Algebra 2
Workshop Materials
Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2
Lesson 2.1 Workshop
Learning Target: I can determine if a relation is a function from a graph, table, or list of
ordered pairs.
Name: ______________________________________________ Date: ____________________
Period: ________
Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2
Lesson 2.5 Workshop
Learning Target: I can evaluate a function using function notation and interpret the
value in context.
1. Given the function f defined by the formula find the following:
(a) (b) (c) (d)
2. Given the function g defined by the formula find the following:
(a) (b) (c) (d)
3. Given the function f defined by the formula find the following:
(a) (b) (c) (d)
4. If the function is defined by then which of the following is the value
of ?
(1) (3) SHOW WORK:
(2) 2 (4)
5. If the function and then which of the following is a true
statement?
(1) (3) SHOW WORK:
(2) (4)
6. Based on the graph of the function shown below, answer the following
questions.
(a) Evaluate each of the following. Illustrate with a point on the graph.
y
(b)What values of x solve the equation
x
?
These are called the zeroes of the function
APPLICATIONS
7. Physics students drop a ball from the top of a 100 foot high building and model its
height above the ground as a function of time with the equation . The
height, h, is measures in feet and time, t, is measured in seconds.
(a)Find the value of . Include (b)Calculate . Does our equation
proper units. What does this output predict that the ball has hit the
represent? Reread the problem if ground at 2 seconds? Explain.
necessary.
Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2
Lesson 2.3 Workshop
Learning Targets:
1) I can determine if a relation is a function.
2) I can determine the domain and range of a function.
Directions: Identify the domain and range of the relation. Then determine if the relation
is a function.
9) 10)
Justify your choice: Justify your choice:
11) 12)
Justify your choice: Justify your choice:
13) 14)
Justify your choice: Justify your choice:
Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2
Lesson 2.6 Workshop
Learning Target: I can determine if a relationship shows direct variation, indirect
variation, or neither, and write equations modeling the relationship.
Direct Variation Inverse Variation
y=kx k
y=
x
y
=k
x xy=k
1)
2)
3)
4)
5)
6)
Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2
Lesson 2.7 Workshop
Learning Target: I can determine if a relationship shows direct variation, inverse variation, or
neither, and write equations modeling the relationship.
1) C 2)
3)
4)
5) C
6) f
7) K
8) J
9) L
Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2
Lesson 2.8 Workshop
Learning Target: I can determine the slope and y-intercept of a line from a graph or
table.
1) 2)
Slope: __________ Slope: ___________
y-intercept: __________ y-intercept: ___________
3)
4)
a) b) c) d)
Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2
Lesson 2.9 Workshop
Learning Target: I can write the equation of a linear function given the slope, y-
intercept, and/or graph.
Directions: Use the graphs (A-D) to write the corresponding equation in
slope-intercept form and use the equations (1-4) to create the graphs that
represent the stated equations. In addition, write two equations given a
slope and an ordered pair.
Graph A
Equation 1
___________________________
Graph B
Equation 2
___________________________
Graph C
Equation 3
___________________________
Graph D
Equation 4
___________________________
Slope and Ordered Pair #1 Slope and Ordered Pair #2
Graph A
Graph C
Graph D Graph B
Equation 4
Equation 3
2
y=−2 x +5 y= x
3
Equation 2
Equation 1
−3
1 y= x+ 4
y= x−3 4
2
Slope and Ordered Pair #1 Slope and Ordered Pair #2
This line has a slope, m=−4 , This line has a slope, m= 4 ,
and contains the ordered pair (−2 , 1)
3
and contains the ordered pair (−12 , 11)
Name: ______________________________________________ Date: ____________________
Period: ________ Algebra 2
Lesson 2.10 Workshop
MATH CONNECT FOUR
Learning Target: I can solve a formula for a particular variable of interest.
Directions: Write the equations provided to you in the squares below.
You will have 4 that you do not use! Equations will be drawn at random,
your goal is to put these equations in Slope-Intercept Form and be the
M A T H
first to CONNECT 4!
1 7 3
y= x +2 y= x−6 y= x−4 y=−3 x−6 y=4 x−2
3 2 7
−9 3 1 8 9 1
y= x+ y= x − y= x+ 9 y=− x+8 y= x−3
5 5 3 3 2 2
−1
y=− x−9 y=5 x +3 y=−2 x +4 y=2 x−14 y= x +3
3
−1
y=4 x−3 y=4 x +10 y= x+4 y=3 x−6 y=−12 x−8
2
MATH CONNECT FOUR
work space
Starting Equation: Starting Equation: Starting Equation:
Slope-Int Form: Slope-Int Form: Slope-Int Form:
_____________________ _____________________ _____________________
Starting Equation: Starting Equation: Starting Equation:
Slope-Int Form: Slope-Int Form: Slope-Int Form:
_____________________ _____________________ _____________________
Starting Equation: Starting Equation: Starting Equation:
Slope-Int Form: Slope-Int Form: Slope-Int Form:
_____________________ _____________________ _____________________
Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2
Lesson 2.11 Workshop
Learning Target: I can analyze and create linear equations that are parallel,
perpendicular, or neither.
Directions: Show work for the Scavenger Hunt. Each station is
labeled with a letter. Show work for each in the box writing the
letter on the line.
__ __
START!
__ __
__ __
__ __
__ __
END!
