.

All ordered pairs on the line are solutions of both eq니ations, so all points
on the line are solutions to the system of eq니ations. There are infinitely
many solutions to the system.

B. y - 2x = 6
-4x + 2y = 8

The system of
equations has
no solution.

The lines are parallel, so there is no point of intersection. Therefore,

there is no solution to this system of equations.

© Try It! 2. Use a graph to solve each system of eq니ations.

a. y = +7 b. 3x + 2y = 9

4x — 8y = 12 jy=3-x

144 TOPIC 4 Systems of Linear Eq니ations and Ineq니alities I 시 Go Online | PearsonRealize.com

 (호 o Activity

APP 니 CATION EXAMPLE 3 Write a System of Equations

Monisha and Holly have Monisha's Library
smverea at me tn
14 more days to finish what secrets lie a
reading the same novel what awaited me Holly's Library
once magnificent：
for class. Monisha plans has wilted — a fg
to read 9 pages each of what it once w
so have its memo!
day, while Holly plans
secrets, faded int(
to read 20 pages each
day. Ass니ming Holly and
Monisha both maintain
their reading plan, when
will Holly catch 니p with
Monisha? Who will finish
reading the novel first?

Formulate 스 Write a system of eq니ations to represent Holly's and Monisha's

reading paces.

Monisha: Total pages = 96 pages already read + 9 pages/day • x days

y = 96 + 9x

Holly: Total pages = 6 pages already read + 20 pages/day • x days

y = 6 + 20x

Compute 스 Graph the system of eq니ations. Find the point where the graphs intersect.

|
(8.182,169.636)

Interpret 스 After a little more than 8 days of reading, Monisha will have read
96 + 9(8.182) = 170 pages.

Holly will have read 6 + 20(8.182) 紀 170 pages. So, Holly will catch 니p

with Monisha in a little over 8 days.

Since the book is 220 pages longf and Holly is reading at a faster rate, she
will finish reading the novel before Monisha.

© Try It! 3. Suppose Monisha reads 10 pages each day instead.

a. How will that change the length of time it takes for Holly to
catch 니p with Monisha?

b. Will Holly still finish the novel first? Explain.

LESSON 4-1 Solving Systems of Equations by Graphing 145

 〔호 o Activity Assess

0 EXAMPLE 4 Solve a System of Equations Approximately

What is the solution of the system of equations?
v 그 —3
y 버 y = —5x + 6
Step 1 Use a graphing 니tility to graph both
equations. Find the point of intersection.

리
y = 2x — 3

(1.286, -0.429)

y = -5x + 6

x scale: 7 y scale: 7

Step 2 Check the vahjes of x and y in each equation to see if they satisfy
both eq니ations.

y = 2x-3 y = —5x + 6
The solutions obtained
—0.429 으 2(1.286) —3 —0.429 으一5(1.286) + 6
by graphing are close
REASON —0.429 으 2.572 —3 to, but not equal to, the -0.429 으 一6.43 +6
What wo니d happen if you actual solutions.
-0.429 士 -0.428 -0.429 # -0.43
substituted the exact solution into
the system of equations? © MR2
The solution obtained by graphing, (1.286, -0.429) is correct to three decimal
places, but it is not an exact solution. What is the exact sohjtion? Consider
which x-value gives yo니 the same y-value in each eq니ation.

Set the expressions for y equal to each other and solve for x.
2x — 3 = —5x 6
2x 十 5x = 6 + 3
7x = 9 They-values in both equations
q are equal when% = 으
x=|

= 1.285714

Now s니bstit니te for x in either eq니ation to find y.

y = 2x-3

-3
7
= —0.428571 = —0.428571
The exact soh」tion is (으, 一|). You will see more methods for finding exact
solutions in later lessons.

(診 Try It! 4. What solution do you obtain for the system of eq니ations by
graphing? What is the exact solution?
y = 5x - 4
y = -6x + 14

146 TOPIC 4 Systems of Linear Eq니ations and Ineq니alities I 지 Go Online | PearsonRealize.com

 W 0 S= © Assess

CONCEPT SUMMARY Graphing to Solve Systems of Equations

WORDS A system of linear . . . infinitely many . . . or no sohjtion.

equations may have one solutions. ..
solution . . .

y = —x + 9 y = —x + 9 y = —x + 9
y = |乂 + 3 2y = —2x +18 y = —x + 12

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION ] Solve each system of equations by graphing.
yo니 니se a graph to illustrate the solution to 5. y = 2x + 5 6. y = —+ 2
a system of linear eq니ations?
y = —2x 十 3y = 6

2. Model With Mathematics How does the

7. Juanita is painting her house. She can either
graph of a system of eq니ations with one
buy Brand A paint and a paint roller tray
solution differ from the graph of a system of
or Brand B paint and a grid for the paint
eq니ations with infinitely many solutions or
roller. For how many gallons of paint would
no solution? ® MR4
the price for both options be the same? If

3. Reason Why is the point of intersection J니anita needs 15 gallons of paint, which is
the better option?
for a system of eq니ations considered its
solution? ® MR2

4. Error Analysis Reese states that the

system of eq니ations has no sohjtion
beca니se the 이opes are the same.
Describe Reese's error. ® MP.3
y = —3x — 1 1-gallon 1 paint 1-gallon 1 grid for
can: roller tray: can: paint roller:
3x + y = —1
$27/gallon $3 $25/gallon $5
k__________________

LESSON 4니 Solving Systems of Equations by Graphing 147

 Scan for I즈 I ⑥ Practice ⑥ Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available 0이ine

UNDERSTAND PRACTICE

8. Use Structure Describe the solution set for the Solve each system of eq니ations by graphing.
system of equations that includes the eq니ation SEE EXAMPLE 1

13. y = —2x — 2 14. y = x

y = 3x — 7 y=2x

15. x + y = —5 16. 3x + 2y = -3
y = _x —2 2x —3y=—15

Determine whether each system of equations

shown in the graph has no solution or infinitely
many solutions, see example 2

b. 2x + y = 6

c. x - 2y = -2

9. Look for Relationships Write an eq니ation

in 외ope-intercept form that would have
infinitely many solutions in a system of
eq니ations with 5x — 2y = 8. ⑨ MR7

10. Communicate Precisely Copy and complete the

table by writing the word same or different to
show how th은 외ope and y-intercept of each
equation relate to the number of sohjtions in a
system of two linear equations. ® MR6

■■ ■■
Number of solutions Slopes y-intercepts

One solution

■_ ■ 1
Infinitely many solutions
No solution
Write and solve a system of equations for the
11. Error Analysis Describe and correct the error
given situation, see example 3
a student made in finding the sol니tion of the
system of equations. ⑨ MR3 19. Rosha니n has saved $150 and continues to add
$10 each week. Keegan starts with $0 and saves
y + 3x = 9
$25 each week.
y = 3x + 9
a. In how many weeks will they have the same
amount of money?
There are an infinite number of
solutions since the coefficients b. What amo니nt of money will they each
of the variables and the p have saved?
constants are the same. 八
Solve each system of equations by graphing.
Round your answers to the thousandths, if
necessary, see example 4
12. Higher Order Thinking The solution of a system
of eq니ations is (3, 2). One of the equations in 20. y = 5x + 1 21. y= -6x + 5
the system is 2x + 3y =12. Write an equation in y = 2x + 6 y = 4x + 3
이ope-intercept form that could be the second
equation in the system. 22. y = 9x + 2 23. y = +9
y = —3x — 4 y = _|x + 4

148 TOPIC 4 Systems of Linear Equations and Inequalities I 지 Go Online | PearsonRealize.com

 (즈] ⑬ Practice Tutorial

@ PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

24. Use the graph to determine the sohjtion for the 27. Consider the system of eq니ations.
system of eq니ations. y = |x + 2

3x 十 4y = 8

The graph of the system of equations has

line(s) and the sol니tion of the system
is_______

28. SAT/ACT Select which is the solution of the

system of eq니ations.
y = —3x - 3
y = -0.5x + 2
a. Reason How does the graph show that
® (0, 2) ® (-1, 0)
the solution of the system of eq니ations has
© (-1, 2) ® (-2, 3)
an x-val니e between 2 and 3? ® MR2

b. What is the approximate solution of the 29. Performance Task The lines that form the three
system of equations? sides of the triangle can be grouped into three
different systems of two linear equations.
25. Model With Mathematics Gabri이a considers
buying fleece jackets from Anastasia's
Monograms or Monograms Unlimited.
Anastasia's charges a one time design fee and
a price per jacket. Monograms Unlimited only
charges a price per jacket. ® MR4

＜〔 Anastasia’s Monograms [±) Monograms Unlimited

V

Part A Describe the system of eq니ations that

has each solution.

a. (2, 4)

b. (-2, -2)
Design fee: $15 Price per Jacket: $35
c. (4, -5)
Design fee: $0
Price per Jacket: $32
Part B Replace the sohjtion (4, -5) to make an
SAVE TO ADD TO BAG

La © ADD TO BAG acute triangle. What are the coordinates of the

new triangle?
a. Write and solve a system of eq니ations to
represent the cost for a jacket from each Part C Describe the system of eq니ations that
company. will prochjce each of the new coordinates.

b. What does the sohjtion mean?

c. Gabri이a needs to buy 10 jackets. Which

company should she choose? How does the
graph help her decide? Explain.

26. Reason How do yo니 know when the sohjtion

to a system of equations is a precise answer and
when it is an approximate answer? ® MR2

LESSON 4-1 Solving Systems of Equations by Graphing 149

 ⑨Common Core State Standards HSA.CED.A.3, HSA.RELC.6, MP.2, MP.5, MP.7 ［호 o Activity O Assess

MODEL & DISCUSS

Rochelle is conducting an
Solving Systems
experiment on cells of Elodea, a kind
of Equations by of water plant. To induce plasmolysis
Substitution at the correct rate, she needs to use
-800 -800
an 8% saline solution, but she has
only the solutions shown on hand. -600 -600
1000 1000
|시 PearsonRealize.com mL -400 mL —400
A. If Rochelle mixes the two -200 -200
sol니tions to get 1,000 mL of an
I CAN... solve a system 8% saline solution, which will she Solution A Solution B

니
of equations using the
substit tion method.
use more of? Explain. 10% saline
B. How can Rochelle determine the amo니nt of each sol니tion she needs to
5% saline

make the 8% saline sol니tion?

C. Us은 Appropriate To이s Are there any methods for solving this problem
other than the one you 니sed in part B? Explain. ® MR5

Q ESSENTIAL QUESTION
How do you use substitution to solve a system of linear equations?

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 1 Solve Systems of Equations Using Substitution
What is the solution of the system of equations?
y = 6x + 7
3x — 8y = 4
Step 1 The first eq니ation is already solved for y, so s니bstit니te 6x + 7 for y in
COMMON ERROR the second eq니ation.
The value of the variable can be 3x — 8y = 4
an expression, so be sure to use
Substitute 6x + 7 for y.
parentheses when substituting 3x — 8（6x 十 7） = 4
an expression for the value of a
Step 2 Solve for x.
variable.
3x — 8（6x + 7） = 4

3x - 48x - 56 = 4

—45x — 56 = 4

—45x = 60

Step 3 S니bstit니te —| for x in one of the eq니ations and solve for y.

y = 6x + 7
y = 6（—1） + 7

y = -8 + 7

y = -i

This system of equations has exactly one sol니tionf -j,-1

CONTINUED ON THE NEXT PAGE

150 TOPIC 4 Systems of Linear Equations and Ineq니alities I 지 Go Online | PearsonRealize.com

 W O Activity
© Assess

EXAMPLE 1 CONTINUED

Step 4 Check by s니bstituting the val니es into each of the original eq니ations.

y = 6x + 7 3x — 8y = 4
3(—으) 一8(_1) 으 4

—1 으—8 +7 —4 + 8 으 4

-1 = -1 / 4 = 4/

@ Try It! 1. Use s니bstitution to solve each system of eq니ations.

a. x = y + 6 b. y = 2x — 1
x + y = 10 2x 十 3y = —7

EXAMPLE2J Compai^ Graphing and Substitution Methods

A vacation resort offers surfing
lessons and parasailing. If a person
takes a surfing lesson and goes
parasailing, she will pay a total of
$175. On Friday, the resort collects
a total of $3/101 for activities. How
much does each activity cost?

x + y = 175 20x + 16y = 3,101

Letx be the price of a s니rfing

lesson per person. Lety be the
price of parasailing per person.

Method 1
Solve the system of eq니ations by graphing.

(75.25, 99.75) Check your answer.

x + y= 175

REASON 75.25+ 99.75 으 175

How could you show that (75,
175 = 175 /
100) is a good estimate for the
solution of the system? ® MR2
20x+ 16y =3,101
20(75.25) + 16(99.75) 으 3,101

x scale: 10 y scale: 20 1,505 + 1,596 으 3,101

3,101 =3,101 /

S니rfing lessons cost $75.25 and parasailing lessons cost $99.75.

CONTINUED ON THE NEXT PAGE

LESSON 4-2 Solving Systems of Equations by Substitution 151

 a. 0 Activity Assess

EXAMPLE 2 CONTINUED

Method 2
Solve the system of equations by s니bstit니tion.

Step 1 Solve one of the eq니ations for either x or y.

x + y = 175

x + y — 7=175—y

x= 175 -y
STUDY TIP
Remember that after solving one Step 2 Substit니te for x and solve for y.
equation for a variable, you need 20x+ 16y = 3,101
to substitute the solution into the Substitute 175 - y for x.
20(175 —y) + 16y= 3,101
other equation in the system of
equations. _4y =—399

y= 99.75

Step 3 Substitute 99.75 for y in one of the equations and solve for x.
x + y = 175

x + 99.75 = 175

x = 75.25

St은p 4 Check by s니bstituting the values for x and y into each of the original
equations.
x + y= 175 20x+ 16y= 3,101
75.25 + 99.75 으 175 20(75.25) + 16(99.75) 으 3,101

175 = 175 / 1z505 + 1,596 으 3/101

3,101 = 3,101 /

It costs $75.25 to take a s니rfing lesson and $99.75 to go parasailing.

© Try It! 2. On Saturday, the vacation resort offers a disco니nt on water sports.
To take a s니rfing lesson and go parasailing costs $130. That day,
25 people take surfing lessons, and 30 people go parasailing.
A total of $3,650 is collected. What is the disco니nted price of
each activity?

a EXAMPLE 3 Systems With Infinitely Many Solutions or No S이ution

What is the solution of each system of equations?
A. y = 3x + 1
6x — 2y = —2

6x - 2y= -2
Substitute 3x + 1 fory and then simplify.
6x — 2(3x+ 1) = -2
6x — 6x — 2 = —2
-2 =-2
The statement -2 = -2 is an identity, so the system of eq니ations has
infinitely many solutions. Both eq니ations represent the same line. All points
on the line are sohjtions to the system of equations.
CONTINUED ON THE NEXT PAGE

152 TOPIC 4 Systems of Linear Equations and Ineq니alities I 시 Go Online | PearsonRealize.com

 I ‘기 혀 Activity ⑧ Assess

EXAMPLE 3 CONTINUED

B. 5x - y = -4
y = 5x - 4

5x - y = -4
REASON
Substitute 5x - 4 for y and then simplify.
When the result of solving a 5x — (5x - 4) = -4
system of equations is a false 5x — 5x + 4 = —4
statement, there are no values
4 = -4
ofx andy that satisfy both
equations. ® MR2 The statement 4 = -4 is false, so the system of eq니ations has no solution.

@ Try It! 3. Solve each system of equations.

a. x + y = —4 b. y = -2x + 5
y = —x + 5 2x 十 y= 5

V,APPLICATION
____________ 으
EXAMPLE 4 Model Using Systems of Equations
■■■■■■■■■■■■■■■■■■■■■■■뉴

Nate starts a lawn-mowing business.

In his bu이ness h은 has expenses and
revenue. Nate's expenses are the cost
of the lawn mower and gas, and his
revenue is $25 per lawn. At what
point will Nate's revenue exceed his
expenses?

Form 비 ate 스 Write a system of linear eq니ations to

model Nate's expenses and reven니e.

In both equations, let y represent the dollar amo니ntf either of expenses

or revenue. Let x represent the number of lawns Nate mows.

Nate's expenses: y = 2x + 200 Nate has an initial expense of

$200 and then an additional
Nate's reven니e: y = 25x
expense of $2 per lawn.
Compute S니bstitute for y in one of the eq니ations.

y = 2x + 200

25x = 2x + 200

23x = 200

x 幻 8.7

Interpret 스 Since x is the number of lawns Nate mows, he n은eds to mow 8.7 lawns
before his expenses and revenue are equal. However, Nate is hired to mow
whole lawns and not partials lawns, so he will need to mow 9 lawns.

Nate will need to mow 9 lawns before his reven니e exceeds his expenses.

(화 Try It! 4. Funtime Amusement Park charges $12.50 for admission and
th은n $0.75 per ride. River's Edge Park charges $18.50 for
admission and then $0.50 per ride. For what number of rides is
the cost the same at both parks?

LESSON 4-2 Solving Systems of Equations by Substitution 153

 S. 0 :: S：y © Assess

하 CONCEPT SUMMARY Solve by Graphing and by Sub 아itution

GRAPHING 서 x + y = 5.5

8x —4y=3.5 The point of intersection

is about (2.1, 3.4).

SUBSTITUTION x + y = 5.5

8x —4y=3.5

Solve for one variable. Substitute for x. Substitute for y.

x + y = 5.5 8x —4y=3.5 x + y = 5.5

x = 5.5 - y 8(5.5-y)-4y= 3.5 x + 3.375 = 5.5

44 - 8y - 4y = 3.5 x = 2.125

— 12y = —40.5

y= 3.375

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION , How do yo니 Use substitution to solve each system of
use s니bstitution to solve a system of linear equations.
equations? 5. y = 6 — x 6. x = —y + 3
4x — 3y = -4 3x —2y = —1
2. Use Appropriat은 To이s When is using
a graph to solve a system of eq니ations 7. -3x -y = 7 8. 6x — 3y = -6
more useful than the s니bstitution x + 2y = 6 y=2x + 2
method? ® MR5
9. A sports store sells a total of 70 soccer balls
in one month and collects a total of $2,400.
3. Error Analysis Simon solves a system of
Write and solve a system of equations to
eq니ations, in x and y, by substitution and
determine how many of each type of soccer
gets an answer of 5 = 5. He states that the
sohjtion to the system is all of the points ball were sold.
(x, y) where x and y are real numbers.
Limited Edition Pro NSL
Describe Simon's error. ® MR3
soccer ball soccer ball
4. Use Structure When solving a system of $65.00 $15.00
equations using s니bstit니tion, how can yo니
determine whether the system has one
sohjtion, no sol니tionf or infinitely many
solutions? ⑨ MR7

154 TOPIC 4 Systems of Linear Equations and Ineq니alities I 지 Go Online | PearsonRealize.com

 Scan for ［츼 （診 Practice Tutorial
@ PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE,

10. Use Structure When given a system of Use substitution to solve each system of equations.
eq니ations in 외ope-intercept form, which is SEE EXAMPLE 1

the most efficient method to solve: graphing

17.y=2x —4 18. y = 3x — 8
or substitution? Explain. ® MR7
3x — 2y = 1 y = 13 — 4x
11. Look for Relationships After solving a system 19. y= 2x — 7 20. y = —
of eq니ations 니sing s니bstit니tion, you end 니p
9x + y = 15 2x + 2y = 5
with the eq니ation 3 = 2. What is tr니e abo니t the
외ope and y-intercepts of the lines in the system 21.x=3y —4 22. x + 2y = —10
of equations? ® MR7 2x-3y= -2 y= 1
_|乂 + 2

12. Error Analysis Describe and correct the error

Con이der the system of equations, see example 2
a st니dent made in finding the number of
x+y= 5
sohjtkms of the system of eq니ations. ⑨ MR3
x - 2y = -4
23. Solve the system of equations by graphing.
5x — 3y = 1
24. Solve the system of equations 니sing the
substitution method.
x = 2y - 4
5x - 3y = 1 25. Which method do you prefer in this instance?
2y — 4 — 2y = —4 Explain.
-4= -4
Identify whether each system of equations has
Infinitely many solutions infinitely many solutions or no solution.
SEE EXAMPLE 3

26. 4x + 8y = —8 27. 2x — 3y = 6

13. Use Structure When 니sing s니bstit니tion to solve x = —2y +1 y = 을x — 2

systems of equations that have no sohjtion

28. 2x + 2y = 6 29. 2x + 5y = -5
or infinit이y many sol니tions, the variables are
4x + 4y = 4 y = —|x — 1
the same on both sides. How is the solution
determined by the constants in the eq니ations?
Write and solve a system of 은quations for the
⑨ MP.7
situation, see example 4
14. Model With Mathematics The perimeter of a
rectangle is 124 cm. The length is six more than 30. At a hot air balloon festival, M아lamed's
three times the width. What are the dimensions balloon is at an altit니de of 40 m and rises
of the rectangle? ® MR4 10 m/min. Dana's balloon is at an altit니de of
165 m and descends 15 m/min.
15. Mathematical Connections Two angles are
complementary. One angle is six more than a. In how many min니tes will both balloons be
twice the other. What is the measure of each at the same altit니de?
angle?
b. What will be the altitude?
16. Higher Order Thinking One equation in a
system of eq니ations is 5x - 2y= -4. 31. Richard and Teo have a combined age of 31.
Richard is 4 years older than twice Teo's age.
a. Write the second equation in the system of How old are Richard and Teo?
equations that would prochjce a graph with
parallel lines.

b. Write the second eq니ation in the system of

equations that would prochjce a graph with
one line.

LESSON 4-2 Solving Systems of Equations by Substitution 155

 I令I ⑥ Practice ⑮ Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY, ASSESSMENT PRACTICE

32. Reason The sum of two numbers is 4. The 36. What are the x- and y-coordinates of the
larger number is 12 more than three times the sol니tion for the system of eq니ations?
smaller number. What are the numbers? ® MR2 x = —y 十 4
2x 十 3y = 4
33. Use Structure In a basketball game, the
Bulldogs make a total of 21 shots. Some of the x-coordinate =

shots are 2-point shots while others are 3-point y-coordinate =

shots. The B니lldogs score a total of 50 points.
How many 2-point and 3-point shots did they 37. SAT/ACT Describe the solution of the system
of equations.
make? ® MP.7
2x-5y= -5
34. Make Sense and Persevere Stay Fit gym
y = |乂 - 2
charges a membership fee of $75. They offer
karate classes for an additional fee. @ MR1 ® No solution
® Infinitely many sol니tions
石 ©(10, 5)
Members:
$3 per class © (5, 3)

Non-members: 38. Performance Task Each side of a triangle lies

$8 per class
along a line in a coordinate plane. The three
lines that contain these sides are represented
by the given eq니ations.
a. How many classes could members and
non-members take before they pay the Eq니ation 1: x - 2y = -4
same amo니nt?
Eq니ation 2: 2x + y = —3
b. How much would they pay?
Eq니ation 3: 7x — 4y = 12
35. Model With Mathematics Abby uses two social
Part A Write three systems of eq니ations
media sites. She has 52 more followers on Site A
that can be 니sed to determine the vertices
than on Site B. How many followers does she
of the triangle.
have on each site? ® MR4

Part B What are the coordinates of the

Social Media Site A
vertices?
Abby's Studiol o o
@abbystudioone.com photos followers following Part C Is this a right triangle? Explain.

@abbystudioone.com my new
Follow
photo and art studio is now open!
700 total followers
for both social
Social Media Site B J media sites.
스 今 I <
o o
photos followers following I
Abby's Blog
@abbysphotos.com

Follow
NEW POST I- Edits - Settings

156 TOPIC 4 Systems of Linear Equations and Inequalities |令| Go Online | PearsonRealize.com
 A. In what ways are Sadie's and Micah's approaches similar? In what ways
are they different?

B. Are both Sadie's and Micah's approaches valid solution methods?

Explain.

C. Reason Which method of solving systems of eq니ations do yo니 pilfer

when solving, Sadie's method, or Micah's method? Explain. ® MR2

Q ESSENTIAL QUESTION
Why does the elimination method work when solving a system of equations?

0 EXAMPLE 1 Solv은 a System of Equations by Adding

What is the solution to the system of equations?
x+y= 7
2x - y = 2

Yo니 can add eq니ations to get a new eq니ation that is easier to solve.
x+y= 7
+ 2x — y = 2 Write the sums of like
Match like terms.
terms below.
3x + 0 = 9
COMMON ERROR
You may think that you need to This method works beca니se of the Addition Property of Eq니ality.
add the same expression to each
x+y= 7
side of the equation. However,
Since 2x — y and 2 are equal, you can add 2x — y
since 2x -y = 2, adding one of x+y 十 (2x — y) = 7 + 2
to the left side and 2 to the right side.
the expressions to each side of (x + 2x) + (y — y) = 7 + 2
the equation is still adding an
equivalent value to each side of 3x + 0 = 9
the equation.
Look caref니lly at the last two steps. They are the same as adding like terms
in the original system of eq니ations.

x+y=7 (x + 2x) + (y — y) = 7 + 2
+ 2x - y = 2 3x + 0 = 9
3x + 0 = 9
CONTINUED ON THE NEXT PAGE

LESSON 4-3 Solving Systems of Eq니ations by 티imination 157

 s o Activity Assess

EXAMPLE 1 CONTINUED

So 3x = 9, or x = 3. Now substitute 3 for x in either of the two eq니ations in

the system of eq니ations.
x+y=7
3+y=7
y=4

The solution to the system of equations is (3, 4).

오^ Try It! 1. Solve each system of eq니ations.

a. 2x — 4y = 2 b. 2x + 3y = 1
—x + 4y = 3 -2x + 2y = —6

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 2 Und은rstand Equivalent Systems of Equations
What is the solution to the system of equations?
x + 3y = 7
2x + 2y = 6

Before adding eq니ations, multiply each side of one of the eq니ations by a

constant that makes either the x or y terms opposites.

x + 3y= 7 M니tiplyby—2. —2(x + 3y) = —2 • 7

2x + 2y = 6 2x + 2y = 6
MAKE SENSE AND PERSEVERE
The two equations have the The result is an equivalent system that has the same solution as the original
same solution because of the system. This is beca니se the first eq니ation has the same solution after
Multiplication Property of multiplying each side by the same nonzero value.
Equality. ® MP.1
Now solve by adding the equations.

-2x - 6y = -14
Distribute the -2 on each
+ 2x + 2y = 6 side before adding.
0 — 4y = —8

So -4y = —8, ory = 2. Now s니bstit니te 2 for y in either of the two eq니ations
in the system.
x + 3y = 7
x + 3(2) = 7
x= 1

The sohjtion to the system is (1, 2).

© Try It! 2. Solve each system of equations.

a. x + 2y = 4 b. 2x + y = 2

2x- 5y = —1 x - 2y = -5

158 TOPIC 4 Systems of Linear Equations and Inequalities |시 Go Online | PearsonRealize.com

 ［초 o Activity

APP 니 CATION
a EXAMPLE 3 Apply Elimination
A florist is making regular
Each regular bouquet has
bouquets and mini bouquets.
5 roses and 11 peonies.
The florist has 118 roses and
226 peonies to use in the
bouquets. How many of
each type of bouquet can
the florist make?

Each mini bouquet has

Forrmdate 스 Let x be the number of reg니lar bo니q니ets 3 roses and 5 peonies.
and y be the number of mini bo니q니ets.

Roses: 5x + 3y=118

Peonies: 11x + 5y = 226

Compute ◄ M니tiply each eq니ation by constants to eliminate one variable.

5x + 3y=118 M니tiplyby5. 25x+15y=590

11x + 5y = 226 Multiply by -3. -33x — 15y = -678

—8x + 0 = -88 Add the equations

There are many ways to do this. In 11 to 이 iminatey.
this case, 15 is the LCM of 3 and 5.

Solve for y. 5(11)+ 3y= 118 유쓔 11 for

55 + 3y = 118 xand s이vefory.

3y=63

y= 21

The solution is (11, 21).

Interpret 스 The florist has eno니gh roses and peonies to make 11 reg니lar and
21 mini bouquets.

© Try It! 3. Before the florist has a chance to finish the bo니q니etsf a large
order is placed. After the order, only 85 roses and 163 peonies
remain. How many regular bo니quets and mini bo니quets can
the florist make now?

LESSON 4-3 Solving Systems of Equations by Elimination 159

 w o Activity Assess

EXAMPLE 4 Choose a Method of Solving

What is the solution of the system of equations?

A. y = x + 13

2x + 7y = 10

Since the first equation is already solved for one of the variables, yen』can
easily substitute x + 13 for y.

2x + 7(x+ 13) = 10
9x + 91 = 10 y = -9 + 13
9x = -81 y=4
x = —9
The solution is (-9, 4).

B. 8x - 2y = -8

5x — 4y = 17

The coefficient of y in the second eq니ation is an integer m니ti이e of the

coefficient of y in the first equation. This makes it easy to eliminate
STUDY TIP
the / variable.
Since the coefficients of the
y-terms have the same sign, 8x — 2y = -8 Multiply by -2. —16x + 4y = 16
multiply by a negative number.
5x — 4y = 17 5x —4y= 17
— 11x + 0 = 33
Add the eq니ations.
— ‘ Solve forx.

Now solve for y.

5(-3) -4y= 17

-15 -4y= 17

-4y = 32

y = -8

To 니se the 이jbstit니tion method, you would have to solve for one of the
variables first. Beca니se of the struct니re of the equations, elimination is
an easier method.

The solution is (-3, -8).

© Try It! 4. What is the solution of each system of equations? Explain your
choice of solution method.

a. 6x + 12y = -6 b. 3x - 2y= 38
3x — 2y = -27 x= 6 —y

160 TO이C 4 Systems of Linear Equations and Ineq니alities I 令| Go Online | PearsonRealize.com

 W Q =$y © Assess

令 CONCEPT SUMMARY 티imination vs. Substitution

Substitution Elimination

WORDS, When one eq니ation is already When yo니 can m니tiply one or both
solved for one variable, or if it is equations by a constant to get like
easy to solve for one variable, 니se coefficients that are opposite, use
substit 니 tion. elimination.

ALGEBRA 3x 十 y= 8 3x — 7y = 16 Multiply by 5. 15x —35y=80

x = 2y - 2 5x — 4y = 19 Multiply by -3. — 15x+ 12y=-57
0 — 23y = 23
3(2y- 1)+y = 8
y = —1
6y — 6 + y = 8
7y= 14
y=2 3x —7(—1) = 16
3x = 9
x = 2(2) — 2
x= 3
= 2

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Why does the Solve each system of equations.
elimination method work when solving a
system of equations? 5. 4x — 2y = -2 6. 3x + 2y = 4
3x + 2y = —12 3x + 6y = -24
2. Error Analysis Esteban tries to solve the
following system. 7. 4x — 3y = -9 8. x - 3y = -4
7x —4y=—12 3x+2y = —11 2x — 6y = 6

x - 2y = 4 9. Ella is a landscape photographer. One

His first step is to rmiltiply the second weekend at her gallery she sells a total of
equation by 3. 52 prints for a total of $2,975. How many of
7x —4y= —12 each size print did Ella sell?

6x— 12y= 12
Then he adds the equations to eliminate a
term. What is Esteban's error? ⑨ MR3

3. Construct Arguments How can yen』

determine whether two systems of
equations are equivalent? ® MR3

4. Mathematical Connections The sum of

5 times the width of a rectangle and twice
its length is 26 니nits. The difference of
15 times the width and three times the
length is 6 units. Write and solve a system of
eq니ations to find the length and width of
the rectangle.

LESSON 4-3 Solving Systems of Equations by 티imination 161

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@ PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE,

10. Use Structure How does the str니ct니re of a Solve each system of equations, see examples 1 and 3
system of eq니ations help yen」choose which
solution method to use? ® MR7 15. x — y = 4 16. x — 2y = —2
2x + y = 5 3x + 2y = 30
11. Generalize Consider the system of equations.
Ax + By = C 17. 3x + 2y= 8 18. x —2y= 1

Px + Qy = R x + 4y = —4 2x+3y=—12

If the system has infinitely many sohjtions, how 19. 7x —4y=—12 20. 5x + 6y = -6
are the coefficients A, B, C, P, Q, and R elated?
x — 2y = 4 7x — 3y= —54
If the system has no solution, how are the
coefficients related? ® MR8 21. 2x+5y=—20 22. 4x — 3y= 17
3x —2y=—11 2x — 5y = 5
12. Use Appropriate Tools Write and solve a system
of eq니ations for the graph shown. ⑨ MR5
Is each pair of systems of equations equivalent?
Explain, see example 2

23. 3x — 9y = 5 6x - 9y = 10
6x + 2y = 18 6x + 2y = 18

24. 4y + 2x = -7 4y + 2x = -7
2y — 6x = 8 4y- 12x= 16

25. 5x + 3y= 19 10x + 6y = 38

13. Error Analysis Describe and correct the error
2x + 4y = 20 10x + 20y= 100
a student made in finding the solution to the
system of eq니ations. ® MR3
Write and solve a system of equations to model
2x —y = —1
each situation, see example 3
x - y = -4
26. Two pizzas and fo니r sandwiches cost $62. Four
pizzas and ten sandwiches cost $140. How
2x — y = —1 much does each pizza and sandwich cost?
- 1 (x — y) = —4
27. At a 이othing store, 3 shirts and 8 hats cost $65.
2x - y = -1 The cost for 2 shirts and 2 hats is $30. How m니ch
- x 4- y = -4 does each shirt and hat cost?
x = -5

2(—5) — y = —1 Solve each system. Explain your choice of solution

— 10 — y = —1 method, see example 4
- y= 9 y
The solution is (-5, -9). X、 28. 6x — 5y=—1 29. 8x — 4y = -4
6x + 4y = —10 x=y-4

30. 5x-2y= -6 31. 2x-3y= 14

14. Use Structure Explain the advantages of using 3x — 4y = -26 5x + 4y = 12
s니bstitution to solve the system of equations
instead of elimination. © MR7
x= 6+y
48 = 2x + 2y

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 I ‘즈 I ⑥ Practice ⑬ Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

32. Construct Arguments DeShawn and Chris are 37. Solve the system of equations using
solving the following system of eq니ations. elimination. Complete the solution of the
x - 4y = -8 system of equations.
3x + 4y = 0 4x + 3y = 6
DeShawn says that the first step should be to 2x-5y= 16
add the two eq니ations to eliminate y. Chris
x =and y =
says that the first step should be to multiply the
first equation by -3 so you can eliminate the
38. SAT/ACT A rental company can set up 3 small
x-terms.
tents and 1 large tent in 115 min. They can set 니p

Who is correct? Explain. ® MR3 2 small tents and 2 large tents in 130 min. How
much time is required to set 니p a small tent?
33. Generalize Describe a system of equations
® 15 min
where each solution method would be the
most efficient to use. ® MR8 ® 25 min
© 35 min
a. Graphing
® 40 min
b. Substitution
39. Performance Task At Concessions Unlimited,
c. Elimination
four granola bars and three drinks cost $12.50.
34. Model With Mathematics Two groups of Two granola bars and five drinks cost $15.00.
friends go to a baseball game. Each gro니p At Snacks To Go, three granola bars and three
plans to share the snacks shown. What is the drinks cost $10.50. Four granola bars and two
price of one drink and one pretz이? © MR4 drinks cost $10.00.

Part A Write a system of equations for each

concession stand that models the price of
its items.

Part B Solve each system of 은q니ations. What

do the sol니tions represent?

Part C Yen』decide to open a new concessions

stand and sell granola bars and drinks.
Determine a price for each item that differ
from the prices at Snacks To Go. Then write a
system of equations to model the prices at your
35. Higher Order Thinking Determine the vahje snack bar.
of n that makes a system of equations with
a solution that has a y-vah」e of 2.
5x 十 6y = 32
2x + ny = 18

36. A group of 30 students from the senior dass

charters a b니s to an amusement park. The total
amo니nt they spend on the b니s and admission
to the park for each st니dent is $1/770.
A gro니p of 50 students from the j니nior 이ass

also go to the amusement park, b니t they

require two buses. If the gro니p from the j니nior
이ass spent $3,190 in total, how m니ch does it
cost to charter one b니s?

LESSON 4-3 Solving Systems of Equations by Elimination 163

 ⑨Common Core State Standards HSA.CED.A.3, HSA.RELD.12, MP.1, MP.7, MP.8 W 0 Activity @ Assess

⑴ MODEL & DISCUSS

A flatbed trailer carrying a load

Linear Inequalities
can have a maximum total
in Two Variables height of 13 feet, 6 inches. The
photograph shows the height of
the trailer before a load is placed
|令| PearsonRealize.com on top. What are the possible

이
heights of loads that could be
carried on the trailer?
I CAN... graph s utions
to linear inequalities in two A. What type of model could
variables. represent this situation? Explain.

VOCABULARY B. Will the type of model you chose

• linear inequality in two show all the pos외ble heights of the loads without going over the

variables maximum height? Explain.

• solution of a linear C. Reason Interpret the sohjtions of the model. How many solutions
inequality in two variables are there? Explain. ® MR2

오 ESSENTIAL QUESTION 으 How does the graph of a linear inequality in two variables help you identify
the solutions of the inequality?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand an Inequality in Two Variables
A. What is the s이ution of the inequality y < x - 1?

STUDY TIP The ineq니ality y<x- 1 is an example of a linear inequality in two

You used substitution to test variables. It has the same form as a linear equation b니t 니ses an ineq니ality
whether an ordered pair is a symbol. The solution of a lin은ar inequality in two variables is all ordered
solution of an equation. You can pairs (x, y) that make the ineq니ality true.
do the same to test whether an
ordered pair is a solution of an Yo니 can plot these ordered pairs on a coordinate plane to 니nderstand the
inequality.

164 TOPIC 4 Systems of Linear Eq니ations and Ineq니alities f지 Go Online | PearsonRealize.com

 ［초 o Activity 허 Assess

EXAMPLE 1 CONTINUED

B. What is the solution of the inequality y>x- 1?

The process for finding the solution of y > x - 1 is similar to finding the

COMMON ERROR solution of y < x - 1. For each x, find all val니es of y that are greater
You may think that the graph than x — 1.
of any line is solid, but for
inequalities it is only a solid line The boundary line is a
when the inequality symbol dashed line to indicate
Since the inequality
is > or <. that points on it are not
uses greater than,
part of the solution.
shade above the line.

The sol니tion of the inequality is all points in the shaded region.

（화 Try It! 1. Describe the graph of the sohjtions of each ineq니ality.

a. y < —3x + 5 b. y > —3x + 5

、APP 니 CATION EXAMPLE 2 Rewrite an Inequality to Graph It

The Science Club sells T-shirts and key chains to raise
money. How many T-shirts and key chains could they
sell to meet or exceed their goal?

Formulate 스 Let x represent the number of T-shirts sold and y

represent the number of key chains sold. The total
amo니nt of money they make must eq니al or exceed $500.
10x + 2y > 500

Compute 서 Solve the inequality for y.

T-shirts:
10x + 2y 之 500 $10 each

2y> —10x+ 500 Keychains:

$2 each
y > -5x + 250
Graph the inequality.

Draw a solid line since Shade above the line since

the inequality is greater the slope-intercept form of
than or equal to. the inequality uses >.

Interpret 스 Any point in the shaded region or on the bo니ndary line is a sohjtion of the
ineq니ality. However, since it is not possible to sell a negative number of
T-shirts or key chains, you must exclude negative values for each.

（화 Try It! 2. Will the Science Club meet their goal if they sell 30 T-shirts and
90 key chains? Explain in terms of the graph of the inequality.

LESSON 4-4 Linear Ineq니alities in Two Variables 165

 【초 흐아 Activity

EXAMPLE 3 Write an Inequality From a Graph

What inequality does the graph represent?

LOOK FOR RELATIONSHIPS

The graph gives you information
about the inequality. What does
the solid line tell you about the
inequality? ® MR7
The graph is shaded above the bo니ndary line and the boundary line is solid,
so the ineq니ality symbol is >.

The ineq 니 ality shown by the graph isy >x- 3.

© Try It! 3. What inequality does each graph represent?

& EXAMPLE 4 Inequalities in One Variable in the Coordinate Plane

What is the graph of the inequality in the coordinate plane?

A. x > 3?

Yen』have graphed the solution of a

one-variable inequality on a number line.

solution ofx> 3 on a
number line

Yen』can write x之 3asx + 0^y 之 3. The

inequality is tn」e for all y, whenever x > 3.

Imagine stacking copies of the solution on

the number line on top of each other, one
for each y-value. The combined solutions
graphed on the number line make 니p the
shaded region on the coordinate plane.

CONTINUED ON THE NEXT PAGE

166 TOPIC 4 Systems of Linear Eq니ations and Inequalities |지 Go Online | PearsonRealize.com

 a. 0 = © —
EXAMPLE 4 CONTINUED

B. y<2?

You can graph the solution of the "

ineq니ality on a vertical number line. 20
LOOK FOR RELATIONSHIPS
How are the open circle and the solution ofy < 2 on a 0' ’
da와ed line similar? ® MR7 vertical number line _2. _

Notice that the solution on the number -4 - -

line matches the shaded area for any ''
vertical line on the coordinate grid.
This is because x can be any number, solution ofy < 2 on a
and the inequality will still be y < 2. coordinate plane

Try It! 4. Graph each ineq니ality in the coordinate plane.

a. y > -2 b. x < 1

CONCEPT SUMMARY Linear Inequaliti은s in Two Variables

No solutions
are on the
dashed line.
Solutions are points
in the shaded region.

Solutions are also points

on the solid line.

© Do You UNDERSTAND? Do You KNOW HOW?

[7 ESSENTIAL QUESTION ] Tell whether each ordered pair is a solution
graph of a linear inequality in two variables of the inequality y > x + 1.
help yo니 identify the sol니tions of the 5. (0, 1) 6. (3, 5)
inequality?
Graph each inequality in the coordinate plane.
2. Communicate Precisely How many
7. y > 2x 8. y < x - 2
sohjtions does a linear ineq니ality in two
variables have? ⑨ MR6 9. What ineq니ality is shown by the graph?

3. Vocabulary In what form do you write one

of the solutions of an inequality in two
variables'?

4. Error Analysis A student 이aims that the

ineq니ality y < 1 cannot be graphed on a
coordinate grid since it has only one variable.
Explain the error the st니dent made. ⑨ MR3

LESSON 4-4 Linear Inequalities in Two Variables 167

 Scan for ［흐〕⑥ Practice
⑮ Tutorial

© PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE

10. Look for Relationships Which inequality, Graph each inequality in the coordinate plane.
y > - 2 or 3x - 4y < 8, is shown by the graph? SEE EXAMPLES t 2 AND 4

Explain. ® MR7 16. y > -2x + 3 17. y < x - 6

18. y<|x- 1 19. y>x- 2

20. y < —0.5x+ 2 21.y> 1.5x-4

22. 2x> 12 23. -2y < 6

What inequality is shown by each graph?

SEE EXAMPLE 3

11. Error Analysis Describe and correct the error

a st니dent made in determining whether the
ordered pair (1, 1) is a sohjtion of the inequality
y < —4x + 5. ® MR3

y < -4x + 5
1 < -4(1) + 5
1 < -4 + 5
1 < 1

Since 1 is not less than 1,

the inequality is not true.
So, (1,1) is not a solution 우
of the inequality. 우

12. Higher Order Thinking What is the graph of

the ineq니ality x < y + 3? How is this graph
different from the graph of the inequality
y < x + 3?

13. Reason Write an inequality in two variables for

which (3, 7) and (-2, 3) are sol니tions. ® MP.2

14. Mathematical Connections Compare the graph

of a linear ineq니ality x < 4 on a number line
with its graph on a coordinate plane. How are
they similar?

15. Generalize Explain why yo니 can immediately

determine which side of the line to shade
when an ineq니ality in two variables is solved
for y. ® MR8

168 TOPIC 4 Systems of Linear Equations and Ineq니alities I 지 Go Online | PearsonRealize.com

 ⑫ Tutorial
(즈 I ⑥ Practice
© PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

| APPLY： ASSESSMENT PRACTICE

28. Mak은 Sense and Persevere A school has $600 31. Choose Yes or No to tell whether each ordered
to buy molecular sets for students to b니ild pair is a sol니tion of the ineq니ality y > 7x — 3.
models. ⑨ MR1

a. Write and graph an inequality that repr은sents pH

Yes

the number of each type of molecular set the a. (2,15) □ □

school can b니y.
b.(-3,-15) □ □
Large Kit Small Kit
$23 $12 c. (0, -3) □ □
d. (1,5) □ □
32. SAT/ACT What inequality is shown by
the graph?

b. S니ppose the school decides to buy 20 of the

large kits. How many of the small kits can the
school now afford?

29. Model With Mathematics A freight elevator

can hold a maximum weight of 2,500 po니nds.
A 180-po니nd person has a load of boxes to
deliver. Some of the boxes weigh 25 pounds
each and some weigh 60 pounds each. ® MR4
® y > 3x - 4 © y > 3x - 4
a. Write and graph an inequality that represents
®y>4x — 3 © y > 4x - 3
the number of boxes the elevator can hold in
one trip if the person is not in the elevator. 33. Performance Task A phone has a certain amo니nt
b. Write and graph an inequality that represents of storage space remaining. The average photo
니ses 3.6 MB of space and the average song 니ses
the number of boxes the elevator can hold in
one trip if the person rides in the elevator. 4 MB of space.

c. Compare the graphs of the two ineq니alities.

30. Make Sense and Persevere A soccer team

holds a banquet at the end of the season. The
team needs to seat at least 100 people and
plans to use two different-sized tables. A small
table can seat 6 people, and a large table can Part A Write a linear inequality to represent
seat 8 people. Write a linear inequality that how many additional photos x and songs y the
represents the numbers of each 외ze table the phone can store.
team needs. Graph the ineq니ality. If the school
Part B Graph the ineq니ality. Describe how the
has 5 small tables and 9 large tables, will this be
number of photos that are stored affects
enough for the banq니et? ® MR1
the number of songs that can be stored.

Part C Does the graph make sense (Hitside of

the first q니adrant? Explain.

LESSON 4-4 Linear Inequalities in Two Variables 169

 ⑨ Common Core State Standards HSA.CED.A.2, HSA.CED.A.3, MP.4
MATHEMATICAL f즈 I 句 Video

MODELING
IN 3 ACTS

I 令| PearsonRealize.com

Q Get Up There!
Have you ever been to the top of a skyscraper? If so, you probably didn't
take the stairs. You probably took an elevator. How long did it take yo니 to
get to the top? Did yo니 take an express elevator?

Express elevators travel more q니ickly because they do not stop at every floor.
How m니ch more q니ickly can yo니 get to the top in an express elevator? Think
abo니t this during the Mathematical Modeling in 3 Acts lesson.

Scan for
Multimedia ACT 1 Identify the Pro이em

1. What is the first question that comes to mind after watching the video?

2. Write down the main q니estion yo니 will answer abo니t what yo니 saw in
the video.

3. Make an initial conjecture that answers this main question.

4. Explain how yo니 arrived at your conjecture.

5. What information will be 니sef니I to know to answer the main question?

How can yo니 get it? How will you 니se that information?

ACT 2 Develop a Model

6. Use the math that yen』have learned in this Topic to refine your conjecture.

ACT 3 . Interpret the Results

7. Did your refined conjecture match the actual answer exactly? If not,
what might explain the difference?

170 TOPIC 4 Mathematical Modeling in 3 Acts

 ©Common Core State Standards HSA.CED.A.3, HSA.RELD.12, MP.1,
【호 Activity
MR4, MP.7

으） EXPLORE & REAs6 『

The graph shows the equations
Systems of Linear
y = x - 1 and y = -2x + 4.
Inequalities
A. Choose some points above and below the line
y = x- 1. Which of them are solutions to
F?H PearsonRealize.com y> x - 1? Which are sol니tions to y < x - 1?

B. Choose some points above and below the

니
line y = -2x + 4. Which of them are solutions
I CAN... graph and solve a
to y > -2x + 4? Which are solutions to
system of linear ineq alites.
y < -2x + 4?

니 니
VOCABULARY
• sol tion of a system of
C. Look for Relationships The two lines divide the plane into fo니r
regions. How can you describe each region in terms of the inequalities
linear ineq alities
니
• system of linear ineq alities
in parts A and B? ® MR7

Q ESSENTIAL QUESTION How is the graph of a system of linear inequalities related to the solutions
of the system of inequalities?

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 1 Graph a System of Inequalities
What are the solutions to the system of linear inequalities?
y> x - 2
A.
y < -x + 1

A system of linear inequalities is made up of two or more linear

ineq니alities. Solutions of a system of linear inequalities are ordered
pairs that make all of the ineq니alities tr니e.

Look at the sohjtions of each ineq니ality separately.

COMMON ERROR
Points on the solid boundary line Now find points that are sol니tions to both ineq니alities.
fory 玄 一x +1 are solutions of
the system only when they are
also in the region representing the Points in the overlapping
solutions toy >x-2. region are in both shaded
regions.

The sol니tions of the system of linear ineq니alities are the ordered pairs where
the regions overlap. CONTINUED ON 丁니E NEXT PAGE

LESSON 4-5 Systems of Linear Inequalities 171

 w 0 Activity ⑧ Assess

EXAMPLE 1 CONTINUED

B y— x + 2
y < -x - 2

Graph each inequality.

Since the 외opes of the boundary lines

are equal and their y-intercepts are
different, they are parallel, and do
not intersect.

The graphs do not overlap, so there

is no sol니tion to this system of
inequalities.

© Try It! 1. Graph each system of ineq니alities.

a. y < 2x b. y 之 —2x + 1

y> -3 y> x + 2

0 EXAMPLE 2 Write a System of In은qualities From a Graph

What system of inequalities is shown by
USE STRUCTURE the graph?
What information can you
Determine the eq니ation of each line 니sing the
determine from the graphs of the
외ope and y-intercept.
lines? What information can you
determine from the shaded region The 외ope of the red bo니ndary line is 2 and has
of the graph? ® MR7 a y-intercept of 3.

The 외ope of the blue bo니ndary line is -1 and

has a y-intercept of 4.

The solutions to the system are below the dashed red line, so one inequality
isy < 2x + 3.

The solutions to the system are above the solid blue line, so the other inequality
is y > -x + 4.

The graph shows the system of ineq니alities, y <2x + 3 and y > -x + 4.

CONTINUED ON THE NEXT PAGE

172 TO이C 4 Systems of Linear Equations and Ineq니alities I 시 Go Online | PearsonRealize.com

 w o Activity

EXAMPLE 2 CONTINUED

Try It! 2. What system of ineq니alities is shown by each graph?

APP 니 CATION EXAMPLE 3 Us은 a System of Inequalities

Malia has $500 to purchase water bottles
and pairs of socks for a fundraiser for her
school's cross-country team. She needs to
buy a total of at least 200 items without
buying too many of just one item. What
graph shows the possible numbers of
water bottles and pairs of socks that
Malia should buy?

Formulate 스 Let x represent the number of water bottles and y represent the number of
pairs of socks that Malia b니ys.

Write a system of inequalities.

x+y 之 200 Malia needs to buy at least 200 items.

2x + 3y 으 500 Malia can spend at most $500.

Compute 스 Graph the system of ineq니alities.

2x and 3y represent the All the points where both

total cost for each item. shaded regions overlap are
solutions of the system of
inequalities.

Interpret 스 Malia could b니y any combination of numbers of water bottles and pairs of
socks represented by points in the overlapping region. However, she sho니Id
be caref니I to choose a number of each item close to what she expects to
sell. For example, she co니Id b니y 250 water bottles and 0 pairs of socks, b니t a
more even distribution of items might be preferable.

© Try It! 3. Use the graph in Example 3 to determine if Malia can b니y
75 water bottles and 100 pairs of socks. Explain.

LESSON 4-5 Systems of Linear Inequalities 173

 a. 0 == © _
하 CONCEPT SUMMARY Systems of Linear In은qualities

ALGEBRA y <x+ 1 All points below the dashed line

y > 2x - 2 All points above the solid line

GRAPH The line is dashed so the The line is solid so the

points on the line are not points on the line may be
included in the solution. included in the solution.

The solution of the system

of linear inequalities is the
shaded region.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Identify the bo니ndary lines for each system
"시“=흐
graph of a system of linear ineq니alities of inequalities.
related to the solutions of the system of
5. y > -3x + 4
inequalities?
y < 8x + 1
2. Error Analysis A st니dent says 나lat (0, 1)
is a solution to the following system of 6. y < —6x
ineq 니 alities. y > 10x - 3
y>x
y > 2x+1 Graph each system of inequalities.

She says that (0, 1) is a sohjtion beca니se it is

7. y < -3x
a sohjtion of y > x. Explain the error that the
student made. ® MR3 y<2

3. Vocabulary How many ineq니alities are in a 8. y >x - 4

system of inequalities'? y < -x

4. Use Appropriate Tools Is it easier to describe 9. What system of inequalities is shown by

the solution of a system of linear ineq니alites the graph?
in words or to show it 니외ng a graph?
Explain. ⑨ MR5

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 Scan for I'즈 I ⑥ Practice ⑮ Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE,

10. Look for Relationships How does a real-world Graph each system of inequalities.
sit니ation that is best described by a system SEE EXAMPLES 1 AND 3

of linear ineq니alities differ from a real-world

16. y < 2x+ 1 17. y 으 3x —2
sit니ation that is best described by a single
linear ineq니ality? ® MR7 y < -x - 4 y>x- 2

11. Error Analysis Describe and correct the error 18. y 之 一 ；x+ 1 19. y < jX
a st니dent made in writing the system of
y >x + 3 y > —4x + 1
ineq니alities represented by the graph shown
How. ⑨ MR3
20. 2x + 3y < 5 21. x + 4y > 3
y>2x-3 x-y<2

22.y>0.3x+2 23. y<0.25x-4

y < —0.2x+ 1 y > -x - 3

24. y < -2x — 5 25. -6x 4- 4y > 8

4x - y < 3 y < -x - 1

26. x > 1 27. y < —3x

y <2x - 3 y> -x - 2
The red boundary line is y = 0.5x + 1.
Since the line is solid, use < or >. y>x y> 2
The blue boundary line is y = -2x + 2.
Since the line is dashed, use < or >. What system of inequalities is shown by each
y < 0.5x + 1 graph? see examples 2 and 3
y < —2x + 2 V

12. Mathematical Connections How is a system of

two linear ineq니alities in two variables similar
to a system of two linear equations in two
variables? How is it different?

13. Reason In Example 3, the inequality made

sense only in the first q니adrant. What two
inequalities could you add to the system to
indicate this? Explain. ® MR2

14. Higher Order Thinking Can yo니 write a system

of three inequalities that has no solutions?
Explain.

15. Reason Could the solutions of a system of

ineq니alities be a rectangular region? If so, give
an example. ⑨ MP.2

LESSON 4-5 Systems of Linear Inequalities 175

 I令I ⑥ Practice ⑩ Tutorial

@ PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY, ASSESSMENT PRACTICE

32. Make Sense and Use the graph to answer Exercises 36 and 37.
Pers은vere A grcnjp
of at most 10 people
wants to p니rchase
a combination of
seats in Section A and
Section B, b니t does not
want to spend more
than $450. Graph the
system of inequalities
that represents
the possi이e ticket
36. Fill in the blanks to complete the system of
combinations they
inequalities shown by the graph.
could b니y. List three
y—-x + _
possible combinations
y_4x
they could buy. ⑨ MR1

33. Model With Mathematics Kendra earns $10 per 37. SAT/ACT Which of the following is a sohjtion
ho니r babysitting and $15 per hour providing of the system of ineq니alities shown in the
tech support. Her goal is to save at least $1,000 graph?
by the end of the month while not working ® (3, 2) © (-1, 4)
more than 80 hours. Write and graph a system ® (-3, 2) ® (1, -4)
of ineq니alities that shows how many ho니rs
Kendra co니Id work at each job to meet her 38. Performance Task A person is planning a
goal. What is the fewest number of hours she weekly worko니t sched니Ie of cardio and yoga.
could work and still meet her goal? ® MR4 He has at most 12 ho니rs per week to work o니t.
The amo니nts of time he wants to spend on
34. Make Sense and Persevere Alex knits hats and cardio and yoga are shown.
scarves to sell at an art fair. He can make at
most 20 hats and 30 scarves, b니t no more than
40 items altogether, in time for the art fair.
Write and graph a system of ineq니alities that
hours of
shows the possible numbers of hats and scarves
cardio per
Alex can bring to the art fair if he wants to
hours of week
bring at least 25 items. How do the sohjtions
change if he wants to make more hats than yoga per
week total
scarves? Explain. ® MR1
hours of
training
35. Construct Arguments Shannon and Dyani
graph the following system of ineq니alities.
y새- i
Part A Write a system of linear ineq니alities to
x —y > 1
represent this sit니ation.
Which graph is correct? Explain. ® MR3
Part B Graph the system of ineq니alities. Is there
a minimum number of ho니rs the person will be
doing cardio? Explain.

176 TOPIC 4 Systems of Linear Eq니ations and Ineq니alities Go Online | PearsonRealize.com

 TOPIC
Topic Review
Q TOPIC ESSENTIAL QUESTION

1. How do you use systems of linear equations and ineq니alities to model

situations and solve problems?

Vocabulary Review
Choose the correct term to complete 은ach sentence.
• linear ineq니ality in two
2. A(n)is made 니p of two or more inequalities.
variables
3. A(n)is an inequality that is in the same form as a linear
• solution of an inequality
eq니ation in two variables, b니t with an ineq니ality symbol instead of
in two variables
an eq니al sign.
• solution of a system of
4. A(n)is an ordered pair that makes all of the inequalities
linear inequalities
in the system true.
• system of linear
5. The is the set of all ordered pairs that satisfy the
ineq 니 alities
ineq니alities in the system.

Concepts & Skills Review

M a lA M H
LESSON 4-1 Solving Systems of Equations by Graphing 허

D ld o l
Quick Review Practice & Problem Solving
Systems of equations can have one sohjtion, Approximate the solution of each system of
infinitely many solutions, or no solution. Graphing equations by graphing.
a system of linear eq니ations can res니It in either an
6. y = 5x + 4 7. y= —3x - 7
approximate sohjtion or an exact solution.
y=—3x —8 y=1.5x + 4

8. Use Structure
Example
Describe the solution
What is the solution of
set of the system of
the system of equations? Use
equations made by the
a graph.
equation y= 1.5x + 4.5
y = 3x - 1 and the graphed line.
y = -2x + 3 @ MP.7 “

The graph intersects at one point, so the system of

linear equations has one solution. Find the point 9. Model With Mathematics Kiyo is considering
of intersection. The graph intersects at (0.8, 1.4). two catering companies for a party. A+
Check that the solution works for both Food charges $35 per person and $75 to

eq 니 ations. setup. Super Cater charges $38 per person

y = 3x — 1 y = -2x + 3 with no setup fee. Write and solve a system
of eq니ations to represent the charges for
1.4 으 3(0.8) —1 1.4 으一 2(0.8)+ 3
cat은ring by each company. Which company
1.4 = 1.4/ 1.4= 1.4 / should Kiyo 니se if she expects 28 g니ests?
The system of equations has one sohjtion at ©MP.4
(0.8, 1.4).

TOPIC 4 Topic Review 177

 LESSON 4-2 Solving Systems of Equations by Substitution

Quick Review Practice & Problem Solving

To 니se wbstit니tion to solve a system of Use substitution to solve each system of equations.
equations, isolate the variable in one equation
10. y= 5x — 2 11. y=2x-3
and substitute its value into the other equation.
3x - 5y = 4 y = 8 — 2x
Solve for the variable. Then 니se that vahje to
solve for the other variable. 12. x = 4y — 8 13. y= 2.5x — 8
3x-6y= 12 3x+5y= 12

Example Identify whether each system of equations has

Solve the system of equations. 4서 — ：: _ 여 infinitely many solutions or no solution.

Substitute 3x — 5 for y and solve for x. 14. 3y =3x —9 15. 3x —4y= 12

y-2=x |x=y+3
4x — 2y = 8
4x - 2(3x -5) = 8 16. Mathematical Connections A room has a
4x — 6x +10 = 8 perimeter of 40 feet. The length is 4 less than
-2x = -2 2 times the width. What are the dimensions
x= 1 of the room?
Substitute 1 for x in either eq니ation and solve fory.
17. Model With Mathematics Benson has 58 more
y = 3x — 5 boxed action figures than collector pins.
= 3(1)-5 In total he has 246 collectible items. How
= -2 many of each type of collectible item does
The sohjtion of the system of equations is (1, —2). Benson own? ® MR4

LESSON 4-3 Solving Systems of Equations by Elimination

Quick Review Practice & Problem Solving

To use elimination to solve a system of eq니ations, Solve each system of equations.
multiply one or both equations by a number
18. 2x —y = —2 19. 5x-2y= 10
so that the coefficient of one variable in both
3x — 2y = 4 4x + 3y = —6
equations is the same or opposite. Then add or
subtract to eliminate one variable, and solve for Is each pair of systems equivalent? Explain.
the remaining variable.
20. 2x-3y= 14 4x-6y= 28
5x — 2y = 8 —15x + 6y = -24
Example
, 4x — 3y = 12 21. 3x — 4y = —6 6x - 8y= 12
Solve the system of equations. 弓乂 句乂 1g
2x + 5y = 1 6x + 15y = 3
Multiply the first equation by -2 and add the
two equations to eliminate y and solve for x. 22. Generalize Do yen』always have to rmjlti이y
one or both eq니ations to use elimination?
4x — 3y = 12 M니tiply by -2. —8x + 6y = -24
Explain. @ MR8
5x - 6y = 18 5x - 6y = 18
—3x = —6 23. Model With Mathematics Carmen and Alicia
x=2 go the office s니pply store to purchase packs
Substit니te 2 for x into either eq니ation and solve of pens and paper. Carmen bo니ght 5 packs of
fory. paper and 3 packs of pens for $36.60. Alicia
bought 6 packs of paper and 6 packs of pens
5(2) - 6y = 18
for $53.40. What is the price of one pack of
y = -|
paper and one pack of pens? ® MR4
The sol니tion of the system of eq니ations is(2, —f )•

178 TO미C 4 Systems of Linear Equations and Ineq니alities I 지 Go Online | PearsonRealize.com

LESSON 4-4 Linear Inequalities in Two Variables

Quick Review Practice & Problem Solving

A linear inequality in two variables is an Use the graph to tell whether
inequality that is in the same form as a linear each ordered pair is a solution
eq니ation in two variables b니t with an inequality of the inequality y > 2x- 3.
symbol instead of an equal sign. A sohution of a
24. (2, 5)
linear inequality in two variables is an ordered
25. (3,-1)
pair that satisfies the inequality.
26. (-2, 4)

Example Graph the inequality in the coordinate plane.

What inequality is shown by the graph? 27. y > 4x - 9 28. y < 1.5x + 4

The 외ope of the line is 29. Reason Write an ineq니ality in two variables for
1 and itsy-intercept is 2. which (2, 5) and (-3, -1) are solutions. ® MR2
Therefore, the equation
30. Make Sense and Persevere Renaldo has a
of the line is y = x + 2. The
budget of $500 to b니y gift boxes for a party.
bo니ndary line is solid, and
Large boxes cost $65 and small boxes cost
all values of x and y that
$35. Write and graph an ineq니ality that
make the ineq니ality true
represents the number of each type of gift
lie on the line or above the
box that Renaldo can b니y. If Renaldo buys
line. The inequality shown by the graph
6 small gift boxes, how many large gift boxes
isy >x+ 2.

M W IA W H寸
can he afford to b니y? ® MR1

LESSON 4-5 Systems of 니near Inequalities

D ld o l
Quick Review Practice & Problem Solving
A system of linear inequalities is made 니p of two Graph each system of inequalities.
or more ineq니alities. The solutions of a system
31. y < 2x + 3 32. y > 4x
of linear inequalities is the set of all ordered
y < -3x 十 1 y < -x - 5
pairs that satisfy the ineq니alities in the system.

33. Generalize What two ineq니alities can yo니

Example add to any system of inequalities to indicate
that only answers in the first quadrant make
What system of inequalities is shown by the
graph? Describe the solutions of the system of sense? ® MR8

inequalities. 34. Mod이 With Mathematics Olivia makes and

sells bracelets and necklaces. She can make 니p
Determine the eq니ation
to 60 pieces per week, taut she can only make
of each line 니sing the
니p to 40 bracelets and 40 necklaces. Write and
외ope and y-intercept.
graph a system of inequalities that shows the
Points below the red
combination of bracelets and necklaces that
dashed line satisfy the
she can make if she wants to sell at least 30
ineq니ality y< 3x — 1.
items per week. If necklaces sell for $80 each
Points above the bl니e
and bracelets sell for $5 each, what is the most
dashed line satisfy the
money she can make in a week? Explain. ⑨ MR4
inequality y > -4x + 5.
The sohjtions to the system lie in the region
where the graphs overlap.

TO이C4 Topic Review 179

 TOPIC Piecewise Functions

5 Q TOPIC ESSENTIAL QUESTION

How do you use piecewise-defined functions to model

situations and solve problems?

Topic Overview Topic Vocabulary

envision™ STEM Project: • absolute vahje function
Predict a Population • axis of symmetry
5-1 The Absolute Value Function • ceiling f니nction

Mathematical Modeling in 3 Acts: • floor function

The Mad Runner • piecewise-defined ‘hjnction

5-2 Piecewise-Defined Functions • step ■hjnction

• vertex
5-3 Step Functions

5-4 Transformations of Piecewise-Defined

F니 nctions

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model & Discuss, and Critique & Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

© real-world applications.

PRACTICE Practice what

r司 Go online | PearsonRealize.com © yo니've learned.

180 TOHC 5 Piecewise functions

 O The Mad Runner
People run in many different places: on the soccer field chjring a game,
aro니nd the neighborhood, on the basketball co니rt, on the street to catch a
b니s, in gym class.

S
U
Sometimes people njn on flat gro니nd and other times they r니n 니por S
O
down hills or even up and down stairs. They also run on different surfaces, H
s니ch as grass, pavement sand, or a basketball co니rt. Think abo니t this
during the Mathematical Modeling in 3 Acts lesson.

VIDEOS Watch clips to support GLOSSARY Read and listen to

O Mathematical Modeling in 3 Acts Lessons

and enVision™ STEM Projects.
© English and Spanish definitions.

TUTORIALS Get help from

©
CONCEPT SUMMARY Review
key lesson content through
© Virtual Nerd, right when yen』need it.

MATH TOOLS Explore math

©
m니tiple representations.
with digital tools and manipulatives.
ASSESSMENT Show what
▼스스 you've learned.

TOPIC 5 Piecewise Functions 181

 Video

TOPIC 5 PROJECT

Did You Know?

니
Loc sts are a species of grasshopper that
are mostly solitary but sometimes band
together in large numbers. Swarming

니 은.
locusts can fly great distances and
consume large q antities of vegetation
wherever they settl

Ecologists study seasonal

populations, such as insects,
to determine how the
population in one year is
related to the population
in the next. Modeling
populations helps scientists
manage pest insects.

Over 90% of the

animals on Earth
are insects.

니
Rest of animal
pop ation

The only place on

One of the largest cicada broods,
Earth without insects
Brood VI, has a periodic life cycle

은
is the ocean.
and spends 17 years underground
betwe n outbreaks. The brood is
projected to surface in 2034.

O Ybur Task: Predict a Population

니 니 니
Yo and your classmates will analyze a model for pop lation

니
growth and determine how increases in the rate of reprod ction
affect an insect pop lation.

F?U Go Online | PearsonRealize.com

182 TO이C 5 enVision STEM Project
 ⑨Common Core State Standards HSF.IEB.4, HSF.IF.B.6, HSEIF.C.7.B, ［초 o Activity (珍 Assess
MP.2, MP.4, MP.7

5-1
The Abs이ute Value
EXPLORE & REASON

Groups of students are hiking from mile markers 2, 6 and 8 to meet at the
waterfall located at mile marker 5.
Function

|시 PearsonRealize.com

이 니 니
I CAN... analyze functions
that in ude absol te val e
expressions.

VOCABULARY
• absohjte value function A. How can you use the mile marker to determine the number of miles each
• axis of symmetry group of students needs to hike to the waterfall?
• vertex
B. Model With Mathematics Make a graph that relates the petition of each
gro니p on the trail to their distance from the waterfall. ® MR4

C. How would the points in your graph from part B change as the groups of
st니dents approach the waterfall?

O ESSENTIAL QUESTION What ar은 the key features of the graph of the absolute value function?

EXAMPLE 1 Graph the Abs이ute Value Function

What are the features of the graph of f(x) = |x|?

Make a table of f(x) = |x| (x, f(x))

values and graph
the absolute value -2 2 (-2, 2)
function f(x) = |x|. -1 1 (-1,1)
자le vertex, (0,0),
0 0 (0, 0) … is the turning point
—T 1 (1,1) of the graph.
—T 2 (2, 2)

The graph has a vertex,

LOOK FOR RELATIONSHIPS
where the axis of
How does the nature of absolute
The axis of symmetry symmetry intersects the
value contribute to the symmetric
is the linex = 0. graph. It represents
appearance of the graph? @ MR7
the minimum value in
the range.

The graph has an axis of symmetry, which intersects the vertex and divides
the graph into two sections, or pieces, that are images of each other 니nder

a reflection.

© Try It! 1. What are the domain and range of f(x) = |x|?

LESSON 5-1 The Absolute Vakie F니nction 183

 w o Activity

CONCEPTUAL
VUNDERSTANDING
- -- EXAMPLE 2 Transform the Absolute Value Function
A. How do the domain and range of g(x) = 2\x\ compare with the domain
and range of f(x) = |x|?

Compare the graphs of g and f.

The domain of f and the domain of g are all real numbers.

Because the abs이ute value expression prochjces only nonnegative

val니es, the range of f isy > 0. M니trying |시 by a positive factor, in this
case, 2, yields nonnegative outp니ts, so the range of g is also y > 0.

The domain and range of the function g are the same as those of
function f.

B. How do the domain and range of h(x) = -1|x| compare with the domain
and range of f(x) = |x|?

USE APPROP이ATE TOOLS Compare the graphs of h and f.

Why is it helpful to use both a
graph and a table to explore the
domain and range of functions
that involve absolute value
expressions? ⑨ MR5

The domain of f and the domain of h are all real numbers.

The range of f isy > 0. Multiplying |시 by a negative factor, -1, yi이ds

nonpositive o니tp니ts, so the range of h isy < 0.

The domain of h is the same as the domain of f. The range of h is the

opposite of the range of f.

© Try It! 2. How do the domain and range of each function compare with
the domain and range of f(x) = |x|?
a. g(x) = ||시 b. h(x) = —기시

184 TOPIC 5 Piecewise Functions I 지 Go Online | PearsonRealize.com

 w o Activity
(珍
APP 니 CATION EXAMPLE 3 Interpret the Graph of a Function
Jay rides in a boat from his
home to his friend's home in a
neighboring state. The graph of
the function d(t) = 3이 t -1 •디
shows the distance of the boat in
miles from the state line at t hours.
Assume the graph shows Jay's
entire trip.

W)
40 f\ The function
COMMON ERROR ( is decreasing.
Remember that a graph E)!
representing the motion of an 30
9Due s!a

The function is increasing.

object may not be a picture of
+-'
20
its path.
10 The minimum
distance from the
°0 0.5 1 1.5 2 2.5 state line is 0 miles.

Time (h)

A. How far does Jay travel to visit his friend?

Jay began his trip 45 mi from the state line, traveled towards the state
line, which he crossed after an ho니r and a half. He then traveled away
from the state line and was 45 mi from the state line after 3 h. He
traveled a total of 90 mi to visit his friend.

B. How does the graph relate to the domain and range of the function?

Since Jay's entire trip is 3 h, the domain of the •hjnction is 0 < t < 3.

For the section of the domain 0 < t < 1.5, his distance to the border is
decreasing. For 1.5 < t < 3 his distance from the border is increa이ng.

The maximum and minimum values on the graph are 45 and 0, so the
range of the function is 0 < c/(t) < 45.

(珍 Try It! 3. A cyclist competing in a race rides past a water station. The
graph of the f니nction d(t) = $|t — 6이 shows her distance from
the water station at t minutes. Assume the graph represents the
entire race. What does the graph tell yen」abo니t her race?

(
E
s
)
느
s

J
e
w
s
-
Q

0 15 30 45 60 75 90 105
Time (min)

LESSON 5니 The Absolute Vahje function 185

 w o Activity Assess

0 EXAMPLE 4 Determine Rate of Chang은

The graph shows Jay's boat ride across the state line from Example 3. What is
the rate of change over the interval 2<t < 2.5? What does it mean in terms
of the situation?

= 4o
E
)
3o
<DD
u
e 2o
For this section
+-»s
-( 1o of the graph, the

〕
slope is constant.

1 1.5 2 2.5
Time (h)

Use the 외ope formula to determine the rate of change from

t = 2 to t = 2.5.

Use the points from (2, 15) and (2.5, 30).

/2 —Xi
m = x2_X!

= 30 - 15
— 2.5-2
MAKE SENSE AND PERSEVERE 15
0.5
The rate of change is a different
constant value for each section of = 30
the graph. How does this r이ate to The rate of change over this interval is 30.
the situation? ⑨ MR1
The rate of change represents the speed of the boat in miles per ho니r. Since
the rate of change is po외tive, Jay's distance from the border is increasing.
The boat is traveling at 30 mi/h away from the border.

(珍 Try It! 4. Kata gets on a moving walkway at the airport. Then, 8 s after
she gets on, she taps Lisa, who is standing alongside the
walkway. The graph shows Kata's distance from Lisa over time
Calc니late the rate of change in her distance from Lisa from 6 s
to 8 s, and then from 8 s to 12 s. What do the rates of change
mean in terms of Kata's movement?

(
£
8
C
S
5

Time (s)

I 시 Go 0미ine | PearsonRealize.com
186 TO미C 5 Piecewise Functions
 W 0 2= © Assess

쟈 CONCEPT SUMMARY The Absolute Value Function

WORDS, The graph of the absol니te vahje f니nction has a vertex, which represents the
minimum value of the function. The axis of symmetry intersects the vertex
and divides the graph into two sections that are images of each other 니nder

a reflection.

ALGEBRA, f(x) = | 시

The domain is all real numbers,

the range is y > 0.

© Do You UNDERSTAND? Do You KNOW HOW?

1•입
ESSENTIAL QUESTION J What are the Find the domain and range of each function.
key features of the graph of the absohjte 5. g(x) = 5 |x| 6. h(x) = —2|시
vah」e function?
Graph each function.
2. Communicate Precisely How do the domain
7. g(x) = 1.5 |x| 8. h(x) = —0.8|시
and range of g(x) = a\x\ compare to the
domain and range of f(x) = |x| when 0 < a < 1?
9. What is the rate of change over the interval
Explain. ⑨ MP.6 15 <x< 18?

3. Make Sense and Persevere The graph of the

function g(x) = 히시 includes the point (1, 16).
What is another point on the graph of the
function? What is the vahje of a? ® MR1

4. Error Analysis Janiece says that the vertex

of the graph of g(x) = a\x\ always represents
the minimum vahje of the function g.
Explain her error. ® MR3

LESSON 5-1 The Abs이니te Value Function 187

 Scan for ［코 © Practice
© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE

10. Reason How does changing the sign of the Tell whether each point is on the graph of
constant a from positive to negative affect the f(x) = |x|. If it is, give the coordinates of another
domain and range of f(x) = 히시? ® MR2 point with the same y value, see example i

16. (11, 11) 17. (—2.3, -2.3)

11. Communicate Precisely Compare and contrast
the graph of f(x) = |x| and the graph of f(x) = x. 18. (0, 1) 19. (15, -15)
How are they alike? How do they differ? ® MP.6
20. (—8, 8) 21. (1,0)
12. Error Analysis Describe and correct the error a
student made in determining the relationship Graph each function. What is the domain and
between the domain and range of f(x) = 10|x| range of each function? see example 2
andf(x) = |시. ® MP.3
22.g(x) = —23%(x) = 3.5| 시

24. p(x) = -5|x| 25. d(x) = 느 |x|

The domain of f(x) = 1이 시
is the same as the domain off(x) = |x|. 26. Oscar participates in a charity walk. The graph
The range of f(x) = 10|x| shows his distance in miles from the water
is 10 times the range of f(x) = | x |. 、우 stop as a f니nction of time. How many miles did
Oscar walk? Explain yo니r answer, see example 3

13. Higher Order Thinking For which vahjes of

a wo니Id the graph of f(x) = 히시 form a right
angle at the vertex? Explain.
Time (min)
14. Use Structure The table shows selected val니es
for the f니nction g(x) = a\x\. Copy and complete
For the graph shown, find the rate of change over
the table. Write any unknown answers in terms
the interval, see example 4
of a and b. © MR7

(
£ 6
£
므4
으
-
1

0
0 2 4 6 8 10 12
Time (s)

15. Reason Consider the function f(x) = 2\x\. ® MP.2

27. 3<t<6 28. 7<t< 10
a. Graph f over the domain -4 < x < 4.
For each description, write a function in the form
b. What is the rate of change over the interval
gM = 히 시•
0 < x < 4?
c. How is the rate of change over this interval 29. vertex at (0, 0); passes thro니gh (1, 3)
r이ated to the form of the function?
30. range isy < 0; passes thro니gh (-1Z -4)

188 TO이C 5 Piecewise functions f 히 Go Online | PearsonRealize.com

 ⑥ Practice ⑮ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

31. Mod이 With Mathematics A game de외gner 34. The graph of f(x) = —0.1|시 opens___ . The
is looking for two •functions to model the point ( , -10) is on the graph.
solid lines in the fig니re she constr니cted. What
35. SAT/ACT For what domain is the range of
■hjnetions represent the solid lines? ® MR4
y- -x and y = —|시 the same?
® {x | x < 0}
® {x | x < 0}
© {x | x > 0}
® {x | x > 0}
© all real numbers

36. Performance Task The petition of a lizard in a

video game is modeled on a coordinate plane.
The lizard follows the path shown.

32. Make Sense and Persevere The graph

shows the distance between a bicy이ist and a
sandwich shop along her ro니te. Estimate the
rate of change over the highlighted interval.
What does the rate mean in terms of the
situation? © MR1
(Ill

느
8
C
S
5

0
2
Time (h)
Part A Write a function that incl니des an
33. Make Sense and Persevere The function absohjte val니e expression for the position of
h(x) = -1시 + 34 models the height of the roof the lizard.
of a ho니se, where x is the horizontal distance
from the center of the ho니se. If a raindrop Part B Interpret the graph. Find the vertex and
falls from the end of the roof, how far from the determine the intervals in which the f니nction
center of the base does it land? Explain yo니r is increasing, decreasing; and any maximum or
solution. A MR1 minim니m values.

Part C Where would the f니nction need to

intersect the x-axis so that the lizard can eat
the mosquito? Explain.

Part D Write a function for which the new

vertex that yen」fo니nd in Part C is a sohjtion to
the f니nction, and allows the lizard to eat the
mosq 니 ito.

LESSON 5-1 The Absolute Vahje Function 189

 ⑨ Common Core State Standards HSEIF.B.4, MP.4
MATHEMATICAL F시 하 Video

MODELING
IN 3 ACTS

I 令| PearsonRealize.com

Q The Mad Runner

People run in many different places: on the soccer field during a game,
around the neighborhood, on the basketball court, on the street to catch a
bus, in gym class.

Sometimes people njn on flat ground and other times they r니n 니p or down
hills or even up and down stairs. They also run on different s니rfaces, s니ch
as grass, pavement, sand, or a basketball court. Think abo니t this d니ring the
Mathematical Modeling in 3 Acts lesson.

Scan for
Multimedia ACT 1 너 Identify the Probl은m

1. What is the first q니estion that comes to mind after watching the video?

2. Write down the main question yo니 will answer abo니t what yo니 saw in
the video.

ACT2 〕 Develop a Model

3. Make a graph that represents this situation.

ACT 3 Interpret the Results

4. Did your graph match the act니al answer exac비y? If not, what might
explain the difference?

190 TOPIC 5 Mathematical Modeling in 3 Acts

 ⑨Common Core State Standards HSF.IF.B.4, HSF.IF.B.6, HSF.IF.C.7.B,
a. o Activity Assess
MP.2, MP.6, MP.7

EXPLORE & REASON

In a relay race, each runner carries a

Piecewise- Path of the Baton
baton for an equal distance before
Defined Functions handing off the baton to the next Total
Time (min) Distance (mi)
runner.
Start 0 0
| 令 | PearsonRealize.com
A. Graph the distance trav이ed by
Runner 1 3 0.25
the baton as a function of time.

니
How is the speed of each r니nner Runner 2 5.75 0.50
I CAN... graph and apply represented in the graph? Runner 3 9 0.75
piecewise-defined f nctions.
B. Who is the fastest runner? Runner 4 11.50 1.00
VOCABULARY
C. Communicate Precisely How is
• piecewise-defined function
the graph of this function similar
to the graph of a linear function?
How is it different? ® MR6

ESSENTIAL QUESTION What are the key features of piecewise-d은fined functions?

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 1 Understand Piecewis은-Defin은d Functions
How is f(x) = 2\x\ related to a linear function?

Inspect the graph of the ■hjnction

f(x) = 2|x|. The graph has two pieces that
meet at the vertex. Each piece is part of
a line.
Find the r니Ie for each piece of
the function.
STUDY TIP
When x > 0, the rule is f(x) = 2x.
Recall that \x\=x, when x > 0
and | 시 = -x when x < 0. When x < 0f the r니e is f(x) = -2x.

Yo니 can write this function in terms of its

pieces, each defined for a given domain.
으 2xf x > 0
f(x) = t -2x, x < 0

The •function f is a piecewise-defined

f니nction. A piecewise-defined function
has different njles for different intervals
of its domain.

The 부니斤거:心斤 f(x) = 2\x\ has two pieces over two intervals of the domain. For
each interval, the piece is a linear function.

© Try It! 1. Express f(x) = -3|x| as a piecewise-defined Unction.

LESSON 5-2 Piecewise-Defined Functions 191

 〔츠 o Activity Assess

EXAMPLE 2 Graph a Piecewise-Defined Function

f x + 1, x < 2
A. What is the graph of f(x) =
-|x + 6, x > 2 '
Graph each piece of the function for the given domain.

COMMON ERROR
You might assume that the pieces
of a piecewise-defined function f(x) = _|x + 6
must connect, but this is not when x > 2.
necessarily the case.

B. Over what part of the domain is the function increasing? Decrea이ng?

The •function f is increasing when x <2 and decreasing when x> 2.

[ x _ 2, x< 1
Try It! 2. Graph the following f니nction. f(x) =
\-2x + 3Z x > 1

《이 EXAMPLE 3 Analyze the Graph of a Piecewise-Defined Function

Cheyenne's mother is reviewing the monthly
water bills from the summer. Each monthly
bill in이udes a graph like the one shown,
which reflects the different rates charged
for water based on usage.

COMMUNICATE PRECISELY Several relatives visited Cheyenne's family in

A closed circle means a point is July and their water bill more than doubled.
included in the graph. An open Assuming that the water consumption did
circle means the point is not not double that month, what is a possible
included. Why is this important for explanation for the increase?
the graph of a piecewise-defined
function? ⑨ MR6 The graph shows three tiers of pricing for water consumption: from
0 to 5000 gal, from 5001 to 10,000 gal, and more than 10,000 gal.

The large increase in the bill probably resulted from the usage increasing
across one bo니ndary of the domain, from Tier 1 to Tier 2, or Tier 2 to Tier 3.

At the Tier 1-Tier 2 bo니ndary 5,000 gal of 니sage results in a bill of $5 while
using slightly more water results in a bill of at least $10.

© Try It! 3. Make a conjecture about why a 니tility company might charge
higher rates for greater levels of water consumption.

192 TOPIC 5 Piecewise Functions I 시 Go Online | PearsonRealize.com

 w o Activity
(診

APP 니 CATION EXAMPLE 4 Apply a Piecewise-Defined Function

A gym owner wants to
Cost of Custom Wristbands Order
purchase custom wristbands
for a marketing promotion.
She thinks she will need
about 75 bands. Her assistant
insists that ordering over
100 wristbands will be less
expensive than ordering 75. 0 to 50 wristbands............. $2.00 each + $20 Shipping
How can the assistant 51 to 100 wristbands......... $1.00 each + $10 Shipping
over 100 wristbands.......... $0.50 each + free Shipping
convince the gym owner?

Formulate 셔 Write a rule to represent each

price point.
Let x = number of wristbands
Let f(x) = total cost

Number of wristbands Price ($) • Wristbands Shipping ($)

0-50 2.00 • X + 20

51-100 1.00 • X + 10

more than 100 0.50 • X

Write a piecewise-defined f니nction to represent the situation.

'2x + 20z0<x<50 0 to 50 wristbands

f(x) = . x 十 10, 50 < x 玄 100 51 to 100 wristbands
0.5x, x > 100 over 100 wristbands

Compute 서 Eval니ate the f니nction for f(75) 1

and f(101). 20
0o
f(75) = 75 + 10
s
= 85 8o
f(101) = 0.5(101)
6o
= 50.5 -
S
O
The cost for 75 wristbands is $85 H 4o
and the cost for 101 wristbands
2o
is $50.50.

Interpret 스 The gym owner will spend 0

0 20 40 60 80 100 120
less if she orders more than Number of Wristbands
100 wristbands.

(珍 Try It! 4. What is the difference in cost between one order of

200 wristbands, two orders of 100 wristbands each, and four
orders of 50 wristbands each?

LESSON 5-2 Piecewise-Defined Functions 193

 W 0 &= © Assess

CONCEPT SUMMARY Piecewise-Defined Functions

Piecewise-defined 'hjnctions are defined by different rules for different intervals of

the domain.

-|x-2,x<3 The boundary is 3.

f(x) =
x+ 1, x> 3

© Do You UNDERSTAND? Do You KNOW HOW?

[7 ESSENTIAL QUESTION ] What are the Express each function as a piecewise-defined
key feat니res of piecewise-defined functions? function.

5. f(x) = 5|시 6. f(x) = —기시

2. Construct Arguments If the domain of
a piecewise-defined •hjnction f is all real Graph each function.
numbers, must the range of f also be all real
( — 3x 十 1 / x 玄 1
n니mbers? Ex이ain. ® MR3 7. f(x) = t x + 1, x> 1

3. Error Analysis Liz wrote the following ( 2x — 1, x < 3

piecewise-defined f니nction: 8. f(x) = t-2x + 4, x>3

( x — 3, x 드 一3
f(x) = t -2x - 4, x > -3
9. A function f is defined by the rule -0.5x + 1
What is the error that Liz made? ® MR3 for the domain x < 1 and by the rule x for the
domain x> 1. Write the piecewise-defined
4. Reason How many pieces does the absohjte ■function f 니sing function notation.
value ■hjnction have? Explain. ® MR2

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 Scan for f b ] «旦 © Practice © Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia [ 球J
丄-----才 Additional Exercises Available Online

UNDERSTAND PRACTICE

10. Generalize Describe two ways you co니Id express Express each absolute value function as a
the function f(x) = |x|. ® MR8 piecewise-defined function, see example 1

16. f(x) = 6|시 17. f(x) = —|시

11. Look for Relationships How are the pieces
of a piecewise-defined function related to 18. f(x) = ||시 19. f(x) =-1.5|시
the domain? Ex이ain. ⑨ MR7
Graph each function. Identify the intervals
12. Error Analysis Describe and correct the error where the function is increasing, decreasing, or
a st니dent made in expressing the function constant, see example 2
f(x) = 3|시 as a piecewise-defined function. ⑨ MR3
20. f(x) = {X+1'
t -x - 2, x > 2
f(x) = 3|시
거 刀、 f：乂 + 4> 乂 드 6
fM = Sx,x；0 人
21. f(x)= < 3
[ 2x — 8, x > 6

어x — 3, x < —2
22. f(x) = < x, -2 < x < 2
( -2x + 2, x > 2
13. Communicate Precisely A piecewise-defined f
is shown. Use function notation to describe the 23. A cell phone company charges $0.10 per text
function and determine the x- and y-intercepts. message if a customer sends up to 100 messages
® MP.6 per month. The company charges $0.08 per
text if a customer sends between 101-200
messages, and $0.06 per text if the customer
sends between 201-300 messages. Today is the
last day of the month. Tamira has sent 200 text
messages, is it worth it for her to send 1 more
text message? Explain, see examples 3 and 4

Write a piecewise-defined function for each graph.

SEE EXAMPLE 4

14. Reason A piecewise-defined f니nction is

와lown. ® MR2

f(x) = ( X-1,…
t —x + 4, x 之 n
a. If n = 5, what is the range of f?
b. Does changing the vahje of n change the
range? Explain.

15. Higher Order Thinking For a given piecewise-

defined function, the pieces of the f니nction
are defined for intervals of the domain, x < 1
and x > 1.
a. Explain how yo니 co니Id find the y-intercept
for the intervals over the intervals x < 1
and x > 1.
b. In general, how could you find the
y-intercept for two pieces over the intervals
x < n and x > n?

LESSON 5-2 Piecewise-Defined Functions 195

 I 흐* I ⑬ Practice ⑥ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

| APPLY 서
ASSESSMENT PRACTICE

26. Model With Mathematics Selena needs at 29. The graph of f니nction f is shown.
least 22 s니bway rides for the month. She has
two options for buying s니bway cards. Write
a function that represents the situation. Can
she buy more than 22 rides and save money?
Explain. ® MR4

SUBWAY CARD RATES

1 to 25 ride오

$1.25 each 十 $3 card fee

Over 25 rides:
$1.00 each 斗 no card fee The domain of f is. The range of
f is. There are____ values in the domain
where f(x) = 4 and f(1) =.
27. Make Sense and Persevere Reagan had $122
in his savings account. He deposited $70 each
30. SAT/ACT Which function has the same graph
week from his job for the first five weeks of
as f(x) = 0.11시?
summer. In the sixth week, Reagan got a raise
® f(x) = x<0
and increased his weekly deposits by $12. ® MR1
I —0.1x, x > 0
a. Write a piecewise-defined "function to
represent his bank balance. ®f(x)=(°'1x' x-°
l-0.1x,x>0
b. Find f(8).
©f(x)= ( 0.U 乂> 0
c. What does f(8) — 122 mean in terms of the
0.1x, x < 0
situation?
©f(x) = (0U X-°
28. Make Sense and Persevere A gro니p of friends 0.1x, x < 0
eat at Jae's Cafe. They have an online co니pon.
The costs of their main co니rses, before applying ® f(x)= (-0Jx=0
\0.1xf x<0
the coupon, are $13.99, S16.99, $19.99, and
$21.99. The total cost of their drinks is $12.00. 31. Performance Task Sue charges $15 for the first
What will their bill be before tax and tip? ® MR1 ho니r of babysitting and $10 for each additional
ho니r, with each fraction of an ho니r counting
as a whole ho니r. The rates that Vic charges
for x ho니rs of babysitting are modeled by the
■hjnction shown.
12.5x, 0 < x < 4

{ 10xz
9.5x,
4 <x< 8
x> 8

Part A Who will charge more to babysit for 10

hours? Justify your response.

Part B What is the rate of change for each

•function over the interval 7 < x < 11?
Interpret the rates of change in terms of
babysitting rates.

196 TOPIC 5 Piecewise Junctions 시

14 Go Celine | PearsonRealize.com
 ⑨Common Core State Standards HSF.IF.B.4, HSF.IF.C.7.B, 【흐 o Activity Assess
MR2, MP.5, MR6

CRITIQUE & EXPLAIN

Students are told there is a function where decimals are the inputs and each
Step Functions
decimal is rounded to the nearest whole number to get the output. Beth
and Latoya each make a sketch of the graph of the function.

|시 PearsonRealize.com

I CAN... graph and apply

step ‘hjnctions.

VOCABULARY
• (filing function
• floor function
• step ‘hjnction

A. Make Sense and Persevere What is ca니sing both st니dents to create

graphs that look like steps? ® MR1

B. Which graph do yo니 think is correct? Explain.

C. What does the graph of this ‘hjnction look like? Explain.

Q ESSENTIAL QUESTION
How are step functions related to piecewise-defin은d functions?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Step Functions
v _ 가
A. What is the graph of the ceiling function?

A st은p function is a piecewise-defined function that consists of constant

pieces. The graph resembles a set of steps.
COMMUNICATE PRECISELY The ceiling function is a kind of step f니nction. It ro니nds numbers 니p to
The symbol for ceiling is very similar the nearest integer. It is notated as f(x) = ceiling(x) or f(x) = pq.
to other related symbols. What
clue can help you remember the Make a table of vahjes and graph.
meaning of the symbol? © MR6
f(x)= M |
x
-2.4 -2
-1.4 -1
-0.5 0
0.7 1
1.8 2
2.1 3
f(x) = W
3.1 4

The domain is all real numbers. The range is all integers.

CONTINUED ON THE NEXT PAGE

LESSON 5-3 Step Ructions 197

 a. o Activity Assess

EXAMPLE 1 CONTINUED

B. What is the graph of the floor function?

The floor function is another kind of step function. It ro니nds numbers

down to the nearest integer. It is notated as f(x) = floor(x) or f(x) = |xj.

Make a table of values and graph.

X f(x) = L시

-2.4 -3
-1.4 -2
-0.5 -1 f(—1.01) = —2
USE APPROPRIATE TOOLS 0.7 0
The calculator function INT 1.8 1
returns the greatest integer less
2.1 2
than or equal to x. For most f(x) = L시
calculators, the INT function is the 3.1 3
same as floor(x). For others, it is
the same only for x > 0. © MR5 The domain is is all real numbers. The range is all integers.

© Try It! 1. Evaluate each function for the given vahje.

a. f(x) = |Y|; x = 2.65 b. f(x) = floor(x); x = 2.19

APP 니 CATION 느
V_______ EXAMPLE 2 Us은 a Step Function to Repres은nt a "al-World Situation
Some students are planning a field trip. If there are 40 students and adults
or fewer going on the field trip, they rent vans that hold 15 people. If there
are more than 40 students and adults, they rent buses that hold 65 people.

A. What function can you use to represent this situation?

Number of Total number of

f 厂 vehides to rent st니dents and ad니Its
Each van holds 2c 0 < x < 40
15 people. 15
x > 40

Each bus holds 65 people.

B. How many buses ar은 needed if 412 students and adults are going on a
field trip?

Evah』ate the function for f(412).

W2)= ［ 끄］

=「6.341

= 7

Seven b니ses are needed if 412 st니dents and ad니Its are going on a field trip.

Try It! 2. The postage for a first-class letter weighing one ounce or less is
$0.47. Each additional ounce is $0.21. The maximum weight of a
first-class letter is 3： oz. Write a f니nction to represent the sit니ation.

198 TOPIC 5 Piecewise F니nctions 후지 Go Online | PearsonRealize.com

 [흐I 0 Activity

APP 니 CATION EXAMPLE 3 Use a St은p Function to Solve Problems

Jamal and his brother plan to rent a karaoke machine for a class event. The
graph shows the rental costs.

A. How much should they expect to spend if they rent the karaoke
machine from 8:00 a.m. until 7:30 p.m.?

Karaoke Machine Rental

$30 first
COMMON ERROR
Even though the graph is not s hour

connected, the domain of the

《
$10 each

so
function is continuous because it hour after

u-suey
includes all positive real numbers.

2
니 4
Ho rs Rented
6 8

Step 1 Write a 'hjnction to represent the rental costs.

$30 for the first hour, or

any fraction of an hour
f(x)=/3 이시' 0<—1 I
— VlOM+20, x > 1 , ,.+. I…x u
k an additional $10 for each
hour, or any fraction of an
hour after the first hour

Step 2 Determine the duration of the rental.

8:00 a.m. to 7:30 p.m. is 11 h, 30 min or 11； h.

Step 3 Evahjate the Unction for f(11.5).

f(11.5) = 10r11.5] +20

= 10(12) + 20

= 140

The cost of the rental will be $140.

B. The class 은vent 은nded early, so Jamal could return the machine by
7:05 p.m. How much money would he save if he returned the machine
at 7:05 p.m.?

Jamal would save no money if he returned the machine at 7:05 p.m. He

will be charged for the full hour.

@ Try It! 3. Yo니 rent a karaoke machine at 1 p.m. and plan to return it by
4 p.m. Will yo니 save any money if you return the machine 15 min
early? Explain.

LESSON 5-3 Step Functions 199

 W 0찖 X © Assess

자 CONCEPT SUMMARY Step Functions

Step Function Ceiling Function Floor Function

A step f니nction is a The least integer f니nction, The greatest integer

WORDS
piecewise-defined f니nction also called the ceiling function, also called the
that consists of constant function, ret니rns the least floor ‘hjnction, returns the
pieces and whose graph integer greater than or greatest integer less than
resembles a set of steps. eq니al to x. or eq니al to x.

4, 0 < x < 2
ALGEBRA
f(x) = 8f 2 < x < 5 f(x) = [x] f(x) = L시
12, 5<x<8

GRAPHS

@ Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Evaluate the ceiling function for the given value.
functions related to piecewise-defined 5. f(x)= M；x=5.13
functions?
6. f(x) = ceiling(x); x = 11.71
2. Vocabulary How are the ceiling function
and the floor function similar? How are they Evaluate the floor function for the given value.
different?
7. f(x)= L시; x = 9.37
3. Error Analysis Jason defined the following
8. f(x) = floor (x); x = 5.49
step function.
r5, 0<x< 10 9. Graph the 우니0어느00 f.
f(x) = 6, 10 <x< 20
^7, 20 < x < 30 X f(x)
What is the error that Jason made? ® MR3 0<x< 1 4

4. Reason For the ‘hunction that ro니nds 1 <x<2 5

numbers to the nearest whole number, 2<x<3 흐

what are the pieces of the domain for the 3 <x < 4 그
interval from 0 to 4? ® MR2
4 <x < 5 8
5cx 三 6 9

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 Scan for 1 w Practice Tutorial

© PRACTICE & PROBLEM SOLVING Multimedia [ J

----- 才
今 Additional Exercises Available Online

UNDERSTAND, PRACTICE
10. Communicate Precisely Evaluate the function for the given value.
Many calc니lators use SEE EXAMPLE 1

an INT •hjnction which 15. f(x) = [x]; x = 0.1

ret니rns the greatest
integer less than or 16. f(x) = ceiling(x); x = 5.15
equal to x. The graph
17. f(x)= [xj；x = -4.01
of Y1 = INT(X) is shown.
How is this function like 18. f(x) = ceiling(x); x= 13.20
the floor function? How is it different? © MR6
19. f(x)= L시; x = 7.06
11. Look for Relationships How are the pieces
of a step function r이ated to the domain of the 20. f(x) = floor (x); x = 33.7
function? Justify your thinking. ⑨ MP.7
21. f(x) = floor (x); x = 23.2
12. Error Analysis Kenji wrote a step •hjnction to
ro니nd numbers 니p to nearest multiple of three. 22. f(x) = [시; x = —8.4
Describe and correct the error he made. ⑨ MP.3
For each table, graph the step function and write
a rule for f using the ceiling or floor function.
3, 3 < x < 6 SEE EXAMPLES 2 AND 3

6, 6 < x < 9
f(x) = 누 X f(x)
9, 9 < x < 12
12,12 < x < 15 0 <x< 1 5
1 <x ：三 2 6
2 <x ：三 3 7
13, Communicate Precisely 3 <x ：三 4
Explain how you can use 4<x< 5 9
the graph shown below to
5 <x < 6 10
find the vahje of the step
■hjnction for x = 1. How is
this different from finding X f(x)
the vahje for x = 1 when 0<x<2 3
the graph of a 1니11어100 is 4
2 <x < 4
a straight line? ® MR6
4 <6 5
14. High은r Order Thinking Results of the INT 6 <x < 8 6
function are shown in the spreadsheet.
8 <x < 10 7

a. If f(x) = INT(x), 10<x< 12 8

what is f(4.6), f(5),
and f(—6.5)? Sketch the graph of each hjnction over the
domain 0 < x < 10.
b. Write f(x) = INT(x)
25. The ‘hjnction g returns the greatest integer g(x)
as a step f니nction
that is less than or eq니al to x + 2.
for the domain
-4 <x < 4. 26. The function fret 니 rns the least integer f(x) that
is greater than 3x.

LESSON 5-3 Step F니nctions 201

 E〕 ⑥ Practice
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

27. Mathematical Connections There are 240 seniors 30. A resort rents skis
X f(x)
in Kathryn's school. Her class is planning a trip, for $15 for the first
and is taking b니ses that hold a maximum of hour and $7.50 for 15
50 passengers. Assume that the trip is optional. each additional hour. 1 <x<2
—
Copy and complete
a. Write a step function f that maps the the table for the step
number of students x, to the number of 3 cx 三 4
■hjnction that models
buses needed, f(x). 45
the total cost, in
b. What assumptions to do yo니 need to make dollars, of renting skis 5 <x<6 -
to write the ‘hjnction? for x ho니rs.

c. What is the average rate of change of the 31. SAT/ACT What is the value of
function over th은 interval from 40 to 60? f(2) + f(4) + f(11) + f(12) for the function f?
From 60 to 80?
'100, 0 <x<4
d. What do the average rates of change mean 95f 4 < x < 8
f(x)=<
in terms of the situation? Explain. 90z 8 <x< 12
95, 12 <x< 16
28. Construct Arguments Amit parks his car
@30 ® 280
for 144 h, and Nan parks her car for 145 h.
Does Nan pay more? If so, how m니ch more? ©290 ©380
Make a table and then graph a function to
s니pport your answer. @ MR3 ® 300

Airport Parking Rates 흐기 32. Performance Task Abdul and his family are
traveling on a toll highway. The table shows
$50 for first 24 hours plus $25 the cost of using the highway as a ■hjnction of
for each additional 24 hours. distance.
Any fraction of a 24-hour period will be
charged for the entire 24-hour period. Exit Number Toll ($) |
Distance (mi)

1 0 0.00
29. Model With Mathematics Mia has $350 in her
bank acco니nt at the beginning of the school 2 40 1.25
year. Every we은k she withdraws $50. Two 3 75 1.75
graphs model the situation. ⑨ MR4 4 85 1.90
5 120 2.25
6 150 2.50

Part A Write a step function tto represent the

cost of the tolls in terms of distance.

Part B Assume their car averages 30 mi/gal

and gasoline costs $3.50/gal. Write a •hjnction
g to represent the cost of the gas in terms of
distance.

a. Write a function for each graph. Part C Use •functions t and g to determine

b. How do the graphs and the f니nctions differ the cost of Abdul's trip if his family leaves the

in how they represent the situation? highway at Exit 5.

c. What are the advantages and disadvantages

of each type of ‘hjnction?

202 TOHC 5 Piecewise functions 수히 Go Celine | PearsonRealize.com

 ©Common Core State Standards HSF.IF.C.7.B, HSEIF.C.9, HSF.BF.B.3,
MP.4, MP.7, MP.8
w o Activity

MODEL & DISCUSS

Cleo takes three 1-hour classes at a

Transformations
community college. The graph shows the
of Piecewise-Defined time she spends in each class.
Functions
A. Next semester, each class will start
I | PearsonRealize.com an hour later. How will this change
the graph?

B. How will the graph change if she takes

I CAN... graph and analyze
two 90-min니te 이asses, one starting at
transformations of the
piecewise-defined ‘hjnctions. 8:30 a.m. and the second at 10:00 a.m.?

C. Construct Arguments Starting in the

fall, Cleo will take three classes in
a row with the first starting at 7:00 a.m. Cleo says that she can 니pdate

the graph by moving all three steps one unit to the left. Do yo니 agree?
Justify your answer. ® MR3

Q ESSENTIAL QUESTION How do the constants affect the graphs of piecewise-defined functions?

APP 니 CATION EXAMPLE 1 Tran외ate Step Functions

Uptown Sandwich Shop is increa이ng the
number of bonus points by 2 in the shop's
rewards program. How will the total points
awarded for a $3.80 item change?
Uptown Sandwich Shop
STUDY TIP Rewards Program
You can represent the two versions of the
Recall that the INT function,
reward program with step f니nctions. Use 1 point for each $1 you spend plus
which returns the greatest integer 5 bonus points for each visit.
the INT function on a graphing calculator
less than or equal to x, is another No fractional points awarded.
to graph the two functions.
name for the floor function.

Reward points Dollar part of + Bonus points

amount spent
Before: f(x) INT(x) + 5 an increase
After: g(x) INT(x) + 7 - of 2 points

Enter the functions. Graph the ■hjnctions.

Atx = 3.8, the value

ofy increases from
8 to 10.

The graph is tran외ated 니p 2 units. The points for a $3.80 item increase
from 8 to 10.

© Try It! 1. How will the total points awarded for a $1.25 j니ice drink change
if the bon니s points are decreased by 2 points?

LESSON 5-4 Transformations of Piecewise-Defined Unctions 203

 w o Activity (診 Assess

a EXAMPLE 2 Vertical Tran외ations of the Absolute Value Function

How does adding a constant to the output affect the graph of f(x) = |x|?

Compare the graphs of h(x) = |x| -4 and g(x) = |시 + 2 with the graph of
f(x) = |x|. “

STUDY TIP
Recall that the vertex is the point
where the axis of symmetry
intersects the graph.

Adding a constant, k, o니tside of the absolute value bars changes the vahje
of f(x), or the o니tp니t. It does not change the input. The vahje of k, in
g(x) = |시 + k, translates the graph of f(x) = |시 vertically by k 니nits. The
axis of symmetry does not change.

© Try It! 2. For each f니nction, identify the vertex and the axis of symmetry.

a. p(x) = |x| + 3 b. g(x) = \x\-2

0 EXAMPLE 3 Horizontal Tran이ations of the Absolute Value Function

How does adding a constant to the input affect the graph of f(x) = |x|?

Compare the graph of g(x) = |x-4| with the graph of f(x) = |x|.

The axis of
symmetry isx = 4.

COMMON ERROR The vertex is (4,0).

You may think that the expression
x - 4 in the function gM = |x — 4| Adding a constant, h, inside the absolute val니e bars changes the vahje of x,
shifts the graph of f(x) = |시 the inp니t, as well as the vahje of f(x), the o니tp니t.
horizontally 4 units to the left, in
The vahje of h, in g(x) = \x-h\ tran이ates the graph of f(x) = |시 horizontally
the negative direction. B니t the
function will shift 4 units to the by h 니nits. If h > 0, the tran이ation is to the right. If h < 0z the tran외ation is
right because (4,0) is a solution to the left. Because the inp니t is changed, the tran외ation is horizontal, and
to the function when ft = 4. the axis of symmetry also shifts.

@ Try It! 3. For each f니nction, identify the vertex and the axis of symmetry.

a. g(x) = |x - 3| b. p(x) = |x+ 5|

204 TOPIC 5 Piecewise F니nctions I 지 Go Online | PearsonRealize.com

 RI Q Activity
© Assess

CONCEPTUAL
UNDERSTANDING EXAMPLE 4 Understand V은rtical and Horizontal Tran이ations
What information do the constants h and k provide about the graph of
g(x) = |x-이 + k?

Compare the graphs of g(x) = |x- 4| - 2 and g(x) = |x + 5| + 1 with the graph
of f(x) = |x|.

USE STRUCTURE
If the function # = |x + 51 + 1, is
in the formg(x) = \x-h\ + k, what
are the values oih and k? ⑨ MR7

The vak』e of h tran이ates the graph horizontally and the val니e of k translates
it vertically. The vertex of the graph g(x) = |x — 이 + k is at (h, k).

© Try It! 4. Find the vertex of the graph of each function.

a. g(x) = |x- 11 - 3 b. g(x) = |x + 2| + 6

EXAMPLE 5 Understand Vertical Stretches and Compressions

How does the constant a affect the graph of g(x) = a|x|?
Compare the graphs of g(x) = 느|시 and g(x) =-4|x| with the graph of f(x) = |x|.

In g(x) = a\x\, the constant a m니tiplies the output of the function f(x) = |x|
by a.
• When 0 < |a| < 1 the graph of g(x) = a\x\ is a vertical compression towards
the x-axis of the graph of f(x) = |x|.
• When |히 > 1, the graph of g(x) = 히시 is a vertical stretch away from the
x-axis of the graph of f(x) = |x|.
• When a < 0, the graph of g is reflected across the x-axis.
The value of a stretches or compresses the graph vertically.

© Try It! 5. Compare the graph of each function with the graph of f(x) = |x|.

a. g(x) = 3|시 b. g(x) = —1|시

LESSON 5-4 Transformations of Piecewise-Defined Functions 205

 ［초 0 Activity 어 Assess

EXAMPLE 6 Understand Transformations of the Absolute Value

Function
A. How do the constants af hf and k affect the graph of g(x) = a\x-h\ + k?
Graph g(x) = -2\x + 31 + 4.
The values of h and k determine the location of the vertex and the axis

GENERALIZE
Does the graph of every f니nction
of the form g(x) = 히x — 이 + k
have ay-intercept? ⑨ MR8

Since |a| > 1 and a is negative the graph is a vertical stretch of the graph
of f(x) = |시 that is reflected across the x-axis.

B. How can you use the constants a, h, and k to

write a f니nction given its graph?

Step 1 Identify the vertex of the graph.

The vertex is (4, 1), so h = 4 and k = 1.

The f니nction has the form

f(x) = 히x — 4| + 1.

Step 2 Find the value of a. Select another

point on the graph, Oc f(x))f and solve
for a.

f(x) = a\x — 4| + 1
Substitute 5 for x and
4= 히 5 —4| + 1
4 for fM.
a =3

The graph represents the "hjoction f(x) = 3|x — 4| + 1.

Try It! 6. a. Write a f니nction for the

graph shown.

b. Write the function of the graph

after a tran외ation 1 unit right
and 4 니nits up.

206 TOPIC 5 Piecewise Functions I 지 Go Online | PearsonRealize.com

 3. 0 ==y © Assess

하 CONCEPT SUMMARY Transformations of the Abs이ute Vai니은 Function

WORDS, The graph of g(x) = 리x — 시 + k is a transformation of the graph of the absohjte val니e
f니nction, f(x) = |x|.

• Adding a constant, h, to the inp니t tran외ates the graph of f horizontally.

• Adding a constant, k, to the outp니t tran이ates the graph of /vertically.
• Multiplying the input by a constant, a, greater than 1 res니Its in a vertical stretch of the
graph of f.
• Multiplying the inp니t by a constant, a, less than 1 but greater than 0 res니Its in a vertical
compression of the graph of f.
• When a < 0 the graph of the function is reflected across the x-axis.

ALGEBRA, g(x) = 히x — 이 + k

The vertex of the graph is (h, k).

NUMBERS, g(x) = —기x+3| + 4

The vertex of the graph is (-3, 4).

GRAPH 6 乂

© Do You UNDERSTAND? Do You KNOW HOW?

흐7 ESSENTIAL QUESTION ] Find the vertex and graph each function.
constants affect the graphs of piecewise- 5. f(x) = |시 + 2.5 6. f(x) = |x + 2.5|
defined f 니 nctions?
7. f(x) = |x—기+ 4 8. f(x)=—3|x+ 1|-5
2. Generalize How do the constants a, h,
and k affect the domain and range of
g(x) = 히x — 시 + k when a > 0? ®MP.8 9. Write a function for the graph.

3. Error Analysis Jacy says that f(x) = 4|x - 11

and f(x) = |4x - 11 have the same graph. Is
Jacy correct? Explain. ® MR3

4. Use Structure How can yen』reflect the

graph of f(x) = 3|x + 21 + 1 across
the x-axis? ⑨ MR7

LESSON 5-4 Transformations of Piecewise-Defined F니nctions 207

 I '즈 I
(診 PRACTICE & PROBLEM SOLVING Scan for
Multimedia
⑥ Practice

Additional Exercises Available Online

UNDERSTAND PRACTICE 서

10. Model With Mathematics Give two examples 15. Describe the transformation for the pair of step
of functions that inchjde an absol니te value functions, see example 1
expression and have a vertex of (-1, 3). ⑨ MR4

11. Mathematical Connections Consider the

function f(x) = 기x + 11 — 7.

a. A linear f니nction containing one branch of

the function is f(x) = 2(x +1)-7.
What linear Rinction contains the other
branch?
Find the vertex and graph each function.
b. For the general function f(x) = a\x — 기 + k; SEE EXAMPLES 2, 3, AND 4
what are the two linear f니nctions containing
16. f(x) = |시 — 2 17. f(x) = |x| + 1
the branches?
18. f(x) = |x+0.5| 19. f(x)= |x-1|
12. Use Appropriate Tools Explain how yo니 can
write a second step ■hjnction that tran이ates 20. f(x) = |x +기 —2 21. f(x) = |x —0.5| + 0.5
the graph of the step f니nction shown down
6 니nits. ® MR5 Compare the graph of each function with the
graph of f(x) = |x|. Describe the transformation,
then graph the function, see examples 4,5, and 6

22. g(x) = ||x + 6 | — 1 23. g(x) = -4|x — 기 一 1

24. g(x) = -|x + 3.5| + 4 25. g(x) = ||x- 기 + 7

Write a function for each graph, see example 6

13. Error Analysis Describe and correct the errors

a st니dent made in describing the graph of the
function f(x) = -0.5|x + 1 卜F 3. ® MR3

The graph of y = —0.5 |x + 11 + 3

compresses the graph of y = |시

vertically toward the x-axis, and

moves the vertex to (1, 3). 아
What function g describes the graph of f after the
given transformations?
28. f(x) = |x|; tran외ated 2 니nits up and 1 unit right

14. Higher Order Thinking Write each f니nction 29. f(x) = |시 + 1; translated 3 units down and
Y1 through Y4. Explain how the graphs of 2 니nits left
Y2 thro니gh Y4 are transformations of the
30. f(x) = |x|; reflected across the x-axis and
graph of Y1.
tran외ated 4 units 니p

31. f(x) = |x|; vertically stretched by a factor of 3

and reflected across the axis

I 令 I Go Online | PearsonRealize.com
208 TOPIC 5 Piecewise Functions
 (흐j Practice Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

32. Model With Mathematics The rates for Fill in the blanks with the correct answer.
Carolina's dog boarding service are shown. 35. The graph of g(x) = -|x + 151 — 7, is a vertical
Carolina plans on increasing the rate for the tran외ation of the graph of the
first hour by $5. ® MR4
■function, f(x) = |x| by 니nits. The graph
a. Make a graph that shows the step ‘hjnctions of g is a horizontal tran이ation of the graph of
for the cost of boarding a dog before and f by units. The vertex of the graph of
after the rate increase. g is. The y-intercept is, and
b. How much will it cost to board a dog for there is/are x-intercept(s).
4 hours after the rate increase?
36. SAT/ACT Which function has the same graph as
八乂) = 쉬% — 기 + 2?
@f(%) = 기2% — 쉬十2

® f(x) = 기 2x — 11 + 2
©他) = 기2% - 1| + 1
® f(x) = 기 2x —쉬 + 1
® none of these

33. Model With Mathematics Emma wants to 37. Performance Task You are playing a ship
model the sides of a pyramid by using a trapping game. There are 4 of yo니r opponent's
function that includes an absohjte vahje red ships on the screen. Yo니 can send o니t
expression. Emma will place the pyramid on 3 strikes from yo니r blue ships through the red
a coordinate grid as shown. What f니nction ships7 positions to capture them. Each strike
should she use? For what domain? ® MR4 sends two lasers that resemble the graph of a
function with an absolute vahje expression.

34. Make Sense and Persevere One part of a dog

agility co니rse is an obstacle called an A-frame.
Assume that the left corner of the A-frame
corresponds to the point (0f 0). What function
that includes an absolute value expression Part A How can symmetry help you find a path
co니Id you use to model the obsta이e? What to capture two ships?
is the domain of the f니nction? Explain yo니r
reasoning. ⑨ MR1 Part B Write three ’hjnctions that represent
strike paths to capture the ships. Show how
each ship is capt니red by a function.

Part C For your function that captures two

ships, can yen」write a different function from
one of your other ships that represent strikes
paths to capture these two ships? Explain.
10ft

LESSON 5-4 Transformations of Piecewise-Defined F니nctions 209

 TOPIC
Topic Review
5 Q TOPIC ESSENTIAL QUESTION

1. How do you use piecewise-defined f니nctions to model situations and

solve problems?

Vocabulary Review
Choose the correct term to complete each sentence.
• absohjte vahje f니nction
2. The intersects the vertex, and divides the graph into
• axis of symmetry
two congruent halves that are images of each other under a
reflection. • ceiling function

3. The rounds numbers 니p to the nearest integer. • floor f니nction

4. The has an algebraic expression with absolute • piecewise-defined

value symbols. function

5. A(n)has different rules for different intervals of • step f니nction

its domain. • vertex

Concepts & Skills Review

LESSON 5-1 The Abs이ute Value Function

Quick Review Practice & Problem Solving

The graph of the absolute val니e 'hjnction, Tell whether each point is on the graph of
f(x) = |x| has a vertex at (0, 0) and an axis of f(x) = |x|. if it is, give the coordinates of the
symmetry x = 0. another point with the same y-coordinate.

6. (8, 8) 7. (—5, 5) 8. (—3.5, -3.5)

Example Graph each function. What is the domain and
How do the domain and range of g(x) = 0.5|x| range of each function?
compare with the domain and range of f(x) = |x|?
9. f(x) = —2.5|시 10. g(x) = ||시

For each function, find the vertex and tell

whether it represents a maximum or minimum
value of the function.

11. g(x) = —6.3|시 12. g(x) = 기시

Look for Relationships

Find the domain, range,
and vertex of the
The domain of f and the domain of g are all real graphed function.
numbers. The range of both isy > 0. ® MR7

210 TOPIC 5 Piecewise F니nctions I 지 Go Online | PearsonRealize.com

LESSON 5-2 Piecewise-Defined Functions

Quick Review Practice & Problem Solving

A piecewise-defined function has different rules Express each function as a piecewise-defined
for different intervals of the domain. function.
Yo니 can express 우니斤(1두0135 of the form g(x) = 헤시
14. f(x) = 4|시 15. f(x) = -2\x\
as piecewise-defined functions 니이ng a pair of
linear rules with bo니ndaries on the domain. Graph each piecewise-defined function.
Identify the intervals over which the function is
increasing, decreasing, or constant.
Example z 그
%十1, 1
f —x — 5, x< 0

{
What is the graph of f(x) =(ix + 2 x>0? |x_2, =x

Over what interval of the domain is the function

increasing? Decreasing?

Graph each rule of the f니nction for the given

interval of the domain.
18. Error Analysis Describe and correct the error
a st니dent made in expres외ng the function
f(x) = -5|x| as a piecewise-defined f니nction.
® MP.3
f(x) = -5|x|,f(x) = {-싸잉

19. Write a piecewise-defined f니nction that

represents the graph.

The f니nction is decrea외ng when x < 0.

The function is increasing when x > 0.

20. Model With Mathematics A jew시er s이Is

rings for $35 each plus a flat fee of $5 for
shipping for orders 니p to 10 rings. If customers
order more than 10 rings, the cost is $30 per
ring and shipping is free. Write a piecewise
function to represent the situation. @ MR4

TOPIC 5 Topic Review 211

 LESSON 5-3 Step Functions

Quick Review Practice & Problem Solving

Step functions are a type of piecewise-defined Evaluate the ceiling function for the given value.
•hjnction that consists of constant pieces. The
21. f(x)= [x];x = 7.03
constant pieces of the f니nction result in a graph
that looks like the steps of a staircase. 22. f(x) = ceiling(x); x = 2.6
The floor and ceiling functions are specific types
Evaluate the floor function for the given value.
of step 'hjnctions. The ceiling f니nction ro니nds
numbers 니p to the nearest integer. The floor 23. f(x) = [xj; x = 6.1
function ro니nds numbers down to the nearest
24. f(x) = floor(x); x = 0.08
integer.
For each table, graph the step function and write
Example a rule for f using a ceiling or floor function.

Graph the function f. What is the domain and 25. 26.

X f(x) X f(x)
range of the function?
1 <x 三 2 7 0 cx 三 2 -2
X f(x)
2 <乂三 3 8 2 <x < 4 -3
0 <x< 3 4 3 <x 三 4 9 4<x<6 -4
3 <x 三 6 6 4 <x < 5 10 6 <x< 8 -5
6 <x < 9 8 5 <x 三 6 11 8 <x 三 10 -6
9<x<12 10
Sketch the graph of each function over the
Each section of the domain has a single value domain 0 < x < 10.
assigned to it. 27. The •hjnction g returns the greatest integer
g(x) less than or equal to 2x.

28. The function f returns the least integer f(x)

greater than x — 3.

29. Make Sense and Persevere Egg cartons

hold a dozen eggs in each container. Write
a step function that represents the number
of egg cartons needed as a 부니斤社化⑴ of the
number of eggs over the domain 0 < x < 72
Is the •hjnction a floor or a ceiling (
우니0 土011?

Explain. © MR1

The domain of fis 0 < x < 12. The range is the set
values {4, 6, 8, 10}.

212 TOPIC 5 Piecewise Unctions I 令I Go Online | PearsonRealize.com

LESSON 5-4 Transformations of Piecewise-Defined Functions

Quick Review Practice & Problem Solving

The graph of g(x) = a\x — 이 + k is a transformation Find the vertex and graph each function.
of the graph of f(x) = |x| when a 于 1, h 斗 0, or
30. g(x) = |시 十 4 31. g(x) = |x —기
k 士 0. The vertex of the graph is located at (h, k).
The val니e of h indicates that the graph of g is a 32. g(x) = |x 十 11 — 2 33. g(x) = |x — 31 十 1
horizontal tran외ation of h 니nits of the graph of
Compare each function with f(x) = |x|. Describe
f. The value of k indicates that the graph of g is a
the graph of g as transformation of the graph of f.
vertical tran외ation of k units of the graph of f.
34. g(x) = 기x + 61 — 1 35. g(x) = —|x — 기 一 1
When |히 > 1, the graph of g is a vertical stretch
of the graph of f. When 0 玄 |히 드 1, the graph is 36. g(x) = —0.5|시 + 4 37. g(x) = ||x- 11 + 8
a vertical compression of the graph of f.
Write the function that incl니des absolute value
expressions for each graph.
Example
For the function g(x) = 기x + 31 — 4, find the
vertex and graph the function. Describe the
graph of g as a transformation of the graph of
f(x) = |x|.

The vertex is located at (h, k), so the vertex

of this graph is (—3, -4).
Graph the •function.

40. Use Structure Write two functions that have

The graph of g is a tran외ation of the graph of a vertex of (2, -1). @ MR7
/horizontally, 3 units to the left, and vertically
What function g describes the graph of f aft은r
4 units down. It is also a vertical stretch of the
the given transformations?
graph of f by a factor of 2.
41. f(x) = |x| + 3; tran이ated 1 니nit 니p and
5 units right

42. f(x) = |x — 11 十 5; tran외ated 2 units down and

4 units left

43. Make Sense and Persevere A traffic cone is

18 in. tall and 12 in. wide. Yo니 want to sketch
an image of the traffic cone on a coordinate
grid with one edge at (0, 0). What ‘hjnction
that inchjdes an absol니te value expression
could represent the traffic cone? What would
be the domain of the f니nction? Explain. ® MR1

TOPIC 5 Topic Review 213

 TOPIC Exponents and
Exponential Functions
Q TOPIC ESSENTIAL QUESTION

How do you use exponential functions to model situations

and solve problems?

Topic Overview Topic Vocabulary

envision™ STEM Project: • asymptote
Predict the F니ture Using Moore's Law • compound interest
6-1 Rational Exponents and Properties of • constant ratio
Exponents • decay factor
6-2 Exponential Functions • exponential decay

6-3 Exponential Growth and Decay • exponential ‘hjnction

• exponential growth
6-4 Geometric Seq니ences
• geometric sequence
6-5 Transformations of Exponential
• growth factor
Functions
• rational exponent
Mathematical Modeling in 3 Acts:
Big Time Pay Back

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model & Discuss, and Critique & Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

© real-world applications.

PRACTICE Practice what

（죄 Go online | PearsonRealize.com © yo니,ve learned.

214 TOPIC 6 Exponents and Exponential Functions

 । ＜》 ax
O Big Time Pay Back
Most people agree that investing yo니r money is a good idea. Some people
might advise you to put money into a bank savings acco니nt. Other people
might say that you should invest in the stock market. Still others think that

9
buying bonds is the best investment option.

D !do
Is a bank savings account a good way to let yo니r money grow? J니st how

』
L
m니ch money can you make from a savings acco니nt? In the Mathematical
Modeling in 3 Acts lesson, you'll see an intrig니ing situation abo니t an
investment option.

VIDEOS Watch clips to wpport GLOSSARY Read and listen to

Mathematical Modeling in 3 Acts Lessons
and envision™ STEM Projects.
© English and Spanish definitions.

TUTORIALS Get help from

CONCEPT SUMMARY Review
key lesson content through
© Virtual Nerd, right when you need it.

MATH TOOLS Explore math

m니Itiple representations.

ASSESSMENT Show what

© with digital tools and manipulatives.

yo니,ve learned.

TOHC 6 Exponents and Exponential Functions 215

 Video

topic6 project ^envision

••• STEM
Did You Know?
Moore's Law predicts advancements in many

근
digital electronics, stating that
xponentia
Moore's Law, 1965 (projected for 10 years):
The number of transistors in a chip will double
approximately every 12 months.

Moore's Law, amended 1975 (projected for 10 years):

The number of transistors in a chip will double
approximately every 24 months.

니
If you applied Moore's Law to space travel,
a trip to the moon wo d take one minute.

Corollary to Moore's Law: For a chip of fixed

size, the transistors will decrease in size by 50%
every 24 months.

If cars and transistors shrank at the

same rate, today's cars would be the
size of ants. Transistor Integrated Circuit Microprocessor

0 Your Task: Predict the Future London

Using Moore’s Law

니
You and yo r classmates will predict the features of a celhjlar phone

니released 3 years from now, and decide whether or not Moore's Law is
s stainable for the next 20 years.

216 TO이C 6 envision STEM Project Go 0히ine | PearsonRealize.com

 @Common Core State Standards HSN.RN.A.1, HSN.RN.A.2, MP.1, MP.3, MP.8 (즈］ o Activity Assess

6-1
Rational Exponents
a CRITIQUE & EXPLAIN

Students are asked to write an equivalent expres이on

for 3’3.
and Properties of Casey

Exponents Casey and Jacinta each write an expres이on on the 3—3 = -27
board.
시
14 PearsonRealize.com
A. Who is correct, Casey or Jacinta? Ex이ain.

니
B. Reason What is the most likely error
Jacinta
I CAN... use properties of that was made? ® MR2
exponents to solve eq ations 3____ 么
with rational exponents. 27

VOCABULARY
• rational exponent

‘? ESSENTIAL QUESTION What are the properties of rational exponents and how are they used to
s이ve problems?

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 1 Write Radicals U이ng Rational Exponents
A. Stamp A and Stamp B have the same area, but their side lengths are
expressed differently. How can you show that VI is the same as 22?

Use the properties of exponents to show

that \22J = 2.
GENERALIZE
UAU '
The Power of a Power Property is 8J5PM-
15JAN
(am)n = amn. This property holds (2：)WX2 느 1955 .
Power of a Power Property
for all integer exponents. How
does this compare to rational = 21 Multiply the exponents.
exponents? ⑨ MR8
=2 Simplify.

So, 사丁 is eq니ivalent to 27.

B. Stamp C has different 이de lengths. How

can you express @ using a rational
exponent?
As 7刀 is eq니ivalent to 2>, so V改 = 5\

In general, rational exponents are another

way to express radicals.

If the nth root of a is a real number and

m is an integer,

then a77 = W and a~ = Vi而 = (W)m.

© Try It! 1. How can yo니 write V2 니sing rational exponents?

LESSON 6-1 Rational Exponents and Properties of Exponents 217

 （흐 o Activity

EXAMPLE 2 Use the Product of Powers Property to Solve

Equations With Rational Exponents
What is the solution of （3 히（3 히 = 39?

STUDY TIP Rewrite the left side of the eq니ation with one exponent.
To multiply two powers with a
（3히 （3 휘 = 39
common base, keep the common
스十스
base and add the exponents. 32 3 = 39 Product of Powers Property
크 +그 Q
36 6 = 3너 Write the exponents with a common denominator.
5x
3T = 3으

으 = 9 The bases are the same, so set the exponents equal,

o

I （쯩 ） = | （9） Multiply both sides by 을.

x-54
x— 5

The sol니tion is 씋.

아^ Try It! 2. What is the solution of（24）（26） = 23?

EXAMPLE 3 Use the Power of a Power Property to Solve

Equations With Rational Exponents
A. What is the solution of 27x-4 = 3=—6?

27x_4 = 3=6

（33）“ = 32人-6 Rewrite 27 with a base of 3.

STUDY TIP
33x-12 = 32x—6
To find the power of a power, Power of a Power Property
keep the base and multiply the
3x- 12 = 2x-6 Write the exponents as an equation.
exponents.
3x — 12 — 3x = 2x — 6 — 3x

-12 = —x—6

—12 + 6 = —x — 6 + 6

-6 = -x

6=x

The solution is 6.
_스
B. What is the solution of （늠흐） 2 =

Step 1 Rewrite the eq니ation so both sides have the same base.
X X 己

（늠〒r=（A）= Rewrite 느 and & as powers of 5.

X 乂 己
（예도2）〒’

5쓰 = 5쓰+4
Power of a Power Property

CONTINUED ON THE NEXT PAGE

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218 TOPIC 6 Exponents and Exponential Functions
 w o Activity Assess

EXAMPLE 3 CONTINUED

Step 2 Write the exponents as an equation and solve.

3스 = 끄 + 4
2 3
COMMON ERROR 6（쯔） = 6（끌+ 4）
Remember to distribute across
both terms when multiplying. 9x = 4x + 24

9x — 4x = 4x + 24 — 4x

5x = 24
5x = 24
5 ” 5
x = 4.8
The sohjtion isx = 4.8.

© Try It! 3. What is the sohjtion of each eq니ation?

a. 256X+2 = 43x+9

vAPP 니 CATION. EXAMPLE 4 Use the Power of a Product Property to Solve

Equations With Rational Exponents
Adam is setting up for an outdoor concert. He places three square blankets
near the band as shown in the picture. What is the area of Blanket C?

Formulat은 스 Area = length • width

1 1

12 = 87 •

Area of Side Side

the grass length of length of
rectangle Blanket B Blanket C

Compute 서 Solve forx, the area of Blanket C.

12 = （》）（』）
Multiply the
12 = （8x）＞ * bases and keep
the exponent.
122= |（8x） 피2

144 = 8x Square both sides.

144 _ 8x
8 ” 8
18 = x

Interpret 스 The area of Blanket C is 18 yd2.

Check Compare the product of Jl8 and V8 to the rectang니lar area of 12.

（VWIK） =（8；）（1#）
= （8 •18》= 144；

= 12

i
© Try It! 4. When the side length of Blanket A is m니Iti이ied by 22 the result
is 6 yards. Find the area of Blanket A.

LESSON 6-1 Rational Exponents and Properties of Exponents 219

 【즈］ o Activity

APP 니 CATION EXAMPLE 5 Use the Quotient of Powers Property to Solve

Equations With Rational Exponents
Terrarium A and Terrarium B are cubes. The 이de length of Terrarium A is
twice the side length of Terrarium B. What is the value of x?

Terrarium A
V=2m3

Step 1 Write a proportion 니sing the side lengths.

오2三2

The ratio of the side lengths is 2.

=2
23
Step 2 Use properties of exponents to simplify.

4=2
23
STUDY TIP
스_1 \
To divide two powers with the 23 3 = 2 Quotient of Powers Property
same base, keep the common
x-1
base and subtract the exponents. 2^ = 2

之쓸‘ _ 之 -j 느三 Write 2 with an exponent.

Step 3 Equate the exponents and solve for x.

乂— 1 — i
3 - 1
x—1 =3

x=4

The vahje of x is 4.

（珍 Try It! 5. What is the value of x if the side length of Terrarium A is four
times the side length of Terrarhjm B?

220 TO미C 6 Exponents and Exponential Functions I 지 Go Online | PearsonRealize.com

 3. 0 == © Assess

CONCEPT SUMMARY Rational Exponents and Properties of Expon은nts

words] If the nth root of a is a real number and m is an integer, then

1 m ____
a77 = Va a~ = 幻5而 = CV百)m

Power of a Power Power of a Product Product of Powers Quotient of Powers

(am)n = amn (ab)m = am • bm 3m.an = am + n ^ = am-n, a^O

/ 1\ 1 1 . 1 111 1 1 1 1 1 ol 호 1
(256?)t = 2564 7 (4x9)2 = 42.97 164 x 164 = 16J七 윽 = 83“3
1 2 8〒 丄
= 2568 = 2.3 = 164 = 83

= 2 = 6 =16> = 2

=4

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Write each radical using rational exponents.
properties of rational exponents and how 7. J7 8.
are they used to solve problems?
9. 즈 10. 防

2. Communicate Precisely A sq니are has

an area of 15 ft2. What are two ways of 11. VF 12.4 頭
expressing its side length? ® MR6
Solve each equation.
3. Look for Relationships If 3X = 3y, what is the
13. (2#(2# = 25
r이ationship between x and y? ® MR7
14. (4)(4스) = 48
4. Error Analysis Corey wrote as 42. What
error did Corey make? ® MR3
15. 64X+1 =4x+7
5. Reason When is it 니sef니I to have rational
exponents instead of radicals? ® MR2 16. 16(x-3) = /수)

6. Vocabulary How are rational exponents

different than whole number exponents?
G느)-1=(|广1
How are they the same?

LESSON 6-1 Rational Exponents and Properties of Exponents 221

 Scan for I令I ⑥ Practice Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE

19. Make Sense and Persevere Describe two ways Write each radical using rational exponents.
to express the edge length of a c니be with a SEE EXAMPLE 1

v이ume 다!own. ⑨ MR1 25. V3 26. V7

27. 淳 28. 뜌
29. Q 30. @

Solve each equation, see examples 2-5

(5#(5a (2》 = 26

33.(3^1) =(3"쯔) 34. 62 5 =3 = 253x-2

20. Look for Relationships If a rational exponent
represents the c니be root of xm, how does the _스 _스 +1
*(AF = G)2 36. 8* = 4
rational exponent change as m increases? ⑨ MR7

X 1 X 38. 3
21. Error Analysis Describe and correct the error 37.49a- = 343J
= (#)(』)

a student made when starting to solve the

eq니ation 8X+3 = 22x-5. ⑨ MR3 40.끄=1
39. 2 = (4)(2히

34

2 스
41. 5-J = 1쓰 42. 으그 = 1
255 36->

For each partial solution, identify the property of

exponents that is used, see examples 2-4

43.
22. Construct Arguments The Power of a Quotient 스乂
rule is (은')퍼 = 은： b / 0. Will this rule work 363 = 2165
X
스
with rational exponents if 우 is a po외tive 6 2
F = (63F
number? Give an example to s니pport yo니r 2X
I 3x
r 3
argument. ® MR3 = 6r

23. Higher Order Thinking The Zero Exponent

Property is a0 = 1, a 牛 0.

a. How could you use properties of exponents 44.

to explain why a0 = 1 ?
츠 3
34 -4
b. How could the Zero Exponent Property be 클 = 3 4
applied when solving eq니ations with rational 34
exponents? 오스—! -1
=3-4
24. Use Structure Consider the expression 刀625 .
® MP.7
a. Write the radical 니sing rational exponents.

b. Describe two different ways to evaluate the

expression.

c. Simplify the expression from part (b).

222 TOPIC 6 Exponents and Exponential Functions |히 Go Online | PearsonRealize.com

 I 츠*I ⑥ Practice ⑮ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY】 ASSESSMENT PRACTICE

45. Use Appropriate Tools The form니a for the 48. Match each expression with its equivalent
volume 1/ of a sphere is What is the radi니s expres 이 on.
of the basketball shown? ® MR5 I. Q A. 2느

5
II. 75 B. 2a
4
iii. VF c. 21
IV. V2 D. 51
스
49. SAT/ACT What is the value of x in 272 = 3X-1?

®-3
®-2

46. Use Structure A singing contest eliminates ©2

contestants after each round. A rational ®3
exponent 느느, where n represents the round
of the competition is used to determine the 50. Performance Task It is possible to write any
number of contestants that will go to the next positive integer as the sum of powers of 2 with
round. The number of contestants in Round whole number exponents. For example, you
2 is 243. How many contestants will be in can write 75 in the following manner.
Ro니nd 5? ® MR7
2° + 21 + 23 + 26 = 75

47. Make Sense and Persevere Photos A, B, and

Part A Use the equation above to write 75
C are all square photos. The area of Photo C is
as the sum of powers of 8Z using rational
the same as a rectangular photo whose length
exponents. What are possible vahjes for a, br
is the side length of Photo A and whose width
c and cf?
is the side length of Photo B. Use the properties
8a + 8b + 8c + 8c' = 75
of rational exponents to write and solve an
eq니ation to find the side length of Photo A to
Part B How can you modify the equation yen』
two decimal places. ® MR1
wrote in part A to express 75 as sum of powers
of 16?
16a + 16으+ 16c+ 16d = 75

Part C Given that a, b, c, and d are rational

numbers, for what types of integer values of
x is the following equation tr니e? Explain your
Photo A Photo B Photo C answer.
Area = x cm2 Area = 72 cm2 Area = 110 cm2 쏘 + 乂匕 + 사 + 乂어=乃

LESSON 6-1 Rational Exponents and Properties of Exponents 223

 ⑨Common Core State Standards HSF.IF.B.4, HSF.IF.B.5, HSF.IF.B.6, HSEBF.A.1, w 0 Activity Assess
HSELE.A.1,HSELE.A.1.A, MP.1.MP.3fMp.7 ---- 으 느

6-2
Exponential
EXPLORE & REASON

Use two pieces of 8| in.-by-11 in. paper. Fold one of the pieces of paper
accordion-style for five folds. Fold the other in half for five folds. After
Functions each fold, unfold each piece of paper and count the total number of
rectangular sections.

I 令I PearsonRealize.com

I CAN... describe and graph

exponential functions.

VOCABULARY
• asymptote
• constant ratio
• exponential function

A. Find the pattern relating the number of folds to the number of sections
for each folding style. What do yo니 notice?

B. Make Sense and Persevere Explain why the two different folded styles
of paper produce different res니Its. ® MR1

Q ESSENTIAL QUESTION
What are the characteristics of exponential functions?

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 1 Key Features of
A. What does the graph of f(x) = 2X look like?
f(x) = 2X

The table and graph show f(x) = 2X.

As x-values
approach
—oo,y-values
COMMON ERROR approach 0.
The graph of f(x) = 2X does not
have a y-value of exactly 0, so it
does not have an /-intercept.

They-intercept is 1.

B. What are the characteristics of the graph of f(x) = 2X?

The graph of f(x) = 2X is continuous between and beyond the x-val니es

shown, so the domain is all real numbers.

CONTINUED ON THE NEXT PAGE

224 TOPIC 6 Exponentsand Exponential Functions I 지 Go Online | PearsonRealize.com

 a. o Activity Assess

EXAMPLE 1 CONTINUED

The function gets closer and closer to the x-axis, but never quite reaches it.
When a f니nction approaches a line in this manner, the line is called an
asymptote.
The asymptote of f isy = 0. The range isy > 0.

© Try It! 1. Identify the key features of the function f(x) = bx for b = 2 and

APPLICATION Q EXAMPLE 2 Graph Exponential Functions

A network administrator uses the
function /(x) = 5X to model the

w』
number of computers a virus spreads

I
to after x hours. If there are 1,000

E
computers on the network, about

』
how many hours will it take for th은
virus to spread to the entire network?

Step 1 Make a table. ¥

r:E
=

w
El
Step 2 Graph the •hjnction.
=
STUDY TIP
¥ w
SJalndEOU

When graphing an exponential

function, choose a scale for the
vertical axis so that the relevant

』』
domain is shown.
M-o
_
When y is 1,000,
Jaqlur-N

x is about 4.3.

Ho 니 rs

Step 3 Use a calc니lator to check if yo니r answer,

54-3 = 1,012.91, is close to 1,000. / |53 ]
1012.910373 |

It will take the virus about 4.3 ho니rs

to spread to the entire network.

© Try It! 2. How long will it take for the virus to spread to 50,000 computers?

LESSON 6-2 Exponential Functions 225

 w o Activity Assess

CONCEPT Exponential Function

An exponential function is the product of an

initial amount and a constant ratio raised to
f(x) = a • bx
a power. Exponential functions are modeled
니sing f(x) = a • bx, where a is a nonzero a is the initial b is the
constant, b > 0, and b 5Al. amount. constant ratio.

EXAMPLE 3 대
Write Exponential Functions
서

A. What is the written form of the function represented by the table?

STUDY TIP
Note that exponential functions X The initial amount is 4.
have constant ratios rather than
differences. 0 4 )12 三 4 = 3

1 12 )36 —2 = 3
2 36
)108 占 36 = 3 The constant ratio is 3.
3 108 )324 三 108 = 3
4 324

In f(x) = a • bx, substitute 4 for a and 3 for b.

The function is f(x) = 4(3)x.

B. What is the written form of the function represented by the graph?

In f(x) = a • bx, substitute 128 for a and | for b.

The function is f(x) = 128匕)乂

Try It! 3. Write an exponential function for each set of points.

a. (0, 3), (1, 12)f (2, 48), (3, 192), and (4, 768)

b. (0z 2,187), (1f 729), (2, 243), (3, 81), 리)d (4, 27)

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226 TOPIC 6 Exponents and Exponential Functions
 (크 o Activity

APP 니 CATION 0 EXAMPLE 4 Compare Linear and Expon은ntial Functions

Talisha is offered two pledge options for donating to a charity. Which
option will increase the pledge amount faster over time?

Option A: $100 for the first week, and each week after that the amo니nt
increases by $25

Week Payment ($) Initial value

0 100 - 〉25

1 125 5+25
2 150
)+25
3 175 )+25 - Constant increase
4 200
)+25
5 225

Option B: $1 for the first week, and each week after that the amo니nt triples

| Week |
Payment ($) Initial value
1
0 )x3
1 3
)x3
2 9 )x3 * Constant ratio
CONSTRUCT ARGUMENTS
Will an exponential model with a 3 27 ,x3
base greater than 1 always have a 4 81
)X3
greater rate of change over time?
5 243
Explain. ® MR3

Option A is a linear ‘hjnction and increases at a constant rate.

Since the ratio of consec니tive terms in Option B is constant, the exponential

function will increase faster over time.

Try It! 4. Identify each •hjnction as linear or exponential. Explain.

a. f(x) equals the number of branches at level x in a tree

diagram, where at each level each branch extends into
4 branches.

b. f(x) eq니als the number of boxes in row x of a stack in which

each row increases by 2 boxes.

LESSON 6-2 Exponential Functions 227

_ W © ：：=y ©유
@ CONCEPT SUMMARY Exponential Functions

Exponential Functions are modeled using f(x) = a • bx, where a is the initial amount
and b is the constant ratio.

fa>1 0<b< 1

f(x) = 81(|)X
ALGEBRA fM = 2(3)x

)x 2
-
3
2
-

5x
3
2
-
3
2
-

5x
3
2
-
3

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION What are the Graph each function.
characteristics of exponential ■hjnctions? 5. f(x) = 3X 6. f(x) = Qf

2. Look for Relationships How can yo니 tell Write each exponential function.
whether the graph of a f니nction of form
f(x) | 8.
f(x) = abx will increase or decrease from left
to right? ® MR7

3. Make Sense and Pers은vere Why is b 1 a

condition for f(x) = abx? ® MR1

4. Error Analysis Martin says that f(x) = 2(4)x

starts at 4 and has constant ratio of 2. What
error did Martin make? Explain. @ MR3

228 TOPIC 6 Exponents and Exponential Functions 우지 이

Go 0 ine | PearsonRealize.com
 Scan for (호! 우 Practice Tutorial

@ PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE

9. Make Sense and Persevere An exponential Identify the key features of each exponential
f니nction of form f(x) = bx includes the points function, see example i
(2, 16), (3, 64), and (4, 256). What is the vah』e 15. f(x) = 4x 16. f(x)=(|)X
of b? ® MP.1

10. Reason Is y = 0 the asymptote of all Graph each exponential function, see example 2

functions of the form f(x) = abx? Explain yo니r 17. f(x) = 0.5x 18. f(x) = 6x
reasoning. ® MR2
19. f(x) = 2(3)x 20. f(x) = 4(|)X
11. Error Analysis Describe and correct the error
a student made in writing an exponential
Write each exponential function, see example 3
function. ⑨ MR3

X f(x) X f(x)

Starting value = 6 0 2 0 4
Constant ratio = 1 8 4
1 J
fW = 6(y)x Y 2 32
4
f(x) = 2X 3 128 2 9
4 512 4
3 27
4
12. Use Structure The function f(x) = 4(；) is 4 8T

graphed below. Describe how the graph would

change for a > 4 and 1 < a < 4. ® MR7

13. Higher Order Thinking The exponential

function f(x) = 2X increases as x increases.
Do all exponential f니nctions behave this
Tell whether each function is linear or exponential.
way? Use algebraic reasoning to s니pport
Explain your reasoning, see example 4
yo니r answer.

14. Use Structure What happens to the graph of

an exponential function when the initial val니ez
a, is less than 0? Explain. ® MR7

LESSON 6-2 Exponential Functions 229

 ⑮ Tutorial
I'즈I ⑥ Practice
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

A쓰L ASSESSMENT PRACTICE

26. Make Sense and Persevere Write an 29. Consider the function f(x) = 3(5)x.
exponential function to model earthquake
The y-intercept is.
intensity as a function of a Richter Scale number.
How can yen」use your function to compare the The asymptote is.
intensity of the 1811 New Madrid and 1906 San The domain is.
Francisco earthquakes? ® MR1
The range is.

30. SAT/ACT What is the y-intercept of f(x) = 8g) ?

®0

®I
© 1
®2

®8

31. Performance Task A gardener can increase the

number of dahlia plants in an ann니al garden by
either buying new bulbs each year or dividing
27. Model With Mathematics A television show the existing bulbs to create new plants. The
will be canceled if the estimated number of table shows the expected number of b니lbs for
viewers falls b이ow 2.5 million by Week 10. Use each method.
the graph to write an exponential f니nction to
model the situation. If this pattern continues,
will the 아ww be canceled? @ MR4
(Su

M-o 으
=
u
느
Joqlunz

Part A For each method, write a f니nction

to model the expected number of plants for
Week
each year.
28. Make Sense and Persevere The table shows the
Part B Use your f니nctions to find the 은xpected
number of algae cells in pool water samples.
number of plants in 10 years for each method.
A pool will t니rn green when there are 24 million
algae cells or more. Part C How does the expected number of
Write and graph an Number of
plants in five years compare to the expected
exponential function Day Algae Cells
number of plants in 15 years? Explain how
to model the expected 0 2000
these patterns co니Id affect the method the
number of algae cells 1 10,000 gardener decides to use.
as a function of the
2 50,000
number of days. If the
3 250,000
pattern contin니es, in
how many days will the 4 1,250,000
water turn green?
® MP.1

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 ⑨ Common Core State Standards HSN.Q.A.3, HSA.S요.A.1.B, HSA.SSE.B.3.C, (초 0 Activity
HSA.CED.A.2, HSF.LE.A.1 .C, HSF.LE.A.2, HSELE.B.5, MP.3, MP.4, MP.7 르”

EXPLORE & REASON

Exponential
Growth and Decay

!<지 PearsonRealize.com

I CAN... use exponential

functions to model situations
and make predictions.

VOCABULARY
• compound interest
• decay factor
• exponential decay
• exponential growth
• growth factor

Q ESSENTIAL QUESTION What kinds of situations can be modeled with exponential growth or
■■■■■■■으^^^수 exponential decay functions?

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 1 Exponential Growth
The population of Hillville grows at an
annual rate of 15%. What will the
estimated population of Hillville be in
Welcome
five years? To
You can model exponential growth with a
HILLVILLE
function f(x) = a. bx, where a > 0 and b > 1. Population: 5,000

f(x) = a •

f(x) = a(1 + r)x

An exponential growth function has a growth factor

that is equal to 1 plus the growth rate.

Step 1 Write the exponential growth f니nction that models the expected
MODEL WITH MATHEMATICS
In an exponential growth pop니lation growth.
situation, the change iny is Let x = time in years, a = initial amo니nt, and r = growth rate.
always proportional to the value
ofy itself; that is, with greater f(x) = a(1 + r)x
y-values, the function increases
= 5,000(1 +O.15)x
more rapidly. What other
exponential growth situations = 5,000(1.15)x
can you think of? ® MR4
The function is f(x) = 5,000(1.15)x.
CONTINUED ON THE NEXT PAGE

LESSON 6-3 Exponential Growth and Decay 231

 w o Activity

EXAMPLE 1 CONTINUED

COMMON ERROR Step 2 Find the expected population in 5 years.

You may incorrectly record a f(5) = 5,000(1.15)5
decimal number when you are
finding "how many" people. 紀 10,056.79
Remember that the number of
In 5 years, the pop니lation is expected to be abo니1 10,057.
people should be a whole number.

(珍 Try It! 1. The population of Valleytown is also 5,000, with an ann니al

increase of 1,000. Can the expected pop 니 lation for Vai ley town
be modeled with an exponential growth f니nction? Explain.

CONCEPT Interest

Interest is calculated in two ways: simple interest and compound interest.

Simple interest is interest paid only on the principal.
Compound interest is interest that is paid both on the principal and on the
interest that has already been paid. The compound int은rest formula is an
exponential growth function.

Compound Interest Formula

LOOK FOR RELATIONSHIPS … (1+

How is the compound interest
formula related to f(x) = a(1 + r)x?
A = amount paid
® MR7
P = principal amount
r = rate of interest
n = number of times per year the interest is compounded
t = time in years

The graph below shows $10 at 5% simple interest and at 5% interest

compounded quarterly.

232 TOPIC 6 Exponents and Exponential Functions I 令I Go Online | PearsonRealize.com

 a. o Activity

APP 니 CATION EXAMPLE 2 Exponential Models of Growth

Kimberly's family invested in a
Certificate of Deposit (CD) for her
when she was born. The interest
is compounded quarterly.
Amount Deposited: $3,000.00
Annual Interest: 8%
A. What is the value of the CD at
Interest compounded quarterly
the end of five years?

Use the compound interest

USE STRUCTURE form 니 a.
Use the order of operations
when entering your numbers on a …(i+2rt
calculator. How can the omission The principal amount is 3,000. The rate of
of parentheses change your = 3,000(1 + 浮)4t
interest is 8%, or 0.08. The number of times
answer? ⑨ MR7 per year the interest is calculated is 4.
= 3,000(1 + 0.02)4t

= 3,000(1.02)4t The 8% interest is paid over 4 periods,

so 2% interest is paid each period.
= 3,000(1.02)4(5)

= 4,457.84

At the end of five years, the value of the CD will be $4,457.84.

B. Will the value of Kimberly's CD be greater after 15 years if it is

compounded annually rather than quarterly?

Compare the exponential function you found in Part A with arm니al

REASON
compounding (n = 1) over the same 15 years.
The simple interest forrmda is
4 = P(1 + rt). How is simple Quarterly: Annually:
interest similar to annual
compounding? How is it 人 = 3,000(1.02)4f _p(i+2 rt Since the interest is only
different? ® MR2 )
구(*] 5 compiled once per year,
= 3,000(1.02)4x15 =3,000(1+으스으)
the entire 8% interest is
paid one time.
= 3,000(1,02)60 = 3,000(1.08)15

= $9,843.09 = $9,516.51

The val니e of Kimberly's CD will be less if the interest is compounded annually

rather than q니arterly.

Try It! 2. a. What will be the difference after 15 years if the interest is
compounded semiannually rather than quarterly?

b. What will be the difference after 15 years if the interest is

compounded monthly rather than q니arterly?

LESSON 6-3 Exponential Growth and Decay 233

 〔H] o Activity Assess

APP 니 CATION 혀 EXAMPLE 3 Exponential Decay

A video is labeled a fan favorite if it receives at least 1,000 views per day.
Amelia posts a video that gets 8,192 views on the first day. The number of
views decreases by 25% each day after that. In how many days total will
the video stop being a fan favorite?

You can model exponential decay with a f니nction

USE STRUCTURE
How does the exponential of the form f(x) = a • bx, where a > 0 and 0 < b < 1.
f(x) = a • bx
decay function differ from
the exponential growth The d은cay factor is 1 minus the decay rate.
f(x) = a(1 — r)x
f
function? ® MR7

r is the decay
rate.
Step 1 Mod이 the sit니ation.
Let x = time in years, a = initial amount, and r = decay rate.

f(x) = a(1 - r)x

= 8,192(1 — 0.25)x
The decay factor is written as a
= 8,192(0.75)x decimal less than 1.

Step 2 Write an equation to find x if f(x) = 1,000.

1,000 = 8,192(0.75)x

Step 3 Estimate the sohjtion of the eq니ation using a graphing calculator.

Use the table feature to find the

value ofx wheny < 1,000.

The video will stop being a fan favorite in 8 days.

© Try It! 3. Suppose the number of views decreases by 20% per day. In how
many days will the number of views per day be less than 1,000?

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 w o Activity

APP 니 CATION EXAMPLE 4 Exponential Models of Decay

The number of pika in a region is decrea이ng.
How does the decrease in the pika population
for years 1 to 5 compare to the population for
years 6 to 10?
Write an exponential decay function to model
the situation.

f(x) = a(1 — r)x

= 144(1 — 0.08)x
Initial population: 144 pikas
f(x) = 144(0.92/

Find the average rate of change for each interval.

Year 1 to Year 5: 1 < x < 5 Year 6 to Year 10: 6 < x < 10

f(1)« 132 f(5) = 95 f(6) 幻 87 f(10) 幻 63

STUDY TIP 95 —132 = 三크 = -9.25
63 — 87 = 弓으 = -6
Use the slope form니a to find the 5- 1 10 — 6
average rate of change between
For years 1 to 5, the pika population decreases by an average of 9.25 pikas
two points:
per year. For years 6 to 10 the pika population decreases by an average
72-川
m= of 6 pikas per year. The average rate of change for the pika population
%2 —乂 1
decreases as years increase.

© Try It! 4. How would the average rate of change over the same intervals
be affected if the population increased at a rate of 8%?

APP
< 니 CATION
.'■■■. __ EXAMPLE 5 Exponential Growth and Decay
Rich is comparing the cost of maintaining his car with the depreciating value
of the car. When will the cost and value be the same?

Value: starts at Maintenance cost: $500

$20,000, decreases the first year, increases by
by 15% per year. 28% per year.

Formulate 스 Write the exponential functions.

Value of the car: f(x) = 20(0.85)x

(spuesnoln.)

Cost of maintenance: g(x) = 0.5(1.28)x

Compute 스 Solve by graphing.

Find the point of intersection: (9, 4.5).

Interpret 서 The value of the car and the cost of

maintenance are both about S4,500 at
$0
9 years. 0 2 4 6 8 10
Years

⑬ Try It! 5. Explain how to use tables on a graphing calc니lator to answer

this question.

LESSON 6-3 Exponential Growth and Decay 235

 w ©읾빠
｛저 CONCEPT SUMMARY Exponential Growth and Decay

Exponential Growth Exponential Decay Compound Interest

ALGEBRA,► f(x) = a • bx f(x) = a • bx f(x) = a • bx

I …(1=f
f(x) = a(1 + r)x f(x) = a(1 - r)x

NUMBERS,► f(x) = 4(1 +0.5)x f(x) = 4(1 — 0.5)x = 5(1+씔之)2t

WORDS 시► initial value: 4 initial value: 4 principal: 5

growth rate: 50% decay rate: 50% annual interest rate: 12%
growth factor: 1.5 decay factor: 0.5 periods per year: 2

GRAPHS

0 Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION 】 Write an exponential growth or decay function
situations can be modeled with exponential for each situation.
growth or exponential decay functions? 5. initial value of 100 increasing at a rate of 5%

2. Vocabulary What is the difference between 6. initial vahje of 1,250 increasing at a rate
single interest and compound interest? of 25%

3. Error Analysis LaTanya says that the growth 7. initial vahje of 512 decreasing at a rate of 50%
factor of f(x) = 100(1.25)x is 25%. What
mistake did LaTanya make? Explain. ® MR3 8. initial vahje of 10,000 decreasing at a rate
of 12%
4. Look for Relationships Why is the growth
factor 1 十 /"for an exponential growth 9. What is the difference in the value after
f니nction? ® MR7 10 years of an initial investment of $2,000
at 5% annual interest when the interest is
compounded quarterly rather than ann니ally?

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⑮ Tutorial

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Additional Exercises Available Online

UNDERSTAND PRACTICE 서

10. Look for Relationships How is an exponential Write an exponential growth function to model
growth function of the form f(x) = a(1 + r)x each situation, see example 1
related to an exponential f니nction of the form 15. initial vahje: 20 16. initial vahje: 100
f(x) = a • bx? ® MP.7 growth factor: 1.25 growth factor: 1.05
11. Generalize What is the asymptote of the graph
Compare each investment to an investment of
of an exponential growth or exponential decay
the same principal at the same rate compounded
function? Explain yo니r reasoning. @ MR8
annually, see example 2

12. Error Analysis Describe and correct the error 17. principal: $8,000 18. principal: $10,000
a student made in writing an eq니ation to find ann니al interest: 6% ann니al interest: 3.5%
the ann니al vakje of an investment of $1,000 at interest periods: 4 interest periods: 2
4% annual interest compounded semiannually. number of years: 20 number of years: 5
⑨ MP.3
Write an exponential decay function to model each
situation. Then estimate the value of x for the
A = 1,000(1+ 0.04)4t
given value of f(x). see example 3
= 1,000(1.04)4t
19. initial vakje: 100 20. initial val니e: 5,000
decay factor: 0.95 decay factor: 0.7
f(x) = 60 f(x) = 100

Write an exponential decay function to model each

13. Use Appropriate Tools Describe how you co니Id
situation. Compare the average rates of change
니sea graphing calculator to estimate the value
of x when f(x) = 8(1.25)x equals 15. ® MR5 over the given intervals, see example 4

21. initial value: 50 22. initial val니e: 25

14. Higher Order Thinking In Example 2, you used decay factor: 0.9 decay factor: 0.8
the form니a A = P(1 + ^)nt to solve problems 1 < x < 4 and 2 < x < 4 and
involving compound interest. 5 <x< 8 6 <x< 8

a. How is the growth factor of a (1두00 that

우니0 Write an exponential function to model the data in
models compound interest affected as n each table. Identify the growth or decay factor.
increases? Explain. SEE EXAMPLES 1—4

b. Copy and complete the table.

c. What is the relationship between the value Model each pair of situations with exponential
of the function and the change in the functions f and g. Find the approximate value of x
growth factor as n increases? Explain. that makes f(x) = g(x). see example 5

25. f: initial value of 100 decreasing at a rate of 5%

g: initial vahje of 20 increasing at a rate of 5%

26. f: initial vahje of 40 increasing at a rate of 25%

g: initial value of 10,000 decreasing at a rate
of 16%

LESSON 6-3 Exponential Growth and Decay 237

 Practice Tutorial
© PRACTICE & PROBLEM SOLVING

APPLY： ⑧ ASSESSMENT PRACTlE己

27. Model With Mathematics A plant will 30. Classify each function as an exponential growth
become invasive when the number of plants function or an exponential decay f니nction.
reaches 10,000. Model the situation with an
f(x) = 2(1.02)x
exponential growth f니nction. How many years
will it take for the plant to become invasive? f(x) = 5000(3)x
Explain how you found 나’le solution. ⑨ MR4 f(x) = 7500(0.91 )x

f(x) = 189(1 — 0.25)x

f(x) = 2485(1 + 0.25)x

31. SAT/ACT Which function mod이s the value in

x years of an investment at 3% annual interest
compounded q니arterly?

® 150(1 - 0.03)4x

® 150(1 +0.03)4x

28. Look for Relationships Joshua invests $500 at © 150(1 — 0.03)x

the interest rate shown. F이ix invests $1,000 in ® 150(1 + 0.0075)4x
an acco니nt with the same compounding, b니t at
® 150(1 — 0.0075)x
6% interest rate. Model each investment with
an exponential growth •hjnction. Whose money 32. Performance Task Isabel has $10,000 to invest.
will double first? Explain. @ MR7 She is chocking between the three investment
opport니nities shown.

Investment l Investment Number of ]

소 Special! Annual Interest
Interest Periods
Annual Interest Rate: 7.8%
A 4% 1
Interest Period: 2 per year
B 4% 4
C 4.2% 1

29. Make Sense and Persevere Write and graph Part A Write a function for each investment to
exponential f니nctions to model the number model its vahje in x years.
of st니dents at School A and at School B as a
■function of number of years. In abo니t how Part B S니ppose Isabel only wants to invest her
many years will the number of st니dents at both money for five years. Which investment will

schools be approximately the same? Explain have the greatest value in five years?
how yo니 can 니se a graph to determine the
Part C Which investment will make Isabel a
answer. ® MR1
millionaire first?

School A School B

슬tStd
240 students 180 students
decreasing at increasing at
an annual rate of 2% an annual rate of 3%

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 ⑨Common Core State Standards HSF.IF.A.3, HSF.BF.A.2, HSELE.A.2,
MP3, MP.7, MP.8
［흐］ o Activity
르
하 Assess

6-4
Geometric
EXPLORE & REASON

A seating plan is being designed for Section 12 of a new stadium.

Sequences

I 令I PearsonRealize.com

I CAN... identify and

니
describe geometric
seq ences.

VOCABULARY
• geometric seq ence 니 A. Describe the pattern.

B. Write an equation for this pattern.

C. Use Structure Row Z of Section 12 m니st have at least 75 seats. If the

pattern contin니es, does this seating plan meet that req니irement? J니stify
your answer. ® MR7

Q ESSENTIAL QUESTION
How are geometric sequences related to exponential functions?

EXAMPLE 1 Identify Arithmetic and Geometric Sequences

Is each sequence an arithmetic or a geometric sequence?

A geometric sequence is a number seq니ence in which each term after the

first term is fo니nd by m니tiplying the previews term by a common ratio.

Look for a common difference or a common

ratio between consecutive terms.
STUDY TIP
A 3 2 으 으 1으 Divide the second term by the
The common ratio is the fixed vj —i 주/ qj 方7*
no common first term in each consecutive
number used to find terms in a difference pair to find the common ratio.
2 - 3 = -1 | - 2 = -j
geometric sequence. The common
ratio cannot be zero.
2=|
H=i 8 4= 2
9 ' 3 “ 3
J6 8 _ 2
27 ^9 “3

The seq니ence does not have a common difference, b니t

has a common ratio of so it is a geometric sequence. There is a
common
B. 3, 4.5, 6, 7.5, 9, ... difference.

4.5 - 3 = 1.5 6 - 4.5 = 1.5 7.5 — 6 = 1.5 9 - 7.5 = 1.5

The sequence has a common difference of 1.5f so it is an arithmetic

seq 니 ence.

© Try It! 1. Is each sequence an arithmetic or a geometric sequence?

Explain.

a. 1, 2.2, 4.84, 10.648, 23.4256, ... b. 1, 75, 149, 223, 297, ...

LESSON 6-4 Geometric Sequences 239

 w 0 Activity Assess

0 EXAMPLE 2 Write the Recursive Formula For a Sequence

What recursive formula describes the geometric sequence
8,12,18,27,40.5,...?
STUDY TIP
Recursive formula:
Remember, you used explicit and
recursive formulas with arithmetic 日n = r(an-1)
sequences. In an explicit
definition, the output for any term nth term common previo니s
depends on the term number. In ratio term
applying a recursive definition, Find the common ratio.
the output is used as the next
12 = 18 = 27 = 40.5 = 3
input. 8 “ 12 ” W ““27"“ 2

The common ratio is

an = |(an_1) Substitute | for r.

The rec니rsive form니a is an = where the initial condition is 허 = 8.

© Try It! 2. Write the recursive formula for the geometric seq니ence
3,072,768, 192,48, 12, ....

EXAMPLE 3 Use the Explicit Form비a

What is the 10th term in the sequence shown in Example 2?

Explicit form니a:

an = 引(少—1
nth term first common
term ratio

The first term is 8. The common ratio is

저10 = 8 (I)

= 307.546875

The 10th term in the seq니ence is 307.55 ro니nded to the nearest h니ndredth.

© Try It! 3. What is the 12th term of the sequence described?

Initial condition is 3.
Rec니rsive formula is an = 6(an_^).

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 E〕 © Activity Assess

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 4 Connect Geometric Sequences and Expon은ntial Functions
The number of subscribers to a blog doubles each week.

How can th은 trend in subscribers be modeled?

The number of s니bscribers doubles each week, so an exponential f니nction

models the situation. The initial number of s니bscribers is 5, and that number
do니bles each week.
f(x) = a • x is the number of we은ks since the
blog started. Consider the week it
f(x) = 5(2)x started Week 0.

initial value constant ratio

The trend can also be modeled as a geometric seq니ence with an initial vahje
of 5 and a common ratio of 2.

8n = 러"-1

an = 5(2)°-1 Substit니te 5 fora1f 2 forr.

The number of subscribers changes by a constant ratio, so both an

exponential function and a geometric sequence can model the sit니ation.

© Try It! 4. How many s니bscribers will there be in Week 9 if the initial
number of subscribers is 10?

LESSON 6-4 Geometric Seq니ences 241

 (흐 0 Activity

V APP 니 CATION EXAMPLE 5 Apply the Recursive and Explicit Formulas

The number of people attending the
annual Town International Food Festival
has decreased 20% each year since th은
first year.
Annu히I Town
A. How can the attendance for
International
the first 5 years be modeled?

The attendance is declining at a

constant rate of 20%, so a geometric
seq니ence can model the trend.

Find the common ratio. The common

ratio is the decay factor here.

1 -r
Attended Last Year!
1 -0.2 = 0.8

Write a rec니rsive formula to describe

the trend.

an = r(차n-1)

an = 0.8(3n_心 Substitute 0.8 forr.

The rec니rsive formula is an = 0.8(an_^, where the attendance at the first

festival is a1 = 1,250.

B. If the trend continues, what will the attendance be in 10 years?

Use the explicit form니la to find the attendance in year 10.

an = 허 (r)、1

GENERALIZE a10 = 1,250(0.8)1°-1

How is the form of a geometric a10 = 1,250(0.8)9
sequence related to the types
of questions that can be Use a calculator to evahjate the expression.
answered efficiently using
that form? ® MR8 I 1250x(4/5)9 배
167.77216 I

Attendance in 10 years will be abo니t 168 people.

@ Try It! 5. The formula an = 1.5(an_l) with an initial value of 40 describes a

sequence. Use the explicit formula to determine the 5th term of
the sequence.

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 3. 0 ::Sfy © Ass-
재 CONCEPT SUMMARY Ex이icit and Recursive Formulas
Explicit formula Recursive formula

ALGEBRA an = a#-1 an = r(an—1)

nth first common nth common previo 니 s
term term ratio term ratio term

Initial condition: a1 is the first term

NUMBERS an - 2(3)n-1 an = 3(an_!)

허= 2

GRAPH

© Do You UNDERSTAND? Do You KNOW HOW?

1•입
ESSENTIAL QUESTION J How are Determine whether the sequence is an arithmetic
geometric sequences related to exponential or a geometric sequence. If it is geometric, what
functions? is the common ratio?

5. 30, 6, 1.2, 0.24, 0.048, ...

2. Vocabulary How are geometric sequences
similar to arithmetic sequences? How are 6. 0.5, 2, 8, 32, 148, ...
they different?
Write the recursive formula for each geometric
3. Error Analysis For a geometric seq니ence
sequence.
with 허 = 3 and a common ratio r of 1.25,
Jamie writes an = 1.25 • (3)n—1. What 7. 640f 160, 40f 10, 2.5, ...

mistake did Jamie make? ⑨ MR3

8. 2, 5, 12.5, 31.25, 78.125, ...

4. Generalize Is a sequence geometric if each

term in the seq니ence is x times greater than 9. What is the recursive formula for a sequence
the preceding term? ® MR8
with the following explicit form니a?
3n = 1.25.(3)"-1

10. A sequence has an initial value of 25 and a

common ratio of 1.8. How can yo니 write the
seq니ence as a function?

LESSON 6-4 Geometric Sequences 243

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비 이
Additional Exercises Availa e 0 ine

UNDERSTAND PRACTICE,

11. Make Sense and Persevere Explain how to Determine whether the sequence is a geometric
write a formula to describe the sequence sequence. If it is, write the recursive forrruila.
1, 3, 9f 27, 81, 243, .... ©MR1 SEE EXAMPLES 1 AND 2

12. Look for Relationships How are geometric 17. 8, 12, 18, 27, 40.5, ... 18. 3,111 으, ...
seq니ences related to exponential growth
20 10 8 2 4 2
and decay f니nctions? Explain yo니r 19. 1f 3/ ••• 드'‘*• g r 흐/ 스/ g/ 흐/ ■■•

reasoning. ® MR7
?? ? 8 32 128 512
21. 1f 1, 2, 3f 5, ...
' T 9 z 27 z 81 ' …
13. Error Analysis Describe and correct the error
a st니dent made when writing a recursive 23. 1, 1.2, 1.4, 1.6, 1.8, ... 24. 느 2, 8, 32z 128, ...
formula from an explicit formula. @ MR3
25. 9, 18, 36, 74f 144, ... 26. 4, 20, 100, 500, ...

Explicit formula Write the recursive formula for the sequence

an = 210 • (&)"_1 represented by the explicit formula, see example 3
27. an = |(10)n-1 28. an = 1.1 (6)—1
Recursive formula
= (&)•«
29. an = j(5)n-i 30. an = O.4(8)n-1

Write an explicit formula for each sequence

represented by the recursive formula, see example 5
14. Use Appropriate Tools Explain how you 31. an = j(an_^, 32. an = 8(an_!),
could 니se a graphing calculator to determine
whether the data in the table represents a
引= 100 a-j = 1

geometric seq니ence. ® MR5 33. an = |(an_!) 34. an = 6(an_})

퍼------
a-j = 10 a*] = 7
n an
1 20 Write each geometric sequence using function
2 90 notation.
SEE EXAMPLE 4
3 405
35. an = 36. an = 3(3n_
4 1822.5
8201.25 dy = 20 a-j = 7

37. an = 2an_v 38.an = jan_v

15. Higher Order Thinking In Example 5, a
geometric seq니ence is written as a f니nction. =4 a*] = 99

a. How is the domain of a function related to Write a function to model each geometric
the numbers in the seq니ence? sequence in the table.
b. How is the range of the f니nction related to
the numbers in the seq니ence?

16. Mathematical Connections A pendulum swings

80 cm on its first swing, 76 cm on its second
swing, 72.2 cm on its third swing, and 68.59 cm
on its fo니rth swing.

a. If the pattern continues, what explicit

formula can be 니sed to find the distance of
the nth swing?

b. Use yo니r form니a to find the distance of the

10th swing.

244 TOPIC 6 Exponents and Exponential F니nctions Ff| Go Online | PearsonRealize.com

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⑥ Tutorial

@ PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

41. Make Sense and Persevere A new optical 44. Is each sequence shown a geometric sequence?
illusion is posted to the Internet. Write a Select Yes or No.
recursive formula to describe the pattern. Then,
write the explicit form니a that can be 니sed to Yes No
find the number of times the optical illusion is
shared after eight hours? ⑨ MR1 6,18, 30, 42, 54, ... □ □
7 r 9 27 81
' 'T T … a °
1024,256, 64,16, 4, ... □ □
243,162, 81,54, 27, ... □ □
45. SAT/ACT What is the ex이icit form니la for the
seq니ence 360, 180, 90, 45, 22.5, ...?
®an = |(360)n-l

42. Construct Arguments Write the recursive ® an = ；(an-1)

formula for a geometric sequence that models
the data in the table. Use the explicit formula ©an = 360(an_-|)
to determine whether there will be 1f000
®an = 360(l)n-1
participants by the tenth year of the Annual
Clean-Up Day. ® MR3 ®an = 360 + 1(3」

Annual Clean-up Day

46. Performance Task A computer program
Participants 1
Year generates the patterns shown each time the
program loops.

43. Model With Mathematics The number of

bacteria in the sample shown decreases by
a factor of | every hour. Write a geometric
sequence to model the pattern. How many
ho니rs will it take for the number of bacteria to
decrease below 1,000? ⑨ MR4

Part A Write the recursive forrmjla for the

geometric sequence that models each pattern.

Part B How are the geometric sequences for

patterns A and B related?

Part C If pattern B has x dots at loop n, how

3,000,000 bacteria <1,000 bacteria many dots does pattern A have at loop n?
Explain.

LESSON 6-4 Geometric Sequences 245

 ©Common Core State Standards HSF.IF.B.4, HSF.IEC.9, HSF.BF.B.3, p즈! Activity (S》Assess
MP.2, MP.3, MP.7 ---- 니어

6-5
Transformations
MODEL & DISCUSS

A radio station uses the function

Band A's Fan Base
f(x) = 100(3)x to model the growth of
of Exponential Band A's fan base.
Functions
A. What would the graph of the 'hjnction
look like for Band B with a fan base s
u
growing twice as fast as Band A's e
fan base? LL.

J.0
I CAN... perform, analyze,

Ja q E n z
B. Compare and contrast the two graphs.
and use transformations of
exponential functions. C. Look for Relationships Suppose Band C
starts with a fan base of 200 fans that
으f(x) = 100(3)x
is growing twice as fast as Band Afs
리》y》
fan base. Compare and contrast this o
1 2 3
new f니nction with the previo니s two Time (months)
functions. ⑨ MR7

How do changes in an exponential function relate to tran외ations of

O ESSENTIAL QUESTION its graph?

CONCEPTUAL
UNDERSTANDING
<5 EXAMPLE 1 Vertical Translations of Graphs of Expon은ntial
Functions
How does the value of k affect the graph of f(x) = 2X + fc?

Compare the graphs of g(x) = 2X + 3 and j(x) = 2X - 3 to the

graph of f(x) = 2X.

8
f(x) = 2X gW = 2* j(x) = 2X tran 이 ation
x
3 units up 6
1 -2$
-2
4
1 y = 2* 쉬호
-1 g -4
2
2
0 1 4 -2

1 2 5 -1 O

y
2 4 7 1
translation
The graph of f(x) = 2X + k is a vertical tran외ation of 3 units down
the graph of f(x) = 2X. If k is po외tiv은z the graph is moved up.
If k is negative, the graph is moved down.

© Try It! 1. a. How does the graph of g(x) = 2X + 1 compare to the graph
of f(x) = 2X?

b. How does the graph of j(x) = 2X — 1 compare to the graph

of f(x) = 2X?

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 I *시 Activity

EXAMPLE 2 Horizontal Tran이ations of Graphs of Expon은ntial

Functions
A. Compare the graph of g(x) = 2x~h with the graph of f(x) = 2X
when h > Q. What effect does h have on the graph of g?

Let h = 5. Compare the graph of g(x) = 2X-5 to the graph of f(x) = 2X.

COMMON ERROR
Remember that the graph is
translated right when h is positive
and left when h is negative. This
is the opposite of the effect of
s니btraction of a positive on a
number line.

When h > 0, the graph is tran외ated h 니nits to the right. The graph of
g(x) is a tran이ation of f(x) to the right by 5 니nits.

B. Compare the graph of /(x) = 2x-h with the graph of /(x) = 2X when
h < 0. What effect does h have on the graph of /?

Let h = -3. Compare the graph of j(x) = 2X + 3 to the graph of f(x) = 2X.

When h <Q, the graph is tran이ated h units to the left. The graph of j(x)
is a tran외ation of f(x) to the left by 3 units.

© Try It! 2. Compare the graph of each f니nction with the graph of
f(x) = 2X. What effect does h have on the graph of each?

a. g(x) = 2X + 2 b. j(x) = 2—2

LESSON 6-5 Transformations of Exponential functions 247

 w o Activity Assess

0 EXAMPLE 3 Compare Two Different Transformations of f(x) = 2X

How can you compare the properties of g, given in th은 table, to the
properties of j, given in the graph? Both functions are tran이ations of f.

USE STRUCTURE
The range of f(x) = 2X is f(x) > 0.
「기-2
f(x) = 2*
0.25 2.25
How do different transformations -1 0.5 2.5
of f(x) = 2X affect the range of
the function? ® MR7 0 1 3
1 2 4
2 4 6

Step 1 Compare g to f.

The y-intercept of the graph of f is 1.

The y-intercept of the graph of
The y-values for g are 2 units greater than the corresponding
y-vahjes for f. The asymptote of f is y = 0. So, the asymptote of g is
2 니nits greater, y= 2.

Since the asymptote of g is y = 2, the range of g is y > 2, as compared

to the range of f, which isy > 0.

Step 2 Compare j to f.

The asymptote of f isy = 0.

The asymptote of j is y = —1.
The asymptote of / is 1 니nit

less than the asymptote of f.

Since the asymptote of j is

y = -1, the range of / is
y > —1, as compared to the
range of f, which isy > 0.

Step 3 Compare g to j.

The graph of g is the graph of f translated 2 니nits 니pf while the

graph of / is the graph of f tran외ated 1 니nit down.

So, the graph of g is the graph of j tran외ated 3 units 니p. 丁드니오 the
asymptote of g is 3 니nits greater than the asymptote of j and the
y-vahjes of g are 3 니nits greater than the y-vahjes of j.

Try It! 3. a. The graph of the function b is a vertical tran외ation of the

graph of a(x) = 3스 and has a y-intercept of 0. How does the
graph of c(x) = 3X + 1 compare to the graph of b?

b. How does the graph of m(x) = 3X — 3 compare to the graph of

p(x) = 3X + 4?

248 TOPIC 6 Exponents and Exponential Functions I 지 Go Online | PearsonRealize.com

 3. 0 ：：= © Assess

CONCEPT SUMMARY Tran외ations of Exponential Functions

Vertical Tran외ations Horizontal Tran이ations

ALGEBRA f(x) = ax+k f(x) = a(x-h)

NUMBERS f(x) = 0.5x f(x) = 0.5x

g(x) = 0.5X + 3 g(x) = 0.5x + 3

j(x) = OF — 3 j'W = 0.5x -3

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Compare the graph of each function to the
changes in an exponential function relate to graph of f(x) = 2X.
tran이ations of its graph? 6. g(x) = 2X + 1 7. p(x) = 2X — 1

2. Communicate Precisely How is the effect 8. ；(x) = 2x —4 9. g(x) = 2x+l

of k on the graph of ax + k similar to the
effect of h on the graph of ax “^ ? How is 10. Compare the function represented by
it different? ⑨ MR6 the graph of g(x) = 2X - 3 to the function
represented by the table.
3. Error Analysis Tariq graphs g(x) = 2X + 6 by
tran이ating the graph of f(x) = 2X six units X Ax)
right. What mistake did Tariq make? ⑨ MR3
-2 1.25
4. Reason As the value of k switches from a —1 1.5
positive to a negative number; what is the
effect on the graph of f(x) = 2X + k? ® MR2
0
1
프
호
5. Use Structure The general form of vertical
tran외ations of exponential functions
2 斤—
is f(x) = ax + k. The general form of Compare the graph of each function to the
horizontal tran외ations of exponential graph of f(x) = 0.4x.
functions is f(x) = ax~ h. Why do yo니 think
11. g(x) = 0.4x+ 1 12. p(x) = O.4X"1
one involves addition and one involves
subtraction? ® MR7 13. j(x) = 0.4x + 1 14. g(x) = 0.4x - 1

LESSON 6-5 Transformations of Exponential functions 249

 Scan for
© PRACTICE & PROBLEM SOLVING Multimedia

UNDERSTAND PRACTICE

15. Make Sense and Persever은 Let f(x) = ax. Compare the graph of each function to the graph
Describe two ways you could identify the of f(x) = 2K. SEE EXAMPLES 1-3

value of k in the transformation implied by 19. g(x) = 2X — 6 20. p(x) = 2X + 4

g(x) = ax + k from the graphs of f and g. ® MR1
21. g(x) = 2X-1 22. j(x) = 2X + |
16. Error Analysis Describe and correct the error a
student made in analyzing the transformation Find the value of fc or h in each of the graphs.
g(x) = ax-h. ®MR3
SEE EXAMPLES 1-3

The graph of g(x) = ax아7

is the graph of f(x) = ax translated
h units to the left.

17. Higher Order Thinking In Examples 1 and 2,

the graph of f(x) = 2X was tran외ated vertically
and horizontally.

a. Compare the graph of g(x) = 2X + 3 + 4 to the

graph of f(x) = 2X.

b. In general, when the graph of an

exponential function is tran외ated both
vertically and horizontally, what is the effect
on the asymptote?

c. In general, when the graph of an

exponential f니nction is tran이ated both Graph each function and its transformation.
vertically and horizontally, what is the effect SEE EXAMPLES 1-3

on the domain and the range? 25. f(x) = 4X

18. a. Use Appropriate Tools Copy and complete g(x) = 4X + k for /c = —4
the table. Compare the graphs of f and g.
26. f(x) = 0.5x
⑨ MP.5
g(x) = 0.5x-/’for/i = 5

Compare the y-intercepts, asymptotes, and ranges

for the graphs of f and g. see example 3

b. What point do the functions have in

common?

c. Describe the asymptote of each f니nction. The graph of g is a

horizontal tran히ation
3 니nits to the left of the
graph of f(x) = 2X.

250 TOPIC 6 Exponents and Exponential Functions I 지 Go Online | PearsonRealize.com

 I令I ⑥ Practice ⑥ Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

29. Reason How are graphs of f(x) = 2x — h similar 33. Consider the function f(x) = 0.5x.
and different for positive and negative values a. Graph f(x), g(x) = 0.5x + k for k = -1,
of h? ®MR2 and j(x) = 0.5x~h for h = 1 in the same

30. Communicate Precisely How does the graph coordinate plane.

of f(x) = 2X +2 compare to the graph of
b. What are the y-intercepts of the graphs of
g(x) = 2스 + 2? ® MP.6
g and /?
31. Compare the function represented by the
34. SAT/ACT The graph of g is a translation 4 니nits
graph of g(x) = 2X + ⑴5 to the graph of the
to the right of the graph of f(x) = 5X. What is g?
■hjnction represented by the table.
® g(x) = 5X + 4

X /w ® g(x) = 5X — 4

-2 0.088 ©g(x) = 5x + 4

-1 0.177 ©g(x) = 5X-4

0 0.354 ® g(x) = 54x

1 0.707
35. Performance Task Darnell is thinking abo니t
2 1.414 investing $500 in a savings plan. The graph
shows how Darnell's $500 will grow if he invests
32. Model With Mathematics The function in the his money in the plan today.
graph models an online gaming tournament $10,000
that is expected to start with 400 players, with
half of the players being eliminated in each $8,000
ro니nd. ® MR4
$6,000
6u-u-eE0》J

$4,000

$2,000
SJ
CDX
쯔 Years
D-
Part A How will the graph change if Darnell
JaqEnz

selects the same savings plan, but waits 5 years

to invest his $500?

Part B If Darnell waits 5 years, in approximately

how many years will his investment reach
a. Describe how the graph will change if the $1,000? Explain ycrnr reasoning.
starting number of players is 600 instead
Part C Suppose that instead of $500, Darnell
of 400. Explain your reasoning.
invests $1,000 in the savings plan today.
Describe how the graph will change. How can
b. Describe how the graph will change if the
you 니se the transformed graph to estimate
starting number of players is 800 instead
how many years will it take for his investment
of 400?
to reach $7,500?

LESSON 6-5 Transformations of Exponential Rjnctions 251

 ©Common Core State Standards HSF.BF.A.1, HSF.LE.A.1, HSF.LE.A.2, MP.4
MATHEMATICAL F시 하 Video

MODELING
IN 3 ACTS

®E®

Q Big Time Pay Back

Most people agree that investing yo니r money is a good idea. Some people
might advise you to put money into a bank savings account. Other people
might say that you should invest in the stock market. Still others think that
buying bonds is the best investment option.

Is a bank savings account a good way to let your money grow? J니st how m니ch
money can you make from a savings acco니nt? In the Mathematical Modeling
in 3 Acts lesson, you'll see an intriguing situation about an investment option.

Scan for
Multimedia ACT 1 Identify the Problem
1. What is the first q니estion that comes to mind after watching the video?
2. Write down the main question you will answer abo니t what you saw in
the video.
3. Make an initial conject니re that answers this main q니estion.
4. Explain how yo니 arrived at yo니r conject니re.
5. Write a number that you know is too small.
6. Write a number that yo니 know is too large.
7. What information will be 니seful to know to answer the main question?
How can you get it? How will you use that information?

ACT 2 Develop a Model

8. Use the math that you have learned in this Topic to refine your conject니re.

ACT 3 Interpret the Results

9. Is yo니r refined conjecture between the highs and lows yo니 set 니p earlier?
10. Did yo니r refined conjecture match the act니al answer exactly? If not,
what might explain the difference?

252 TOPIC 6 Mathematical Modeling in 3 Acts

 TOPIC
Topic Review
1. How do you 니se exponential ■hjnctions to model situations and
solve problems?

Vocabulary Review
Choose the correct term to complete 은ach sentence.
• geometric sequence
2. A pop니lation's growth can be modeled by a(n)function
• constant ratio
of the form f(x) = a • bx, where a > 0 and b > 1.
• simple interest
3. An exponential function repeatedly multiplies an initial amount by
the same positive number, called the • decay factor

4. A(n)is a number sequence formed by multiplying a • compound interest

term in the seq니ence by a fixed nonzero number, or a common • exponential decay
ratio, to find the next term.
• exponential growth
5. is interest that is paid both on the principal and on the
• exponential f니nction
interest that has already been paid.
• asymptote
6. Asxory gets larger in absol니te val니e, the graph of the exponential
• growth factor
f니nction gets closer to the line called a(n)

MHIAHH 9
Concepts & Skills Review

D ld O l
LESSON 6-1 Rational Exponents and Properties of Exponents

Quick Review Practice & Problem Solving

If the nth root of a is a real number and m is an Write each radical using rational exponents.
1 m
integer, then = W and 7. 우 8. m
Power of a Power: (am)n = amn
Solve each equation.
Power of a Product: (a • b)m = ambm 9.(6^)(6^) = 66 10. 364x-1 = 6x+2
Product of Powers: a" • an = a까n
11. Make Sense and Persevere Describe two
Quotient of Powers: 흐: = a"—n, a 0
d ways to express the edge length of a cube
with a volume of 64 cm3. ⑨ MR1
Example 12. Model With Mathematics Use rational
How can you use the Power of a Power Property
exponents to express the relationship
to solve 64x-3 = 162x-1?
between the dollar values of two prizes in
Rewrite the equation so both expressions have a contest. ® MR4
the same base.
64x—3 = 162x-1 Prize Value
6x — 18 = 8x — 4
(26广三⑵으-1
-18 = 2x-4 Bicycle $256
26x-18 _ 28x-4 스
-14 = 2x Luxury vehicle $65,536

-7 = x
The solution is -7.

TO이C 6 Topic Review 253

 LESSON 6-2 Exponential Functions

Quick Review Practice & Problem Solving

An exponential f니nction is the product of an Graph each exponential function.
initial amount and a constant ratio raised to a
13. f(x) = 2.5x 14. f(x) = 5(2)x
power. Exponential •hjnctions are expressed 니이ng

f(x) = a • bx, where a is a nonzero constant, 15. Write the exponential function for this table.
b> 0, and b 字 1.

Example
Find the initial amount and the constant ratio
16. Make Sense and Persevere Write an
of the exponential function represented by
equation for an exponential function that
the table.
models the expected number of bacteria as
a function of time. Graph the function. If the
X f(x)
pattern contin니es, in which month will the
0 3 The initial amo니nt is 3 bacteria exceed 45,000,000? ® MR1
IL 12 3 =4
12 三

2 48 Number of
48 느 12 = 4
Month Bacteria
3 192 192 三 48 = 4
0 2,500
4 768 768 4- 192 = 4
1 7,500
2 22,500
The constant ratio is 4.
3 67,500
In f(x) = a • bx, wbstit니te 3 for a and 4 for b. I 丁
202,500
The function is f(x) = 3(4)x.

LESSON 6-3 Exponential Growth and Decay

Quick Review Practice & Problem Solving

An exponential growth function can be written as 17. Make Sense and Pers은vere An exponential
f(x) = a(1 + r)x. An exponential decay (
九0 支00 can f니nction of the form f(x) = bx inchjdes the
be written as f(x) = a(1 - r)x. points (2, 36), (3, 216), and (4, 1,296). What is
thevahjeofb? ® MR1

Example Write an exponential growth or decay function

Chapter City has a population of 18,000 and to model each situation.
grows at an annual rate of 8%. What is the 18. initial value: 50, growth factor: 1.15
estimated population of Chapter City in 6 years?
19. initial value: 200z decay factor: 0.85
Let x = time in years, a = initial amo니nt,
Construct Arguments Compare each investment
and r = growth rate.
to an investment of the same principal at the
f(x) = a(1 + r)x same rate compounded annually. ⑨ MR3
= 18,000(1 +0.08)x
20. principal: $12,000 21. principal: $20,000
The function is f(x) = 18,000(1.08)x.
annual interest: 5% annual interest: 2.5%
Find the expected pop니lation in 6 years. interest periods: 2 interest periods: 4
f(6) = 18,000(1.08)6 « 28,563.74 number of years: 10 number of years: 15
After 6 years, the pop니lation is expected to be
about 28,564.

254 TOPIC 6 Exponents and Exponential Functions I 令| Go Online | PearsonRealize.com

LESSON 6-4 Geometric Sequences

Quick Review Practice & Problem Solving

A geometric sequence is a number seq니ence in Determine if the sequence is a geometric sequence.
which each term after the first term is found by If it is, write the explicit and recursive form니as.
m니tiplying the previous term by a common ratio.
22. 5, 으, 응> 으, 으, ... 23. 2, 5, 8, 11f 14, ...
Explicit formula: an = 引⑴乃-1
24. 8, 16, 32, 64, 128, ... 25. |, 으, | 쁘, ...
Recursive forrm』la: an = r(an_i)
Tran외ate each explicit form비a to recursive form.

26. an = 2.2(4)자1 27. an = 6(3.5)n"1

Example
What are the explicit and recursive formulas for 28. Write the explicit and recursive form니a for
the geometric sequenc은 9, 22.5, 56.25,140.625, a geometric sequence modeled in the table.
351.5625,... ? Will the number of signatures reach 7,000 by
22.5 = 56.25 140.625 the end of the second week? Explain.
9 — 22.5 — 56.25
2 Petition to Turn Parking Lot into Park

끼
= 히 酷 = 으 Find the common ratio.
140.625 2 Number of Signatures 1
The common ratio is The first term is 9.
n—1
®
The recursive form니a is an = 引 = 9.

MHIAHH 9
D Id O l
LESSON 6-5 Transformations of Exponential Functions

Quick Review Practice & Problem Solving

The graph of g(x) = ax + k is the graph of ax Compare the graph of each function to the graph
of«x) = 3x. 더
tran외ated 니p when k > Q and translated down
when k <Q. 29. g(x) = 3X — 5 30. j(x) = 3X 十 10
The graph of g(x) = ax~h is the graph of ax
31. g(x) = 3X - 2 32. j(x) = 3X+3
tran외ated right when h > Q and tran외ated left
when h < 0. Graph each function and its transformation.

33. f(x) = 1.5X, g(x) = 1.5X + k for k = 2

Example 34. f(x) = 4X, g(x) = 4X — k for k = 0.5
Compare the graphs of g(x) = 3X - 2 and f(x) = 3K.

The graph of g(x) is

tran외ated 2 units down
from the graph of f(x).

TOPIC 6 Topic Review 255

 TOPIC Polynomials and
Factoring
7 Q TOPIC ESSENTIAL QUESTION

How do you work with polynomials to rewrite expressions

and solve problems?

Topic Overview Topic Vocabulary

envision™ STEM Project: • Closure Property
Make B니siness Decisions • degree of a monomial
7-1 Adding and Subtracting Polynomials • degree of a polynomial

7-2 M니tiplying Polynomials • difference of two squares

• monomial
7-3 M니tiplying Special Cases
• perfect-square trinomial
7-4 Factoring Polynomials
• polynomial
7-5 Factoring x2 + bx + c
• standard form of a polynomial
Mathematical Modeling in 3 Acts:
Who's Right?

7-6 Factoring ax2 + bx + c

7-7 Factoring Special Cases

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model & Discuss, and Critique & Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

© real-world applications.

PRACTICE Practice what

Go online | PearsonRealize.com © you've learned.

256 TO이C 7 Polynomials and Factoring

 하 Who’s Right?
People often approach a problem in different ways. Sometimes their
sohjtions are the same, but other times different approaches lead to very
different, b니t still valid, sohjtions.

S니ppose yen』had to solve a system of linear equations. Yen」might solve

it by graphing while a classmate might use wbstitution. Is one way of
solving a problem always better than another? Think about this d니ring the
Mathematical Modeling in 3 Acts lesson.

VIDEOS Watch clips to support GLOSSARY Read and listen to

© Mathematical Modeling in 3 Acts Lessons

and enVision™ STEM Projects.
© English and Spanish definitions.

TUTORIALS Get help from

©
CONCEPT SUMMARY Review
key lesson content through
© Virtual Nerd, right when yen」need it.

MATH TOOLS Explore math

©
m니tiple representations.
with digital tools and manipulatives.
ASSESSMENT Show what

© yo니've learned.

TOPIC 7 Polynomials and Factoring 257

 하 Video

TOPIC 7 PROJECT :enVision

••• STEM
Did You Know?
Businesses can 니 우니니 支
se 11C 0115 to

and then 니
estimate their reven e and expenses,
se that information to set
sales targets and prices.

For every 100 new products introduced

each year, only 5 succeed.
느느 느느 느‘** —브

으즈 스 휴즈 흐
스스wi그
WliwWVMWMWW
흐흐우유oaw우즈즈
ai^ wi7으 으스두주스
으즈wwss으s으스 2018 2020 2023
Year
2028 2033

니
Abo t 543,000 new businesses are started
every month in the United States.

0 Your Task: Make Business

니 Decisions
니
니
You and your classmates will choose a b siness to model. Yo will

니
s ggest and defend choices for the number of items to make and the

니
price(s) at which to sell them. Then, you will research ways that yo r
decisions co Id change based on market factors.

258 TO이C 7 envision STEM Project 시 Go Online | PearsonRealize.com

F
 ©Common Core State Standards HSA.APR.A.1, MP.2, MP.3, MR7
(1] o Activity Assess

7-1
Adding and
EXPLORE & REASON

Each year the Student Council conducts a food drive. At the end of the
drive, the members report on the items collected.
Subtracting
Polynomials

I 令| PearsonRealize.com

I CAN... combine like terms

to simplify polynomials.

니
VOCABULARY
• Clos re Property
• degree of a monomial
• degree of a polynomial A. Describe two different ways that the st니dents can sort the items that
• monomial were collected.
• polynomial
B. Model With Mathematics Write two expressions to represent the
• standard form of a
number and type of items collected. ⑨ MR4
polynomial
C. Share your expression with dassmates. How are the expressions similar?
How are they different? Why are they different?

Q ESSENTIAL QUESTION How does adding or subtracting polynomials compare to adding or

subtracting integers?

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 1 Understand Polynomials
A. Why does a constant have a degree of 0?

A monomial is a real number, a variable, or the product of a real number

and one or more variables with whole number exponents.

The degree of a monomial is the sum of the exponents of the variables

of a monomial.
STUDY TIP
Remember to find the sum of The variable has an 15X2 |x5y2 The sum of the variable
the exponents of the variables in exponent of 2, so exponents is 7, so the
each term, not just the greatest the degree is 2. degree is 7.
exponent of any variable.

A constant has no variable. However, any number to the 0 power is 1,

so you can m니tiply a constant by x° without changing the val니e of the
constant.
7 스 7x° The exponent of the
= 7(1) variable is 0, so the degree
of this monomial is 0.
= 7

So, the degree of a constant is 0.

CONTINUED ON THE NEXT PAGE

LESSON 7니 Adding and S니btracting Polynomials 259

 Activity Assess

EXAMPLE 1 CONTINUED

B. Why is 5x3 - 4 called a cubic binomial?

A polynomial is a monomial or the sum or difference of two or more

monomials, called terms.

Polynomials are named according to their degree. The degree of a

polynomial is the greatest degree of any term of the polynomial.

Polynomial Degree Name Based on Degree

7 0 Constant
4x 1 Linear Polynomials with a
degree greater than
3x2 + 2x 十 1 2 Quadratic
3 are named by their
— 5x2y 3 Cubic degree— —degree,
4%2y2 十 5X — 2y 十 6 4 Fourth Degree fifth degree, and so on.

Polynomials are also named according to how many terms they have.

Number Name Based on

Polynomial of Terms Number of Terms
4x 1 Monomial
x+ 7 2 Binomial
Polynomials with more
— 5%2y + 乂2 十 x 3 Trinomial than 3 terms do not
4%2y2 十 5X — 2y 十 6 4 Polynomial ■ have special names.

5x3 - 4 is called a (:니bic binomial because it has a degree of 3 and two terms.

(珍 Try It! 1. Name each polynomial based on its degree and number
of terms.

a. -2xy2 b. 6xy - 3x + y

0 EXAMPLE 2 Write Polynomials in Standard Form

What is the standard form of the polynomial 7x - 5 - x3 + 6x4 — 3x2?

The standard form of a polynomial is the form of a polynomial in which the

terms are written in descending order according to their degree.
LOOK FOR RELATIONSHIPS
Rewrite the polynomial in standard form.
Why is writing polynomials in
standard form important? How 7x — 5 — x3 十 6x4 - 3x2 6x4 has the greatest
will it be usef니? ⑨ MR7
degree, 4, so write it first.
6x4 — x3 — 3x2 + 7x — 5

The standard form of the polynomial is 6x4 - x3 - 3x2 + 7x - 5.

Try It! 2. Write each polynomial in standard form.

a. 7- 3x3 十 6x2 b. 2y - 3 - 8y2

260 TOPIC 7 Polynomials and Factoring I 令| Go Online | PearsonRealize.com

 w o Activity Assess

a EXAMPLE 3 Add and Subtract Monomials

How can you use the properties of operations to combine like terms and
VOCABULARY
write the expression 4x + 3x2 + 2x + x2 + 5 in standard form?
Remember, like terms are terms
with exactly the same variable Use algebra tiles to model the expression.
factors in an expression.

LOOK FOR RELATIONSHIPS

Which terms in a polynomial
are like terms? How does
combining them change the
polynomial? ® MR7

Rearrange the tiles to gro니p like terms together.

The expression 4x + 3x2 + 2x + x2 + 5 written in standard form is 4x2 + 6x + 5.

Yo니 can also rewrite the expression in standard form 니이ng the properties
of operations.

4x + 3x2 十 2x + %2 + 5
You can apply the same properties
= (3x2 十 x2)+(4x +2x) + 5 of operations for real numbers to
= 4x2 + 6x + 5 operations with monomials.

Try It! 3. Combine like terms and write each expression in standard form.

a. 4x2 — 3x — x2 + 3x b. 7y3 — 3y + 5y3 — 2y + 7

펴 EXAMPLE 4 Add P이ynomials

A. How is adding polynomials like adding whole numbers?

Consider the expressions 123 + 405 and (x2 + 2x + 3) + (4x2 + 5).

123 x2 + 2x + 3
Only like place values Only like terms
+ 405 can be added. can be added. + 4x2 + 5
528 5x2 + 2x + 8

Before you add polynomials, the terms must be aligned with like terms.
This is similar to how, before adding whole numbers, the numbers m니st
be aligned according to their place vahje.

CONTINUED ON THE NEXT PAGE

LESSON 7니 Adding and Subtracting Polynomials 261

 w © Activity (診 Assess

EXAMPLE 4 CONTINUED

B. What is the sum of (4x2 + 2x — 3) and (3x2 + 6)?

To add two polynomials, combine like terms.

Method 1: Add vertically. Method 2: Add horizontally.

COMMON ERROR 4x2 十 2x — 3 Align like terms. ⑷己 + 2x _ 3) + (3x2 + ：)

Be careful to align like terms +3x2 +6Z = (4x2 + 3x2)+(2x) + (-3 + 6)
when adding polynomials vertically.
7X2 + 2x + 3 Use the Commutative and = 刀己 十 沙 十 3
Associative Properties to
group like terms.

The wm of (4x2 + 2x — 3) and (3x2 + 6) is 7x2 + 2x + 3.

The sum of these two polynomials is a polynomial.

© Try It! 4. Simplify. Write each answer in standard form.

a. (3x2 + 2x) + (—x + 9) b. (—2乂2 十 드乂 _ 7)十(3乂 + 刀

0 EXAMPLE 5 Subtract Polynomials

What is the difference (6x2 + 3x - 2) - (3x2 + 5x - 8)?

To subtract two polynomials subtract like terms.

COMMON ERROR Method 1: Subtract v은rtically by lining 니p like terms.

Remember that subtraction is r ...... '' 6x2 十 하 _ 2
adding the opposite. Be sure to 6乂2 十 3x - 2
Line up like terms. Distribute —1 —3x2 — 5X + 8
find the opposite of every term Then subtract. —(3x2 + 5X — 8) to each term.
in the second polynomial by 3x2 — 2x + 6
distributing -1 to each term.
Method 2: Subtract horizontally.
Distribute -1 to each term
(6x2 + 3x — 2) — (3x2 + 5x - 8) in the subtracted expression.

= 6x2 + 3x - 2 - 3x2 - 5x + 8

= (6x2 _ 3x2)+(3x _ 5X)+(-2 + 8) 쪄 the Commutative and

Associative Properties to combine
_ ^2 _ 2x + 6 like terms. Then simplify.

The difference of (6x2 + 3x - 2) and (3x2 + 5x — 8) is 3x2 - 2x + 6.

The difference of these two polynomials is also a polynomial.

In Examples 4 and 5, the result of adding or subtracting two polynomials is

another polynomial. The Closure Property states that polynomials are closed
under addition or s니btraction beca니se the result of these operations is
another polynomial.

© Try It! 5. Simplify. Write each answer in standard form.

a. (3x2 + 4x + 2) - (-x + 4) b. (—5x - 6) - (4x2 + 6)

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 (초 0 Activity

APP 니 CATION Q EXAMPLE 6 Apply Polynomials

An engineer is reviewing the layout of a solar farm. The solar farm shown
has 4 small panels, 33 medium panels, and 32 large panels. What is the total
area of the farm's solar panels?

USE STRUCTURE
How could you use what you know
about polynomial addition to find
an expression for the area of each
small solar panel? ® MR7

Write an expression to represent the total area of the solar panels.

Total area = Total area of + Total area of + Total area of

large panels medium panels small panels

= (32x2 + 384x) + (33x2 + 272x) + (4x》+ 24x)

= (32x2 + 33^2 + 4x2)十(384乂 十 그구그乂 + 24x)

= 69x2 + 680x
Use the Commutative and Associative
Properties to group like terms. Then add.

The total area of the solar panels is modeled by the expression 69x2 + 680xf
where x is the width, in meters, of each solar panel.

@ Try It! 6. What expression models the difference between the total
area of the large solar panels and the total area of the small
solar panels?

LESSON 7-1 Adding and S니btracting Polynomials 263

 S 0 =$y © As=
@ CONCEPT SUMMARY Adding and Subtracting Polynomials

STANDARD FORM, Standard Form of a Polynomial: 3x4 - 3x2 + 4x - 2 1n standard form the monomial
terms are written in descending
order according to their degree.

NAMING POLYNOMIALS 서 Polynomials can be named according to the number of terms and their degree.

12乂3 十 ^Xy _ 5 There are 3 terms, so it

' is a trinomial.

The highest degree

is 3, so it is cubic.

So 12x3 + 6xy - 5 is a cubic trinomial.

POLYNOMIAL OPERATIONS Adding Polynomials Subtracting Polynomials

(—2x3 十 4x2 _ 5)十(4x3 十 2X2 — x + 8) (3x2 — 2x + 4) — (—3x2 _ x + 6)

= (-2x3 + 4x3) + (4x2 + 2x2) 十 (—乂) 十 (—5 十 8) = 3x2 — 2x + 4 + 3x2 + x — 6

= 2x3 + 6x2 — x + 3 = (3x2 + 3X2)十(―그乂 十 x)+ (4 — 6)

= 6x2 - x - 2

Add or subtract like terms just like you add or

subtract digits with the same place value.

© Do You UNDERSTAND? Do You KNOW HOW?

[S? ESSENTIAL QUESTION Name each polynomial based on its degree and
adding or wbtracting polynomials compare number of terms.
to aciding or subtracting integers? 6^ + 2 7. 刀＜3 +xy- 4

2. Communicate Precisely How does the Write each polynomial in standard form.
definition of the prefixes mono-, bi-, and tri- 8. 2y — 3 — y2
h이p when naming polynomials? © MR6
9. 3x2 — 2x 十 x3 十 6
3. Vocabulary Describe the relationship
between the degree of a monomial and the Simplify each expression.
standard form of a polynomial. 10. (x2 + 2x — 4) + (2x2 _ 5X _ 3)

4. Use Structure Explain why the sum x + x is 11. (3x2 _ 5x _ 8) - (—4x2 -2x- 1)
eq니al to 2x instead of x2. @ MR7
12. A sq니are prism has square sides with area
5, Error Analysis Rebecca says that all x2 + 8x 十 16 and rectang니lar sides with area
monomials with the same degree are like 2x2 + 15x + 28. What expression represents
terms. Explain Rebecca's error. ⑨ MR3
the surface area of the square prism?

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 Scan for fb—) ［호］ (診 Practice ⑬ Tutorial
© PRACTICE & PROBLEM SOLVING IVkiltimedia I 今J
丄------ ' Additional Exercises Available Online

UNDERSTAND PRACTICE

13. Reason How is it possible that the sum of two Find the degree of each monomial, see example 1
quadratic trinomials is a linear binomial? ⑨ MR2 19. $ 20. -7xy

14. Error Analysis Describe and correct the 21. 21 22. 4x2y
error a st니dent made when naming the
polynomial. ® MR3 Name each polynomial based on its degree and
number of terms, see example 1

이
23. 17yx2 +Xy — 5
-2x3 + 5X4 — 3x is a
cubic trin niaL 24. 5x3 + 2x — 8

25.100x2 + 3

26. —9x4 + 8x3 — 7x +1

15. Error Analysis Describe and correct the
error a st니dent made when subtracting the Simplify each expression. Write the answer in
polynomials. © MR3 standard form, see examples 2 and 3
27. 3x + 2x2 — 4x + 3X2 — 5x

(—5x2 + 2x _ 3) _ (3x2 - 2x - 6) 28. 5 + 8y2 — 12y2 + 3y

— 5x2 + 2x - 3 - 3x2 — 2x - 6
29. 3z - 7z2 - 5z + 5z2 + 2z2

30. 7 — 2x + 3 + 5x + 4x2

Add or subtract. Write each answer in standard

16. Reason What is the missing term in the form. SEE EXAMPLES 4 AND 5

equation? © MP.2 31. (3b — 8) + (7b + 4)

a. (_+ 7) + (2x — 6) = —4x + 1 32. (2x2 _ 7X3 十 8X) 十 (_8乂3 - 3x2 十 4)

33. (5y2 —2y+1) —(y2 + y+3)

b. (a2 +___ +1) — (___ + 5a +___ ) = 4a2 - 2a + 7

34. (—7a4 — a + 4a2) - (-8a2 + a - 7a4)

17. Higher Order Thinking Describe each
statement as always, sometimes, or neve/" true, 35. (4m2 — 2m + 4) + (2m2 + 2m - 5)

a. A linear binomial has a degree of 0.

Write an expression to represent each situation.
b. A trinomial has a degree of 2. SEE EXAMPLE 6

c. A constant has a degree of 1. 36. Find the perimeter of the rectangle.

d. A cubic monomial has a degree of 3.

18. Make Sense and Persevere Consider the set

of linear binomials ax + b, where a and b are
37. A c니be has sq니are sides with area x2 + 24x + 144.
po외tive integers, a > 0 and b > 0. ® MR1
What expres외on represents the surface area of
a. Does the set have closure for addition? the c니be?
Explain.
38. A rectangle has a length of 5x 十 2 in. and a
b. Does the set have clos니re for s니btraction? width of 4x + 6 in. What is the perimeter of the
Explain. rectangle?

LESSON 7-1 Adding and S니btracting Polynomials 265

 I즈I ⑥ Practice
⑮ Tutorial

@ PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

apply] ASSESSMENT PRACTICE

39. Mathematical Connections The perimeters of 43. Which expression is equivalent to

the two figures are equal. (x2 + 3x — 5) - (4x2 + 3x - 6)?

® 5x2 + 6x — 11

® —3x4 + 6x2 + 1
© —3x2 + 구

© —3x2 + 6x - 11

44. SAT/ACT What is the sum of —2x2 + 3x — 4 and

3x2 _ 4x + 6?

What expression represents the missing side ® x4 - 乂2 + 2

length? ® 5x4 + 7x2 + 10

40. Make Sense and Persevere The owners of a ©2

house want to knock down the wall between © 乂2 —x+2
the kitchen and family room. @ MR1
® 2x6

45. Performance Task A room has the dimensions

shown below. Molding was installed around
the edge of the ceiling.

What expression represents the area of the

new combined open space?

41. Reason Polynomial A has degree 2; Polynomial B

has degree 4. What can yo니 determine
about the name and degree of the sum of
the polynomials and the difference of the
polynomials if

a. Polynomial A is a binomial and Polynomial B

is a monomial?

b. Both Polynomial A and Polynomial B are

binomials? ® MR2

42. Model With Mathematics A large indoor

market is set up with 4 rows of booths. There Part A Write an expression to represent the
are large booths with an area of x2 sq. 니nits, amount of molding needed.
medium booths with an area of xsq. units, and
Part B Sam used 80 feet of molding. What is
small booths with an area of 1 sq. 니nit. In the
the measurement of each edge of the ceiling?
marketplace, two of the rows contain 7 large
booths, 6 medium booths, and 5 small booths
each. The other two rows each contain 3 large
booths, 5 medium booths, and 10 small booths.
What is the total area of the booths in the
marketplace? ® MR4

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 ⑨Common Core State Standards HSA.APR.A.1, MP.1, MP.7, MR8 I三1 Q Activity 어 Assess

7-2
IVkilti 이 ying
MODEL & DISCUSS

Samantha makes the abstract painting shown using vertical and horizontal
lines and four colors.
Polynomials

I 令| PearsonRealize.com

I CAN... nwltiplytwo
polynomials.

A. How can you use mathematics to describe the areas of Rectangle 1 and
Rectangle 2?

B. Look for Relationships How can yo니 니se mathematics to describe the
area of Rectangle 3? ® MR7

O ESSENTIAL QUESTION
___________ 후
: How does multiplying polynomials compare to multiplying integers?
서

0 EXAMPLE 1 Multiply a Monomial and a Trinomial

What is the product of —4x3 and (x2 + 3x — 4)?

Use the Distributive Property. The Distributive Property works for

polynomials in the same way that it works for real numbers.

COMMON ERROR
-4x3(x2 + 3x - 4) = -4x V) + -4x3(3x) + -4川-4) ^tribute 丁 to each
You may incorrectly state that
—4x3(x2) is —4x6. Recall that when = —4x5 - 12X4 + 16x3 term of the trin이rial.
multiplying terms with exponents,
you add the exponents of like The product is —4x5 — 12X4 十 16x3.
bases.
Notice that the prockict of these two polynomials is a polynomial.

© Try It! 1. Find each product.

a. -2x2 (x2 + 3x + 4) b. -4x(2x2 — 3x + 5)

LESSON 7-2 Multiplying Polynomials 267

 (츠 o Activity

CONCEPTUAL
V
UNDERSTANDING 느 EXAMPLE 2 Use a Table to Find the Product of P이ynomials
A. How is nwltiplying binomials like multiplying two-digit numbers?

Multiply the expressions 15*18 and (x + 5)(x + 8) using a table.

15-18 You can write (x + 5)(x + 8)

15.18in
10
STUDY TIP expanded form as
Once the two-digit numbers are Hl 100 80 (10 + 5)(10 + 8).
written in expanded form, you can
also use the Distributive Property
_으 50 40

to find the product. (x + 5)(x + 8) = x2 + 8x + 5x + 40

15 * 18 = 100 + 80 + 50 + 40

= 270 = 乂2 十 13x 十 40

Yo니 can multiply both binomials and two-digit numbers in expanded

form using the Distrib니tive Property.

B. What is the area of the green rectangle?

The area of the green rectangle is represented by the expression

(2x+ 1)(x + 3).

2x
The height of the rectangle
is represented by (2x + 1). The width of the rectangle
1
is represented by (x + 3).

Use a table to find the area of each section of the rectangle.

Combine like
terms.

The area of the green rectangle is 2x2 + 7x + 3. Again, the prod니ct of

these two polynomials is a polynomial.

© Try It! 2. Find the ar은a of each green rectangle.

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 (흐］ 0 Activity

a EXAMPLE 3 Multiply Binomials

How can you use the Distributive Property to rewrite (2x + 4)(x — 5) as
a polynomial?

Distrib니te each term in the first binomial to each term in the

second binomial.

(2x + 4)(x - 5) = 2x(x — 5) + 4(x - 5) Distribute 2x and 4 to the second

binomial.

= 2x(x) + 2x(-5) + 4(x) + 4(-5) Distribute 2x and 4 to each term

GENERALIZE
in the second binomial.
Compare the factors and
the final product. What = 2x2 — 10x + 4x — 20 Multiply.
generalizations can you make
= 2x2 - 6x - 20 Combine like terms.
from this example? ® MR8
The product of (2x + 4) and (x - 5) is 2x2 — 6x — 20.

Again, the prod니ct of these two polynomials is a polynomial.

© Try It! 3. Find each prod니ct.

a. (5x —4)(2x + 1) b. (3x - 5)(2x + 4)

EXAMPLE 4 M니tiply a Trinomial and a Binomial

A. How can you use a ta이e to find the product of (x2 + 2x — 1) and (3x + 4)?

Write the terms for each polynomial in the first row and column of the
table. Multiply to find each product.

%2 + 2x —1
3x + 4

Combine the like terms.

(x2 + 2x — 1)(3x + 4) = 3x3 + 6x2 + 4x2 + 8x + (—3x) + (-4)

= 3x3+ 10x2+ 5x —4

So (x2 + 2x- 1)(3x + 4) = 3x3 + 10x2 + 5x — 4. When yo니 m니tiply a

trinomial by a binomial, the result is six individual prod니cts. Using a table
is one method yen」can use to help organize these prod니cts.

CONTINUED ON THE NEXT PAGE

LESSON 7-2 M니tiplying Polynomials 269

 a. o Activity
© Assess

EXAMPLE 4 CONTINUED

B. How is nwlti이ying a trinomial by a binomial like multiplying a

three-digit number by a two-digit number?

Consider the prod니cts 312 • 24 and (3x2 十 x + 2)(2x + 4).

Multiply each place of the three- Multiply each term of the

digit number by 4 ones and 2 tens. trinomial by +4 and 2x. Then
Then find the sum. combine like terms.

3 1 2 3乂2 十 x +2

STUDY TIP x 2 4 x 2x 十 4
As you multiply, remember to line 1, 2 4 8 12乂2 十 4X + g
up like terms so combining them
in the last step will be easier. + 6, 2 4 0 + 6x3 + 2x2 + 4x

7, 4 8 8 6x3 + 14x2 + 8x + 8

When multi이ying a trinomial by a binomial, you multiply each term of

the trinomial by each term of the binomial. This is similar to how, when
multiplying a three-digit number by a two-digit number, yo니 m니tiply by
each place vahje of the two-digit number.

Try It! 4. Find each prochjct.

a. (2x - 5)(—3x2 + 4X _ 7) b. (-3x2 + 1)(2x2 + 3x-4)

EXAMPLE 5 그 Closure and M비tiplication

Why is the operation of multiplication 이osed over the set of polynomials?

For each example in this lesson, yo니 have fo니nd the prochjct of two
polynomials. In each case the prochjct has also been a polynomial.

x3, x2, and x have whole

Consider the first example: -4x3(x2 十 3x — 4).
number exponents, so
—4x3(%2 十 3x — 4) = —4x3(%2) + —4x3(3x) 十 一4x3(—4) the prod니ct will also
have whole number
= -4x5 — 12a4 十 16x3 exponents.

When you multiply two polynomials, the res니It is the sum or difference of
terms. Each term is a real number coefficient multiplied by a variable raised
to a whole number exponent. Each term is a monomial and the sum or
difference of monomials is a polynomial. So polynomials are 이osed 니nder

multi 이 ication.

© Try It! 5. Why is it important that the prochjct of two polynomials have
only whole number exponents?

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 (츼 0 Activity

APPLICATION J
《 EXAMPLE 6 Apply Multiplication of Binomials
A smartphone has a screen that has a width of x and a height that is
1.8 times the width. The outer dimensions of the phone are shown.

Write an expression for the portion of the phone that is not occupied by
the sere은n. Assum은 that the phone is rectangular.

Formulate 스 Write expressions to represent the area of the screen and the area of
the phone.

Area of screen = x(1.8x)

Area of phone = (x + 1 )(1.8x + 3)

Compute 스 Express each area in standard form.

Area of screen = x(1.8x) = 1.8x2

Area of phone = (x 十 1)(1.8x + 3)

= x(1.8x + 3) +1(1.8x+ 3)

= 1.8x2 + 3x + 1.8x + 3

= 1.8x2 十 4.8x + 3

Subtract the area of the screen from the area of the phone.

Non-screen Area = Area of Phone — Area of Screen

= (1.8x2 + 4.8x + 3) — 1gx2

= 4.8x + 3

Interpret 서 The expression 4.8x 十 3 represents the portion of the phone's s니rface not
occupied by the screen.

Try It! 6. Suppose the height of the phone in Example 6 were 1.9 times
the width b니t all of the other conditions were the same. What
expression would represent the area of the phone's s니rface not
occupied by the screen?

LESSON 7-2 M니tiplying Polynomials 271

 a. 0 x © 船
@ CONCEPT SUMMARY Multiplying Polynomials

There are different methods that can be used to multiply polynomials. The methods 니sed for multiplying
polynomials are similar to the methods used for rmjltiplying m니ti-digit numbers.

Binomial x Binomial Binomial x Trinomial

ALGEBRA, Multiply Horizontally Multiply Horizontally

(x + 3)(x —2) (x 十 3)(乂2 + 4x - 2)

= x(x — 2) 十 3(x — 2) = x(%2 十 4x — 2) 十 3(x2 + 4x — 2)

= x' — 2x + 3x — 6 = x3 + 4x2 — 2x 十 3乂2 十 12x — 6

= x2 + x — 6 = x3 + 7x2 十 10x — 6

Multi이y Vertically Multiply Vertically

x —2 x2 + 4x - 2

x x+3 x x+3

3x-6 3x2 + i2x-6

+ x2 — 2x + x3 + 4x2 — 2x

乂2 +X— 6 x3 + 7x2 + i ox — 6

x3 + 7x2 + 10x — 6

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION J Find each product.
rmjltiplying polynomials compare to 5. -2x3(3x2 — 4x + 7)
m니ti이ying integers?
6. (2x + 6)(x - 4)
2. Use Appropriate Tols When multiplying
two variables, how is using the Distrib니tive 7. (x — 2)(3x + 4)
Property similar to using a table? ⑨ MR5
8. (5y - 2)(4/ + 3y - 1)
3. Error Analysis Mercedes states that when
rmjltiplying 4x3(x3 + 2x2 — 3) the product 9. (3乂2 十 2X -5)(2x - 3)
is 4x으 + 8x6 — 12x3. What was Mercedes's
error? ® MR3 10. Find the area of the rectangle.

4. Use Structure When multiplying polynomials, 2x + 4

why is the degree of the prod니ct different
from the degree of the factors? @ MR7 4x — 2

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 Scan for f b ] 【초(診 Practice ⑥ Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia [ 球J
丄-- 才 Additional Exercises Available Online

UNDERSTAND PRACTICE

11. Make Sense and Persevere The area of a Find each product, see example 1
rectangle is given. Identify the missing terms in 18. 6x(x2 _ 4x — 3)
the length and wicfth. ® MR1
19. —y(—3y2 + 2y —7)
(x+_)
20. 3x2(_x2 + 2x — 4)
x2 + 11x + 28 (—+4)
21. -5x3(2x3 - 4x2 + 2)

12. Use Structure The table shows the product

Use a table to find each product, see example 2
when m니Itiplying two binomials. What is
the relationship between the numbers in the 22. (x - 6)(3x + 4)
factors and the terms in the product? ® MR7
23. (2x+ 1)(4x+ 1)

Binomials Products Use the Distributive Property to find each product.

(x + 3) (x + 4) %2 + 7x + 12 SEE EXAMPLE 3

(x + 2) (x — 5) 乂2 — 3x — 10 24. (x - 6)(x + 3)
f(x-3)(x-5) %2 — 8x + 15
25. (3x - 4)(2x + 5)

13. Error Analysis Describe and correct the 26. (x - 8)(2x + 3)

error a st니dent made when m니Itiplying two
binomials. ⑨ MR3 Find each product, see example 4

27. (y + 3)(2y2 - 3y + 4)

(2x + 2)(4x-l) 28. (2x - 7)(3x2 — 4x + 1)

8x2-2
29. (2x2 _ 3X)(—3X2 + 4x — 2)

30. (—2x2 十 甘⑦유 _ 3X — 刀

31. (x2 + 3x)(3x2 — 2x + 4)

14. Use Appropriate Tools Use a table to find the
product of (3x + 4)(x2 + 3x — 2).@M<5re the
32. Find the area of the shaded region.
like terms in a table arranged?
SEE EXAMPLE 6

15. Higher Order Thinking Is it possible for the

4x- 2
product of a monomial and trinomial to be a
binomial? Explain.

16. Mathematical Connections A triangle has a x2 - 3

height of 2x + 6 and a base length of x + 4.
What is the area of the triangle?

17. Communicate Precisely Explain how to find 33. A rectangular park is 6x + 2 ft long and
the combined vol니me of the two rectang니lar 3x + 7 ft wide. In the mid세e of the park is
prisms described. One has side lengths of 3x, a square turtle pond that is 8 ft wide. What
2x + 1, and x + 3. The other has 외de lengths of expression represents the area of the park not
5x — 2, x + 9r and 8. ⑨ MR6 occ니pied by the turtle pond? see example 6

LESSON 7-2 M니tiplying Polynomials 273

 I ‘지 ⑥ Practice
⑮ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY, ASSESSMENT PRACTICE

34. Model With Mathematics The vohjme of a 38. Write an expression for the prod니ct of
c니be is calculated by m니tiplying the length, (x + 4)(2x + 1) — [(x — 5)(x + 3)] + 3x<
width, and height. What is the volume of this
39. SAT/ACT What is the product of
c니be? ® MR4
(—2x + 2)(x - 5)?
® -2x2—10
® —2x》+ 12x— 10
©-x-3
© —2x2 — 12X— io

40. Performance Task The net of a rectangular box

and its dimensions are shown.
35. Reason The product of the binomial and
the trinomial shown is a polynomial with 2x4-5
fo니r terms. Change one of the terms of the
binomial or the trinomial so the prod니ct is also
a trinomial. ⑨ MR2

(2x + 2)(乂2 + 2x — 4) = 2x3 + 刀己 — 2x — 12

36. Make Sense and Persevere What is the area of

the painting shown? ® MR1

Part A Write an expression for the s니rface area

of the box in terms of x.

Part B Evaluate the polynomial expression you

fo니nd in Part A. What integer vahje of x would
x+ 4 x
give the prism a surface area of abo니t 600 cm2?
37. Make Sense and Persevere A dance teacher
wants to expand her studio to fit more 이asses.

What is the combined area of St니dio A and

Studio B? ® MP.1

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 ⑨Common Core State Standards HSA.APR.A.1, MP3, MP.7, MP.8
w o Activity

7-3
Multiplying
⑴ EXPLORE & REASON

The table gives values for x and y and different expr은ssions.

느
Special Cases X2 y2
(요 一 y2) |
y

■■
시
너
I PearsonRealize.com

■■
I CAN... use patterns to A. Copy and complete the table.
multi이y binomials.
B. Describe any patterns you notice.
VOCABULARY C. Use Structure Try substituting variable expressions of the form 7P and 4q
• difference of two squares for x and y. Does the pattern still hold? Explain. © MR7

Q ESSENTIAL QUESTION What patterns are there in the product of the square of a binomial and th은

• 여 product of a sum and a difference?

CONCEPTUAL
UNDERSTANDING 허 EXAMPLE 1 Determine the Square of a Binomial
A. Why is (a + b)2 con이dered a special cas은 when multiplying polynomials?

Use the Distributive Property. Use a vis니al model.

(a + b)2 = (a + b)(a + b) |느— a + b —너

a b
= a (a 十 b) 十 b(a + b)

GENERALIZE = a》十 ab + ba +
When squaring a binomial, think = a2 + 2ab + b2
about how you can use the
terms in the binomial to quickly
determine the product. What first term twice the last term
a2 + 2ab + b》
generalizations about terms can squared product of squared
you make? ⑨ MR8 the first and
last terms

The sq니are of a binomial follows the pattern (a + b)2 = a2 + 2ab 十 b2.

B. What is the product (5x - 3)2?

Use the pattern you fo니nd in Part A to find the sq니are of a difference.

(5x - 3)2 = [5x + (—3)]2 Rewrite the difference as

a sum.
= (5x)2 + 2(5x)(—3) + (—3)2 Substitute 5x and -3 into
a2 + lab + b2.

= 25x2 — 30x + 9 Simplify.

You can write the product (5x — 3)2 as 25x2 — 30x + 9.

CONTINUED ON THE NEXT PAGE

LESSON 7-3 M니tiplying Special Cases 275

 Activity Assess

EXAMPLE 1 CONTINUED

C. How can you use the square of a binomial to find the product 292?

Rewrite the product as a difference of two values whose sq니ares yen」

know, s니ch as (30 — 1)2. Then use the pattern for the sq니are of a
binomial to find its square.

(30 - 1)2 = (30)2 + 2(30)(-1) + (—1)2 (30 _ 아 is the same as 2g.

= 900 — 60+ 1 So, (30 - 1)2 is the same as 292.

= 841

So, 292 = 841. In general, yo니 can 니se the sq니are of a binomial to find
the sq니are of a large number by rewriting the number as the sum or
difference of two numbers with known squares.

© Try It! 1. Find each prod니ct.

a. (3x - 4)2 b. 712

a EXAMPLE 2 Find the Product of a Sum and a Difference

A. What is the product (a + b)(a — b)?

Use the Distributive Property to find the prod니ct.

(a 十 b)(a - b) = a (a — b) + b(a — b)

= s' — db 十 bd — The middle terms drop out

because they are opposites.
= a2 — b2

first term last term

squared squared

The prod니ct of two binomials in the form (a + b)(a — b) is a2 - b2.

The prod니ct of the sum and difference of the same two val니es res니Its in
the difference of two squares.

B. What is the product (5x + 7)(5x - 7)?

Use the pattern you fo니nd in Part A.

COMMON ERROR (5x + 7)(5x - 7) = (5x)2 - (7)2 Substitute 5x and 7 into a2 — b2.
Remember that the last terms
of each binomial are opposites. = 25乂2 — 49 Simplify.
So, the product of the last terms
The product of (5x + 7)(5x - 7) is 25x2 — 49. It is the difference of two
will always be negative.
squares, (5x)2 — 72.

CONTINUED ON THE NEXT PAGE

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 W 0 Activity Assess

EXAMPLE 2 CONTINUED

C. How can you use the difference of two squares to find the product of
43 and 37?

Rewrite the prod니ct as the sum and difference of the same two numbers
a and b.

43 and 37 are each 3 units from 40.

(40 + 3)(40 - 3) = (40)2 - (3)2 (40 + 3)(40 - 3) is of the form

= 1 600 - 9 (a + b)(a — b), so it is equivalent
USE APPROPRIATE TOOLS to the difference of two squares.
What types of practical limitations = 1,591
are there on using the prod니ct of
Yen』can 니se the difference of two squares to mentally find the proehjet
a sum and difference to find the
of large numbers when the numbers are the same distance from a
product of two numbers? ⑨ MR5
known square.

© Try It! 2. Find each prod니ct.

a. (2x - 4)(2x + 4) b. 56*44

APP 니 CATION EXAMPLE 3 Apply the Square of a Binomial

A graphic de이gner is developing images for icons.
The square pixelated image is placed inside a
border that is 2 pixels wide on all sides. If the
area of the border of the image is 176 square
pixels, what is the area of the image? x+4

Letx represent the length

and width of the image.

Form 니 ate 스 The area of the image and the border is

represented by the expression (x + 4)2.

Total area Area of Image Area of Border

(x + 4)2 x2 176

Compute 스 (x + 4)2—x2= 176

Find the product of the
x2 + 8x+ 16-x2= 176 squared binomial first.
8x+ 16 = 176
8x= 160
x=20

Interpret 스 The image will be 20 pixels by 20 pixels. The area of the image is 20 • 20, or
400 square pixels.

© Try It! 3. What is the area of the sq니are image if the area of the border is
704 square pixels and the border is 4 pixels wide?

LESSON 7-3 Multiplying Special Cases 277

 a. o = © —
Q CONCEPT SUMMARY Multiplying Special Cases

Square of a Binomial Product of a Sum and Difference

우 The sq니are of a binomial, (a + b)2f The product of two binomials in the form
always follows the same pattern: the (a + b)(a — b) results in the difference of
sq니are of the first term, pl니s twice two sq니ares.
the product of the first and last term,
pl니s the sq니are of the last term.

’ (a + b)2 = a2 + 2ab + b2 (a + b)(a - b) = a2 - b2

or
(a — b)2 = a2 - 2ab + b2 difference of two squares

’ (x + 4)2 = (x + 4)(x + 4) (x - 7)(x + 7) = 乂2 — 7X + 7X — 49

= 乂2 十 4X 十 4乂 + 16 = 乂2 - 49
= x2 + 8x + 16

Do You UNDERSTAND? Do You KNOW HOW?

1. ESSENTIAL QUESTION J What patterns Write 은ach product in standard form.
are there in the prod니ct of the sq니are 5. (x - 7)2
of a binomial and the product of a sum
and a difference? 6. (2x+ 5)2

2. Error Analysis Kennedy multiplies 7. (x + 4)(x — 4)

(x — 3)(x + 3) and gets an answer of
x2 — 6x — 9. Describe and correct 8. (3y—5)(3y+5)

Kennedy's error. ® MR3 Use either the square of a binomial or the

difference of two squares to find the area of
3. Vocabulary The product (x + 6)(x — 6)
each rectangle.
is eq니ivalent to an expression that is called
the difference of two squares. Explain
why the term difference of two squares
54 cm
is appropriate.

4. Use Structure Explain why the prod니ct of 54 cm

two binomials in the form (a + b)(a - b) is a
binomial instead of a trinomial. ⑨ MR7

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UNDERSTAND PRACTICE

11. Generalize Find each prod니ct. ® MR8 Write each product in standard form, see example 1

• (x + 9)(x + 9) 16. (y+9)(y+9) 17. (5x — 3)(5x- 3)

• (x - 7)(x - 7) 18. (a + 11)(a + 11) 19. (x- 13)(x—13)

• (2x- 1)2 20. (p + 15)2 21. (3k + 8)2

a. What do all products of the square of a 23. (2a + 3b)2

22. (x - 4y)2
binomial have in common?
24.gx +|)2
b. Will the third term of the square of a 25. (0.4x+ 1.2)2
binomial always be po외tive? Explain.
Use the square of a binomial to find each product.
c. What is the r이ationship between the sign of
SEE EXAMPLE 1
the binomial and the sign of the second term
in the prod니ct? 26. 562 27. 722

d. What is tnje abo니t the exponents

Write each product in standard form.
representing perfect sq니are variables?
SEE EXAMPLE 2
12. Look for Relationships Find a value for m or n
28. (x- 12)(x+ 12) 29. (2x + 5)(2x — 5)
to make a true statement. ⑨ MR7
30. (3a - 사))(3a + 4b) 31. (x2 - 2y)(x2 + 2y)
a. mx2 - 36 = (3x + 6)(3x - 6)

b. (mx + ny)2 = 4x2 + 12xy + 9y2 32. 33. (x + 2.5)(x — 2.5)

13. Error Analysis Describe and correct the error a

st니dent made when squaring (x + 5). ® MR3 Use the product of sum and differ은nee to find
each product, see example 2

34. 32 • 28 35. 83 • 97
(x + 5)2
x2 + 25
36. Consider the fig니re shown, see example 3

14. Use Structure The expression 962 - 952 is a

difference of two sq니ares. How can yo니 니se the
factors (96 - 95)(96 + 95) to make it easier to
simplify this expression? ® MR7
a. What expression represents the total area of
15. Construct Arguments Jacob makes the the fo니r white triangles?
following conjectures. Is each conject니re
b. If the length of each side of the shaded
correct? Provide arguments to s니pport
square is 12 cm, what is the total area of the
your answers. ⑨ MR3
four white triangles?
a. The prod니ct of any two consecutive even
37. What is the area of the shaded region?
numbers is 1 less than a perfect sq니are.
SEE EXAMPLE 3
b. The prod니ct of any two consec니tive odd
numbers is 1 less than a perfect sq니are.

LESSON 7-3 Multiplying Special Cases 279

 I 令I Practice Tutorial
© PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY； ASSESSMENT PRACTICE

38. Mathematical Connections The radhjs of 41. Consider each expression. Can you 니se the
the inner circle of a tile pattern shown is x expression to find the prod니ct 532? Select Yes or
inches. Write a polynomial in standard form to No in each row.
represent the area of the space between the
inner and outer circle.

(50 + 3)2
RH
Yes

□ □
(50 - 3)2 □ □
(60 + 7)2 □ □
(60 — 7)2 □ □
(50 + 3)(50 - 3) □ □

39. Make Sense and Persevere In the fig니re 42. SAT/A CT What is the product of
(3乂2 - 4y)(3X2 十 4y)?
shown, the darker square is removed. ⑨ MR1
® 9x4 - 24x2y - 16y2
a. Divide the remaining
fig니re into two ® 3x2 — 4y2

rectangles. What are ©9x4 - 16y2

the dimensions of © 3乂2 十 14x2y — 4y
each rectangle?
b. What is the area of 43. Performance Task Consider the diff은rence of
squares a2 - b2, for integer values of a and b.
each rectangle?
c. What is the total area Part A Make a table of the difference of
of the remaining fig니r은? How does this sq니ares 니sing consec니tive integers for a and b.
fig니re represent the difference of two sq니ares? What pattern do yen』notice?

1Mh Higher Order Thinking The sc니pture shown Part B Use the pattern from Part A to find
contains a large (:니be. pair of consecutive integers that generates a
difference of sq니ares of -45.

Part C Make a table of the difference of

sq니ares 니sing consecutive even integers for a
and b. What pattern do yen」notice?

Part D Use the pattern from Part C to find

a pair of consec니tive even integers that
generates a difference of sq니ares of-100.

a. Write a polynomial in standard form to

represent the s니rface area of the c니be.
b. Write a polynomial in standard form to
represent the volume of the c니be.

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 ⑨Common Core State Standards HSA.SSE.A.2, HSA.APR.A.1, MP.1, MP.4, MP.7 (츠 0 Activity Assess

7-4
Factoring
⑴ MODEL & DISCUS^

A catering company has been asked to design meal boxes for entrees
and side dishes.
Polynomials
The sections for the side dishes
are half the length and width of
H PearsonRealize.com
the entree sections.

I CAN... factor a
polynomial.

The sections for the

entrees must be square.

A. De외gn a meal box that meets each of these req니irements:

a. Eq니al numbers of sections for entrees and side dishes

b. More sections for entrees than for side dishes

c. More sections for side dishes than for entrees

B. Use Structure For each meal box from Part A, write an algebraic
expression to model the area of the meal boxes. ® MR7

Q ESSENTIAL QUESTION How is factoring a polynomial similar to factoring integers?

0 EXAMPLE 1 Find the Greatest Common Factor

What is the greatest common factor (GCF) of the terms of 12x5 + 8x4 — 6x3?

Step 1 Write the prime factorization of the coefficient for each term to
STUDY TIP determine if there is a greatest common factor other than 1.
Recall that finding the prime
factorization of a number is One instance of 2 is the only common
expressing the number as a factor of the numbers, so the GCF of
product of only prime numbers. the coefficients of this trinomial is 2.
2*2.3

Step 2 Determine the greatest common factor for the variables of

each term.

x5 X4
Three instances ofx are the only
common factors of the terms, so
the GCF of the variables is x3.
x^x^x^x^x x^x^x^x X • X • X

The greatest common factor of the terms 12x5 + 8x4 — 6x3 is 2x3.

© Try It! 1. Find the GCF of the terms of each polynomial.

a. 15x2 + 18 b. -18y4 + 6y3 + 24y2

LESSON 7-4 Factoring Polynomials 281

 【호 o Activity Assess

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 2 Factor Out the Greatest Common Factor
Why is it helpful to factor out the GCF from a polynomial?

Consider the polynomial —12x3 + 18x2 — 27x.

Step 1 Find the GCF of the terms of the polynomial, if there is one.

Because the first term is negative, it is helpful to factor o니t —1.

18x2
COMMON ERROR
Remember to include the negative
sign when factoring out the GCF
of negative terms. Also, factoring
out a -1 from a positive term
generates two negative factors. The greatest common factor is —3x.

Step 2 Factor the GCF out of each term of the polynomial.

-3x(4x2 — 6x + 9)

Factoring out the greatest common factor results in a polynomial with

smaller coefficients and/or smaller exponents of the variable(s). This makes it
easier to analyze the polynomial or factor it further.

© Try It! 2. Factor out the GCF from each polynomial.

a. x3 + 5x2 — 22x b. — 16y6 + 28y4 —20y3

小PP 니 CATlOh)
0 EXAMPLE 3 Factor a Polynomial Model
Alani is in charge of marketing for a travel company. She is designing a
brochure that will have 6 photos. The photos can be arranged on the page
in a number of ways.

There are 2 main square photos There are 4 narrower

which have a length of x in. photos that are each
on each side. 1 in. byx in.

A. What is the total area of the photos?

First, find the area of each type of photo.

Area = area of sq니are photos + area of narrower photos

= 2(x2) + 4(1x)_
There are 2 square photos,
= 2x2 4- 4x each with an area ofx2 in.2.
The total area of the photos is 2x2 + 4x in.2. There are 4 narrower photos,
each with an area of 1x in.2.

CONTINUED ON THE NEXT PAGE

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 w o Activity

EXAMPLE 3 CONTINUED

B. Find a rectangular arrangement for the photos. What factored

expression represents the ar은a of the arrangement?

Try placing the photos in one row.

The arrangement has

a height ofx in.

The arrangement has a

width of (2x 十 4) in.

The factored form that represents the area of the arrangement is x(2x + 4).

C. Factor out the GCF from the polynomial. What does the GCF represent in
this situation?
MODEL WITH MATHEMATICS
The GCF of 2x2 and 4x is 2x. So you can rewrite th은 expression as 2x(x + 2).
Think about how to represent this
situation mathematically. How is
the GCF useful in solving this
problem? ® MR4
The arrangement has
a height of 2x in.

The arrangement has a

width of (x + 2) in.

The GCF represents the height of one possible arrangement of

the photos.

D. Which of these two arrangements is a more practical use of the space on

a page of the brochure?

The arrangement based on the GCF is more practical beca니se the

arrangement with the photos in one line will likely be too wide for a page.

© Try It! 3, S니ppose the dimensions of the narrower photos were increased
to 2 in. by x in. What expression would represent the new
arrangement based on the GCF?

LESSON 7-4 Factoring Polynomials 283

 a. 0 ：：= © 쏘-
자 CONCEPT SUMMARY Factoring Polynomials

WORDS Determine if a polynomial can be factored. If the polynomial can be factored, find the
greatest common factor of the terms and factor it o니t.

ALGEBRA 18x3y2 + 12%2y + 15x Find the GCF of the terms.

The greatest common factor of 18x3y2 + 12x2y + 15x is 3x.

3x（6x2y2 十 4xy 十 5）
Identify the remaining factors of the polynomial after
factoring out the GCE then write it in factored form.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION How is Find the GCF of each pair of monomials.
factoring a polynomial 외milar to factoring 6. 10x and 25
integers?
7. x3y2 and x5y
2. Look for Relationships Why does the GCF 8. 8a2 and 28a5
of the variables of a polynomial have the
least exponent of any variable term in the 9. 4x3 and 9y5
polynomial? © MR7 10. 12a단） and 16a4b2

3. Reason What is the greatest common factor 11. 14xwy8 ancj I5x6y9
of two polynomials that do not appear to
have any common factors? © MR2 Factor out the GCF from each polynomial.
12. 10a2b + 12ab2
4. Error Analysis Andrew factored
3%2y - 6xy2 + 3xy as 3xy（x — 2y）. Describe 13. —3x4+ 12x3 —21x2
and correct his error. © MR3
14. 15x3y - 10x2y3
5. Error Analysis Wendell says that the
15. x10 + x9 - x8
greatest common factor of x6 and x8 is x2,
since the greatest common factor of 6 and 16. 3x3y2 - 9xz4 十 8y거
8 is 2. Is Wendell correct? Explain. ® MR3
17. 100a7b5 — 150a 8匕3

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-- 才 Additional Exercises Available Online

UNDERSTAND PRACTICE

18. Use Structure What term and 12x2y have Find the GCF of each group of monomials.
a GCF of 4xy2? Write an expres외on that SEE EXAMPLE 1

shows the monomial factored out of the 26. 8y3 and 28y
polynomial. ® MR7
27. 9a263f 15a52r and 21a4b3
19. Look for Relationships Write a trinomial that
has a GCF of 4x2. ® MR7 28. 18m2 and 25

20. Error Analy이s Describe and correct the error a 29. %2y3 an(j x3y5
student made when factoring
10a3b — 5a가고 — 15ab ⑨ MP.3 Factor out the GCF from each polynomial.
SEE EXAMPLE 2

30. 12x2 — 15x

10a3b — 5a2b2 - 15ab
31. —4y4 + 6y2 — 14y
5a(2a2b — ab2 — 3b)
32. 3m2— 10m 十 4

33. 24x3y2 - 30x2y3 + 12x2/

21. Make Sense and Persever은 Write the The ar은as of the rectangles are given. Use factoring
difference in factored form. ⑨ MR1 to find expressions for the missing dimensions.
SEE EXAMPLE 3
(24x4 — 15x2 + 6x) — (1 ox4 + 5X2 — 4x)

22. Higher Order Thinking In the expression

ax2 + b, the coefficients of a and b are
m니ti이es of 2. The coefficients c and d in
the expression ex2 + d are m니tiples of 3.
Will the GCF of ax2 + b and ex2 + d always,
sometimes, or never be a multiple of 6?
Explain.
23. Make Sense and Persevere What is the GCF in
the expression x(x + 5) — 3x(x + 5) + 4(x + 5)?
® MR1
24. Look for Relationships Find the greatest
common factor of the terms xn+^yn and
xnyn~2, where n is a whole number greater
than 2. How can yo니 factor the expres외on
xn+1yn+xnyn—2? 0 Mpi7

25. Mathematical Connections consider the

following set of monomials.

A = {2x, 3x, 4x, 5xy, 7x, 9y, 12xy, 13x, 15x} 37. A farmer wants to plant three rectangular fields
so that the widths are the same. The areas of
The GCF the elements in subset B = {2x, 3x} is x.
the fields, in sq니are yards, are given by the
Create 6 different 이jbsets of A, such the GCFs
expressions 12x2y, 9xy2, and 21xy. What is the
of the elements are 1, 2x, 3, 4x, 5xz and y.
width of the fi이ds if x = 3 and y = 4?
SEE EXAMPLE 3

LESSON 7-4 Factoring Polynomials 285

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APPLY ASSESSMENT PRACTICE

Mathematics Write an expression 41. Fill in the blanks to find the factor pairs for
factored form to represent the volume in 18x4 +12乂3 - 24x2.

©MP.4 6x2 + 4x — 8
2x ■x- + Hx* - 1
■
X 18必 + 12乂 - 24
펴
3%2 十 2x — 4

42. SAT/ACT The area of a rectangle is

12x3 - 18x2 + 6x. The width is eq니al to the GCF.
What could the dimensions of the rectangle be?
4 으 ® 6x(2%2 — 3x)
-
V"
r
*

3
® 3(4x3 — 6x2 + 가)

©x(12x2 — 18x + 6)

© 6x(2x2 — 3x + 1)
|irr3
43. Performance Task Camilla is designing a
platform for an athletic awards ceremony. The
areas for two of the three faces of a platform
are given.

39. Use Structure Determine the GCF and write the

expression in factored form. ⑨ MR7
(6x2 + 4x) + (4x2 - 8x)

40. Make Sense and Persever은 A sheet of dough

has six identical circles c니t from it. Write an
expres외on in factored form to represent
the approximate amo니nt of dough that is
remaining. Is there eno니gh do니gh for anoth은r
circle? ® MR1

Part A What are the dimensions of each face of

the platform?

Part B What is the area of the top of the

platform?

Part C What expression represents the s니rface

area of the entire platform, including the
bottom?

Part D What expression represents the vohjme

of the platform?

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 ⑨ Common Core State Standards HSA.SSE.A.1, HSA.SSE.A.1.A, ［즈 ］ Q Activity （화 Assess
HSA.S요.A.1.B, MP.2, MR5, MP.7

7-5
Factoring
⑴ EXPLORE & REASON

Consider the following puzzles.

x2 + bx + c 5 What two
numbers
multiply
1 시 PearsonRealize.com What two together to 뷔*아w”
numbers equal -15 and
multiply add together to
I CAN... factor a quadratic
trinomial.
add together to
VVhattwo What Mo
numbers numbers
multiply multiply
together to
이八게 15 and
허dd together to

은qual —16?

A. Find the sol니tions to the fo니r p니z키es shown.

B. Look for Relationships Write a set of fo니r number p니z기es of yo니r own
that have the same structure as these four. Describe the pattern. ® MP.7

Q ESSENTIAL QUESTION How does recognizing patterns in the signs of the terms help yo니 factor
polynomials?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Factoring a Trinomial
A. How does factoring a trinomial relate to multiplying binomials?

Consider the binomial prod니ct （x + 2）（x + 3） and the trinomial x2 + 5x + 6.

The product of the second terms of the binomials

is equal to the last term of the trinomial.

LOOK FOR RELATIONSHIPS

How does factoring a trinomial
relate to the Distributive = 乂2 十 5x 十 6
Property? ® MR7

The sum of the second terms of the binomials is equal

to the coefficient of the second term of the trinomial.

When factoring a trinomial, you work backward to try to find the related
binomial factors whose prod니ct eq니als the trinomial.

Yo니 can factor a trinomial of the form 乂그 十 匕乂 + c as（x + p）（x + g） jf

pq = c and p + q = b.

CONTINUED ON THE NEXT PAGE

LESSON 7-5 Factoring x》+ 匕乂 + c 287

 ［호］ © Activity © Assess

EXAMPLE 1 CONTINUED

B. What is the factored form of x2 + 5x + 6?

Identify a factor pair of 6 that has a sum of 5.

Sum of Factors 1
USE APPROPRIATE TOOLS Factors of 6 The second term of
Think about different ways you each binomial is a
1 and 6 7
could organize the factors and factor of 6. These two
their sums. What organizational 2 and 3 ：丁 factors add to 5.
to이s would be usef니? ⑨ MR5
If you factor 니sing algebra tiles, the correct factor pair will form
a rectangle.

(x + 3) (x + 2)

오+ 기
그

The factored form of x2 + 5x + 6 is (x + 2)(x + 3).

The first term of each
Check (x + 2)(x + 3) = ;己 + 3X + 2x 十 6 binomial isx, since
x »x = x2.
= 乂2 + 드乂 十 6/

Try It! 1. Write the factored form of each trinomial.

a. x2 十 i3X + 36 b. 乂 2 十 iix+28

EXAMPLE 2 Factor x2 + bx + c, When b <0 and c > 0

What is the factored form of x2 - 11x + 18?

Identify a factor pair of 18 that has a sum of -11.

Because b is negative ► Factors of 18 Sum of Factors Even though there are

and c is positive, inspect more factor pairs for
-1 and —18 -19
only negative factors. —11 s__i 18, there is no need to
-2 and -9
continue once you find
the correct sum.
자* factored form of x2 — 11x + 18 is (x — 2)(x — 9).

Check (x — 2)(x — 9) = x2 — 9x — 2x + 18

= %2 — 11X+ 18/

© Try It! 2. Write the factored form of each trinomial.

a. %2 — 8x 十 15 b. x2 — 13x + 42

288 TO미C 7 Polynomials and Factoring I 히 Go 0이ine | PearsonRealize.com

 (z o Activity

a EXAMPLE 3 Factor x2 + bx 十
What is the factored form of x》十 5x — 6?
c, When c < 0

Identify a factor pair of -6 that has a sum of 5.

COMMON ERROR Because c is • Factors of -6 Sum of Factors

You may think that the pairs of negative, the factors -5
1 and -6
factors 1, -6 and -1,6 are the will have opposite
same. However, the sums of the -1 and 6 5
signs.
two factors are different.
The factored form of x2 十 5X — 6 is (x — 1)(x + 6).

© Try It! 3. Write the factored form of each trinomial.

b. x2 + 6x - 16

EXAMPLE 4 Factor a Trinomial With Two Variables

A. How does multiplying binomials in two variables relate to factoring
trinomials?

Consider the following binomial prod니cts.

(x + 2y)(x + 4y) = 乂그 十 6xy + 8y2

(x — 3y)(x + 5y) = 乂그 十 2xy — 15y2

(x — 7y)(x - 9y) = x2 - 16xy - 63y2

Each trinomial has the form x2 + bxy + cyl Trinomials of this form are
factorable when there is a factor pair of c that has a sum of b.

B. What is the factored form of x2 + 10xy + 24y2?

Identify a factor pair of 24 that has a sum of 10.

Factors of 24 Sum of Factors

3 and 8 11

STUDY TIP 4 and 6 10

When factoring a trinomial with
two variables, make sure the The factored form of x2 + lOxy 十 24y2 is (x 十 4y)(x 十 6y).
factors contain both variables.
Check (x + 4y)(x + 6y) = 乂그 十 6xy + 4xy + 24)^
Check your answer to determine
whether you factored correctly. = x2 + 10xy + 24)匕 /

(珍 Try It! 4. Write the factored form of each trinomial.

a. x2 + 12xy + 32y2 b. x2 — 10xy + 21/2

LESSON 7-5 Factoring x2 + bx + c 289

 (주］ o Activity

APP 니 CATION EXAMPLE 5 Apply Factoring Trinomials

Benjamin is designing a new house. The bedroom 이oset will hav은 one wall
that contains a 이oset system using three different-sized storage units. The
number and amount of wall space needed for each of the three types of
storage units is shown. What are the dimensions of the largest amount of
wall space that will be needed?

Formulate 스 The largest possible closet storage system will use all of the 니nits. Write
an expression that represents the wall area of the closet in terms of the
storage units.

%2 + 12x + 35

Compute 스 Beca니se the area of a rectangle is the product of the length and width,
factor the expression to find binomials that represent the length and width
of the closet wall.

Factors of 35 Sum of Factors

1 and 35 36
5 and 7 12

乂2 十 12x + 35 = (x + 5)(x + 7)

Interpret 스 The dimensions of the largest amo니nt of wall space that will be needed are
(x + 7) ft by (x + 5) ft.

© Try It! 5. What would be the dimensions of the largest wall area yo니
would need if you 니sed 11 of the 1 ft-by-1 ft 니nits while
keeping the other units the same?

290 TOPIC 7 Polynomials and Factoring 후시 Go Online | PearsonRealize.com

 H. 0 = © Assess

해 CONCEPT SUMMARY Factoring ;己 + 匕乂 + c

To factor a trinomial of the form x2 + bx + c, find a factor pair of c that has a

sum of b. Then 니se the factors yo니 fo니nd to write the binomials that have a
product equal to the trinomial.

b and c are positive. b is negative and c is c is negative.

positive.

► When the vahjes When the vahje of b is When the vahje of c is

of both b and c are negative and that of c negative, the second
po외tive, the second is positive, the second terms of the binomials
terms of the binomials terms of the binomials have opposite signs.
are both positive. are both negative.

’ b and c are positive.

b is negative and c is negative.
c is positive.
rr

%2 + 9x + 14 x2 - 9x + 14 x2 - 5x- 14
= (x + 2)(x + 7) = (x — 2)(x - 7) = (x + 2)(x - 7)

© Do You UNDERSTAND? Do You KNOW HOW?

1. 니0w does List the factor pairs of c for each trinomial.
recognizing patterns in the signs of the 5. %2 + 17x+i6 6. 乂2 + 4乂 - 21
terms help yen」factor polynomials?
For each trinomial, tell whether the factor pairs
2. Error Analysis A st니dent says that 이nee of c will be both positive, both negative, or
x2 - 5x - 6 has two negative terms, both opposite signs.
factors of c will be negative. Explain the 7.乂2—iix+10 8. x2 + 9x- 10
error the student made. ⑨ MR3

3. Reason What is the first step to factoring

9. Copy and complete the table for factoring
any trinomial? Explain. ® MR2 the trinomial x2 - 7x+ 12.

4. Communicate Precisely To factor a trinomial

乂2 十 fax 十 c, why do yen』find the factors of c

and not b? Explain. ® MR6 너 and —12 ?

? —7
-2 and -6 -8

LESSON 7-5 Factoring x》十 匕乂 十 c 291

 Scan for Z) Practice
⑮ Tutorial

© PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE 서
10. Mathematical Connections Explain how Factor each trinomial represented by the
factoring a trinomial is like factoring a number. algebra tiles, see example i
Explain how it is different.

11. Use Appropriate Tools How can you use

algebra tiles to factor a trinomial? How do yo니
determine the binomial factors from an alg은bra
tile mod이? ® MR5

12. Look for Relationships How are the binomial

factors of x2 + 7x - 18 and x2 — 7x — 18 similar?
How are they different? ⑨ MR7

13. Error Analysis Describe and correct the error

Complete the table to factor each trinomial.
a student made in making a table in order to SEE EXAMPLES 1 AND 3
factor the trinomial x2 - 1 lx - 26. ® MR3
20. %2 十 9X + 20

The trinomialx2 -llx — 26 is not

factorable because no factors of 21.x2 + 9X —22
b sum to c.

14. Higher Order Thinking Given that the trinomial

x2 十匕% 十 8 is factora 이 e as (x + p)(x + q), with
p and q being integers, what are fo니r possible
vahjes of b?
Write the factored form of each trinomial.
15. Reason What is missing from the last term of SEE EXAMPLES 1, 2, 3, 4, AND 5
the trinomial x2 + 5xy + 4 so that it is factorable
22. 乂2 + 15X + 44 23. x2 - 11x + 24
as the product of binomials? ® MR2
24. x2 + 2x- 15 25. x2- 13x + 30
16. Look for Structure How does the sign of the
last term of a trinomial help yo니 know what 26. X2 十 9X + is 27. %2 — 2x — 8
type of factors yo니 are looking for? ® MR7
28. x2 + 7xy + 6y2 29. x2 - 12x + 27
17. Reason A rectangle has an area of
x2 + 7x +12 in.2. Use factoring to find possible 30. x2 + 10x4-16 31.x2- 16xy+28y2

dimensions of the rectangle. Explain why yo니 32. x2 - 10xy- 11y2 33. x2+ 16x + 48
can use factoring to find the answer. ⑨ MR2
34. x2 - 13x-48 35. x2 + 15xy + 54y2

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 I令I ⑥ Practice ⑮ Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY, ASSESSMENT PRACTICE

36. Make S은nse and Persevere The volume of a 39. Match each trinomial with its factored form.
rectangular box is represented by x3 + 3x2 + 2x. I. x2 + 13x+ 30 A. (x- 10)(x4-3)
Use factoring to find possible dimensions of the
II. 乂2 十 x — 30 B. (x — 6)(x + 5)
box. How are the dimensions of the box related
III. x2 - 7x - 30 C. (x — 5)(x + 6)
to one another? ⑨ MR1
IV. x2 - x - 30 D. (x+ 10)(x + 3)
37. Model with Mathematics A lake has a
rectang니lar area roped off where people can 40. SAT/ACT What is the factored form of
swim under a lifeg니ard's s니pervision. The 4x3 — 24x2 — 28x?
swimming section has an area of 乂그 十 3X — 40
® 4x(x — 7)(x+ 1)
sq니are feet, with the long side parallel to the
® 4x(x - 1)(x + 7)
lake shore. ® MP.4
© x(x — 7)(x + 4)
© x(x — 4)(x + 7)
® 4(x - 7)(x - 1)

41. Performance Task A city is designing the layo니t

of a new park. The park will be divided into
several different areas, including a field, a
picnic area, and a recreation area. One design
of the park is shown below.

Picnic Area：
x2 + 45x 4- 450 ft2
a. What are possible dimensions of the
roped-off area? Use factoring.

b. How m니ch rope is needed for the three sides

that are not along the beach? Explain.
)Recreation Area：
c. The rope 니sed to mark the swimming area is x2-35x + 300 ft2
238 ft long. What is x when the total length
of rope is 238 ft?

38. Make Sense and Persevere

Sarah has a
large square Part A Use factoring to find the dimensions of
piece of foam each of the three areas of the park shown
for an art
Part B Describe two different ways to find the
project. The
total area of the park.
side lengths of
the square are Part C What are the dimensions of the
x in. To fit her entire park?
project, Sarah
c니ts a section of Part D Can yen」find the val니e of x? Explain.
foam from two
of the sides so she now has a rectangle. How
m니ch foam does Sarah c니t from each of the
two sides? ® MR1

LESSON 7-5 Factoring x》十 匕乂 十 c 293

 0 Common Core State Standards HSA.APR.A.1, MP.4
MATHEMATICAL
I 즈* I 句 Video

MODELING
IN 3 ACTS

®E®
I 令I PearsonRealize.com

© Who’s Right?
People often approach a problem in different ways. Sometimes their
sohjtions are the same, but other times different approaches lead to very
different, but still valid, sohjtions.

S니ppose yo니 had to solve a system of linear eq니ations. You might solve
it by graphing, while a classmate might use substitution. Is one way of
solving a problem always better than another? Think abo니t this d니ring the
Mathematical Modeling in 3 Acts lesson.

Scan for
Multimedia ACT 1 Identify th은 Problem

1. What is the first q니estion that comes to mind after watching the video?

2. Write down the main question yo니 will answer abo니t what yo니 saw in
the video.

3. Make an initial conjecture that answers this main question.

4. Explain how yo니 arrived at your conjecture.

5. What information will be useful to know to answer th은 main q니estion?

How can yo니 get it? How will yo니 니se that information?

ACT 2 Develop a Model

6. Use the math that yo니 have learned in this topic to refine yo니r
conjecture.

ACT 3 Interpret the Results

7. Did your refined conjecture match the act니al answer exactly? If not,
what might explain the difference?

294 TOPIC 7 Mathematical Modeling in 3 Acts

 @ Common Core State Standards HSA.SSE.A.1, HSA.SSE.A.1.A, F丁! Activity Assess
HSA.SSE.A.1 .B, MR1, MR2, MP.7 ”

7-6
Factoring
EXPLORE & REASON

A website design company resizes rectangular photos so they fit on the

screens of various devices.
ax2 + bx + c

니
I CAN... factor a q adratic
trinomial when a / 1.

A. What expression represents the width of the photo?

B. Write three possible lengths and corresponding widths of the photo by

substituting different val니es for x.

C. Make Sense and Persevere Why would the company 니se an expression
to represent the area? Explain. @ MR1

Q ESSENTIAL QUESTION How is factoring a quadratic trinomial when a 斗 1 similar to factoring a

A J quadratic trinomial when a = 1?

EXAMPLE 1 Factor Out a Common Factor

What is the factored form of 3x3 + 15x2 — 18x?

Before factoring the trinomial into two binomials, look for any common
factors that you can factor exit.

3x3 + 15乂2 — 1gx

There is a common
3•x•x + 3•5 *x — 2•3•3 factor of 3x.

So, 3x3 + 15乂2 _ 스8X = 3x(x2 十 5X — 6).

Then factor the res니ting trinomial, x2 十 5x — 6.

r..... •11…,—- 으-
VOCABULARY Because c is negative in 으 Factors of -6 Sum of Factors
The answer 3x(x — 1)(x + 6), the trinomial x2 + 5x - 6,
is 3x3 + 15x2 — 18x fwored 1 and -6 -5
the factors will have
completely. There are other ways opposite signs. -1 and 6 5
you can factor the polynomial,
but only one way to factor it
The factored form of x2 + 5x - 6 is (x — 1)(x + 6), so the factored form of
completely.
3x3 + 15x2 — i8x is 3x(x — 1)(x + 6).

© Try It! 1. Factor each trinomial.

a. 5x2 — 3奴 十 50 b. 6x3 + 30x2 + 24x

LESSON 7-6 Factoring ax2 + bx + c 295

 〔크 0 Activity Assess

CONCEPTUAL EXAMPLE 2 Understand Factoring by Grouping

V UNDERSTANDING
A. If ax2 + bx + c is a product of binomials, how are the values of a, br
and c related?

Consider the product (3x + 4)(2x + 1).

(3x + 4)(2x+1) = (3x)(2x) + (3x)(1) + (4)(2x) + (4)(1)

= 6x2 + 3x + 8x + 4

= 6x2 + 11x + 4

The product is 6x2 + 1 lx + 4. Notice that ac = (6)(4) or (3)(2)(4)(1)f

which is the prod니ct of all of the coefficients and constants
from (3x + 4)(2x + 1).

In the middle step, the coefficients of the x-terms, 3 and 8, add to form
b = 11. They are composed of pairs of the coefficients and constants
from the original product; 3 = (3)(1) and 8 = (4)(2).

If ax2 + bx + c is the prod니ct of binomials, there is a pair of factors of

ac that have a sum of b.

B. How can you factor ax2 + bx + c by grouping?

STUDY TIP
To speed up your search, when Consider the trinomial 6x2 + 11x + 41a = 6 and c = 4, so ac = 24.
looking for a factor pair that has a
sum of b, yo니 can rule out factor Find the factor pair of 24 with a sum of 11.
pairs with sums that are obviou외y
Sum of Factors I
far from the target. Factors of 24

2 and 12 14
3 and 8 11

Rewrite 11x as 3x and 8x.

6x2 + 11x + 4 = 6x2 + 3x + 8x + 4

USE STRUCTURE = (6x2 + 3x) + (8x + 4) Group as two binomials.

Common factors are not limited
to monomials. Here the common = 3x(2x + 1) + 4(2x + 1) Factor out the GCF of each binomial.
factors are monomials and
= (3x + 4)(2x+ 1) Use the Distributive Property.
binomials. ® MR7
The factored form of 6x2 + 11x + 4 is (3x + 4)(2x + 1).

아leek (3x + 4)(2x + 1) = 6x2 + 3x + 8x + 4

= 6x2 十 1 ix+ 4/

© Try It! 2. Factor each trinomial.

a. 10乂2 十 스, 十 3 b. 2x2 + x — 21

296 TOPIC 7 Polynomials and Factoring | 令！ Go Online | PearsonRealize.com

 w o Activity (珍 Assess

EXAMPLE 3 Factor a Trinomial Using Substitution

How can you use substitution to h은Ip you factor ax2 + bx + c as the product
of two binomials?

Consider the trinomial 3x2 - 2x - 8.

STEP 1 Multiply ax2 + bx + c by a to transform x2 into (ax)2.

Multiply the entire trinomial by 3. The new

3[3x2 - 2x - 8]
trinomial is not equivalent to the original.
= 3(3)x2 - 2(3)x — 8(3) Remember to divide by 3 as a last step.

= (3x)2 — 2(3x) — 24

ax’ = 3x

STEP 2 Replace ax with a single variable. Let p = ax.

= P2 — 2P - 24 ==三라Ubstitute p for 3x.

STEP 3 Factor the trinomial.

= (p — 6)(p + 4)

STEP 4 S니bstit니te ax back into the product. Remember p = 3x.

Factor o니t common factors if there any.

STUDY TIP
= (3x — 6)(3x + 4) Substitute 3x for p.
Because you multiplied the
original expression by a new = 3(x - 2)(3x + 4)
factor, the answer will not be
equivalent unless you divide out STEP 5 Since you started by rmjltiplying the trinomial by a, you m니st divide
the same factor at the end of your by a to get a product that is equivalent to original trinomial.
computations.
(x - 2)(3x + 4) This product is equivalent to the original trinomial.

The factored form of 3x2 - 2x - 8 is (x - 2)(3x + 4). In general, yo니 can

니se s니bstitution to help transform ax2 + bx + c with a #： 1 to a simpler
case in which a = 1, factor it, and then transform it back to an eq니ivalent
factored form.

© Try It! 3. Factor each trinomial using s니bstit니tion.

a. 2x2 - x - 6 b. 10x2+ 3x— 1

LESSON 7-6 Factoring ax2 + bx + c 297

 3. 0 ：=y © Assess

재 CONCEPT SUMMARY Factoring ax2 + bx + c

Factor by Grouping Factor Using Substitution

ALGEBRA, To factor a trinomial of the form To factor a trinomial of the form

ax2 + t>x + c, find a factor pair of ac ax2 + bx + c, rmiltiply the trinomial
that has a sum of b. Rewrite bx as a by a. Rewrite the first two terms 니sing

sum of those factors. Then factor o니t ax. Substitute a single variable for ax.
the GCFs from the expression twice Factor the trinomial. Substit니te ax back
to factor the original trinomial as the in for the variable. Divide by a.
prod니ct of two binomials.

NUMBERS 3x2 + 22X + 7 3x2 _ 20x - 7

= 3%2 + 21x+ 1x + 7 3[3乂2 - 20x- 刀

= 3x(x + 7) + 1(x + 7) = (3x)2 — 2Q(3x) — 21

= (3x+ 1)(x + 7) = p2 - 2Op — 21

= (p - 21)(p + 1)
= (3x — 21)(3x+ 1)
= 3(x —7)(3x+ 1)
= (x — 7)(3x+ 1)

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION List the factor pairs of ac for each trinomial.
factoring a q니adratic trinomial when 6. 2%2 + 7x + 4 7. 12x2 —5x—2
a / 1 similar to factoring a q니adratic
trinomial when a = 1? Tell whether the terms of each trinomial share
a common factor other than 1. If there is a
2. Error Analysis A student says that for common factor, identify it.
ax2 + bx + c to be factorable, b m니st eq니al
8. 15x2 — iox — 5 9. 3X3 _ 2X2 _ 으
a + c. Explain the error in the student/s
thinking. ® MR3 Rewrite the x-term in each trinomial to factor
by grouping.
3. Reason Suppose you can factor ax2 + bx + c
as (px + q)(sx + t), where p, q, s, and t are 10. 35x2 + 17x +2 11. 12%2 + 20x + 3
integers. If c = 1, what do yo니 know abo니t
the two binomial factors? ® MR2 Factor each trinomial to find possible
dimensions of each rectangle.
4. Reason When factoring ax2 + bx + c by
wbstitution, why is it acceptable to multiply
the polynomial by a to start? ® MR2

5. Construct Arguments Felipe is factoring

the expression 2x2 — x — 28. He knows -x
sho니Id be rewritten as 7x plus —8x, b니t he
is not sure which order to place the terms
in the expression. Explain to Felipe why
it does not matter what order the terms
are in. ® MR3

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 Scan for I 즈’ I ⑥ Practice
⑨ Tutorial

@ PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE

14. Mathematical Connections How is factoring a Factor the trinomial represented by the
common factor o니t of a trinomial like factoring algebra tiles.
common factors o니t of the numerator and
denominator of a fraction? How is it different?

15. Mak은 Sense and Persevere What are all

possible val니es of b for which 7x2 + bx + 3
is factorable, if the factors have integer
coefficients and constants? ® MR1

16. Look for Relationships Can yen」factor the

trinomial 3x2 + 5x + 3 into linear factors with
integer coefficients? Explain. ® MP.7

17. Error Analysis Describe and correct the error a

st니dent made in factoring 2x2 + 11x + 15. ® MR3

ac = 2 X 15 = 30； b = 11
23. 4x2 + I6x+ 12 24. 2x2 — I6x+30
Factors of 30 Sum of Factors
25. 3乂2 + 12x — 63 26. 6x2 + 12x- 48
1 x 30 1 + 30 = 31
2 x 15 2 + 15 = 17 Identify the factor pairs of ac you could use to
3 x 10 3 + 10 = 13 rewrite b to factor each trinomial by grouping.
SEE EXAMPLE 2
5X6 5 + 6 = 11
27. 7x2 + 9X + 2 28. 6x2 + 11X — 2
2x2 4- llx + 15 = (x + 5)(x + 6)
29. 8x2 - 2x- 1 30. 10x2 + 19x + 6

31. 15x2 — 16x —7 32.12x2+ 11K 十 2

18. Higher Order Thinking Can yen」factor the
trinomial 6x2 十 7x — 6 as (px + q)(sx + t), where Factor each trinomial completely.
SEE EXAMPLES 1, 2, AND 3
p, q, s, and t are integers? Explain why or
why not. 33. 4x2 十 i3x + 3 34. 6x2 _ 25x — 14

19. Reason Use factoring to arrange the following 35. 2x2 + 7X — 4 36. 12乂2 + 13乂 + 3
algebra tiles first into one rectangle and then
37. 6x3 + 9x2 十 3乂 38. 8%2 - Wx- 3
into two rectangles of eq니al size. ® MR2

39. 12x2 十 16X + 5 40. 16x3 + 32x2 + 12X

41. 21x2 — 35x- 14 42. 16x2 + 22x — 3

43. 9x2 + 46x + 5 44.24x3 — 10x2 — 4x

Factor each trinomial completely.

45. 3x2 + Xy — 2y2 46. 2x2 + 9xy + 10y2

20. Use Structure What is the factored form of 47. 5x2 — 4xy - y2 48. 2x2 + 10xy + 12y2
pqx2 + (mp + qn)x + mn? ⑨ MR7

LESSON 7-6 Factoring ax2 + bx + c 299

 f지 ⑥ Practice ⑮ Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

49. Reason A rectangular patio has an area of 52. The trinomial ax2 + bx + c is factorable when
2x2 十 i3x — 24 ft2. Use factoring to find factors of 丄_ have a sum of 그
possible dimensions of the patio. The patio is
53. SAT/ACT What is the factored form of
to be enlarged so that each dimension is 2 ft
3x2 — 5X— 12?
greater than it was originally. What are the
new dimensions of the patio? What is the new ® (x —4)(3x+ 1)
area of the patio? ® MR2 ® (x — 3)(3x + 4)
© (x + 4)(3x — 9)
50. Make Sense and Persevere Use factoring to
find possible dimensions of the container ©3(x + 2)(x —3)
shown. The container is a rectangular prism. ® 3(x-4)(x+ 1)
What are the dimensions of the container
if x = 3? What is the volume of the container if 54. Performance Task A paint tray has an area
of 42x2 + 135x + 108 in.2. The sq니are paint
x = 4? ® MR1
compartments that are all the same size and
spaced evenly, tho니gh the space along the
I/= 4%3 + iox2 十 4x ft3 edge of the tray is twice as wide as the space
between sq니ares.

개로! 三| f메 早 p

51. Model With Mathematics A photographer is

니너 흐 떼
placing photos in a mat for a gallery show.
Each mat she 니ses is x in. wide on each side.
The total area of each photo and mat is
〜「히 可 으거
아wwn. ⑨ MR4 | 2x

卜----------lx + 12 in.------------- —
— 니

Part A What is the width of the paint tray?

Part B What is the area of each of the paint

compartments in the tray?

Part C How wide are the edges of the tray if

the width of the paint tray is 45 in.?

a. Factor the total area to find possible

dimensions of a photo and mat.

b. What are the dimensions of the photos in

terms of x?

c. Explain why the photographer might 니se x

to represent the width of the mat.

300 TOPIC 7 Polynomials and Factoring I 令I Go Online | PearsonRealize.com

 ⑨ Common Core State Standards HSA.SSE.A.1, HSA.SSE.A.1 .B, HSA.SSE.A.2, w o Activity (珍 Assess
MP.1.MR2, MP.7 드

7-7
Factoring
CRITIQUE & EXPLAIN

Seth and Bailey are given the polynomial 8x2 + 48x + 72 to factor.

Special Cases
SetW Ailey's work

f之乂 + 6)(4乂 十 ]
L지 PearsonRealize.com 18 7'
Vo

I CAN... factor special

trinomials.

VOCABULARY
A. Analyze each factored expression to see if both are equivalent to the
• perfect-square trinomial
given polynomial.

B. How can the prod니ct of different pairs of expressions be equivalent?

C. Look for Relationships Find two other pairs of binomials that are
different, b니t whose prod니cts are eq니al. ® MR7

What special patterns are helpful when factoring a perfect-square trinomial

O ESSENTIAL QUESTION and the difference of two squares?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Und은rstand Factoring a Perfect Square
What is the factored form of a perfect-square trinomial?

A perfect-square trinomial results when a binomial is squared.

(a + b)(a + 6) = (a + b)2 = 义 + 2" + 우、 The first and last terms are

perfect squares. The middle
(a - b)(a — b) = (a — b)2 = a2 — 2ab + b2 term is twice the product
of the first and last terms of
A. What is the factored form of the binomial.
x2 + 14x + 49?

Write the last term as a perfect sq니are.

x2 + 14x + 49 = x2 + 14x + 72
2ab = 2(7)x = 14x, so the
= 乂2 + 2(7)x + 72
trinomial fits the pattern.
= (x + 7)(x + 7) = (x + 7)2

COMMON ERROR B. What is the factored form of 9x2 - 30x 十 25?

Be careful to identify the correct
Write the first and last terms as a perfect sq니are.
values for a and b when factoring
special cases. The value of a can 9x2 — 30x + 25 = (3x)2 — 30x + 52
be different from x. lab = 2(3x)(5) = 3Ox, so the
= (3x)2 — 2(3x)(5) + 52
trinomial fits the pattern.
= (3x—5)(3x—5) = (3x—5)2

The factored form of a perfect-square trinomial is (a + b)2 when the

trinomial fits the pattern a2 + 2ab + b2, and (a — b)2 when the trinomial fits
the pattern a2 — 2ab + b2.
CONTINUED ON THE NEXT PAGE

LESSON 7-7 Factoring Special Cases 301

 (즈］ o Activity

EXAMPLE 1 CONTINUED

Try It! 1. Factor each trinomial.

a. 4x2 + 12x + 9 b. x2 - 8x + 16

APPLICATION a EXAMPLE 2』 Factor to Find a Dimension

Sasha has a tech store and needs cylindrical containers to package her
voice-activated speakers. A packaging company makes two different
cylindrical containers. Both are 3 in. high. The volume information is given
for each type of container. Determine the radius of each cylinder. How much
greater is the radius of one container than the other?

冗%
Volume:
3 2 jn. 3
Volume:
7r(3x2 + 30x + 75) jn.3

Formulate 스 The fomwla for the volume of a cylinder is V = "가己 where r is the radius
and h is the height of the cylinder. The height of both containers is 3 in., so
both expressions will have 3K in common.

Factor 3 out of the trinomial

37tx2 = 34x2) 43x2 十 30x 十 75)= 3re(x2 + 10x + 25)

Factor the expressions to identify the radhjs of each cylinder.

Compute 스 The expression x2 = x • x, so the radhjs of the first cylinder is x in.

Factor the expression x2 十 iox 十 25 to find the radius of the second cylinder.

x2 + 10x + 25 = x2 + 2(5)x + 52 Rewrite the first and

—(x + 5)2 last t헤ns as scares.

The radius of the second cylinder is (x + 5) in.

Find the difference between the radii.

(x + 5) — x = 5

Interpret 스 The larger cylinder has a radius that is 5 in. greater than the smaller one.

(診 Try It! 2. What is the radius of a cylinder that has a height of 3 in. and a
vohjme of 7r(27x2 + 18x + 3) in.3?

302 TOPIC 7 Polynomials and Factoring I 지 Go Online | PearsonRealize.com

 w o Activity Assess

EXAMPLE 3 〕 Factor a Difference of Two Squares

How can you factor the difference of squares using a pattern?

Recall that a binomial in the form a2 — t)2 is called the difference of

two squares.

(a - b)(a + b) = a2 - ab + ab - b2 = a2 - b2

A. What is the factored form of x2 — 9?

Write the last term as a perfect square.

REASON x2_9=x2_32
Determine whether the factoring a =x and b = 3, so the
rule for a difference of two binomial fits the pattern.
= (x + 3)(x - 3)
squares makes sense by working
backward. ® MR2 B. What is the factored form of 4x2 - 81?

Write the first and last terms as perfect squares.

4x2 _ 81 =(2x)2 _ 92 a = 2x and b = 9, so the

binomial fits the pattern.
= (2x + 9)(2x —9)

The difference of two sq니ares is a factoring pattern when one perfect sq니are
is s니btracted from another. If a binomial follows that pattern, yo니 can factor
it as a sum and difference.

(화 Try It! 3. Factor each expression.

a. x2 — 64

b. 9x2- 100

EXAMPLE 4 Factor Out a Common Factor

What is the factored form of 3x3y — 12xy3?

Factor o니t a greatest common factor of the terms if there is one. Then factor
as the difference of squares.

3x3y - 12xy3 = 3xy(x2 — 4y2) Factor 이나 the GCF, 3xy.

= 3xy[x2 - (2y)2] Write each term in the brackets as a perfect square.

= 3xy(x + 2y)(x - 2y) Use the difference of squares pattern.

The factored form of 3x3y —12xy3 is 3xy(x + 2y)(x - 2y).

Try It! 4. Factor each expression completely.

a. 4x3 + 24x2 + 36x

b. 50x2 - 32/2

LESSON 7-7 Factoring Special Cases 303

 M 0 =罰 © Assess

으하 CONCEPT SUMMARY Factoring Special Cases of Polynomials

Factoring a Perfect-Square Trinomial Factoring a Difference of Two Squares

ALGEBRA
a2 + 2ab + 우 =(a 十 方)2 a2 - b2 = (a + b)(a - b)

a2 - 2ab + b2 = (a - b)2

WORDS Use this pattern when the first and Use this pattern when a binomial can be
last terms are perfect sq니ares and written as a difference of two sq니ares. Both
the middle term is twice the proch』ct terms must be perfect squares.
of the expressions being sq니ared.

乂2 + 16x + 64 = 乂2 + 2(8)x + 82 x2-36 = x2-62

NUMBERS
= (x + 8)2 = (x + 6)(x — 6)

x2-16x+64=x2- 2(8)x + 82 2x2 _ 72 = 2(x2 — 3句

= (x —8)2 = 2(乂2 - 6가

= 2(x + 6)(x—6)

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Identify the pattern you can use to factor each
patterns are helpful when factoring a expres 이 on.
perfect-sq니are trinomial and the difference
6. 4x2 - 9 7. 乂2 + 6x + 9
of two squares?
8. 9x2- 12x + 4 9. 5x2 — 3ox 十 45
2. Error Analysis A st니dent says that to factor
x2 — 4x + 2, yo니 should use the pattern of a 10. 100 - 16y2 11. 3x2 + 30x+ 75
difference of two squares. Explain the error
in the student's 비linking. ⑨ MR3 Write the factored form of each expression.
12. 49x2 — 25 13. 36x2 十 48X +16
3. Vocabulary How is a perfect square
trinomial similar to a perfect square 14. 3x3 — 12x2 + 化乂 15. 72x2 — 32
number? Is it possible to have a perfect
square binomial? Explain.
16. What is the side length of the square shown
4. Communicat은 Precisely How is the pattern b 이 ow?
for factoring a perfect-sq니are trinomial like
the pattern for factoring the difference of
two sq니ares? How is it different? ® MR6

5. Construct Arguments Why is it important to

look for a common factor before factoring a
trinomial? ® MR3

304 TO이C 7 Polynomials and Factoring j 令I Go Online | PearsonRealize.com

 Scan for ［흐 © Practice ⑮ Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE,

17. Mathematical Connections How could yo니 니se Identify the value of c that would make the
special factoring patterns to quickly rewrite the trinomial factorable using the perfect-square
difference 502 - 452 as a product? Explain. pattern, see example 1

18. Reason Is the expres외on x2 - 50 factorable? 25. x2 + 24x + c 26. x2 - 10x + c

Explain why or why not. ® MR2 27. 6x2 - 36x + c 28. 3x2 + 24x + c

19. Look for Relationships What is the completely

Given the area of each square, factor to find the
factored form of the expression 16x4 - y4?
side length, see examples i and 2
Describe the method(s) of factoring you 니sed.
® MP.7 29. Area = 36x2 + 120x + 100
20. Error Analysis Describe and correct the error a
student made in factoring 乂그 — 36. ⑨ MR3

Use the perfect-square trinomial pattern to

factor x2 — 36 because both terms are
perfect squares.

x2 - 36 = (x - 6)(x — 6) 30. Area = 144x2-24x+ 1

21. Higher Order Thinking Use 나le visual shown

as a starting point. Describe how yen」can use
diagrams to show that a》一 b2 = (a + b)(a - b).
Factor each expression completely.
SEE EXAMPLES 1, 3, and 4

31. 乂2 十 16x + 64 32. 乂2_ 25

33. 乂2_ i8x + 81 34. 乂2_ i4x + 49

35. 100x2 — 36 36. 16x2 + 40x + 25

37. 8乂2 — 32x + 32 38. 16x2 —81y2

22. Make Sense and Persevere Describe the steps 39.2x3 + 32乂2 十128乂 40. 7x3y—63xy3
yo니 would 니se to factor the expression
x4 —8x2 十 16. ⑨ MP.1 41. 49x3 — 16xy2 42. 121x2 + 110x + 25

23. Reason A rectangle has a width that is twice 43. —3x3 + 18x2 —27x 44. 64x2y2 - 144z2
the length. If the area of the rectangle is
represented by the expression 18x2 + 48x + 32z Factor each expression as the product of binomials.
what expression represents the length of the 45. 乂2 _ | 46. x2
rectangle? Explain. ® MR2
47‘ p2~W0 48.x2 + x +|
24. Communicate Precisely How can you
determine if a binomial of the form x2 — 으
b

is factorable 니sing rational constants? ⑨ MR6

LESSON 7-7 Factoring Special Cases 305

 I 즈’ I ⑥ Practice ⑮ Tutorial

@ PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

49. Reason In front of a school are several gardens 52. Match each expression with its factored form.
in rectangular raised beds. For each of the
I. 25n?2 - 9n2 A. (5m + 3n)2
areas of a rectangular garden given, 니se

factoring to find possible dimensions. Co니Id the II. 25m2 — 30mn + 9n2 B. (5m — 3n)2
garden be square? If so, explain why. ⑨ MR2
III. 25m2 — 30mn — 9n2 q (5m + 3n)(5m - 3n)
a. x2 + 32x + 256
IV. 25m2 + 30mn + 9n2 D. does not factor
b. x2 — 4y2
53. SAT/ACT What is the factored form of
c. x2 — 20x + 100 6x2 _ 60x + 150?

® 6(x —25)2
50. Make Sense and Persevere The area of
a rectangular r니g is 49x2 - 25y2 in.2. Use ® 6(x—5)(x—10)
factoring to find possible dimensions of the ©6(x—5)2
rug. How are the side lengths related? What ® 6(x—5)(x+ 5)
vahje would you need to s니btract from the
longer side and add to the shorter side for the 54. Performance Task Two pieces of fabric are
njg to be a square? O MR1 being used for clothing designs for a fashion
show at school Expressions for the areas of the
51. Model With Mathematics A furniture company
rectangular pieces are shown.
created an L-shaped table by removing part of
a square table. ® MR4

12/2 + 24x + 12 in.2 3x2 + 78x + 507 in.2

Part A Factor the expressions for the areas

complexly.

Part B Using the factorings from Part Az write

all of the possible dimensions of the pieces of
of the L-shaped table. fabric as binomials with integer coefficients.

b. What are all the side lengths of the L-shaped Part C Ass니me that the table is abo니t 6 ft
table? long. Using integer vahjes for x, which set of
binomials yields to most reasonable dimensions
c. The f니rniture company decides to create based on the picture?
another table with the same area, b니t needs
Part D Using your result from Part C what are
this table to be rectang니lar. What are the
the dimensions in inches of th은 two pieces of
possible dimensions of the rectangular table?
fabric?
Explain.

306 TOPIC 7 Polynomials and Factoring I 令I Go Online | PearsonRealize.com

 Topic Review
Q TOPIC ESSENTIAL QUESTION

1. How do yo니 work with polynomials to rewrite expressions and

solve problems?

Vocabulary Review
Choose the correct term to complete each sentence.
• Closure Property
2. The states that polynomials are 이osed under addition
• degree of a monomial
or s니btraction because the result of these operations is another
polynomial. • degree of a polynomial
• difference of two
3. A(n)res니Its when a binomial is squared.
sq 니 ares
4. A(n)is a real number, a variable, or the product of
• monomial
a real number and one or more variables with whole number
exponents. • perfect-sq 니 are
trinomial
5. The product of two binomials in the form (a + b)(a — b) is a2 — b2,
• polynomial
which is called the
• standard form of a
6. The is a an expression in which the terms are written in
polynomial
descending order according to their degree.

MWIAaB
Concepts & Skills Review

L
D ld o l
LESSON 7-1 Adding and Subtracting Polynomials

Quick Review Practice & Problem Solving

A polynomial is a monomial or the sum or Name each monomial based on its degree.
difference of two or more monomials, called 7. 2xy 8. -6 9. 3x2y
terms. Polynomials are named according to
Add or subtract to simplify each expression.
their degree. The degree of a polynomial
Write your final answer in standard form.
is the greatest degree of any term of the
polynomial. The standard form of a polynomial 10. (5x—1) + (2x —3)
is a polynomial in which terms are written in
11. (2x2-4x- 1)-(3x2 + 8x-4)
descending order according to their degree.
12. (5b4-2 + 3b2) + (5b2 — 4 + 3b4)

Example
What is the difference (5x2 + 3x — 5) - (2x2 + 8)? 13. Reason What is the missing term in the
equation? (___ + 5) + (3x- 2) = 8x + 3. Explain.
(5x2 + 3x — 5)―(2X2 十 8)
©MP.2
= 5x2 + 3x — 5 … 2X2 — 요 Apply subtraction to each term 14. Make Sense and Persevere A garden center
in the second expression. has (3x2 + 12x+ 18) sq. ft of sod. One
= (5x2 — 2x3 +(하)+ Use the Commutative and week, they receive (4x2 + 16x + 60) sq. ft
(-5-8) Associative Properties to
of sodf and sell (2x》+ 9x + 27) sq. ft of sod.
group like terms.
What expression represents the area of the
= 3%2 + 3x— 13 Simplify.
remaining sod? ⑨ MR1
The difference is 3x2 + 3x — 13.

TO이C 7 Topic Review 307

 LESSON 7-2 Multiplying Polynomials

Quick Review Practice & Problem Solving

Use the Distributive Property to m니tiply Use the Distributive Property to find each product.
polynomials as you would when multiplying
15. (x + 7)(x—5) 16. (2x—5)(3x+1)
integers numbers. Distribute the first polynomial
to each term in the second polynomial. Use a table to find each product.
17. (4x — 3y)(5x + y) 18. (x + 4)(x2 — 3X—i)
Example
How can you use the Distributive Property to 19. Make Sense and Persevere Identify the
rewrite (3x - 5)(4x - 9) as a p이ynomial? missing terms in the q니otient and divisor. ⑨ MR1
Distribute the first binomial to each term in the (___ + 3)(x +____ ) = x2 + 11x + 24
second binomial.
20. Model With Mathematics
(3x—5)(4x —9)
The volume of a cube is
= 3x(4x - 9) - 5(4x — 9) Distribute 3x and -5 to calculated by m니tiplying
the second binomial. the length, width and
= 3x(4x) 十 3x(—9) - 5(4x) Distribute 3x and -5 to height. What is the volume
- 5(-9) each term in the second
of this cube in standard
binomial.
form? ⑨ MR4
= 12x2 —27x —20x + 45 Multiply.
= 12x2 —47x + 45 Combine like terms.
The product is 12乂2 — 47x + 45.

LESSON 7-3 Multiplying Special Cases

Quick Review Practice & Problem Solving

The sq니are of a binomial always follows the Write each product in standard form.
same pattern, a2 + 2ab + b2. The product of two
21. (b+ 12)(6+ 12) 22. (4x+ 1)(4x+ 1)
binomials in the form (a + b)(a — b) is a2 - b2. This
is called the difference of two squares. 23. (6x-9)(6x + 9) 24. (3x —4y)(3x + 4y)

25. (1.5x + 2)(1.5x —2) 26. (3a - 56)2

Example
What is the product (4x - 9)(4x + 9)? 27. Look for Relationships Find a value for m to
make a true statement. ® MR7
Use the pattern.
mx2 - 64 = (5x + 8)(5x - 8)
(4x-9)(4x + 9)
28. Modeling With Mathematics Write polynomials
= (4x)2 - (9)2 Substitute 4x and 9 and for a and b
in standard form to 5x - 2 ft
in a2 —b2.

= 16x2 —81 Simplify.

The product is 16x2 — 81.

308 TOPIC 7 Polynomials and Factoring f히 Go Online | PearsonRealize.com

LESSON 7-4 Factoring Polynomials

Quick Review Practice & Problem Solving

To factor a common monomial factor out of a Find the GCF of each group of monomials.
polynomial, first write the prime factorization 29. 6x2, 21x 30. be2, b3c
of the coefficient for each term to determine if
there is a greatest common factor other than 1. 31. 14x2y《 84x3y5 2ixy3 32. 24a2,18
Then determine the greatest common factor for
Factor out the GCF from 은ach polynomial.
the variables of each term.
33. 15x3 - 42x

Example 34. 6y5 —42y3 + 18y

What is the GCF of the terms of 16x6 — 8x4 + 4x3?
35. 12a3 + 18a2 —36a
First, write the prime factorization of the
36. 49a5fa3 —14a2匕2 十 35ab
coefficients for each term.
16 = 2*2*2*2 Each number has a common 37. Look for Relationships Write a trinomial that
8=2•2•2 coefficient of 4, so the GCF of has a GCF of 3x. ® MR7
刀 즈 그 the coefficients is 4.
38. Use Structure Determine the GCF and write
Next, determine the GCF of the variables for the expression in factored form. © MR7
each term.
(8x2- 12x) + (6x2 - 4x)
x6 = x^x^x^x^x•x Each term has the common
x4 = x • x • x • x factor ofx3, so the GCF of the
3 variables isx3.
=x•x•x
The GCF of 16x6 - 8x4 + 4x3 is 4x3.

LESSON 7-5 Factoring x2 + bx + c

Quick Review Practice & Problem Solving

To factor x 2 + 匕乂 十 厂 fjnd the factor pair of c Complete the ta이e to factor the trim)mial
that has a sum of b. Then use those factors to 39. x2 + 7x-18
write the binomial factors of the trinomial.
서 Factor; of < Sum of Factors 1

Example
What is the factored form of x2 - 9x + 14?

Identify a factor pair of 14 that has a sum of -9.

Factors of 14 Sum of Factors Write the factored form of each trinomial.

-1 and -14 -15 40. 乂2 十 12x+ 32 41. x2 + 3X —28

-2 and -7 -9 42. x2 - 13x - 48 43. x2 + 18xy + 45y2

The factored form of x2-9x+ 14 is (x —2)(x —7).

44. Look for Relationships How are the binomial
factors ofx2 + 4x —21 andx2-4x-21 similar?
How are they different? ® MR7

TOPIC 7 Topic Review 309

 LESSON 7-6 Factoring ax2 + bx + c

Quick Review Practice & Problem Solving

To factor a trinomial of the form ax2 + /)% +(; find Identify all of the factor pairs of ac yo니 could use
the factor pair of ac that has a sum of b. Then 니se to rewrite b in order to factor each trinomial by
the factors you fo니nd to write the binomials that grouping.
have a prod니ct equal to the trinomial. 45. 5x2 + 9x + 4

46. 2x2 + X—15

Example
What is the factored form of 2x2 + 9x — 5? Write the factored form of each trinomial.

For the trinomial 2x2 + 9x — 5, a = 2 and c = —5, 47. 3x2 + 1Gx 十 8

so ac = -10. Find the factor pair of-10 that has a 48. 4x2 —3x—10
sum of 9.
49. 5x2 + 7x - 6
Factors 잉—10 Sum of Factors 50. 6x2 + 13x + 6
-2 and 5 3
51. 10x2+ 3x —4
2 and -5 -3
52. 12x2 + 22x+6
-1 and 10 9
53. Make Sense and Persevere What are all the
Since -1 and 10 are the correct factor pair, possible values of b for which 3x2 + bx — 8 is
rewrite 9x as -1x and 10x. factorable 니sing only integer coefficients and
2%2 + 9x —5 constants? ® MR1

= 2x2 + 10x-1x-5 Rewrite. 54. Reason A parking lot has an area of

= (2乂2 + Wx) + (-1x —5) Group as two binomials. 6x2 + 27x- 15 square meters. Use factoring
= 2x(x+5) —1(x+5) Factor out the GCFs. to find possible dimensions of the parking
lot. The parking lot is to be enlarged so that
= (2x — 1 )(x + 5) Distributive Property
each dimension is 5 meters greater than it
자* factored form of 2x2 + 9x — 5 is (2x— 1)(x + 5). was originally. What are the new dimensions
of the parking lot? What is the new area of
the parking lot? ® MR2

310 TO이C 7 Polynomials and Factoring |시 Go Online | PearsonRealize.com

LESSON 7-7 Factoring Special Cases

Quick Review Practice & Problem Solving

A perfect-square trinomial results when a Identify the value of c that would make each
binomial is sq니ared. trinomial factorable using the perf은ct-square
pattern.
Factor a perfect-sq니are trinomial:
55. x2 + 16x + c 56. 2x2 — 28x + c
a2 + 2ab + b2 = (a + b)2
a2 — 2ab + b2 = (a — b)2 Write the factored form of each expression.

57. x2+ 10x + 25 58. x2- 121

Use these patterns when the first and last terms
are perfect sq니ares and the middle term is twice 59. %2 —i8x + 81 60. 9乂2 - 49y2
the prod니ct of the numbers being sq니ared.
Factor a difference of two sq니ares: 61. 3x2 + !8x + 27 62. 4x2_56x+ 196

a' — 匕2 =(a 十 5)(a — 5)

63. R은ason Is the expression 3x2 - 49 factorable
Use this pattern when a binomial can be written 니sing only integer coefficients and constants?
as a difference of two sq니ares. Explain why or why not. ® MR2

64. Make Sense and P은rsevere The area of a

Example
playgro니nd is 36%그 — 16y2 square feet. Use
What is the factored form of 9x2 - 121?
factoring to find possible dimensions of
Write the first and last term as a perfect sq니are.
the playground. How are the side lengths
9x2- 121 = (3x)2 — 112 related? What vahje would you need to
= (3x—11)(3x+11) s니btract from the longer side and add to
the shorter side for the playgro니nd to be
a square? ® MP.1

TOPIC 7 Topic Review 311

 TOPIC
Quadratic Functions
Q TOPIC ESSENTIAL QUESTION

How can you use sketches and 은quations of quadratic

functions to model situations and make predictions?

Topic Overview Topic Vocabulary

envision™ STEM Project: • parabola
Make Business Decisions • (quadratic parent
8-1 Key Feat니res of a Q니adratic Function • quadratic regression

8-2 Quadratic functions in Vertex Form • standard form of a q니adratic f니nction

• vertex form of a quadratic ‘hjnction
8-3 Q니adratic Functions in Standard Form
• vertical motion model
8-4 Mod이ing With Q니adratic F니nctions

Mathematical Modeling in 3 Acts:

The Long Shot

8-5 Linear, Exponential, and Q니adratic

Models

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model & Discuss, and Critique & Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

© real-world applications.

PRACTICE Practice what

「치Go online | PearsonRealize.com © you've learned.

312 TO미C 8 Q니adratic Functions

 © The Long Shot
Have you ever been to a basketball game where they hold contests at
halftime? A popular contest is one where the contestant needs to make a
basket from half court to win a prize. Contestants often shoot the ball in
different ways. They might take a reg니lar bask은tball shot, a hook shot, or 00

3 IJ 0 X
an 니nderhand toss.

What's the best way to shoot the basketball and make a basket? In the
Mathematical Modeling in 3 Acts lesson, yo니 decide!

VIDEOS Watch clips to support 뷰 GLOSSARY Read and listen to

Mathematical Modeling in 3 Acts Lessons VBf English and Spanish definitions.
and 은nVision™ STEM Projects.
|命 TUTORIALS Get help from
히 CONCEPT SUMMARY Review Virtual Nerd, right when yen」need it.
key lesson content thro니gh
multi이e representations. 서하 MATH TOOLS Ex이ore math
MF with digital tools and manip니atives.
ASSESSMENT Show what
브으 youfve learned.

TO이C 8 Quadratic Functions 313

 topic8 project ｛言
•••
nVisioii STEM
Did You Know?
니니
The goal of a business owner is to maximize profits. B sinesses have
to consider many things to set the best price for their prod cts.

A typical small business

has a net profit margin of
around 10%. This means

니
90% of its revenue is spent
on costs, s ch as rent,
labor, and raw materials.

Market 은quilibrium is
when supply = demand.

FOUND IT아 BLACK FRIDAY

버總
DESIGNER FORMAL
DRESSES SHIRTS
_ WOMB4SWEAR MENSWEAR

Quantity

FREE TEA OR COFF

with any purchase up to 11ar Demand is how
니
much of a prod ct 니
Supply is how
m ch of a prochjct

니
people want to is available. The

니
b y. The higher the higher the supply,

니
The day after Thanksgiving is known as Black Friday
demand, the higher the lower the
beca se that is the day many retailers begin to
producers can price price prod cers can
turn a profit for the year. Being "in the black" is an
the product. charge.
accounting term for "making a profit."

O Your Task: Make Business Decisions

니 니 니
You and yo r classmates will pick an ind stry, then suggest and defend
yo r choice of the number of an item to make and the price at which to
sell the item.

314 TOPIC 8 envision STEM Project

a Go Online | PearsonRealize.com
 ⑨Common Core State Standards HSA.CED.A.2, HSF.IEB.6, HSF.BF.B.3 w o Activity (하Assess
MP.2, MR3, MP.7

［즈) EXPLORE & REASON

Key Features
of a Quadratic
Function

I 令| PearsonRealize.com

A. Look for Relationships How is the graph of f(x) = |시 similar to the graph
I CAN... identify key
of f(x) = x2? How is it different? ® MR7
feat니res of the graph of the
quadratic parent f니nction.
B. What do yo니 notice about the axis of symmetry in each graph?

VOCABULARY
• parabola
• q니adratic parent ■function

Q ESSENTIAL QUESTION What is the quadratic parent function and how can yo니 recognize the I《은y
features of its graph?

EXAMPLE 1 Id은ntify a Quadratic Parent Function

What is a quadratic parent function and what are its characteristics?

The quadratic parent f(x) = X2 k y) ；

function is f(x) =x2. The vertex is
It is the simplest function -2 4 (-2, 4)
the lowest
in the q니adratic function -1 1 (-1,1) (or highest) point
family. The graph of the on the graph
0 0 (0, 0)
function is a curve called of a quadratic
a parabola. 1 1 (1,1)
function.
2 4 (2,4)
The axis of symmetry
isx = 0.
The parabola opens up.

LOOK FOR RELATIONSHIPS The vertex is (0, 0).

Think about how the features of It is the turning point
a quadratic function compare of the graph.
and contrast to those of a linear
function. ® MR7

The axis of symmetry intersects the vertex, and divides the parabola in half.

© Try It! 1. When are the vahjes of f(x) positive and when are they
negative?

LESSON 8-1 Key Features of a Quadratic Function 315

 ［호 0 Activity Assess

CONCEPTUAL
EXAMPLE 2?
UNDERSTANDING Understand the Graph of f(x) = ax2

A. How does the value of the leading coefficient, a, affect the graph
of f(x) = ax2?

Graph some functions of the form f(x) = ax2 with different positive
a-values on the same coordinate grid and compare them.

COMMON ERROR
You may think that an a value
with an absolute value less than 1 The graph of
would decrease the width of the f(x) = 0.5x2
parabola. However, it increases
is wider than
the width of the parabola.
the graph of
f(x) = 2x<

For 0 < |a| < 1, the shape of the parabola is wider than the parent
■hjnction. For \a\ > 1, the shape of the parabola is narrower than the
parent 우니0거드0「1.

B. How does the 이gn of a affect the graph of f(x) = ax2?

Graph two f니nctions of the form f(x) = ax2 with opposite a-values on
the same coordinate grid, and compare them.

LOOK FOR RELATIONSHIPS

Consider whether the value of a When a > 0, the /-coordinate
has an effect on the location of of the vertex is the minimum
the vertex of the graph of value of the function. When
f(x) = ax2. ® MR7
a < 0, it is the maximum.

When a > 0, the parabola opens upward.

When a < 0, the parabola opens downward.

© Try It! 2. How does the 외gn of a affect the domain and range of
f(x) = ax2?

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 ［호 o Activity

a EXAMPLE 3 Interpret Quadratic Functions from Tables

Over what interval is f(x) = 4x2 increasing? Over what interval is it
decreasing?

Use the function to make a table of values. The function values are
decreasing.
X f(x) = 4x2 Ocy)
-2 16 (-2, 16) The vertex (0, 0) is the turning point
서. (5, 4)
STUDY TIP -1 4 스 of the function, where it changes
Remember that since the function from decreasing to increasing.
0 0 (0, 0)
has a minimum value, the
parabola opens upward. If the 1 4 (1,4)
、 Thp
IIIV三 function
1 UI 1LI w 1 1 vaIijps己 arp
VUIMG (J 1 V
function has a maximum value,
2 16 (2, 16) increasing.
the parabola opens downward.

The f니nction is decreasing over the interval x < 0 and increasing over the
interval x > 0.

© Try It! 3. A f니nction of the form g(x) = ax2 increases over the interval
x < 0 and decreases over the interval x > 0. What is a possible
value for a? Explain.

<_APP 니 CATION 스 EXAMPLE 4 Apply Quadratic Functions

The owner of a new dance
studio is installing wooden

표I
floors in all of the dance
rooms. How much should the
owner expect to spend on
flooring for a square room
with 15-ft side lengths?

Write a 우니11거:比)0 that can be

니sed to determine the cost of

the flooring.
c(x) = price per ft2 of flooring • area of dance floor in ft2
c(x) = 8.75 • x2

Find the value of the function when x = 15.

c(x) = 8.75x2
c(15) = 8.75(15)2 Substitute 15 for x.
c(15) = 1f968.75 Simplify.

The cost for a new floor for a square dance floor with sides of
15 ft is $1,968.75.

© Try It! 4. By how much will the cost increase if the side length of the
dance floor is increased by 2 ft?

LESSON 8-1 Key Features of a Quadratic Function 317

 W O Activity Assess

EXAMPLE 5 Compare the Rate of Change

A. How do the average rates of change for f(x) = 0.75x2 and g(x) = 1.5x2
over the interval 2 < x < 4 compare?

Step 1 Graph the two functions.

Step 2 Find the vahje of each function at the endpoints of the interval.

f(2) = 0.75(2)2 = 3

f(4) = 0.75(4)2 = 12

g(2) = 1.5(2)2 = 6

g(4) = 1.5(4)2 = 24
STUDY TIP
Use what you know about
Step 3 Find the 외ope of the line
finding rates of change for
that passes thro니gh each pair
linear functions. Think about
of points.
the differences for quadratic
functions. <(x): ^ = j = 4.5
The rate of change for function g is twice
#)： 쯩三으 = f = 9 the rate of change for function f.

On average, the val니es of function f increase by 4.5 니nits

and the values of function g increase by 9 니nits for each

unit increase in x over the interval 2 < x < 4.

B. How do the rates of change relate to the values of a in the functions?

For positive intervals, the greater the val니e of a, the greater the average
rate of change. In this case the ratio of the a-vahjes in the two 'hjnctions
is the same as the ratio of the average rates of change.

© Try It! 5. How do the average rates of change for f(x) = —0.5x2 and
g(x) = —1.5x2 over the interval -5 < x < -2 compare?

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 SL O ：：= © _
CONCEPT SUMMARY Features of the Quadratic Function f(x) = ax2

f(x) = x2 f(x) = ax2

When a < 0, the parabola

opens downward.

WORDS

The function f(x) = x2 is the same as f(x) = 1x2. When 0 < |히 < 1, the graph of f(x) = ax2 is
wider than the graph of f(x) = x2. When
It is the quadratic parent ■hjnction. The function
|a| > 1, graph of f(x) = ax2 is narrower than
decreases over the interval x < 0
the graph of f(x) = x2.
and increases over the interval x > 0.

Do You UNDERSTAND? Do You KNOW HOW?

1. ESSENTIAL QUESTION J What is the How does the value of a in each function affect
quadratic parent 우니0거101"1 and how can you its graph when compared to th은 graph of the
recognize the key features of its graph? quadratic parent function?
5. g(x) = 4x2
2. Communicate Precisely How is the graph of
f(x) = ax2 similar to the graph of f(x) = x2? 6. h(x) = 0.8x2
How is it different? ® MR6
7. j(x) = -5x2
3. Vocabulary Make a conjecture about why
the term quadratic parent function inchjdes 8. k(x) = -0.4x2

the word "parent."

9. Given the function f(x) = 2.5;己 十 3, find the
4. Error Analysis Abby graphed the f니nction average rate of change over the interval
f(x) = —13x2 匕乂 plotting the point (-2, 52). 0 < x < 4. What does the average rate of
Explain the error Abby made in change tell you about the function?
her graph. ⑨ MR3

LESSON 8-1 Key Features of a Quadratic Function 319

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UNDERSTAND 서 PRACTICE

10. Generalize The graph of the parent q니adratic How does the value of a in each function affect
f니nction f(x) = x2 and that of a second f니nction its graph when compared to the graph of the
of the form g(x) = ax2 are shown. What quadratic parent function? see examples 1 and 2
condition can you make about the val니e of a 14. g(x) = 6x2 15. f(x) = 0.6x2
in the equation of the second •function? ® MR8
16. f(x) = -7x2 17. h(x) = —0.15x2

18. C(x) = 0.04x2 19. g(x) =4.5x2

Over what interval is each function increasing and

over what interval is each function decreasing?
SEE EXAMPLE 3

X f(x) = -0.3x2 0cy)

-2 -0.6 (-2, -0.6)

11. Error Analysis Describe and correct the error -1 -0.3 (-1, -0.3)
a st니dent made in finding the average rate of 0 0 (0, 0)
change for f(x) = 0.5x2 over the interval
1 -0.3 (1. -0.3)
-4<x<-2. ® MR3
2 -0.6 (2, -0.6)

Find the stope of the

X f(x) = 13x2 (x,y)
(ine that passes through
(-4, -8) and (-2, -2). -2 52 (-2, 52)

-1 13 (-1,13)

0 0 (0, 0)

1 13 (1,13)

2 52 (2, 52)

12. Use Structure Use the table shown below to

describe the intervals over which f(x) = 15x2 is Write a quadratic function for the area of each
increasing and decreasing. ⑨ MR7 figure. Then find the area for the given value
of X. SEE EXAMPLE 4

X f(x) = 15x2 Ocy) 22. x=13 23.x = 2.5

-2 60 (-2, 60)

-1 15 (-1,15)

0 0 (0, 0)

1 15 (1. 15)

2 60 (2, 60)

How do the average rates of chang은 for each pair

13. Higher Order Thinking Tell whether each
of functions compare over the given interval?
statement abo니t a ‘hjnction of the form
SEE EXAMPLE 5
f(x) = ax2 is always true, sometimes true, or
24. f(x) = 0.1x2 25. f(x) = -2x2
never true.
g(x) = 0.3x2 gOO = -4x2
a. The graph is a parabola that opens upward.
1 <x<4 -4 < X < -2
b. The vertex of the graph is (0, 0).

c. The axis of symmetry of the graph is x = 0.

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Mixed Review Available Online

APPLY】 ASSESSMENT PRACTICE

26. Reason Some students can plant 9 carrots 29. The total cost, in dollars, of a sq니are carpet can
per square foot in the comm니nity garden be determined by 니sing f(x) = 15x2, where x is
shown. Write a function fthat can be 니sed to the side length in yards. Which of the following
determine the number of carrots the st니dents are true? Select all that apply.
can plant. Give a reasonable domain for the ® The cost of a carpet increases and then
■function. How many carrots can the st니dents decreases as the side length increases.

0
plant in a garden that is sq니are with 4-ft side
® The cost of the carpet is $15 per sq니are yard.
lengths? ⑨ MR2
© The cost of a carpet with a side length of

?
3 yd is $135.
© The cost of a carpet with 6-ft sides is twice
.
the cost of a carpet with 3-ft sides.

^
'I-.
:
.-..
.. ® The cost of a carpet increases at a constant
..
..
.. rate as the side length increases.
..
..
..
.. 30. SAT/ACT The graph of f(x) = ax2 opens
..
..
..
j downward and is narrower than the graph of
—

1 e the q니adratic parent f니nction. Which of the

following co니Id be the vahje of a?

®-2 ®-0.5 ©0.5 © 1 ®2

27. Make Sense and Persevere A b니rrito company
니ses the f니nction C(x) = 1.74x2 to calc니late the 31. Performance Task A manufacturer has two
number of calories in a tortilla with a diameter options for making c니be-shaped boxes. The
of x inches. cost is calc니lated by multiplying the surface
area of the box by the cost per sq니are inch of
a. Find the average rates of change for the
the cardboard.
■hjnction over the intervals 6 < x < 8 and
9<x< 11.

b. Interpret the average rates of change.

c. What does the difference in the average

rates of change mean in terms of the
situation? ® MR1

28. Reason An architect uses a computer program

to design a skateboard ramp. The f니nction
f(x) = ax2 represents the shape of the ramp's
cross section. A portion of the design is Part A Write a q니adratic •hjnction of the form
shown. On the ramp, a person can skateboard f(x) = ax2 for each design that can be 니sed to
from point A thro니gh point B and over to a determine the total cardboard cost for c니bes
point C. If point C is the same distance above with any side length. Interpret the vahje of a in
the x-axis as point B, what are its coordinates? each function.
Explain. ® MP.2
Part B How do the average rates of change
for the designs compare for c니bes with side
lengths greater than 6 in., b니t less than 8 in.?

Part C Make a conjecture about the packaging

costs for each design when the side length of
the c니be is greater than 36 in. Explain yo니r
conjecture.

LESSON 8니 Key Features of a Q니adratic F니nction 321

 ⑨Common Core State Standards HSEIEC.7, HSF.BF.B.3, MP.4, MR6, MP.7
a. o Activity

［幼) CRITIQUE & EXPL%

Allie states that the two graphs shown may look different, but they are
Quadratic actually the same figure. Esteban disagrees, stating that they are different
Functions in figures because they look different.
Vertex Form

I시 PearsonRealize.com

I CAN... graph q니adratic

■functions using the vertex
form.

VOCABULARY
• vertex form of a A. Give one mathematical argument to support Esteban's thinking.
q니adratic •hjnction
B. Give one mathematical argument to s니pport Allie's thinking.

C. Reason Who do yo니 agree with? What argument can you give to j니stify
yo니r reasoning? ® MR2

乂 ESSENTIAL QUESTION 서 How can the vertex form of a quadratic function help you sketch the graph
of the function?

EXAMPLE 1 Understand the Graph of g(x) = x2 + k

How does the graph of g(x) = x2 - 4 compare to that of f(x) = x2?

Graph the function g and the parent function f.

The two graphs have
the same axis of
symmetry: x = 0.

LOOK FOR RELATIONSHIPS

Think abo니t how the graph of g Each point (x, fW) is
compares to that of f. ⑨ MR7 translated down 4 units
to the corresponding
The vertex of the
point k g(x)).
graph ofg is (0, -4).

The val니e of k in g(x) = x2 + Zc tran외ates the graph of the parent i^nction f,

vertically k 니nits. The vertex of the graph of g is at (0, k), in this case (0, -4).
The val니e of k does not affect the axis of symmetry.

© Try It! 1. How does the graph of each function compare to the graph
of f(x) = X2?

a. h(x) = 人고 十 3 b. j(x) =x2 - 2

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 (킈 0 Activity

EXAMPLE 2 Understand the Graph of g(x) = (x — h)2

How does the graph of g(x) = (x - 3)2 compare to that of f(x) = x2?

Graph the function g and the parent •function f.

Each point (x, f(x)) is

translated right 3 units
COMMON ERROR
to the corresponding
You may think that the graph
of g(x) = (x — 3)2 would be a point (x, g(x)).

horizontal translation of the

graph of f(x) = x2 to the left in
the negative direction along the
The vahje of h in g(x) = (x - h) 2 tran외ates the graph of the parent function
x-axis. However, the translation
is to the right in the positive horizontally h 니nits. The vertex of the graph of g is at (ht 0), in this case (3, 0).
direction. The vahje of h also tran외ated the axis of symmetry horizontally.

© Try It! 2. How does the graph of each f니nction compare to the graph
of f(x) = x2?

a. h(x) = (x + I)2 b.j(x) = (x-5)2

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 3 Understand the Graph of f(x) = a(x -
A. What information do the values of h and k provide about the graph
h)2 + k

of f(x) = (x - h)2 4- fc?

Graph several f니nctions of the form f(x) = (x — h)2 十 k. Look at the

location of the vertex of each graph.

USE STRUCTURE
Consider f(x) = (x — 1)2 — 3
to be in the form f(x) = (x + 2)2— 1
fM = a(x — /?)2 十 k. What is the
a-value of this function? ® MR7 vertex: (-2, -1)

The vahjes of h and k determine the location of the vertex and the axis of
symmetry of the parabola. The vertex of the graph of f(x) = (x — h)2 + k
is at 나i, k). The axis of symmetry is x = h.

CONTINUED ON THE NEXT PAGE

LESSON 8-2 Q니adratic Functions in Vertex Form 323

 a o Activity Assess

EXAMPLE 3 CONTINUED

B. How does the value of a affect the graph of f(x) = a(x — h)2 + k?

Graph each of the functions shown in part A. Then graph a new f니nction
with a different vahje of a to see how it affects the graph.

f(x) = (x—1)2-3 f(x) = (x — 1)2 + 2 f(x) = (x + 2)2 - 1

STUDY TIP g(x) = 2(x- 1)2 - 3 g(x) = 0.25(x — 1)2 + 2 g(x) = —0.1(x + 2)2 — 1
Notice that when 0 < |a| < 1; the
shape of the parabola is wider The vak』e of a does not affect the location of the vertex. The sign of a
than the parent function. When affects the direction of the parabola. The absohjte vahje of a affects the
|a| > 1, the shape of the parabola width of the parabola.
is narrower than the parent
The function f(x) = a(x — h)2 + k, where a 斗 0 is called the vertex form of
function.
a quadratic function. The vertex of the graph is (h, k). The graph of
f(x) = a(x — h)2 + k is a tran이ation of the 우니11(비011 f(x) = ax2 that is
tran외ated h units horizontally and k 니nits vertically.

© Try It! 3. How does the graph of f(x) = -3(x - 5)2 + 7 compare to the
graph of the parent ■hjnction?

EXAMPLE 4 Graph Using Vertex Form

How can you use the vertex form of a quadratic function to sketch th은
graph of the function?
COMMON ERROR 주 This is the same as
Graph f(x) = -2(x + 1)2 + 5. f(x) = —2(x - (-1))2 + 5
Recall that vertex form
f(x) = a(x — h)2 牛 k includes a
h = —1 and k = 5, so the vertex is (—1, 5), and the axis of symmetry isx = -1.
subtraction sign in the expression
"(x — /))". If a quadratic function
1 Plot the vertex and
such as f(x) = 3(x + 7)2 — 6
the axis of symmetry.
has an addition sign within that
expression, then the value of h is
2 Evaluate the function
negative.
to find two other points.

3 Reflect the points across

the axis of symmetry.
4 Draw a parabola
through the points.

(珍 Try It! 4. Find the vertex and axis of symmetry, and sk은tch the graph of
the f 니 nction.

a. g(x) = —3(x - 2)2 + 1 b. h(x) = (x + 1)2 — 4

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 w o Activity

APP 니 CATION EXAMPLE 5 Use Vertex Form to Solve Problems

Deshawn and Chris are playing socc은r. Chris takes a shot on goal. Deshawn is
3 ft in front of the goal and can reach the top of the 8-ft goal when standing
directly beneath it. Can he block the shot from his current position without
moving or jumping?

(
£
r
므
우
_

Formulate 스 Yo니 can describe the parabolic path of the soccer ball 니sing a q니adratic
■function. The vertex of parabola is given, so write the •function in vertex form.
f(x) = a(x — h)2 + k

f(x) = a(x — 16)2 十 11 Substitute h = 16 and k = 11.

Compute ◄ Use another point on the path of the ball to find the vahje of a.

The point (2, 1.2) represents the point where Chris's foot makes contact with
the ball.
1.2 = a(2 —16)2 + 11 Substitute x = 2 and f(x) = 1.2.

1.2 = 196a+ 11 Simplify.

—9.8 = 196a Simplify.

—9.8 = 196a Divide each side by 196.
1*— 196
a = -0.05

f(x) = -0.05(x-16)2十11 Substitute a = -0.05 into the function.

Use the function to find the altitude of the ball at Deshawn's position.

Deshawn is 3 ft in front of the goal, so his position is 25 ft - 3 ft = 22 ft.

f(22) = -0.05(22 — 16)2 + 11 Substitute x = 22 into the function.

= 9.2

Interpret 스 When the ball reaches Deshawn it will be abo니t 9.2 ft above the gro니nd,
which is above his 8-ft reach.

Deshawn cannot block Chris's shot from his current position witho니t jumping
or moving.

Try It! 5. If Deshawn does not block Chris's shot, will it be a goal?
Explain.

LESSON 8-2 Q니adratic Functions in Vertex Form 325

 W O == ©
으하
Assess

CONCEPT SUMMARY Vertex Form of a Quadratic Function

ALGEBRA

f(x) = a(x — h)2 + k gW = ax2\ A /

3t6d 三/y：—…

• The graph of f is the graph of g(x) = ax2 transL

horizontally h 니nits and vertically k units.

• The vertex is located at (h, k). ——후스—

• The axis of symmetry is x = h.

f(x) = —2(x—1)2 + 3
수-pi'p 너호1111
아!\f(x) = —2(x — 1)2 + 3

lated ______ 시3\ 수

• The graph of f is the graph of g(x) = -2x2 trans
｛뷰
right 1 unit and 니p 3 니nits.

• The vertex is located at (1, 3).

• The axis of symmetry isx = 1.

© Do You UNDERSTAND? Do You KNOW HOW?

1 /훠페페How can the
Graph each function.
vertex form of a q니adratic 우니1"1(1두01”1 help yo니 5. g(x) = x2 + 5
sketch the graph of the function?
6. f(x) = (x - 2)2
2. Reason A table of values for the quadratic
function g is shown. Do the graphs of the 7. h(x) = -2(x + 4)2 + 1
functions g and f(x) = 3(x - 1)2 + 2 have the
8. Write a function in vertex form for the
same axis of symmetry? Explain. ® MR2
parabola shown below.

-4 8 배|

-2 3

0 0
(-1,-3)|
6 3

3. Use Structure How are the form and the

graph of f(x) = (x - h)2 + k similar to the 9. The height of a ball thrown into the air
form and graph of f(x) = lx — hl + k? How is a quadratic f니nction of time. The ball
are 나ley different? © MR7 is thrown from a height of 6 ft above the
gro니nd. After 1 second, the ball reaches its
4. Error Analysis Sarah said the vertex of the maximum height of 22 ft above the gro니nd.
function f(x) = (x + 2)2 + 6 is (2, 6). Is she Write the eq니ation of the f니nction in
correct? Explain your answer. @ MR3 vertex form.

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UNDERSTAND PRACTICE

10. Make Sense and Persevere Identify the vertex and the axis of symmetry for
How you can determine each function, see examples 1 and 2
the vahjes of h and k 15. f(x) = x2 + 2 16. f(x) = x2 - 5
from the graph shown?
Write the function for 17. g(x) = 乂2 - 1 18. h(x) = x2 + 0.5
the parabola. ⑨ MR1 19. f(x) = 乂2 — 2.25 20. f(x) = 乂2 + 50

21. h(x) =x2 + 7 22. g(x) = (x — 1)2

11. Reason To graph the function 23. g(x) = (x + 2)2 24. f(x) = (x — 6)2
f(x) = (x - 5)2 — 8, a student tran외ates the
graph of the quadratic parent function 25. f(x) = (x — 0.5)2 26. g(x) - (x- 4)2

5 니nits right and 8 니nits down. Can a st니dent

Each graph shown is a tran외ation of the graph of
prod니ce the graph of f(x) = 2(x + 3)2 - 5
f(x) = x2. Write each function in vertex form.
by simply tran외ating the quadratic parent SEE EXAMPLE 3
function? Explain. ® MR2

12. Error Analysis A st니dent 니sed th은 steps shown

to graph f(x) = (x — 1)2 + 6. Describe and
correct the st니dent's error. ⑨ MP3

1. Plot the vertex at (-1, 6).

2. Graph points at (-2,15)
and (-3,22).
3. Reflect the points across
Identify the vertex, axis of symmetry, and direction
the axis of symmetry x = -1.
of the graph of each function. Compare the width
4. Connect the points with 우
of the graph to the width of the graph of f(x) = x2.
a parab이a. X도
SEE EXAMPLE 3

29. f(x) = 2(x+1)2 + 4

13. Mathematical Connections The graph shown 30. g(x) = (x — 3)2 — 3

is a tran외ation of the graph of f(x) = 2x2. Write
31. g(x) = —0.75(x —5)2十6
the ■hjnction for the graph in vertex form.
32. h(x) = —3(x + 2)2 —5

Sketch the graph of each function, see example 4

33. f(x) = 2(x — 1)2 + 4 34. g(x) = —2(x - 0.5)2 十 1

35. f(x) = 0.5(x + 2)2 + 2 36. h(x) = -2(x — 2)2 — 2

Each graph represents a quadratic function. Write

each function in vertex form, see example 5

14. Higher Order Thinking The graph of h is the

graph of g(x) = (x — 2)2 十 6 translated
5 니nits left and 3 units down.
a. Describe the graph of h as a tran외ation of
the graph of f(x) = x2.

b. Write the f니nction h in vertex form.

LESSON 8-2 Q니adratic Functions in Vertex Form 327

 下Practice f하 Tutorial
© PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

apply] ASSESSMENT PRACTICE

39. Make Sense and Persevere A computer game 42. The function f(x) = 2(x - 3)2 + 9 is graphed in
designer uses the f니nction f(x) = 4(x - 2)2 + 6 the coordinate plane. Which of the following
to model the path of the fish. The horizontal are tnje? Select all that apply.
path of the sq니id intersects the path of the
® The graph is a parabola that opens
fish. At what other point does the squid's path
downward.
intersect the path of the fish? ® MR1
® The vertex of the graph is (—3, 9).
© The axis of symmetry of the graph is x = 3.
© The y-intercept of the graph is 9.
© The minimum of the f니nction is 9.

43. SAT/ACT The graph of g(x) =x2 is tran외ated

right 2 니nits and down 10 니nits. Which of the
following is the f니nction of the new graph?
® f(x) = (x + 2)2 — 10
®f(x) = (x —2)2—10
©f(x) = 2x2-10
©f(x) = —2x2 — io
40. Model With Mathematics Suppose a goalie © f(x) = —2(x— 10)2
kicks a soccer ball. The ball travels in a parabolic
path from point (0, 0) to (57, 0). ® MR4 44. Performance Task An engineer is designing
a suspension bridge with a center cable.
a. Consider a quadratic function in vertex form
The cable is shaped like a parabola and is
for the path of the ball. Which val니es can yo니
attached to stability towers on both ends
determine? What vahjes are yo니 니nable to
at the sam은 height. For simplicity she
determine? Explain.
assumes a quadratic function, and 니ses
b. Technology Use a graphing calculator to f(x) = 0.0006(x - 300)2 4- 6 to model the cable
explore the undetermined vahjes. Find a set
between the towers.
of vahjes that generates a realistic graph.
Explain how the key feat니res of the graph
correspond to the sit니ation.

41. Construct Arguments The function

f(x) = -(x - 1)2 + 8 mod이s the path of a
volleyball. The height of the net is 7 ft 4 in.

Part A How high above the road surface is the

lowest point of the cable?

Part B How far apart are the two towers?

Explain.

Will the ball go over if the player is 2 ft from

the net? 4 ft, from the net? Explain. ⑨ MR3

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 ⑨ Common Core State Standards HSF.IF.B.4, HSF.IF.C.7.A, H와.IF.C.8, w o Activity 서 Assess
HSF.IF.C.9,MP.1,MP.3,MP.7

EXPLORE & REASON

Three functions of the form f(x) = ax2 + bx are graphed for a = 2

Quadratic Functions
and different values of b.
in Standard Form

|令| PearsonRealize.com

니 니
I CAN... graph quadratic
f nctions sing standard
form.

VOCABULARY

니
• standard form of a
quadratic f nction

A. What do the graphs have in common? In what ways do they diff은r?

B. What do yo니 notice about the x-intercepts of each graph? What do yo니
notice abo니t the y-intercepts of each graph?
C. Look for R이ationships Look at the ratio 으 for each Unction and
compare it to its graph. What do yo니 notice? ® MP.7

Q ESSENTIAL QUESTION How is the standard form of a quadratic function different from the vertex form?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Relate c to th은 Graph of f(x) = ax2 + bx + c
What information does c provid은 about the graph of f(x) = ax2 + bx + c?

Graph several f니nctions of the form f(x) = ax2 + bx + c. Look for a

connection between the graphs and the vahje of c for each

GENERALIZE
Consider the graphs of quadratic
functions with the same c-values
but different a- and b-values from
those shown in the example.
⑨ MP.8

c = -3 c = -1

The vahje of c corresponds to the y-intercept of the graph

of f(x) = ax2 + bx + c.

© Try It! 1. Evahjate f(x) = ax2 十匕乂 十 c for x = 0. How does f(0) r 이 ate to
the result in Example 1?

LESSON 8-3 Quadratic Functions in Standard Form 329

 (호 0 Activity

CONCEPT Standard Form of a Quadratic Equation

The standard form of a quadratic function is f(x) = ax 2 十 bx + c, where a #： 0.

The vahje c is the y-intercept of the graph. The axis of symmetry of the graph
is the line x = —읔 and the x-coordinate of the vertex is —읔.

EXAMPLE 2 Graph a Quadratic Function in Standard Form

Graph f(x) = 2x2 + 4x + 3. What are the axis of symmetry, vertex, and
y-intercept of the function?

Step 1 Find the axis of symmetry.

54.
乂 = = —1 Thex-coordinate of
_ . r the vertex is also -1.
The axis of symmetry isx = -1.

Step 2 Plot the vertex.

Use the x-coordinate of the vertex to find the y-coordinate.

f(x) = 2x2 + 4x + 3

f(—1) = 2(-1)2 + 4(-1) 十 3 Substitute -1 forx.

= 1 Simplify.

USE STRUCTURE The y-coordinate of the vertex is 1. So, plot the vertex (-1, 1).
Consider Step 3. Is there a
Step 3 Plot the y-intercept and its reflection.
situation where following this
procedure would not yield two f(x) = 2x2 + 4x + 3 The value of c is they-intercept.
points on the parabola? ⑨ MR7
Plot (0, 3) and its reflection across the axis of symmetry (—2, 3).

Step 4 Plot another point and its reflection.

Evaluate the function for another x-val니e. For x = 1, f(1) = 9. The

reflection of (1, 9) across the axis of symmetry is (-3, 9). Plot (1, 9)
and (—3, 9).

St은p 5 Graph the parabola.

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 I 으이 져 Activity ⑧ Assess

EXAMPLE 2 CONTINUED

@ Try It! 2. Graph each (

후니0 士두011. What are the y-intercept, the axis of
symmetry, and the vertex of each f니nction?

a. f(x) = x2 + 2x + 4 b. g(x) = —0.75x2 + 3x — 4

APP 니 CATION EXAMPLE 3 Compare Properties of Quadratic Functions

The trajectory of the water from Fountain A is represented by a hjnction
in standard form while the trajectory of the water from Fountain B is
represented by a table of values. Compare the v은rtex of each f니nction.
Which trajectory reaches a greater height in feet?

COMMON ERROR
Find the vertex of each function.
You may incorrectly state that
the x-coordinate of the vertex is Fountain A Fo니ntain B
-1. Remember that the formula
is -브. Make sure to include the Find the x-coordinate. Find the vertex.

negative in your calculations. b _ 2 _ 스

Find the y-coordinate.

f(1) = -(1)2 + 2(1) + 8 = 9

The vertex is (1, 9). The vertex

is (-4,10).

Fo니ntain A reaches a height of 9 ft. Fo니ntain B reaches a height of 10 ft.

The water from Fo니ntain B reaches a greater height.

CONTINUED ON THE NEXT PAGE

LESSON 8-3 Q니adratic Functions in Standard Form 331

 w o Activity

EXAMPLE 3 CONTINUED

(화 Try It! 3. Compare f(x) = —0.3x2 — q — o.2

to function g, shown in th은 graph.
What are the maximum values?
Which function has the greater
maximum value?

APP 니 CATION EXAMPLE 4 Analyze the Structure of Different Forms

Mia tosses a ball to her
dog. The function
f(x) = -0.5(x - 2)2 + 8
represents the ball's path.

A. What does the vertex

form of the function
tell you about the
situation?

f(x) = a(x — h)2 + k

f(x) = -0.5(x - 2)2 + 8

f' K
a = -0.5. Since a < 0, the h = 2 and k = 8, so
parabola opens downward. the vertex is (2, 8).

The vertex form tells you the vertex of the graph of the f니nction, which
is (2, 8). The ball reaches a maximum height of 8 ft above the gro니nd,
2 ft away from where Mia r이eases it.

B. What does the standard form of a function tell you about the sit니ation?

Rewrite the f니nction in standard form.

f(x) = —0.5(x — 2)2 + 8

= —0.5(x2 — 4x + 4) + 8 Expand (x — 2)2.

= —0.5x2 + 2x + 6 Use the Distributive Property and simplify.

MAKE SENSE AND PERSEVERE f(x) = ax2 + bx + c
Think about the reasonableness They-intercept is 6.
of the domain and range when f(x) = —0.5x2 + 2x + 6
you graph the function. Do both
positive and negative values The standard form tells you the y-intercept of the graph of the ‘hjnction,
makes sense? ⑥ MR1 which is (0, 6). The ball was 6 ft above the ground when Mia threw it.

@ Try It! 4. Suppose the path of th은 ball in Example 4 is

f(x) = -0.25(x — 1)2 + 6.25. Find the ball's initial and
maximum heights.

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 W 0 =::y © Assess

CONCEPT SUMMARY Standard Form of a Quadratic Function

ALGEBRA Standard form: f(x) = ax2 十 bx + c, where a / 0.

y-intercept: c

Axis of symmetry: x = —브
x-coordinate of the vertex: —으
Vertex
y-coordinate of the vertex: f(—읔)

V~ (-읔，＜-%))

NUMBERS Standard form: f(x) = 2x2 + 8x + 5.

y-intercept: 5
o
Axis of symmetry: x = = -2

x-coordinate of the vertex: —三^ = -2

y-coordinate of the vertex: f(—2) = -3

Vertex: (-2, -3)

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION How is the Graph each function. For each, identify the
standard form of a quadratic function axis of symmetry, the y-intercept, and the
different from the vertex form? coordinates of the vert은x.
5. f(x) = 2x2 + 8x — 1
2. Communicate Precisely How are the form
and graph of f(x) = ax2 + bx + c similar to 6. f(x) = —0.5x2 + 2x + 3
the form and graph of g(x) = ax2 + bx? How
7. f(x) = -3乂2 - 6乂 - 5
are they different? @ MP.6
8. f(x) = 0.25x2 — o.5X — 6
3. Vocabulary How can yo니 write a q니adratic
function in standard form, given its vertex 9. A water balloon is tossed into the air.
form? The function h(x) = -0.5(x - 4)2 + 9 gives
the height, in feet, of the balloon from
4. Error Analysis Sage began graphing
f(x) = -2x2 + 4x 十 9 by finding the axis the surface of a pool as a function of the
balloon's horizontal distance from where
of symmetry x = -1. Explain the error
it was first tossed. Will the balloon hit the
Sage made. ® MR3
ceiling 12 ft above the pool? Explain.

LESSON 8-3 Quadratic Unctions in Standard Form 333

 Scan for I 즈* I ⑥ Practice ⑥ Tutorial
@ PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE

10. Make S은nse and Persevere The graph of the What is the y-intercept of each function?
function f(x) = 2x2 — bx — 6 is shown. What is SEE EXAMPLE 1

the value of b? Explain. ®MR1 15. f(x) = 2%2 —4x —6 16. f(x) = 0.3x2+ o.6x —0.7

17. f(x) = -2%2 _ 8x - 7 18. f(x) = 3x2 + 6x + 5

19. f(x) = —%2 — 2x + 3 20. f(x) = —0.5x2+x + 2

Find the y-intercept, the axis of symmetry, and the

vertex of the graph of each function, see example 2
21. f(x) = 2%2 + 8x + 2 22. f(x) = —2x2 + 4x — 3

23. f(x) = 0.4乂2 十 으 6x 24. f(x) = -x2 — 2x — 5

25. f(x) = 5x2 + 5x+ 12 26. f(x) = 4x2 + 12x + 5

11. Construct Arguments To identify the
y-intercept of a q니adratic f니nction, would 27. f(x)=x2 - 6x+ 12 28. f(x) = —2x2 + 16x + 40
you choose to 니se vertex form or standard
form? Explain. ⑨ MR3 Compare each function to function f, shown in the
table. Which function has a lesser minimum valu은?
12. Error Analysis Describe and correct the error
Explain, see example 3
a student made when writing the q니adratic
function f(x) = 2(x + 3)2 — 4 in standard
X (*, fW)
form. ⑨ MR3
1 （1,0）
2 (2, -3)
f(x) = 2(x + 3)2-4
3 (3, -4)
f(x) = 2x2 4- 6x + 9 - 4
f(x) = 2x2 + 6x + 5 4 (4, -3)

5 (5, 0)

29. g(x) = 2x2 + 8x + 3 30. h(x) =x2 4-x - 3.5

13. Communicate Precisely Estimate the
coordinates of the vertex of the graph of
Compare each function to function f, shown in
f(x) = 1.25x2 - 2x - 1 below. Then explain how
the graph below. Which function has a greater
to find the exact coordinates. © MR6
maximum value? see example 3

14. Higher Order Thinking Points (2, -1), (-2, 7),

(1, —2), (0z —1), and (4, 7) lie on the graph of a 31. g(x) = —2x2 — 4x + 3 32. h(x) = —1.5;己 — 4 奴十 그

q니adratic •function.
Write each function in standard form, see example 4
a. What is the axis of symmetry of the graph?
33. f(x)=4(x+1)2 —3 34. f(x) = 0.1(x —2)2 —0.1
b. What is the vertex?
35. f(x) = —2(x — 9)2 + 15 36. f(x) = -(x + 3)2 十 8
c. What is the y-intercept?

d. Over what interval does the function

increase?

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 I '시 ⑥ Practice Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

37. Use Structure Two balls are tossed 니p into the 40. An object is la니nched at 64 ft per second
air. The function f(x) = -4.9x2 + 14.7x + 0.975 from an elevated platform. The f니nction
models the path of Ball A. The path of Ball B f(x) = — 16x2 + 64x + 6, models its trajectory
over time is shown in the table. Which ball over time, x. Which of the following are tr니e?
reaches a greater height? How m니ch greater? Select all that apply.
Explain how you can answer witho니t graphing ® The height of the platform is 6 ft.
either "function. ® MR7
(b) The object reaches its maximum height after
Height (m) 1 2 seconds.
Time (s)
© The maximum height of the object is 70 ft.
X srOO
© The object will be lower than 40 feet at
0 1.975 1 second.
1 11.775 ® The height of the object increases and then
1.5 13 decreases.

2 11.775 41. SAT/ACT What is the maxim니m val니e of

2.5 1.975 f(x) = —4x2 十 i6x+ 12?

® 12 ® 16 ©24 ©28 ©64

38. Use Structure The position of a ball after
it is kicked can be determined by using the 42. Performance Task Two models are 니sed to
function f(x) = -0.11x2 + 2.2x +1, where y predict monthly reven니e for a new sports drink.
is the height, in feet, above the gro니nd and x is In each model, x is the number of $1-price
the horizontal distance, in feet, of the ball from increases from the original $2 per bottle price.
the point at which it was kicked. What is the Model A f(x) = —12.5x2 + 75x + 200
height of the ball when it is kicked? What is the
highest point of the ball in the air? @ MR7 Model B

39. Reason A banner is h니ng for a party. The

distance from a point on the bottom edge of
the banner to the floor can be determined by
니sing th은 function f(x) = 0.25x 2 - x + 9.5,

where x is the distance of the point from the

left end of the banner. How high above the
floor is the lowest point on the bottom edge of
the banner? Explain. ® MR2

抄 —：__ .

Part A Identify the price you would set for each

model to maximize monthly revenue. Explain.

Part B A third model includes the points

(9, 605), (8, 600), (10, 600)f (7, 585)f and
(11, 585). What price maximizes revenue
according to this model? Explain.

LESSON 8-3 Q니adratic Unctions in Standard Form 335

 ⑨Common Core State Standards HSF.IF.A.2, HSF.BFA1, HSS.ID.B.6.A,
〔호 o Activity Assess
HSS.ID.B.6.B, MR4, MP.5, MR8

MODEL & DISCUSS

The graphic shows the heights of a supply package

Modeling With
dropped from a helicopt은r hovering above ground.
Quadratic Functions
A. Model With Mathematics Would a linear
f니nction be a good model for the data? Time Height
350 ft
I지 PearsonRealize.com Explain. ® MR4 Os
1 s 335 ft
B. Would a q니adratic function be a good model
for the data? Explain. 2s 스 283 ft
I CAN... use quadratic
functions to model real-world
situations.
3sg 206 ft

니
VOCABULARY
• q adratic regression
• vertical motion model

Q ESSENTIAL QUESTION
What kinds of real-world situations can be modeled by quadratic functions?

.APPLICATION EXAMPLE 1 Use Quadratic Functions to Model Area

A company offers rectangular pool
sizes with dimensions as shown. Each
pool includes a deck around it. If
Carolina wants a 15-ft wide pool with
a deck, how many square feet will she
need to hav은 available in her yard?

A. Write a quadratic function to

represent the area of the pool and
deck.
LOOK FOR RELATIONSHIPS
Let x be the width of the pool
To write the function, think about
how the length of the pool is f(x) = (2x + 8)(x + 8) Area = Length x Width i
related to its width. Then write
= 2x2 + 24x + 64
expressions for the length and
width of the rectangular area The quadratic function f(x) = 2x2 + 24x + 64 can be used to find the area
that contains both the pool and
of the rectang니lar pool and the deck.
the deck. © MR7
B. Find the area of the pool and the deck.
f(15) = 2(15)2+ 24(15)+ 64 Substitute 15 for x.
= 874

Carolina needs 874 ft2 to b니ild a 15-ft wide pool with deck.

© Try It! 1. Suppose the length of the pool in Example 1 is 3 times the
width. How does the function that represents the combined
area of the pool and the deck change? Explain.

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 w o Activity

CONCEPT Vertical Motion Model

The eq니ation h(t) = —16t2 + vQt + h0 is the vertical motion model. The

variable h represents the height of an object, in feet, t seconds after it is

la니nched into the air. The term vQ is the object's initial vertical velocity
and ho is its initial height.

CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Model Vertical Motion
A diver jumps off a high platform at an
initial vertical velocity of 16 ft/s.

A. What quadratic function represents the height

h of the diver after t seconds of the dive?

Use the vertical motion model

to write the q니adratic ‘hjnction.
h(f) = —16水 + Ugt + /刀)

h(t) = -16t2 + 16t + 30

30 ft.

Initial vertical height of the

velocity is 16 ft/s. platform is 30 ft.

B. How many feet above the platform will the diver be at the highest
USE STRUCTURE point of his dive?
What do you notice about the Find the maximum value of the graph described by h(t) = -16t2 + 16t + 30.
structure of the vertical motion
model and the standard form of a t= —음 The maximum value is located at
quadratic function? How are they
f-value of the axis of symmetry.
similar? ⑨ MR7
t =----- ——
2(-16)

_ 2 Substitute the rvalue into the

方(1)—16(1)2 + 16(1) + 30 function to find h(f), they-value
of the vertex.
= 34

The vertex is Q, 34).

The platform is at a height of 30 ft and the vertex is at 34 ft. So the

diver will be abo니t 34 - 30, or 4 feet above the platform.

© Try It! 2. Find the diver's maximum height above the water if he dives
from a 20-ft platform with an initial v이ocity of 8 ft/s.

LESSON 8-4 Modeling With Quadratic F니nctions 337

 ［조］ o Activity ⑧ Assess

VAPP 니 CATION EXAMPLE 3 Assess the Fit of a Function by Analyzing Re이duals

Each year, for the past five years, ticket prices for a school play have
increased by $1. The director used the function f(x) = -7x2 + 90x + 750 to
represent the relationship between the number of price increases and the
average predicted revenue per show, shown in the table. How well does the
function represent the actual revenue data?
Step 1 Use the f니nction to find the predicted values for each price increase.
S니btract the predicted from the act니al reven니es to find the residuals.

Price Actual Predicted Residual ।

Ticket Increase Revenue Revenue
Price ($) ($) f(x)
5 0 745 750 -5
6 1 846 833 +13
7 2 910 902 +8
8 3 952 957 -5
9 4 1008 988 +10

Step 2 Make a scatterplot of Step 3 Make a residual plot to

the data and graph the show the fit of the f니nction
function on the same to the data.

STUDY TIP
Recall from your work with trend
lines, that a good model would
have roughly equal numbers of
positive and negative residuals.

Step 4 Assess the fit of the Unction 니sing the resid니al plot.

The residual plot shows both positive and negative resid니als, which
indicates a generally good model.

© Try It! 3. Make a scatterplot of the data and graph the function
f(x) = —8x2 + 95x + 745. Make a residual 이어 and describe
how well the function fits the data.

Price Increase ($) 0 1 2 3 4

Sales ($) 730 850 930 951 1010

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 【초 o Activity ⑧

vAPP 니 CATION EXAMPLE 4 Fit a Quadratic Function to Data

The theater director at the high school wants to find the most accurate
quadratic model for ticket sales based on the data in Example 3.
How would the revenue be affected if the prices increase one more time?
STUDY TIP
You may recall that linear Quadratic regression is a method 니sed to find the q니adratic f니nction that
regression fits a line to the data. best fits a data set.
For quadratic regression, you will
fit a parabola to data. Step 1 Use a graphing calc니lator. Enter the price
increase, x, and average revenue, y, as lists.

L)shows the number of

price increases. L2 shows
the revenues.

Step 2 Use the Q니adratic Regression feature.

QuadReg
y=ax2+bx+c
자le closer R2 is to 1, a=—8
the better the equation b=95.2
matches the given data c=749.8
points.

Use the values for a, b, and c to write an eq니ation for the 우니가거:化기己

The function f(x) = —8x2 + 95.2x + 749.8 is a good mod이 of the

relationship between the number of $1 increases and the predicted
revenue per show.

Step 3 Graph the data and q니adratic regression. Use the Trace f니nction to
determine the predicted revenue after the fifth $1 price increase,
so find f(x) when x = 5.

f(5) = -8(5)2 + 95.2(5) + 749.8 = 1,025.8

REASON
Since tickets for this year are
$10 each, the predicted value of
$1,025.80 will not be the actual x scale-. 5 ysca/e: 1025.8
sales. You can reason that the
actual sales will be a multiple If the price of a ticket increases to $10, the predicted reven니e will be
of $10. ® MR2 $1,025.80.

@ Try It! 4. Use the model in Example 4 to determine the predicted reven니e
after the 6th and 7th price increases. What do you notice?

LESSON 8-4 Modeling With Quadratic Functions 339

 W ® ::S：y © 쏘-
Q CONCEPT SUMMARY Modeling With Quadratic Functions

AREA

When the length and width of rectangle are each variable expres외ons,
a quadratic f니nction can be 니sed to model the rectangle's area. x— 2

4 = (3x + 4)(x — 2)
= 3x2 - 2x — 8

VERTICAL MOTION

The vertical motion model gives the height h, in feet, of an object t seconds after la니nch.

h(t) = —16f2 + v^t + /)q

iq)is the initial velocity hg is the initial height

DATA

Q니adratic regression finds the best model for a set of q니adratic data.

For any model, analyzing the resid니als determines how well the model fits the data.

Residual = Data value - Predicted value

© Do You UNDERSTAND? Do You KNOW HOW?

호? ESSENTIAL QUESTION Write a vertical motion model in the form
kinds of real-world situations can be h(t) = -16f2 十 vot + h0 for each situation
modeled by q니adratic ‘hjnctions? presented. For each situation, determine how
long, in seconds, it takes the thrown object to
2. Look for Relationships How is the reach maximum height.
function h(t) = -16t2 + bt + c related to
5. Initial velocity: 32 ft/s; initial height: 20 ft
vertical motion? ® MR7
6. Initial velocity: 120 ft/s; initial height: 50 ft
3. Vocabulary What does it mean in a
real-world situation when th은 initial 7. A rectang니lar patio has a length fo니r times
velocity is 0? its width. It also has a 3-ft wide brick border
around it. Write a quadratic function to
4. Error Analysis Chen uses
determine the area of the patio and border.
h(t) = —16f2 + 6t + 16 to determine the
height of a ball t seconds after it is thrown
at an initial velocity of 16 ft/s from an initial
height of 6 ft. Describe the error
Chen made. ® MR3

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 Scan for I ‘즈 I ⑥ Practice
@ PRACTICE & PROBLEM SOLVING Multimedia

UNDERSTAND PRACTICE,

9. Make Sense and Persevere For each vertical Use a quadratic function to model the area of
motion model, identify the maximum height each rectangle. Graph the function. Evaluate each
reached by the object and the amount of time function for x = 8. see example 1
for the object to reach the maximum height. 2x + 4
® MP.1
a. h(t) = —16t2 + 200t + 25
x+ 3
b. h(t) = —16f2 + 36t + 4

10. Reason When a st니dent uses q니adratic

regression on a graphing calculator to model Write a function h to model the vertical motion for
data, the vah」e of R2 is 0.2. Make a conjecture each situation, given h(t) = -16t2 + vot + h0. Find
abo니t the fit of the model. ⑨ MR2 the maximum height, see example 2

11. Error Analysis Describe and correct the 16. initial vertical velocity: 32 ft/s initial height: 75 ft
error a student made when interpreting
17. initial vertical velocity: 200 ft/s initial height: 0 ft
the graph of the vertical motion model
h(t) = -at2 + bt + c. ® MR3 18. initial vertical velocity: 50 ft/s initial height: 5 ft

19. initial vertical velocity: 48 ft/s initial height: 6 ft

Make a scatterplot of the data and graph the

The object reaches 60 function on the same coordinate grid. Calculate the
its maximum height residuals and make a residual plot. Describe the fit
after traveling a of the function to the data, see example 3
distance of 4 feet 20 20. f(x) = 2x2 — x + 1 21. f(x) = —乂2 十 3x 十 2
horizontally.

12. Look for Relationships In the graph of a

vertical motion model shown, how is the initial

Us은 a graphing calculator to find a quadratic

regression for each data set. Round values to the
nearest ten-thousandth, see example 4

X y
x
0 15.50 100 567.3

1 11.21 500 443.2

2 8.43 900 362.3

3 5.67 1,300 312.2

13. Higher Order Thinking The function
f(x) =x2 + 3x — 10 models the area of 4 3.43 1,700 307.3
a rectangle.
a. Describe the length and width of the
rectangle in terms of x.
b. What is a reasonable domain and range
for the situation? Explain.
LESSON 8-4 Modeling With Quadratic functions 341
 I ‘시 ⑥ Practice Tutorial
© PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

24. Model With Mathematics A student drops a 27. The function h(t) = -16t2 十 96t + 10 mod이s the
rock over the edge of the well and hears it path of a projectile.
splash into water after 3 seconds. Write a By inspecting the 'hjnction you can tell that the
•function in the form h(t) = -16t2 + vQt + h0
initial height of the projectile is ft,
to determine the height of the rock above and the initial velocity is ft/s.
the bottom of the well t seconds after the
st니dent drops the rock. What is the distance The projectile reaches a maximum height
from the surface of the water to the bottom of ft at time s.
of the well? ⑨ MR4
28. SAT/ACT A basketball is thrown straight up
into the air from a height of 2.1 ft with an
initial velocity of 7 ft/s. Which function models
the height of the ball after t seconds?
@h(t) = —16f2 + 2.1t + 7
®h(t) = —16t2 —2.1t + 7
©h(t) = -16t2 + 2.1t-7
©方 (t) = —16f2 + 7t + 2.1
®h(t) = —16f2 —7t + 2.1

29. Performance Task A baseball player is standing

1.5 ft away from the edge of the 니pper deck
25. Construct Arguments The table below shows that is 20 ft above the baseball field. He throws
profits for a new model of headphones as a a ball into the air for the fans sitting in the
■hjnction of price x. The manufacturer says the upper deck.
price sho니d be set at $15 to maximize profits.
Do yo니 agree? Justify your answers. ⑨ MR3

Part A Write a q니adratic ‘hjnction that can be

26. Mathematical Connections Dakota bought
니sed to determine the height of the ball if it
120 ft of wire fencing at $0.50/ft to enclose
is thrown at an initial velocity of 35 ft/s from a
a rectangular playgro니nd. The playground
height of 6 ft. Graph the function.
surface will be covered with m니Ich at a cost of
$1.25/ft2. Write a q니adratic f니nction that can Part B The seats for the 니pper d은ck start
be 니sed to determine the total cost of fencing 2 ft from the edge. Will the ball land on the
and mulch for a playground with side length x. 니pper deck?
What is the cost if one side is 20 ft?

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 ⑨Common Core State Standards HSA.RELD.1O, HSF.IF.B.4, MP.4
MATHEMATICAL I令I 아 Video

MODELING
IN 3 ACTS

f] PearsonRealize.com

Q The Long Shot

Have yo니 ever been to a basketball game where they hold contests at
halftime? A popular contest is one where the contestant needs to make a
basket from half court to win a prize. Contestants often shoot the ball in
different ways. They might take a regular basketball shot, a hook shot,
or an underhand toss.

What is the best way to shoot the basketball to make a basket? Think abo니t
this chjring this Mathematical Modeling in 3 Acts lesson.

Scan for
Multimedia ACT 1 Identify the Problem

1. What is the first q니estion that comes to mind after watching the video?

2. Write down the Main Question yo니 will answer.

3. Make an initial conjecture that answers this Main Q니estion.

4. Explain how you arrived at yo니r conjecture.

ACT 2 Develop a Model

5. Use the math that yo니 have learned in the topic to refine yo니r
conject 니 re.

ACT 3 Interpret the Results

6. Did yo니r refined conject니re match the act니al answer exactly? If not,
what might explain the difference?

TOPIC 8 Mathematical Modeling in 3 Acts 343

 0common Core State Standards HSELE.A.3, HSS.ID.B.6.A, MP.1. MP.2, MP.7 Activity Assess

MODEL & DISCUSS

Jacy and Emma use different functions to model

Linear, Time (yr) Value ($)
the value of a bike x years after it is purchased.
Exponential, and Each function models the data in the table. 0 500.00
Quadratic Models 1 485.20
Jacy's function: f(x) = -14.20x + 500
2 472.13
Emma's function: f(x) = 500(0.85)x
I 令I PearsonRealize.com 3 461.00

은
4 452.10

I CAN...
니
determin whether
a linear, exponential, or A. Make Sense and P은rsevere Why did Jacy and Emma not choose a
q adratic function best q니adratic function to model the data? ⑨ MR1
models a data set.
B. Whose f니nction do yo니 think is a better model? Explain.

C. Do you agree with this statement? Explain why or why not.

To ens니re that yo니 are finding the best model for a table of
data, you need to find the val니es of the functions for the same
values of x.

Q ESSENTIAL QUESTION How can you determine whether a linear, exponential, or quadratic function
best models data?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 D은termin은 Which Function Typ은 Represents Data
A. How can you determine whether the data in the table can be modeled
by a linear function?

First, confirm that the differences in the x-val니es are constant. Then
analyze the first differences.

The differences between consec니tive

GENERALIZE
+1 y-values are the first differences.
Look at the data in the table.
What do you notice about the +1
differences between consecutive
y-values? © MR8 +1

+1

A linear function best models the data when the first differences
are constant.

CONTINUED ON THE NEXT PAGE

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 I지 겨Activity Assess

EXAMPLE 1 CONTINUED

B. How can you determine whether the data in the table can be modeled
by a quadratic function?

Analyze the second differences.

COMMON ERROR
You may forget to confirm
X y 1st Differences 2nd Differences
that the differences between
thex-values are constant. If 0 3
differences between thex-values
1 9 9—3 = 6
are not constant, then the
differences or ratios between 2 19 19 - 9 = 10 10 — 6 = 4
they-vahjes will not be accurate 33 33 — 19 = 14 14 — 10 = 4
3
indicators of whether a linear,
quadratic, or exponential function 4 51 51 — 33 = 18 18 - 14 = 4
best represents the data.

First differences are The differences between consecutive

not constant. Check the first differences are called the second
second differences. differences.

A q니adratic function best models the data when the second differences
are constant.

C. How can you determine whether the data in the table can be modeled
by an exponential function?

The first differences and second differences are not constant. Find and
analyze the ratios of consecutive y-val니es.

2nd Differences 1
y 1st Differences
i
0 1

1 2 2 — 1=1

2 4 4 — 2 =2 2 — 1=1

3 8 8 — 4 = 4 4 — 2 = 2

4 16 16-8 = 8 8-4 = 4

The first differences and second differences The ratios of consecutive

are not constant, so the data do not y-values are the same.
represent a linear or quadratic function.

An exponential function best models the data when the ratios of

consecutive y-values are the same.

© Try It! 1. Does a linear, (Quadratic, or exponential function best model the
data? Explain.

H 0 1 2 I 3厂— 7
b.
-2 -1 0 1 2
魏一 2 | —5 | -14 [ —29 I —50 4 12 36 108 324

LESSON 8-5 Linear, Exponential, and Quadratic Mod은Is 345

 ［호 © Activity

APPLICATION a EXAMPLE 2 Choose a Function Type for Real-World Data

The owner of a framing store tracks the cost of
Length Bubble Wrap
bubble wrap for packing pictures like the one (in.) Cost ($)
shown. How can you use the data to estimate
the cost of the bubble wrap for a picture with a
length of 75 in.?

H------------- 75 in.---------------H

Step 1 Det은rmine whether a linear, exponential, or quadratic function

model best represents the data.

Analyze at the differences or ratios to determine which model best

fits the data.

! Length Bubble Wrap 1아 2nd

(in.) Cost ($) Differences Differences
X y
6 0.10

12 0.31 0.31 — 0.10 = 0.21

18 0.62 0.62 - 0.31 = 0.31 0.31 - 0.21 = 0.10

24 1.04 1.04 - 0.62 = 0.42 0.42 - 0.31 =0.11

30 1.57 1.57 — 1.04 = 0.53 0.53 — 0.42 = 0.11

The first differences The second differences are

are not constant. roughly constant.

A quadratic model best represents the data.

Step 2 Write a quadratic function that

STUDY TIP represents the data.

You can find a quadratic Use a graphing calculator to find a
regression for any set of data q니adratic regression. Enter the data as
whether it is quadratic or not.
lists, and 니se the quadratic regression
Because the R2 value is so close
feature.
to 1, the quadratic equation
generated by the calc니ator is a
good model for the data. Step 3 Substitute x = 75 into the eq니ation.

Enter flinction
y = 0.0015x2 + o.OO76x + 0.002 and
eval니ate forx = 75.

The cost of b니bble wrap for a 75-in.

picture is abo니t $9.01.

CONTINUED ON THE NEXT PAGE

346 TOPIC 8 Quadratic functions Go Online | PearsonRealize.com

 a. O Activity

EXAMPLE 2 CONTINUED

(珍 Try It! 2. Determine whether a linear, (Quadratic, or exponential f니nction

best models the data. Then, use regression to find the f니nction
that models the data.

X 0 1 2 3 4

y 100 89.5 78.9 68.4 57.8

a EXAMPLE 3 Compare Linear, Exponential, and Quadratic Growth

The graph shows population models City A
for three cities, based on data over a f(x) = 3.2x
five-year period. If the populations
continue to increase in the same ways,

suo-
when will the population of City C

--=/\
exceed the populations of the other
으

-
two cities? 3

uo-:-.
Method 1 Use the table of vahjes. 프 2

nc-od
X f(x) gW
4 12.8 4.0 0.5 0
0 1 2 3 4 5
5 16.0 6.25 1
Time in Years
6 19.2 9.0 2

7 22.4 12.25 4

8 25.6 16.0 8

9 28.8 20.25 16 The population of City C is

greater than those of City A
10 32.0 25.0 32
and City B.
11 35.2 30.25 64

Method 2 Use a graphing calc니lator to determine the points of intersection.

USE STRUCTURE
Look at the structure of each of
the graphs. Notice that a quantity Use your calculator to find
that increases exponentially the point where function h
will eventually exceed a quantity exceeds functions f and g.
that increases linearly or
x scale: 10 y scale: 32
quadratically. ® MR7

After 10 years, the population of City C will exceed the populations of City A
and City B. It will contin니e to o니tgrow the other cities because it is growing
exponentially.

© Try It! 3. Compare the f니nctions f(x) = 3x + 2, g(x) = 2x2 + 3, and

h(x) = 2X. Show that as x increases, h(x) will event니ally exceed
f(x) and g(x).

LESSON 8-5 Linear, Exponential, and Q니adratic Models 347

 里 0 띠쀠y © Assess

CONCEPT SUMMARY Linear, Quadratic, and Exponential Functions

Linear Quadratic Exponential

WORDS , The 1st differences are The 2nd differences are The ratios of consec니tive
constant. constant. y-values are constant.

TABLES f(x) = 0.25%2 + o.5x + 0.25 f(x) = 2X—3

Differences X y Ratios

X y 1st 2nd 0 0.125

0 0.25 0.25 _ ?

으 느z
1 0.25 0.125 — 2
1 1.00 0.75
2 0.5 5__ 7

싏늩 =
2 2.25 1.25 0.5 0.25

3 4.00 1.75 0.5 3 1.00 2

GRAPHS 〕

The rate of change The rate of change in this The rate of change in this
is constant. f니nction increases as the function increases by equal
value ofx increases. factors as the value ofx
increases.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Determine whether the data are best modeled by a
determine whether a linear, exponential, linear, quadratic, or exponential function.
or quadratic function best models data?

2. Reason The average rate of change of a

•hjnction is less from x= 1 tox = 4 than from
x = 5 to x = 8. What type of function co니d it
be? Explain. ® MR2

3. Error Analysis Kiyo 니sed a quadratic function

to model data with constant first differences.
6. A company's profit from a certain product is
Explain the error Kiyo made. ® IVIR3
represented by P(x) = —5x2 + 1/125x - 5z000z
where x is the price of the product. Compare
the growth in profits from x = 120 to x = 140
and from x = 140 tox= 160. What do you notice?

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 Scan for ［코 ⑬ Practice
⑥ Tutorial

PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND , PRACTICE

7. Communicate Precisely Create a flow chart to Determine whether a linear, q니adratic, or

show the process to determine whether a given exponential function is the best model for the
data set represents a function that is lin은ar, SEE EXAMPLE 1

q니adratic, exponential, or none of these. ® MR6

8. Generalize Calculate the 2nd differences for

data in each table. Use a graphing calc니lator
to find the quadratic regression for each data
set. Make a conjecture abo니t the relationship
between the a vahjes in the q니adratic models
and the 2nd differences of the data. ⑨ MR8

1
Fl0.5

2 2

3 4.5

4 8

5 12.5

Do the data suggest a linear, quadratic, or an

exponential f니notion? Use regression to find a

aa
model for each data set. see example 2

-20
0 1 2

-17.5 -15.1 -12.5

3
z기
-10

9. Error Analysis What is the error in the student's 厂 ~6

X 7 8 9 10
reasoning below? Describe how to correct the : -12'
y -19 -7 -4 -3
statement. ® MR3

17. Use the functions shown, see example 3

f(x) = 0.75x

h(x) = 1.25X
g(x) = 0.09375X2

X
a. Evahjate each function for x = 6, x = 8 and
10. Higher Order Thinking A savings acco니nt has a x= 12.
balance of $1. Savings Plan A will add $1,000 to
an account each month, and Plan B will do니ble b. When will f니nction h exceed f니nction f
the amo니nt each month. and function g?
a. Which plan is better in the short n」n? For
how long? Explain.

b. Which plan is better in the long run? Explain.

LESSON 8-5 Linear, ExponentiaL and Quadratic Models 349

 I 즈* I Practice Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

AP 이_Y ASSESSMENT PRACTICE

18. Model With Mathematics The data in the table 21. F니nction f has constant second differences.
show the pop니lation of a city for the past five Which of the following are tr니e? Select all
years. A new water plant will be built when the that apply.
pop니lation exceeds 1 million. Will the city need
® The graph of f is a parabola.
a new water plant in the next ten years? Use a
■hjnction model to j니stify yo니r answer. ® MR4 ® The graph of f is a straight line.
© The ratios of the y-values increase as x
Year 2016 2017 2018 2019 2020 increases.
Population 794,000 803,000 814,000 822,000 830,000 © The function f is an exponential f니nction.
® The function f has constant first differences.
19. Construct Arguments The graphic shows costs
for rectangular lots of different widths. Each lot 22. SAT/ACT At what point will f(x) = 3X exceed
is twice as long as it is wide. g(x) = 2x 十 5 and h(x) = x2 十 4?

Parking Lot ®(1,7)

(SJOlaE)

®(1.8, 7.3)
© (2, 9)
© (2.4, 9.8)
lo l
』

23. Performance Task Ella wrote three different

o
qlp_/\

computer apps to analyze some data. The

tables show the time in milliseconds y for
/\

$250 $1,090 $2,450 $4,300 $6,750 each app to analyze data as a f니nction of the
Cost of Reflective Coating number of data items x.

To coat a parking lot 300 m long and 150 m App A App B AppC
wide, a developer budgeted $20,220, or three
X y X y X y
times the cost of a lot 50 m wide. Will the
b니dget be sufficient? J니stify yo니r answers 4 81 4 4,042 4 4,400
using a function model. ® MR3 5 243 5 5,040 5 5,375

20. Construct Arguments Carmen is considering 6 729 6 6,038 6 6,550

two plans to pay off a $10,000 loan. The tables 7 2,187 7 7,036 7 7,925
show the amo니nt remaining on the loan after
8 6,561 8 8,034 8 9,500
x years.

Part A Use regression on a graphing calculator

미an A PlanB
to find a f니nction that models each data set.
Amount Amount Explain your choice of model.
Year Remaining Year Remaining
Part B Make a conjecture about which app will
0 10,000 0 10,000
require the most time as the number of data
1 9,000 1 9,500 items gets very large. How co니Id yo니 support
2 8,100 2 9,000 your conject니re?

3 7,290 3 8,500

4 6,561 4 8,000

Which plan sho니Id Carmen use to pay off the

loan as soon as possible? J니stify your answer
using a function mod이. ® MR3

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 Topic Review
Q TOPIC ESSENTIAL QUESTION

1. How can you use sketches and equations of q니adratic f니nctions to model
situations and make predictions?

Vocabulary Review
Choose the correct term to complete each sentence.
• parabola
2. The graph of a q니adratic function is a(n)
• q니adratic parent
3. The function f(x) =x2 is called the
function
4. To model the height of an object launched into the air t seconds
• quadratic regression
after it is launched, you can 니se the
• standard form of a
5. The is f(x) = ax2 + + c.
quadratic f니nction
6. A(n)is a method used to find a quadratic function that
• vertex form of a
best fits a data set.
q니adratic function
• vertical motion model

Concepts & Skills Review

LESSON 8-1 Key Features of Quadratic Functions

Quick Review Practice and Problem Solving

The graph of f(x) = ax2 is a parabola with vertex Compare the graph of each function with the
(0, 0) and axis of symmetry x = 0. When a > 0, graph of f(x) = x2.
the parabola opens upward and the ‘hjnction
7. g(x) = 1.5x2 8. h(x) = —9x2
has a minimum at the vertex. When a < 0, the
parabola opens downward and the ‘hjnction has 9. Communicate Precisely Explain how you
a maximum at the vertex. can you tell whether a function of the form
f(x) = ax2 has a minimum or a maximum
vahue and what that vahje is. ® MR6
Example
Compare the graph of g(x) = —0.2x2 10. Model With Mathematics Artificial turf costs
with the graph of f(x) = x2. $15/sq ft to install, and sod costs $0.15/sq ft
to install. Write a q니adratic function that
The graph of g opens
represents the cost of installing artificial
downward and is
turf on a sq니are plot with a side length of x
wider than the graph
feet, and a second quadratic function that
of f. For both graphs,
represents the cost of installing sod on the
the axis of symmetry
same plot. How do the graphs of the two
is x = 0 and the
functions differ? ® MR4
vertex is (0, 0).

TOPIC 8 Topic Review 351

 LESSON 8-2 Quadratic Functions in Vertex Form

Quick Review Practice and Problem Solving

The vertex form of a quadratic function is 11. Look for Relationships Graph the Einctions
f(x) = a(x — h)2 + k. The vertex of the graph is at below. How are the graphs alike? How are
(h, k) and the axis of symmetry is x = h. the graphs different from each other? ® MR7

f(x) = —5(x — 3)2 + 2

Example g(x) = -2(x - 3)2 + 2

Graph the function f(x) = (x + 1)2 - 1.
Identify the vertex and axis of symmetry of the
graph of each function.
12. g(x) = (x + 8)2 + 1 13. h(x) = (x - 5)2 - 2

14. An astronaut on the moon throws a moon

rock into the air. The rcxk's height, in meters,
above the moon's s니rface x seconds after
it is thrown can be determined by the
function h(x) = -1.6(x - 2.5)2 + 15. What is
the maximum height of the rock above the
moon's s니rface? How many seconds after
being thrown does the rock reach this height?

LESSON 8-3 Quadratic Functions in Standard Form

Quick Review Practice and Problem Solving

The standard form of a quadratic f니nction is Identify the y-intercept, axis of symmetry, and
f(x) = ax2 + bx + c, where a / 0. The y-intercept vertex of the graph of each function.
is c and the axis of symmetry, which is also the 15. g(x) = —乂2 十 4x+5 16. h(x) = —3x》十 7乂 十 i
x-coordinate of the vertex, is x = —흐.
17. When given a f니nction in standard form,
how can yo니 determine if the parabola has a
Example minim니m or maxim니m vahje?
Graph the function
18. Graph the function f(x) = —3x2 十 i2x + 5.
f(x) = 3x2 — 6x 十 2.

The y-intercept is 2. 19. Reason A ball is tossed into the air. The
function f(x) = —16x2 + 4x + 5 represents the
Find the axis of symmetry. height in feet of the ball x seconds after it is
v _ __b_ _ -6 _ 1 thrown. At what height was the ball tossed
x- = - -
into the air? ⑨ MR2
Find the y-coordinate of
the vertex.

f(1) = 3(1)2 —6(1) + 2 = —1

Plot the vertex (1, -1) and identify the axis

of symmetry.

Plot the y-intercept (0, 2). Reflect that point

across the axis of symmetry.

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LESSON 8-4 Modeling With Quadratic Functions

Quick Review Practice and Problem Solving

(Quadratic •hjnctions can model situations. For Write a function h to model the vertical motion
example, the vertical motion model is a quadratic for each situation, given h(t) = -16t2 十 vot + h0.
function. Find the maximum height.

20. initial velocity: 54 ft/s

Example initial height: 7 ft

Alberto la니nches an emergency flare at an initial 21. initial v이ocity: 18 ft/s

velocity of 64 ft/s from an initial height of 6 ft. initial height: 9 ft
The flare must reach a height of 100 ft to be seen
by a resc니e team. Is Alberto's la니nch s니ccessf니? Write a quadratic function to represent the area
of each rectangle. Graph the function. Interpret
S니bstit니te 64 for u0 and 6 for h0 'n the vertical the vertex and intercepts. Identify a reasonable
motion model. domain and range.
h(t) = —16f2 + 64t + 6

Find the vertex (t,

b _ 64 _ ?

h(2) = —16(2)2 + 64(2) + 6 = 70

24. Make Sense and Pers은vere Given a vertical
The vertex is (2, 70).
motion model, how can yo니 identify the

M H IA M H
The flare will reach a maximum height of 70 ft, amount of time an object is in the air before
so Alberto's la니nch is not s니ccessful. it reaches the ground? @ MR1

coG
E
LESSON 8-5 Linear, Exponential, and Quadratic Models O
H

Quick Review Practice and Problem Solving

To determine which function best models a data 25. Mak은 Sense and P은rsevere What is the
set, analyze the differences and ratios between first step in determining whether a table
consecutive y-vahjes when the differences in shows a linear, (Quadratic, or exponential
consec니tive x-vahjes are constant. function? ® MR1

Determine whether the data in the tables

Example
represent a linear, quadratic, or exponential
Determine whether the function below is linear, function.
quadratic, or exponential.
26.
° 1 2 3 4
Ratios 1
人 y 1st Diff. 2nd Diff.
3 7 19 39 67

-2 0 2 4 6

仁 -20 -6 8 22 36

Since the ratio between the y-values is constant,

the f니nction is exponential.

TOPIC 8 Topic Review 353

 TOPIC Solving Quadratic
Equations
9 Q TOPIC ESSENTIAL QUESTION

How do you use quadratic equations to model situations and

s이ve problems?

Topic Overview Topic Vocabulary

envision™ STEM Project: • com이eting the sq니are
Designing a T-Shirt La니richer • discriminant
9-1 Solving Quadratic Equations Using • linear-quadratic system
Graphs and Tables • Prod니ct Property of Sq니are Roots
9-2 Solving Q니adratic Eq니ations by • q니adratic equation
Factoring • quadratic form니a
9-3 Rewriting Radical Expressions • root

9-4 Solving Quadratic Equations Using • standard form of a q니adratic eq니ation

Square Roots • Zero-Prod니ct Property

9-5 Completing the Sq니are • zeros of a •hjnction

9-6 The Quadratic Formula and the

Discriminant

Mathematical Modeling in 3 Acts:

Unwrapping Change

9-7 Solving Systems of Linear and

Quadratic Equations

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model & Discuss, and Critique <S Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

우.-..
© real-world applications.

PRACTICE Practice what

^^0 Go online | PearsonRealize.com © you've learned.

354 TOPIC 9 Solving Quadratic Equations

 MATHEMATICAL MODELING IN 3 ACTS

Q Unwrapping Change
When yo니 arrange a group of objects in different ways, it seems like the
space they take 니p has changed. B니t, the number of objects didn't change!

We 니se coin wrappers to store coins in an efficient way. How m니ch

6
D ld o l
more efficient is it than the alternative? Think abo니t this d니ring the
Mathematical Modeling in 3 Acts I은sson.

VIDEOS Watch clips to support GLOSSARY Read and listen to

Mathematical Modeling in 3 Acts Lessons 드English and Spanish definitions.
and 은nVision™ STEM Projects.
|命 TUTO이ALS Ge나*Ip from
CONCEPT SUMMARY Review 드87 Virtual Nerd, right when yen』need it.
M우 key lesson content through
m니tiple representations. 서호 MATH TOOLS Explore math
with digital tools and manipulatives.
ASSESSMENT Show what
르:쿠 you've learned.

TOPIC 9 Solving Q니adratic Equations 355

 Video

TOPIC 9 PROJECT
:enVision STEM
Did You Know?
Objects launched or thrown into the air The weaker the gravity, the higher an object
follow a parabolic path. The force of will fly and the longer it will remain airborn.

velocities determine a q adratic

for an object's path.
니 우니 거
gravity and the horizontal and vertical
11 1013

Gravity
Earth:
9.8 m/s2

Mars
3.7 m/s2
Moon
1.6 m/s2

니 니
T-shirt la nchers are sed at sporting
events to send shirts to fans high in
the stands. Some t-shirts can travel as
far as 400 feet.

0 Ybur Task: Desi

니 니
T-Shirt Launcher
Yo and yo r classmates will design a t-shirt launcher and
determine possible heights and distances on Earth and
other planets.

356 TO이C 9 envision STEM Project （시 Go Online | PearsonRealize.com

 ⑨Common Core State Standards HSA.CED.A.1, HSA.CED.A.2, HSA.REI.B.4.B, 〔쾨 o Activity
HSA.RELD.11, MR3, MP.5, MR7 ---- 드

9-1
Solving Quadratic
⑴ EXPLORE & REASON

The path of a golf ball hit from the ground resembles the shap은 of a
parabola.
Equations Using
Graphs and Tables

I 지 PearsonRealize.com

I CAN... use graphs and

니
tables to find solutions of
q adratic equations.

VOCABULARY
• (Quadratic eq ation
• zeros of a function
니
A. What point represents the golf ball before it is hit off the gro니nd?

B. What point represents the golf ball when it lands on the gro니nd?

C. Look for Relationships Explain how the points in Part A and B are
related to the ball's distance from the gro니nd. ® MR7

ESSENTIAL QUESTION How can graphs and tables help you solve quadratic equations?

CONCEPTUAL
UNDERSTANDING 펴 EXAMPLE 1 Recognize Solutions of Quadratic Equations
Why are the x-intercepts of the graph of a quadratic function important to
the solution of a related equation?

A. Find the solutions of the quadratic equation x2 - 16 = 0.

A quadratic eq니ation is an eq니ation of the second degree. The related

function of a quadratic eq니ation with 0 on one side is the q니adratic

CONSTRUCT ARGUMENTS expression given on the other side.

Think about the connection Graph the related f니nction, f(x) = x2 - 16.
between the graph of the
function and the solutions to
The solutions of a The x-intercepts of f occur
the quadratic equation. What where%2 -16 = 0 and
evidence can you give that the quadratic equation are
the value or values that represent the solutions of
/-intercept is the solution of the
make the equation true. the equation.
quadratic equation? ® MR3

The graph of the f니nction has two x-intercepts, so the eq니ation has two
real solutions. The sohjtions of the eq니ation x2 - 16 = 0 are x = -4 and
x = 4. Sol니tions to an eq니ation of the form f(x) = 0f are called the zeros
of a function. The zeros of a f니nction correspond to the x-intercepts of
the function.
CONTINUED ON THE NEXT PAGE

LESSON 9-1 Solving Q니adratic Equations U외ng Graphs and Tables 357
 w 0 Activity Assess

EXAMPLE 1 CONTINUED

B. Find the solutions of x2 — 14x + 49 = 0.

Graph the related function f(x) = x2 - 14x + 49.

The graph touches

the x-axis but does There is only one
not cross it. (7, 0) /-intercept.

The graph of the function has only one x-intercept, so the eq니ation has
only one real sohjtion, x = 7.

C. Find the solutions of x2 + 3x + 7 = 0.

Graph the elated f니nction f(x) = x2 + 3x + 7.

STUDY TIP
The graph of the f니nction has no x-intercepts, so the eq니ation has no
A quadratic equation can have 0,
real solutions.
1, or 2 real solutions.

The graph does not

cross the x-axis.

© Try It! 1. What are the sohjtions of each equation?

a. x2 - 36 = 0 b. 乂2 + 6x 十 9= 0

a EXAMPLE 2 Solve Quadratic Equations Using Tables

A. How can you use a table to find the solutions of x2 - 7x + 6 = 0?

Enter the function y = x2 - 7x + 6 into a graphing calculator.

丁 흐j
LOOK FOR RELATIONSHIPS 斤言广言즈 Plots 러! ( x | 厂 n

How would the solutions of this

Use the table to
quadratic equation appear in a
identify the values
graph? © MR7
ofx wheny = 0.

가!ere are two real solutions, x = 1 and x = 6. CONT1NUED 0N THE NEXT PAGE

358 TOPIC 9 Solving Q니adratic Equations |지 Go Online | PearsonRealize.com

 W O Activity

EXAMPLE 2 CONTINUED

B. How can you use a ta이e to estimate the solutions of 3x2 + 5x — 2 = 0?

Enter the 'hjnction

USE APPROPRIATE TOOLS y = 3x2 + 5x — 2 into The other solution occurs
The solution may not always a graphing calculator. where the signs of the
appear in a table when y = 0. 6 y-values change from
2 20
Would a graph be more useful The table shows one 3 40 negative to positive or
in finding the solution for this solution, x = -2. X=-2 positive to negative.
quadratic equation? ⑨ MR5

Refine the table settings to find the other sol니tion of the eq니ation.
Change the table settings to show steps of 0.25.

The other solution is between 0.25 and 0.5.

Using a table has

limitations. When the
I x I Y1 I ’
(丄三2 Approximate the s이ution
corresponding x-vah』es 테ii by the value ofy when/
for y = 0 are not shown ：75 | :~4375 | goes from 0.25 to 0.5.
I X=0.25 ।
in the table, yen』can
estimate the solution.

Try It! 2. Find the solutions for 4x2 + 3x — 7 = 0 using a table. If

approximating, give the answer to the nearest tenth.

APP 니 CATION EXAMPLE 3 Use Approximate Solutions

Anastasia hits her golf ball
off the tee. The height of the
golf ball is modeled by the
function f(x) = -5x2 + 25x + 1,
y = 0 when
where x is the number of the ball lands.
seconds after the golf ball is
hit. How long is the golf
ball in the air?

Graph f(x) = -5x2 + 25x + 1 to

find when y = 0.

The graph of the f니nction

shows the x-intercept at 5.04.
CONSTRUCT ARGUMENTS Trace the graph
This means the golf ball was
What are the benefits of using on your screen to
(PA) spnl-l-v

a graph to approximate a in the air abo니t 5 seconds

see when y = 0.
solution? When is a table more before it hit the gro니nd.
useful than a graph? ⑨ MR3
y = 0 when
x = 5.04

0
0 1 2 3 4 5
Seconds in the Air

© Try It! 3. At the next tee, a golf ball was hit and modeled by
—16x2 + 11x + 6 = 0. When will the golf ball hit the ground?

LESSON 9-1 Solving Q니adratic Eq니ations Using Graphs and Tables 359
 a. 0 = © _
CONCEPT SUMMARY Solving Quadratic Equations Using Graphs and Tables

WORDS A q니adratic eq니ation can be written in standard form ax2 + bx + c = 0,

where a / 0.

A q니adratic equation can have 0, 1, or 2 real sohjtions.

Zeros of the f니nction r이ated to a quadratic eq니ation are the sol니tions of the eq니ation.

ALGEBRA The sohjtions are x = -4 and x = —1.

GRAPH] f(x) = 乂2 十 5X + 4 table]

The/-intercepts are
the solutions of the
equation.
The solutions are the
x-values when the
y-values are 0.

© Do You UNDERSTAND? Do You KNOW HOW?

흐? ESSENTIAL QUESTION ] Use each graph to find the solution of the
graphs and tables help yen』solve q니adratic equation.
eq 니 ations? 5. —%2 + 2x — 1 = 0 6. X2 十 x— 6 =0

2. Reason In a table that shows no exact

sohjtions, how do yo니 know if there
are any solutions? How can yen』find an
approximate solution? ⑨ MR2

3. Error Analysis Eli says that the sohjtions to

乂2 十 100 = 0 are -10 and 10 beca니se 102 is

100. What is the error that Eli made?

Explain. ® MR3

4. Communicate Precisely When yo니 Solve each quadratic equation by graphing the
graph a quadratic 우니1즈C:1101丁 the related function.
y-intercept appears to be 1, and the
x-intercepts appear to be -4 and 2.5. 7. 乂2 — 2x — 3 = 0 8. 乂2 十 x 十 i = o
Which vahjes represent the sohjtion(s)
Find the solutions of each equation using a table.
to the related q니adratic eq니ation of the
Round approximate solutions to the nearest tenth.
function? How can yo니 verify this? Explain.
© MP.6 9. %2 十 3x — 4 = 0 10. 3x2 — 2x + 1 = 0

11. What are the solutions of

—5x2 + i0x + 2 = 0? Ro니nd approximate
solutions to the nearest tenth.

360 TOPIC 9 Solving Q니adratic Eq니ations I 지 Go Online | PearsonRealize.com

 Scan for f b ) 早. © Practice ⑥ Tutorial

@ PRACTICE & PROBLEM SOLVING Multimedia [ 今J

丄----- 7 Additional Exercises Available Online

UNDERSTAND PRACTICE

12. Communicate Precisely Con외der the q니adratic Use each graph to find the solution of the related
equation x2 + 2x - 24 = 0. © MR6 equation, see example 1
18. 乂2 — 2x + 2 = 0
a. How could you solve the eq니ation using a
graph? Explain.

b. How could yo니 solve the equation using a

table? Explain.

13. Generalize For an eq니ation of the form

ax2 + bx + c = 0, where the graph crosses the
y-axis once and does not intersect the x-axis.
Describe the sohjtion(s) of the equation. ® MR8

14, Error Analy이s Describe and correct the

error a st니dent made in stating the
number of sol니tions of a q니adratic
eq니ation. Explain. ® MR3

A quadratic equation has either

two solutions or no solution.

15. Higher Order Thinking Infinitely many quadratic

equations of the form ax2 + bx + c = 0 can have
the same two solutions. Sketch the graphs of Solve each quadratic equation by graphing the
two quadratic functions on the same grid to related function. Round approximate solutions to
show how this could be true. the nearest tenth, see examples 1 and 3

20. x2 - 121 =0 21. 乂2 _ 4x 十 4= 0

16. Communicate Precisely How many zeros does
나ie function shown have? Explain. © MR6 22. 乂2 + 3X + 7 = o 23. 乂2 _ 5X = o

24. -x2 + 6x + 7 = 0 25. —乂2 + 8x — 7 = 0

26. 乂2 _ 2 =0 27. 2x2 — 11x+ 12 = 0

28. -3x2 + 5X + 7 = o 29. —16x2+ 70 = 0

Find the solutions for each equation using a table.

Round approximate solutions to the nearest
t은nth. SEE EXAMPLE 2

30. x2 - 16 = 0 31.x2 + 8x+ 16 = 0

32. 乂그 + 3乂 + 1 =o 33. x2 + 4x + 6 = 0
17. Mathematical Connections If a q니adratic
function has a maximum vahje that is greater
than 0f how many zeros does the f니nction
have? Explain.

LESSON 9니 Solving Q니adratic Equations Using Graphs and Tables 361

 W ⑥ Practice ⑨ Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

34. Model With Mathematics A small company 37. Does each q니adratic eq니ation have two
shows the profits from their b니siness with the solutions? S이ect Yes or No.
function P(x) = —0.01x2 十 60x + 500, where x is
the number of units they sell and P is the profit
in dollars. ® MR4

a. How many 니nits are sold by the company to

earn the maximum profit?

b. How many units are sold before the

company shows a profit?

35. Make Sense and Persevere A pattern of

triang니lar numbers is shown. The first is 1, the
second is 3, the third is 6, and so on.

. A A =

1 3 6 10 15
The form니a 0.5n2 + 0.5n can be used to find
the nth triangular number. Is 50 a triang니lar
rwmber? Ex이ain. ⑨ MR1

36. Make Sense and Persevere The equation

— 16x2 + lOx + 15 = 0 represents the height,
in feet, of a flotation device above the water
after x seconds. The linear term represents the
initial velocity. The constant term represents
39. Performance Task A human catapult is used
the initial height.
to launch a person into a lake. Th은 height, in
feet, of the person is modeled as shown, where
x is the time in seconds from the la니nch.

Part A What equation can you 니se to find

when the person touches the lake? Find the
a. If the initial velocity is 0, when sho니Id the
sohjtion.
flotation device land in the water?

b. If the initial height is 0, when does the Part B Are yo니r sol니tions the same for the
flotation device land in the water? ⑨ MR1 equation and problem? Why or why not?

Part C What is the greatest height reached?

362 TOHC 9 Solving Quadratic Eq니ations I 지 Go Online | PearsonRealize.com

 ⑨Common Core State Standards HSA.SSE.B.3.A, HSA.APR.B.3,
HSA.REI.B.4.B, HSF.IF.C.8.A, MP.1, MR6, MP.7
(U o Activity

a MODEL & DISCUSS

S 이 ving An artist has started a

mosaic tile design on a
Quadratic Equations wall. She needs to cover
by Factoring the entire wall.

|시 PearsonRealize.com

I CAN... find the solution

of a quadratic eq니ation by
factoring.

VOCABULARY
• standard form of a A. Write expressions to represent the length of the wall and width of the wall.
(quadratic eq니ation
• Zero-Product Property B. Use Structure What expres이on represents the area of the entire wall?
Explain. ⑨ MR7

C. How can you determine the area of the part of the wall that the artist
has not yet covered?

Q ESSENTIAL QUESTION
How does factoring help you solve quadratic equations?

EXAMPLE 1 Us은 the Zero-Product Property

How can you find the solution of the equation (x — 9)(5x + 2) = 0?

The Zero-Product Property states that for all real numbers a and b,
if ab = 0, then either a = 0 or b = 0.
LOOK FOR RELATIONSHIPS
Think about solving this equation Set each factor of the equation equal to zero to find the solution.
니sing a table and graph. How
(x - 9) = 0 or (5x + 2) = 0
would the solutions appear in a
table? In a graph? ® MR7
x= 9 Either (x - 9) or (5x + 2) is x = ―弓
equal to 0 according to the
Zero-Product Property.

Check each solution.

S니bstitute 9 for x. Substit 니 te —| for x.

(9 — 9)(5(9) + 2) = 0 (-i - 9)(5(-+2) = 0

(0)(47) = 0 (-9j)(0) = 0

0 = 0/ 0 = 0/
The solutions of (x - 9)(5x + 2) = 0arex = 9 and 乂 = —|-

© Try It! 1. Solve each eq니ation.

a. (2x — 1)(x + 3) = 0 b. (2x + 3)(3x — 1) = 0

LESSON 9-2 Solving Quadratic Eq니ations by Factoring 363

 (즈 I 0 Activity Assess

CONCEPTUAL *
UNDERSTANDING Q EXAMPLE 2 Solve by Factoring
How can you use factoring to solve x2 + 9x = -20?

The standard form of a quadratic equation is ax2 + bx + c = 0, where a 0.

Step 1 Write the equation in standard form.

x2 + 9x = -20
When solving a q니adratic equation by factoring,
%2 十 9乂 十 20 = 0 always begin by writing the equation in standard form.

Step 2 Make a ta이e to find the set of factors to solve x2 + 9x + 20 = 0. The

set of factors that have a prod니ct of 20 and a sum of 9 can be 니sed

to solve the eq니ation.

Factors of 20 Sum of Factors

1,20 21 The factors 4 and 5
2,10 12 have a product of 20

4,5 9 느 and a sum of 9.

STUDY TIP Step 3 Rewrite the standard form of the eq니ation in factored form.
If you can factor the standard (x + 4)(x + 5) = 0
form of the equation then yo니 can
find the solution. Step 4 Use the Zero-Prod니ct Property to solve the eq니ation.
(x + 4) = 0 (x + 5) = 0
x = —4 x = -5
The solutions of x2 + 9x + 20 = 0 are x = -4 and x = -5.

(화 Try It! 2. Solve each eq니ation by factoring.

a. x2 + 16x + 64 = 0 b. x2 - 12x = 64

APPLICATION 혀 EXAMPLE 3 Us은 Factoring to Solve a Real-World Problem

A museum vault has an outer steel wall
with a uniform width of x. The area of the
museum vault ceiling and the outer steel
wall is 1,664 ft2. What is the width of the
outer steel wall?

Formulate ◄ Write an eq니ation to represent the area of

the vault.

(2x + 20)(2x + 40) = 1,664 length x width = area

Compute 스 Use the Distrib니tive Property. Write the eq니ation in standard form.

(2x + 20)(2x + 40) = 1,664

4x2 + 120x-864 = 0

4x2 120X 864 = 0 Divide each term by 4 to simplify

4 4 ” 4 “4 the equation.
x2 + 30x-216 = 0

(x - 6)(x + 36) = 0
CONTINUED ON THE NEXT PAGE

364 TO미C 9 Solving Q니adratic Eq니ations I 지 Go Online | PearsonRealize.com

 W O Activity (診 Assess

EXAMPLE 3 CONTINUED

Interpret 스 The sol니tions of the eq니ation are x = 6 and x = -36.

The length of the wall cannot be negative. Therefore -36 cannot be a

solution. The width of the wall is 6 ft.

Check the sol니tion.

S니bstitute 6 for x in the original eq니ation.

[2(6)+ 2이 [2(6)+ 4이 = 1,664

(32)(52)= 1,664/

© Try It! 3. A picture inside a frame has an area of 375 cm2.

What is the width

of the frame?

EXAMPLE 4 Us은 Factored Form to Graph a Quadratic Function

How can you use factoring to graph the function f(x) = x2 - 2x - 8?

Step 1 Factor the related q니adratic eq니ation.

乂2 — 2x — 8 = 0

(x + 2)(x - 4) = 0

Step 2 Determine the sohjtions of the eq니ation.

(x + 2) = 0 or (x - 4) = 0

x = -2 x=4

Step 3 Find the coordinates of the vertex. Find the av은rage of th은

으 느
STUDY TIP x-intercepts 4 and -2.
A parabola is symmetrical so the
±==1
vertex is halfway between the 2
two x-intercepts. The x-coordinate of the vertex is 1. Substitute the x-coordinate
in the quadratic function.
Find the y-coordinate of the vertex.

f(x) = (1)2_2(1)-8 = _9

The vertex is (1, -9).

Step 4 Plot the vertex and the x-intercepts.

Use the vertex and x-intercepts to sketch
the graph.

@ Try It! 4. Use factoring to graph the f니nction f(x) = 2x2 + 5x — 3.

LESSON 9-2 Solving Quadratic Equations by Factoring 365

 [흐] 0 Activity

0 EXAMPLE 5 Write the Factored Form of a Quadratic Function

How can you write the factored form of the quadratic function related to
a graph?

Step 1 Find the x-intercepts.

The x-intercepts are -5 and 1.

Step 2 Write a q니adratic equation in factored form.

STUDY TIP Use the x-interceptsf which are also the solutions of the q니adratic
There are an infinite number of equation, as the factors.
parabolas that pass through a(x - p)(x — q) = 0
(-5, 0) and (1,0). You will need
a[x - (-5)] [x - (1)] = 0 Substitute the x-intercepts
to determine the value of a to find
the one parabola that also passes a(x + 5)(x—1) = 0 forpandq.
thro니gh (-2, -9).
Step 3 Write the f니nction in factored form.
Use a third point to solve for a.
f(x) = a(x + 5)(x - 1) Use the vertex. Substitute -2
—9 = a(-2 + 5)(-2 — 1) for x and -9 for f(x).
a = 1

The factored form of the q니adratic Unction is f(x) = 1(x 十 5)(x - 1) or

f(x) = (x+5)(x—1).

© Try It! 5. What is the factored form of the function?

366 TO미C 9 Solving Quadratic Equations I 令 | Go Online | PearsonRealize.com

 3. 0 == © _
CONCEPT SUMMARY S이ving Quadratic Equations by Factoring

WORDS The Zero-Product Property states that for all real numbers a and b, if ab = 0, then either
a = 0 or b = 0. You can apply the Zero-Prod니ct Property to a factored q니adratic eq니ation
to help you find the x-intercepts of the graph of the related function.

ALGEBRA 乂2 十 2x - 8 = 0
Write the equation in
(x + 4)(x -2) = 0 standard form and factor.

(x + 4) = 0 or (x - 2) = 0

x = -4 x=2

The s이니tions of the quadratic eq니ation are x = -4 and x = 2.

GRAPH

The x-intercepts of the

graph correspond to the
zeros of the function.

© Do You UNDERSTAND? Do You KNOW HOW?

애 ESSENTIAL QUESTION J How does

factoring h이p yo니 solve q니adratic
Solve each equation.

5. (x — 10)(x + 20) = 0 6. (3x + 4)(x -4) = 0

equations?
Solve each equation by factoring.
2. Use Structure Compare the solutions of 7. x2 + 18x + 32 = 0 8. 乂2 — 4X — 21 = 0
2x2 + 5x — 7 = 0 and 4x2 十 lOx — 14 = 0.
What do yo니 notice? Explain. ® MR7 Solve each equation.
9. x2 + 2x = -1 10. x2 - 8x = 9
3. Vocabulary What is the Zero-Product
11. 2%2+x= 15 12. 5x2 — i9X = —is
Property? When can you use it to solve a
quadratic eq니ation? Explain. 13. Write a quadratic
eq니ation, in factored
4. Generalize If a perfect-square trinomial has
form, whose solutions
a vakje of 0, how many sol니tions does the
correspond to the
equation have? Explain. ⑨ MR8
x-intercepts of the
quadratic f 니 nction
shown at the right.

14. Factor the eq니ation

%2 — 6x + 5 = 0.
Find the coordinates of the vertex of the related
function, and graph the function y = x 2 — 6x + 5.

LESSON 9-2 Solving Q니adratic Equations by Factoring 367

 Scan for I "지 ⑥ Practice Tutorial
@ PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE

15. Reason One solution of a quadratic eq니ation Solve each equation, see example 1
is 8. What do yo니 know abo니t the q니adratic 20. (x — 5)(x + 2) = 0 21. (2x- 5)(7x + 2) = 0
eq니ation? What are two ways yo니 would
know if a quadratic equation co니d have this 22. 3(x + 2)(x — 2) = 0 23. (3x-8)2 = 0
solution? ® MR2
Solve each equation by factoring.
16. Communicate Precisely Write a q니adratic SEE EXAMPLES 2 AND 3
equation for each condition below. Explain
24. %2 + 2x + 1 = 0 25. 乂2 _ 5X — 14 = 0
your reasoning. ® MR6
26. 乂2 + 7X = o 27. 2%2 _ 5X + 2 = 0
a. The equation has sol니tions that are opposites.

b. The equation has two solutions. 28. 2x2 + 3X = 5 29. 5乂2 十 16X = _3

17. Error Analysis Describe and correct the error a Write an equation to represent the shaded area.
student made in factoring. ⑧ MR3 Then find the value of x. see example 3

x2 + 2x — 3 = 5
(x _ l)(x + 3) = 5
x—l = 5orx + 3 = 5 JZ
x = 6 or x = 2 Z드

18. Make Sense and Persevere Explain how yo니

wo니d factor 2x2 + 8x + 6 = 0. ® MR1

19. Higher Order Thinking Both parabolas are

graphs of quadratic f니nctions.

Factor, find the coordinates of the vertex of the

related function, then graph, see example 4

32. x2 - 2x - 63 = 0 33. 乂2 +i6x + 63 = 0

Write the factored form for the quadratic

function, see example 5

a. Write the factored form of the equation

related to one of the functions. Which (:니rve

is related to yo니r Unction?

b. Use a constant factor to find the eq니ation

related to the other ‘hjnction.

c. What relationship do yo니 see between the

two functions? How are these reflected in
the constant?

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Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

35. Mathematical Connections A streamer is 37. Match each eq니ation with one or more factors
la니nched 3 s after a f니se is lit and lands 8 s of its standard form.
after it is lit. I. 乂2 + 6x = -8 A. 2x - 3

1001y II. 2x2 + x = 6 B. x + 4

8o III. %2 + 2x = 8
( C. x-4
£
6o IV. 2x2 + 5X= 12 D. x + 2
£6 !

우 4o
V. 2x2 —Iix = -12 E. x - 2

2이 / V 38. SAT/ACT A q니adratic eq니ation of the form

j---------- L----- i--------- J-------- 乂2 十 bx + c = 0 has a sohjtion of -2. Its r이ated

0 2 4 6 8 10 function has a vertex at (2.5, -20.25). What is the

Time (s) other sohution to the eq니ation?
®-11
a. What is a quadratic eq니ation in factored
form that models the situation? ® -4.5
©0.5
b. What is the vertex of the f니nction related to
yo니r equation? How does this compare with ©7
the vertex of the graph? ®9

c. What can you multiply yo니r factored form

39. Performance Task An engineer is designing a
by to get the 부니斤거:心斤 for the graph? Explain water fo니ntain that starts 1 ft off of
yo니r answer. the edge of a 10 ft wide pool. The water
from the fo니ntain needs to project into the
36. Use Structure A 15 ft long cable is connected
center of the pool. The path of the water from
from a hook to the top of a pole that has an
the fountain is in the shape of a parabola.
unknown height. The distance from the hook
to the base of the pole is 3 ft shorter than the
height of the pole. ® MR7

Part A Let the the point (1, 0) be the location

of the starting point of the water. Write a
q니adratic eq니ation to model the path of
the water.

Part B What is the maximum height of the

a. What can yo니 use to find the height of water? Use yo니r eq니ation from Part A.
the pole?
Part C What is the equation for the path of
b. Write and solve a q니adratic eq니ation to find
the water if the maximum height of th은 water
the height of the pole.
must be 4 ft?
c. How far is the hook from the base of
the pole?

LESSON 9-2 Solving Quadratic Eq니ations by Factoring 369

 ⑨Common Core State Standards HSN.RN.A.2, MP.2, MP.3, MP.7
w o Activity (珍 Assess

EXPLORE & REASON

The table shows the relationship between the area of a squats, the 이de
Rewriting Radical
length of the square, and the square root of the area. A square with an ar은a
Expressions of 4 and a side length of 2 is shown at the right.

Area of Square Side Length, 1

I 시 PearsonRealize.com (square units) s = Varea s (units)
5 = VT
1 1
4 5 = V4 2
I CAN... write equivalent
radical expressions. 9 s = V9 3
16 5 = 4
VOCABULARY

니
25 s = V25 5
• Product Property of
Sq are Roots
A. What is the side length of a sq니are with an ar은a of 49 sq니are units?

B. Use Structure Between what two consec니tive integers is V5U? How do

you know? ® MR7

C. Think of three sq니ares that have a side length between 3 and 4. What is
the area of each sq니are?

Q ESSENTIAL QUESTION How does rewriting radicals in different forms help you communicate
your answers?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Use Properties to Rewrite Radical Expressions
A. How can you visually 와low 716 is equivalent to 2V4?

STUDY TIP Draw squares using

grid paper that have
Recall that the square root is a
side lengths equal to
number you multiply by itself to
the two radicals.
get the radicand.

The sum of the lengths of the two smaller red lines is eq니al to the length
of the larger red line, so VT6 = V4 + J4 or 2^4.

B. How can you compare V20 and 2JS?

The Product Property of Square Roots states that Tab = J石 • JE when

both a and b are greater than or eq니al to 0.
Use properties of sq니are roots to show an eq니ivalent expression for、/하.
Write as a product of square roots.
V20 =74.75 A perfect square factor
= V2 • 2 • \l5 of 20 is 4.

= 2^

The radical expression J石 is eq니ivalent to 2、/5.

CONTINUED ON THE NEXT PAGE

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 w o Activity （珍 Assess

EXAMPLE 1 CONTINUED

Try It! 1. Compare each pair of radical expressions.

a. V36 and 3후 b. 6V2 and m

EXAMPLE 2 Write Equivalent Radical Expres디ons

What is an equivalent expression for V63?

Write a factorization of 63 using as

=V3 • 3 • jy many perfect squares as possible.
Note that 9 is a perfect square.
= 377
The expression 763 is equivalent to 3、/7.

© Try It! 2. Rewrite each expression to remove perfect sq니are factors other
than 1 in the radicand.

a. V44 b. 3m

0 EXAMPLE 3 Write Equivalent Radical Expressions With Variables

What is an equivalent expression for、/63x9?

Rewrite the expressions to remove perfect square factors in the radicand.

USE STRUCTURE
、/63x9 =、/9 • 7 .x9
Think about the exponents of Rewrite x9 as x4 • x4 • x to show
variables in terms that are perfect = 79 • 7 • x4 • x4 • x the perfect square factors.
sq니ares. How does the exponent
of a variable determine when
= JU • V7 •、/x4. x4 • A
there is a perfect square factor of
the expression? ⑨ MR7 = 3乂삿衣

The expression 763x9 is equivalent to

Try It! 3. Rewrite each expression to remove perfect sq니are factors other
than 1 in the radicand,

a.、/25x3 b. 5、/4x17

LESSON 9-3 Rewriting Radical Expressions 371

 w o Activity ⑧

0 EXAMPLE 4 Multiply Radical Expressions

How can you write an expression for th은 product of • 키 15x3

without any perfect square factors in the radicand?

Find the prod니ct.

3==15x3
STUDY TIP
When rewriting the product under = 3«275x. 15x3 Use the Product Property of Square
the radicand, it is easier to find Roots to multiply the radicands.
= 675.3-5.x4
perfect squares by replacing each
number with its factors. Instead = 6 • \/5 • 5 • \l3 • Mx》e 乂2 Rewrite to show the
of writing 5 • 15 as 75, write the perfect-square factors.
factors, 5 • 3 • 5. =6• 5 • 乂2 . J흐

= 30x2V3

The expression 3V5x • 2、l 15x3 is eq니ivalent to 30x273.

（診 Try It! 4. Write an expression for each prochjct without perfect sq니are
factors in the radicand.
a. |721 x3 • b. 기 12x9.7i8x5

APP 니 CATION 6 EXAMPLE 5 Write a Radical Expression

A light fixture in an ice cream shop is in the
shape of an ice cream cone and the cone
has a height that is 7 times the radius. The
expression for the slant height is、lr2 + h2f
where r is the radius and h is the height of
the cone. The slant height should b은 no longer
than 24 in. to fit on the wall. What is the 외ant

height of the cone with the radius shown?

Formulat은 Let r = radi니s and 7r = height.

7r그 + h2 = 7r2 十（7厂）2

Comput은 =、/己 + 49r2 Substitute the values into

= 750r2 the slant height expression

= 75.5.2 ¥

Interpret 스 To determine the 외ant height of the cone, eval니ate the expression for r= 3.

5 • 371 = 21.2

The 외ant height is abo니t 21 in. so it will fit on the wall.

（珍 Try It! 5. Another cone has a 외ant height s that is 5 times the radi니s.
What is the simplified expression for the height in terms of
the radius?

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 W 0& © Assess

CONCEPT SUMMARY Rewriting Radical Expressions

WORDS A radical expression is written in the simplest form when there are no
perfect square factors other than 1 in the radicand.

ALGEBRA Prod니ct Property of Sq니are Roots

Tab =yfa •/b when a > 0 and b>Q

、/28x3 = 74 • 7 »x2
NUMBERS
Use the same properties
= V3 • 3 • 7 =、J2、2.7
when there are variables
= 3、/7 under the radical. = 2x\[7x

4^3 • 6V6 = 4 • 673 • 6 디고 • 2= = 5 • 2=(

= 24V3 *3*2 = 107=厂

= 24 • 3V2 = 10 • 3 • x•、/2x

= 7W = 30xV灰

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION 〕 Factor 은ach radicand using the Product Property
rewriting radicals in different forms help of Square Roots.
you communicate your answer? 7. V80 8. P

2. Vocabulary State the Prod니ct Property of 9. 、/40x4 10.Vl1x5

Square Roots in your own words.
11. V200 12. 8招
3. Communicate Precisely Write an expression
for without any perfect sq니are factors Write an expression for each product without a
in the radicand. Explain your steps. ⑨ MR6 perfect square factor other than 1 in the radicand.
13. 4』죠 .3J灰
4. Error Analysis Rikki says that the product
』3x3 • Vx is 3x2. Explain Rikki's error and 14. xW.2x=
write the correct product. ® MR3
15. V7x. 37l0x7
5. Construct Arguments Is V45 in simplest
form? Explain. ® MR3 Compare each pair of radical expressions by
writing each expression as a product of square
6. Make Sense and Persevere Describe how roots in simplest form.
yo니 would simplify an expression so that 16. m and 2^50
there are no perfect sq니are factors in the
radicand. ⑨ MR1 17. 5V28 and 7T19

Write each expr은ssion so there are no perfect

square factors other than 1 in the radicand.
18.、/100x8

19. 4乂2刀2x4 y6

LESSON 9-3 Rewriting Radical Expressions 373

 Scan for I "시 ⑥ Practice ⑥ Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE,

20. Use Structure For J효, consider rewriting this Compare each pair of radical expressions.
expression without a perfect sq니are factor in SEE EXAMPLE 1

the radicand for even and odd vahjes of n, 26. 6VJ and 7108
where n is a positive integer. ⑨ MR7
27. 2VTT and 4후
a. What is the expression when n is even?
28. 40m and 42>/40
b. What is the expression when n is odd?
29. ^120 and V30

21. Error Analysis Describe and correct the

30. V68“and 2m
error a st니dent made in multiplying
시友 by 2jl4x3. ®MP.3 31.#and3jTK

Write each expression so the radicand has no

2 V7그 <2、/14x3 perfect squares other than 1. see examples 2 and 3

= 2<2V7x2 • 14x3 32. @而 33. V250

= 4 v7三ry厂리三5r厂三丁
=8•7 、/ 2‘X2’X
x
34. 7108 35. 2727
= 56x2Vx
36.、/98x8 37.、/200x3

38.、/32x4 y3 39.

Write each expres이on so the radicand has no

22. Use Structure Find Ji5T7트｝그 • 시591%15 y3 perfect squares other than 1. see example 4
without calculating or simplifying. ® MR7 40. • 4

23. Communicate Precisely Why do the 41. 0=호

multiplication properties of exponents
42. 427m • 76m20
apply to radicals? Explain. @ MR6

24. Make Sense and Persevere How many perfect 43. V灰 •、/25x2y
squares are 니nder each radical? ® MR1
44. 휴 •、/18x3
Radical Perfect squares 45. 432x •、/=8
V8 싀 Write an expression in simplest form for the
Vl8 missing 이de length. Then find the side lengths of
V玄西 __________ each triangle to the nearest tenth when x = 15.
VW
V72
zzzz 三 SEE EXAMPLE 5

25. Higher Order Thinking Can yo니 니se the Prod니ct

Property of Square Roots to find equivalent
expressions for each radical? Explain.

a. 724x8

b. 이39%13

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APPLY： ASSESSMENT PRACTICE

48. Use Structure The 51. Copy and complete the table. Find the prod니ct
time it takes a planet of each row and column witho니t a perfect
to revolve around sq니are factor in the radicand and enter it in the
the s니n in Earth years appropriate cell.
can be modeled by
t = J示, where
d is the average
distance from the
sun in astronomical
units (AU). ® MP.7

a. Write an eq니ivalent eq니ation for the 52. SAT/ACT A car 아ddded s ft when traveling on a
•function. damp paved road. The expression r =、/18s is an
estimate of the car's rate of speed in ft/s.
b. How long does it take Saturn, pictured above,
to orbit the s니n? Show that both expressions
give the same val니e.

49. Model With Mathematics A baseball

"diamond" is a square that measures 90 ft
on each side. ® MP.4
Which expression represents the speed of the
car in feet per second?

® 24V6
® 1%
©36、/!
® 24V3
® 48、/I

53. Performance Task Copy the figure. Center it on

a large piece of paper so yen』can expand it.

a. Write an expression for the distance from

2nd base to home plate in feet. What is this
distance to the nearest tenth?

b. The pitcher standing on the pitcher's mound

is about to throw to home plate but turns
around and throws to 2nd base. How much Part A Use the pattern to complete the triangle
farther is the throw? Explain. on the left. Label the side lengths.

50. Model With Mathematics A framed Part B Continue 니sing the pattern to add
television has a ratio of width to height triangles while labeling side lengths.
of about 1.732 : 1. ® MR4
Part C Are eq니ivalent expressions of the sq니are
a. For a t이evision with a height of h inches, roots appropriate? Explain ycnjr reasoning.
what is an eq니ivalent expression for the
length of the diagonal? J니stify ycnjr answer.

b. Write an expression for the perimeter.

LESSON 9-3 Rewriting Radical Expressions 375

 ⑨ Common Core State Standards HSA.CED.A.1, HSA.SSE.A.2, HSA.REI.B.4.B, 【호 o Activity Assess
MP.1, MR2.MP.7 ---- 느

9-4
Solving Quadratic
a EXPLORE & REASON

A developer is building three square recreation areas on a parcel of land. He

has not decided what to do with the enclosed triangular area in the center.
Equations Using
Square Roots

I지 PearsonRealize.com

니
I CAN... solve quadratic
eq ations by taking square
roots.

A. How can yo니 determine the side lengths of the en이osed triangle?

B. What relationships do yo니 notice among the areas of the sq니ares?

C. Look for Relationships How can the developer adj니st this plan so that
each recreation area covers less area b니t still has a similar triangular
section in the middle? Explain. © MR7

ESSENTIAL QUESTION How can square roots be used to solve quadratic equations?

a EXAMPLE 1 S이v은 Equations of the Form x2

A. What are the s이utions of the equation x2 = 49?
= a

STUDY TIP Solve by inspection.

When taking a square root to solve
an equation, always consider the 乂2 = 기으 Remember that 49 is the
positive and negative square root x_ square of 7 and -7.
solutions.
The solutions of the eq니ation are 7 and -7.

B. What are the solutions of the equation x2 = -121?

Solve by inspection.

乂2 = -121

$7 = ◎%
There is no real number that can be multiplied by itself to prod니ce a
negative number. A negative radicand indicates that there is no real
sol니tion to an equation of the form x = Va.

© Try It! 1. Solve each equation by inspection.

a. %2 = 169 b. x2 = -16

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 F司 Q Activity Assess

EXAMPLE 2 Solve Equations of the Form ax2 =c

A. What are the solutions of the equation 7x2 = 112?

Isolate the variable using properties of eq니ality.

7x2 = 112
* 드 ii2

x2 = 16
16 is a perfect
7규=VT6 square.

x= 士4

B. What are the solutions of the equation —3x> = —24?

Is이ate the variable 니sing properties of equality.

REASON
Yo니 could rewrite ±V8 as —3x2 _ _24
±2V2. What is the advantage -3 — -3
of using 士 W? What would x2 = g Take the square root of
be the advantage of using both sides to solve forx.
x = ±V8
±2V2? © MP.2

© Try It! 2. What are the solutions for each eq니ation? If the solution is
not a perfect square, state what two integers the sohjtion
is between.

a. 5x2 = 125 b. -|x2 = -36

CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Solve Equations of the Form ax2 + b = c

How can you solve the quadratic equation 3x2 - 5 = 22?

Rewrite the eq니ation in the form x2 = a.

3x2 — 5 = 22
LOOK FOR RELATIONSHIPS
Compare the steps to solve a 3x2 = 27
quadratic equation to those of
x2 = 9 Write in the form x2 = a, where a is a real number.
solving a linear equation. How are
the steps similar? How are they 7^ = V9 Take the square root of each side of the equation.
different? ® MR7
x= 士3

Yo니 can 니se the properties of eq니ality to write the eq니ation 3x2 - 5 = 22 in
the form x2 = a. Since a is a perfect sq니are there are two integer answers.
The solutions of this q니adratic equation are -3 and 3.

© Try It! 3. Solve the quadratic eq니ations.

a. -5x2 _ 19 = 144 b. 3x2 + v = 209

LESSON 9-4 Solving Q니adratic Eq니ations Using Sq니are Roots 377

 旦. o Activity

vAPPLICATION
_____ 느 EXAMPLE 4 〕 Determine a Reasonable Solution
A cell phone tower has a guy-wire for support as shown. The height of the
tower and the distance from the tower to where the guy-wire is secured on
the ground are the same distance. What is the height of the tower?

X guy-wire
乂 200 ft long

same distance
1M서경昌 . 우셰니수볘도
X

Formulate 스 Write an equation that relates the lengths of the sides of the triangle
formed by the g니y-wirez the tower, and the distance on the gro니nd from
the tower to where the g니y-wire is seajred.

Let x represent the height of the tower

and the distance on the gro니nd.
乂2 + X2 = 20()2
Use x in the Pythagorean Theorem
for the side lengths since the two
Compute 스 Solve the eq니ation for x. lengths are the same.

乂2 + x2 = 2002

2x2 = 40,000

x2 = 20,000

@ = V20,000

x = V2.100.100 Rewrite 20,000 using 100 as a factor.

x = ±10072

Interpret 싀 The height of the tower must be positive, so the sohjtion is 100V2 幻 141.

The height of the cell phone tower is approximately 141 ft.

(診 Try It! 4. Find the distance from

the base of the tower
to the midpoint of the
guy-wire.

same distance

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 3. 0 == © Assess

CONCEPT SUMMARY S이ving Quadratic Equations Using Square Roots

WORDS To solve a q니adratic eq니ation 니sing sq니are roots, isolate the variable, and
take the sq니are root of both sides of the eq니ation.

NUMBERS^^^OI 5x2 — 8=12 2x2 + 9 = 1

x= 士5 5x2 = 20 2x2 = —8
Solve by inspection.
Remember that 25
is the square of 5 x2 = 4 x2 = -4 A negative
and -5. radicand has
7규 = V? 포 = W
no solution.

x= 士2 x - J三A
Use 士 to indicate
there are two No solution
solutions, one positive
and one negative.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION How can sq니are Solve each equation by insp은ction.
roots be 니sed to solve quadratic eq니ations? 6. x2 = 400 7. x2 = -25

2. Construct Arguments How many sohjtions Solve each equation.

does ax2 = c have if a and c have different
8. 3x2 = 400 9. -15x2 = —90
signs? Explain. ® MP.3
10. 2x2 + 7 = 31 11. 2x2 — 7 = 38
3. Reason How do you decide when to use
the symbol when solving a q니adratic
士 12. —4x2 _ 1 = 48 13. -4x2 + 50 = i
eq니ation? @ MR2
14. 3x2+ 2x2 = 150 15. 3x2 + is = 5X2
4. Error Analysis Trey solved 2x2 = 98 and said
that the sohjtion in 7. Is he correct? Why or
why not? ® MR3

5. Communicate Precisely How is solving

an eq니ation in the form ax2 = c similar to
solving an eq니ation in the form ax2 + b = c?
How are they different? ⑨ MR6

LESSON 9-4 Solving Q니adratic Equations Using Sq니are Roots 379

 Scan for I'즈 I ⑥ Practice
⑮ Tutorial

@ PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE

18. Make Sense and Persevere Where will the Solve each equation by inspection, see example 1
parabola intersect the line? What eq니ation did 23.x2 = 256 24. x2 =144
yo니 solve to find the intersection? ⑨ MR1
25. x2 = -20 26. 乂2 =_27

27. 乂2 = 9i 28. x2 =0.25

Solve each equation, see example 2

29.12x2 = 300 30. —%2 = o

31.0.1x2 = 100 32.227x2 = 1,816

33.—36x2 = —36 34.-16x2 = 200

19. Use Appropriate Tools When solving an Solve each equation, see example 3
equation of the form ax2 + b = c, what does 35. 乂2 + 65 = 90 36. 乂2 — 65 = 90
the error message indicate? What sit니ation may
ca니se this error? ® MR5 37. 3x2 + 8 = 56 38. 3x2 — 8 = 56

39. 4x2： 10 = 5 40. 8x2厂 40 = 470

2 4

Solve each equation. Approximate irrational

solutions to the nearest hundredth, see example 4

41. 6x2 + 2x2 = 80 42. 6x2 + (2x)2 = 80

20. Communicate Precisely When does solving a Solve for x. Then find the sid은 lengths of each
q니adratic eq니ation of the form ax2 = c yi이d triangl은 to the nearest tenth, see example 4

the given result? ® MR6 43.

a. a rational solution

b. an irrational sol니tion

c. one solution 45. Use two methods to solve x2 - 900 = 0.

d. no solutions Explain.

21. Error Analy이s Describe and correct the errors a 46. At a certain time of day, the s니n shines on a
student made in solving —4x2 十 19 = 3. ⑨ |\/|R3 large flagpole causing a shadow that is twice as
long as the flagpole is tall. What is the height
of the flagpole to the nearest tenth of a foot?
-4x2 + 19 = 3
—4x2 + 19 — 19 = 3 — 19
、、210 ft

22. Higher Order Thinking

a. Solve (x - 5)2 - 100 = 0. )

아k w the steps for
yo니r sol니tion.
b. Explain how yo니 co니d solve an eq니ation
of the form (x — d)2 - c = 0 for x.

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APPLY ASSESSMENT PRACTICE

47. A manneq니in is dropped from the top of a fire 50. Fill in the solutions of 2f900 — 5x2 = 840.
department training tower. Use —16t2 for the
change in height per second. © MR4 +and —

51. SAT/ACT A park has an area of 280 m2.

A rectangular region with a length three times
its width will be added to give the park a total
area of 435 m2. Which eq니ation can be solved
to find the width of the region?
®x+3x+280 = 435
® (x • 3x) + 280 = 435
© (x2 + 3x) + 280 = 435
®%2 +(3x)2 + 280 = 435

52. Performance Task A CEO flies to three different

a. Write an eq니ation to determine the time it
company locations. The flight times for two of
takes for the mannequin to drop on to the
her legs are shown.
trampoline?

b. How long does it take before the manneq니in

is ca니ght by the trampoline? Explain.

48. Make Sense and Persevere Calculate the

distance in miles between the two points shown
on the map. ® MR1

Part A The plane travels at an average speed

of 120 mph. Find the distance between City
A and City B and the distance between City B
and City C.

49. Make Sense and Persevere The evacuation Part B Write and solve a q니adratic eq니ation
slide from an aircraft is shown. If the slide that can be 니sed to find the distance between
is 73 feet long, what is its height at the top City A and City C.
in feet? © MR1
Part C How long will the flight between City C
and City A last?

LESSON 9-4 Solving Q니adratic Equations Using Sq니are Roots 381

 ⑨ Common Core State Standards HSA.RELB.4.A, HSA.SSE.B.3.B, HSEIF.C.8.A, 【즈］ © Activity ©Assess
MR1, MR2, MR7 ---- 다 으

으) CRITIQUE & EXPLAIN

Enrique and Nadeem used different methods to solve the equation

Completing the x2 - 6x + 9 = 16.
Square
Enrique Nadeem
x2 - 6x + 9 = 16 x2 - 6x + 9 = 16
14시 PearsonRealize.com x2 - 6x - 7 = 0 (x - 3)2 = 16
(x-7)(x + 1) = 0 x - 3 = ±4

니 니
x - 7 = 0 OR x 4- 1 = 0 x - 3 = 4 OR x - 3 = -4
I CAN... use completing x = 7 OR x = -1 x = 7 OR x = -1
the sq are to solve q adratic
The solutions are 7 and -1. The solutions are 7 and -1.
equations.

VOCABULARY A. Critique Enriq니e's work. If his method is valid, explain the reasoning he
• completing the square 니sed. If his method is not valid, explain why not.

B. Critiq니e Nadeem's work. If his method is valid, explain the reasoning 누은

니sed. If his method is not valid, explain why not.

C. Use Structure Can yo니 use either Enriq니e's or Nadeem's method to solve
the eq니ation x》十 iox 十 25 = 3? Explain. ® MR7

Q ESSENTIAL QUESTION How is the technique of completing the square helpful for analyzing
quadratic functions?

EXAMPLE 1 Complete th은 Square

What value of c makes x2 + 6x + c a perfect-square trinomial?

Step 1 Use algebra tiles to model the trinomial.

x2 + 6x

Rearrange the tiles.

USE STRUCTURE Since 으 = 3, there are three x tiles

How would the algebra tiles on each side of the%2 tile.
be rearranged if the coefficient
of x were 12? ⑨ MR7

Step 2 Add 1-tiles to complete the sq니are of algebra tiles.

x2 + 6x + 9
REASON
In the equation x2 + 6x + c,
Since 으 = 3 and 32 = 9,
consider the possible values for c.
Can c have a negative value in a there are nine 1-tiles.
perfect-square trinomial? ® MR2

Notice that the number of 1-tiles added to the sq니are, 9, is eq니al

to the square of half of the coefficient of x, or (으)2.

CONTINUED ON THE NEXT PAGE

382 TO미C 9 Solving Q니adratic Equations I 지 Go Online | PearsonRealize.com

 (흐I Q Activity Assess

EXAMPLE 1 CONTINUED

Step 3 Write x》十 6x + 9 as a binomial sq니ared.

COMMON ERROR
Make sure you include the sign of 乂2 十 6x + 9 = (x + 3)2
the x-term when finding the value
that completes the square.
The constant term, 3, of the binomial
is half the coefficient, 6, of the x-term.

The vahje of c that makes x》十 6x + c a perfect-sq니are trinomial is 9.

The process of adding g)2 to x2 + bx to form a perfect-square trinomial is

called completing the square. Completing the sq니are is 니sef니I when a q니adratic
expression is not factorable and can be used with any quadratic expression.

© Try It! 1. What vahje of c completes the sq니are?

a. x2 + 12x + c b. 乂2 + 8x 十 c

EXAMPLE 2 Solv은 x2 + bx + c = 0
How can you find the solutions of x2 - 14x +16 = 0?

Step 1 Write the eq니ation in the form ax2 + bx = d.

x2 - 14x+ 16 = 0

x2 — 14x= -16

Step 2 Complete the square.

x2 - 14x +49 = —16 + 49 Use (버') = 49 and

add 49 to each side.
x2 - 14x + 49 = 33

Step 3 Write the trinomial as a binomial sq니ared.

x2 - 14x + 49 = (x —7)2 = 33

Step 4 Solve for x.

x-7=士m

x=7 士m
The sohjtions are x = 7 + V33 and x = 7 - V33.

(화 Try It! 2. What are the solutions of each q니adratic eq니ation? Solve by
completing the square.

a. x2 + lOx — 9 = 0

LESSON 9-5 Completing the Sq니are 383

 【호 0 Activity (診 Assess

APP 니 CATION 0 EXAMPLE 3 Complete the Square Wh은n a 1 Initially

The hedge maze has a 2-yard wide walkway around it. What are the
dimensions of the maze?

Formulate 스 Let x be the width of the maze. So, (x + 4) is the width of the maze and
walkway, and (2x + 4) is the length of the maze and walkway.

length x width = area

(2x + 4) x (x + 4) = 5,616
Use completing the square since
Compute 서 (2x + 4)(x + 4) = 5,616 the quadratic is not factorable.
2x2 + 12X+ 16 = 5,616

2x2 + 12x= 5,600 P니t the equation in the form x2 + bx = d

by dividing each side by 2.
x2 十 6x = 2,800

x2 + 6x + 9 = 2,800 十 9
Add:(으) 2 = 9 to each side.
(x +3)2 = 2,809

x + 3 = ±A809

x = —3 + JZ809 or x = —3 — 72,809

= —3 + 53 = -3 - 53

= 50 = -56

Interpret 스 The negative solution does not make sense in this situation, so x = 50.

The width of the maze is 50 yd. and the length of the maze is 100 yd. With
the walkway, the total width is 54 yd, and the total length is 104 yd.

© Try It! 3. A maze and walkway with the same total area of 5,616 sq니are
yards has a walkway that is one yard wide. What are the
dimensions of this maze?

384 TOPIC 9 Solving Quadratic Equations F시 Go 아iline | PearsonRealize.com

 P이 셔 Activity ⑧ Assess

CONCEPTUAL
UNDERSTANDING EXAMPLE 4 Use Completing the Square to Write a Quadratic
Function In Vertex Form
How can yen』use completing the square to rewrite the quadratic function
y = 乂2 — 8x + 11 in vertex form?

Recall that the vertex form of a q니adratic Unction isy = a(x — h)2 + k, where
(h, k) is the vertex. Completing the sq니are is 니sef니I in order to identify (x - h)2.

y= 乂2 — 8乂 十 11

y - 11 = x2 — 8x Isolate x2 + bx.

y - 11 + 16 = x2 — 8x+16 Complete the square.

y + 5 = (x - 4)2

y= (x - 4)2 — 5

The vertex form of the quadratic function is y = (x — 4)2 - 5.

© Try It! 4. What is the vertex form of each ■hjnction?

a. b. y = x2 + 6x + 25

APP 니 CATION EXAMPLE 5 Write Vertex Form When a #： 1

Astrona니ts train for flying in
zero gravity using a special (
S
plane that flies in parabolic =
arcs. The graph shown +J9
E
approximates the altitude )
0 p ru = <

a. in meters, of a plane in
relation to the tim은 t, in
『

seconds during a training

session.

What is the maximum altitude reached by the plan은? At what time does the
plane reach its maximum altitude?

a = —5t2 十 80t + 9,000

a — 9fo00 = —5t2 + 80t Factor out -5 so the expression in

COMMON ERROR a _ 9,000 = _5(t，- 16t) I parentheses has the form f2 + bf.
When you complete the square
inside the parentheses on the
a — 9,000 - 5(64) = -5(t2 - 16t + 64) ( 7으；_ 2
right side, add the product of Add (—쁘) = 64 to complete
-5(64) to the other side of a-9,320 = —5(t —8)2 the square.
the equation.
a = -5(t-8)2 + 9,320

The vertex is (8, 9,320). The maxim니m altit니de of the plane is 9,320 m.
That altitude is reached after 8 s.

© Try It! 5. Find the minimum vahje of the function y = 7x2 + 168x + 105.

LESSON 9-5 Completing the Square 385

 •E 0 = © Assess

야 CONCEPT SUMMARY Com이eting the Square

WORDS To complete the sq니aref add the sq니are of half of the coefficient of x to both sides
of a q니adratic equation.

Completing the square is 니sef니I for changing ax2 + bx + c to the form a(x — h)2 + k.

ALGEBRA x2 + bx x2 + bx + (으)

2
x +읔

NUMBERS To complete the sq니are fpr x2 + 14x + 19 = 0, first s니btract 19 from both
sides, and then add (쁘) = 49 to both sides.

x2 + 14x = —19

x2 + 14x + 49 = —19 + 49

(x + 7)2 = 30

x 十 7 = 士 V30

x = -7 士 =

The sohjtions are x = —7 + V5U and x = -7 - V30.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION 느 Find the value of c that makes each expres이on
techniq니e of completing the sq니are helpf니I a perfect-square trinomial.
for analyzing q니adratic functions? 6. x2 十 26x + c

2. Vocabulary Why does it make sense 7. %2 + 2x 十 C

to describe adding 25 to 乂그 十 iox as
completing the square? 8. 乂2 十 i8x 十 c

3. Error Analysis A st니dent began solving Solve each equation.

x2 + 8x = 5 by writing x2 + 8x + 16 = 5. 9. 乂2 十 8x = -1
Explain the error the student made. ® MR3
10. 2x2 - 24x - 4 = 0
4. Communicate Precisely How is changing
11. x2_ 4X=7
a q니adratic "hjAction from standard form
to vertex form like solving a quadratic
Write each function in v은rtex form.
eq니ation by completing the sq니are? How is
it different? ⑨ MR6 12. y = %2 + 4x — 5

5. Look for Relationships Why is it necessary 13. y= 5x2 — iox + 7

for the coefficient of x2 to be 1 before
14. y = %2 + 8X — 15
completing the square? ® MR7

386 TOPIC 9 Solving Q니adratic Eq니ations I 시 Go Online | PearsonRealize.com

 Scan for I 츠* I ⑥ Practice ⑮ Tutorial
@ PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE

15. Use Structure What val니e of c completes the Find the value of c that makes each expression a
sq니are for each area model below? Represent perfect-square trinomial. Write each expression as
the area model as a perfect-sq니are trinomial a binomial squared, see example i
and as a binomial sq니ared. ® MR7 20. 乂2 + 16x 十 c 21. x2 + 22x + c

x 13 22. p2 -30p + c 23. k2 — 5k + c

24. g2 十 17g + c 25. q2 - 48g + c

13 Solve each equation by completing the square.

SEE EXAMPLES 2 AND 3

16. Construct Arguments To solve the eq니ation 26. x2 + 6x = 144 27. x2 - 4x = 30

乂2 — 7x — 9 = o, would you 니se graphing,

factoring, or completing th은 sq니are if yo니 28. m2 十 16m = -59 29. %2 —2x —35 = 0
want exact solutions? Explain. ® MR3
30. 5n2 —3n — 15 = 0 31. 4w2 + 12w - 44 = 0
17. Error Analysis Describe and correct the error a
32. 3r2 + 18r=21 33. 2V2 — 10v—20 = 8
st니dent made in writing the q니adratic f니nction
y = 2x2 + 12x + 1 in vertex form. ⑨ MR3
Find the value of x. If necessary, round to th은
nearest hundredth, see example 3

y= 2x2 + 12x + 1 34. Area of triangle = 8 35. Area of rectangle = 50

y = 2(x2 + 6x) + 1
y+9 = 2(x2 + 6x + 9) + 1
y+9= 2(x + 3)2 + 1
y= 2(x + 3)2 - 8 人’

Write each function in vertex form, and identify

the vertex, see examples 4 and 5
18. Reason Find the solution to the eq니ation
36. y = x2 + 4x — 3 37. y = %2 十 12x + 27
乂2 十 4X = —i2. Explain yo니r reasoning. ® MP.2

38. y = x2 - 6x + 12 39. y = x2 — 14X— i

19. Mathematical Connections Use the graph of
f(x) = x2 — 2x — 1 to estimate the sol니tions of 40. y = 3x2 — 6x — 2 41. y= 2x2 — 20x + 35
f(x) = 5. Then find the exact solutions.
42. y = -x2 - 8x - 7 43. y= —4x2 十 i6x 十 5

Write each function in vertex form. Tell whether

each graph could represent the function.

LESSON 9-5 Completing the Square 387

 I令I Practice
© PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

46. Model With Mathematics Yen」are designing a 49. A rectangle is 8 cm longer than it is wide.
square banner for a school assembly. You want Its area is 250 cm2. The width of the rectangle
the banner to be gold with vertical p니rple bars is abo니t The rectangle's perimeter is
as shown. Yo니 have enough material to make about__________
the area of the rectangular gold section 36 ft2.
50. SAT/ACT The expressions f(x) = x》+ i2x 十 c
What are the dimensions of the banner? ® MR4
and g(x) =x2 - 20x + d are perfect-sc^jare
trinomials. What is the val니e of f(0) - g(0)?
®-256
®-64
©0
©32

51, Performance Task An 이ectronics

manufacturer designs a smartphone with an

aspect ratio (the ratio of the screen's height
47. Reason The profile of a satellite dish is shaped h to its width w) of 16 : 9.
like a parabola. The bottom of the dish can be
modeled by the function shown, where x and
f(x) are measured in meters. Use the vertex
form of the q니adratic f니nction to determine
the vertex or the lowest point of the dish. How
wide is the dish at 18 m off of the gro니nd?
Explain. © MR2

Part A Write the wiefth in terms of h. What is

the area of the phone, in이니ding the border,
in terms of h?

Part B The total area of the screen and border

is abo니t 21.48 in.2. What is the vahje of h?

Part C What are the height and width of the

screen? What is the total height and width of
48. Higher Order Thinking The kicker on a football
the phone in이니ding the border?
team 니ses the f니nction, h = -16t2 + vQt + hQ,
to model the height of a football being kicked
into the air.

a. Show that for any values of v0 and

hg, the maximum height of the object

b. The kicker performs an experiment. He thinks

if he can dcmble the initial 니pward velocity
of the football kicked from the gro니nd, the
maxim니m height will also dcmble. Is the
kicker correct? If not, how does the maximum
height change? Explain.

388 TOHC 9 Solving Quadratic Eq니ations I 지 Go Online | PearsonRealize.com

 ⑨ Common Core State Standards HSN.Q.A.3, HSA.SSE.B.3, HSA.CED.A.1,
HSA.REI.B.4.A, HSA.REI.B.4.B, MP.3, MP.6, MP.7
a흐o Activity Assess

9-6
The Quadratic
EXPLORE & REASON

Three quadratic equations are shown on the whiteboard.

Formula and the A. How many real

Discriminant soh」tions are there for
each of the q니adratic x2 - 6x + 12 = 0
eq니ations shown?
| 令 | PearsonRealize.com
Explain your answer. x2 - 6x + 9 = 0

I CAN... 니 니니
se the q adratic
formula to solve q adratic
B. Use Appropriate Tools
Use ycnjr graphing
calc니lator to graph the
x2 - 6x - 5 = 0
equations. related function for
each equation. What
VOCABULARY are the function eq니ations for each graph's reflection over the x-axis?
• discriminant Explain how you found the function eq니ations. ⑨ MR5
• (quadratic formula
• root C. What do you notice abo니t the graphs that have zero x-intercepts?
One x-intercept? Two x-iintercepts?

Q ESSENTIAL QUESTION
When should you use the quadratic formula to solve equations?

EXAMPLE 1 그 Derive th은 Quadratic Formula

How can you use completing the square to create a general formula that
solves every quadratic equation?

Step 1 Complete the square for the q니adratic eq니ation ax2 + bx + c = Q,

8 美 0.

ax2 + bx + c = 0

Isolate ax2 + bx.

乂2 十 흐x = Divide by a. Note that a

d
cannot be 0.

STUDY TIP
Recall that in order to complete
the square of a quadratic
equation you need to take half of
the coefficient of the linear term
and square it. (x+%) = (8)(4)十匕 Multiply by 쓰 to get
like denominators.

匕
2 - 4ac
4a2

CONTINUED ON THE NEXT PAGE

LESSON 9-6 The Q니adratic Formula and the Discriminant 389

 旦 o Activity

EXAMPLE 1 CONTINUED

Step 2 Solve for x.

COMMUNICATE PRECISELY Take the square root of each side of

The 土 sign is used to show there the equation.
is a positive and negative solution
to the equation. ® MR6
Subtract 브 from each side of the
equation.

느 _ 士、/b2 — 4ac b
X = —石 石

느 -b 士、Ab》一 4ac
x =--------- - -----------
2a
The quadratic formula gives sohjtions of q니adratic eq니ations in the form
ax2 + bx + c = 0 for real values of a, b, and c. The quadratic fornuila is a 니sef니
method to find the sohjtions of any quadratic eq니ations.

(診 Try It! 1. What is the maximum number of solutions the quadratic

formula can give? Explain.

EXAMPLE 2 Use th은 Quadratic Form니a

How can you use the quadratic form니a to find the solutions of x2 — 7 = 4x?

Write the eq니ation in standard form and identify a, b, and c.

乂그 一 시火 一7 =0 a = ijb = —4, c = —7

、, -b 土 Vb2 - 4ac
x =--------- - -----------
2a
COMMON ERROR 느 4) 土 7(—4)2 —4(1)(—7) Substitute the values for a, b, and
You might get the sign of -b c into the quadratic form니a.
“ 2(1)
wrong if you forget to use
parentheses when substituting x = 흐座

negative vahjes forb.

乂= 4+쩌 즈 5.32 andx = 쏘« -1.32

The sohjtions of x2 — 7 = 4x are x 紀 5.32

and x 幻 -1.32.

Graphing the eq니ation helps verify that

the sohjtions found using the q니adratic
form니a are correct.

⑬ Try It! 2. Find the solutions of each eq니ation 니sing the q니adratic
formula.

a. 21 - 4x = x2 b. x2 - 2x = 24

390 TO이C 9 Solving Quadratic Equations I 지 Go Online | PearsonRealize.com

 w o Activity

APP 니 CATION
V_______________________________ _
EXAMPLE 3 Find Approximate Solutions
The function shown represents the height of a frog x seconds after it
jumps off a rock. How many seconds is the frog in the air b은fore it lands on
the gro니nd?

= —16P 十 10f + 0.75

Time (s)

Form비ate < Write a elated q니adratic eq니ation with y = 0 to find when the frog lands
on the gro니nd. Although the path of the frogfs jump is a parabolic(:니rve,
yo니 are being asked to find the time of the jump and not the distance of the
jump. The function representing the time of the jump is also parabolic, b니t
the parabola is not the same.
Find the values of a, b, and
— 16t + 10t+0.75 = 0 c in the equation.
a = _16,b = 10,c = 0.75

Compute ◄ S니bstitute the vahjes of a, b, and c into the q니adratic formula.

—(10) ±7(10)2 — 4(—16)(05豆

_ 2(—16)
_ -10 ±^/148

_ -10 ± 12.17

t = -10+乂火 _0.068 and

t = -10_32=7 = -앀 7 0.693

Interpret 스 The negative vahje for t is not a realistic answer in this situation because
time is positive.

The frog is in the air abo니t 0.7 s before it lands on the ground.

© Try It! 3. The height of another frog over time is modeled by the
function y = -16t2 + 10t + 0.3. How many seconds is this frog
in the air before landing on the ground? Round yo니r answer to
the nearest h니ndredth.

LESSON 9-6 The Q니adratic Form니a and the Discriminant 391

 (호 0 Activity

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 4 Understand and Use the Discriminant
How can you determine the number of solutions of a quadratic equation
without s이ving it?
In the q니adratic form니a x = 서3 士 쎼 — 4as the discriminant is the

expression b2 — 4ac. The discriminant indicates the number of real sohjtions

of the eq니ation. The sohjtions of a q니adratic eq니ation are also called its
roots. Roots are the input values for which the related ‘hjnction is zero.
LOOK FOR RELATIONSHIPS
If 匕2 — 4ac > 0, there are two real sohjtions.
What does the graph of the
related function look like when a If b2 — 4ac = 0, there is one real sohjtion.
quadratic equation has two real If b2 — 4ac < 0, there are no real sohjtions.
solutions? One real solution? No
real solutions? ® MR7 A. Find the number of solutions for x2 - 4x + 3 = 0.

乂2 — 4x + 3 = o
(—4)2 —4(1 )(3) = 4 The graph of the
related function
The discriminant is > 0, so intersects the x-axis
there are two real roots. at two points.

B. Find the solutions for -x2 + 4x — 4 = 0.

-x2 + 4x — 4 = 0
(4)2-4(-1 )(-4) = 0

The discriminant is 0, so
there is one real root. The graph of the
related function
intersects the x-axis
at one point.

C. Find the solutions for x2 - 4x 4- 5 = 0.

x2 — 4x + 5 = 0
(—4)2-4(1 )(5) =-4

The discriminant is < 0, so The graph of the

there are no real roots. related function
does not intersect
the x-axis.

(珍 Try It! 4. Use the discriminant to find the number of roots of

each eq니ation.

a. %2 — iQx + 25 = 0 b. -x2 - 6x - 10 = 0

392 TOPIC 9 Solving Quadratic Equations I 지 Go Online | PearsonRealize.com

 3. O ：：艦떠 © Assess

@ CONCEPT SUMMARY Using the Quadratic Form니a

Equation Quadratic Formula Discriminant

파 ax2 + bx + c = 0
으 —b 土」b2 — 4ac
x =--------- 三---- b2 — 4a c
2a

-(-3)±V(-3)2 —4(2)(-1)
호 2x2 _ 3x _ i = o (-3)2-4(2)(-1) = 17
2⑵
17 > 0z two real solutions
x = 3 +y百 = 1.78 and

x= 3 « -0.28

Related Function

The discriminant of th은

r이ated eq니ation is > 0.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Identify a, b, and c in each of the quadratic
you 니se the quadratic formula to solve equations.
eq 니 ations? 6. 4乂2 + 2x — 1 = 0

2. Reason What vak』e of b2 is needed for 7. —x2 + 31X + 7 = o

there to be exactly one real sol니tion of a
quadratic equation? Explain. ® MP.2 8. 2x2 _ iox - 3 = 0

3. Vocabulary How are the roots of a q니adratic 9. 乂2 +x— 1 = 0

eq니ation r이ated to its discriminant?
Given the discriminant of a q니adratic equation,
4. Error Analysis A st니dent says that the determine the number of real solutions.
quadratic formula cannot be used to 10. 8 11.—3
solve —23x2 + 5 = 0. Ex이ain the error the
student made. ® MR3 12. 0 13.1

5. Reason When is completing the sq니are

better than 니sing the q니adratic formula?
⑨ MP.2

LESSON 9-6 The Q니adratic Formula and the Discriminant 393

 Scan for 【코 © Practice Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE

14. Mathematical Connections Why does a Solve each equation using the quadratic form니a.
q니adratic eq니ation have to be in standard form Round to the nearest hundredth.
before applying the quadratic formula to find SEE EXAMPLES 1, 2, AND 3

solutions? 19.-2%2+i2x —5 = 0 20. 乂2 + i9X —7 = 0

15. Error Analysis Describe and correct the 21. 3x2 + i8x — 27 = 0 22. —7x2 + 2x + 1 = 0
error a student made in solving
3x2 + 9x - 4 = 0. ⑨ MP3 23. 2x2 + 9X + 7 = o 24. -x2 + 9x + 5 = —3

25. 4x2 + 17x — 5 = 4 26. 5x2 + 10x + 7 = 2

a = 3, b = 9, c = -4 27. —6x2 十 5X_ 2 = —ii 28. —2x2 十 4x 十 9 = _3

— 9+V92—4(3)(—4)
Use the discriminant to determine the real roots
_-9 +V129 for each equation, see example 4

= “으으—
= 0.39
乂 29. 3x2 — %—16 = o 30. —4x2 + 7X _ 11 = o

31. 2x2 — 6x + 3 = 0 32. 5x2 _ 20x + 20 = 0

33. 7x2 _ 14X+ 12 = 5 34. 9x2 + 5x — 2 = _4

16. Reason Which method would yo니 use to solve 35. —8x2 — 크乂 — 구 = 5 36. 2x2 - 21x- 7 = 4
each equation? Ex이ain. ⑨ MR2
For each graph, determine the number of roots the
a. x2 + 9x = 0
related quadratic equation has. Then determine
b. 11x2 —4 = 0 whether its discriminant is greater than, equal to,
or less than zero, see example 4
c. 7乂2 十 i 女 — 6=o

17. Use Structure The graph of a q니adratic

■hjnction is shown below. Describe how yo니
could change the graph so that the discriminant
of the new related q니adratic eq니ation is
positive. ® MR7

18. Higher Order Thinking Use the quadratic

fornuila to prove the axis of symmetry can be
found 니sing —으. What does the discriminant of
a quadratic equation tell you abo니t the vertex
of the graph of the related f니nction?

| 令 | Go Online | PearsonRealize.com
394 TOPIC 9 Solving Quadratic Eq니ations
 I호 ⑥ Practice Tutorial
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

39. Reason A quadratic f니nction can be 니sed 42. A quadratic eq니ation has no real sohjtions.
to model the height y of an object that is Choose Yes or No to tell whether each is a
thrown over time x. What are the values of possible value of the discriminant.
the discriminant of the related eq니ation of the
■hjnction f(x) = -16t2 + 35t+ 5Z which mod이s a
ball being thrown into the air? © MR2

40. Model With Mathematics The f니nction

f(x) = —16x2 + 64x + 5 models the height y,
in feet, of a waterm이on from a waterm이on
la니richer after x seconds. ® MR4

43. SAT/ACT What is the discriminant of

%2 — x — 3 = 0?

®0
©11
® 13
®-13

a. Write a quadratic equation that can be 44. Performance Task A 아der made 2 jumps that
used to determine when the watermelon were recorded by her coach. A ‘hjnction that
reaches 20 ft. models the height y, in meters, at x seconds for
each jump is shown.
b. Use the discriminant to predict the number
of solutions to the equation from part (a).

c. What are the approximate sohjtions of the y = —4.9x2 十 15占乂 + i

eq니ation yen』wrote in part a?

41. Make Sense and

Persevere The st니dent
council is raising money for
school dances by selling
spirit T-shirts. The 'hjnction
R = —5n2 + 85n + 1,000
models the reven니e R in
dollars they expect per
increase of n dollars over the original price of Part A Predict which jump kept the 아der in the
each T-shirt. The goal is $1,250. ⑨ MP.1 air for the greatest number of seconds.

a. Write a quadratic eq니ation to find the dollar Part B Use the quadratic form니a to find how
increase n in price needed to meet this goal. long the 아der was in the air d니ring Jump A.

Part C Use the q니adratic formula to find how

b. Solve the eq니ation 니sing the q니adratic
long the 아der was in the air d니ring Jump B.
formula. What price(s) will result in the
student council meeting their goal? Part D Do yo니r res니Its support yo니r prediction?
Explain.

LESSON 9-6 The Quadratic Formula and the Discriminant 395

 ⑨ Common Core State Standards HSA.CED.A.1, HSA.CED.A.3, HSA.RELB.4, MP.4
MATHEMATICAL I 흐이 巾 Video

MODELING
IN 3 ACTS

®E®
|지 PearsonRealize.com

Q Unwrapping Change
When yo니 arrange a group of objects in different ways, it seems like the
space they take up has changed. But, the number of objects didn't change!

We 니se coin wrappers to store coins in an efficient way. How m니ch more
efficient is it than the alternative? Think abo니t this d니ring the Mathematical
Modeling in 3 Acts lesson.

Scan for
Multimedia ACT 少 Identify the Problem

1. What is the first question that comes to mind after watching the video?

2. Write down the main q니estion yo니 will answer about what you saw in
the video.

3. Make an initial conjecture that answers this main question.

4. Explain how you arrived at yo니r conjecture.

5. What information will be useful to know to answer the main question?

How can you get it? How will yo니 use that information?

ACT 2 Develop a Model

6. Use the math that you have learned in this Topic to refine yo니r
conjecture.

ACT 3 Interpret the Results

7. Did yo니r refined conjecture match the actual answer exactly? If not,
what might explain the difference?

396 TOPIC 9 Mathematical Modeling in 3 Acts

 ⑨Common Core State Standards HSA.R티.C.7, HSA.R티.D.11, HSF.IF.C.7.C,
［호 o Activity
MP.1,MP.5,MP.7

으） MODEL & DISCUSS

An architect is de외gning an archway for a

Solving Systems of
building that has a 9 ft ceiling. She is working
Linear and Quadratic with the constraints shown at th은 right.
Equations
A. Find a q니adratic model for the arches
I지 PearsonRealize.com if the highest point of the arch to니ches
the ceiling.

B. Use Structure Describe how to change

I CAN... solve a system
with linear and quadratic the model so that the highest point of the
eq 니 ations. arch does not touch the ceiling. ⑨ MP.7

VOCABULARY
• linear-quadratic system

How is solving linear-quadratic systems of equations similar to and different

ESSENTIAL QUESTION
from solving systems of linear equations?

CONCEPTUAL
UNDERSTANDING
丄^^^^^^^^^^^^^^^^^^노
0 EXAMPLE 1 Understand Linear-Quadratic Systems of Equations
Why are the solutions of a linear-quadratic system of equations related to
the solutions of a quadratic equation?

A linear-quadratic system of equations includes a linear

y = mx + b
eq니ation and a quadratic eq니ation and is represented
y = ax2 + bx + c
on a graph by their corresponding line and parabola.

The graphs below of a line and three parabolas show that a line can intersect
a parabola at 0, 1r or 2 points. The solutions are where the parabola and the
p니rple line of each system intersect.

No solution: the green

parabola and purple
line do not intersect

REASON 1 solution: only 1 point

A line can intersect a parabola where blue parabola
a maximum of two times because and purple line intersect
setting a quadratic eq니ation
equal to a linear equation results
in a quadratic equation. ® MR2 2 solutions: 2 points
where red parabola and
purple line intersect

A linear-quadratic system of equations, 우니어: like a q니adratic eq니ation, can

have 0, 1, or 2 real sol니tions.

（診 Try It! 1. How many solutions does the system of eq니ations y=x
at the right have? Explain. y = x2

LESSON 9-7 Solving Systems of Linear and Quadratic Eq니ations 397

 〔흐 o Activity Assess

EXAMPLE 2 Solve a Linear-Quadratic Equation by Graphing

How can you use graphs to find the solutions of the equation
5 - 乂2 = x 十 3?

Set each side of the eq니ation 5 — x2 = x + 3 eq니al to y, and write the

eq니ations as a linear-q니adratic system of eq니ations.
y = 5 - x2
y=x+ 3
Graph the equations in the system on the same coordinate plane.

USE APPROPRIATE TOOLS

Both graphs pass through Both graphs pass through
A graphing calculator can be used
the point (-2,1). the point (1,4).
to calculate intersection points
when the equations are defined in
its function editor. © MR5

The sohjtions of the system appear to be (1, 4) and (-2, 1) where the two
graphs intersect.

Check that each x-vahje is a solution of the eq니ation 5 — x》= x 十 3.

5 —(1)2 = (1) + 3 5 — (—2)2 = (-2) + 3

4 = 4/ 1 = 1/

The sohjtions of the eq니ation are x = 1 and x = -2.

© Try It! 2. What are the sohjtions of each of the eq니ations? Rewrite each
as a system of eq니ations, and graph to solve.

a. x2 + 1 = x + 3 b. 5 - 0.5x2 = —o.5x+ 2

EXAMPLE 3 Solv은 Systems of Equations Using Elimination

What are the solutions of the system of equations below?
y = x2 - 6x + 8
y = 2x — 4
Step 1 Use wbtraction to eliminate a variable in the system of eq니ations.
COMMON ERROR
y = x2 — 6x + 8
Remember to subtract all like Subtract the linear equation from
terms in the second equation from —(y = 2x - 4) the quadratic equation to eliminate
a like term in the first equation. 0= 乂2 _ 8x+ 12 they-variable. Line up like terms.

Solve the resulting eq니ation by factoring.

(x — 6)(x -2) = 0

x- 6=0 or x- 2 =0

x=6 x=2
CONTINUED ON THE NEXT PAGE

398 TOPIC 9 Solving Quadratic Eq니ations I 令 I Go Online | PearsonRealize.com

 w o Activity

EXAMPLE 1 CONTINUED

Step 2 S니bstit니te x = 6 and x = 2 in y = 2x - 4r and determin은 the

corresponding vahjes of y.

y = 2(6) — 4 y=2(2) —4
Use the linear equation
y=12-4 y=4-4 y = 2x - 4 to solve fory
y= 8 y= 0 since it requires fewer steps.

The sol니tions of the system of eq니ations are (6, 8) and (2, 0).

© Try It! 3. Use elimination to solve each system of eq니ations.

y = -x + 4 uy = _乂2 + 4x + 2
a. 7 b. y
y = xz — 2 y=2 -x

APP 니 CATION CE EXAMPLE 4 Solve Systems Using Substitution

A phone company launches the sale of two phones in the same week. The
phone on the right is an upgraded version of the other phone. During what
we은k are the sales projected to be the same for both phones, in thousands?
What will the weekly sales of each phone be for that week?

Formulate 스 Model the projected sales by writing a system of eq니ations. Let x represent
the number of weeks since the la니nch.
y= 20x
y = -2x2 + 60x

Compute 셔 Solve the system of equations using substit니tion.

2Qx = -2x2 + 60x Substitute 20x fory in the second equation.

0 = —2x2 + 4QX
스 그 , …우 Factor the binomial, then set each factor
0 = —2x(x-20) equal too and solve.

—2x = 0 x — 20 = 0

x=0 x = 20

y = 20(20) y = -2(20)2 + 60(20) 찌0cted 5ale 0f 400 00G

y = 400 y = 400 for both phones.

Interpret 스 The models project that both phones will have weekly sales of
400,000 phones at 20 weeks after the launch.

CONTINUED ON THE NEXT PAGE

LESSON 9-7 Solving Systems of Linear and Q니adratic Eq니ations 399

 B. Q = © Assess

EXAMPLE 4 CONTINUED

© Try It! 4. Could yo니 have 니sed elimination or graphing to solve this linear-q니adratic system of
equations? Explain.

하 CONCEPT SUMMARY Solving 니n은ar-Quadratic Sy아ems of Equations

WORDS A system of eq니ations composed of a linear eq니ation and a

y = mx + b
q니adratic equation has 0, 1, or 2 sol니tions. The system of eq니ations
y = ax2 + bx + c
can be solved 니sing elimination, s니bstit니tion, or graphing.

Elimination Substitution Graphing

y = X2 + X y = -2x + 3
ALGEBRA
y=x— 1 y = — x2 十 2

y = X2 + X —2x + 3 = -x2 + 2

—y = — x + 1 %2 — 2x 十 1 =0

0 = %2 + 1 (x— 1)2 = 0

%2 = —1 x- 1 =0

No solution x= 1

y=—2(1) + 3 = 1 The solutions are where the line and

Solution is (1, 1) parabola intersect at (-6, -2) and
(-2.5, -0.25).

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION J Rewrite each equation as a system of equations.
linear-q니adratic systems of eq니ations similar 5. 3 = 乂2 十 2x 6. x = x2 — 5
to and different from solving systems of
7. 2x2 _ 5 = x + 7 8. %2 — 2x+3=x + 4
linear equations?

2. Error Analysis A st니dent claims that a Find the solution of each system of equations.
linear-q니adratic system of eq니ations has 9 [y = x2 + 3x+1 10. (y = x2+1
three sol니tions. Explain the error the = -x + 1 \y=—2x
st니dent made. ⑨ MR3

3. Vocabulary What are the characteristics of a

linear-quadratic system of eq니ations?

4. Reason What system of eq니ations co니Id

you use to solve the eq니ation x2 — 3 = 7?
Explain. @ MP.2

400 TOPIC 9 Solving Quadratic Equations |시 Go Online | PearsonRealize.com

 Scan for W © Practice Tutorial
Multimedia ( 쐐J
丄----- 丄 Additional Exercises Available Online

UNDERSTAND PRACTICE

12. Mathematical Connections How is the graph of Rewrite each equation as a system of equations,
a linear-quadratic system of equations different and then use a graph to solve, see examples 1 and 2
from the graph of a linear system of eq니ations? 18. ：乂2 + 2 = —乂十 8
How ar은 the graphs similar?
19. 2x2 — 휴 = _沙 十 1
13. Look for Relation아lips What does the graph
of the system of eq니ations tell yo니 abo니t its 20 . 5x2 = 3X — 7
sohjtion? ⑨ MR7
y = 3x2 — 4X + 2 21 .x2 —2x = 2x —4

y=8x- 10
Rewrite each equation as a system of equations
14. Higher Order Thinking Given the eq니ation and graph to solve, see example 2
y = 乂2 十 3X + 2r write an eq니ation for a line 22. x2 — 4 = x + 2
that intersects the parabola the given number
of times. 23.-2x +4 = —0.5x2+ 4

a. 0 Find the solution of each system of equations.

SEE EXAMPLES 1-4
b. 1

c. 2
y=2x
15. Error Analysis Describe and correct the error
9弓 y = —4x2 + x+ i
a st니dent made in solving the system of
' y = —7x + 1
equations. ® MR3
y = 2x2 + 3 y = o.5x2 - 8x - 1
2b.
y = 3x + 1 y=x+ 3

27 y = 7x2 + 12
' y = 14x + 5
y= 2x2 + 3
— (y = 3x + 1) 28 y=-x2-2x + 9
0= —x2 + 2
y = 3x + 20
x2 = 2
x= ± V2 그:±1.41 —q y — — 5x『 十 6x — 3
y = —4x - 3

30 y = 0.75x2 十 4X — 5
' y = 4x — 5

16. Use Appropriate Tools How do you s이ect the 31y = -x2 + 11x+ 12

appropriate method for solving a linear- y = 15 - x

q니adratic system? Describe when yo니 would 니se
32. A ropes co니rse facility offers two types of
graphing, elimination, and substitution. ⑨ MR5
courses, a low ropes co니rse and a high ropes
17. Use Structure Write the linear-quadratic system course. The price of a high ropes advent니re is
of equations that is represented by the graph. five times as m니ch as a low ropes adventure.
® MP.7 Eight members of the high school advent니re
club choose to participate in the low ropes
co니rse, and 15 members choose the high ropes
co니rse. The total cost is $1,411. What is the
price of each type of ropes course advent니re?

LESSON 9-7 Solving Systems of Linear and Q니adratic Equations 401

 ⑥ Practice ⑬ Tutorial

@ PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

| APPLY 서 ASSESSMENT PRACTICE

33. Make Sense and Persevere An eq니ation that 36. What is the sohjtion of the system of
models the height of an object dropped from eq 니 ations?
the top of a b니ilding isy = —16x2 十 30 where x
is time in sec. Another eq니ation y = 14 models y = —2x - 4
the path of a bird flying in the air. Write a
37. SAT/ACT What is the s이ution of the system of
system of eq니ations and then solve to find how
equations?
many seconds the object is in the air before it
crosses the bird's pa나“!. ⑨ MR1 y = 6x2 + 3x — 11
y = 3x — 5
34. Reason A car accelerates after being
complexly stopped at a stop sign and enters ® (1, -2), (-1, -8)
the highway. The distance the car has traveled ® (1, -1)
in miles after x min니tes is represented by ©(-2, 1), (-8, -1)
y = 0.5x2. A tr니ck is traveling in the same
© (-1, -8)
direction at a constant speed so that its
distance in miles from the same stop sign after 38. Performance Task A m니sic streaming service
x min니tes is represented by y = x + 4. After tracks the number of times songs are played.
how many minutes will the car pass the truck? Two different songs are released on the same
Explain. ® MR2 day. The f니nctions model the number of times
y, in thousands, each song is played x days
35. Model With Mathematics At the beginning
following their release.
of a month, the number of people rock
climbing increases and then decreases by
Song A is mottled by
the end of the month. The number of people
y = 0.25/2 十 3.
zip-lining steadily increases thro니ghout the
same month. The models show the number of
people y for each type of activity based on the
number of days x since the beginning of the
month. ® MR4

Song B is modeled by
y = 0.5x + 5.

Part A Write and solve a system of eq니ations to

find the number of days since the release when
both songs are played the same number of
times.

Part B How many solutions are there? Explain.

a. Write a system of equations that represents Part C A third song is released on the same
this sit니ation. day as the other two. The number of times this
song is played is modeled by y = 0.5x 十 2. Is
b. On what day or days were the same number
there a day when the same number of people
of people rock climbing and 기p-lining?
listen to the third song and the first song?
c. How many people were participating in each Explain.
activity on that day or days?

402 TOPIC 9 Solving Quadratic Equations (시 Go Online | PearsonRealize.com

 TOPIC
Topic Review
1. How do yo니 니se q니adratic equations to model sit니ations and
solve problems?

Vocabulary Review
Choose the correct term to complete each sentence.
• completing the sq니are
2. The is ax2 + bx + c = 0, where a / 0.
3. The process of adding(으) to x2 + bx to form a perfect-sq니are • discriminant

trinomial is called • Prochjct Property of

Square Roots
4. The x-intercepts of the graph of the f니nction are also called the
• quadratic equation

5. The states that Tab = @ • 4b, where both a and b are • quadratic form니la
greater than or eq니al to 0. • standard form of a

6. The states that for all real numbers a and b, if ab = 0, quadratic eq니ation
then either a = 0 or b = 0. • Zero-Prochjct Property
• zeros of a f니nction

M W IA
띠
Concepts & Skills Review

H 6
D ld o l
LESSON 9-1 Solving Quadratic Equations Using Graphs and Tables

Quick Review Practice & Problem Solving

A quadratic eq니ation is an eq니ation of the Solve each quadratic equation by graphing.
second degree. A q니adratic equation can have 0, 7. 乂2 _ 16 = 0 8. 乂2 — 6x + 9 = 0
1 or 2 sohjtions, which are known as the zeros of
9. 乂2 + 2x + 8 = 0 10. 2x2 — 1 ix + 5 = 0
the related function.

Find the solutions for each equation using a

Example table. Round to the nearest tenth.
Find the solutions of
11. x2 - 64 = 0 12. 乂2 — 6x—16 = 0
0 = %2 十 x — 2.
The x-intercepts of the 13. Model With Mathematics A video
related function are -2, game company uses the profit model
and 1, so the equation P(x) = -x2 十 14x — 39, where x is 바* number
has two real solutions. of video games sold, in thousands, and P(x)
is the profit earned in millions of dollars.
From the graph, How many video games would the company
the sol니tions of the have to sell to earn a maximum profit? How
equation 乂그 + x — 2 = 0
many video games would the company have
appear to be x = -2 and x = 1. to sell to not show a profit? ® MR4
It is important to verify those sohjtions by
substituting into the eq니ation.
(—2)2 十 (一2) — 2 = 0 P+ 1 —2 =0
0=0 0=0

TOPIC 9 Topic Review 403

 LESSON 9-2 Solving Quadratic Equations by Factoring

Quick Review Practice & Problem Solving

The standard form of a q니adratic equation is Solve each eq니ation by factoring.
ax2 + bx + c = 0, where a 士 0. The Zero-Product
14. 乂2 十 6x + 9 = 0 15. 乂2 — 3x—10 = 0
Property states that for all real numbers a and b,
if ab = 0, then either a = 0 or b = 0. The solutions 16. x2 - 12x = 0 17. 2x2 — 7x—15 = 0
of a q니adratic eq니ation can often be determined
Factor, find the coordinates of the vertex of the
by factoring.
related function, and then graph it.

18. x2 - 12x + 20 = 0 19. x2 - 8x+ 15 = 0

Example
How can you use factoring to s이ve x2 + 4x = 12? 20. Error Analysis Describe and correct the error
a student made in factoring. ® MR3
First write the eq니ation in standard form.
x2 + 4x — 12 = 0 2x2 — 8x 十 8 =0

Then, rewrite the standard form of the eq니ation 2(x2 — 4X + 4)= o

in factored form. 2(x - 2)(x -2) = 0
(x - 2)(x + 6) = 0 x = -2
Use the Zero-Prod니ct Property. Set each factor
eq니al to zero and solve.
x-2=0 or x+ 6=0
x=2 x = —6
The solutions of x2 + 4x — 12 = 0 are x = 2
and x = -6.

LESSON 9-3 Rewriting Radical Expressions

Quick Review Practice & Problem Solving

A radical expression in simplest form has no Write an equivalent expression without a perfect
perfect square factors other than 1 in the square factor in the radicand.
radicand. The Product Property of Square Roots
21. V420
states that Vab = “ • J6, when a > 0 and b > 0.
22. 4V84

Example 23. • @7
Write an expression for 5、% • 2>/l2x3 without 24. 732x5 •、/24x7
any perfect squares in the radicand.
Compare each pair of radical expressions.
5m • 기1고
Multiply the constants, and use
25. 2x2V21x and 784x5
= 5 . 기3x • 12x3 the Product Property of Square
Roots to multiply the radicands. 26. 3xyJ 15xy2 and J?효제
= 10736x4 Simplify.
27. Model With Mathematics A person's walking
= 10 • 6 • X》 Simplify. speed in inches per second can be
approximated using the expression、/384zf,
= 60乂2
where zf is the length of a person's leg in
The expression 5V3x • 기 12x3 is eq니ivalent inches. Write the expression in simplified
to 60x2. form. What is the walking speed of a person
with a leg length of 31 in. ® MR4

404 TOPIC 9 Solving Quadratic Equations F 지 Go Online | PearsonRealize.com

LESSON 9-4 Solving Quadratic Equations Using Square Roots

Quick Review Practice & Problem Solving

To solve a quadratic eq니ation using square roots, Solv은 each eq니ation by inspection.
isolate the variable and find the sq니are root of
28. x2 = 289
both sides of the eq니ation.
29. x2 = -36

Example 30. x2= 155

Use the properties of 은quality to solve the 31. x2 = 0.64

quadratic 은quation 4x2 - 7 = 57.
S이ve each 은quation.
Rewrite the equation in the form x2 = a.
32. 5x2 = 320
4x2 — 7 = 57
33. %2 —42 = 358
4乂2 = 64 Rewrite using the form x2 = a,
where a is a real number. 34. 4x2 — 18 = 82
x2 = 16
35. Higher Order Thinking S이ve (x — 4)2 - 81 = 0.
J규 _ Take the square root of each
Explain the steps in your sol니tion.
side of the equation.
x= 士4 36. Communicate Precis은ly Use the equation
d = 7(12 — 5)2 + (8 — 3)2 to calculate the
Since 16 is perfect square, there are two integer
distance between the points (3, 5) and (8f 12).
answers. The sohjtions of the q니adratic eq니ation
4x2 - 7 = 57 are x = -4 and x = 4. What is the distance? ® MR6

MWIAaH 6
LESSON 9-5 Completing the Square

o ld o l
Quick Review Practice & Problem Solving
The process of adding g) to x2 + bx to form a Find the value of c that makes each expression
perfect-sq니are trinomial is called completing the a perfect-square trinomial. Then write the
square. This is usef니 for changing ax2 + bx + c to expression as a binomial squared.
the form a(x - h)2 + k. 37. 乂2 十 i8x 十 c

38. 乂2 — 6x + c
Example
Find the solutions of x2 - 16x + 12 = 0. 39. x2- 15x + c
First, write the equation in the form ax2 + bx = c/.
40. x2 + 24x + c
x2 - 16x = —12

Complete the sq니are. Solve each equation by completing the square.

b = —16, so (三쓰) =64 41. x2+ 18x = 24
x2 - 16x +64 = —12 + 64 42. x2- 10x = 46
x2 - 16x + 64 = 52
43. x2 + 22x = —39
Write the trinomial as a binomial sq니ared.
44. 3x2+ 42x +45 = 0
(x - 8)2 = 52

Solve for x. 45. Construct Arguments To solve the eq니ation

乂2 — 9x — 15 = o, would yo니 니se graphing,
x-8 =
factoring, or completing the sq니are if yo니
x=8 士 2a want exact sohjtions? Explain. ® MR3
x = 8 + 2713 and x = 8 — 2713.

TOPIC 9 Topic Review 405

 LESSON 9-6 The Quadratic Form니a and the Discriminant

Quick Review ____ Practice & Problem Solving

The quadratic form니az x = _匕 士 쓰그 _ ?르gives
Solve each equation using the quadratic
sol니tions of quadratic eq니ations in the form formula.
ax2 + bx + c = 0 for real vahjes of a, b, and c
46. 2x2 + 3x — 5 = 0
where a 0. The q니adratic formula is a usef니
method to find the solutions of q니adratic 47. —5x2 + 4x+ 그 = o
eq니ations that are not factorable. 48. 3x2 + 6x — 1 = 4
The discriminant is the expression b2 — 4ac, which
49. 4x2 + 12x + 6 = 0
indicates the number of sohjtions of the equation.
The sohjtions of a q니adratic eq니ation are also Use the discriminant to determine the number of
called its roots, which are the inp니t vahjes when real solutions for each equation.
the r이ated function's o니tput vahje is zero. 50. 3x2 — 8x + 2 = 0
If b2 — 4ac > 0z there are 2 real s이utions. 51. -4x2 - 6x - 1 =0
If b2 — 4ac = 0, there is 1 real s이니tkm. 52. 7x2 + i4X + 7 = o
If b2 — 4ac < 0f there are no real sohjtions. 53. 2x2 + 5x + 3 = _5

54. Error Analysis Describe and correct the

error a st니dent made in solving
Example
3x2 — 5x — 8 = 0. ⑨ MP3
Use the quadratic form니a to find the solutions of
x2 - 9 = 5x. a = 3, b = —5, c = 8

Write the eq니ation in standard form —5±7(—5)2 —4(3)(8)

ax2 + bx + c = 0 and identify a, b and c. 2(3)
X2 — 5x - 9 = 0 = -5 士厂7r
_ 6
a = 1, b = —5, c = —9
There are no real sohjtions.
-b 士 7b2 - 4ac
x =----- 즈;--------- 55. Reason The f니nction f(x) = —5x2 + 20x + 55
2a
그—5 士、/(—5)2 —4(1)(—9) models the height of a ball x seconds after it
is thrown into the air. What are the possible
= 5 ± V6T vahjes of the discriminant of the related
_ 으으2— eq니ation? Explain. ® MR2
x= 5+히 = 6.41 and

= 므그〜—1.41

The approximate solutions of x2 — 9 = 5x are

x«6.41 andx紀一1.41.

| 令 I Go Online | PearsonRealize.com
406 TOPIC 9 Solving Quadratic Eq니ations
LESSON 9-7 Solving Systems of Linear and Quadratic Equations

Quick Review Practice & Problem Solving

A linear-quadratic system of eq니ations in이니des Rewrite each equation as a system of eq니ations,
a linear equation and a q니adratic eq니ation. The and then use a graph to solve.
graph of the system of eq니ations is a line and a 56. 4x2 = 2x- 5
parabola.
57. 2x2 + 3X = 2x 十 1
y = mx + b
y = ax2 + bx + c 58. x2 - 6x = 2x - 16

You can solve a linear-q니adratic system 59. 0.5x2 + 4x=—12 — 1.5x

of equations by graphing, elimination, or
Find the solution(s) of each system of equations.
s 니 bstitution.
y = x2 + 6x + 9
oU.
y=3x
Example
What are the solutions of the system of y = %2 + 8x + 30
61.
equations? y = 5 — 2x

― y = 3x2 + 2x + 1
y=x-4 bZ.
y = 2x + 1
Graph the equations in the system on the same
coordinate plane. y = 2x2 + 5x - 30
63.

M H IAM H 6
y = 2x + 5

64. Make Sense and Persevere Write an equation

for a line that does not intersect the graph
of the equation y = x2 + 6x + 9. ® MR1 O
Z
O
65. Reason A theater company uses the revenue H
function R(x) = —50x2 十 250x, where x is the
ticket price in dollars. The cost ‘hjnction of
the production is C(x) = 450 - 50x. What ticket
The sol니tions are where the parabola and the
price is needed for the theater to break
line intersect, which appear be at the points
even? ® MR2
(2, -2) and (4f 0).
Check that the ordered pairs are sohjtions of the
eq니ations y = x2 — 5x + 4 and y = x — 4.
-2 = (2)2 — 5(2) + 4 0 = 4-4
—2 = 4—10 + 4 0=0
-2 =-2 and
and -2 = 2-4
0 = (4)2 — 5(4) + 4 -2 =-2
0 = 16-20 + 4
0 =0
The solutions of the system are (2, -2) and (4, 0).

TO미C 9 Topic Review 407

 TOPIC Working With Functions

Q TOPIC ESSENTIAL QUESTION

What are some operations on functions that you can 니se to

create models and solve problems?

Topic Overview Topic Vocabulary

enVision™ STEM Project: • cube root ■hjnction
Program a Square Root Algorithm • inverse of a function
10-1 The Sq니are Root Unction • sq니are root function

10-2 The Cube Root function

10-3 Analyzing Functions Graphically

10-4 Translations of Functions

10-5 Compressions and Stretches of

Functions

Mathematical Modeling in 3 Acts:

Edgy Tiles

10-6 Operations With Functions

10-7 Inverse Functions

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model & Discuss, and Critique & Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

© real-world applications.

PRACTICE Practice what

［호！ Go online | PearsonRealize.com © yo니've learned.

408 TOPIC 10 Working With functions

 © Edgy Tiles
For more than 3,000 years, people have glazed ceramics and other materials
to make d은corative tile patterns. Tiles used to be used only in important
b니ildings or by the very rich, b니t now yo니 can find tiles in almost any house.

01
O IJO X
Before you start tiling a wall, floor, or other surface, it's important to 이an

out how yo니r design will look. Think about this d니ring the Mathematical
Modeling in 3 Acts lesson.

VIDEOS Watch clips to support GLOSSARY Read and listen to

O
Mathematical Modeling in 3 Acts Lessons
and envision™ STEM Projects.
© English and Spanish definitions.

TUTORIALS Get help from

©
CONCEPT SUMMARY Review
key lesson content through
© Virtual Nerd, right when yen』need it.

MATH TOOLS Explore math

©
m니tiple representations.
with digital tools and manipulatives.
ASSESSMENT Show what

© yo니've learned.

TO이C 10 Working With Functions 409

 Video

TOPIC 10 PROJECT
:enVision
••• STEM
Did You Know? Land Area
Standing up, the average person
takes up 2 square feet of space.

United States: 3.535 million mi2

Population
density (number Population
of people per Earth: 7.648 billion people
느、
square mile)
of Manhattan:
United States: 325 million people
70,517

Chicago New York

The cities of San Francisco, Chicago, and New York all have
population density greater than 10,000.

니
For the Chicago C bs World Series
parade and rally on November 4,
2016, an estimated 5 million people
lined the streets of Chicago, Illinois.

0 Your Task: Program a Square

Root Algorithm
니 니
Sports arenas and open spaces are designed to hold great numbers
of people. You and yo r classmates will design a square b ilding to
hold a given number of people.

410 TOPIC 10 envision STEM Project Go Online | PearsonRealize.com

 ⑨Common Core State Standards HSF.IEB.4, HSF.IEB.6, HSF.IF.C.7.B, ［초 o Activity
MP.5, MP.6, MP.7

10-1
The Square
⑴ EXPLORE & REASON

One of the strangest mysteries in

archaeology was discovered in the
Root Function Diquis Delta of Costa Rica. Hundreds
of sphere-shaped stones were
found.
p시 PearsonRealize.com
A. The formula for the s니rface area
of a sphere is SA = 4#< what

니 니
I CAN... describe the key
feat res of the sq are root
function.
is the surface area of the stone
in terms of the circumference of
the great cir이e?

VOCABULARY B. The circumferences of the great

• square root function circles of spheres range in size
from about 6 cm to 6 m. Make a
graph that represents circumference as a f니nction of surface area.

C. Look for Relationships What similarities and differences do yen」notice

abo니t the graph from Part B and the graph of a q니adratic f니nction? ® MR7

Q ESSENTIAL QUESTION What key features are shared among the square root function and
translations of the square function.

CONCEPTUAL
UNDERSTANDING a EXAMPLE 1 K은y Features of the Square Root Function
What are the key features of f(x) = Jxl

The function f(x) = Vx is the square root function.

Make a table and graph the function.

f(x) = Vx

0 0
1 1
COMMON ERROR
Recall that J父 is equal to the 4 2
positive square root of x. 9 3
16 4

The domain is restricted to x > 0, beca니se only nonnegative numbers have a

real square root. Since the square root of a number cannot be negative, the
range is f(x) > 0.

For f(x) = 4x, the x- and y-intercepts of the graph of the 우니斤伏心厂! are both 0.
The graph is increa외ng for all val니es in the domain of f.

© Try It! 1. Graph each f니nction. What are the intercepts, domain, and
range of the function?
a. p(x) = — @ b. q(x) = 爲

LESSON 10너 The Square Root Function 411

 (즈］ o Activity

EXAMPLE 2 Tran외ations of the Square Root Function

A. How does the graph of g(x) = Vx + 3 compare to the graph of f(x) = @?

Graph each f니nction.

For each x-value, the

corresponding y-value is
3 units greater for g than
it is for f.

The graph of g(x) = 7호 + 3 is a vertical tran외ation of f(x) = 7x.

The tran외ation is a result of adding a constant to the outp니t of

a function. The domain for both f니nctions is x > 0. The range for
f니nction f isy 之 0, so the range for ilinction g isy > 3.

B. How does the graph of g(x) =、/x + 3 compare to the graph of f(x) = 4x?

Graph each function.

USE STRUCTURE For each y-value, the

Notice that the graph of corresponding x-value is
gM =、/x + 3 is a horizontal shift 3 units less forg than it
of f(x) = 灰 left 3 units. Do the is for f.
quadratic functions gM = (x + 3)2
and f(x) = x2 follow the same
The graph of g(x) = Vx + 3 is a horizontal tran외ation of f(x) = J父.
pattern? ⑨ MR7
The tran이ation is the result of adding a constant to the inp니t of a f니nction.
The domain of f is x 之： 0f and the domain of g is x > -3.
The range for both functions isy > 0.

© Try It! 2. How does each graph compare to the graph of f(x) = Vx?

a. g(x) = - 4

b. p(x) =、/x - 10

412 TOPIC 10 Working With functions I •지 Go Online | PearsonRealize.com

 W 0 Activity Assess

0 EXAMPLE 3 Rate of Change of the Squar은 Root Function

For the function f(x) = Vx, how does the average rate of change from x = 0
to x = 0.3 compare to the average rate of change from x = 0.3 to x = 0.6?

Step 1 Evahjate the f니nction for the x—val니es that correspond to the
endpoints of each interval.

f(0) = Vo

=0

f(0.3) = =

스 0.548

f(0.6) = "

幻 0.775

Step 2 Find the average rate of change over each interval.

From x = 0 to x = 0.3:
f(0.3) — f(0) _ 0.548 — 0
0.3 — 0 〜 0.3 — 0
LOOK FOR RELATIONSHIPS
You can see the difference in the _ 0.548
average rates of change in the — 0.3
graph. The line through (0, f(0)) 紀 1.83
and (0.3, f(0.3)) is steeper than

으으
the line through (0.3, f(0.3)) and From x = 0.3 to x = 0.6:
(0.6, f(0.6)). ® MP.7
f(0.6) — f(0.3) 0.775 — 0.548
0.6 — 0.3

—
느 0.6 - 0.3
0.227
0.3

« 0.757

The average rate of change over the interval 0 < x < 0.3 is greater
than the average rate of change over the interval 0.3 < x < 0.6.

에 Try It! 3. For the function h(x) = V2x, find h(8), h(10), and h(12). Then find
the average rate of change of the function over each interval.

a, 8 < x < 10

b. 10 <x< 12

LESSON 10니 The Sq니are Root Function 413

 ［호 0 Activity © Assess

APP 니 CATION a EXAMPLE 4 Compare Functions

Two plans are being con이dered to determine the speed of a theme park
ride with a circular wall that spins. Plan A is represent은d by the function
with the graph shown. The ride shown in the photo is an example of Plan B.
If the ride has a radius of 3 m, which plan would result in a greater speed
for the ride?

USE APPROPRIATE TOOLS

How could you determine the
radius in meters for both plans
given a corresponding speed
Plan B is represented by the function
of7.5m/s? ® MP.5
f(r) = 5V'r, where r is the radius of
the ride, and f(r) is the speed.

Compare the plans.

이an A Plan B

The graph of Plan A shows that Evaluate f(r) = 5V7 for r=3.
the corresponding speed at a f(3) = 5M
radius of 3 meters is about 6 m/s.
«8.7

The ride 니sing Plan B has a speed of

about 8.7 m/s when the radius is 3 m.

With a radius of 3 m, the speed of the ride using Plan A is 6 m/s, and the
speed of the ride 니이ng Plan B is about 8.7 m/s.

So, the ride 니sing Plan B has a greater speed for a radius of 3 m.

© Try It! 4. To the nearest thousandth, evaluate each ‘hjnction for the given
value of the variable.
a. u(x) = 考; x= 17

b. w(x) = 爲; 乂 = 17

414 TOPIC 10 Working With functions I 令 I Go Online | PearsonRealize.com

 W 0 ：：= © Assess

CONCEPT SUMMARY Tran이ations of the Square Root Function

ALGEBRA, g(x) = Ux — h + k

• domain: x> h
• range: y>k
• minimum point: (ht k)

NUMBERS, g(x) = Vx — 2 + 4

• domain: x>2

• range: y > 4

• minirmjm point: (2, 4)

GRAPH
a vertical translation
of 4 units up

a horizontal translation
of 2 units right

@ Do You UNDERSTAND? Do You KNOW HOW?

흐? ESSENTIAL QUESTION ] How does the graph of each function compare to
features are shared among the square root the graph of f(x) =、/즈?
f니nction and translations of the sq니are 5. g(x) = 7父 - 2
function.
6. h(x) =、Jx — 5
2. Use Structure Explain why each f니nction
is, or is not, a tran외ation of the square root 7. p(x) = 5 +
function f(x) =、/父. ® MR7
8. q(x) =、/7 +x
a. h(x) = 2Vx + 1
For the given function, find the average rate of
b. g(x) = + 2 —3
change to the nearest hundredth over the given

3. Error Analysis A student identified (6f 12) interval.

and (9, 27) as points on the graph of the 9. f(x) = Vx + 7; 2 < x < 10
■hjnction f(x) = V3x. What error did the
10. g(x) =、/x + 7; -3 <x < 5
st니dent make? ® MR3
11. h(x) = V2x; 0 < x < 10
4. Reason What is th은 domain of
f(x) = vm? ©MP.2

LESSON 10-1 The Square Root function 415

 Scan for f O ] 〔킈 ⑥ Practice @ Tutorial
© PRACTICE & PROBLEM SOLVING Multimedia 〔 후J
丄-- 7 Additional Exercises Available Online

UNDERSTAND PRACTICE

12. Use Appropriate Tools Use a graphing Find the x- and y-intercepts of each function.
calculator to graph f(x) = —、lx 十 7. Describe the If there is no intercept, write Does not exist
domain and range of the function. ® MR5 SEE EXAMPLE 1

13. Error Analysis Describe and correct the error 18. f(x) = @ — 2
a st니dent made when comparing the graph of
19. g(x) = Vx — 9
g(x) = Vx + 3 to the graph of f(x) =、/父. ® MR3
20. h(x) = JFW

1. The expression under the radical in 21. k(x) = >/r+4-9

g(x) is x + 3.
How does each graph compare to the graph
2. x + 3 is to the right of x, so the graph of
of f(x) = 4父? SEE EXAMPLE 2
g is a translation of the graph of f by 3
units to the right. 22. q(x) = Vx + 11

X 23. r(x) = Vx + 11

24. s(x) =、lx — 2 十 5

25. t(x) = VxTT- 6

14. Higher Order Thinking Write a Unction Write an expres이on for each function, see example 2

involving a sq니are root expression with domain 26. a translation by 6 units up of f(x) = 유.
x > | and range y <2.
27. a tran외ation by 느 unit to the right of f(x) = 우.
15. Mathematical Connections Consider the two
functions f(x) = 4x and g(x) = —J父. 28. a tran외ation by 2 units down and 1 니nit to the
left of f(x) = 7x.
a. What is the average rate of change for each
function from x = 4 to x = 9? Find the value of the given function at each 은nd of
b. How are the two vahjes in part (a) related to the range of values of the variable. Then calculate
each other? the average rate of change of the function
between the two values of the variable.
c. Suppose the average rate of change for f(x) SEE EXAMPLES 3 AND 4
between two vahjes of x is 0.32. What is the
29. p(x) =、/15x; 0.01 <x < 1.01
rate of change for g(x) between the same
two vahjes of x? 30. q(x) = Vx + 11; -3 < x < 0

16. Use Structure For a f니nction of the form 31. r(x) =、/2x — 7; 5 <x< 10
f(x) = a、/x — h + k, why are some real
numbers excluded from the domain 32. t(x) = 후즈프; 4 ☆玄 8
and the range? ® MR7
Describe the domain and range for each
17. Communicate Precisely Explain the steps of function, see example i

each calculation. ® MR6 33. F니nction p from Exercise 29

a. Findf(10) iff(x)= 흐.
34. F니nction q from Exercise 30
b. Find f(10) if f(x) = 사g.
35. Function r from Exercise 31

36. 우니0 (1규기1 t from Exercise 32

416 TOPIC 10 Working With F니notions I 히 Go Online | PearsonRealize.com

 I 츠‘’ I ⑥ Practice ⑥ Tutorial

@ PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

37. Model With Mathematics A teacher adj니sts the 40. Which of the following f니nctions are vertical
grades of an exam 니sing a curve. If a st니dent’s tran외ations of f(x) = Vx? S이ect all that apply.
raw score on a test is x, the score based on the ® g(x) =、/乂 _ 4
c니rve is given by the function c(x) = 10#.
® h(x) = 3 + @
Five st니dents received raw scores of 49, 42, 55,
© k(x) =、/—5 十 x
and 72. What are their scores according to
the c니rve? ® MP.4 © m(x) = V5x
® n(x) = —7 + 4
38. Make Sense and Persevere A group of campers
leave Camp 2 and hike x miles along the 41. SAT/ACT For the sq니are root ‘hjnction
path to Camp 3. The distance d between the p(x) = J父, the average rate of change between
gro니p of campers and Camp 1 is given by x = 13 and x = a is 0.155. What is the vahje
d(x) = 7乂2 + 으. ⑨ MR1
of a?
®-4
®0
©5
©8
® 11

42. Performance Task The relationship between

the s니rface area A and the diameter D of
each glass sphere can be described 니sing the
a. Use the f니nction to find the distance d of the
equation shown.
campers when x = 1f 10, 15, 18.5, 25, and 50.

b. When the campers have hiked 5 miles from

Camp 2, their distance from Camp 1 is
^52 + 1 = V26 幻 5.1 miles. How m니ch farther
do they need to hike 니ntil they do니ble their
distance from Camp 1 ? Show yo니r work.

39. Communicate Precisely The distance to the

horizon is a f니nction of height above sea level.
If the height h above sea level is measured
in feet and the distance d to the horizon is
meas니red in miles, then d(h) 幻 1.22VF.
PART A Find the average rate of change in the
diameter for s니rface areas between 20 in.2 and
10 in.2.

PART B Find the average rate of change in the

diameter when the s니rface area decreases from
16 in.2 to 14 in.2.

PART C Find the average rate of change in D

when A increases from 14.9 to 15.1 in.2, and
find the average rate of change in D when A
On a hot-air balloon ride, a passenger looks o니t increases from 14.99 to 15.01 in.2.
from 54 ft above sea level. What is the distance
from the passenger to the horizon? ⑨ MR6 PART D Describe a pattern in parts A, Bf and C.

LESSON 10-1 The Sq니are Root F니nction 417

 니
VOCABULARY
• c be root function
A. Evaluate each expression, and explain how to plot each vahje on a real
number line.

B. Explain how evaluating a c니be root function is different from evaluating

a sq니are root function.

C. Construct Arguments Emilia states that it is not pos외ble to plot either

V—16 or V—16 on the real number line. Do you agree? Explain. ® MR3

O ESSENTIAL QUESTION What are the key features of the cube root function?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Key features of the Cube Root Function
A. What are th은 key features of f(x) = 灰?

The f니nction f(x) = Vx is the cube root function.

Make a table of values.

LOOK FOR STRUCTURE Since x3 = 0 only when x = 0,

—8 -1 0 1 8
How does the cube root affect the origin is the only point
the domain and range of the
-2 pi| 0 1 2
where the graph of f(x) = Vx
function? ⑨ MP.7 intercepts both the x- and y-axes.
(—2)3 =—8, soW = —2.

Now graph the f니nction.

As the value of x increases,

so does its (:니be root. So, the
cube root f니nction is always
increasing.

There are no restrictions on the x- or y-vahjes, so the domain and range

are all real numbers.

CONTINUED ON THE NEXT PAGE

418 TOPIC 10 Working With Functions 기

F Go Online | PearsonRealize.com
 w 0 Activity Assess

EXAMPLE 1 CONTINUED

B. What are the maximum and minimum values for f(x) = Vx over the
interval -8 < x < 8?
Look at the portion of the
function where -8 <x < 8.

GENERALIZE
Will this strategy—
—the end The maximum vahje for f(x) = Vx when -8 < x < 8 is 2, and the minimum
points of the domain to find the
vahue is -2.
maximum and minimum values of
a cube root function—work for all Since the ‘hjnction is always increasing, the maximum and minimum
functions? ® MR8 values of the function occur at the endpoints of the given interval.

© Try It! 1. What are the maximum and minimum values for f(x) = Vx over
the interval -27 < x < 27?

EXAMPLE 2 Tran외ations of the Cube Root Function

A. How does the graph of g(x) = Vx + 4 compare to the graph of
f(x) = y흐?

Graph each function.

For each x-value, the corresponding

y-value is 4 units greater for function
g than it is for function f.

The graph of g(x) = 奴 + 4 is a vertical tran이ation of the graph of

f(x) = Vx.

As with other “hjACtions yo니 have st니died, when yo니 add a constant to
the outp니t of the cube root ‘hjnction f(x) = 波, the graph of the resulting
f니nction, g(x) = V父 + k, is a vertical tran외ation of the graph of f. The
domain and the range for both "hjActions are all real numbers.

CONTINUED ON THE NEXT PAGE

LESSON 10-2 The G」be Root Function 419

 w o Activity (診 Assess

EXAMPLE 2 CONTINUED

B. How does the graph of g(x) = Vx + 6 compare to the graph of /(x) = 次?

Graph each function.

For eachy-value, the

corresponding x-value is
6 units less for function g
than it is for function f.

The graph of g(x) = Vx + 6 is a horizontal translation of f(x) = Vx.

When you subtract a constant from the inp니t of the c니be root f니nction
f(x) = Vx, the graph of the resulting function, g(x) =、lx — h, is a
horizontal tran이ation of the graph of f. The domain and the range for
both functions are all real numbers.

(화 Try It! 2. Compare the graph of each f니nction to the graph of f(x) = Vx.
a. g(x) = Vx - 2 b. p(x) = Vx + 1

<APP 니 CATION
_________ ______ 느 a EXAMPLE 3 Model a Problem Using the Cube Root Function
Creativ은 Clays is increasing the package size for its
art clay. Designers are con이dering different sizes.
Assume that the new package will be a cube with
volume x in.3. For what increases in volume would
MODEL WITH MATHEMATICS the side length increase between 1 in. and 2 in.?
Mathematics has many industrial
Since the volume of the new package is x in.3 and
and commercial applications, such
the volume of old package is 8 in.3, the increase
as the development of product
in volume is x - 8 in.3. Th은 change in 외de length
packaging. Modeling before
Each orginal clay cube
production begins can prevent of the cube is f(x) = Vx - 8.
contains 8 in.3 of clay.
expensive mistakes. © MR4 Graph f(x) = Vx - 8.

-(
U The graph 와lows that f(9) = 1 and f(16) = 2.
-)
So for increases in volume betw은en 9 and
l=.6ua-l ap-s

16 in.3 the side length would increase by

1 to 2 in.

으
aBuequ

© Try It! 3. A c니be has a volume of 10 cm3. A larger c니be has a volume of
x cm3. Consider the function f(x) = Vx - 10. What do the vahjes
f(14) and f(19) represent?

420 TOPIC 10 Working With Unctions I 시 Go Online | PearsonRealize.com

 w o Activity Assess

EXAMPLE 4 Compare Rates of Change of a Function

For the function f(x) = Vx — 1, how does the average rate of change from
x = 1 to x = 5 compare to the average rate of change from x = 5 to x = 9?

Step 1 Eval니ate the “hjAction for the x-val니es that correspond to the
endpoints of each interval.

Interval: 1 < x < 5 Interval: 5 <x< 9

f(1) = 71=f f(5)= Vr三t f(5) = =巧 f(9) = V9^T

=0 紀 1.59 紀 1.59 =2

Step 2 Find the average rate of change over each interval.

f(5) — f(1) 〜 1.59-0 f(9) —f(5) 〜 2—1.59
5 — 1 5^T “9^5으 ~ 9-5

幻 0.40 « 0.10
The average rate of change of the f니nction f(x) = Vx — 1 appears to
decrease when x > 1 and as the x-vahjes corresponding to the endpoints of
the interval increase. This is consistent with the c니rve becoming less steep
when x > 1 and x increases.

(호 Try It! 4. Compare the average rates of change for f(x) = 2Vx — 3 over the
intervals -12 < x < -8 and -4 < x < 0.

EXAMPLE 5 Compare Rates of Change of Two Functions

Th은 graph and table
represent tran 외 ations
of the cube root function
Fl0
h(x)

1.22
f(x) = Vx. Values in th은 1 2.22
table are rounded to the
2 2.48
nearest hundredth. Which
3 2.66
function has a great은r
average rate of change over 4 2.81
COMMON ERROR
the interval 2 < x < 4?
You may be tempted to express
calculated values to a higher The function g is f translated to the left 2 니nits, so g(x) = Vx + 2. Use this
precision. This is misleading with
•function to find the average rate of change in the interval 2 < x < 4.
estimated data. For reasonable

쐐三1%=
comparisons, express both values
in thp <；Amp IpvpI of prprision. 4 2
= 0.115

To find the average rate of change for h(x), 니se the vahjes in the table
directly.

% — h(2) 2.81 — 2.48

—4^2—스 —4 — 2
= 0.165

The average rate of change of h(x) is greater than the average rate of
change of g(x) on the interval 2 < x < 4.

CONTINUED ON THE NEXT PAGE

LESSON 10-2 The C니be Root F니nction 421

 W 0 == © _
EXAMPLE 5 CONTINUED

(珍 Try It! 5. Which function has the greater average rate of change over
the interval -5 < x < 0: the tran이ation of f(x) = Vx to the right
1 니nit and up 2 니nits, or the f니nction r(x) = Vx + 3?

CONCEPT SUMMARY The Cub은 Root Function f(x) = 灰.

GRAPH
f is increasing over its
whole domain.

KEY FEATURES^昌외요워소쐐 0

• y-intercept 0

• domain all real numbers

• range all real numbers

Do You UNDERSTAND? Do You KNOW HOW?

1. ESSENTIAL QUESTION J What are the 4. Identify the domain and range of
s(x) = V寂.
key feat니res of the cube root function?

2. Error Analysis Timothy 니ses his calc니lator to 5. Describe how the graph of g(x) = 波 一 3 is
investigate the domain and range of related to the graph of f(x) = Vx.
f(x) = Vx. He estimates the range as
6. Find the maximum and minimum val니es of
-2 < y < 2. What is the error that
f(x) = Vx - 1 for -2 < x < 9.
Timothy made? ⑨ MR3
7. Calculate the average rate of change of
g(x) = 波 + 3 for 4 < x < 7.

8. Describe how the graph of g(x) = Vx — 4 is

related to the graph of f(x) = 4x.

3. Look for Relationships Explain how the

graph of f(x) = Vx is related to the graph
of g(x) = —V父. ⑨ MR7

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PRACTICE & PROBLEM SOLVING Multimedia〔 繼J
丄--- 丄 Additional Exercises Available Online

UNDERSTAND PRACTICE

9. Reason Explain why the x- and y-iintercepts of For each function, identify domain, range, and
f(x) = Vx are the same. ® MR2 intercepts, see example i
16. f(x) = Vx - 3 17. f(x) = V2x
10. Look for Relationships Compare the average
rates of change for f(x) = Vx and f(x) = Vx + 5 18. f(x) = 波 — 1 19. f(x) = Vx + 2
for 0 < x < 4. ® MR7
Describ은 tran외ations that transform the graph
11. Error Analysis Hugo calculated that the average of f(x) = Vx into the graph of the given f니nction.
rate of change of f(x) = V寂 for 0 < x < 5 is
SEE EXAMPLE 2
1 .026. Explain the error that H니go made. ® MR3
20. g(x) = Vx - 3 21. p(x) = Vx + 2

22. p(x) = 寂 一 10 23. q(x) = Vx+7

•^3(5) --^3(6)
24. j(x) = Vx 十 4 - 8 25. k(x) = g너’ x - 크
5^0
Graph each function. Use the graph to estimate
the values of x that satisfy each condition.
5-0
= 1.026 유 SEE EXAMPLE 3

26. f(x) = Vx； 1 < f(x) < 2

27. g(x) = :/x — 2; 1 < g(x) < 2

28. p(x) = V&三7T + 3; 2 드 p(x) < 5

12. Use Appropriate Tools Find the average rate

Calculate the average rate of change for 은ach
of change of f(x) = Vx for 0 < x < 4. Use the
function over the given interval, see example 4
symmetry of the function to predict its average
rate of change for -4 < x < 0. ® MR5 29. f(x) = Vx for 3 < x < 10

30. g(x) = Vx + 2 for -4 < x < 0

13. Reason Which gives a better approximation
of the rate of change of f(x) = Vx near x = 1:
31. p(x) =〈/4x + 5 for -1 < x < 1
the average rate of change for -1 < x < 3
or for < x < I? Explain your reasoning. ® MR2 Let f(x) = \fx. The function g is shown in the graph.
For each function, use <, >, or = to complete each
14. Higher Order Thinking Consider the f니nction
f(x) = x3. How can yen』find two different
intervals that have the same average rate of
change? Explain how you can generalize yo니r
statement.

15. Use Structure For each condition, describe

Cl LI Ml v< ■ i = vivaiiviM
I I KZok z-cF +rrvcI
丄■iviiv rvF 위'！/v\ x —
a+i/^r»c■丄丄 . /V
that res니Its in the graph of f니nction g. ⑨ MR7

a. The y-intercept of the graph of g is —2.

b. The graph of g passes thro니gh the point 33. x-intercept of f x-intercept of g

(3, 5).
34. y-intercept of f y-intercept of g
c. The x-intercept of the graph of g is —1.

LESSON 10-2 The Cube Root F니nction 423

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APPLY, ASSESSMENT PRACTICE

35. Model With Mathematics Tamika's Auto Sales 38. Analyze the key features of g(x) = Vx - 8 + 4.
opened recently. Weekly sales are shown in Which of the following are true? Select all
the table. that apply.
® The domain of g is x > 8.
® The range of g is the set of all real numbers.
© As x approaches infinity, g(x) approaches
infinity.
® The graph of g is a tran외ation of the graph
of f(x) = Vx left 8 units and up 4 니nits.
® The function has an absolute minimum
atx = 8.

39. SAT/ACT Which shows the average rate ot

change of f(x) = 寂 一 2 over 1 <x < 4?

®0.47
Plot the sales on a graph and write a c니be
root ‘hjnction that approximately models ® 0.20
the sales. Explain what the feat니res of the © -0.20
c니be root function mean for the dealer's sales © -0.47
in the long run. ® MR4
®-1.53
36. Communicate Precisely Max Wax Company
40. Performance Task Pa니I is filling spherical water
packages colored wax to make homemade
balloons for an experiment. It is important that
candles in cube-shaped containers. The
each balloon holds exactly the same volume
prod니ction line needs to plan sizes of the
of water, but Pa니I does not have a good
containers based on the associated costs.
instrument for meas니ring capacity.
Write a cube root ‘hjnction that tells the
side lengths of the container, x, in inches for
a given cost, C. ⑧ MR6

ICZ

Part A Write a c니be root function that allows

Paul to predict the radius associated with a
given vohjme 니sing V = | 까3.

Part B Describe a reasonable domain and range.

Part C If each balloon sho니Id have a volume of

37. Mathematical Connections A c니be has the
72 in.3, what radius sho니Id the balloon have?
same volume as a box that is 4 ft 5 in. long,
3 ft 2 in. wide, and 4 ft 3 in. deep.

a. Write an expression that models the length

of one side of the cube.

b. Find the side length of the ojbe.

c. Does the cube or the box have a greater

surface area? How much greater?

424 TO미C 10 Working With F니nctions I 시 Go Online | PearsonRealize.com

 ⑨ Common Core State Standards HSF.IF.B.4, HSF.IF.B.5, MP.4, MP.6, MP.7
즈］
i o Activity 珍 Assess

10-3
Analyzing Functions
MODEL & DISCUSS

Each table represents part of a function.

Graphically
-2 1
「기 gW |
-2 20 -2
휴지
11 -2
7지
2
「기ml
-2 21
4 | 시 10 8 -1 1 -1 11
(지 PearsonRealize.com
-1 -1
0 5 0 5 0 5 0 0 0 5

I CAN...
丁 4 1 2.5 1 2 1 1 3

니니
identify the
common features of a 2 1 2 1.25 2 -1 2 2 2 5
f nction when given an
eq ation or graph. A. Plot the points of each function on a graph. Describe what yen」know
about each function.

B. Look for Relationships Which f니nctions are related? Explain yo니r

reasoning. © MR7

Q ESSENTIAL QUESTION What can you learn about a function by analyzing its graph?

EXAMPLE 1 Analyze Domain and Rang은

The graphs of three functions are shown. What are their domains
and ranges?

COMMON ERROR
Remember to extend the function,
beyond the edges of the sketch
when the domain is all real
numbers. The graph of/, for h(x) = —|시 一 2 j(x) = —2X — 2
example, continues down and to
the right out of view as x increases. Domain: all real numbers Domain: all r은al numbers Domain: all real numbers

Range: y < -2 Range: y < -2 Range: y < -2

To find the range of f, note that x2 > 0 for all x. Therefore -x2 < 0, and
-x2 - 2 < -2 for all x. So the range of f isy < -2.

Yo니 can find the ranges of h and j in a similar way. The range of h is
y < -2. The range of / is y < -2.

© Try It! 1. Explain how you can determine the ranges of h and j from the
expres외ons that define them.

LESSON 10-3 Analyzing Functions Graphically 425

 w o Activity Assess

EXAMPLE 2?
Analyze Maximum and Minimum Valu은s
Which of thes은 functions has a maximum value and/or a minimum valu은?
f(x) = 2x — 3 900 = —(&)X + 4 h(x) = |x+1| + 2

Consider the graphs of a linear •hjnction, an exponential ■hjnction, and a

tran외ation of the absol니te value ‘hjnction.

The graph of the linear function f increases at

a constant rate. There is no maximum or
minirmjm vahje.

As thex-value increases
they-value approaches 4,
but it never reaches 4.

The graph of the function g is a tran외ation of

an exponential 'hjnction. It is bo니nded above by
the asymptote y = 4 which means that g(x) < 4.
However it has no maximum beca니se it is always
increasing.

The ‘hjnction g also has no minimum. As x

decreases, g(x) decreases.

The graph of h is a tran외ation of the absolute

value function. It opens upward so the function
COMMUNICATE PRECISELY has a minimum vahje of 2 at the vertex (—1, 2).
The maximum or minimum value
is a y-value of the function.
What value tells you where the
maximum or minimum is found? If the function were instead h(x) = —|x + 11 + 2, the
@MR6
absolute value function would open down. It would then
have a maximum value instead of a minimum value.

© Try It! 2. Does each function have a maximum vahje and/or a minimum
value? Sketch the graph of each function to help yen」.

a. f(x) = x2 - 3x + 1

b. g(x) = 2Vx + 1

c. h(x) = ：/8(x — 1) + 5

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 w o Activity Assess

CONCEPTUAL
UNDERSTANDING & EXAMPLE 3 Understand Ax은s of Symmetry
Which of the functions shown has an axis of symmetry?

f(x) = 3 — |x + 3| Tran외ations of the

STUDY TIP absolute value function
If you fold a sketch of the graph X fW always have an axis
along the axis of symmetry, the -6 0 of symmetry passing
parts of the graph on either through the vertex.
-5 1
side of the axis of symmetry will
coincide. -4 2
-3 3
-2 2
-1 1
0 0

Quadratic functions
always have a vertical
axis of symmetry.

This function does

not have an axis of
symmetry. There is no
way to fold the graph
so that one side
aligns with the other.

Q니adratic "hjActions and tran외ations of the absohjte val니e (

우니0 비00 have an
axis of symmetry.

© Try It! 3. Does each function have an axis of symmetry? Sketch graphs
to help yo니.
a. g(x) = 2X b. h(x) = Vx + 4

LESSON 10-3 Analyzing Functions Graphically 427

 (흐 o Activity (珍 Assess

0 EXAMPLE 4 Analyze End Behaviors of Graphs

What is the end behavior of each function?

End behavior describes what happens to the ends of the graph of a f니nction
LOOK FOR RELATIONSHIPS as x approaches infinity or negative infinity (written as x —+ oo and x — -oo).
You can determine end behavior
of polynomial functions, such as As x — oo, the vahjes of f(x) decrease
a quadratic function, by looking witho니t bo니nd, or f(x) — —oo.
at the leading term. The end The same is true as x —> -oo.
behavior of g(x) = ax2 is the
same as the end behavior of
f(x) = a%2 _j_ bx + c when a #： 0.
® MP.7

For this exponential function, there

is a horizontal asymptote aty = 0.
So as x — oo, the values of g(x)
approach 0. B니t as x -» —o0f the
values of g(x) increase witho니t
bo니nd, or g(x) oo.

As x —> oo, the vahjes of h(x) grow

less and less steeply, b니t they do not
approach any asymptote, so h(x) — oo.
As x —oo, vahjes of h(x) decrease,
and h(x) — —oo.

© Try It! 4. Compare the end behaviors of the ‘hjnctions.

f(X)= 2X + 2 g(x) = +4 h(x) = x2 — 2x + 1

428 TOPIC 10 Working With functions I 令I Go Online | PearsonRealize.com

 Q ：：= © Assess

CONCEPT SUMMARY Common Features of Functions

WORDS 셔 GRAPHS

Domain and Range The domain of f is the set

of all real numbers.

The range of f is the set of all real number

less than or equal to 6.

Maximum and g has no maximum value.

Minimum Values
The minimum vahje of g is 0z
for x = -3.

Axis of Symmetry A vertical line that divides a •hjnction into

mirror images is an axis of symmetry.

The line x = 2 is an axis of symmetry for h.

End B은havior End behavior describes what happens to the

ends of the graph.

As x —> oo, k(x) —> oo.

As x “> —oo, k(x) —> —2.

Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION What can you For each function identify the domain and
learn about a ‘hjnction by analyzing its range, state the maximum and minimum
graph? values, identify the axis of symmetry, if it
exists, and describe the end behavior.
2. Error Analysis Kona states that the
4. f(x) = Vx — 5
maximum value of f(x) = -2X is 0. Explain
Kona's error. ® MR3 5. g(x) = x2 + 2x + 1

3. Look for Relationships How are behaviors 6. h(x) = 2 — |x + 6|

of quadratic kmctions like those of the
absol니te value ■function? ® MR7

LESSON 10-3 Analyzing Functions Graphically 429

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Additional Exercises Available Online

UNDERSTAND PRACTICE

7. Look for Relationships Without sketching the Sketch the graph of each function and identify its
graph, how can yea』identify the domain and domain and range, see example 1
range of f(x) = 4 - 72x — 5 ? ® MR7 14. f(x) = x2 - 2 15. f(x) = Vx — 3

8. Mathematical Connections The f니nction

f(x) = 奴 has a domain of all real numbers and 16. f(x) = 5X 17. f(x) = 3 —|x —4|

has neither a maximum nor a minimum val니e.

Use the graph of each function to help you identify
How can you redefine the domain so that f has
its maximum and minimum values, if th은y exist.
a maxim니m of 8 and a minimum of -8?
SEE EXAMPLE 2

9. Error Analysis Describe and correct the error a 18. f(x) = 3 - x2 19. f(x) = 波

st니dent made in describing the end behavior of

the function y = 1,000,000 — x2. ® MR3 20. f(x) = —2X 21.f(x) = 되시一 8

Stat은 the equation of the axis of symmetry for

Every number that I enter for x gives a each function, if it exists, see example 3

great big value for y, so as x y -► =.

10. Communicat은 Precis은ly Explain why the line

y = 3 cannot be an axis of symmetry for a
•hjnction. ⑨ MR6

11. Higher Order Thinking The domain of a

■hjnction, f, is the set of all real numbers. Its axis
of symmetry is the line x = 4. As x approaches
infinity, y approaches infinity. Can the range of
f be all real numbers? Explain your reasoning.

12. Error Analysis If a Unction is increasing

througho니t its domain, they-vahjes are
greater and greater as x approaches infinity.
Libby claims that any function that has all
real numbers as its domain and is increasing
everywhere m니st have all real numbers as its
range as well. Is Libby correct? Explain why or
why not. ® MR3
Describe the end behavior of each function.
SEE EXAMPLE 4
13. Use Structure For what vah」es of a and b
w이jld the graph of f have an axis of 25. f(x) = 1 - 3x 26. f(x) = 乂 2 十 2
symmetry? ⑨ MR7
27. f(x) = —7X 28. f(x) = |x +기一 8
f(x)4"=으
29. f(x) = —3(x + 4)2 30. f(x) = @ — 5
{y[X, x> b

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 ［즈！ ⑥ Practice
Tutorial
© PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

31. Model With Mathematics The average 34. Analyze the behavior of f(x) = x』— 2x + 5.
high temperatures for fo니r different cities, Which of the following are true? Select all
Anchorage, AKf Kansas City, MO, Miami, FL, that apply.
and New York, NY； have been 니sed to create ® As x approaches infinity, y approaches
the graph. Use information about maximum infinity.
and minimum vahjes to complete the legend for
® As x approaches negative infinity, y
the graph. Explain yo니r reasoning. ⑨ MR4
approaches negative infinity.
© f has an axis of symmetry at x = 1.
© The domain of f is the set of all real
J(
o) numbers.
은
® The maxim니m vah」e of f is 4, for x = 1.
meJadEal

35. SAT/ACT Which function has an axis of symmetry

atx = 1 and a maximum val니e of 3?
® y = 1 _ |x — 3|
®y=|x— 1| + 3
©y=|x+1| —3
©y=3 — |x— 1|
32. Make Sense and Pers은vere A marketing
company is designing a new package for a ®y=|x-3|+ 1
box of cereal. They have determined that the
f니nction C(x) = 4.5x2 models the cost of a box 36. Performanc은 Task Jack started a small business
recen비yf and he has been tracking his monthly
with side lengths as shown (meas니red in inches).
profits, summarized in the table below.
Identify a reasonable domain and range for
the function. ® MR1
Jan $3 May $100
Feb $10 June $180
Mar $25 July $415
Apr $40 Aug $795

Part A Create a graph to show Jack's profits

over time. Determine the type of ‘hjnction that
33. Model With Mathematics Yumiko is an will best model Jack's profits based on data
animator. She uses computer-generated collected so far.
imagery (CGI) to create scenes for a movie.
Part B Evahjate feat니res of the f니nction that
The shapes and feat니res she 니ses are defined
will be relevant to Jack's business. Explain what
by functions. Which features of functions will
those feat니res mean in this context.
be 니seful for Yumiko, and how can she 니se

them in her work? O MR4

Part C Write an equation that models the
growth of Jack's business. Use your function
to predict Jack's profits for August of the
following year. Is your prediction reasonable?
Ex이ain why or why not.

LESSON 10-3 Analyzing Functions Graphically 431

 ⑨Common Core State Standards HSF.IF.B.4, HSF.IF.C.7.B, HSF.BF.B.3, MR1,
MP.7, MP.8
w o Activity

10-4
Tran히ations of
⑴ CRITIQUE & EXPLAIN

The figure shows f(x) = 4x and g(x) = 波. Venetta

says that vertical tran외ations will work in the
Functions same way for these functions as they do for
quadratic and exponential functions. Tonya
disagrees.
I 令I PearsonRealize.com

I CAN... graph and analyze A. For f(x) + c and g(x) + c, what tran외ation do yen』expect when c is
transformations of functions. positive? When c is negative?

B. Generalize Which student is correct? Explain yo니r answer. ® MR8

Q ESSENTIAL QUESTION Do horizontal and vertical tran외ations work in the same way for all types
of functions?

EXAMPLE 1 Vertical Translations

How does adding a constant value to the output change the graph of a
function?

Consider how the value of the constant changes the graph of each
■hjnction shown.

Yo니 can write this operation as g(x) = f(x) 十 k. This means that for a vakje of x, g
takes the outp니t of f and adds the constant k.

LOOK FOR RELATIONSHIPS

Adding a negative constant k to
a function decreases the function
value by k, so it moves the graph
down k units. O MR7
The graph of g is a The graph of g is a The graph of g is a
translation of f up 2 units. translation of f down 3 units. tran이ation of f up 1 unit.

Adding a positive constant tran외ates the graph 니pf while adding a negative
constant tran외ates the graph down.

(診 Try It! 1. For each f니nction g(x) = f(x) + k, how does the vahje of k
affect the graph of •hjnction f?

a. g(x) = f(x) 4- 7 b. g(x) = f(x) - 9

432 TO이C 10 Working With Unctions F디 Go Online | PearsonRealize.com

 w o Activity Assess

EXAMPLE 2 Analyze Horizontal Tran외ations

How does subtracting a constant from the input change th은 graph
of a function?

Con외der how the value of the constant changes the graph of each
•hjnction shown.

Yo니 can write this operation generally as g(x) = f(x — h). This means that g
takes the inp니t of f and subtracts the constant h before applying Unction f.

COMMON ERROR
The expression x + 2 in the
function f(x + 2) shifts the graph
of f(x) horizontally in the negative
direction, not the positive direction.
You can think of this as f(x — (-2)),
so the constant is negative.

The graph ofg is a

translation of f left 2 units.

You can 니se the same reasoning to see how the graph changes for
any function.

The graph ofg is a The graph ofg is a

translation of f right 1 unit. translation of f left 3 units.

S니btracting a positive constant from x tran외ates the graph to the right,

while s니btracting a negative constant from x translates the graph to the left.

Try It! 2. For each Unction g(x) = f(x — h), how does the value of h affect
the graph of f니nction f?

a. g(x) = f(x — 8) b. g(x) = f(x + 7)

LESSON 10-4 Tran외ations of Functions 433

 w o Activity Assess

CONCEPTUAL
VUNDERSTANDING
- -- EXAMPLE 3 Combine Tran외ations
How does subtracting a constant value from the input and adding a
constant value to the output change the graph of a function?

Graph g(x) = f(x + 4) — 1 for vario니s types of f니nctions f.

In the form g(x) = f(x — h) + k, g(x) = f(x — (-4)) + (—1), so h = —4 and k = —1.

REASON
For function graphs without a
vertex, consider what points you
can use as a reference points
when you translate. ® MR2

Subtracting h from x translates

the reference point 4 units left.
Subtracting k translates the
point 1 unit down.

The combination of translations represented by g(x) = f(x + 4) — 1 affects the

graph of these f 니 nctions the same way. All points of graph fare tran 이 ated
left 4 니nits and down 1 니nit.

The combined horizontal and vertical tran외ations are independent of each

other. Altho니gh they can be applied in either order, the horizontal one is
applied first. Given g(x) = f(x - h) 十 k, the graph of f니nction g is the graph of
•hjnction f tran외ated h 니nits horizontally, then tran이ated k 니nits vertically.

(珍 Try It! 3. Graph f and g(x) = f(x — 2) + 3.

a. f(x) = x2 b. f(x) = 2X c. f(x) = 4x

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 W Q g쪄떠 © 쏘=
Q CONCEPT SUMMARY Translations of Functions

WORDS Changes to the output tran외ate the Changes to the input tran외ate the graph
graph vertically. horizontally.

k > 0: shifts \k\ 니nits up h > 0: shifts |시 units right

fc < 0: shifts \k\ units down h < 0: shifts \h\ units left

ALGEBRA, g(x) = f(x) + k g(x) = f(x — h) g(x) = f(x-h) + k

translates k units vertically translates h units horizontally translates h units horizontally and
k units vertically

NUMBERS, g(x) = f(x) — 2 g(x) = f(x + 3) g(x) = f(x + 3) — 2

translates 2 units down translates 3 units left translates 3 units left and
2 units down

GRAPHS

Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION J Do horizontal Sketch the graph of each function.
and vertical tran외ations work in the same 5. f(x) = |시 + 4 6. f(x) = (x — 2)3
way for all types of functions?
7. f(x) = +2 8. f(x) = 3X — 5
2. Use Structure How can tran외ations help you
sketch the graph of f(x) = x2 + 8x + 16? 9. f(x) = (x — 1)2 —2 10. f(x) =、/x + 4 + 3
® MP.7
3. Error Analysis Ashton says that 11. What is the eq니ation of the graph?
f(x) = Vx - 3 has domain x > —3. Is Ashton
correct? Ex이ain your reasoning. ® MR3

4. Construct Arguments Explain why adding a

number to the output of a f니nction shifts its
graph vertically. ® MR3

LESSON 10-4 Translations of Functions 435

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UNDERSTAND PRACTICE,

12. Reason How does the graph of f(x) = 5 change Sketch the graph of each function.
for g(x) = f(x — h) + k, where h and k are SEE EXAMPLES 1 AND 2
constants? ⑨ MR2
17. g(x) = |시 + 6 18. g(x) = x2 - 3
13. Use Structure The graph of g(x) = f(x — 2) + 1 is
shown. Sketch the graph of f. ® MR7 19. g(x) = +2 20. g(x) = V휴 — 8

21. g(x) = (x —2)2 22. g(x) = |x +쉬

23. g(x) x+3

=、/
24. g(x) = Vx - 5

Each graph is a tran외ation of the given function.

Write the function for the graph, see example 2

25. f(x) = x2 26. f(x) = Vx

14. Error Analysis Victor is asked to explain how

the graph of g(x) = |x - 2| + 2 relates to the
graph of f(x) = |x|. His work is shown b이ow.
Is Victor correct? Explain why or why not. ⑨ MR3

f(x) = | x - 21 + 2
= |x| + (-2 + 2)
= I시
Graph of f(x)= |x-2| + 2 is the same
as the graph of f(x) = |x|, with vertex
at (0, 0).

15. Use Structure Describe a combination of

tran외ations to apply to the floor f니nction,
f(x) = ［시, that leaves its graph appearing
unchanged. Write the new eq니ation. ® MR7

16. Higher Order Thinking Given g(x) = f(x — 2) + 4

Sketch the graph of each function, see example 3
and j(x) = g(x +5) — 3, find the values of h and
k in the equation j(x) = f(x — h) + k. 29. g(x) = 2X+4 — 7 30. g(x) = |x + 4.31 — 2.7

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APPLY ASSESSMENT PRACTICE

31. Make Sense and Persevere The height, h, in 33. Which is tr니e abo니t the graph of the f니nction
meters of a Saturn V rocket t seconds after f(x) = (x — 2)2 - 3? Select all that ap이y.
la니nch is modeled by the graph shown. Note ® It is a parabola that opens upward.
that the graph is not the actual path of the
® It is a parabola that opens downward.
rocket. A launch is delayed by 60 seconds by
© The vertex is (2, -3).
a technical problem. Describe the effect on
h(t) as a tran외ation. Sketch the graph of the ® The vertex is (-2, -3).
height of the rocket t seconds from the original ® The vertex is (2, 3).
launch time. ⑨ MR1
34. SAT/ACT How is the function f(x) =
translated to obtain the graph of
g(x) =、/x + 5 + 6?

® Shift f(x) = Vx up 5 units and right 6 니nits.

'‘*. ' III
600
500
' 7게— ® Shift f(x) = 유 right 5 니nits and down 6 units
© Shift f(x) = J父 left 5
E
)
BTi 니nits and 니p 6 units.
400
300
丁t거旨 © Shift f(x) = Vx left 5 units and down 6 units.
© Shift f(x) = J父 down 5 니nits and left 6 니nits.

200
100
三-」iBL그 35. Performance Task In a computer football
game, yo니 are attempting to kick a field goal.
Every kick in the game can be modeled by a
0
0 5 10 15 20 25 horizontal tran외ation of the function shown.
Time (s) Assume the tran외ations are to the nearest
tenth of a yard. The goal post is 10 yards
behind the goal line.
32. Mathematical Connections The costs for a new
publishing company can be classified as fixed The center of the
costs, s니ch as rent and ins니rance, or variable goal post crossbar
costs, such as materials and labor. Fixed costs is at (—10, 3 |). f(x) = —느@(x — 10)2 + 12
are constant, while variable costs change as the
number of items prod니ced changes. The graph
shows the weekly variable costs based on the
number of books produced.

s 800
slss q』

600
으
뜨400
e
> 200

0 Part A How far from the goal line is the

0 50 100 150 200 football placed in the fig니re shown?
Number of books
Part B What is the maximum distance from the
a. If weekly fixed costs are $300, sketch a graph
goal line the football can be placed for the kick
showing total expenses for the week.
to 이ear the crossbar?
b. Find the total cost of prod니cing 75 books in
Part C Write the f니nction for the kick in Part B.
a week.

LESSON 10-4 Tran외ations of F니nctions 437

 ⑨Common Core State Standards HSF.BEB.3, MR2, MR6, MP.7
w o Activity Assess

10-5
Compressions and
으) EXPLORE & REASON

The graphs of three

quadratic functions g, h,
Stretches of and j all have a vertex of
Functions (0, 0). Additional points
that lie on the graph of
each function are shown.
I令I PearsonRealize.com

I CAN... change functions

to compress or stretch their
graphs.

A. Write a quadratic f니nction for each parabola.

B. Communicate Precisely How are these functions similar? How are they
different? ® MR6

C. Using your knowledge of compressions and stretches of other 우니0(1두00드

and yo니r answers to parts A and B, describe how how to write a vertical
stretch or compression of f(x) = Vx.

Q ESSENTIAL QUESTION What change to a function will result in a vertical or horizontal stretch or
compression of its graph?

EXAMPLE 1 Analyze Reflections Across the x-Axis

How does multiplying the output by -1 change the graph of a function?

Consider g(x) = — 1 f(x) for f(x) = x2 and for f(x) = Vx.

LOOK FOR RELATIONSHIPS f(x) = x2 f(x) =波

Recall the transformations of
g(x) = -x2 g(x) = -Vx
other functions you have studied.
How does the graph of a linear The graph of g(x) = —x2 is a reflection of f(x) = x2 across the x-axis. The graph
function change when the o니tp니t of g(x) = - Vx is a reflection of f(x) = 波 across the x-axis.
is multiplied by -1? © MR7
In general, if g(x) = —1 f(x), the graph of g is a reflection across the x-axis of
the graph of f.

© Try It! 1. Write a f니nction with a graph that is the reflection of the graph
of f across the x-axis.
a. f(x) = x b. f(x) =、灰

438 TOPIC 10 Working With Functions F지 Go Online | PearsonRealize.com

 (호 0 Activity Assess

EXAMPLE 2： Analyze Vertical Stretches of Graphs

How does multiplying the output by a constant with an absoh』te value
greater than 1 change the graph of a function?
Consider g(x) = kf(x) for |k| > 1 when f(x) = x2 and when f(x) = Vx.

REASON
Think about how they-values
of the function change for the
same input values when the
output is multiplied by a constant
greater than 1. © MR2

The graph of g(x) = 2x2 is a vertical stretch of f(x) = x2 away from the x-axis.
The graph of g(x) = 4 V호 is a vertical stretch of f(x) = Vx away from the x-axis.

In general, if g(x) = kf(x) for |k| > 1, the graph of g is a vertical stretch away
from the x-axis of the graph of f.

© Try It! 2. Write a function with a graph that is a vertical stretch of the
graph of f, away from the x-axis.

a. f(x) = x b. f(x) = 4x

EXAMPLE 3 Analyze Vertical Compressions of Graphs

How does multiplying the output by a constant with an absolute value
between 0 and 1 change the graph of a function?

Consider g(x) = kf(x) for 0 < |k| < 1 when f(x) = |x + 11 and when f(x) = x2.

f(x) = x2 g(x) = ^x2

The graph of g(x) = |x + 11 is a vertical compression of f(x) = |x + 11 toward

the x-axis. The graph of g(x) = |x2 is a vertical compression of f(x) = x2
toward the x-axis.

In general, if g(x) = kf(x) for 0 < |k| < 1, the graph of g is a vertical
compression toward the x-axis of the graph of f.

© Try It! 3. Write a f니nction with a graph that is a vertical compression of

the graph of f, toward the x-axis.

a. f(x) = 7조 b. f(x) = |x|

LESSON 10-5 Compressions and Stretches of functions 439

 【호 o Activity

CONCEPTUAL EXAMPLE 4 Analyze Horizontal Stretches of Graphs

UNDERSTANDING
Why does multiplying the input of the function stretch the
graph horizontally?

Consider g(x) = f(kx) for 0 < k < 1 when f(x) = x2.

LOOK FOR RELATIONSHIPS
To get the samey-values from
function g as from f, you must
double the input x. The graph of 9(—2) = f(—1)
g is a horizontal stretch of the
graph of fa way from y-axis by a
scale factor of 2. ⑨ MR7

M니tiplying the input of f(x) = x2 by the constant: yi이ds g(x) = Qx) 2. To get

y-vahjes from function g that are equal to those from function f yo니 need to
input x-vahjes into g that are farther away from the y-axis than the x-val니es
yo니 input into f. So the graph of g is a horizontal stretch away from the y-axis
of the graph of f.

© Try It! 4. Why is g(x) = 0.2x + 2 a horizontal stretch of f(x) = x + 2?

EXAMPLE 5 Analyz은 Horizontal Compressions of Graphs

How does multiplying the input by a constant with an absolute value
greater than 1 change the graph of a function?

g(x) = (2x + 1)2 g(x) = |2x + 11

COMMON ERROR
The graph of g(x) = (2x + I)2 is a horizontal compression of f(x) = (x 十 1)2
Yo니 might think that as k
increases the graph of the function toward the y-axis. The graph of g(x) = |2x + 11 is a horizontal compression of
f(kx) would stretch horizontally. f(x) = |x + 11 toward the y-axis.
Instead, it compresses the graph
In general, when g(x) = f(kx) for |k| > 1, the graph of g is a horizontal
horizontally as k increases.
compression toward the y-axis of the graph of f.

© Try It! 5. Write a function with a graph that is a horizontal compression of

the graph of f, toward the y-axis.

a. f(x) =波 b. f(x) = x2

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 E. 0 == © —
하 CONCEPT SUMMARY Stretches and Compressions of Functions
Vertical Stretch or Compression Horizontal Stretch or Compression

g(x) = f(kx)
WORDS g(x) = kf(x)
stretches or compresses the graph of
stretches or compresses the graph
f horizontally by a factor of k
of f vertically by a factor of k

algebra f(x) = Jx f(x) = x2

g(x) = 3y/x g(x) = (0.6x)2

GRAPHS

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION J What change Tell whether the graph of g is a reflection across
to a f니nction will result in a vertical or the x-axis of the graph of f.
horizontal stretch or compression of its 5. f(x) = 4x + 5 6. f(x) = -3x2 + 7
graph?
g(x) = -4x - 5 g(x) = 3x2 + 7
2. Error Analysis A student says that the graph
of the function g(x) = 0.4f(x) is a horizontal Given /c = 8, describe how the graph of each
compression of the function f. Explain the function relates to f.
error the student made. ® MR3 7. g(x) = f(kx) 8. g(x) = kf(x)

3. Communicate Precisely Compare and 9. Identify whether a horizontal stretch or

contrast a vertical stretch and a horizontal compression was used to produce the graph
stretch. ® MR6 of g given the graph of f shown below.

4. Reason Given the •hjnction f and the

constant k, write the general form for a
horizontal stretch of the ■hjnction. Make
sure to in이ude any constraints on k. © MR2

LESSON 10-5 Compressions and Stretches of F니nctions 441

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@ PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available 0이ine

UNDERSTAND PRACTICE,

10. Mathematical Connections Is the 외ope m of a Write a function with a graph that is the reflection
line y = mx + b related to vertical and horizontal of the graph of f across the x-axis. see example 1
compressions and stretches of the graph of 15. f(x)=x2 — 3 16. f(x) = |2x+ 5|
the line? Explain.
17. f(x) = -V2x 18. f(x) = —x + 4
11. Look for Relationships Graph f(x) = and
g(x) = Explain why yo니 can consider the
For each pair, tell whether the graph of g is a
•hjnction g to be either a vertical stretch of for
vertical or horizontal compression or stretch of
a horizontal compression of f. ® MR7
the graph of f. see examples 2,3,4 and 5

12. Make Sense and Persevere Two graphs of 19. f(x) = |x + 3| 20. f(x) = 乂2 —4
two q니adratic f니nctions f(x) and g(x) = f(kx)
g(x) = 2|x + 3| g(x) = (0.5x)2 — 4
are shown below. What is the approximate
value of k? ® MR1 21. f(x) = Vx + 1 22. f(x) = 太三T

g(x) = 0.25a/x+ 1 gW = #2x- 1

23. f(x) =x-3 24. f(x) = |x — 기

g(x) = 0.4x — 3 g(x) = j|x —기

25. f(x) = x2 + 2 26. f(x) = J父

g(x) = 6x2 + 스그 g(x)= m

For each graph, identify the transformation

applied to f that results in g, and identify the
13. Error Analysis Describe and correct the error a value of k.
student made in describing the relationship
between the graphs of the two functions. ® MR3
f(x) = %2 + i

g(x) = (4x)2 + 1

Because the input of f is being

multiplied by a constant to get g, the
graph of g is the graph of f being
horizontally stretched or compressed
The constant is 4, which is greater than
1, so it is a horizontal stretch.

X
14. Higher Order Thinking Describe the graph of g
in terms of the graph of f for all values of k. 29. The graph of g is a reflection of the graph
of f(x) = across the x-axis and a vertical
a. g(x) = kf(x) for 0 < |k| < 1
stretch of that graph by a factor of 3. Write
b. g(x) = kf(x) for 1 < |k| the function g.

c. g(x) = f(kx) for 0 < |k| < 1

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APPLY： ASSESSMENT PRACTICE

30. Make Sense and Persevere A company's logo 33. What is a ‘hjnction rule for g s니ch that the
is modeled by the function f(x) = —|시 + 2. graph of g is a reflection across the x-axis of
For a new design, the company wants the logo the graph of f(x) = |2x + 5|?
to be narrower. What are two ways the function
34. SAT/ACT Which ‘hjnction has a graph that is a
f could be altered so that the graph of the new
vertical stretch of the graph of f(x) = 4x2 — 1 ?
f니nction gives a narrower logo? Explain. ® MP.1
® g(x) = 6(4x2 — 1)
31. Reason The area of a sq니are is given by A = s2,
@ g(x) = 0.6(4乂2 - 1)
where s is a side length of the sq니are. ⑨ MP.2
© g(x) = 4(6x)2 — 1
a. Graph the f니nction = s2 on a grid. How does
© g(x) = —(4x2 — 그)
the graph change when you double the side
length of the sq니are? Describe the changes in
35. Performance Task The period, in seconds, of a
terms of stretches and compressions.
pend니Ium's swing on Earth is given by the

b. Write a function that gives the side length of ■^nction f(x) = 싸g그 where x is the length

a sq니are in terms of its area. of the pendulum in meters. On the moon,

the eq니ation that gives the period of the
c. Graph your f니nction from part (b). pendulum is g(x) = 게쓰’

d. How does this graph change when you

double the side length of the square?
Describe the changes in terms of stretches
and compressions.

32. Model With Mathematics The speed of a wave

in the ocean in meters per second can be
determined using the function f(x) = 3.13Vx,
where x represents the depth in meters of the
water under the wave. ® MR4

a. Graph the function.

b. Identify the domain and range.

c. How fast are the waves in the figure moving

over the water?

乂 /S *
乂 즈 *'<
Part A Graph both 우니介거:쥬기心 on the same grid.

wave speed
Part B Write the moon ‘hjnction in terms of f(x).

Part C If g(x) = kf(x), what does the value of k

tell yo니 abo니t how a pendulum swings on the

10 m deep
moon as compared to on Earth?

Part D Describe how the graph of g differs

from the graph of f in terms of stretches and
compressions.

LESSON 10-5 Compressions and Stretches of F니nctions 443

 @Common Core State Standards HSF.IF.B.4, HSF.IF.C.7.B, MP.4
MATHEMATICAL |즈 J 하 Video

MODELING
IN 3 ACTS

I 히 PearsonRealize.com

© Edgy Tiles
For more than 3fo00 years, people have glazed ceramics and other materials
to make decorative tile patterns. Tiles 니sed to be 니sed only in important
b니ildings or by the very rich, b니t now you can find tiles in almost any
house.

Before yo니 start tiling a wall, floor, or other surface, it's important to plan
out how yo니r design will look. Think abo니t this during the Mathematical
Modeling in 3 Acts lesson.

Scan for
Multimedia
ACT 1 Identify the Probl은m

1. What is the first q니estion that comes to mind after watching the video?

2. Write down the main q니estion you will answer abo니t what yo니 saw in
the video.

3. Make an initial conjecture that answers this main q니estion.

4. Explain how you arrived at your conject니re.

5. What information will be 니sef니I to know to answer the main question?

How can you get it? How will you use that information?

ACT 2 Develop a Model

6. Use the math that you have learned in this Topic to refine yo니r conjecture.

ACT 3 Interpret the Results

7. Did your refined conjecture match the act니al answer exactly? If not,
what might explain the difference?

444 TO이C 10 Mathematical Modeling in 3 Acts

 ⑨Common Core State Standards HSF.BF.A.1.B, MP.3, MP.5, MP.7
w o Activity Assess

10-6
Operations With
EXPLORE & REASON

The graphs of f(x) = x2 and g(x) = x2 + 3 are shown.

Functions

(시 PearsonRealize.com

니 니
I CAN... add, s btract, and
m tiply functions.

A. Compare the domain and range of each f니nction.

B. Graph another f니nction of the form f(x) = x2 十 c using a different constant

added to x2.

C. Look for Relationships Does changing a f니nction by adding a constant

alter the domain of the ‘hjnction? Does changing a (
우니0 土00 by adding a
constant alter the range of the 'hjnction? Explain. ⑨ MP.7

Q ESSENTIAL QUESTION How can you extend addition, subtraction, and multiplication from numbers
to functions?

CONCEPTUAL
UNDERSTANDING a EXAMPLE 1 Add and Subtract Functions
A. If f(x) = 2x - 3 and g(x) = 2x2 + x + 7, what is f + g? How do the
domain and range of f + g compare with the domains and ranges of
f and g?

Just as you can add numbers, expres외ons, and polynomials, yo니 can also
add f니0(土(기心. The sum of two functions f and g is another 'hjnction
STUDY TIP
called f + g. The (
부니0 土011 f+ g is defined as (f + g)(x) = f(x) + g(x).
In f + g, the plus sign indicates
the addition of functions. In f(x) + g(x) = (2x — 3) + (2x2 + x 十 7)
f(x) + g(x), the plus sign indicates
When adding polynomials, you
the addition of numbers.
add the like terms.
= 2x2 + 3X + 4

So, (f + g)(x) = 2x2 + 3x + 4.

Notice that f is a linear function and g and f + g are q니adratic ■hjnctions.

The domains of f, g, and f + g are the same: all real numbers. The rang은
of f is all real numbers. Yo니 can find the range of the q니adratic •hjnctions
graphically or algebraically. The range of g isy > 6.875 and the range of
f + g isy 之 2.875.

In general, the domain and range of the combined functions may be

different from the domain and range of the original f니nctions. If a value
is not in the domain of one of the functions, it is not in the domain of
the sum or difference of the original functions either.

CONTINUED ON THE NEXT PAGE

LESSON 10-6 Operations With Functions 445

 w o Activity Assess

EXAMPLE 1 CONTINUED

B. If f(x) = 2x - 3 and g(x) = 2x2 + x + 7, what is g - f?

The difference of two functions g - fis defined as (g — f)(x) = g(x) — f(x).

g(x) — f(x) = (2乂2 十 x 十 7)—(2X — 3)

COMMON ERROR
Recall that when s니btracting a = 2x2 + x + 7 — 2x + 3
polynomial, every term in that = 2x2 + (x — 2x) + (7 + 3)
polynomial must be subtracted.
= 2x2 — x 十 io

So, (g — f)(x) = 2x2 — x + 10.

The domain of g — f is all real numbers, and the range is y > 9.875.

© Try It! 1. If f(x) = 15x2 — 8x + 4 and g(x) = 11x + 6, what is f — g『?

a EXAMPLE 2 Multiply Functions

A. What is the product of the two functions f(x) = 9x + 20 and g(x) = x + 5?

The product of two functions f • gis defined as (f • g)(x) = f(x) • g(x).

f(x) • g(x) = (9x + 20)(x + 5)

= 9x(x) + 9x(5) + 20(x) + 20(5)

= 9x2 十 45x + 2Ox + 100

USE STRUCTURE
Think about the properties you = 9%2 + 65x+ 100
could use to simplify the product
So, (f • g)(x) = 9x2 + 65x + 100.
of the two functbns. ⑨ MR7
B. Are the domain and range of functions f and g the
same as the domain and range of f • g?

Since f and g are both linear functions, the domain

and range for both f니Actions are all real numbers.

The prod니ct of f and g is a quadratic f니nction, the

domain is all real numbers, b니t the range is limited.

The vertex is at (—3.6, -17.4),

and the graph opens up, so
the range isy > -17.4.

The domain of f • g is the same as the domain of

f and g, b니t the range is different.

@ Try It! 2. Find the product of f and g. What are the domain and the
range of the product?

a. f(x) = b. f(x) = 3乂2 十 4

g(x) = 2x - 1 g(x) = 2X

446 TOPIC 10 Working With F니nctions I 令| Go Online | PearsonRealize.com

 ［조) Q Activity (診 Assess

APP 니 CATION 느
v___________ EXAMPLE 3 Apply Function Operations
A cylinder has a height that is twice its radius. The
cylinder is sealed at the top and bottom to form a
container. Find a function for the total surface area of
the container. What dimensions would yield a total
surface area of about 120 ft2?

Formulate 스 Write a function for the surface area of the top and
bottom of the cylinder.

f(r) = 2 • area of the base

Write a function for the lateral surface area of the cylinder. Recall that the
lateral wrface is the curved surface of the cylinder. Unrolled, it would form a
rectangle.

g(r) = height • circumference

= h • 271r

= 2r • 2" The height is twice the radius.

Comput은 스 The total surface area is the sum of the area of the bases
and the lateral s니rface area. Find f + g.

f(r) + g(r) = 2nr2 + 4jcr2

= 6冗厂2

Graph (f + g)(r) = 6孔厂2 to find the vahje of r that corresponds to a total

surface area of 120 ft2.

120 (f + g)(2.52) = 120

sn-pea

2 3
Total Surface Area (ft2)

Interpret 스 When the radhjs is 2.52 ft, the total s니rface area of the cylinder is abo니t
120 ft2. The height of the cylinder would be twice the radhjs, or 5.04 ft.

© Try It! 3. Suppose the cylinder in Example 3 is not sealed, so the total
s니rface area includes only the area of the bottom and the
lateral s니rface area. What dimensions would yield a total
surface area of about 120 ft2?

LESSON 10-6 Operations With Functions 447

 W 0= © Assess

Q CONCEPT SUMMARY Function Operations

Adding Functions Subtracting Functions Multiplying Functions

f+g f~9 f‘9

f(x) = x2 + 3 f(x) = 3X
f(x) = x + 1

g(x) = 2X g(x) = x + 2
g(x) = x - 4

f(x) + gM =(X2 + 3) + (2X) f(x) -9(才 = (3수) -(x + 2)

f(x) • g(x) = (x 十 1)(x —4)
(f+g)(x)=x2 + 3 + 2x (f- g)(x) = 3X — x — 2
= x2 - 4x + x - 4

(f • g)(x) = 乂2 — 弓乂 — 4

GRAPHS

@ Do You UNDERSTAND? Do You KNOW HOW?

If? ESSENTIAL QUESTION ] Find f+g.
you extend addition, s니btraction, and 5. f(x) = 4x + 1 6. f(x) = x2
multiplication from numbers to "functions?
g(x) = 2x2 — 5x g(x) = 3스
2. Use Structure What property is 니seful

when s니btracting a function that has Find f - g.

m니tiple terms? © MR7 7. f(x) = 4x2 8. f(x) = 6x + 5

3. Use Appropriate Tools Describe how you g(x) = x2 + 2x + 7 g(x) = V2x

can use a graph to find the domain and
Find f • g.
range of two combined f니nctions. ⑨ MR5
9. f(x) = 3x2 — 2 10. f(x) = 6x
4. Error Analysis A st니dent claimed that the
g(x) = X2 - 4X g(x) = 8X
f니nctions f(x) = J父 and g(x) = 2x - 5
cannot be combined because there are
no like terms. Explain the error the
st니dent made. ⑨ MR3

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© PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE

11. Mathematical Connections How is adding Find f + g. see example 1

functions like adding polynomials? How is 16. f(x) = 6x3 + 7x 17. f(x) = 37x
it different?
g(x) = x2 - 3x + 2 g(x) = —2x + 4
12. Look for Relationships Write two f니nctions
that, when combined by adding, have a Find f - g. see example 1

different domain than at least one of the 18. f(x) = 2x3 + 2x2 — 3 19. f(x) = 7x
original functions. ® MR7
g(x) = 8x + 15 g(x) = 5x2 -2x — 4
13. Make Sense and Persevere Given the graphs
Find f • g. see example 2
of f and g, sketch the graphs of f + g and
f.g. ® MP.1 20. f(x) = 9x-2 21. f(x) = 3x2 + 8x + 2

g(x) = 乂2 十 4X — 7 g(x) = -6x + 1

22. f(x) = 3X 23. f(x) = V5x

g(x) = 5x2 — 2 g(x) = 7x + 2

Given the graphs of f and g, graph f + g. Compare

the domain and range of f + g to the domains and
rang은s of f and g.

14. Error Analysis Describe and correct the error a

st니dent made in multiplying the two f니nctions,
f(x) = x3 + 3乂2 + 스 anc( g(x) = 2x - 1. © MR3

(x3 + 3x2 + l)(2x-l)

= x3(2x) + 3x2(2x) + 2x
= 2x4 + 6x3 + 2x

IJ
15. Higher Order Thinking What two functions
could you multiply to create the function
shown in the graph? How do the domain and
range of each of the functions compare to the
domain and range of the graphed ‘hjnction?

26. A florist charges $10 for delivery ph」s an

additional $2 per mile from the flower shop.
The florist pays the delivery driver $0.50 per mile
and $5 for gas per delivery. If x is the number of
miles a delivery location is from the flower shop,
what expression models the amo니nt of money
the florist earns for each delivery? see example 3

LESSON 10-6 Operations With Functions 449

 I ‘令 I Practice
@ PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY (c； ：' ASSESSMENT PRACTICE

27. Make Sense and Persevere A laser tag center 30. Given the functions f(x) = x + 8 and g(x) = x2 - 9,
charges $50 to set 니p a party, and $75 per ho니r. which of the following are tnje statements
The center pays its employees that work the abo니t f _ g? Select all that apply.
party a total of $36 per hour. ® MR1 ® It is a linear function.
a. Write a function / that represents the amount ® It is a q니adratic function.
of reven니e from a party that njns for x ho니rs. © The domain is all real numbers.
b. Write a f니nction g that represents the © The range is all real numbers.
expenses for a party that runs for x ho니rs. ® The range is y > 17.
c. Write a combined f니nction that represents
the amount of profit the laser tag center 31. SAT/A CT The function h is the wm of the
■functions f(x) = 3x + 5 and g(x) = 2x2 - 6x - 2.
makes on a party that njns x hours.
Which represents h?
28. Reason A store is selling bumper stickers in ® h(x) = 5x2 -x-2
support of a local sports team. The function ® h(x) = 2x2 — 3x + 3
h(x) = —20x2 + 80x + 240 models the revenue, in
© h(x) = 2x2 + 9x + 7
dollars, the store expects to make by increasing
the price of a bumper sticker x dollars over the @ h(x) = -3x + 3
original price of $2. The store paid a total of
$200 for the bumper stickers. ⑨ MR2 32. Performance Task A fuel-efficient car can travel
abo니t 28 miles on one gallon of gas. One barrel
a. Write a function that represents the amo니nt of crude oil prockices approximately 19 gallons
of money the store paid for the bumper of gas.
stickers. What kind of f니nction is it?

b. What function models the store's profit from

the bumper stickers?

c. What is the price per bumper sticker when

the store makes a profit of $20?

29. Model With Mathematics The surface of a

cylindrical tank is being painted. The total
surface area of a cylindrical tank is the sum of
two area f니nctions. ® MR4

Part A Write two f니nctions to determine the

distance the driver co니Id travel in the city or on
the highway, using x gallons of gasoline.

Part B Assuming that the car has f니II tank of gasz

what is the domain and range of each function?

a. Write a function that gives the total area of Part C S니ppose the driver does a combination
the two circular ends as a f니nction of radius. of city and highway driving. Using the functions
yo니 found in Part A, write one function that
b. Write a function that gives the lateral
surface area of the cylinder as a f니nction of co니Id represent the distance traveled on one
gallon of gasoline.
radius.

c. Combine the f니nctions from parts (a) and (b) Part D Assume that the car has f니II tank of gas,
to get the total s니rface area of the cylinder what is the domain and range of the function
as a f니nction of radius. you fo니nd in Part C?

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 @Common Core State Standards HSF.BF.B.4, HSF.BF.B.4.A, MP.2, MP.3, MP.7 |言］ Activity Assess

10-7
Inverse
EXPLORE & REASON

The tables of data show food orders for different parties.

Functions

F디 PearsonRealize.com

I CAN... 니se inverse

■hjnctions to solve problems.

VOCABULARY
A. Graph the data points shown in the tables. Use a different color for each
• inverse of a f니nction
data set.

B. Look for Relationships What observations can you make abo니t the
graphs of the data in the two tables? ® MR7

C. What similarities and differences do yo니 notice about the data?

오 ESSENTIAL QUESTl6 파 How can you use inverse functions to help solve problems?

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 1 Und은rstand Invers은 Functions
What is the inverse of the function f(x) = 2x + 6?

The inverse of a function reverses the order of the o니tputs and inp니ts
of a Unction. The inverse of a function f is us니ally written as f-1 (read
"f inverse"). If f(x) = y, then f서(y) = x for all x in the domain of f and all
y in the range of f. A function f has an inverse function f-1 if and only if the
VOCABULARY original ■hjnction f is one-to-one. The (
우니1"1 支01"1 f is also the inverse of f-1.
Remember, a one-to-one function
is a function for which each Make tables for the f니nction and its inverse.
item in the range corresponds to
exactly one item in the domain.

Switch thex-values and the

y-values to find the inverse.

The data in the table for the inverse function are linear. Write an eq니ation
for the inverse 우니1"1(1두011.
m=^ y-y^ = mU — x〕
8-6 Identify the slope and then
=1 use point-외ope form. y _ 0 = | (x _ 6)
“2

y= yx - 3

The inverse of the ‘hjnction is f-1(x) = — 3.

@ Try It! 1. How is the 외ope of f-1 r이ated to the 외ope of f?

LESSON 10-7 Inverse Functions 451

 【초 0 Activity

EXAMPLE 2 Graph Inverse Functions

What is the graph of f(x) = x2 for x > 0? What is the graph of its
inverse, f—1?
COMMON ERROR The domain of the original function f is restricted to nonnegative vahjes.
Recall that only one-to-one This means that the range of f—1 will be restricted to nonnegative vahjes.
functions have inverse functions.
By limiting the domain of Start with two tables of vahjes to show points on the graph of the f니nction
f(X)= x2 to x > 0, its inverse and its inverse. Then graph the functions.
becomes a one-to-one function.

Notice that if the grid

If the domain of the
were folded along the
original function were
line of the equation
not restricted, then
y = x, the original
the inverse would not
function and its inverse
be a f니nction.
wo 니 d coincide.

The graph of the inverse of a function is a reflection of the graph of the

original function across the line representing the equation y = x.

Try It! 2. Graph each function and its inverse.

a. f(x) = 3x - 2 b. f(x) = 2x2, x > 0

EXAMPLE 3 Find th은 Inv은rse of a Function Algebraically

How can you find the inverse function of f(x) = 2x + 6 algebraically?

Write the original function as an eq니ation.

y = 2x + 6

x = 2y + 6 Switch x and y to switch

LOOK FOR RELATIONSHIPS
x - 6 = 2y domain and range. Then
What are the similarities and
solve fory.
differences between the processes
- 3 =y
for finding the inverse of a
function algebraically and by The inverse (
우니0 土00 of f(x) = 2x + 6 is f~\x) =— 3.
using a table? ® MR7

© Try It! 3. Find the inverse of each function.

a. f(x) = 3x《 x > o b. f(x) = x -7

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 『즈 H 0 Activity
© Assess

APP 니 CATION EXAMPLE 4 Interpret Inverse Functions

Keenan plans to fly 1,097 miles from Miami to New York City to help
assemble a dinosa니r exhibit at a museum. He wants to use the miles he
earns from his credit card purchases to pay for his flight. How much will
Keenan need to spend in order to earn enough miles for the flight from
Miami to New York City?

Formulate 스 Find the f니nction / that represents the balance of Keenan's airline miles,

miles balance = mile per dollar spent • amount spent + bonus miles

f(x)= 0.1 • x +500

Since Keenan earns 1 mile for

every $10 he spends, he earns 0.1
mile for every $1 that he spends.

Find the inverse of the function.

y= 0.1x+ 500

X = 0.1y + 500 Reverse the variables and solve

x - 500 = 0.1y fory to find the inverse function.

10(x- 500) = (0.1y)10

10x - 5ro00 = y

The inverse function is f—1(x) = lOx — 5,000. The inverse f니nction represents
the amount Keenan spends, f-1(x), to earn x miles.

Compute 싀 Substitute 1f097 forx.

f-l(1,097) = 10(1,097) - 5,000

= 10,970- 5,000

= 5,970

Interpret 스 Keenan needs to spend $5,970 to earn eno니gh miles for his trip.

© Try It! 4. S니ppose the credit card company changes the program so
Keenan earns 1 mile for every $8 he spends. How would that
change the amo니nt of money Keenan needs to spend to earn
the miles for his trip?

LESSON 10-7 Inverse Functions 453

 M 0& © assess

애! CONCEPT SUMMARY Finding 하le Inverse of a Function

TABLES, Switch the x-values and y-vahjes

in the table.

GRAPH] Reflect the graph across the line

represented by the eq니ation y = x.
If needed, restrict the domain of the
original function so its inverse will
also be a f니nction.

ALGEBRA When the f니nction is written as an y = 4x + 3 x = 4y + 3

eq니ation, in terms of x and y, switch
x - 3 = 4y
the variables and solve for y.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION 】 Copy and complete each table of values for the
yo니 니se inverse f니nctions to help solve function. Then make a table of values for the
problems? inverse of the function.

2. Error Analysis A student claims that the

graph of the inverse of a ■hjnction is a
reflection across the x-axis of the graph of
the original iijnction. Explain the error the
st니dent made. ⑨ MR3

3. Vocabulary Does every ‘hjnction have an

inverse f니nction? Explain.

4. Reason If the graph of a f니nction crosses

Write the inverse of each function.
the x-axis twice, does the "function have an
inverse function? Explain. ® MR2 7. f(x) = 2x + 11 8. f(x) = 4x

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 Scan for 즈］
I ⑥ Practice Tutorial

© PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE,

9. Mathematical Connections How is the inverse For each table, create a table of values for the
of a 우니0거1011 similar to inverse operations? inverse function, see example 1
How is it different? Explain.

10. Error Analysis Describe and correct the error

a st니dent made finding the inverse of
f(x) = -x + 4. ® MP.3

y = —x + 4
—x = y + 4 Graph each function and its inverse, see example 2
-x - 4 = y 17. f(x) = —+ 2 18. f(x) = ^x- 1
The inverse of the function is
f(x) = -x - 4. 19. f(x) = 0.25x2, x > 0 20. f(x) = 丁
Tell whether the functions f and g are inverses
or not. SEE EXAMPLE 2

11. Reason Does each f니notion have an inverse

•hjnction? If so, write the inverse function.
If not, explain how you could restrict the
domain so that f니nction f does have an inverse
function. © MP.2

a. f(x) = 5x

b. f(x) = 5x2
22.
C. f(x) = |5x|

12. Construct Arguments Can a relation that is not

a f니nction have a 우니介거:化⑴ as its inverse? Give
an example to support your answer. ® MR3

13. Use Structure What is the inverse of the

■function graphed below? Describe how you
fo니nd yo니r answer. ® MR7
Find the inverse of each function, see example 3

23. f(x) = -5x - 11 24. f(x) = 0.7x + 4

25. f(x) = 7x 十 12 26. f(x) = 9x2, x > 0

27. f(x) =x2 + 7, x>0 28. f(x) =、/4x+ 1

29. Camilla has $100 in her savings acco니nt. She

will p니t 25% of her salary in her acco니nt every
14. Higher Order Thinking What is the inverse time she gets paid at work. Camilla wants to
of f(x) = -x? Use a graph of the f니nction to save $1,250 to go on vacation this summer.
support your answer. Write and eval니ate the inverse function to find
the amo니nt of money Camilla m니st earn at
work to reach her savings goal, see example 4

LESSON 10-7 Inverse Functions 455

 (코 © Practice ⑥ Tutorial
© PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY, ASSESSMENT PRACTICE』

30. Reason The perimeter P of a sq니are is given by 33. Match each function with its inverse.
the eq니ation P = 4sz where s is a side length of I. f(x) = 4x- 8 A. f(x)-1 = 으J父
the square. What is the inverse of P = 4s? What
type of question could you answer by 니sing the II. f(x) = 0.25x —2 B. f(x)-i =0.25x + 2
inverse function? ® MR2
III. f(x) = 4x2, x > 0 C. f(x)-l=4x + 8
31. Model With Mathematics A raffle has a $50 gift
IV. f(x) = 2x< x > 0 D. f(x)-1=g；
card to a miniature golf co니rse as a prize. © MR4

34. SAT/ACT What is the inverse of the function

f(x) = -VZk?
® f(x)—1 =0.5x2,x>0
® f(x)—1 =0.5x2fx 으 o
© f(x)-1 = 0.5x2
© f(x)-1 = —0.5x2

35. Performance Task A health club advertises a

new family membership plan, as shown in the
advertisement.

a. Write a function f that represents the

amo니nt of money that will be left on the gift
card after x games.

b. What is the inverse of the f니nction from

part (a)?

c. Graph the functions from parts (a) and (b) on

the same grid. Label each graph.

d. Which function would yo니 니se to find how

many games were played when $10 was left
on the card? Explain. Part A Write two functions, one that gives the
total cost of a membership for the first member
32. Make Sense and Persevere The area >A of a and one that gives the total cost for each
circle in terms of the circle's radius r is additional member. Write each f니nction, y, in
乃 = "2. ⑨ MR1
terms of the number of months, x, a member
belongs to the health chjb.
a. Explain the restrictions on the domain of the
f니nction A = nr2 and the inverse f니nction in Part B Write a combined function for the total
this context. cost on the family membership for a family of
three members. Then write the inverse of the
b. Write the inverse f니nction of 乃 = nr2.
function.
c. Use the inverse function you wrote in
Part C Find the approximate number of months
part (b) to find the radius of a circle that
that a family of three will be members of the
has an area of 50.25 in.2. Ro니nd yo니r answer
health club if they spend a total of $1,380.
to the nearest inch.

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 Topic Review
Q TOPIC ESSENTIAL QUESTION

1. What are some operations on functions that you can use to create
models and solve problems?

Vocabulary Review
Choose the correct term to complete each sentence.
• square root function
2. The is the f니nction f(x) = 返.
• inverse of a f니nction
3. A(n)reverses the inputs and outputs of a function.
• c니be root f니nction
4. The is the f니nction f(x) = Vx.

Concepts & Skills Review

LESSON 10-1 The Square Root Function

Quick Review Practice & Problem Solving

M H IAH M 01
The square root function is f(x) = 4父. How does each graph compare to the graph
of f(x) = Vx?
Example 5. g(x) = @ + 4 6. g(x) = Vx — 8
How does the graph of g(x) = Vx — 4 compare to O
7. g(x) =、lx — 1 - 5 8. g(x) = +2 — 8 I
the graph of f(x) = 4x7 J
O
Write an expression that represents each H
Graph each function.
function.
For each y-value, the corresponding x-vahje is
9. g(x), which is a tran외ation 5 units down
4 니nits more for function g than it is for function f.
of f(x) =、次

10. h(x), which is a tran외ation 2 units left

of f(x) = Vx

11. Use Appropriate Tools Use a graphing

calc니latorto graph f(x) = —、lx — 3.
Describe the domain and range of the
function. © MR5
The graph of g(x) =、/x — 4 is a horizontal 12. Communicate Precisely The maximum speed
tran외ation of f(x) = Vx 4 units to the right. The of a sailboat is meas니red in knots and is
domain for f니nction f isx> 0, and the domain estimated 니이ng the eq니ation sGf) = 1.34V?,
for 'hjnction g is x > 4. The range for both where 匕 is the length of the sailboat in feet.
•Unctions is the same, y > 0. What is the approximate speed of a sailboat
that has a length of 45 ft? ® MR6

TOPIC 10 Topic Review 457

 LESSON 10-2 The Cube Root Function

Quick Review Practice and Problem Solving

The cube root function is f(x) = 波. Describe tran이ations that transform the graph
of f(x) = # into the graph of the given function.

Example 13. g(x) = 十 5 14. h(x)=波+ 4

For the function f(x) = Vx + 2, how does the 15. j(x) = VF三n + 2 16. p(x) = Vx+ 1.5 - 2.5
average rate of change from 2 < x < 4 compare
Calculate the averag은 rate of change for each
to the average rate of change from 6 < x < 8?
function over the given interval.
Evahjate the function for each x-value.
17. f(x) = Vx for 5 < x < 9
Interval: 2 < x < 4
f(2) = TITI = 1.59 f(4) = V4T2 = 1.82 18. g(x) = Vx + 6 for -3 < x < 0

Interval: 6 < x < 8 19. Look for Relationships Compare the average
f(6) = V6T1 = 2 f(8) = VKTT 七 2.15 rates of change for f(x) = Vx and g(x) = Vx — 3
for-2<x<2. ®MR7
Find the average rate of change over each
interval. 20. Communicate Precisely A fish store needs
From 2 < x < 4: From 6 < x < 8: more cube-shaped fish tanks for its display
shelves. Each fish req니ires 1 ft3 of water,
1~8읏—느59 사 0• 12 샹 三2 « 0.08
4-2 8-6 and it costs $5 per ft3 for the tanks. Write
The average rate of change of the function a c니be root f니nction that gives the side
f(x) = Vx + 2 decreases as the x-values of the lengths of the container x in inches for a
interval increase. given cost C. © MR6

LESSON 10-3 Analyzing Functions Graphically

Quick Review Practice & Problem Solving

If you know the algebraic str니ct니re of a f니nction, Sketch the graph of each function and identify
you can often 니se its graph to determine key its domain and range.
features of the function.
21. f(x) = x2 + 6 22. g(x) = Vx + 5

Describe the end behavior of each function.

Example
23. j(x) = —5X 24. d(x) = |x — 4| — 2
For the function f(x) = Vx - 5, identify the
domain and range, maximum and minimum 25. Look for Relationships Without sketching
values, and axis of symmetry, and describe the the graph, how can yen」identify the end
end behavior. behavior of f(x) = x2 - 5X + 8? ® MR7

First graph the function. 26. Model With Mathematics The height of a ball
The domain is x > 5, thrown from the top of a building is modeled
and the range isy > 0. by h(t) = — 16水 十 48t + 80, where h(t) is

The minimum is 0 the height of the ball in feet after t seconds.

when x = 5. The height of another ball hit by a bat on a
small hill is modeled by g(t) = —16f2 + 98t+ 20.
There is no axis
Give the maximum values and the axes of
of symmetry.
symmetry for both functions. © MR4
As x — oo, f(x) — oo, and as x —> 5, f(x) —• 0.

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LESSON 10-4 Tran외ations of Functions

Quick Review Practice & Problem Solving

The graph of g(x) = f(x) + k is the graph of f Sketch the graph of each function.
shifted up |시 니nits when k > 0 or translated 27. g(x) = |x - 3| 28. g(x) = x》+ 5
down \k\ 니nits when k <0.
The graph of g(x) = f(x — h) is the graph of f 29. The graph

shifted right \h\ units when h > 0 or translated left shown is a

translation of
\h\ 니nits when h <0.
the f니nction
f(x) = x2. Write
Example the function
Given f(x) = 3X, how does for the graph.
the graph of g compare
with the graph of f if 30. Reason Given f(x) = -3 and g(x) = f(x — h) + k,
g(x) = f(x) + 4? describe how the constants h and k affect the
graph of g. ® MR2
Graph both eq니ations.

The graph of g tran이ates

the graph of f 4 니nits 니p.

LESSON 10-5 수 Compressions and Stretches of Functions

Quick Review Practice & Problem Solving

The graph of g(x) = kf(x) is the graph of f Write a function with a graph that is the
stretched away from the x-axis when |k| > 1 and reflection of the graph of f across the x-axis.
compressed toward the x-axis when 0 < |시 < 1. 31. f(x) = %2 + 5 32. f(x) = |2x - 11
The graph of g(x) = f(kx) is the graph of f
stretched away from the y-axis when 0 < | k | < 1 For each pair, tell whether the graph of g is a
and compressed toward the y-axis when \k\ > 1. vertical or horizontal compression or stretch of
the graph of f.

33. f(x) = |2x — 5| 34. f(x) = x2 + 9

Example
g(x) = 2\2x- 5| g(x) = 0.25x2 + 9
Giv은n f(x) = Vx + 2, how do은s the graph of g
compare with the graph of f if g(x) = 2f(x)? 36. f(x) = 2x — 9
Graph both f니nctions. g(x) = 6x - 27

The graph of g 37. Look for Relationships Graph f(x) = |x — 3|

stretches the graph and g(x) = 외x — 31. Is the graph of g a
of f vertically vertical stretch or a horizontal compression
away from the of the graph of f? Explain. ® MR7
x-axis by a factor
38. Make Sense and Pers은vere A T-shirt designer
of 2.
uses the Unction f(x) = x2 - 3 to sew
parabolas on his clothing. What are two
ways the function could be altered to make
the parabolas wider? Explain. ® MR1

TOPIC 10 Topic Review 459

 LESSON 10-6 Operations With Functions

Quick Review Practice & Problem Solving

You can add, subtract, and multiply f니nctions to Findf+g.
form new f니nctions.
39. f(x) = 3x2 + 5x 40. f(x) = 3x2 — 5x + 1
g(x) = 2x - 8 g(x) = X2 — 8x — 3
Example
41. f(x) = @ 42. f(x) = 4X — 1
What is the product of the two functions
g(x) = 4 — x g(x) = 2x2 十 드乂 — 3
f(x) = 3x - 5 and g(x) = 4x - 1? Determine the
domain and range of f • g. Find f • g.

Use the Distributive Property when multiplying 43. f(x) = 5x2 + 2x 44. f(x) = 乂2 十 2x — 5
polynomials. g(x) = 3x - 1 g(x) =x - 4
f(x) • g(x) = (3x - 5) • (4x — 1)
45. f(x) = y/3x 46. f(x) = 2X
= 3x(4x) + 3x(—1) + (-5)(4x) + (—5)(—1) g(x) = 4x2 - 3x - 8
g(x) = 6x - 5
= 12x2 _ 3X — 20x+ 5
(f • g)(x) = 12x2 — 23x + 5 47. Look for Relationships Write two functions
that, when combined by multiplying, have
The domain and range of the original
a different range than at least one of the
f니nctions are all real numbers. The domain
functions. ® MR7
of f • g is all real numbers. The range of f • g
is all real numbers greater than or eq니al to 48. Make Sense and Persever은 A clothing
approximately -6.02. company has determined that the revenue
function for selling x tho니sands of hats is
/?(x) = —5x2 + 23乂. The cost f니nction for
prod니cing those hats is C(x) = 2x 十 9. Write
a combined 우니0거100 that represents the
profit for selling x tho니sands of hats, and
determine the clothing company's profit
from selling 3,000 hats. ® MR1

460 TOPIC 10 Working With F니nctions I 히 Go Online | PearsonRealize.com

LESSON 10-7 Inverse Functions

Quick Review Practice & Problem Solving

The inverse of a function reverses the inputs and For each table, create a table of values for the
outputs of a function. A function f has an inverse inverse function.
■hjnction f—1 only if the original function f is one-
to-one.
To graph the inverse of a f니nction, switch
the x- and y-val니es in the table, or reflect the
graph across the line y = x. To create an inverse
equation, switch the variables and solve fory.

Example Find the inverse of each function.

What is the inverse function of f(x) = 3x - 8?
51. f(x) = 4x - 7 52. f(x) = 3x2 - 8, x > 0
Write the original function as an equation 53. f(x) = 72x — 3 54. f(x) = 5 + 2x
y = 3x — 8
55. Error Analysis Describe and correct the
x = 3y - 8 Switch x andy and solve fory.
error a st니dent made finding the inverse
x + 8 = 3y — 8 + 8 Add 8 to both sides. of f(x) = 2x2 + 3. ® MR3
x + 8 = 3y Simplify.
x + 8 _ 3y
Divide both sides by 3. y = 2x2 + 3
—1—_ 3
4으 = y x = 2y2 + 3
Simplify.
x + 3 = 2y2
The inverse function of f(x) = 3x - 8 is = 스&으.

The inverse of the function

isf_F 平흐. 乂
56. Reason The s니rface area of a cube is given
by the equation A = 652f where s is the side
length of the c니be. What is the inverse of
A = 6s2? What typ은 of q니estion co니d you
answer by 니sing the inverse function? ⑨ MR2

TO이C 10 Topic Review 461

 TOPIC Statistics

11 Q TOPIC ESSENTIAL QUESTION

How do you use statistics to model situations and

s이ve problems?

Topic Overview Topic Vocabulary

envision™ STEM Project: • conditional relative freq니ency
Take an Energy S니rvey • joint freq니ency
11-1 Analyzing Data Displays • joint relative freq니ency

11-2 Comparing Data Sets • marginal freq니ency

• marginal relative freq니ency
11-3 Interpreting the Shapes of Data
Displays • normal distribution
• standard deviation
11-4 Standard Deviation
• variance
11-5 Two-Way Frequency Tables

Mathematical Modeling in 3 Acts:

Text Message

Digital Experience

INTERACTIVE STUDENT EDITION

© Access online or offline.

ACTIVITIES Complete Explore & Reason,

O Model & Discuss, and Critique & Explain

activities. Interact with Examples and Try Its.

ANIMATION View and interact with

© real-world applications.

PRACTICE Practice what

（희 Go online | PearsonRealize.com © yo니,ve learned.

462 TO미C 11 Statistics

 © Text Message
Text messages used be just that: text only. Now yo니 can send multimedia
messages (or MMS) with emojis, images, a니dio, and videos. Did yo니 know
Finland was the first country to offer text messaging to phone(:니stomers?

IT
O
Some people send and receive so many texts that they 니se textspeak to I
J
make typing faster. RU 1 of them? Yo니 will see one person keep track of O
H
his text messages in this Modeling Mathematics in 3 Acts lesson.

VIDEOS Watch clips to wpport GLOSSARY Read and listen to

Mathematical Modeling in 3 Acts Lessons English and Spanish definitions.
and envision™ STEM Projects.
TUTORIALS Get help from
CONCEPT SUMMARY Review Virtual Nerd, right when you need it.
key lesson content through
m니tiple representations. MATH TOOLS Explore math
with digital tools and manip니atives.
ASSESSMENT Show what
yo니've learned.

TOPIC 11 Statistics 463

 topic ii project ：enVision STEM
•••

Did You Know?

니 이
The average energy consumption
in U.S. ho seh ds is many times
greater than countries in the rest
Total Annual Energy Consumption for Select Countries
(in million tons of oil equivalent)

— United States 2,196 |— Sweden 47 p-China 3/101

0
of the world.
i- Canada 251 Iran 244 Japan 435

so
SSE
New Zealand 21

have a 이
About 80% of American homes
othes dryer, which

니
uses around 12% of the home's
electricity to dry abo t 300 loads
of laundry each year. In the United States, petroleum,
natural gas, and coal have About 86%
provided most of the energy of the world's
for more than 100 years. energy is

In 2013, winds generated almost 3%

니
supplied by
fossil f els.

of the world's electricity. World-wide,

니
wind-generated power grows at a
of abo t

니 니
Your Task: Take an Energy Survey
니
Yo and yo r classmates will develop a s rveyf and then gather and
analyze data looking for ways to reduce energy consumption.

464 TOPIC 11 envision STEM Project Go Online | PearsonRealize.com

 0Common Core State Standards HSS.ID.A.1, MP.3, MP.5, MP.7 【즈］ o Activity Assess

11-1
Analyzing Data
MODEL & DISCUSS

MARKET RESEARCHERS WANTED!

A clothing company is designing a new line of shirts. Look around your
Displays
classroom and collect data about the color of top worn by each student.
If a student's top has multiple colors, choose the most prevalent one.

I 令| PearsonRealize.com A. Explain why yo니 chose to organize the data the way that you did.

B. How do yo니 think the company co니Id use these data?

니
I CAN... organize and
nderstand data sing dot니
plots, histograms, and box
C. Use Appropriate To이s How wo니d you dis이ay these data in a
presentation? ® MR5
plots.

Q ESSENTIAL QUESTION
What information about data sets can you get from different data displays?

APP 니 CATION EXAMPLE 1 Repr은sent and Interpret Data in a Dot Plot

Manuel plans to buy a new car with the gas Fuel Economy and Environment
mileage shown. To det은rmin은 if the gas mileage of
this car is good, he gathers data on the estimated
city driving fuel efficiency, in miles per gallon, of
s은veral other cars. How does the fuel efficiency
of the car he wants to buy compare to the fuel
efficiency of the other cars he researched?

25 45 26 35 31 26 30 28

CONSTRUCT ARGUMENTS 29 26 28 26 27 27 28 28
Why is a dot plot a good way to
show individual values? What Man니el wants to compare individual values, so a dot plot is a good way to
kind of data do other types of show that information.
displays show? ® MR3
Create a dot plot of the data by first drawing a number line that represents
the range of the data. Plot each vahje from the table as a dot above the
number line.

These data are a cluster because The data point at 45 is an outlier because it
they are positioned close together. lies outside of most other data in the set.

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
City Fuel Efficiency (mpg)

Use the dot plot to interpret the data.

The dot plot shows that most of the values are clustered between 25 and 28.

The car Manu이 plans to b니y has about the same city fuel efficiency as
comparable cars.

© Try It! 1. What might account for the o니tlier?

LESSON 11 니 Analyzing Data Dis이ays 465

 （후］ Q Activity Assess

0 EXAMPLE 2 R은present and Interpret Data in a Histogram

A marketing team is about to launch a campaign for a new product that is
targeted at adults aged 25-34 years. The team is researching th은 age range
of viewers of a certain TV show to decide whether to advertise during
the show. The data show the ages of a random sample of 30 viewers of
the show. Based on the findings, should the marketing team launch their
campaign during this particular show?

14 21 22 17 24 20 26 15 20 22 14 24 26 15 17
21 32 30 16 31 25 25 19 16 21 37 17 20 ’ 15 16

Histograms are often used to represent data over ranges of numbers.

To create a histogram, first decide on an appropriate interval for the data.

Create a frequency table to organize the data.

Age Range Frequency

0-4
5-9
10-14 II
15-19 Remember that
the intervals must
20-24 W 너 ！’
be consistent.
25-29 Illi
30-34 III
35-39 I
40-44

Use the frequency table to create a histogram.

10 These two bars represent

8 viewers aged 25 to 34 years.
>3uanba』

6
4
J

2
COMMON ERROR
Be careful not to misinterpret the 0
0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49
intervals. Each interval represents
Age
5 possible values. Since the
intervals start at 0, they are 0-4,
5—9,10—14, and so on. Use the histogram to interpret the data.

The histogram reveals that fewer than 25% of the viewers are between the
ages of 25 and 35.

Based on this information, the marketing team sho니Id not la니nch their
campaign during this particular show.

Try It! 2. What age gro니p would be a good match for prod니cts
advertised on this TV show? Explain.

466 TOPIC 11 Statistics P시 Go Online | PearsonRealize.com

 I令I Activity

EXAMPLE 3 , Represent and Interpret Data in a Box Plot

Stud은nts at a local high school organized a fundraiser for charity. Kaitlyn,
the student council president, announces that more than half of the
students raised over $50 each. The amounts of money rais은d by a random
sample of 24 students is shown. Do the data support Kaitlyn's claim?

$59 $42 $25 $38 $45 $54 $68 $32

$26 $54 $50 $45 $42 $48 $50 $25
$45 $36 $55 $27 $31 $32 $49 $54

Kaitlyn's 이aim is about the distrib니tion of values, so a box plot will reveal
the information needed.

A box plot shows the distrib니tion of data 니sing a 5-number summary.

The minimum vahje is the least val니e in the set.

The maximum value is the greatest val니e in the set.

The median is the middle value in the set when the numbers are arranged
from least to greatest.

The first quartile is the middle number between the minimum val니은 and the
median. The third quartile is the middle number between the median and the
maximum value.

List the data from least to greatest to identify each of these val니es.

25 25 26 27 31 32 32 36 38 42 42 45 45 45 48 49 50 50 54 54 54 55 59 68
山■나■수 으나스

The first quartile The median The third q니artile

Is 32. is 45. Is 52.
르으

The minimum val니e is 25. The maximum vahje is 68.

Create a box plot of the data.

VOCABULARY
Median: 45
The interquartile range, IQR,
represents the range of the
middle 50% of the data. Subtract
the (刀 value from the Q3 value to
find the IQR. In this example the
IQRis 52 -32, or 20.

Funds Raised (dollars)

Use the box plot to interpret the data. The box plot shows that, based on the
sample, the median amount of money collected was $45. Since half of this
population collected $45 or less, the data do not support Kaitlyn's daim.

© Try It! 3. Suppose Kaitlyn wants to make the statement that 25% of the
st니dents raised over a certain amount. What is that amount?
Explain.

LESSON 11-1 Analyzing Data Displays 467

 ［흐 o Activity

CONCEPTUAL
UNDERSTANDING
V. . -— --
J) exampleT’ Choose a Data Display
Helena's dance team scores 68 points at a competition. The scores for all of
the teams that competed are shown.

66 89 81 75
90 79 82 68
80 82 65 80
81 66 81 83

A. Helena wants to know what place her team finished. Should Helena use
a dot plot, histogram, or box plot to display the data?

Compare the features of the three types of data displays.

• A dot plot has dots for each value in the data. It shows chjsters of
CONSTRUCT ARGUMENTS data and outliers.
What would be a good display
choice if Helena wanted to • A histogram groups val니es in a data set into ranges or intervals.
compare her team's score with Individual vahjes are not displayed b니t trends are observable.
the median? ® MR3
• A box plot shows center and spread of a data set. A box plot does
not show individ니al data but summarizes the data 니sing 5 key pieces
of information.

Helena is interested in displaying individual scores. A dot plot will display

the data in a way that is most helpful to Helena.

B. What place did Helena's team finish in the competition?

Create and analyze a dot plot of the data.

65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90
Dance Competition Scores

A dot plot reveals that Helenas team score was low compared to the
other teams. Only three teams scored lower, so Helena's team placed
13th out of 16.

© Try It! 4. Which data display should Helena 니se if she wants to know
what percent of the teams scored higher than her team?
Explain.

468 TOPIC 11 Statistics I 令I Go Online | PearsonRealize.com

 3. 0 =따 © Assess

해 CONCEPT SUMMARY Data Dis ays이

Dot Plots Histograms Box Plots

Dot plots display each data Histograms do not show Box plots show the center
WORDS
value from a set of data. individual values, but show (median) and spread of a
They show chjsters, gaps, and 이early the shape of the data. distribution. Box plots provide
o니tliers in a data set. The data are organized into the following information
intervals. The bars show the abo니t a data set: minimum,
frequency, or number of times, maximum, and median values,
that the data within that and the first and third q니artile.
interval occur.

6
GRAPHS
5

8 9 10 11 12 13 14 15 斗
| 3

노 2
1

° 6-7 8-9 10-11 12-13

Posts per Day

© Do You UNDERSTAND? Do You KNOW HOW?

애 ESSENTIAL QUESTION J What

information about data sets can yo니 get
Use the data set shown for exercises 6-11.

from different data displays?

2. Communicate Precisely How is a dot plot

different from a box plot? How are they
similar? ® MR6 6. Make a dot plot for the data. What
information does the display reveal abo니t
3. Use Appropriate Tools If you want to see
the data set?
data values grouped in intervals, which data
display sho니d yo니 choose? Explain. ® MR5 7. Make a histogram for the data. What
information does the display reveal about
4. Error Analysis Taylor says you can the data set?
determine the mean of a data set from its
8. Make a box plot for the data. What
box plot. Is Taylor correct? Explain yo니r
reasoning. ® MR3 information does the display reveal abo니t
the data set?
5. Use Structure Can you determine the
minimum and maximum values of a data set Identify the most appropriate data display
to answer each question about the data set.
simply by looking at its dot plot? Histogram?
Box plot? Explain. ® MR7 Justify your response.

9. What is the median of the data set?

10. How many data vahjes are greater than 7?

11. How many val니es fall in the interval

10 to 12?

LESSON 11-1 Analyzing Data Dis이ays 469

 Scan for I "시 Practice
@ PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE

12. Reason A data set is represented by the box For each data set, create the data display that best
plot shown. Between which two values would reveals the answer to the question. Explain your
the middle 50% of the data be fo니nd? reasoning, see examples i—4
Explain. ® MR2
16. What is the median vahje of the data set?

0 5 10 15 20 40 47 43 35
42 32 40 47
49 46 50 42
13. Generalize Write a scenario for which a dot 48 43 34 45
plot wo니d be the best display for a data set.
Explain your thinking. ® MR8
17. What is the freq니ency of the data val니e 83?

14. Error Analysis Describe and correct the errors

a student made in analyzing the histogram
shown. ® MR3

18. How many data values are between 7 and 9?

9.6 5.5 8.4 9.1 6.7

AougnbaJJ

7.2 11.5 9.2 5.2 7.6

11.1 6.1 7.2 14.8 12.5
8.4 10.5 10.2 8.4 13.5

Choose whether a dot plot, histogram, or box plot

is the most appropriate data display to answer
each question about a data set. Explain.
SEE EXAMPLE 4

19. How many data vahjes are greater than any

given vah」e in the data set?
15. Higher Order Thinking The box plot represents
a data set with 12 vahjes. The minimum, first 20. What are the frequencies for each interval of
q니artile, median, third quartile, and maximum 5 points?
vahjes are 6f 8, 10, 12, and 14, respectively. ® MR7
21. 25% of the data val니es are less than which
value?
5 10 15
Consider the data set represented by the dot plot.
Create a different data display that better reveals
the answer to each question, see examples 1-4
a. Is it possible to create a dot plot for the data
set 니sing j니st the box plot and the val니es
given? Explain.

b. Is it possible to create a histogram 니외ng j니st 5 6 7 8 9 10 11 12 13

the box plot and the vahjes given? Explain.
22. How many data values are in the interval
between 8 and 10 in이usive?

23. What is the first q니artile of the data set?

470 TO미C 11 Statistics I 令I Go Online | PearsonRealize.com

 I令I ⑥ Practice ⑥ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available 0이ine

APPLY
© ASSESSMENT PRACTICE

24. Model With Mathematics Isabel knits scarves 27. Consider a box plot. Does a box plot display the
and sells them online. The table shows the feat니res of a data set listed below? Select Yes
prices of the scarves she sold last month. At or No.
what prices were the middle 50% of the scarves
sold? Create a data display that will reveal the Yes No!
answer. ® MR4
Median of the data set □ □
Prices of Scarves ($)

35 32 60 80 36
Individual values in the data set □ □
90 45 76 96 92 Outliers □ □
100 120 60 38 75
36 36 100 100 100
Minimum of the data set □ □
95 58 100 85 40
28. SAT/ACT From which display(s) can the median
25. Make Sense and Persevere L니cy 니s니ally pays of a data set be determined?
between $0.40 and $0.60 per ounce for her
® Dot plot only
favorite shampoo. She gathers prices of the
® Box plot only
same shampoo at different stores near her
home. Prices are shown in dollars in the table. © Dot plot and box plot
Create a data display that allows Lucy to easily © Histogram and box plot
compare the price she is paying to the other ® Dot plot, histogram, and box plot
prices. How does the price she is curren비y
paying compare? ⑨ MRI 29. Performance Task A gro니p of st니dents 니se a
stopwatch to record times for a 100-yard dash.
…貫:V：W 令 淡
Tell whether each st니dent should choose a
dot plot, a histogram, or a box plot to display
the data. Explain your reasoning. Then create
0.55 0.95 0.29 0.65 0.39 the display.

0.99 0.42 1.10 0.99 0.75

0.65 0.99 0.34 0.85 0.99
0.95 0.75 0.95 0.50 0.75

26. Use Structure Aaron scores 82 points at his

karate to니rnament. He wants to compare
his score to the others in the competition
to see how many competitors scored higher
than he did. The table shows all scores for
the competition. What type of data display
is appropriate to answer his q니estion?
Create the data display and analyze Aaron's Part A Neil wants a data display that 이early

performance. ® MR7 shows the shape of the data distrib니tion.

Part B Y니ki wants a display that shows the

spread of data above and below the median.

Part C Thato wants a display that gro니ps the

data by intervals.

Part D Edwin wants a display that he could 니se

to find the mean of the data set.

LESSON 11-1 Analyzing Data Displays 471

 @Common Core State Standards HSS.ID.A.1, HSS.ID.A.2, HSS.ID.A.3,
[n] Activity
MP.2, MR6, MP.7

11-2
Comparing
으) CRITIQUE & EXPLAIN

The prices of paintings sold at two galleries in the

last month are shown. Stacy and Diego both have
Data Sets a painting th은y want to sell.

• Stacy wants Gallery I to sell her painting

Gallery I
because it has the highest sales price.
$500 $800 $1,200
• Diego wants Gallery II to sell his painting $750 $550 $15,000
because it has the most consistent sales prices.
I CAN... use measures of Gallery II
center and spread to compare $2,800 $3,500 $3,000
A. Do you agree with Stacy or Diego? Explain
data sets. $2,750 $3,100
yo니r reasoning.

B. Reason What reason(s) co니Id there be for

the differences in sales prices between
the two galleries and for the outlier in
Gallery I? ® MR2

Z ESSENTIAL QUESTION How can you u measures of center and spread to compare data sets?

EXAMPLE 1 서 Compare Data Sets Dis이ayed in Dot Plots

Sawyer has narrowed his car search down to two different types of cars.
To make an informed decision, he gathers data on estimat은d highway fuel
efficiency (mpg) of the two different types of cars. The dot plots show th은
data for each type.

Type 1

30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55
Highway Fuel Efficiency (mpg)

Type 2

VOCABULARY
An outlier is a data value that is
very different from the others. 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55
In the data set for Type 2, 51 Highway Fuel Efficiency (mpg)
appears to be an outlier.
A. If highway fuel efficiency is the most important feature to Sawyer,
which type of car should Sawyer purchase?
The data displays s니ggest that Type 2 cars have better highway fuel
efficiency. The data for Type 1 car are cl니stered from 33 to 38 and the
data for Type 2 cars are 이니stered from 35 to 44.

Based on this data display. Sawyer should purchase a car in the

Type 2 category.
CONTINUED ON THE NEXT PAGE

472 TO이C 11 Statistics I 시 Go Online | PearsonRealize.com

 w 0 Activity Assess

EXAMPLE 1 CONTINUED

B. Sawyer wants more information about the fuel efficiency of each type of
car, so he calculates the mean and the mean absolute deviation (MAD)
of the two data sets. How can these measures help him make a more
STUDY TIP informed decision?
Remember that the mean
Mean F니el Efficiency
absolute deviation (MAD) is
a measure of variability that Type 1 Cars: 35.75 mpg
describes how much the data Type 2 Cars: 40.25 mpg
values are spread out from the
mean of the data set. The mean f니el efficiency of Type 2 cars is greater than the mean f니이
efficiency of Type 1 cars.

Sawyer also wants to consider how much his data vary to determine
reliability. The mean absolute deviation (MAD) is the mean of the
differences between each value in a data set and the mean of the
data set. The MAD helps yo니 determine how m니ch data vary within a
partic니lar data set.

To calc니late mean absol니te deviation, calc니late the absohute value of the

difference between each data point and the mean. Then find the mean
of those differences.

MAD for Type 1 Cars (mean: 35.75)

|33 — 35.75| = 2.75
|34- 35.75|= 1.75
|35 - 35.75| = 0.75
|36 - 35.75| = 0.25 M니tiply each difference
|37 - 35.75| = 1.25 by the number of times it
|38 - 35.75| = 2.25 appears in the data set.
|41 — 35.75| = 5.25

2.75(2) + 1.75(3) + 0.75(3) + 0.25(3) + 1.25(2) + 2.25(2) + 5.25 = 26

The sum of all of the differences between the data points and the mean
is 26. Divide that by the number of data points to find the MAD.

26 三 16 幻 1.63

The MAD of Type 1 cars is abo니11.63.

Use a similar process to find the MAD of Type 2 cars. The MAD of Type 2
cars is about 2.94.

So, while the mean fuel efficiency for Type 2 cars is greater than for
Type 1 cars, there is more variation with Type 2 cars. This co니d m은an
that the expected f니이 efficiency is less r이iable for Type 2 cars.

© Try It! 1. How does the o니tlier in the second data set affect the mean
and the MAD?

LESSON 11-2 Comparing Data Sets 473

 【츠］ o Activity Assess

EXAMPLE 2 Compare Data Sets Displayed in Box Plots

Kaitlyn and Philip go to neighboring high schools, and both are sponsoring
charity fundraisers. Kaitlyn claims that students at h은r school are raising
more for charity than the students at Philip's school. The amounts raised by
a random sample of 30 students at each school are shown in the box plots
below. Do the data support Kaitlyn's claim?

Kaitlyn's High Scho이

< | I I I I I I I I I | I I I I I I I I I | I I I I I I I I I | I I I I I H+l | I I I I I I I I I | I H H I I I I | »
10 20 30 40 50 60 70

가lilip's High Scho이

~프 i | . ।■ 丄| ।| ।। ■। ।। |1 |■ ।I <। 1। !। || ।I 1। ।। |। i। 느। ।। ।। ।I i। ।I |I ।i ।। |। |। ।। ।। ।। ।I I। |I ।I I। ri I| I। |I ।I ।I ।I ।I ।I ।I ।I |I I। ।I ri
— ।। i| ■। ।I ।l 11 । । I। 、*느
10 20 30 40 50 60 70

Analyze the distribution of vahjes in 은거가! data s은t.

Kaitlyn's High School 마lilip's High Scho이

Minimum Value 25 25

USE STRUCTURE Maxim니m Value 68 68

Recall that the interquartile range First Quartile 32 45
(IQR) is the difference of the third
Median 45 50
and first quartiles and represents
the spread of the middle 50% of Third Quartile 52 56
the data values. How does the Interquartile Range (IQR) 20 11
structure of a box plot represent
the IQR? ® MP.7 While the minimum and maximum amount of money raised at each school
was the same, the spread of data points between the minimum and
maximum vahjes varies.

• The sample data show that 50% of the st니dents at Kaitlyn's school raised
between $32 and $52. At 가'lilip's school, 50% of the students in the sam이e
raised between $45 and $56.

• Based on the data, 50% of the students at Kaitlyn's school raised $45 or
more; At Philip's school, 50% raised $50 or more.

Th은 data do not support Kai비yn's claim. Instead, they s니ggest that individ니al
students at Philip's school raised more money than individual st니dents at
Kaitlyn's school.

@ Try It! 2. How does the IQR compare to the range for each school?

474 TO이C 11 Statistics I 시 Go Online | PearsonRealize.com

 o Activity ⑧
Assess

APP 니 CATION 0 EXAMPLE 3 Compare Data Sets Displayed in Histograms

A marketing team compares the ages of a random sample of 30 viewers of
two popular new shows to decide which product to advertise during each
show. During which show should the marketing team advertise a product
that is targeted at adults aged 20-29?

Show 1 Number of viewers age 20-29:8

Median age of viewers: 30-34
10 ’_________________
8

XDUanbaJ
6
4

LL. 2

0-4 5-9 10-14 15-19 20-24 25-29 30-34 35—39 40-44 45-49
Age
COMMON ERROR
When comparing histograms of Show 2
data sets, be sure the intervals of
the histogram are the same. Number of viewers age 20-29: 8
Median age of viewers: 30-34
>3uanba』

u_

0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59
Age

From the data displays, you can make several observations abo니t the data
collected by the marketing team.

• Of the 30 viewers in the sample, each show has 8 viewers between the
ages of 20 and 29.

• Show 1 has no viewers between the ages of 20 and 24.

• Show 2 has viewers in each subsection of the target range; 20-24 and
25-29.

• Show 2 also has viewers in the age brackets j니st above and j니st below
the target range, who are potential customers.

Based on this sample, the marketing team sho니Id advertise d니ring Show 2
because that show has broader appeal.

© Try It! 3. If the marketing team wants to advertise a prod니ct that is

targeted at adults 25—34, chjring which show should they
advertise? Explain.

LESSON 11-2 Comparing Data Sets 475

 （흐］ o Activity

CONCEPTUAL
V UNDERSTANDING 느 es EXAMPLE 4 Make Observations With Data Displays
Nadia collected data from 15 classmates about the number of text messages
they send on school days and the number of text messages they send on
non-school days. Nadia organized her data in the tables below. How can
you use a box plot to compare the data that she collected?

Average # of texts Average # of texts

sent on school days sent on non-school days
14 23 18 80 45 50
17 19 26 50 60 乃
4 9 0 20 40 0
19 22 25 75 50 60
8 15 16 30 40 50
USE APPROPRIATE TOOLS
You may want to enter the Step 1: Calculate the five-number summary for each set of data.
data into a spreadsheet so you
can easily sort and perform School Day Texts Non-School Day Texts
calculations. ® MR5 Minimum: 0 Minimum: 0
Maximum: 26 Maximum: 80
Q1: 9 QI: 40
Median: 17 Median: 50
Q3: 22 Q3: 60
IQR: 13 IQR: 20

Step 2: Use the information to create a box plot to represent each set
of data.

Average # of texts sent on school days

* 111111111111111111111111111111111111111111111111111111111111111111111111111111111 、-.
■드 | 1 ! I f I I I I I | I I I t I I I I I | I I I I I I I I I | I I I I I I I I ! | ! t t t t-1 I I I | I f I I I I I t 1 | I I I f t I I I l-f-f-t "t I t I I I I |—
0 10 20 30 40 50 60 70 80

Average # of texts sent on non-school days

* 1111111111111111111111111111111111111111111_ 11111111111111111111111111111111111111 、-.
| I I ! I I I I I I | I I I I t t ! I I | I I I I I I I I I | I I I I I I "t't ! | 1 t 1 t I”!-1 | 1 I I I I I I I I | I I t I I f I t I t-1 1 I I t I I I |---

Step 3: Use the data displays to make observations abo니t the data sets.

• Students send far more texts on non-school days than on school days.

• There is more variation in the number of texts sent on non-school days

than on school days.

• One person does not send any texts on non-school days. This represents
an o니tlier because it is far from the other data values.

© Try It! 4. a. Provide a possible explanation for each of the observations

that was made.

b. Make 2 more observations about the data that Nadia

collected.

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 3. 0 ：=：y © 쏘=
사 CONCEPT SUMMARY Comparing Data Sets
Yo니 can compare data sets 니sing statistical measures of center and meas니res of variability or spread.

DOT PLOTS Dot plots show how a partic니ar data point fits in with the rest of the data.

32 33 34 35 36 37 38 39 40 41 42 43 32 33 34 35 36 37 38 39 40 41 42 43

For a more specific measure of variance, find the mean absolute deviation.

BOX PLOTS Box plots show the minimum, maximum, and measures of center of the data.
। । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । । i i i । । । । । । । । । । । । । । । ।
| f 1 r-1-r"l I I f | I f f 11 I I I I | I i I I I I I I I I I I I I I I I I I | I I I I I I I I I | I I I I I I I I I |

10 20 30 40 50 60 70

— i i । । । । । । । i i । i । i । । i । । i । i । । । । । । । i । । । । । । । । । i । । । । । i i । i i । । । । । । i । i i ■으
■므 । । । । । । । t 11 । । । । । । । i 1 f । । । । । । । । । । । । । ! । । । । । । । 1 । । । । । । । । । । । । । । । । । । । 차“

10 20 30 40 50 60 70

HISTOGRAMS Histograms allow you to easily compare data ranges.

10 10
8 8
ADUanbsJ

6 6
4 4
2 LL. 2

° 0-4 5-9 10-14 15-19 20-24 0-4 5-9 10-14 15-19 20-24 25-29
Age Age

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION Use the two data sets.
you use measures of center and spread to
Data Set A s Data Set B
compare data sets?
86 87 98 85 90 80 89 70 75 87
2. Communicate Precisely How are the 94 89 83 76 84 개
88 87 89 81
MAD and the IQR similar? How are they
83 90 87 87 86 84 87
88 81 87
different? ⑨ MR6
5. How do the means compare?
3. Reason When comparing two sets of data, it
is common to look at the means. Why might 6. How do the MADs compare?
the MAD be a usef니 piece of information to
compare in addition to the mean? ⑨ MR2 7. How do the medians compare?

4. Error Analysis Vai says that if the minimum 8. How do the IQRs compare?
and maximum val니es of two data sets are
9. Which measures of center and spread are better
the same, the median will be the same. Is Val
for comparing data sets A and B? Explain.
correct? Explain. ® MR3

LESSON 11-2 Comparing Data Sets 477

 Scan for I令I ⑥ Practice ⑮ Tutorial

© PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE

10. Reason The mean of the data set represented For each pair of data sets, compare the means and
by the histogram is 12. What is a reasonable 나le MADs, and then the medians and the IQRs.
estimate for the median? Explain your Decide which measures are better for comparing
reasoning. ® MR2 the data sets. Explain your reasoning.
SEE EXAMPLES 1-4

Data Set A Data Set B

AZJUanbaJ

5 6 5 4 5 9 2 5
5 4 5 6 6 1 5 3

LL. 6
4
5
5
4
6
드

5
3
드
뜨

구
5
4
쾨 6

Data Set A
11. Construct Arguments The means of two data
3.0 2.8 3.2 3.3 3.2
sets are the samef but the median of one data
set is much smaller than the median of the 3.4 3.3 2.9 3.0 4.5
other data set. What conclusions can yo니 make 4.8 3.1 3.2 4.9 3.1
abo니t the sets from this information? ® MR3

12. Error Analysis Describe and correct the errors Data Set B
a student made when making a statement 1.9 3.3 1.5 3.2 3.1
based on the data set represented by the
3.4 3.0 3.2 3.4 1.6
dot plot. ⑨ MR3
3.2 3.6 3.5 3.1 3.3

17. Data Set A

•••
•••
••••••• • • •
<--1•十++I-I •I t I | I l l I | l l l l | l l• +J• | l I I I | I >
70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85
The mean of the data set is
about the same as the median.

X Data Set B

70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85

18. A researcher claims that st니dents tend to have

13. Communicate Precisely How are the IQR and
more apps on their smart phones than ad니Its.
the range of a data set similar in terms of
Do the data s니pport the researcher's claim?
comparing data sets? How are they
Explain, see example 2
different? © MR6
Number of Apps
14. Higher Order Thinking Two data sets each have ■
1
I
1
I
1 1
I I
1 1 1 1 1
I I T"1 I
1
I
1 1 1
T"T"1
1 1
I I
1 1
[i
1 1 1 1 1 1
I ri J I I
1
I
1
I
1 1 1 1 1 1
“ 1 1 I J *

a median of 10. The first data set has an IQR of 10 15 20 25 30 35 40

22 and the second data set has an IQR of 8.

a. What concisions can you make abo니t the

data sets? Ex이ain.

b. Is it possible to also make a prediction abo니t

the MADs from the information given?
Explain.

478 TOPIC 11 Statistics I 히 Go Online | PearsonRealize.com

 14시 ⑥ Practice
⑥ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY, ASSESSMENT PRACTICE

19. Model With Mathematics The mean score on 22. The table shows the number
last year's math final exam was 82, with MAD of minutes Dylan and Kyle
of 3.5 points. Scores for this year's exam are spent on their homework each
shown in the table. How do the scores for the night over the past 5 nights.
two years compare? ⑨ MR4 Based on this data, which of the
following statements are tr니e?
Select all that apply.
® The median of Kyle's data is
greater than the median of Dylan's data.
® On average, Dylan spends more time on
homework than Kyle.
© The mean is greater than the median in
both gro니ps.
© The IQR of the data is greater for Kyle.
20. Make Sense and Persevere The points of each
23. SAT/ACT The histograms that correspond to
player on Parker's basketball team for the
two data sets look identical. What con이니외on
season are shown in the table. The points of an
can yo니 make about the data sets.
opposing team are represented by the box plot.
How does Parker's team compare? ® MR1 ® The data points in each set are the same.
® The mean of each of the data sets is the
same.
© The median of each of the data sets is the
same.
© none of these

24. Performance Task A consumer group tested

battery life times for two different smart
phones. Results are shown in the tables below.

21. Use Structure The label on the cereal box says

the weight is 12 ounces. The dot plots show
weights of two random samples of 16 boxes
packaged on two different machines. How can
yo니 compare the data sets to see if there is a
problem with one of the machines? ® MR7

Machine A

• • •
• • • • • Part A Find the mean and MAD for each
•••••••
data set.
11.5 11.6 11.7 11.8 11.9 12.0 12.1 12.2 12.3 12.4 12.5
Part B Find the median and IQR for each
data set.
Machine B
Part C Create data displays that will allow yo니
to compare the two data sets.

11.5 11.6 11.7 11.8 11.9 12.0 12.1 12.2 12.3 12.4 12.5 Part D Which cell phone battery is likely to
last longer? Explain your reasoning.

LESSON 11-2 Comparing Data Sets 479

 ⑨Common Core State Standards HSS.ID.A.2, HSS.ID.A.3, MP2, MP.7, MP.8 (즈］ o Activity

11-3
Interpreting the
EXPLORE & REASON

A meteorologist looks at measures of center to summarize the last 10 days

of actual high temperatures.
Shapes of Data
Displays

I 히 PearsonRealize.com

I CAN... interpret shapes

of data displays representing
different types of data A. Find the median, mean, and mode of the data.
distributions.
B. Which of the three measures of center seems to be the most accurate in
describing the data? Explain.

C. Communicate Precisely How can you describe the data? ⑨ MR6

O ESSENTIAL QUESTION How does the shape of a data set help you understand the data?

CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Interpret the Shap은 of a Distribution
The histograms show the weights of all of the dogs entered in two different
categories in a dog show. Con이der each data set. What inferences can you
make based on the shape of the data?
Mean and median
30
The histogram is are both 45.
25
symmetric and shows the
20
>:》u an b 3J

data are evenly distributed

GENERALIZE 15
The mean includes all the aro니nd the center.
10
values in the data set for its The mean and median Ll_
5
calculation. Should the mean of the data are equal or
always be 니sed to make an almost equal. 허 6 6

、 、
670?

6T0E

6vlOV

6slO S

inference when the data are I

으 69—응
l
o
001
Based on the data, yo니 0
8
evenly distributed? ® MR8
can infer that most of the Weight (lb)
dogs in this category weigh
between 30 and 59 pounds. The mean is 27.
The median is 24.
The histogram shows the n = 105

data are skewed right. The

ADUanbeJ

This data display also

mean is greater than the
includes the entire
median.
population of dogs
Based on the data, you can LL. in this category.
infer that most of the dogs
6 앙 6
、 、

cn
in this category weigh less
—
6ZI0Z

6 £ |0 £

6slO S

69—

1 l
으 으 응 o
than 30 po니nds.
7

Weight (lb)

© Try It! 1. Suppose a third category of dogs has a mean of 40 lb and a

median of 32 lb. What can yo니 infer abo니t the dogs in this
category?

480 TOPIC 11 Statistics |令| Go Online | PearsonRealize.com

 M O Activity
© Assess

APP 니 CATION a EXAMPLE 2 Interpret the Shape of a Skewed Data Display

Customers of a bagel shop complained that some
bagels weigh less than the amount on the label.
A quality control manager randomly sampled 30
bagels and weighed them. Based on this sample, is a
change in the process for making bagels warranted?

Mean weight is 87.7 grams.

12 Median weight is 90 grams.
10 n = 30

Serving Size:
1 bagel (90g)

2
o
S s 6 3

176106
6 、—

661s 6
I l T
은 으 o OOI
S 0
oo 으
OO

COMMON ERROR Bagel Weight (g)

You may think that a conclusion
The shape of the data display is skewed left. That is common when the mean
can be made based on this
of a data set is less than the median of a data set.
sample. However, because the
sample size is small, it is difficult Because the mean of the sample is less than the advertised weight, the
to ensure that the sample is quality control manager wants to recommend some changes to the
representative of the entire production process. However, because the sample consists of only 30 bagels,
population.
the manager decides to generate another random sample.

(珍 Try It! 2. How do skewed data affect the mean in this context?

EXAMPLE 3 Compare Shapes of Skewed Data Displays

The manager generates a second random sample of 30 bagels. Is a change in
the process for making bagels warranted based on this sample? How does
this sample compare to the previous sample?

12
1n n = 30 Mean weight is 97.7 grams.
8 Median weight is 90 grams.
lunou

6
4
2
0
6 S m
8 T
V6I06

6U.ISH.
661s 6

6O_.ISOL

1 l
O
s O 은
L

Bagel Weight (g)

CONTINUED ON THE NEXT PAGE

LESSON 11-3 Interpreting the Shapes of Data Displays 481

 M O Activity Assess

EXAMPLE 3 CONTINUED

The shape of this data display is skewed right. This often occ니rs when the
mean of the data is greater than the median of the data. In this example,
the mean is greater than the advertised weight and greater than the mean
weight from the first sam이e.
Based only on this sample, the manager could recommend changes.
However, because this sample gives opposite results from the first sample,
the manager now has conflicting findings abo니t the mean weights of
the bagels.

© Try It! 3. What does the shape of the histogram for the second sample
tell yo니 about the data?

EXAMPLE 4 Interpret the Shape of a Symmetric Data Display

The quality control manager generates a third random sample that contains
twice as many data points. A histogram that represents this third, larger
REASON
sample is shown below. Based on this sample, is a change in the process for
How does the increased sample
making bagels warranted?
size affect the inferences
that are made about the 25 Mean and median weights
population? ® MR2 n = 60
20 are both 90 grams.
5
o

0 v 6
8
—

V6I06

661s6

sl
6ollso_.

ool s
—

o
001

co
oo
Bagel Weight (g)

The data points are symmetrically distrib니ted aro니nd the center. In this
sample, the mean and median weights are the same.

Based on this larger sample, the q니ality control manager determines that
the process of making bagels does not need to change beca니se the data are
centered aro니nd the advertised weight of 90 grams.

Try It! 4. S니ppose the q니ality control manager adds another 10 bagels to
the third sample. If 5 of the bagels are 78 g each, and 5 of the
bagels are 106 g each, would that affect the mean and median
weights? Explain.

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 【촐 0 Activity

CONCEPTUAL
UNDERSTANDING 0 EXAMPLE 5 Comparing the Shapes of Data Sets
Jennifer is considering job offers from three different school districts. The
histograms show the salary ranges for similar petitions in each school
district. What do the shapes of the data tell Jennifer about the teacher
salaries in each district?
8
The data from teachers with
School District 101 similar positions in School District
6
101 have salaries that center
>:》uanbaj
Mean: $52,000 around the mean. This indicates
4 Median: $53,000
that the salaries of the teachers
are fairly evenly distributed.
u_ 2

30-39 40-49 50-59 60-69 70-79 80-89

Salary (in $ 1,000s)
8
The data from teachers in School
School District 201 District 201 is skewed right. Most
6
of the teachers in that district
XDUonbeJJ

Mean: $48,000 have salaries that are lower than

4 Median: $42,000
the mean. This indicates that
there are only a few teachers
2
that make a higher salary.

o
30-39 40-49 50-59 60-69 70-79 80-89
Salary (in $ 1,000s)
8
The data from teachers in School

6 District 301 is skewed left. Most of

COMMON ERROR the teachers with similar positions
When data displays are "skewed have salaries that are higher than
4
right," the "tail" of the graph the mean.This indicates that there
goes toward the right. When data are more teachers that make a
2
displays are "skewed left," the higher salary.
tail goes to the left.
0
30-39 40-49 50-59 60-69 70-79 80-89
Salary (in $ 1,000s)

If Jennifer's starting salary is the same at each school district, she should strongly
consider School District 101 or School District 301. Based on the data represented
here, these districts have more potential for Jennifer to advance her salary.

Try It! 5. Suppose a fourth school district offers Jennifer a job. School
District 401 has a mean salary of $57,000 and a median salary of
$49,000. Sho니Id Jennifer consider accepting the job offer with
School District 401? Explain.

LESSON 11-3 Interpreting 나* Shapes of Data Displays 483

 W Q S= © Assess

CONCEPT SUMMARY Interpreting the Shapes of Data Displays

WORDS, The shape of a data display reveals a lot about the data set.

In a symmetric data display, the data points are evenly spread on either side
of the center. The mean is equal (or approximately eq니al) to the median.

In a skewed data display, the data points are unevenly spread on either side
of the center (median). A data display can be skewed right or skewed left.
The mean and median are not eq니al.

6o Cost of City Parking

GRAPHS This data set is symmetric. There
5o n = 250 The mean is $25 per day.
are a similar number of data points

S』
e3
greater than and less than the 4o
mean. H-o 3o

JoqlunN
2o
1o

0 1-------- “----- —
—---------------------- ““™----------
18-19 20-21 22-23 24-25 26-27 28-29 30-31 32-33
Cost per Day ($)

One family with 5 pets skewed Number of

the data to the right. The very Family Pets
small sample size makes inferences
The median is 1 pet.
unreliable.

0 1 2 3 4 5

Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION How does the Tell whether each display is skewed left, skewed
shape of a data set help you 니nderstand right, or symmetric. Interpret what the display tells
the data? you about the data set.

2. Use Structure How are the shapes of dot

4. ••
• •••
plots, histograms, and box plots similar?
How are they different? ® MR7 0 12 3

3. Error Analysis Nicholas says that the display

for a skewed data distrib니tion is symmetrical
about the mean. Is Nicholas correct? Explain
yo니r reasoning. © MR3

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 Scan for （츠 （診 Practice Tutorial
@ PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online

UNDERSTAND PRACTICE

7. Construct Arguments A stud은nt in yo니r dass Compare each pair of data displays. Tell whether
does not 니nderstand why the mean is less than each display is skewed left, skewed right, or
the median when a data display is skewed left. symmetric, see examples 1-3
How can you explain this relationship to
13. Data Set A
the st니dent? ® MR3

8. Look for Relationships Two data sets have

the same median. If one data set is skewed
right and the other is skewed left, how are the 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
means of the two data sets related? ® MR7
Data Set B

9. Error Analysis Describe and correct the errors

a st니dent made in interpreting the shape of a
box plot. ⑨ MR3
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

14. Data Set A

<—I----- 1-------- 1------ 1-------1------ 1----- 1—>
15 20 25 30 35 40 45
75 80 85 90 95 100 105

The data set is skewed left.

X Data Set B

너—
— I—
—I—
—l——l——l— —
75 80 85 90 95 100 105
10. Reason Two data sets both have a mean of 10.
The first set has a MAD of 1.5, and 나* second
has a MAD of 3. How are the shapes of the data Interpret the shape of each display for the given
displays similar? How are they different? © MR2 context and make an inference based on a
measure of center, see examples 4 and 5
11. Higher Order Thinking Data display A is 15. The data represent amo니nts raised by st니dents
symmetric with a mean of 50 and a MAD of 5. for a charity.
Data display B is symmetric with a mean of 75
12
and a MAD of 5.
s:-.uapn4.s

10
a. How are the data displays similar? How are
they different? 8

b. If the shapes of the displays are not identical, M-o 6

how could values in data set B be changed so
Ja q E n z

4
that the displays are exactly the same?
2
12. Make Sense and Persevere The data represent
° 0-4 5-9 10-14 15-19 20-24 25-29 30-34
the average number of hours 12 students spend
on homework each night. Create two different Dollars Raised
data sets that co니Id be represented by the 16. The data represent tho니sands of points scored
display. @ MP.1 in a video game tournament.

0 12 3 4

54 56 58 60 62 64 66 68 70 72 74 76 78 80 82

LESSON 11-3 Interpreting the Shapes of Data Displays 485

 I令I ⑥ Practice ⑮ Tutorial

PROBLEM SOLVING
Mixed Review Available Online

APPLY】 ASSESSMENT PRACTICE

17. Mathematical Connections The displays 20. A data display is symmetrical abo니t the data
represent ho니se prices in a town over two vak』e 10. Select all that apply.
consec니tive years. What do the displays tell ® The mean is abo니110.
yo니 abo니t the change in ho니se prices in the
® The median is about 10.
two years?
© The mean m니st be greater than the median.

n = 16 © The median m니st be greater than the mean.

-unco

® The majority of data values in the data set

are greater than 10.

니
2.0-2.4 2.5-2.9 3.0-3.4 3.5—3.9 4.0-4.4 4.5-4.9
Year 1 Ho se Prices ($100,000)
21. SAT/ACT The shape of a data set is relatively
symmetrical. What does that indicate abo니t the
measures of center?
® The mean is less than the median.
® The mean is greater than the median.
© The mean and the median are exactly

니
the same.
2.0-2.4 2.5-2.9 3.0-3.4 3.5-3.9 4.0-4.4 4.5-4.9
Year 2 Ho se Prices ($100,000) ® The mean and the median are close in value.

18. Make Sense and Persevere Amelia gathered 22. Performance Task Strings of decorative mini
data about the heights of st니dents at her lights are s니pposed to last 1,000 hours, with
school. Based on the displays, what inferences an acceptable error of plus or minus 50 ho니rs.
can yo니 make abo니t each sample? ⑨ MR1 Data from two equality control tests are given.

Mini Lights Lifespan

TEST1
60 61 62 63 64 65 66 67 68 69 70 71 72 73
975 1,025 950 950 975
Student Heights (inches) 1,050 925 1,050 1,025 1,050
1,000 1,075 975 950 1,025

TEST 2
975 1,000 1,025 1,000 1,000
60 61 62 63 64 65 66 67 68 69 70 71 72 73 1,025 1,000 950 975 1,025
Student Heights (inches) 1,000 975 1,050 1,000 1fo00
19. Make Sense and Persevere The displays show
scores on two versions of a test. On which test Part A Find the mean, MADf median, and IQR
is a randomly elected student more likely for each data set.
to get a higher score? On which version is a
Part B Select the type of data display that yen』
randomly selected st니dent more likely to have
think will best allow yo니 to compare the data
a score close to the mean? Explain. ® MR1
sets. Explain yo니r reasoning. Create the data
Test 1 displays.

200 300 400 500 600 700 800 Part C Interpret and compare the shapes of
the data displays. What do the displays tell yo니
abo니t the quality of the mini lights?
Test 2

200 300 400 500 600 700 800

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 ⑨Common Core State Standards HSS.ID.A.2, HSS.ID.A.3, MP.3, MP.7, MP.8 (크 0 Activity Assess

11-4
Standard
MODEL & DISCUSS

A meteor이ogist compares the high temperatures for two cities during the
past 10 days.
Deviation

은
I CAN... quantify and
analyz the spread of data.

VOCABULARY
• normal distribution
• standard deviation
• variance

A. Create a data display for each city's high temperatures.

B. Use Structure What does the shape of each data display indicate abo니t
the data set and the measures of center? ® MR7

Q ESSENTIAL QUESTION Why does the way in which data are spread out matter?

0 EXAMPLE 1 Interpret the Variability of a Data Set

The makers of a certain brand of light bulbs claim that the average life of
the bulb is 1,200 hours. The life spans, in hours, of a sample of Brand A light
b니lbs are shown. How close to the claim were the light bulbs in this sample?

1,150 1,231 1,305 1,080 1,125 1,295 1,127 1,184 1,099 1,123
1,204 1,345 1,173 1,126 1,220 1,245 1,283 1,225 1,185 1,275

A. What type of data display will provide the best view of the data?

The numbers in the data set span a large range of numbers. To understand
how these numbers relate to the claimed mean, create a histogram.

USE STRUCTURE 8
6
AZJUSnbaJ

How does the shape of the

distribution help you identify 4
the mean? ® MR7
2
LL.
0
6
5
66M-LI0SE-L
6Vo'llooo'l

eeo-LIOSO'L

65
6 6 l'l0 s 『

6t'z-LIOOZ-l

66z'llosz'_.

61己-1|00£-一.

-l
0
0t
—

~
ool’L

-l
.
_
.

Life Span (h)

CONTINUED ON THE NEXT PAGE

LESSON 11-4 Standard Deviation 487

 （호 Q Activity （화 Assess

EXAMPLE 1 CONTINUED

B. What does the display reveal about the data?

The data forms a bell-shaped c니rve. Data that is in this shape is said to
have a normal distribution.
LOOK FOR RELATIONSHIPS
Most data values in a normally
10
distributed set are clustered 8
느

A
around the mean. The farther 6

J9r-b
from the mean, the fewer data
values there are. ® MR7 으 4
I
L1- 2
0
6 아 아 아
S '

己
660'1—

6t
66rliOSl'L

66z'llosz'L

66E'1IOSE-1

66t--Tosv'l
- 그
I - '

l-T 00 『l
0 I

-1—OOM-l
LIOOZ'L
0 응
0

oso'l.
- 흐
L .

When data are normally distributed, the most 니sef니I meas니re of spread
is the standard d은viation. Standard deviation is a measure that shows
how data vary, or deviate, from the mean.

In a normal distribution,

• Abo니t 68% of data fall within one standard deviation of the mean.

• Abo니t 95% of data fall within two standard deviations of the mean.

• Abo니t 99.7% of data fall within three standard deviations of the mean.

The standard deviation for this sample of lightbulbs is 75.5 ho니rs.

The mean of this data set is 1,200. Light bulbs with a life span between
1,124.5 hours and 1,275.5 hours lie within one standard deviation of
the mean. In a large sample drawn randomly among 이jch light b니lbs,
we would always expect about 68% of the life spans to be within one
standard deviation of the mean thanks to the predictive power of the
normal distrib니tion.

Try It! 1. What is the lifespan of light bulbs that are within 2 standard
deviations of the mean? Within 3 standard deviations of the mean?

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 w o Activity
© Assess

CONCEPTUAL
UNDERSTANDING EXAMPLE 2 너 Calculate the Standard Deviation of a Sample
The tabi은 shows the number of cars sold by an auto sales associate over an
eight-week period. How much variability do the data show?

(18 25 18 10 17 15 18 15

Yo니 can find the variability by solving for the standard deviation for a
|y(x _ 父)2
sample, using the form니a s = 아스휴一一후一. To calc니ate it, follow these steps.

Step 1 Find the mean of the data by finding the sum of the data points and
dividing by 8. The notation X is 니sed to indicate the mean.

x= 17

Step 2 Find the difference between each data value, x, and the mean, x.
Then square each difference.
COMMON ERROR
Remember to square the [ X 18 25 18 10 17 15 18 15
differences between each data
value and the mean. Otherwise, the
L±2 17 17 17 17 17 17 17 17
x-x 1 8 1 -7 0 -2 1 -2
sum of the differences will be zero.
I(X— 刀2
1 64 1 49 0 4 1 4

Step 3 Find the variance.

The variance of a total population, often noted a2, is the mean

of the sq니ares of the differences between each data vahje and
the mean. When finding the variance of a sample, often noted s2,
dividing by n provides too small an estimate of the variance of the
population. This is because data points from the sample are lik이y to
cluster more closely around the sample mean than the pop니lation
mean. If you divide by n - 1 instead of n, you get a 외igh비y bigger
number that is 이oser to the true population variance.

c2 _ 1+64+1+49 + 0 + 4+1+4 … — ............. 스

5 — 7
In this sample, n = 8 so
s2 스 17.71 we divide by n - 1, or 7.

Step 4 Take the square root of the variance to find the standard deviation, s.

s«T177T
Since only whole cars can be sold, it makes
s 스 4.21 sense to round the standard deviation to 4.

The standard deviation is about 4 cars and the mean is about 17 cars, so
there is some variability in the data. The sales associate will sell between 13
and 21 cars about 68% of the time because those values are one standard
deviation from the mean.

© Try It! 2. The table shows the number of cars sold by the auto sales
associate over the next eight-week period. How m니ch variability
do the data show?

LESSON 11-4 Standard Deviation 489

 a. o Activity （호 Assess

EXAMPLE g
Find Standard Deviation of a Population
The table displays the number of points scored by a football team during
each of their regular season games.

24 13 10 21 18 3
27 18 20 14 7 27

A. What are the mean and standard deviation for this data set?

Find the mean of the data by finding the sum and dividing by 16.

X 紀 16.8

Find the variance. Use n as the denominator because the data represent
STUDY TIP
the full population.
Use the Greek letter o （sigma） for
2_S（x_）02
standard deviation when working
行 “ n
with populations. Use s when
〜 51.36+ 14.69 + 46.69 + 17.36+ 1.36 + 191.36+ 103.36 + 1.36+ 10.03 + 8.03 + 96.69+ 103.36
working with samples. 12

그2 = 53.8
In this example, divide by n because you are
working with the entire population of games.

Find the standard deviation by taking the sq니are root of the variance.

o 紀 V53.8

cf « 7.3

The mean number of points that the team scored was about 17. The
standard deviation is about 7.3. This means that the team scored
between abo니t 10 and 25 points in abo니t 68 percent of their games.

B. The t은am played in two post-season games, scoring 7 points in one and
14 points in the other. How do these games affect the overall mean and
standard deviation of the number of points scored all season?

Use graphing technology to find the mean L1

. L3
0
and standard deviation. 3
10
Enter all 14 scores as a list in the graphing 21
18
calculator.
끄
3

u
Use the STAT menu, to find the mean and
standard deviation.

When the team incl니des their post-season

games, the mean number of points scored
decreases to about 15.9. The standard
deviation remains about 7.3.

© Try It! 3. What was the range of points that the team scored in 95% of
their reg니lar season games?

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 ［흐! Q Activity Assess

APP 니 CATION 心 EXAMPLE 4 Compare Data Sets Using Standard Deviation

The histograms show the life spans of a sample of light bulbs from
2 companies. The first shows a sample from Brand A and the second from
Brand B. The red lines indicate the mean and 은ach standard deviation
from the mean. Compare the distributions of life spans for the two light
bulb brands.

Brand A

1
-0
8

XDUar-baJ 6
4
u-
2

6 s 으

6Vz-LIOOZ'L

66z-llosz'_.

6t~E'l00E-l

66E-I0SE-1.

66t7-110517-1
660'1 —oso'L -

6 tn - l0 0 『l
s ~t
7 ~
-l
- lo o o 'l

0 o
^ o
- v'
- _.

Hours

Brand B

10
8
XZJUanbaJ

6
4
LL.
2
o
6
5
己
66Z-I0S

6 6 £ 'LI0 s£ 'l

66t~-llosv'l
66o-_.foso'_.

e v l' lo o l' l

6 6 l'l0 S L- L

6vz'LIOOZ'L

6t -lloom-l
6 V o - T o o o 'l

-
_.
ol
ot
으 ~
-
. _.

Hours

Both brands of light bulbs have an average life of abo니1 1,200 ho니rs.
USE STRUCTURE
The standard deviation for the data set for Brand A is less than the standard
How does the shape of each
deviation for Brand B. This s니ggests that Brand A light b니lbs show less
graph help you compare the
standard deviations? © MP.7 variability in their life spans.

Since their light b니lbs are more consistently closer to the mean, Brand A
light b니lbs are more predictable in their life spans than Brand B.

Try It! 4. Compare Brand C, with mean 1,250 ho니rs and standard
deviation 83 hours, to Brands A and B.

LESSON 11-4 Standard Deviation 491

 ：：= © a—
Q CONCEPT SUMMARY Standard Deviation
a. ©

WORDS, Standard deviation is a measure of spread, or variability. It indicates by how m니ch the vahjes
in a data set deviate from the mean. It is the sq니are root of the variance. The variance is the
average of the sq니ared deviations from the mean. When data are normally distrib니ted (in a
bell curve), the mean and the standard deviation describe the data set completely.

ALGEBRA Standard Deviation of a Sample Standard Deviation of a Pop니lation

Z(x - X)2
n - 1
the sum of the squares of the
deviation from the mean

© Do You UNDERSTAND? Do You KNOW HOW?

[7 ESSENTIAL QUESTION ] Why does the Sample A: 2, 5,1, 2, 3, 3, 4, 3
way in which data are spread out matter? Sample B: 10, 5, 1, 2, 3, 7, 4, 3

2. Generalize What are the steps in finding 5. What can yo니 determine by 니sing range to
standard deviation? ⑨ MR8 compare the spread of the two data sets?

6. Find the standard deviation for each data set.

3. Error Analysis Marisol says that standard
deviation is a meas니re of how m니ch the 7. How can you use standard deviation to
vahjes in a data set deviate from the compare the spread of each data set?
median. Is Marisol correct? Explain. © MR3
8. Based on the histogram, what data val니es are
4. Use Structure If you add 10 to every within one standard deviation of the mean?
data value in a set, what happens to the
Mean: 11.05
mean, range, and standard deviation. Standard
Why? ® MP.7 Deviation: 2.40
>DU9nb

(DJ
U_
、— 9

6 l s
1 l rnl l T
으 홀 9
00 Z L
L

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 Scan for ［호］ © Practice

© PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE 서

9. Generalize Two data sets have the same Find and use the mean and the standard deviation
number of values. The first data set has a to compare the variability of each pair of sample
mean of 7.2 and a standard deviation of 1.25. data sets, see examples i, 2, and 4
The second data set has a mean of 7.2 and a 13. Data Set A: 6, 9, 1, 2, 3, 4, 4, 5
standard deviation of 2.5.
Data Set B: 10, 5, 5, 2, 3, 7, 4, 8
a. How can yen」tell which data set is more
14.
spread out? Data Set A Data Set B

b. How is the shape of a histogram for the 21.25 41.50

first data set different from the shape of a 29.25
42.25
histogram for the second data set? ⑨ MR8
2.00 39.75
10. Error Analysis Describe and correct the errors 40.50 40.00
a student made in calculating the standard 19.75 38.25
_____ —_______
deviation of a data set. ® MR3
57.75 51.25
39.25 42.00
o，,(—4)+2+( —1) + ( —3) + 5 + l 78.75 31.00
으
6 =0 38.50 37.75
er = Vo = 0

••
62.25 49.00

15. Find and use the mean and standard deviation

to compare the variability of the populations
represented in the dot plots, see examples 3-4
11. Use Appropriate To이s
1-Var Stats Data Set A
The screen shows x = 13.14035088
Sx =2247
statistics for a data
1x2 = 32883
set that has been Sx = 4.443522436
ax =4.43051063
은ntered into a graphing In =171
calc니ator. Does 8.7
fall within 2 standard 3 4 5 6 7 8 9 10 11 12 13 14 15
deviations of the mean
of the data set? Explain. Data Set B
® MP.5

12. Higher Order Thinking A data set has data one

standard deviation below the mean at 76.2 and 3 4 5 6 7 8 9 10 11 12 13 14 15
data one standard deviation above the mean
at 105.4. Data values in normally distributed data sets A and
B are integers from 0 to 30 in이usive. Identify the
a. What is the mean of the data set?
range of values that satisfies each description.
b. What is the standard deviation of the SEE EXAMPLE 2
data set?
Data Set A: mean: 12; standard deviation: 2
c. What end values of the data are two
Data Set B: mean: 18; standard deviation: 3
standard deviations from the mean?
16. All data val니es within 2 standard deviations
from the mean of data set A

17. All data values more than 2 standard deviations

from the mean of data set A

18. All data values within 1 standard deviation of

the mean of data set B

LESSON 11-4 Standard Deviation 493

 w Practice
⑮ Tutorial

© PRACTICE & PROBLEM SOLVING

Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

19. Make Sense and Persevere The data display 22. Consider a data set with
shows the number of njnners with finishing a mean of 5.72 and a
times under 7 hours for all marathons r니n in a standard deviation of 1.55.
given year. How co니Id you estimate the number Are the numbers within one
of runners who had finishing times less than standard deviation of the
2 standard deviations b이ow the mean? ⑨ MR1 mean? S이ect Yes or No.
(spuesnolp. p pur-ll)
>D U 9nb9J

23. SAT/ACT The variance for a data set with 8

은 items is 144. What is the standard deviation?
u_
®4
®8
© 12
© none of these

24. Performance Task The table shows the top ten

20. Make Sense and Persevere Last year, twelve
average driving distances in 2015 for male and
hydrangea bushes had a mean of 14 blooms
female professional golfers. The mean for men
each, with a standard deviation of 2. The dot
is 310.9 yards, and the mean for women is
plot shows the number of blooms on the same
267.2 yards.
b니shes this year after a new plant food is 니sed.

What conchjsions can you draw abo니t the 니se

Men Women
of the new plant food and the number of Average Average
blooms? ® MR1 Drive(yd) Drive(yd)
317.7 274.4
Hydrangeas with New Plant Food
315.2 269.4
313.7 269.2
311.6 267.6
309.9 267.1
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
309.8 266.2
Number of Blooms
309.0 265.3
308.2 265.1
21. Make Sense and Persevere On a standardized
307.7 264.0
test with the given statistics, about 68% of the
306.1 263.0
scores fall within 1 standard deviation of the
mean and about 95% of the scores fall within
two standard deviations of the mean. Part A Find the range for each data set. What
do the ranges tell you about gender and
Mean Score: 450 Standard Deviation: 125 average driving distance?
Total Number of Te아 Takers: 78,000
Part B Calculate the standard deviation for
What is yo니r score if yo니 can say that you each sample. How can you use standard
scored above the middle 95% of the people deviation to better understand the relationship
who took the test? How many test takers can between gender and average driving distance?
say that? ® MP.1
Part C How would histograms for the top ten
men's and women's average driving distances
be similar? How would they be different?

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 0 Common Core State Standards HSS.ID.B.5, MP.2, MP.3, MP.7 ［흐 Q Activity Assess

11-5
Two-Way
으） EXPLORE & REASON

Baseball teams at a high school and a c이I은ge play at the same stadium. Results
for every game last season are given for both teams. There were no ties.
Frequency
Tables Baseball Season Results at Mountain View Stadium

* *仏 =*/ 今外
HOME AWAY
WEST MOUNTAIN
HIGH SCHOOL 11 앙아 16 08 앙ft 14
I CAN... organize data in 이G MOUNTAIN

니
two-way frequency tables and
se them to make inferences.
COLLEGE 18 앙ft 26 18 앙『 30

VOCABULARY
• conditional relative A. How co니d you organize the data in table form?
frequency

니
B. Look for Relationships How would you analyze the data to determine
• joint frequency
whether the data s니pport the claim that the team that plays at home is
• joint relative freq ency

니
more likely to win? ⑨ MR7
• marginal frequency
• marginal relative freq ency

Q ESSENTIAL QUESTION How can you use two-way frequency tables to analyze data?

APP 니 CATION
1all日111111a보
EXAMPLE 1 Interpret a Two-Way Frequ은ncy Table
Owners of a major food chain are planning to add a vegetarian item to its
menu. Customers were asked to choose one of two vegetarian items. The
results are shown in the table. What trends do the results suggest?

A joint frequency is
at the joint of a
A marginal
c이umn and a row.
frequency
is at the
margin, or
edge of a
column or
row.

Joint frequencies indicate the freq니ency of a 외ngle option for one category;
STUDY TIP for example, the freq니ency of males choosing a veggie burger.
A two-way frequency table can
show possible relationships Marginal frequencies indicate the total frequency for each option or
between two sets of categorical category, such as the total frequency of female respondents.
data. The joint freq니encies suggest that male customers prefer veggie burgers over
veggie pizzas, and female customers prefer veggie pizzas over veggie burgers.

The marginal frequencies s니ggest that all of the respondents showed only
a slight preference for veggie pizza over a veggie burger. They also indicate
that more females than males were s니rveyed.

© Try It! 1. What do the marginal freq니encies tell yo니 about the number of
male and female respondents?

LESSON 11-5 Two-Way Frequency Tables 495

 I 令I 겨 Activity ⑧ Assess

APP 니 CATION 느
V,__________ ____________ 0 EXAMPLE 2 Interpret a Two-Way Relative Frequency Tabi은
What do the survey results reveal about male and female customer
preferences for veggie burgers?
COMMON ERROR
Divide each frequency by the total Joint relative frequency is the ratio, or percent, of the joint freq니ency to
count, found in the bottom right the total.
corner of the two-way frequency Marginal relative frequency is the ratio, or percent, of the marginal
table. Express relative frequency
frequency to the total.
as a fraction, decimal, or percent.

I Male
I Veggie Burger
50 〜 M0/
= = 22%
Veggie Pizza

誤…8%
Totals

誤=40% 너
Female 쓰 = 27% 으 ~33% 볘 = 60%
Totals 브| = 49% 븤으'=51% ~= 100%

Of the ojstomers surveyed, about 22% were males who selected veggie
b니rgers and about 27% were females who selected veggie b니rgers. So, a
greater percent of females than males selected veggie burgers.

© Try It! 2. How can you tell whether a greater percent of customers
surveyed selected veggie burger or veggie pizza?

CONCEPTUAL
UNDERSTANDING
V____________________ 느
EXAMPLE 3 Calculate Conditional Relative Frequency
Using data from Examples 1 and 2, a marketing team concludes that females
prefer veggie burgers more than men do. Do the survey results support
this conclusion?

Conditional relative frequency is the ratio of the joint freq니ency and the
related marginal frequency.

Calc니lating the conditional relative frequency for each row will adj니st for
differences in the number of male and female customers s니rveyed.

CONSTRUCT ARGUMENTS
Veggie Burger Veggie Pizza Totals
What do the conditional relative
frequencies tell you about Male -1}=56% 4} =44% 쓰 = 100% ;
associations between gender and
menu item choice? ⑨ MR3 Female 쯔 = 44% 흐 = 56% 브|= 100%

Conditional relative frequency = j°int {허니ency

marginal frequency

The results do not support this conclusion. The conditional relative frequencies
show that while about 56% of the males surveyed prefer veggie b니rgers,
only about 44% of the females prefer veggie burgers.

© Try It! 3. What conclusion co니Id the marketing team make abo니t male
and female preferences for veggie pizza? J니stify your answer.

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 〔히 o Activity
（診 Assess

EXAMPLE 4 Interpret Conditional Relative Frequency

The mark은ting team also concludes that there is a greater variation between
the percent of men and women who like veggie pizza than there is for those
who prefer veggie burgers. Do the survey results support this conclusion?
USE STRUCTURE
Calculating the conditional relative frequency for each column allows yen』to
The conditional relative
analyze male and female preferences within each food choice category.
frequencies calculated for rows
are not the same as those The concl니sion is supported by
calculated for columns. How are
the questions you can answer
the survey results. Conditional
relative frequencies show that of
Veggie Burger
<
Veggie Pizza

끄
Male 35%

W
%
looking at the table in Example 3
different from the questions you
can answer looking at the table in
the customers who prefer veggie
pizza, 65% are female and only F 이nale
55
쁝= 65%

I
Example 4? © MR7 35% are male. Of those who
Totals I -100%
m
prefer veggie b니rgers, 55% are
female and 45% are male.

© Try It! 4. What conclusion could you draw if the percentages for male and
female customers were the same across the rows in this table?

EXAMPLE 5 ' Interpret Data Frequencies

A random sample of spectators
Cheering Cheering
entering a stadium were asked for Bears for Tigers Total
whether they were cheering
Male 72 65 137
for the Bears or the Tigers in a
female 49 44 93
championship game. The sample
was categorized according to Totals 121 109 230
gender and team.

A. What does the joint relative frequency represent in this context?

Joint illative freq니ency is the ratio of the joint frequency to the total.

joint frequency Find the joint frequency 65 in the

table. You can see that 65 males
65' cheered for the Tigers, so 으
230.
represents the ratio of male Tigers
total spectators surveyed
fans to the total number of people
surveyed.

B. What does the conditional relative frequency || repres은nt in this context?

Conditional relative frequency is the ratio of the joint frequency to the

related marginal frequency.

joint frequency The number || represents the

ratio of female Bears fans to the
49
93
number of females s니rveyed.

related marginal freq니ency

© Try It! 5. What does the conditional relative frequency 으 represent in

this context?

LESSON 11-5 Two-Way Frequency Tables 497

 3.
Q CONCEPT SUMMARY Two-Way Frequency Tables
0 2：= © Assess

WORDS Two-way frequency tables show relationships between two sets of categorical data.
Entries can be frequency counts or relative freq니encies. Entries in the body of the table
are joint frequencies (counts) or joint relative frequencies (ratios). Entries in the totals
column or row are marginal frequencies or marginal relative frequencies.

Conditional relative frequencies show the freq니ency of responses for a given condition,
or the ratio of the joint freq니encies to the corresponding marginal freq니ency.

| TABLES： Movie Time Preferences

Afternoon Evening
___쩌 Totals

20 of the 200 Student 쓰'= 45% 端= 25% 쁘三70%’ 70% of the respondents
respondents, or were students.
10%, were adults Adult 쓰 =10% 溫 = 20% 器= 30%
who prefer the
afternoon show. Totals S=55% 쓰 = 45% % 찌%

Conditional Relative Frequency Conditional Relative Frequency

Student
Afternoon
<=64%
Evening

器 = 36% w=100% j
Totals
I Student
I Afternoon
< = 82%
Evening

-g- = 56% 서
유一 흐캐 씌—44%；
Adult > = 67%
쁘= 100% I Adult
20
= 18% i|

Totals 브…쎄 쓺-= 100%

Of all of the adult Of all of the respondents

respondents, 33% prefer that prefer evening shows,
afternoon shows. 44% were adults.

© Do You UNDERSTAND? Do You KNOW HOW?

ESSENTIAL QUESTION How can you In a survey, customers select Item A or Item B.
use two-way frequency tables to analyze Item A is selected by 20 males and 10 females.
data? Of 20 customers who select Item B, five are males.

5. Make a two-way frequency table to

2. Communicate Precisely How are joint
organize the data.
frequencies and marginal freq니encies
similar? How are they different? ® MR6 6. Make a two-way relative freq니ency table to
organize the data.
3. Look for Relationships How are
conditional relative freq니encies related 7. Calculate conditional relative freq니encies
to joint freq니encies and marginal for males and females. Is it reasonable to
frequencies? ® MR7 conclude that males prefer Item A more
than females do?
4. Error Analysis Zhang says that the
marginal relative freq니ency for a given 8. Calc니late conditional relative frequencies
variable is 10. Could Zhang be correct? for Item A and Item B. Is it reasonable to
Explain your reasoning. ® MR3 conclude that a customer who prefers Item B
is more likely to be a female than a male?

498 TOPIC 11 Statistics I 지 Go Online | PearsonRealize.com

 Scan for I ‘즈* I ⑥ Practice
⑮ Tutorial

PRACTICE & PROBLEM SOLVING Multimedia

Additional Exercises Available Online

UNDERSTAND PRACTICE

9. Reason An equal number of juniors and In a survey, music club members select their
seniors were surveyed about whether they preference between Song A or Song B. Song A is
prefer kmch item A or B. Is it reasonable to selected by 30 teens and 10 adults. Of 20 members
infer from the table that more juniors prefer who select Song B, five are teens, see examples i-4
hunch item B while more seniors prefer lunch Make a two-way freq니ency table to organize
item A? Explain. ⑨ MR2 the data.
Totals 1 13. Is it reasonable to say that more people
Item A Item B
surveyed prefer Song A? Explain.
Junior 0.1 0.4 0.5
Senior 0.3 0.2 0.5 14. Is it reasonable to say that more adults than
teens participated in the s니rvey? Explain.
Totals 0.6 0.4 1.0
Calculate conditional relative frequencies.
10. Error Analysis Describe and correct the errors
15. Is it reasonable to say that teens prefer Song A
a student made when making a generalization
more than adults do? Explain.
based on a two-way freq니ency table. ® MR3
16. Is a member who prefers Song B significantly
more likely to be an ad니It than a teen? Explain.
Which subject do you prefer?
Math Language Arts Totals In the two-way frequency table, frequencies ar은
Male 45 45 90 shown on the top of each cell in blue, and relative
Female 30 30 60 frequencies are shown at the bottom in red. Most

150 of the frequencies are missing, see examples 1-5

Totals 75 75
Male students prefer math more
than female students do.

11. Look for Relationships In a two-way

relative freq니ency table, how are joint relative
freq니encies and marginal relative freq니encies
elated? @ MR7 17. Complete the table.

12. Higher Order Thinking Students are s니rveyed 18. Calculate conditional relative frequencies
to see how long they st니died for a test. for yes and no.
• 10% of the students who studied 3 ho니rs or
19. Calculate conditional relative frequencies
more failed the test.
for Choices A and B.
• 40% of the students who studied less than
3 hours passed the test. 20. Is a high school grad니ate more likely to prefer
Choice A or B? Explain.
• 2 st니dents who st니died 3 ho니rs or more
failed the test. 21. Is someone who prefers Choice A more likely to
• 4 students who st니died less than 3 hours be a high school grad니ate than not? Explain.
passed the test.
22. What does the joint relative frequency 뜨

a. Make a two-way freq니ency table that represent in this context?

shows the association between hours spent
studying and passing the t은st. 23. What does the conditional relative
freq니ency 쓰 represent in this context?
b. Does the association appear to be
significant? Explain.

LESSON 11-5 Two-Way Freq니ency Tables 499

 ⑩ Tutorial
I 즈‘ I ⑥ Practice
© PRACTICE & PROBLEM SOLVING
Mixed Review Available Online

APPLY ASSESSMENT PRACTICE

24. Construct Arguments Is there a 외gnificant 27. Consider a two-way freq니ency table. Select
association between income and whether or all that apply.
not a voter supports the referendum? J니stify ® The sum of all joint freq니encies eq니als the
your answer. ® MR3
total frequency.
® The sum of all marginal freq니encies eq니als
Do you support the referendum?
the total frequency.
Income Yes No Totals © The sum of all marginal freq니encies in a
<$100,000 80 20 100 row eq니als the total freq니ency.
>$100,000 40 10 50 ® The sum of all joint freq니encies in a (:이umn

Totals 120 30 150 eq니als the marginal freq니ency at the bottom

of th은 column.
25. Make Sens은 and Persevere A gardener is only ® A illative frequency is the ratio of a joint
satisfied when a hydrangea b니sh has at least frequency and a marginal freq니ency.
14 blooms. How can you organize the data
shown in the dot plots into two-way freq니ency 28. SAT/ACT In a two-way freq니ency table, the
tables to make inferences abo니t the new plant joint freq니ency in a cell is 8 and the marginal
food and the number of blooms? ® MR1 frequency in the same row is 32. What is the
conditional relative frequency for the cell?
Hydrangeas Without New 이ant Food
® 0.12
® 0.20
10 11 12 13 14 15 16 17 18 ©0.25
Number of Blooms ©0.40
® 0.50
Hydrangeas with New Plant Food

29. Performance Task A high school offers a prep

• • •••스 •
course for st니dents who are taking a retest for

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 a college entrance exam.

Number of Blooms • Of 25 students who took the prep co니rse, 20
scored at least 50 points higher on the retest
26. Constr니ct Arguments Based on the s니rvey
than on the original exam.
data below, a marketing team for an airline
concl니des that someone between 18 and • Overall, 100 students took the retest and 50
24 years of age is more likely never to have st니dents scored at least 50 points higher on
flown on a commercial airliner than someone the retest than on the original exam.
25 years or older. Do you agree with this
Part A Create a two-way frequency table to
conchjsion? J니stify your answer. ⑨ |\/|R3
organize the data.

0 Terminal Part B F니nding for the prep course may be c니t

because more students scored at least 50 points
Have you ever flown on a commercial airline?
higher on the retest witho니t taking the prep
rzz Yes No Totals co니rse. Do yo니 agree with this decision? If not,
how could you use a two-way frequency table
18 24 yrs 198 81 279
to construct an argument to keep the funding?
25-r yrs 2,539 448 2,987
Totals 2J37 529 3,266

500 TOPIC 11 Statistics I 시 Go Online | PearsonRealize.com

 0 Common Core State Standards HSS.ID.A.2, HSS.ID.A.3, MR4

Video

© Text Message
Text messages 니sed be just that: text only. Now yo니 can send m니Itim은dia
messages (or MMS) with emojis, images, audio, and videos. Did yo니 know
Finland was the first country to offer text messaging to phone customers?

Some people send and receive so many texts that they use textspeak to make
typing faster. RU 1 of them? You will see one person keep track of his text
messages in this Modeling Mathematics in 3 Acts lesson.

Scan for
M 비 timedia ACT 1 Identify the Problem

1. What is the first q니estion that comes to mind after watching the video?

2. Write down the main q니estion yo니 will answer abo니t what yo니 saw in
the video.

3. Make an initial conject니re that answers this main q니estion.

4. Explain how you arrived at your conjecture.

5. What information will be 니sef니 to know to answer the main q니estion?

How can yo니 get it? How will yo니 use that information?

ACT2 〕 Develop a Model

6. Use the math that you have learned in this Topic to refine your conjecture.

ACT 3 Interpret th은 Results

7. Is yo니r refined conject니re between the highs and lows yo니 set 니p earlier?

8. Did yo니r refined conjecture match the actual answer exactly? If not,
what might explain the difference?

TOPIC 11 Mathematical Modeling in 3 Acts 501

 TOPIC
Topic Review
11 Q TOPIC ESSENTIAL QUESTION
1. How do you 니se statistics to model situations and solve problems?

Vocabulary Review
Choose the correct term to complete each sentence.
• conditional relative
2. is a measure of spread that reflects how the data vary
frequency
from the mean.
• joint freq니encies
3. indicate the frequency of a single option for one
category. • normal distrib니tion

4. A(n)is a data distribution that forms a bell-shaped • standard deviation

curve. • joint relative freq니ency

5. is the ratio of the joint frequency and the related

marginal frequency.

Concepts & Skills Review

LESSON 11-1 Analyzing Data Displays

Quick Review Practice & Problem Solving

Dot plots show co니nts of values within data 6. Generalize In what sit니ations would a box plot
sets. Histograms show the distrib니tion of values be 나ie best display for a data set? © MR8
within a data set in ranges or intervals. Box plots
7. In what situations wo니d a dot plot be the
show the center and spread of a distrib니tion using
best display for a data set?
a five-number summary.
For the data set below, create the data display
Example that best reveals the answer to the question.
The table below shows a class's math test scores. Explain your reasoning.
Create a histogram of the data.
8. What is the frequency of the data vahje 35?
83 92 56 63 80 91 78 59
30 33 35 39
75 79 62 85 81 90 82 74
37 35 31 36
60 95 88 82 77 74 68 82
39 30 35 35
Break the scores into intervals of 10.
8 Choose the most appropriate data display to
6 answer each question about a data set. Explain.
>3u9nbQJ

4 9. What are the freq니encies for each interval of

2
2 points?
LL.
10. How many data values are less than any
50-59 60-69 70-79 80-89 90-99 given value in the data set?
Score

502 TOPIC 11 Statistics I 지 Go Online | PearsonRealize.com

LESSON 11-2 Comparing Data Sets

Quick Review Practice & Problem Solving

Yo니 can compare data sets ring statistical 11. Construct Arguments If the mean is greater
measures of center and meas니res of spread. than the median for a given data set, what
The shape of the data in data displays indicates does that indicate about the data? ® MR3
the relationship between measures of center. 12. For the given data sets, compare the means
The mean absolute deviation (MAD) describes and the MADs, and then the medians and
how much the data values vary from the mean the IQRs. Decide which measures are better
of a data set. It is the mean of the absolute for comparing the data sets. Explain yo니r
deviations. reasoning.

Example
Micah would like to purchase a new golf club.
He gathers data on the average driving distance
(in yards) of two different types of clubs. The dot
plots show the data for each type.

Club A

• ••••
• • •••••牛 •

230 235 240 245 250 255 260

ClubB
13. Model With Mathematics Last year's school
•• basketball team had a mean average score
•• of 78 with a mean absolute deviation of
• •••• 4.5 points. The scores for this year's team are
• ••••••• • ♦
shown in the table. How do the scores for the
230 235 240 245 250 255 260 two years compare? ® MR4

If Micah is most interested in increasing his 83 65 90 88 75 82

driving distance, which golf club should he 68 78 80 82 94 73
purchase?
78 85 80 81 74 88
The data show that Cl니b A has better driving
distance. Most of the dots in the data display for
Club A golf clubs are clustered from 245 to 250 ydr
and the dots in the data display for Club B golf
chubs are chjstered from 239 to 245 yd. Therefore,
Micah should purchase Chjb A.

TOPIC 11 Topic Review 503

 LESSON 11-3 Interpreting the Shapes of Data Displays

Quick Review Practice & Problem Solving

When the shape of a data display is symmetric, 14. Look for Relationships One data set has a
the data values are evenly spread on either side median that is less than the mean, while a
of the center. The mean is close to the median. second data set has a median that is greater
When the shape of a data display is skewed, the than the mean. What does this mean for the
data display is skewed right or skewed left. The graph of the data sets? ⑨ MR7
mean and median are not equal.
Tell whether each display is skewed left, skewed
right or symmetric.
Example 1 1 8
5. •• 6.
The histogram shows the heights of players on
•• 6

XDUanbeJ
a football team. The mean height is 59 in. What
inferences can you make about the shape of
•• 4

the data? 2
5 6 7 8 9 o
LU
8 0-4 5-9 10-1415-19
A : 》u

6 Interpret the shape of the display for the giv은n

anbaJ

4
context and make an inference based on a
measure of center.
u-
2

17. The data

are average
50 55 60 65 70 75
minutes spent
Height (in.)
playing video
The histogram shows the data are skewed to the games each day.
left. The mean is less than the median.
18. The displays represent car sales at a
Based on the data, yo니 can infer that most of the dealership over two consecutive months.
players are taller than 59 in. What do the displays tell about the change
in car sales in the two months?
25
20
ADU0nb9』

15
1
0
Ll. 5

15-19 20-24 25-29 30-34 35-39 40-44

Car price (thousand dollars)
25
20
XDUanbaJJ

15
1
0
5

니
15-19 20-24 25-29 30-34 35-39 40-44
Car price (tho sand dollars)

504 TOPIC 11 Statistics I 지 Go Online | PearsonRealize.com

LESSON 11-4 Standard Deviation

Quick Review Practice & Problem Solving

Standard deviation indicates by how m니ch the 19. Reason The mean of a data set is 50.5 and the
values in a data set deviate from the mean. It is standard deviation is abo니19.6. Does 70.5 fall
the square root of the variance, the mean of the within 2 standard deviations of the mean of
sq니ared deviations from the mean. the data set? Explain. ® MR2

Find and use the mean and the standard deviation

Example to compare the variability of the data sets.
The table shows the number of hot dogs sold 20. Sample A: 15, 12,8, 18, 16, 13f 14z 10;
per day by a street vendor over a two-week Sample B: 16, 19, 11, 9, 8, 10, 15, 11
period. How much variability do the sample
21. Make Sense and Persevere A normally
data show?
distributed sample of bank accounts shows
40 28 18 36 52 41 29 a mean of $22,000 and a standard deviation
24 30 27 51 34 42 35 of $1,275. How much money would be in an
acco니nt that contains more than the middle
Mean: x « 35; variance: s2 « 95.41; standard 95% of the acco니nts? How many acco니nts
deviation: s 紀 9.77 wo니d meet that requirement? © MR1

The standard deviation is relatively large, so the

data show quite a bit of variability. Typically, the
vendor sells between 25 and 45 hot dogs per day.

M H IAM H
-
LESSON 11-5 Two-Way Frequency Tables U
I
J
O
H
Quick Review Practice & Problem Solving
Two-way frequency tables show relationships In a survey, TV viewers can choose between two
between two sets of categorical data. Joint movies. Forty men and 10 women choose the
frequencies indicate the frequency of one action movie that is featured. Of the 30 people
category. Marginal frequencies indicate the who chose the comedy, 20 are women and
total freq니ency for each category. 10 are men.

22. Make a two-way frequency table to organize

Example the data. Is it reasonable to say that more
A teacher asked her students to choose between people surveyed prefer action movies? Explain.
the museum or the zoo for a class trip. The 23. Construct Arguments According to the
results are shown in the table. What trends do data below, is there a 외gnificant association
the results suggest? between age and a person's news sendee?
Totals 1 Justify yo니r answer. ® MR3
Museum Zoo

Male 5 7 12 Where do you get most of your news?

Female 12 6 18 Age TV Internet Totals
Totals 17 13 30 <30 50 80 130
>30 30 40 70
The joint freq니encies s니ggest that males prefer the
zoo and females prefer the museum. The marginal Totals 80 120 200
frequencies s니ggest that all respondents showed a
slight preference for going to the museum.

TOPIC 11 Topic Review 505

 Visual Glossary
English Spanish
A
Absolute value function f(x) = |x| Funcion de valor absolute f(x) = |x|

Example

Arithmetic sequence A number sequence formed by adding Progresion aritmetica En una progresidn aritmetica la
a fixed number to each previous term to find the next term. diferencia entre terminos consecutivos es un numero

The fixed number is called the common difference. constante. El numero constante se llama la diferencia comun.

Example 4,1, 10, 13, ... is an

arithmetic sequence with a
common difference of 3.

Asymptote A line that the graph of a function gets

as x or y gets larger in absolute value.
이은 os r to Asintota Linea recta a la que la grafica de una funcion s
acerca indefinidamente, mientras el valor absolute de x o y
은
aumenta.

Example

느.
The y-axis is a vertical asymptote
for y = ^. The x-axis is a

horizontal asymptote for y =

Axis of symmetry The line that intersects the vertex,

and divides the graph into two congruent halves that are
Eje de simetna 티 eje de simetria es la linea que corta el
vertice y divide la grafica en dos mitades congruentes que
reflections of each other. son reflexiones una de la otra.

Example

G 니
니
Causation When a change in one q antity causes a change Causalidad Cuando un cambio en una cantidad causa un
in a second quantity. A correlation between quantities does cambio en una segunda cantidad. Una correlacion entre las
not always imply causation. cantidades no implies siempre la ca salidad.

Ceiling function
nearest integer.
니
A function that ro nds numbers up to the Funcion techo Funcion que redondea los numeros hacia
arriba al entero mas cercano.

G2 VISUAL GLOSSARY I 지 Go Online | PearsonRealize.com

English Spanish

Closure property A set of numbers is 이

osed under an
operation when the result of the operation is also part of
Propiedad de cerradura Un conjunto de numeros esta cerrado
bajo una operacion cuando el resultado de la operacion
the same set of numbers. tambien forma parte del mismo conjunto de numeros.

Example The set of integers is closed

under addition because
the sum of two integers is
always an integer.

Common difference The difference between consecutiv

terms of an arithmetic sequence.
은 Diferencia comun 은
La difer ncia comun es la diferencia
los terminos consecutivos de una progresion aritmetica.
은은ntr

Example The common difference is 3 in the

arithmetic sequence 4, 7, 10, 13, ...

Completing the square The process of adding （을） to Completar el cuadrado El proceso de sumar （으）2 a
x2 + bx to form a perfect-square trinomial.

Example 乂十 2
（x +
x2 + bx para formar un trinomio cuadrado perfecto.

- 7 = 9 j$ rewritten as
3）2 = 25 by completing
the square.

Compound inequalities
and or or.
Two inequalities that are joined by Desigualdades compuestas
enlazadas por medio de una yo 니 은 니 이니은 은
Dos d sig aldades
na o.
stdn

A H V SSO 1D v n s IA
Examples 5 < x and x < 10
14 < x or x < -3

Compound interest Interest paid on both the principal and

the interest that has already been paid.
Interes compuesto Interes calculado tanto sobre
como sobre los intereses ya pagados.
은 I capital

1-l
Example For an initial deposit of $1,000 at
a 6% interest rate with interest
compounded quarterly, the

function

account balance
y= 1000（ 으쓰）4乂 gives the

y after x years.

Conditional relative frequency The ratio of the joint Frecuencia relativa condicional La razon de la frecuencia
frequency and the related marginal frequency. conjunta y la frecuencia marginal relacionada.

Example
Afternoon Evening Totals

Student 140 36% >= 100%

w = 64%

< = 33% 쓰 =67%l 쯔 =10（시

Adult

Constant ratio The number that an exponential function

repeatedly multiplies an initial amount by.
Razon constante El numero por el q e
exponencial multiplica repetidamente a
니 니니 na funci6n
na cantidad inicial.

Example In an exponential function of the

form f（x） = abx, b is the constant

ratio.

VISUAL GLOSSARY G3
 English Sj vanish

Continuous A graph that is unbroken. Con tinua Una grafica continua es una grafica
inin terrumpida.

으
Example |y

21
시〜
, 스서^ X
' 0 2 *

_2

Correlation coefficient A number from -1 to 1 that tells you

how closely the equation of the line of best fit models the
Coe ficiente de correlacion
con cudnta exactitud la linea de mejor 은
Numero de -1 a 1 que indica

은
ncaje repres nta los

으'
n
data. It is represented by the variable, r. dat ds. Se represents con la variable r.

EXdiY)pl& gr
| LinReg
y = ax+b

□
a =.01340391：
b =-.3622031
II r2 = .88632777
r =.94144982(

The conflation cc efficient is

y
approximately 0.9 4.

Cube root function f(x) = 波 Fun cion de raiz cubica f(x) =波

Example
f（x）=、竹
1
三丄」

'

—~~즈
—2 —1 q
广〜
f

IIIIII X

Decay factor 1 minus the decay rate in an exponential

function when 0 < b < 1. 니

Fact or de decremento 1 menos la tasa de decremento en
na funcion exponencial si 0 < b < 1.

Example The decay factor c)f the function

y=5(0.3)x is 0.3.

Degree of a monomial The sum of the exponents of the Gra Jo de un monomio La suma de los exponentes de las
variables of a monomial. vari ables de un monomio.

Example -4x3y2 is a monornial of degree 5.

Degree of a polynomial The highest degree of any term of Gra< do de un polinomio El grado de un polinomio es el
the polynomial. grac Io mayor de cualquier termino del polinomio.

Example The polynomial P(x) = x6 + 2x3 - 3

has degree 6.

G4 VISUAL GLOSSARY I 지 Go Online | PearsonRealize.com

English Spanish

十이 은
Difference of two squares A difference of two squares is an Diferencia de dos cuadrados La diferencia de dos cuadrados
expression of the form a2 - b2. It can be factored as es una expre 6n d la forma a2 — b2. Se puede factorizar
(a + b)(a - b). como (a b)(a — b).
Examples 25a2 - 4 = (5a + 2) (5a - 2)
m' — 1 = (m3 + 1)(m3 - 1)

Discrete A graph composed of isolated points. Discreta Una grafica discreta es compuesta de puntos
aislados.

Example

Discriminant
匕그 —
The discriminant of a quadratic equation Discriminante El discriminante de
디 니 na ecuacion cuadratica

니
of the form ax2 + bx + c = 0 is 4ac. The value of the ax2 + bx + c = 0 es b2 - 4ac. valor del discriminante
discriminant determines the number of solutions of the determina el numero de soluciones de la ecuacion.

eq ation.

Example The discriminant of

& V S S O 1 O iv n s iA
2x2 + 9X — 2 = 0 is 97

Domain (of a relation or function) The possible values for Dominio (de una relacion o funcion) Posibles valores de
the input of a relation or function. entrada de una relacion o funcion.

Example In the function f(x) =x + 22, the

domain is all real numbers.

E
Elements (of a set) Members of a set. Elementos Partes integrantes de un conjunto.

Example Cats and dogs are elements

of the set of mammals.

Explicit form 니 a
of a sequence in terms of
An explicit fornwla expresses the nth term
n.
Fdrnwla explicita Una f6rm
termino de una progresion en funcion de
니 a explkita expresa el n-esimo
n.

Example Let an = 2n + 5 for positive

integers n. If n = 7, then
a7 = 2(7) + 5 = 19.

Exponential decay

the form y = abx,

A situation modeled with a function of

where a > 0 and 0 < b < 1.

Example y=5(0.1)x
Decremento exponencial

y = abx represents 이 Para a>0y0<b<1,la funcion

decremento exponencial.

VISUAL GLOSSARY G5
 English Spanish

Exponential function The function f(x) = bx, where b>Q Funcion exponencial La funcion f(x) = bx, donde b> 0
and b / 1. yb 手 1.

Example

Exponential growth A situation modeled with a function of Incremento exponencial Para a > 0 y b > 1, la funcion
the form y = abx, where a > 0 and b > 1. y= abx represents el incremento exponencial.

Example y=100(2)x

Extrapolation The process of predicting a value outside the

range of known values.
Extrapolacion
은
Proceso que se usa para predecir un valor por
fuera del ambito de los valor s dados.

F
Family of functions A group of functions that use the same Familia de funciones Un grupo de funciones que usan la
common operation in their equation forms. misma operacion comun en su forma de ecuacion.

Example f(x) = 3x + 7 and f(x) = |x — 9

are members of the linear
family of functions.

은
Floor function 니
The floor function ro nds numbers down to
the n arest integer.
Funcion piso 은
La funcion piso redond a los numeros hacia
a bajo al entero mas cercano.

니
Formula
q antities.
니
An eq ation that states a relationship among F6muila
cantidades.
Ecuacion que establece una r 이aci(5n entre

Example The formula for the volume

V of a cylinder \sV= 까’2hf

where r is the radius of the
cylinder and h is its height.

Function A illation in which each element of the domain

corresponds with exactly one element in the range.
Funcion Una r이 aci6n en la cual cada 이
se corresponde con exactamente un elemento del rango.
emento del dominio

Example Earned income is a function of

the number of hours worked.
If you earn $4.50/h, then your
income is expressed by the
function f(h) = 4.5h.

Function notation A method for writing variables as a Notacion de una funcion Un metodo para escribir variables
function of other variables. como una funcion de otras variables.

Example f(x) = 3x - 8 is in function

notation.

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English Spanish
G

m니
Geometric sequence A number sequence formed by

tiplying a term in a sequence by a fixed number to find

the next term.
Progresion geometrica

이
Tipo de sucesion numerica formada
al multiplicar un termino de la secuencia por un numero

constante, para hallar siguiente termino.

Example 9, 3, 1, ... is an example of a

geometric sequence.

Growth factor 1 plus the growth rate in an exponential Factor incremental 1 mas la tasa de incremento en una
function when b > 1. funcion exponencial si b > 1.

Example The growth factor of y = 7(1.3)x

is 1.3.

Identity An equation that is true for every value. Identidad Una ecuacion que es verdadera para todos

쁳
I os valores.

Example 5 — 14x = 5(1— x) is an

identity because it is true for any

value of x.

Interpolation The process of estimating a value between Interpolacion Proceso que se usa para estimar el valor entre
two known quantities. dos cantidades dadas.

& V S S 2 D IV D SIA
Inverse function If function f pairs a value b with a, then its Funcion inversa Si la funcion fempareja un valor b con a,
inverse, denoted f—1, pairs the value a with b. If f—1 is also a entonces su inversa, cuya notacion es f—1, empareja el valor
function, then f and f—1 are inverse functions. a con b. Si f—1 tambien es una funcion, entonces f y f—1 son
funciones inversas.

Example If f(x) = x + 3, then

f—i(x)=x —3.

Joint frequency

one category.
The frequency of a single option for Frecuencia conjunta
categoria.
La frecuencia de 니 na unica opcion por

Example
Afternoon Evening Totals

Student 90 50 140 j
Adult 20 40 60
Totals 110 90 200
90, 50, 20, and 40 are joint frequencies.

Joint relative frequency The ratio, or percent, of the joint Frecuencia relativa conjunta La razon, o porcentaje, de la
frequency to the total. frecuencia conjunta al total.

Example
Afternoon Evening Totals

Student w = 45% W = 25% 브$ = 70% j

Adult 益= 10% 쓰 = 20% 쁘 =30%

Totals 뺴'=55% 器 = 45% w= 100%
i, ，-
45%, 25%, 10%, and 20% are joint relative frequencies.

VISUAL GLOSSARY G7
 English Spanish

Linear function A function whose graph is a line is a linear

function. You can represent a linear function with a linear
Funcion lineal Una funcion cuya grafica es
una funcion lineal. La funcion lineal se representa con una
니 na recta es

equation. ecuacion lineal.

w
Example

2 A = 2x + 1

—J___
-2 / O 2 4
선

Linear inequality in two variables An inequality in two

variables whose graph is a region of the coordinate plane
that is bounded by a line. Each point in the region is a
lineal 은 은
Desigualdad lineal con dos variables Una desigualdad

s una d sigualdad de dos variables cuya grafica es una

region del piano de coordenadas delimitado por una recta.
solution of the inequality. Cada punto de la region es una soluci6n de la desigualdad.

Example

니 near-quadratic system
니
A system of equations that
includes a linear equation and a q adratic equation and 이
Sistema cuadratico lineal Un sistema de ecuaciones que
in uye una ecuaci6n lineal y una ecuacion cuadratica y
is represented on a graph by the corresponding line and se represents en una grafica con su linea y su parabola
parabola. correspondientes.

Example

니 near regression
best fit.
A method used to calculate the line of Regresion lineal
de mejor ajuste.
Metodo que se utiliza para calcular la linea

Line of best fit The most accurate trend line on a scatter

plot showing the relationship between two sets of data.
Recta de mayor aproximacion

un diagrama 어은 La linea de tendencia en

puntos que mas se acerca a los puntos que

representan la relacion entre dos conjuntos de datos.

Example
Calories and Fat for
Fast Food Meals
6o o
의
s

oJ 4o o
e-
u
2o o
o
v

o o 3 o
20 40 50
t )
Fa (g

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English Spanish

Literal equation An equation expressed in variables.

Example
Ecuacion literal

4x + 2y = 18 is a literal equation.
니
Ecuacion q e se expresa con variables.

M
Marginal frequency The total frequency for each option or Frecuencia marginal La frecuencia total para cada opcion o
category. categorfa.

Example
Afternoon Evening Totals

Student 90 50 140
Adult 20 40 60
[ 110
Totals 90 200
140, 60, 110, and 90 are marginal frequencies.

Marginal relative frequency The ratio, or percent, of the Frecuencia relativa marginal La razon, o porcentaje, de la
marginal frequency to the total. frecuencia marginal al total.

Example
Afternoon Evening Totals
i
W = 25%
Student w = 450/0 w= 70%

Adult 쒀 =10% 쓰= 쓰 20% =30%

AHVSSO1D IVHSIA
Totals
|수 110 rco/
=55% | '溫 = 45허 溫 =100%

70%, 30%, 55%, and 45% are marginal relative frequencies.

Monomial

real number and one or mor

exponents.
은
A real number, a variable, or a product of a

variables with whole-number

Monomio Numero real, variable o el producto de un
numero real y una o mas variables con numeros enteros como
exponentes.

Example 9, n, and -5xy2 are examples of

monomials.

N
Negative association When y-values tend to decrease as
x-values increase, the two data sets have a negative association.
Asociacion negativa 니
C ando los valores de y tienden
disminuir a medida que los valores de x aumentan, los dos
a

conjuntos de datos tienen una asociacion negativa.

Example

이 이 이
Negative corr ation When data with a negative association Correlacion negativa Cuando los datos que tienen una

are modeled with a line, there is a negative corr ation. asociacion negativa se representan con una linea, hay una

corr aci6n negativa.

Example

VISUAL GLOSSARY G9
 English Spanish

No association When there is no general relationship Sin asociacion Cuando no existe ninguna relacion general
between x-values and y-values, the two data sets have no entre I os valores de x y los valores de y, los dos conjuntos de
association. datos no tienen ninguna asociacion.

Example

은
Normal distribution A normal distribution shows data that Distribucion normal Una distribucion normal muestra,
vary randomly from the mean in the pattern of a bell-shaped con una curva en forma de campana, datos que varian

curve. alcatoriamento respecto de la m dia.

Example
Distribution of Test Scores

In a class of 200 students, the scores

on a test were normally distributed.
The mean score was 66.5 and the
standard deviation was 6.5. The
number of students who scored greater
than 73 percent was about 13.5% + 2.5% of
those who took the test.
16% of 200 = 32
About 32 students scored 73 or higher
on the test.

P
Parabola The graph of a quadratic function. grafica de una funcion cuadratica.

Example

Parallel lines

intersect. Parallel lines have the same 이

Two lines in the same plane that never

ope.
Rectas paralelas

pendiente.
Dos rectas situadas en el mismo piano
que nunca se cortan. Las rectas paralelas tienen la misma

a2 + 2ab 十 니
Perfect-square trinomial

b2 or a2 —
Any trinomial of the form

2ab + b2. It is the result when a2 +

니
Trinomio cuadrado perfecto
2ab + b2 6 a2 - 2ab + b2.
Todo trinomio de la forma
Es el resultado cuando un

乂 十
a binomial is sq ared. binomio se eleva al c adrado.

Example (x + 3)2 = 2 + 6x 9

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English Spanish

Perpendicular lines

Two lines are perpendicular if the product of their

is -1.
이
Lines that intersect to form right angles.

opes en s 니
Rectas perpendiculares Rectas que forman angulos rectos

intersecci6n. Dos rectas son perpendiculares si el

producto de sus pendientes es -1.

Piecewise-defined function A piecewise-defined function Funcion definida por fragmentos Una funcion definida por
has different rules for different parts of its domain. fragmentos tiene reglas diferentes para diferentes partes de
su dominio.

이 川=
Point-slope form A linear equation of a nonvertical line Forma punto-pendiente La ecuacion lineal de una recta no

written as y-y^ = m(x — x). The line passes through the vertical que pasa por el punto(Xi, yj con pendiente m esta

은 외 •브
point (x1f yi)with ope m. dada pory —

Example An quation with a ope of —

이
passing through (2, -1) would
be written y+ 1 = — ；(x — 2) in

point- ope form.

Polynomial A monomial or the sum or difference of two or Polinomio Un monomio o la suma o diferencia de dos o mas
more monomials. monomios.

Example 2x2,3x + 7, 28, and

-7x3 - 2x2 + 9 are

all polynomials.

Positive association When y-values tend to increase Asociacion positiva Cuando los valores de y tienden a
as x-values increase, the two data sets have a positive aumentar a medida que los valores de x aumentan, los dos
association. conjuntos de datos tienen una asociacion positiva.

Example

니
이
Positive correlation When data with a positive association Correlacion positiva Cuando los datos q e tienen una
are modeled with a line, there is a positive correlation. asociacion positiva se representan con una linea, hay una

corr aci(5n positiva.

Example

Product Property of Square Roots 4ab =石• VF, when both Propiedad del producto de las rakes cuadradas
니
Tab = Va •

折引＞%
a and b are greater than or equal to 0. /b, cuando tanto a como b son mayores que o ig ales a 0.

Example 716*25 =

VISUAL GLOSSARY Gil

 English Spanish

Quadratic equation An equation of the second degree. Ecuacion cuadratica Una ecuacion de segundo grado.

Example 4x2 + 9x - 5 = 0

Quadraticformula

x =
—b 土、/Z)2 — 4ac
If ax2 + bx + c = Q and a / 0, then F6rm 니
entonces x
a cuadratica
—b
Si
士 7t>2 — 43c
2a
ax2 + bx + c = 0ya 夫 0,

Example 2x2 + 10x + 12 = 0

—b 土、lb2 — 4ac
x =
2a___________
—10 土、/1()2 —4(2)(12)
X =
2(2)
—10 土、/?
X =
4
-10 + 2 —10 — 2
X = —4-이 ——4——

x = -2 or -3

where a 夫
Quadratic function A function of the form y = ax2
0. The graph of a quadratic function is a parabola,
+ bx + c. Funcion cuadratica La funcion y = ax2 + bx + c,
a / 0. La grafica de una funcion cuadratica es una parabola,
en la 이니은
十
a U-shaped curve that opens up or down. o curva en forma de U que se abre hacia arriba o hacia abajo.

Example y= 5x2 — 2x 1 is a quadratic

function.

Quadratic parent function The simplest quadratic function Funcion cuadratica madre La funcion cuadratica mas simple
f(x) =x2 or y = x2. f(x) = x2 6 y = x2.
Example y = x2 is the parent function for

the family of quadratic equations

ax2 + bx + c.

이
of the form y =

Quadratic regres on A method used to find the quadratic

function that best fits a data set.
Regresion cuadratica Metodo que se utiliza para hallar

la funcion cuadratica que se ajusta mejor a un conj nto d

datos.
니 은
G
Range (of a relation or function) The possible values of the Rango (de una relacion o funcion) 티 conjunto de todos los
output, or dependent variable, of a relation or function. valores posibles de la salida, o variable dependiente, de una
relacion o funcion.

Example

is th 은
In the function

numbers.
y= Ixl, the range
set of all nonnegative

Rational exponent Another way to express radicals. Exponente racional Otra forma de expresar los radicales.

Example l/X =X3

: is the rational exponent.

Reciprocal The reciprocal of a number is 1 divided by Reciproco El reciproco de un numero es 1 dividido entre
that number. ese numero.

Example | and | are reciprocals because

1 5
i • 5 — 2.

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English Spanish

니 니 니
니
Recursive form a A recursive form a defines the terms F6rm a recursiva Una formula recursiva define los terminos
in a sequence by relating each term to the ones before it. de una secuencia al relacionar cada termino con los terminos

It is composed of an initial value and a r e for generating que Io anteceden. Esta compuesta por un valor inicial y una
the sequence. regia para generar la secuencia.

Example Let an = 2.5an_-] + 3an_2.

If a5 = 3 and a4 = 7.5, then

a6 = 2.5(3) + 3(7.5) = 30.

Relation Any set of ordered pairs. Relacion Cualquier conjunto de pares ordenados.

Example {(0, 0), (2, 3), (2, - 7)} is a relation.

Residual The difference between the y-vahje of a data point Residue La diferencia entre el valor de y de un punto y el
and the corresponding y-value of a model for the data set. valor de y correspondiente a ese punto en el modelo del
conjunto de datos.

Root The input values for which the related function is zero. Raiz Los valores de entrada para los cuales la funcion
relacionada es cero.

Sequence An ordered list of numbers that often forms a Progresion Lista ordenada de numeros que

pattern. muchas veces forma un patron.

AHVSSO1D
Example -4, 5, 14, 23 is a sequence.

오
Set A well-defined collection of elements. Conjunto Un grupo bien definido de elementos.

Example The set of integer

{• • • / —3, —2, — 1, 0, 1, 2, 3, . . .}

lv n s l>
Simple interest Interest paid only on the principal. Interes simple Interes basado en el capital solamente.

Example The interest on $1,000 at 6% for

5 years is $1,000(0.06)5 = $300.

이 외 이
Slope-intercept form The ope-intercept form of a linear Forma pendiente-intercepto La forma pendiente-intercepto

equation \s y = mx + b, where m is the ope of the line and b es la ecuacion lineal y = mx + b, en la que m es la pendiente de
is the y-intercept. la recta y b es el punto de interseccion de esa recta con eje y.

Example y = 8x - 2

Solution of an inequality in two variables Any ordered pair Solucion de una desigualdad con dos variables Cualquier
that makes the inequality true. par ordenado que haga verdadera la desigualdad.

Example Each ordered pair in the yellow area

and on the solid red line is a sohjtion
of 3x - 5y < 10.

VISUAL GLOSSARY G13

 English Spanish

Solution of a system of linear inequalities

that makes all of the inequalities in the system tr e. 니

Any ordered pair Solucion de un sistema de desigualdades lineales
par ordenado que hace verdaderas todas las desigualdades
del sistema.
Todo

Example

s 이
The shaded green area shows the

ution of the system Z

3
斗 끄 — 〜、•
3x + 4y < 12

Square root function A function that contains the Funcion de raiz cuadrada Una funcion que contiene la
independent variable in the radicand. variable independiente en el radicando.

Example y= is a square root function.

Standard deviation A measure of how data varies, or Desviacion tipica Medida de como los datos varian, o se

니
deviates, from the mean. desvian, de la media.

Example Use the following form a to find the

standard deviation.
_ /s(x — 하
CF =

乃乂
Standard form of a linear equation The standard form of Forma normal de una ecuacion lineal La forma normal
a linear equation is Ax + By = C, where A, B, and C are real de una ecuacion lineal es A + By = C, donde A, By Cson
numbers and A and B are not both zero. numeros reales, y donde y 8 no son iguales a cero.

Example 6x - y= 12

Standard form of a polynomial The form of a polynomial Forma normal de un polinomio Cuando el grado de los
that places the terms in descending order by degree. terminos de un polinomio disminuye de izquierda a derecha,
esta en forma normal, o en orden descendente.

Example 15x3 + x2 + 3x + 9

Standard form of a quadratic equation

of a quadratic equation is ax2
The standard form
+ bx + c = 0, where a 5ko.

Example -x2 + 2x - 9 = 0
Forma normal de una ecuacion cuadratica

ecuacion cuadratica se expresa de forma

Cuando una

ax2 + bx 十 c = 0.

Standard form of a quadratic function The standard form of Forma normal de una funcion cuadratica La forma normal
a quadratic function is f(x) = ax2 + bx + C, where a / 0. de una funcion cuadratica es f(x) = ax2 + + C, donde a / 0.

Example f(x) = 2x2 — 5x + 2

Step-function A step-function pairs every number in an Funcion escalon Una funcion escalon empareja cada
interval with a single value. The graph of a step function can numero de un interval© con un solo valor. La grafica de una
look like the steps of a staircase. funcion escalon se puede parecer a I os peldahos de una
escalera.

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English Spanish

Subset A subset of a set consists of elements from the

given set.

Example
Subconjunto

니
Un subconjunto de un conjunto consiste en

elementos del conj nto dado.

If B = {1, 2, 3, 4, 5, 6, 7}

and A = {1, 2, 5}, then 4 is a

은
subset of B.

System of linear inequalities Two or more linear inequaliti s Sistema de desigualdades lineales Dos o mas desigualdades
using the same variables. lineales que usen las mismas variables.

Example y <x + 11
y <5x

Term of a sequence A term of a sequence is any number in Termino de una progresion Un termino de una secuencia es

a sequence. cualquier numero de una secuencia.

Example -4 is the first term of the

sequence -4, 5, 14, 23.

Transformation A transformation of a function maps each Transformacion Una transformacion de una funcion

이
point of its graph to a new location. desplaza cada punto de su grafica a una ubicacion nueva.

Example Transformations can be tran ations,

rotations, reflections, or dilations.

외 이

AHVSSO1D IV n S IA
Tran ation A transformation that shifts the graph of a Tran aci6n Proceso de mover una grafica horizontalmente,
function the same distance horizontally, vertically, or both. verticalmente o en ambos sentidos.

Example

y = |x +
y=l4
기 is a translation of

Trend line A line that models the data in a scatter plot by Linea de tendencia Una Hnea que represents los dates en un
showing the general direction of the data. diagrama de puntos y muestra la direccion general de los datos.

Example

Variance The mean of the squares of the difference

between each data value and the mean.

Example

t±Z
x-x
|(X —刀 2
Varianza
cada valor de los datos y la media.

18
17
1
1
25
17
8
64
18
17
1
1
10
17
-7
49

The variance iss2 = 1 +64 + 1 +49 + 0 + 4+ 1 +4

17
17
0
0
15

17
-2
4
18
La media de los cuadrados de la diferencia entre

1
쾨
호
15

—2

VISUAL GLOSSARY G15

 English Spanish

Vertex The highest or lowest point on the graph of Vertice El punto mas alto o mas bajo de la grafica de una
a function. funcion.

Vertex form of a quadratic function

f(x) = a(x — h)2 + k,

(h, k).
where a 斗 The function

0. The vertex of the graph is at

Forma canonica de una funcion cuadratica

f(x) =
en
a(x — h)2 + k,
(h, k).
donde a / 0. 티 La funcion

vertice de la grafica esta

Example If the vertex form of a function is

f(x) = 5(x + 3)2 + 7, the vertex of the
graph is (—3, 7).

Vertical motion model The vertical motion model is the Modelo de movimiento vertical El modelo de movimiento

티
quadratic function h(t) = -16t2 + vot + h0. The variable h vertical es la funcion cuadratica /i(t) = -16t2 + iq)t + h0.
represents the height of an object, in feet, t seconds after La variable h represents la altura en pies de un objeto t
it is launched into the air. The term vQ is the object's initial segundos despues de lanzarlo al aire. termino v0 es la
velocity and h0 is its initial height. velocidad inicial del objeto y h0 es su altura inicial.

Example If an object is launched from a height of

10 ft with an initial velocity of 8 ft/s, then
the equation of the object's height over
time is h(t) = -16t2 + 8t + 10.

Y
y-intercept The y-coordinate of a point where a graph Intercepto en y Coordenada y por donde la grafica cruza el

crosses the y-axis. eje de las y.

Example The y-intercept of y = 5x + 2 is 2.

z
Zero-Product Property For all real numbers a and b, Propiedad del producto cero Para todos los numeros reales
if ab = 0, then a = 0 or b = 0. a y b, si ab = 0, entonces a = 0 6 b = 0.

Example x(x + 3) = 0

x = 0orx + 3 = 0

x= 0 or x = -3

Zero of a function An x-intercept of the graph of a function. Cero de una funcion Intercepto x de la grafica de una

》 土
funcion.

Example The zeros of y = x — 4 are 2.

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Index
A c Conceptual Understanding Example, 6,
11, 19, 24, 31, 37, 45, 58, 63, 69, 77,
absolute value, 43 causation 90, 95, 104, 110, 118, 127, 143, 150,
correlation and, 131 158, 164, 184, 191, 197, 205, 217,
absolute value equations
defined, 131 224, 231, 241, 246, 259, 261, 268,
applying, 44-45
graphing, 43 ceiling function, 197 275, 282, 287, 296, 301, 316, 323,
with no solution, 44 329, 337, 344, 357, 364, 370, 377,
change, rate of, 235, 413
solving, 43-44, 47 385, 392, 397, 411, 418, 427, 434,
change, rate of, 421-422
440, 445, 451
absolute value functions
classifying
defined, 183 conditional relative frequency, 496-497
functions as linear or nonlinear, 91
graphing, 183-186, 203-207 constant ratio, 226
lines, 78
vertex of, 183
numbers, 5 continuous, 90
absolute value inequalities i^al numbers, 5 correlation
graphing, 45 relation as function, 91 causation and, 131
solving, 45, 47
closure, topic 1 vocab negative, 127, 128
writing, 46
negative correlation, 120
coefficient
addition positive correlation, 120
conflation, see correlation
of ■hjnctions, 445-446 in scatter plots, 120
coefficient
of polynomials, 259-264
elimination of variables using, 160 correlation coefficient, 127
of rational numbers, 6-7
common difference, 110 Critique & Explain, 5, 63, 102, 157, 197,
of real numbers, 6-7
217, 301, 322, 382, 418, 432, 472
and, compound inequalities Common Error, 6, 7, 13, 25, 38, 45, 58,
64, 78, 91, 96, 102, 104, 112, 113, Critique & Reason, 102
containing, 38
118, 119, 120, 121, 127, 128, 131, cube root function
Application example, 12, 13, 14, 20,
144, 199, 219, 232, 276, 282, 383, defined, 418
26, 32, 39, 46, 59, 65, 71, 79, 91, 97,
446, 483 graphing, 419-420
98, 102-103, 113, 120, 122, 128-129,
common factors, 303 key features, 418-419
130, 145, 153, 159, 165, 173, 185,
193, 199, 218-219, 220, 225, 227, common ratio, 226, 239
233, 234, 235, 242, 263, 271, 277,
completing the square, 382-385, 389 D
290, 302, 317, 325, 331-332, 332,
compound inequalities data
336, 338, 339, 359, 364-365, 372,
graphing, 37 continuous, 10
378, 384, 385, 391, 398-399, 414,
involving And, 38 discrete, 10
420, 447, 453, 465, 475, 481, 491,
estimated, 421
495, 496
involving Or, 38
solving, 37-40 precision in, 421
arithmetic sequences, 110, 112-113 quadratic, 339
compound interest, 232
as functions, 110-111 representing, 465-467
identifying, 239 compressions
data displays
recursive formula, 111-112 absolute value functions, 205
analyzing, 465-469
rules for, 111 of functions, 438-441
interpreting shapes of, 480-484
of linear functions, 104, 105
asymptote skewed, interpreting, 481-482
defined, 224 Concept symmetric, interpreting, 482
horizontal, 428 Explicit Formula, 112
data sets
Interest, 232
axes, 225 compare using standard
Recursive Definition, 111
axis of symmetry, 183, 323, 427 deviation, 491
Residuals, 128
comparing, in box plots, 472-474
Standard Form of a Quadratic
comparing, in histograms, 475
B Equation, 330
comparing shapes of, 483
Transformations, 103
binomials measure of center to compare, 472
Translations, 103
multiplying, 268, 269-271, 276-277 negative asssociations, 119
Vertical Motion, 337
rewriting as a polynomial, 269 spread to compare, 472
squaring, 275-277 Concept Summary, 8, 15, 20, 21, 26, standard deviation, 489-490
27, 33, 40, 47, 60, 66, 72, 80, 92, 99, variability in, intepreting, 487-488
bivariate, 127
106, 115, 123, 132, 161, 194, 207,
boundary line, 166 decay, exponential, 231-236
228, 249, 264, 272, 278, 291, 304,
box plots, 467, 472-474 326, 340, 348, 367, 373, 386, 393, decay factor, 234

400, 415, 429, 441, 448, 454, 492

INDEX N1
 degree exponential decay, 231-236 frequency table, 495-498
of a monomial, 259
exponential functions function notation, 95-96
of a polynomial, 260
characteristics, 224-225
function(s). see also graph(s)
difference of two squares, 226, 276 comparing, 248
absolute value, 203-207
discrete, 90 defined, 226
adding, 445-446

이
geometric sequence and, 239, 241
discriminant, 392 analyzing graphically, 425-428
graphing, 225, 246-249
arithmetic sequences as, 110-111
distance-rate-time pro ems, 14 identifying, 344-348
axis of symmetry, 427
distribution, shape of a, 480 linear functions vs., 227
classifying, 91
modeling data sets, 344-348
Distributive Property, 276-277 compressions of, 438-441

니
writing, 226
domain defined, 89
exponential growth, 231 domain, 89-91, 425
of absolute value f nctions, 184
defined, 89 exponential models, 344-348 end behavior, 428

of functions, 89-91, 425 evaluating, 95-96

이
exponents
identify constraints on, 91 in function notation, 95-96
dividing, 220
reasonable, 90 inverse, 451-454
multi ying, 218-219
of square root function, 411 linear, 95-99
rational, 218-221
linear vs. nonlinear, 91
dot plots, 465 expressions, equivalent, 371
maximum values, 426

이
extrapolation, 130 minimum values, 426
E modeling, 425

element of a set, 5
F nwlti ying, 446
names of, 95
elimination method factoring
nonlinear, 91
solving linear-quadratic equations common factors, 282, 303
one-to-one, 451, 452
using, 398-399

니
difference of two squares, 303
parent, 315
solving systems of linear equations by grouping, 296
piecewise-defined, 191-195,
using, 157-161
perfect-sq are trinomials, 301-302 203-207
end behavior, 428 polynomials, 281-284
quadratic, see quadratic functions

니 니
quadratic trinomials, 295 range of, 89-91, 248, 425
equations, see also absolute value
real-world application, 364-365 real-world application, 346-347
equations; absolute value functions;
function(s) solving q adratic eq ations using, relations as, 91-92
defined, 11 363-367
sequences as, 110-111
special cases of polynomials,

이
equivalent, 158 step, 197-200
from graphs, 58 301-304 stretches of, 438-441
by substitution, 297

니
with infinitely many s utions, 19 subtracting, 445-446
trinomials, 287-291, 295-298, transformations of, 103
line of best fit, 126
301-302 translations of, 103, 432-435
linear, see linear eq ations
lines parallel to a given line, 76 factor(s)
lines perpendicular to a given decay, 234
line, 78 difference of two squares, 303
G
GCF (greatest common factor),
with no solution, 19, 44 greatest common (GCF), 281-283
281-283

외
parallel lines, 76 perfect-square, 301
of perpendicular lines, 78 floor function, 198 geometric sequence

이
in point- ope form, 64 defined, 239
formula, 24
quadratic, see quadratic equations explicit formula, 240, 242-243
formulas exponential functions and, 239, 241
in ope-intercept form, 58
in standard form, 69-72, 364 applying, 26 recursive formula, 240, 242-243
with a variable on both sides, 18-21 compound interest, 232
Glossary, G2-G16

니 니
for geometric sequences, 240,
explicit formula graph(s)
242-243
for arithmetic sequence, 112
of absolute value eq ations, 44
literal eq ations and, 24-27
arithmetic sequences, 112-113 of absolute value functions,
rewriting, 25
defined, 112
simple interest, 233 183-186, 203-207

니
geometric sequence, 240, 242 of absolute value inequalities, 45
slope, 235
writing from a recursive analyzing functions using, 425-428
frequency
form a, 114 circles on, 192
conditional relative, 496-497
Explore & Reason, 18, 37, 69, 76, 89, of compound inequalities, 37
joint, 495
95, 110, 126, 143, 171, 183, 191, 224, cube root function, 419-420
joint relative, 496
231, 239, 259, 275, 287, 295, 315, end behavior, 428
marginal, 495
329, 357, 370, 376, 389, 411, 438, of equations, 44, 57, 64, 70, 365
marginal relative, 496
445, 451,480, 495 equations from, 58

INDEX |令 j Go Online | PearsonReaHze.com

 of exponential functions, 225, integers linear regressions, 339
246-249 consecutive, 12 linear-quadratic system, 397
of horizontal lines, 70 defined, 69
linear-quadratic systems of equations,
of horizontal translations, interest 397-400
204-205, 440 compound, 232

이
of inequalities, 37-38, 45 line(s)
simple, 24, 232-233
of inverse functions, 452 of best fit, 126-130
interp ation, 130 boundary, 166
of linear equations, 57, 64, 70
of linear functions, 97-98 intersection, point, 143-144 classifying, 78

of piece-wise defined functions, 192 graphing, using intercept, 57-60

inverse of a function, 451-454
of quadratic equations, 365 horizontal, 70-71
irrational numbers
of quadratic functions, 316, intersecting a parabola, 397
adding, 7

이
322-324, 329-331 parallel, 76-80
defined, 9
scatter plot, 119 perpendicular, 76-80
nwltiplying, 7
ope of. see slope

이
shifts of. see translations
operations with, 7
sketching, 425 trend, 120
isolate, 11 vertical, 70-71
of ope, 57
of solutions of equations, 357-360 literal equations
solving linear-quadratic equations J defined, 24
using, 398 rewriting, 24-27
joint frequency, 495
solving quadratic equations using,
joint relative frequency, 496
357-360
of square root functions, 412
M
of systems of linear equations, L marginal frequency, 495

143-147 marginal relative frequency, 496

like terms

이 외
of systems of linear inequalities,
combining, 261 mathematical modeling
171-174
defined, 261 absolute value equations, 49
using point- ope form, 64 equations with variables on both
line of best fit, 126-127
using ope-intercept form, 57-60 sides, 23
of vertical translations, 205, 439 linear equations
inequalities in one variable, 35
writing linear inequalities from, 166 applying, 65, 71
of quadratic functions, 336-340

이
writing linear inequalities to, 166 graphing, 57, 64, 70-71
Mathematical Modeling in 3 Acts
writing systems of linear inequalities point-slope form of, 63-66
Big Time Pay Back, 252
from, 172 ope-intercept form of, 57-60
Collecting Cans, 36
wiving, 11-15
Greatest Common Factor (GCF),
Edgy Tiles, 444
standard form of, 69-72
281-283
The Express Lane, 109
systems of. see systems of linear
grouping, factoring by, 296 Get Up There! 170
equations
growth, exponential, 231-236 How Tall is Tall? 75
linear functions
The Long Shot, 343
growth factor, 231 compressions of, 104
The Mad Runner, 190
defined, 97
Text Message, 501

이
H exponential functions vs., 227
graphs of, 97-98, 102-104
Unwrapping Change, 396

histograms, 466, 475, 482 Who's Right, 294

horizontal tran ations, 104
horizontal lines, 70-71 maximum value, of functions, 426
identifying, 344-348

horizontal translations, 104, 204-205, modeling data sets, 344-348 minimum value, of functions, 426

247, 433 nonlinear functions vs., 91 Model & Discuss, 11, 24, 30, 43, 57,
rules, 96 118, 150, 164, 203, 246, 267, 281,
stretches of, 104
336, 344, 363, 397, 425, 465, 487
vertical translations, 102-103
Model with Mathematics
identity, 19
linear inequalities
area, 306
inequality(ies). see also solving graphing, 164-165 auto sales, 424
inequalities in one variable, 166-167 babysitting, 176
absolute value, 45-47 solving, see solving inequalities bank balance, 202
all real number solutions, 31 systems of. see systems of linear banners, 388
compound, 37-40 inequalities biology, 245
graphing, 37-38, 45 in two variables, 164-167 boiling point, 29
linear, see linear inequalities writing from graphs, 166 business, 149, 209, 362, 424, 471
no solutions, 31 writing to graphs, 165, 172 catering, 74
in one variable, 30-33
linear models, 130, 344-348 compound inequalities, 42
symbols for, 30, 46, 165
computer-generated imagery, 431
linear regression, 126
with variables on both sides, 31
 deliveries, 169 polynomial(s)
dimensions, 155, 293, 300, 388 adding, 259-264
distance, 375 natural numbers, 9 binomials written as, 269
dropped object, 342, 381 negative asssociation, 118, 119 defined, 260
education, 94, 417, 479 degrees, 260
negative correlation, 120, 127, 128
exam scores, 479 factoring, 281-284
no association, 118
functions, 208 multiplying, 267-272, 276, 446
furniture, 306 normal distribution, 488 naming, 260
game design, 189 number line(s) standard form of, 260
grades, 417 absolute value on, 43 subtracting, 259-264
growth patterns, 245 solution of an inequality on, 30 positive association, 118
income, 176
numbers positive correlation, 120
invasive plants, 238
absokite value of, 43
market booths, 266 Power of a Power Property, 217,
integers, 5, 12, 69
miles traveled by car, 134 218-219
irrational, 7, 9
modeling, 209 Power of a Product Property, 219
natural, 9
online gaming, 251
rational, see rational numbers prime factorization, 281
online sales, 471
parabolas, 328 Product of Powers Property, 218

payment plans, 62 o Product Property of Square Root5f 370

pets, 209 one-to-one, 91, 451, 452 property(ies)
photography, 300
operations Addition Property of Equality,
plant growth, 238

니
with rational and irrational within Do You Understand, 27
population growth, 342
numbers, 7 Closure Property, 262
price of food, 163

이
with rational numbers, 6 Distrib tive Property, 268, 270,
price per jacket, 149
on real numbers, 5-8 276-277
profit, 362
Multi ication Property of
quadratic equations, 361 opposite reciprocals, 78
Equality, 158
raffle tickets, 456 or, compound inequalities Power of a Power Property, 217,
ratios, 375 containing, 38 218-219
reforestation, 125

니
ordered pair, 164 Power of a Product Property, 219
rentals, 68
Product of Powers Property, 218
river level, 101
savings, 176 p Prod ct Property of Square
Roots, 370
social media, 156 parabolas Quotient of Powers Property, 220
sports, 328, 375, 402 axis of symmetry of, 323
subway, 196 defined, 315
surface area, 443 lines intersecting, 397 Q
television size, 375 in quadratic graphs, 322-325 quadratic equations
television viewing, 230 symmetry of, 322-325, 365 defined, 357
temperature, 431 vertex of, 323, 324, 325, 365 graphing, 365
time in class, 94 solving by factoring, 363-367
parallel line(s)r 76-80
volume, 275, 286 solving by graphing, 357-360
parameter, 204
watermelon launch, 395 solving by tables, 357-360
wave speed, 443 parameters, 126 solving using completing the square,
weight loads, 169 parent functions, 315 382-385, 389

monomial solving using square roots, 376-379

parentheses
adding, 261 standard form of, 364
expressions in, 150
defined, 259 systems of, 357-360, 398-399
for negative values when
subtracting, 261 vertex form, 385
substituting, 390

multiplication Quadratic Formula, 389-393

patterns
of binomials, 268, 269-271, 276-277 in sequences, 110-111 quadratic functions
of exponents, 218-220 in squares of binomials, 275-276 compare properties of, 331
of functions, 446 tables showing, 110 graphs of, 316, 322-324, 329-331
of polynomials, 267-272, 276, 446 identifying, 344-348
perfect-square trinomials, 301
of radical expressions, 372 modeling data sets, 344-348
perpendicular line(s), 76-80
of rational numbers, 7 modeling with, 336-340
of real numbers, 6-7 piecewise-defined function, 191-195, parent function, 315
of a trinomial and a binomial, 203-207 real-world application, 317

M니이 269-270

ti ication Property of
Equality, 158
point-slope form of linear equations,
63-66
standard form of, 329-333
vertex form, 322-326

T4 INDEX Go Online | PearsonRealize.com

quadratic graphs, 316, 322-324, residuals, 128 with no solution, 31, 44
329-331 using substitution, 164
root, 392
with variables on both sides, 30
quadratic models, 344-348

quadratic parent function, 315

s Spanish vocabulary, G2-G16

square root function(s)

quadratic regression, 339 scatter plots
defined, 411
quadratic regressions, 339, 346 associations in, 118-119
domain of, 411
correlation in, 120
quadratic trinomials, 295 graphing, 412
making, 119
Quick Review, 50-53, 83-85, 135-139, key features, 411
trends in, 121-122
177-179, 210-213, 253-255, rate of change, 413
sequences
307-311, 351-353, 403-407, square roots
arithmetic, 110-111, 239
457-461, 502-505 defined, 370
defined, 110
Quotient of Powers Property, 220 solving quadratic equations using,
as function(s), 110-111
376-379
geometric, 239-243

R patterns in, 110-111 square(s)

of a binomial, 275-277

니
radical expressions set(s), 5. see also data sets
completing, 382-385
equivalent, 371 simple interest, 24, 232-233

니
difference of two, 276-277
m tiplying, 372
이 ope perfect-square trinomials, 301-302
rewriting, 370-373
form a for, 235 standard deviation, 487-492
range of a line, 57-58
standard form
of absolute value functions, 184 of parallel lines, 76
of linear equations, 69-72
continuous, 90 of perpendicular lines, 77, 78
of polynomials, 260
defined, 89 rate of change as, 235
of quadratic equations, 364
discrete, 90 sign of the, 58
of quadratic functions, 329-333
of functions, 89-91, 248, 425
외ope-intercept form, 57-60 a quadratic functions, 330
reasonable, 90
solution of a system of linear
rate of change, 235, 317, 413, 421-422 STEM
inequalities, 171

니
Design a Pitched Roof, 56
rational exponents
solution of an equation, 11. see also Design a Smartphone, 4
defined, 217
solving equations Designing a T-Shirt La ncher, 356
solving equations with, 218-221
solution of an inequality in two Growing Grain, 142
write radicals using, 217
Make Business Decisions, 258
variables, 164
rational numbers Planning a Recycling Drive, 88
solutions of linear inequalities, see
adding, 6-7 Predict a Population, 182
solving inequalities
integers as, 69

니
Predict the Future Using Moore's
nwltiplying, 6, 7 solving equations Law, 216
operations with, 6-7 approximately, 146, 359
Program a Sq are Root
with infinitely many solutions, 144 Algorithm, 410
ratios, common, 226, 239
linear, by graphing, 143-147 Take an Energy Survey, 464
real numbers, operations on, 5-8
linear, choosing method of, 160
아ep function, 197-200, 203
reciprocal, 77 linear, using elimination method,
stretches
reciprocals 157-161
linear, using substitution method, absolute value functions, 205
opposite, 78
of functions, 438-441
product of, 77 150-154
of linear functions, 105
linear-quadratic, using elimination,
recursive formula
linear functions, 104
398-399
arithmetic sequences, 111-112
linear-quadratic, using Study Tip, 6, 12, 18, 19, 25, 30, 43, 44,
defined, 111
substitution, 399 58, 64, 70, 89, 110, 114, 126, 143,
geometric sequence, 240z 242-243
with one variable, 166-167 160, 218, 240, 297
writing from an explicit
with rational exponents, 218-221 subset, 5
formula, 114
with two variables, 164-167
regressions substitution
using elimination, 157-161, 398-399
linear, 339 factoring by, 297
using graphs, 143-147
quadratic, 339, 346 solving linear inequalities using, 164
using substitution, 150-154, 399
solving linear-quadratic equations
relation(s) with a variable on both sides, 18
using, 399
classifying, 91
solving inequalities solving systems of linear equations
defined, 92
absolute value, 45-47
using, 150-154
and domain, 89-90
all real number solutions, 31 solving systems of quadratic
as functions, 91-92
compound, 37-40
equations using, 399
and range, 89-90
linear, 164-167

INDEX N5
 subtraction cube root function, 419-420
of functions, 445-446 defined, 103
X
of polynomials, 259-264 of function(s), 103 x-intercept, 69-71, 224, 365

symbol(s) of functions, 432-435

ceiling, 197 graphing, 432-435

horizontal, 104, 204-205, 247, 433
Y
greater than or equal to, 30 y-intercept 57-60, 69-71
for inequalities, 30, 46, 165 square root function, 412

less than or equal to, 30 vertical, 102-103, 204-205, 246, 432

systems of equations

with infinit 이 y many solutions, 144

linear-quadratic, 397-400
trend line
defined, 121

in scatter 이 ots, 121-122

zero
common ratio as, 239
of a function, 357
with no solution, 144 trinomials
as substitute for x-or y-intercept,
wiving by adding, 157-158 factoring, 287-291, 295-298,
69-71
solving by graphing, 144 301-302
Zero-Product Property, 363
systems of linear equations of the form ax2 + bx + c, 295-298

이
of the form x2 + bx + c, 287-291

이니
equivalent, 158
graphing, 143-147 multiplying a binomial by, 270

with infinitely many s tions, multi ying a monomial by, 270

152-153 perfect-square, 301-302

with no solution, 152-153 two-way frequency table, 495-498

solving, see solving equations

systems of linear inequalities

defined, 171
variable(s)
graphing, 171-174
in data sets, 487-488
solutions of, 171
defined, 11
writing, 145
in linear inequalities, 164-167
writing, from graphs, 172
variance, 489
systems of quadratic equations
vertex

니
solving by graphing, 357-360
solving using elimination, 398-399 of absolute value functions, 183
defined, 183
solving sing substitution, 399
of parabolas, 323, 324, 325, 365

vertex form
of a quadratic function, 322-326
tables
writing using completing the
finding product of polynomials
square, 385
using, 268
vertical lines, 70-71
finding rate of change using, 421
vertical motion model, 337

니
finding solutions of equations using,
357-360 vertical translations, 102-103, 205

니
interepreting quadratic f nctions
Vocabulary, G2-G16
from, 316

patterns shown sing, 110

solving quadratic equations using, w
357-360 whole numbers, 5
using to show patterns, 110

외
writing
using to solve equations, 357-360
absolute value inequalities, 46
term of a sequence, 110
equations in point- ope form,
Topic Review, 50—53, 83-85, 135-139, 63-66

177-179, 210-213, 253-255, equations in slope-intercept form,

307-311, 351-353, 403-407, 57-60

457-461, 502-505 equivalent expressions, 371

exponential functions, 226
transformations
linear inequalities from graphs, 172
absolute value functions, 203-207
system of linear inequalities, 145
defined, 103
system of linear inequalities from
of exponential functions, 246-249
graphs, 172
of function(s), 103

tran 외
piecewise-defined function, 203-207

ations
combining, 434

6 INDEX I 지 Go Online | PearsonRealize.com

Acknowledgments
Photographs
Cover:
CVR Ociacia/Shutterstock;

Topic 01:
003 Ut/crissy pascual/zuma press,inc./Alamy Stock Photo; 026 Bonetta/iStock/Getty Images;
032L Neirfy/Fotolia; 032R Smspsy/Fotolia; 039L Photosindia Batch5/Photoslndia.com LLC/
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이/
Topic 02:
055 FStop Images GmbH/Alamy Stock Photo; 068 Pbpvision/Alamy Stock Photo; 082 Mariusz

Szczygi Fotolia;

Topic 03:
087 Mike Kemp/Rubberball/Getty Images; 097 Tracy King/Fotolia; 098 Matousekfoto/Fot
099 Mevans/E+/Getty Images; 102 Foryouinf/iStock/Getty Images; 112 Vadim Petrakov/
이 ia;

Shutterstock/Asset Library; 117 Photolife2016/Fotolia; 125 Bogdan Wankowicz/Shutterstock/

Asset Library;

이
Topic 04:
141 Jeff Greenberg/PhotoEdit; 151B Oliver Gerhard/
Fot
시
ia; 153 Travis Manley/Fotolia; 154L F9photos/Fotolia; 154R 시 니
amy Stock Photo; 151T J liaphoto/
exander Fediachov/
Shutterstock; 161 Kravka/Shutterstock; 164 Jenny Thompson/Fotolia;

SINW SOQHIMONW DV
Topic 05:
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Topic 06:
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이
Gareth Boden/Pearson Education Ltd.; 223T Dmussman/Shutterstock; 223B Cultura Creative/
Alamy Stock Photo; 224L Pearson Education, Inc.; 224R Pearson Education, Inc.; 231 Luminis/

Fot ia; 235 Moosehenderson/Fotolia; 238 Tom Gilks/Alamy Stock Photo; 245 Grant Faint/
Photographer's Choice/Getty Images;

Topic 07:

니 니
259 Agencja Fotograficzna Caro/Alamy Stock Photo; 265 Pa I White/UK Industries/Alamy
Stock Photo; 273 G nter Marx/BI/Alamy Stock Photo; 282T Vittorio Valletta/Agf Srl/
Alamy Stock Photo; 282B Asiapics/Alamy Stock Photo; 284 Monkey Business/Fotolia; 285
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Luis Stephens/Alamy Stock Photo

Topic 08:
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Stock Photo; 333 Wdg Photo/Shutterstock;

Topic 09:
383 Mario Hagen/Shutterstock; 386 Floresco Productions/Cultura RM/Alamy Stock Photo;

Topic 10：

시
413 Marco Diaz Segura/Shutterstock; 416 Joern Sackermann/Alamy Stock Photo; 419 Jason

』
Edwards/National Geographic/Getty Images; 419 Efrain Padro/Alamy Stock Photo; 422

이
Double Photo Studio/Shutterstock; 433 DariosStudio/ amy Stock Photo; 445 Konstantin
Tn bavin/123RF; 449 Frederic Cirou/PhotoAlto/Alamy Stock Photo; 452L Apopium/Fotolia;
452R Marc Xavier/Fot ia; 455 Erick Nguyen/Alamy Stock Photo; 458 World Foto/Alamy Stock
Photo;

ACKNOWLEDGMENTS Al
 Acknowledgments
Topic 11:
490T MaxyM/Shutterstock; 490B Kanonsky/Fotolia;

STEM
STEM Andrew Orlemann/Shutterstock; STEM Alexander Y/Shutterstock; STEM Andrii Gorulko/

이
Shutterstock; STEM Aksonov/E+/Getty Images; STEM Andrew Orlemann/Shutterstock;
STEM Samuel Borges Photography/Shutterstock; STEM Noppawan09/Shutterstock;
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Gushcha/Shutterstock; STEM Zocchi Roberto/Shutterstock; STEM Roger Bacon/Reuters/Alamy
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이
Wildlife/Alamy Stock Photo; STEM Bjoern Wylezich/Shutterstock; STEM Bjoern Wylezich/
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아
Bjoern Wylezich/Shutterstock; STEM Aina Zimnika/Fotolia; STEM Jultud/Fot ia; STEM Arrows/
Fotolia; STEM Andrey Armyagov/Shutterstock; STEM 1 r1 ska/Shutterstock; STEM Robuart/

lutterstock; STEM Pedro Alexandre Teixeira/Shutterstock; STEM Veronchick84/Shutterstock;

STEM Sean Pavone/Shutterstock; STEM Bjoern Wylezich/Shutterstock;

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