Algebra 2/Trig

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Table of Contents

Unit 1A: Introduction to Functions…………………………………………………………………………………………5

1.1 What is a Function?..................................................................................................................6
1.2 Function Notation.....................................................................................................................9
1.3 Domain & Range.....................................................................................................................15
1.4 Function Operations...............................................................................................................21
1.5 Function Composition............................................................................................................28
Unit 1A Summary…………………………………………………………………………………………………………………….36
Unit 1A Review………………………………………………………………………………………………………………………..37

Unit 1B: Understanding Functions: Properties, Transformations, and Relationships…………….39

1.6 Describing Functions...............................................................................................................40
1.7 Symmetry of Functions...........................................................................................................45
1.8 Parent Functions.....................................................................................................................51
1.9 Transformations of Functions.................................................................................................55
1.10 Domain Restrictions .............................................................................................................75
Unit 1B Summary…………………………………………………………………………………………………………………….78
Unit 1B Review………………………………………………………………………………………………………………………..79

Unit 2A: Quadratic Functions……………………………………………………………………………………………….81

2.1 Characteristics of Quadratics……………………………………………………………………………………….…….82
2.2 Vertex Form……………………………………………………………………………………………………………………….85
2.3 Factored Form…………………………………………………….……………………………………………………………..87
2.4 Standard Form………………………………………………………………….………………………………………………..91
2.5 Axis of Symmetry……………………………………………………………………………………………………………….94
2.6 Converting Between Forms………………………………………………………………………………………………..97
2.7 Graphing Quadratics…………………………………………………………………………………………………………100
Unit 2A Summary…………………………………………………………………………………………………………………..104
Unit 2A Review………………………………………………………………………………………………………………………105

Unit 2B: Applications of Quadratic Functions…………………………………………………………………….109

2.8 Factoring Quadratics……………………………………………………………………………………………………….110
2.9 Imaginary Numbers…………………………………………………………………………………………………………116
2.10 Solving by Square Roots…………………………………………………………………………………………………120
2.11 Completing the Square………………………………………………………………………………………………….123
2.12 Quadratic Formula……………………………………………………………………………………………………..….127
2.13 Systems of Equations…………………………………………………………………………………………………..…132
Unit 2B Summary…………………………………………………………………………………………………………………..135
Unit 2B Review………………………………………………………………………………………………………………………136

Unit 3: Polynomial Functions……………………………………………………………………………………………..139

3.1 What is a Polynomial?.........………………………………………………………………………..……………………140
3.2 Forms of Polynomials………………………………………………………………………………….……………………141

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3.3 Graphing Polynomials in Factored Form…………………………………………………………………………..145
3.4 Writing Equations from Graphs……………………………………………………………………..………………...149
Unit 3 Summary……………………………………………………………………………………………………………………..152
Unit 3 Review…………………………………………………………………………………………………………………………154

Unit 4: Radical & Rational Expressions……………………………………………………………………………….158

4.1 Operations with Radicals ………………………………………………………….……………………………………..159
4.2 Operations with Rational Expressions…………………………….………………………………………………..162
4.3 Rational Equations……………….……………………………………………..……………………………………………169
Unit 4 Summary……………………………………………………………………………………………………………………..172
Unit 4 Review…………………………………………………………………………………………………………………………173

Unit 5: Exponential Functions…………………………………………………………………………………………….175

5.1 Exponential Expressions………..………………………………………………….……………………………………..176
5.2 Exponential Equations………………………………………………………….…………………………………..……..181
5.3 Exponential Functions………………………………………………………….………………………………..…………184
5.4 Introduction to Inverse…………………………………………………………………………………………………....191
5.5 Introduction to Logarithms………………………………………………………….…………………………………..198
5.6 Logarithmic Functions………………………………………………………….…………………………………………..201
Unit 5 Summary……………………………………………………………………………………………………………………..206
Unit 5 Review…………………………………………………………………………………………………………………………207

Unit 6: Trigonometry………………………………………………………………………………..……………………….210
6.1 Angles in the Plane………………………………………………………….……………………………..………………..211
6.2 Trig Ratios……………………………………………………………………….……………………………..………………..215
6.3 Unit Circle……………………………………………………………………….……………………………..………………..220
6.4 Law of Sines……………………………………………………………………………………………………………………..226
6.5 Law of Cosines………………………………………………………………………………………………………………….231
Unit 6 Summary……………………………………………………………………………………………………………………..235
Unit 6 Review…………………………………………………………………………………………………………………………236

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 Unit 1A:
Introduction to Functions

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 1.1 What is a function?
What do you already know about functions?

Function Vending Machines

 GeoGebra Activity: Intro to Functions Links (Link to be provided)

1. Open link 1. Try each flavor multiple times, and hit “take can” after each one. What
differences do you notice between the “function” machine and the “not a function”
machine? What might this tell you about what it means to be a function?

2. Open link 2. Compare the two machines. Does this change your idea of what it means to
be a function? Why or why not?

3. Write a possible definition of “function” based on your observations. Be as specific as

possible.

4. Open links 3, 4, and 5. Decide which machine is a function on each page. Briefly explain
each of your choices.

Link 3: E or F?

Link 4: G or H?

Link 5: I or J?

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 5. Which diagram represents a function? Explain your choice.

THE VERTICAL LINE TEST: A graph represents a function if any vertical line drawn on the
graph passes through the graph at most once.

6. Which of the graphs below represents a function? Explain your choice.

A Function: Relation:

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 1.1 Practice

1. Complete the tables so that table A represents a function and table B does not represent a
function.

Table A Table B Explain why your Table B does not

represent a function.

2. Determine whether each relation is a function. Explain your reason.

a) b)

c) d)

e) {(2, 2), (−1, 5), (5, 2), (2, −4)}

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3. (Review) Find the x- & y-intercepts of each equation.

a. y = -2x + 6 b. 3x + 4x = 12

4. (Review) Evaluate each expression.

a. + b. ∙ c. ÷

1.2 Function Notation

Desmos: Function Notation Carnival (Link to be provided)

 Slide 6: Describe what you think function notation means/does.

 Write any other takeaways from this activity:

Function notation
 is most often written as f(x), which we pronounce as “f of x,” although other letters may
be used in place of f, and other variables may be used in place of x.
 Function notation can be interpreted as follows:

f(input) = output

 f(x) and y are essentially interchangeable, as they both represent the output. f(x) just
specifies that it is the output of a function.

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1. Describe the difference between f(a) = b and f(b) = a.

2. How are the equations below similar? How are they different?

𝑦 = 2𝑥 − 3 𝑓(𝑥) = 2𝑥 − 3

3. Given the functions below, find the value of each expression.

𝑔(𝑥) = −3𝑥 + 1 𝑓(𝑥) = 𝑥 + 𝑥 + 7 ℎ(𝑥) =

a. g(0) b. g(-1) c. f(10)

d. f(-1) e. h(0) f. h(-2)

** We can also substitute algebraic expressions into functions.

4. Using f(x), g(x), and h(x) below, simplify each expression as much as possible.

𝑔(𝑥) = −3𝑥 + 1 𝑓(𝑥) = 𝑥 + 𝑥 + 7 ℎ(𝑥) =

a. g(x – 1) b. f(3b) c. h(2𝑥 )

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5. Error Analysis: This student had trouble understanding function notation. For each of their
incorrect answers, explain the student’s mistake. Then, evaluate the function correctly.

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Add ‘Em Up Instructions:
 Solve each problem given in a part and add up your answers.
 If the sum that you get is equal to the sum given, you got all the answers correct!
 If your sum is not the same as the sum given, go back and check your work -- at least
one of your answers is incorrect.

Part 1: Evaluate the function.

 SUM = 30.5

Part 2: Find the input.

 SUM = 1

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Part 3: Graphs - Find the value of ?
SUM = 4

a. f(-5) = ?

b. f(-3) = ?

c. f(1) = ?

d. f(?) = 4

e. f(?) = -3

f. f(?) = 3

Part 4: Evaluating functions with expressions (add up like terms)

SUM = 6x2 + 9x - 5

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 1.2 Practice

1. Without using your calculator, evaluate each of the following given the function definitions
and input values.

2.

3.

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4.

1.3 Domain & Range

Desmos Activity: Finding Domain and Range (Link to be provided)

 What is the domain of a function?

 What is the range of a function?

 Write any other takeaways from the activity here.

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In the Desmos activity, you worked with domain and range in inequality form. Moving forward,
we will write domain and range in interval notation.

Below are some intervals graphed on a number line.

1. Write each interval as an inequality. Pay attention to whether each endpoint is open or
closed.

Graph As an Inequality Interval Notation

(−3, 3)

[−3, 3)

[3, ∞)

(−∞, 3)

[−3, 3]

(−∞, ∞)

(−∞, 3) ∪ (3, ∞)

2. Compare the Interval Notation column to the other two columns. Write down any things you
notice or questions you have about interval notation.

 Notes from class discussion:

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3. Audrey says that the domain of the function below is [-3.7, 4.8] and the range is [-4, 10].
What is incorrect about her reasoning?

4. For each graph below, state if the graph is a function, and give the domain and range in
interval notation.

a.
Function? ___________

Domain: ___________________

Range: ____________________

b.

Function? ___________

Domain: ___________________

Range: ____________________

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 c.

Function? ___________

Domain: ___________________

Range: ____________________

5. Sketch a graph with the given characteristics:

a. domain: [1, 3]; range: [0, 1] b. domain: (-3, 2); range: [-1, 3]

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 1.3 Practice

1. Give the domain and range of each graph in interval notation.

a. b. c.

Domain:_______________ Domain:_______________ Domain:_______________

Range: ________________ Range: ________________ Range: ________________

d. e. f.

Domain:_______________ Domain:_______________ Domain:_______________

Range: ________________ Range: ________________ Range: ________________

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 2.

3.

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 1.4 Function Operations
 We can combine functions using the four major operations: addition, subtraction,
multiplication, and division. There is special notation for this, which follows:

𝑓(𝑥) + 𝑔(𝑥) = (𝑓 + 𝑔)(𝑥) 𝑓(𝑥) − 𝑔(𝑥) = (𝑓 − 𝑔)(𝑥)

𝑓(𝑥) 𝑓
𝑓(𝑥) ∙ 𝑔(𝑥) = (𝑓 ∙ 𝑔)(𝑥) = (𝑥)
𝑔(𝑥) 𝑔

 Remember that f(x) and g(x) represent the outputs of those functions at input x.

1. Here are two tables representing h(x) and k(x). Use the tables to find the following values.

a. h(-2) b. k(-2) c. (h + k)(-2)

d. h(2) e. k(2) f. (h – k)(2)

g. (ℎ ∙ 𝑘)(0) h. (−1)

2. Use the following functions to evaluate the expressions below:

𝑓(𝑥) = 𝑔(𝑥) = 4𝑥

a. (𝑓 + 𝑔)(−1) b. (𝑓 − 𝑔)(−2) c. (𝑓 ∙ 𝑔)(2) d. (1)

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 DESMOS Activity: Adding & Subtracting Functions Graphically (Link to be provided)

3. How is adding and subtracting functions using a graph similar to using a table?

Here is a graph of three functions: f(x), g(x), and (f+g)(x).

4. Give the following in interval notation:

a) domain of f(x) b) domain of g(x) c) domain of (f + g)(x)

5. Compare your answers from a and b to your answer for c. What do you notice?

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A. Function Operations Algebraically

 As we saw earlier in problem 1, we can evaluate problems such as (f + g)(5) by finding

f(5) and g(5) separately, and then adding the two values. However, there is also a
shortcut.

 Suppose you are asked to find (f – g)(6) for the following functions:

𝑓(𝑥) = 21𝑥 − 48𝑥 + 75𝑥 + 12 𝑔(𝑥) = 21𝑥 − 48𝑥 + 75𝑥 + 10

6. What is a more efficient way of calculating (f – g)(6) than f(6) – g(6)?

 When we are presented with expressions such as (𝑓 + 𝑔)(𝑥), (𝑓 − 𝑔)(𝑥), (𝑓 ∙ 𝑔)(𝑥),

and (𝑥), we can simply perform the operation indicated on the expressions
representing f(x) and g(x) to create the desired combined function.

7. Given 𝑓(𝑥) = 4𝑥 − 1 and 𝑔(𝑥) = 2𝑥 + 3, perform the operation indicated.

a. (𝑓 + 𝑔)(𝑥) b. (𝑓 − 𝑔)(𝑥) c. (𝑔 − 𝑓)(𝑥)

d. (𝑓 ∙ 𝑔)(𝑥) e. (𝑥) f. (𝑥)

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B. Domain of Combined Functions

8. Find the domain of each of your newly created functions in problem 7. Explain any patterns
you notice.

a. b.

c. d.

e. f.

9. Use the functions below to answer all parts of question 9.

𝑓(𝑥) = √𝑥 − 1 𝑔(𝑥) = 3𝑥

a. Find the domain of f(x). b. Find the domain of g(x).

c. Find each of the following equations:

i. (𝑓 + 𝑔)(𝑥) ii. (𝑓 − 𝑔)(𝑥) iii. (𝑓 ∙ 𝑔)(𝑥) iv. (𝑥)

LINK 1 (Link to be provided)

d. Open the first link sent to you by your teacher. Click on the open circle next to each
combination of f and g to see the graph of the equation. Use the graphs to find the domains of
your four new functions. Write each domain in interval notation.

i. (𝑓 + 𝑔)(𝑥) ii. (𝑓 − 𝑔)(𝑥) iii. (𝑓 ∙ 𝑔)(𝑥) iv. (𝑥)

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e. What do you notice about the domains of the combined functions? How do they relate to the
domains of the original functions, f(x) and g(x)?

10. Use the functions below to answer all parts of question 10.

𝑓(𝑥) = 𝑔(𝑥) = √𝑥 + 3

a. Find the domain of f(x). b. Find the domain of g(x).

c. Find each of the following equations:

i. (𝑓 + 𝑔)(𝑥) ii. (𝑓 − 𝑔)(𝑥) iii. (𝑓 ∙ 𝑔)(𝑥) iv. (𝑥)

LINK 2 (Link to be provided)

d. Using what you noticed previously, try to write the domain of each function in interval
notation. Then, open the second link that your teacher sent you and check your answers with
the graphs of each function.

i. (𝑓 + 𝑔)(𝑥) ii. (𝑓 − 𝑔)(𝑥) iii. (𝑓 ∙ 𝑔)(𝑥) iv. (𝑥)

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e. Do the domains of this set of combined functions follow the same rules as you saw in
problem 8? If not, what is different?

f. Based on what you’ve seen, what do you think determines the domain of combined
functions?

11. Consider the functions:

𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = .

a. Give the domain of f(x). b. Give the domain of g(x).

c. Find (𝑓 ∙ 𝑔)(𝑥).

d. Harold says that since h(x) = 1 has a domain of all real numbers, (𝑓 ∙ 𝑔)(𝑥) also has a domain
of all real numbers. What has he overlooked?

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C. Practice of Domain of Combined Functions

For each pair of functions below, find:

a) the domain of (𝑓 ∙ 𝑔)(𝑥)

b) the domain of (𝑥)

Write answers in interval notation.

1. 2. 3.

1.4 Practice

1. Use the functions below to evaluate each expression.

𝑓(𝑥) = 2 − 𝑥 𝑔(𝑥) = 9𝑥 + 12 ℎ(𝑥) = 3𝑥

a. (𝑓 + 𝑔)(3) b. (𝑓 ∙ 𝑔)(−2)

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 c. (−1) d. (𝑔 − 𝑓)(𝑥)

e. (𝑓 + ℎ)(𝑥) f. (𝑓 − 𝑔)(𝑥)

g. (𝑥) h. (𝑥)

i. domain of (𝑥) j. domain of (𝑥)

1.5 Function Composition

1. Here are two “word machines,” Machine A and Machine B.
What does Machine A
do?

What does Machine B

do?

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2. Combining the machines would be called a composition of these functions. Here is an
example of the composition of Machines A and B.

a. What would be the result if you put WON into Machine A, and then into Machine B?

 The notation for the composition of functions shown above is (𝐵 ∘ 𝐴)(𝑥). We say this
as “B of A of x.” Note that the small circle does NOT indicate multiplication!

b. Although B appears first in the notation, which function was evaluated first? A or B?

3.

a. Using the same notation as seen in problem 2, how would you name this function?

b. What is the final output if the input is POT?

c. Did (𝐵 ∘ 𝐴)(𝑥) produce the same output as (𝐴 ∘ 𝐵)(𝑥)? Is function composition

commutative – that is, can the functions be applied in any order and get the same result?

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4. Another notation for the composition of functions is shown below.

Which of the following means the same thing as f(g(x)): (𝑓 ∘ 𝑔)(𝑥) or (𝑔 ∘ 𝑓)(𝑥)? Explain how
you decided.

5. Given the functions

𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = 𝑥 + 1

a. What is the output of g(f(x)) for an input b. What is the output of f(g(x)) for an input
of 3? This can also be written as g(f(3)) or of 3? This can also be written as f(g(3)) or
(𝑔 ∘ 𝑓)(3). (𝑓 ∘ 𝑔)(3).

c. If we use x as the input, we can find an algebraic expression that represents the composition
of the functions. Fill in each of the boxes below to find (𝑔 ∘ 𝑓)(𝑥) and then (𝑓 ∘ 𝑔)(𝑥).

d. For f and g as defined in the question, does (𝑓 ∘ 𝑔)(𝑥) = (𝑔 ∘ 𝑓)(𝑥)?

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6. Evaluate each expression for the following functions:

𝑓(𝑥) = −2𝑥 + 4 𝑔(𝑥) = 𝑥 ℎ(𝑥) =

a. f(g(-1)) b. f(h(6)) c. (ℎ ∘ 𝑓)(1)

d. (𝑔 ∘ ℎ)(−6) e. h(f(x)) f. g(h(x))

g. f(h(x)) h. (𝑔 ∘ 𝑓)(𝑥)

7. The function 𝑓(𝑥) = √𝑥 + 3 can be expressed as a composition of two simpler functions,

ℎ(𝑥) = √𝑥 and 𝑔(𝑥) = 𝑥 + 3.

Which is true: 𝑓(𝑥) = (𝑔 ∘ ℎ)(𝑥) or 𝑓(𝑥) = (ℎ ∘ 𝑔)(𝑥)? Explain how you know.

8. Consider the function 𝑘(𝑥) = (𝑥 − 1) . Come up with two functions, m(x) and n(x), such that
(𝑚 ∘ 𝑛)(𝑥) = 𝑘(𝑥). See how many different combinations of m(x) and n(x) you can find.

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9. Given the two functions below, evaluate each of the following:

Domain of Composite Functions

10. Consider the functions

𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = √𝑥.

a. Find the domain of f(x). b. Find the domain of g(x).

c. Find the equation of f(g(x)). d. Find the equation of g(f(x)).

e. What do you think the domains of f(g(x)) and g(f(x)) are? Write a prediction for each.

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 f. Open the first Desmos calculator link sent to you by your teacher.

 Click the circle next to f(g(x). What is the domain of this graph?

g. Now, click the circle next to g(f(x)). What is the domain of this graph?

h. Why do you think that these domains are different? Brainstorm some claims below.

11. Consider the functions

𝑓(𝑥) = and 𝑔(𝑥) = 𝑥 − 2.

a. Find the domain of f(x). b. Find the domain of g(x).

c. Find the equation of f(g(x)). d. Find the equation of g(f(x)).

e. Think about what happened in problem 9, then make a prediction of the domains of f(g(x))
and g(f(x)).

f. Go back to the Desmos link and replace the equations of f(x) and g(x) with the ones
given in problem 10.

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  Then, look at the graphs of f(g(x)) and g(f(x)). Are the domains in line with your
prediction? If not, make some edits to your claim.

11. Based on your findings from problems 9 and 10, write a rule for finding the domain of
composite functions:

1.5 Practice

1. Given 𝑓(𝑥) = and 𝑔(𝑥) = 𝑥 + 2, find the following.

a. f(2) b. g(2) c. f(g(2)) d. g(f(2))

e. f(0) f. g(0) g. f(g(0)) h. g(f(0))

i. f(g(x)) j. g(f(x)) k. g(g(x)) l. g(g(0))

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 m. domain of f(x) n. domain of g(x) o. domain of f(g(x)) p. domain of g(f(x))

2. Two functions are defined below, one with an equation and one with a graph. Evaluate each
composition based on these definitions.

ℎ(𝑥 ) = 𝑥 + 1

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Unit 1A Summary Functions
What is a function? What is a relation?

How can you identify a function from a graph?

Domain is… Range is…

Two cases where we must restrict the domain of an equation:

1.

2.

Explain what each expression is asking you to do:

(𝑓 + 𝑔)(𝑥) (𝑓 ∘ 𝑔)(𝑥) (𝑓 ∙ 𝑔)(𝑥)

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Unit 1A Review Functions

1. For f(x) below, give the following information:

a. domain b. range

c. absolute maximum d. relative maximum

e. interval of increase f. interval of decrease

g. constant interval h. x-intercept(s)

i. y-intercept j. f(5) = ?

k. For what values of b does f(b) = 0.5?

(estimate)

2. Below are 2 graphs f(x) and g(x). On the graph on the right, sketch the graph of (𝑓 + 𝑔)(𝑥)

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3. Use the functions given to evaluate each expression.

ℎ(𝑥) = 2𝑥 − 8 𝑘(𝑥) = −𝑥

a. (ℎ + 𝑘)(−3) b. (ℎ ∙ 𝑘)(1)

c. (ℎ − 𝑘)(𝑥) d. (𝑥)

e. domain of (𝑥) f. 𝑘 ℎ(3)

g. ℎ 𝑘(𝑥)

4. Consider the functions

𝑓(𝑥) = √3 − 𝑥 𝑎𝑛𝑑 𝑔(𝑥) = .

a. Find the domain of f(x) b. Find the domain of g(x)

c. Find g(f(x)) d. Find the domain of g(f(x))

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 Unit 1B:
Understanding Functions:
Properties, Transformations,
and Relationships

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 1.6 Describing Functions

Below is a graph of the number of cameras sold from 1965 to 2015.

1. Describe in words what happened to camera sales over the course of this time period. What
do you think explains this graph?

2. What is the highest number of cameras 3. What is the least number of cameras sold
sold in one year? This is called the absolute in one year? This is called the absolute
maximum. minimum.

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4. Aside from your answer to question 2, 5. Aside from your answer to question 3,
where else do camera sales peak? This where else camera sales dip? This means
means that there is a local or relative that there is a local or relative minimum of
maximum of _________ at __________. ___________ at __________.

6. Between what years did camera sales 7. Between what years did camera sales
increase? Write your answer in interval decrease? Write your answer in interval
notation. These are the intervals of increase. notation. These are the intervals of
decrease.

** Note: when we have multiple intervals of increase, decrease, or constant intervals, we

join them using the union symbol (U).

8. There are intervals where this graph is constant, that is, where the graph is perfectly flat.
What would be happening to the camera sales if the graph was constant?

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Here is a graph of a roller coaster’s height vs its length.

9. Mark the graph by:

a. starring the absolute maximum and the absolute minimum.
b. circling each of the local maximums.
c. writing an x at each of the local minimums.

10. When is the height of the roller coaster constant? Give your answer in interval notation.

11. For the graph below, find the information indicated. Use interval notation when
appropriate.

Local max: Local min:

Absolute max: Absolute min:

Domain: Range:

X-intercept(s): Y-intercept: Interval of increase:

Interval of decrease: Constant Interval:

42
12. For the graph below, find the information indicated. Use interval notation when
appropriate.

Local max: Local min:

Absolute max: Absolute min:

Domain: Range:

X-intercept(s): Y-intercept: Interval of increase:

Interval of decrease: Constant Interval:

DESMOS Activity: Sketch a Function (Link to be provided)

 write any takeaways from this activity here.

43
 1.6 Practice

1. For the graph on the right, give the

following information using the
appropriate notation. Sometimes,
the answer may be none.

a. absolute maximum b. absolute minimum c. local maximum(s)

d. local minimum(s) e. x-intercept(s) f. y-intercept

g. interval of increase h. interval of decrease i. constant interval

j. domain k. range

2. A function, f(x) is shown graphed below. Answer

the following questions based on the graph.

(a) What is f x = 0 ? What name do we give this feature

on the graph?

(b) State the x-intercepts of the function. What is the alternative name that we give the x-
intercepts?

44
c) Over the interval  1  x  2 is fx increasing or decreasing? How can you tell?

1.7 Symmetry of Functions

 There are two types of symmetry with regards to functions: even and odd.

1. Here are some examples and non-examples of graphs of even functions.

Examples Non-Examples What do you think makes a

function even?

Algebraically, a function is even if for every value of x in the domain of f:

𝒇(𝒙) = 𝒇(−𝒙)

45
3. Describe what this statement means in your own words. You can use the graph of 𝑓(𝑥) = |𝑥|
to help you explain.

4. Show that 𝑓(𝑥) = 𝑥 + 4 is an even function by evaluating 𝑓(−𝑥) and simplifying.

5. Here are some examples and non-examples of graphs of odd functions.

Examples Non-Examples What do you think makes a

function odd?

Algebraically, a function is odd if for every value of x in the domain of f:

𝒇(−𝒙) = −𝒇(𝒙)

46
6. Describe what this statement means in your own words. You can use the graph of 𝑓(𝑥) = 𝑥
to help you explain.

7. Show that 𝑓(𝑥) = 𝑥 is an odd function by evaluating 𝑓(−𝑥).

8. Determine if each table represents a function that is even, odd, or neither. Explain your
answers.

Desmos Activity: Even and Odd Symmetry

1. Why can’t you have an odd function with a y-intercept other than (0, 0)?

47
2. There is only one function that is both even and odd. Explain why the vast majority of
functions cannot be both even and odd.

3. Finish the graph below so it shows an 4. Finish the graph below so it shows an odd
even function. function.

5. Determine which of the following functions are even. Then, explain where you think the
“even” name comes from!

𝑓(𝑥) = 𝑥 𝑓(𝑥) = 𝑥 𝑓(𝑥) = 𝑥 𝑓(𝑥) = 𝑥

6. Does this always work? That is, can we determine whether 𝑓(𝑥) = is even just by
looking at it?

48
 1.7 Practice

1. Determine whether each function is even, odd, or neither.

a. b. c. d.

2. Determine whether each function is even, odd, or neither. Show work.

a. 𝑓(𝑥) = 𝑥 − 6𝑥 b. 𝑔(𝑥) = 𝑥 − 2𝑥 c. ℎ(𝑥) = 𝑥 + 2𝑥 + 1

3. Given the partially filled out table below for f(x), fill out the rest of it based on the function
type.

49
4. Half of the graph of f(x) is shown below. Sketch the other half based on the function type.

50
1.8 Parent Functions

 Parent functions are the simplest version of a function within that “family” of functions.
For example, 𝑦 = 2𝑥 + 3, 𝑦 = 𝑥 − 12, 𝑎𝑛𝑑 𝑦 = 𝜋𝑥 are all members of the linear
function family, but 𝑦 = 𝑥 is their parent function, because it is the simplest linear
function. Although linear functions can differ greatly, they all share the same general
shape (a straight line) and certain characteristics, such as having exactly one x-intercept
and one y-intercept.

 On the next pages, you will create a library of parent functions and analyze them for
their important characteristics. Use the equations to help you fill out the x-y chart, then
graph your points and analyze the graphs.

(where c is some number, such as -2) Constant

Domain:
6

x y 5

-4
4

3
Range:
-2 2

1 Odd/even/neither:
0
-6 -4 -2 2 4 6

2 -1

Constant on
-2

4 -3
interval(s):
-4

-5

Linear
Domain:
6

x y 5

-4 3
Range:
-2 2

Odd/even/neither:
0
1

-6 -4 -2 2 4 6

2 -1 Increasing on
4 -2
interval(s):
-3
Decreasing on
interval(s):
-4

-5

51
 Absolute Value
6

x y 5
Domain:

-4 4

3
Range:
-2 2

0 1
Odd/even/neither:

2 -6 -4 -2 2 4 6

-1 Increasing on
4 -2
interval(s):
-3
Decreasing on
interval(s):
-4

-5

Reciprocal

x y Domain:
6

-10 4

Range:
-1
3

-0.1 1
Odd/even/neither:
0 -6 -4 -2 2 4 6

-1 Increasing on
0.1 -2 interval(s):
1 -3
Decreasing on
10
-4
interval(s):
-5

52
 Quadratic (Square)
6

x y 5
Domain:

-2 4

3
Range:
-1 2

0 1 Odd/even/neither:

1 -6 -4 -2 2 4 6

-1
Increasing on
2 -2
interval(s):
Decreasing on
-3

interval(s):
-4

-5

Square Root
6

x y 5
Domain:
-1 4

3
Range:
0 2

1 1 Odd/even/neither:

2 -6 -4 -2 2 4 6

-1
Increasing on
3 -2
interval(s):
4 Decreasing on
-3

interval(s):
-4

-5

53
 Cubic
6

x y 5
Domain:
-2 4

3 Range:
-1 2

0 1 Odd/even/neither:
1 -6 -4 -2 2 4 6

-1
Increasing on
2 -2
interval(s):
Decreasing on
-3

-4

-5
interval(s):

Cube Root
6

x y 5
Domain:
-8 4

3
Range:
-1 2

0 1 Odd/even/neither:
1 -6 -4 -2 2 4 6

-1
Increasing on
8 -2
interval(s):
Decreasing on
-3

-4

interval(s):
-5

54
Parent Function Scavenger Hunt

List all the equations of the parent functions that…

a. are even functions b. are odd functions

c. have a point at (0,0) d. have a domain that is (−∞, ∞)

e. have a range that is (−∞, ∞) f. have a range that is [0, ∞)

g. have both an interval of increase and an interval of decrease

h. have a domain that is NOT (−∞, ∞)

1.9 Transformations of Functions (credit to Concord Academy math department)

 The reason we discussed parent functions is because all other functions in a function
family are made by transforming a parent function. The following Desmos activity will
explore that concept holistically.

Desmos Activity: What’s My Transformation?

Slide 8: How were you able to shift Slide 12: How were you able to stretch the
the function using f(x) notation? Record function using f(x) notation? Record your
your thoughts here. thoughts here.

55
A. Changes to Output – f(x)

1. Adding to Output

The graph below is f(x). a. Finish the table below using the graph.

x f(x)

-5

-3

b. Use the original values of f(x)

 to complete the tables for f(x) + 2 and f(x) – 4.
 Then, graph both transformed functions on the same grid as the original.
 Label each function.

x f(x) + 2 x f(x) - 4

-5 -5

-3 -3

1 1

3 3

c. How did adding to the output change c. How did adding a negative value to the
the graph? output change the graph?

d. Did this affect the domain, range, or both? Why?

56
2. Multiplying Output

The graph below is f(x).

a. Finish the table below using the graph.

x f(x)

-6

-4

b. Fill in the blank columns for each transformed function. Then, graph them on the same graph
as f(x) and label each function.

x 2f(x) x 0.5f(x) x -f(x)

-6 -6 -6

-4 -4 -4

0 0 0

4 4 4

6 6 6

c. Describe how each transformation (multiplying output) changed the graph.

2f(x)

0.5f(x)

-f(x)

d. Did these transformations affect the domain, range, or both? Why?

57
3. Combining Changes to Output
The graph of f(x) is shown below. Graph the given transformation on each grid. The tables are
provided to help you, but you do not have to use them.

a. 2𝑓(𝑥) − 3

b. −2𝑓(𝑥)

c. 0.5𝑓(𝑥) − 3
.

58
4. Let’s look at how these transformations can used in the original parent function, rather than
in f(x).

a. Sketch 𝒇(𝒙) = |𝒙| below. b. Write each of the following as transformations

of 𝑓(𝑥) = |𝑥|.

For example, −3|𝒙| + 4 is −3𝒇(𝒙) + 4.

i. −2|𝑥| ii. 0.5|𝑥| − 4

iii. |𝑥| + 3 iv. − |𝑥| + 6

c. Sketch each one below.

i. −2|𝑥| ii. 0.5|𝑥| − 4

iii. |𝑥| + 3 iv. − |𝑥| + 6

59
B. Changes to Input – x

1. Adding to Input

a. Here is a graph of f(x). Fill out the table using the graph. x f(x)
If there is no output, then f(x) is undefined. (UND) -8
-6
-4
-2
0
1
2
4
6
8

b. Now, use the table to graph f(x + 2) on the same graph as f(x) below.

x x+2 f(x + 2)
-10
-8
-6 -4 f(-4) = 0
-4
-2
-1
0
 One row has been done for you. Notice
that this row translates to the coordinate 2
point (-6, 0), because although we are 4
evaluating the function at -4, the original
16
input was -6.

c. What did adding 2 to the input do to transform the graph of f(x)? Is this what you would
expect?

60
 x x-4 f(x - 4)
-4
d. Next, use the table to graph f(x - 4) on the
same graph as f(x) below. -2
0
2
4
5
6
8
10
12

e. What did subtracting 4 from the input do to transform the graph of f(x)?

f. Did these transformations affect the domain, range, or both? Why?

g. How can we find the domain of the transformation without completing the table?

h. Sketch a graph of each function.

a. 𝑓(𝑥) = |𝑥 + 1| b. 𝑓(𝑥) = |𝑥 − 3|

61
2. Multiplying Input
x f(x)
The graph below is f(x). Fill out the table using the graph.
-10
-8
-6
-4
-2
0
2
4
6

a. What is the domain of f(x)? What would you expect the domain of f(2x) to be? [Hint: you are
doubling the input before putting it into the function.]

b. Use the table to graph f(2x) onto the same grid as f(x).

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

62
c. Use the table to graph f(0.5x) onto the same grid as f(x).
x 0.5x f(0.5x)
-20
-16
-12
-8
-4
0
4
8
12

d. Questions dealing with part b and c

 What transformation does f(2x) represent?

 What transformation does f(0.5x) represent?

 Explain why that notation might not make sense to someone not familiar with Algebra II
Trig, and give them some advice as to how to understand it.

e. Did these transformations change the domain, range, or both? Why?

63
f. Here is the function f(x). Think about what the graph of f(-x) would look like, and sketch it on
the empty grid. Do it one point at a time if it helps.

 What effect does multiplying the input by a negative have on the graph of the function?

6. Sketch a rough graph of each of the functions below. Think about what transformations have
occurred from f(x) to g(x).

𝟑
a. 𝑓(𝑥) = 𝑥 𝑎𝑛𝑑 𝒈(𝒙) = (𝒙 + 𝟐)𝟐 b. 𝑓(𝑥) = √𝑥 𝑎𝑛𝑑 𝒈(𝒙) = √−𝒙

64
3. Combining Transformations

7A. Consider the function 𝑓(𝑥) = (𝑥 + 1) − 3

a. What is the parent function?

b. What is the horizontal transformation? c. What is the vertical transformation?

d. On each grid below is the graph of the parent function.

On this graph: On this graph:

1. Do the horizontal transformation 1. Do the vertical transformation

2. Do the vertical transformation 2. Do the horizontal transformation

e. Was the final graph affected by switching the order of the vertical and horizontal
transformations? Do you think this will always be the case?

65
7B. Consider the function 𝑓(𝑥) = −|2𝑥|

a. What is the parent function?

b. What is the horizontal transformation? c. What is the vertical transformation?

d. On each grid below is the graph of the parent function.

On this graph: On this graph:

1. Do the horizontal transformation 1. Do the vertical transformation

2. Do the vertical transformation 2. Do the horizontal transformation

e. Did it matter whether you completed horizontal or vertical transformations first?

This will always hold true – horizontal transformations (that is, transformations that affect
x) will never affect vertical transformations (that is, transformations that affect y) and vice
versa.

66
8. Here is the graph of f(x). Draw the following transformations below.

x 2x f(2x) f(2x) + 1

x x+2 f(x + 2) f(x + 2) - 2

x -x f(-x) 2f(-x)

67
9. Sketch the graph of 𝒇(𝒙) = |𝒙| in the first box. Then, write each of the following equations
as the transformation of 𝑓(𝑥). Finally, use your knowledge of graphical transformations to
sketch the graph of each.

𝑎. |𝑥 − 3| + 1

𝑏. −2|𝑥| + 4 𝑐. |0.5𝑥| − 3

10. Sketch the graph of 𝒇(𝒙) = √𝒙 in the first box. Then, write each of the following equations
as the transformation of 𝑓(𝑥). Finally, use your knowledge of graphical transformations to
sketch the graph of each.
𝑎. 2√−𝑥

68
𝑏. −2 (𝑥 + 5) − 3 𝑐. − (𝑥 − 1) + 4

11. For each graph below, identify the equation of the parent function, f(x), and write the
equation of the transformed graphed function, g(x).

a. b.

f(x):_____________ f(x):_____________

g(x):____________ g(x):____________

c. d.

f(x):_____________ f(x):_____________

g(x):____________ g(x):____________

69
12. Below is f(x).

 The domain is [1, 5] and the range is [1, 3].

 find the domain and range of g(x).
 For each function g(x) given, you can sketch a graph of g(x) if it will help.

a. 𝑔(𝑥) = 𝑓(𝑥) + 1 b. 𝑔(𝑥) = 𝑓(𝑥 + 1)

d. 𝑔(𝑥) = −𝑓(𝑥) e. 𝑔(𝑥) = 𝑓(−𝑥) f. 𝑔(𝑥) = 2𝑓(2𝑥)

4. Order of Transformations

Consider the following function: 𝑓(𝑥) = 2𝑥 − 3

What are the two transformations that occur?

Sketch f(x) by first shifting, then stretching. Sketch f(x) by first stretching, then shifting.

Notice that even though you did the same steps, you did not produce the same graph! Thus, we
need a defined order of operations for graphing transformations.

 For vertical transformations: follow PEMDAS (stretches/shrinks/reflections before shifts)

 For horizontal transformations: follow SADMEP (shifts before stretches/shrinks/reflections)

70
Practice: For each equation,

1) list the transformations in the order they should occur, and

2) graph the transformed function.

a. 𝑦 = −|𝑥| + 3 b. 𝑦 = (2𝑥 − 4) c. 𝑦 = 2√𝑥 − 1 − 4

71
1.9 Summary: Function Transformations

Fill out this chart to create a reference sheet for function transformations.

In Parent Function (e.g.

Notation Example In Words
𝑥 , |𝑥|)

f(x) + d

f(x) - d

f(x + c)

f(x - c)

-f(x)

f(-x)

a > 1:
af(x)
0 < a <1:

b > 1:
f(bx)
0 < b < 1:

Which transformations will affect a Which transformations will affect a

function’s domain? function’s range?

In what order should transformations be applied?

72
 1.9 Practice

1. To the right is f(x). Sketch a graph for each g(x) function a – j

below. Label a few points on the transformed graph.

a. 𝑔(𝑥) = 𝑓(𝑥) − 3
b. 𝑔(𝑥) = 2𝑓(𝑥)
c. 𝑔(𝑥) = 0.5𝑓(𝑥) + 1
d. 𝑔(𝑥) = −𝑓(𝑥) + 2
e. 𝑔(𝑥) = 𝑓(𝑥 + 3)
f. 𝑔(𝑥) = 𝑓(3𝑥)
g. 𝑔(𝑥) = 𝑓(−𝑥)
h. 𝑔(𝑥) = 𝑓(0.5𝑥)
i. 𝑔(𝑥) = 𝑓(𝑥 − 2) − 1
j. 𝑔(𝑥) = 2𝑓(𝑥 + 1) − 2

73
2. Write the equation of each transformed function.

a. b. c. d.

________________ ___________________ __________________ ________________

3. Sketch a graph of each function by considering the transformations from the parent function.

a. 𝑓(𝑥) = 𝑥 + 6 b. 𝑓(𝑥) = 2√𝑥 c. 𝑓(𝑥) = −|𝑥|

d. 𝑓(𝑥) = (𝑥 − 3) + 4 e. 𝑓(𝑥) = |0.5𝑥| f. 𝑓(𝑥) = −(𝑥 + 2) + 3

74
 1.10 Domain Restrictions
 So far, we have found the domain of functions just by examining their graphs. We can
also find the domain of functions by examining their equations. Many functions, such as
𝑥, 𝑥 , 𝑥 , and their transformations will have all real numbers included in their domain.
However, there are two cases we must check for to see if the domain of our function
must be restricted.

 Throwback: Which two parent functions that you have learned do NOT have a domain of
(−∞, ∞)?

1.

2.

Case #1: Denominators

1. Compare each graph to its equation. Each graph shows exactly one value of x that is not in its
domain. Find the value for each graph that is not in the domain.

a. 𝑓(𝑥) = b. 𝑓(𝑥) = c. 𝑓(𝑥) = d. 𝑓(𝑥) =

_______ ________ __________ _______

2. Write the domain of each graph above in interval notation.

a. b. c. d.

3. How is the excluded value in the domain related to the equation of the function?

75
Case #2: Square Roots

4. Write the domain of each graph below in interval notation.

a. 𝑓(𝑥) = √𝑥 b. 𝑓(𝑥) = √𝑥 + 3 c. 𝑓(𝑥) = √2 − 𝑥 d. 𝑓(𝑥) = √2𝑥 − 4

_______ ________ __________ _______

5. Choose a number that is not in the domain of each function, and evaluate the function at
that value. What do you get?

 The square root of a negative number is an imaginary number, so we must exclude any
values of x that will result in a negative number under the square root. However, this
does not mean that we will always exclude negative values of x.

6. Find the domain of the following functions by setting the expression under the radical ≥ 𝟎
and solving for x. Then, write the domain in interval notation.

a. 𝑓(𝑥) = √−𝑥 b. 𝑓(𝑥) = √4 − 𝑥 c. 𝑓(𝑥) = √𝑥 + 10

76
 1.10 Practice

1. State the domain in interval notation.

Function Domain

a. 𝑓(𝑥) =

b. 𝑓(𝑥) =

c. 𝑓(𝑥) = 2𝑥

d. 𝑓(𝑥) = √9 − 3𝑥

e. 𝑓(𝑥) = 2𝑥 − 6𝑥

f. 𝑓(𝑥) =

g. 𝑓(𝑥) = √8𝑥 + 6

h. 𝑓(𝑥) = −1

2. (review) Evaluate the following expressions using 𝑔(𝑥) =

a. g(-1) b. g(0) c. g(1) d. g(x + 1)

77
Unit 1 Summary
Understanding Functions: Properties, Transformations, and
Relationships

Two cases where we must restrict the domain of an equation:

1.

2.

Intervals of increase/decrease/constant are…

Absolute maximum: Local maximum:

Absolute minimum: Local minimum:

Even functions Odd functions

 From a graph…  From a graph…

From an equation… From an equation…

Name the parent functions:

Page 72: 1.9 Summary: Function Transformations

78
Unit 1 Review
Understanding Functions: Properties, Transformations, and
Relationships
1. For some function h(x), the domain is [0, 6] and the range is [2, 8].
Find the domain and range of…

a. ℎ(𝑥) − 3 b. ℎ(𝑥 + 2) c. −ℎ(𝑥)

2. Sketch a graph of each function.

a. 𝑓(𝑥) = |𝑥 − 6| + 3 b. 𝑓(𝑥) = −𝑥 − 1. c. 𝑓(𝑥) = 3√𝑥 + 2 d.𝑓(𝑥) =

79
3. Write the equation of each transformed function graphed below.
a. b. c.

____________________________ _________________________ __________________

4. To the right is the fuction f(x).

Sketch an image of each g(x), which represents a
transformation of f(x). Use the graphs below.

a. 𝑔(𝑥) = 𝑓(𝑥 − 1) − 3

b. 𝑔(𝑥) = 0.5𝑓(𝑥 + 2)

c. 𝑔(𝑥) = 𝑓(2𝑥) − 2

80
 Unit 2A:
Quadratic Functions

81
2.1 Characteristics of Quadratic Functions

Desmos Activity: Polygraphs, Parabolas Part 2 (Link to be provided)

Record any words or ideas that are new to you.

1. Identify the given characteristics for each graph below.

a. b. c.

x-intercept(s): x-intercept(s): x-intercept(s):

y-intercept: y-intercept: y-intercept:

vertex: vertex: vertex:

minimum or minimum or minimum or

maximum? maximum? maximum?

axis of symmetry: axis of symmetry: axis of symmetry:

concavity: concavity: concavity:

2. How many
 x-intercepts are possible in a quadratic?
 How many y-intercepts? Explain.

82
3. A function is defined by 𝑓(𝑥) = 𝑥 − 4𝑥 − 5. Answer the following questions about 𝑓(𝑥).

(a) Without the use of your calculator, evaluate f

2. Fill this point in on the table shown.

(b) Use your calculator to fill in the rest of the

table.

(c) Graph the function over a domain of all real

numbers. (With help from the table.)

(d) What are the coordinates of the turning point

of the parabola that is this function’s graph?

Is it a maximum or minimum?

(e) Draw the axis of symmetry. State its equation.

(f) How would you describe the end behavior of this function? In other words, what are the
outputs doing as the inputs go to infinity and negative infinity?

4. Consider the quadratic function 𝑓(𝑥) = 𝑥 − 2𝑥 − 8

(a) Using your calculator to help generate a table, graph

this parabola on the grid given. Show a table of values
that you use to create the plot.

(b) State the range of this function.

(c) Over what domain interval is the function increasing?

83
(d) State the coordinates of the parabola’s turning point (also known as its vertex).

(e) Draw the axis of symmetry of the parabola and write its equation below and on the graph.

(f) What are the x-intercepts of this function? These are also known as the function’s zeros.
Why does this name make sense? As a suggestion, write out their full xy-pair coordinates.

2.1 Practice

1. The quadratic function f(x) has selected values shown in the table on
the right.

(a) What are the coordinates of the turning point?

(b) What is the range of the quadratic function?

2. Consider the function 𝑓(𝑥) = −0.5𝑥 + 4𝑥 − 1.

(a) Use your calculator and the window

indicated to sketch a graph of the function
on the axes provided.

(b) Use your calculator’s maximum

command to determine the location of the
turning point.

 Label it on your graph and

 state its coordinates.

(c) Draw the axis of symmetry on your

graph. State its equation below.

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3. A quadratic function is partially shown in the table below. The function has an axis of
symmetry whose equation is x  3 .

(a) Fill in the rest of the table.

(b) What is the function’s y-intercept?

(c) What is the range of the function? Explain

2.2 Vertex Form

 Quadratic functions can be written in three forms: vertex form, standard form, and
factored form. Below are three functions in vertex form:

𝑔(𝑥) = (𝑥 − 4) − 3 ℎ(𝑥) = (𝑥 + 2) + 5 𝑗(𝑥) = (𝑥 + 1) − 4

1. Think back (or go back) to our work with function transformations. List the transformations
that have occurred from 𝑓(𝑥) = 𝑥 for each function.

g(x): h(x): j(x):

2. The vertex of 𝑓(𝑥) = 𝑥 is at (0, 0). Using the transformations you found in problem 1, find
where the vertex of each function will be.

g(x): h(x): j(x):

The vertex form of a quadratic is given by

𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌

85
3. How does the vertex show up in this equation? Where can we see the x-coordinate of the
vertex? Where can we see the y-coordinate of the vertex?

4. What transformations could “a” represent?

Desmos Activity: Match My Parabola (Link to be provided)

Slides 1 to 8
write any takeaways from this activity here.

Desmos Activity: Vertex Form Maze (Link to be provided)

2.2 Practice

1. Find the vertex of each quadratic

a. 𝑦 = −2(𝑥 − 3) + 4 b. 𝑦 = 3(𝑥 + 6) − 1 c. 𝑦 = (𝑥 + 2) + 7

2. Find the y-intercept of each quadratic.

a. 𝑦 = −2(𝑥 − 3) + 4 b. 𝑦 = 3(𝑥 + 6) − 1 c. 𝑦 = (𝑥 + 2) + 7

86
3. Write the equation of a quadratic with the given vertex. Use a = 1.
a. (3, 2) b. (-4, 5)

c. (12, -7) d. (-1, -6)

4. Match each graph to its equation.

a. b. c. d.

1. 𝑦 = (𝑥 − 3) + 2

2. 𝑦 = 4(𝑥 − 3) + 2

3. 𝑦 = (𝑥 − 3) + 2

4. 𝑦 = −(𝑥 − 3) + 2

2.3 Factored Form

Desmos Activity: Match My Parabola (Link to be provided)

Slides 9 to 16

Slides 10 and 11 in Desmos: Match My Parabola show quadratic equations in factored form.

1. Copy down an example of a factored form equation.

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2. Vertex form uses the vertex of a quadratic in its equation. What aspect of a quadratic
function is used in writing its equation in factored form? How does it appear?

3. Slide 13: What is the relationship between the vertex and the x-intercepts of a quadratic
function?

Here is a quadratic function and two equations that represent this graph.

Vertex Form: Factored Form:

𝑦 = (𝑥 + 3) − 1 𝑦 = (𝑥 + 4)(𝑥 + 2)

4. How is the point (-4, 0) related to the factor (x + 4)?

5. Find the x-intercepts of the following equations in factored form.

a. 𝑦 = (𝑥 − 7)(𝑥 + 2) b. 𝑦 = 𝑥(𝑥 + 4) c. 𝑦 = (3𝑥 − 2)(4𝑥 + 1)

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Factored form of an equation is given by:

𝒚 = 𝒂(𝒙 − 𝒓𝟏 )(𝒙 − 𝒓𝟐 )

6. What transformations could a represent?

7. What do 𝑟 and 𝑟 represent?

 There are two things you should note:

1. “a” will be the same number in each form of a quadratic.

2. Some factored form equations will have coefficients for x, which means you will need
to solve for 𝑟 and 𝑟 (see problem 5c for an example).

8. The x-intercepts of a function are at (2, 0) and (6, 0). What must be the equation of the axis
of symmetry? Why?

9. The factored form equation of a quadratic is 𝑦 = 2(𝑥 + 1)(𝑥 − 5). Find the vertex and
rewrite the equation in vertex form.

89
10. Sketch the graphs of all three equations on the same axis.

 Label the x-intercepts,

 axis of symmetry, and
 vertex for each.

𝑓(𝑥) = (𝑥 + 3)(𝑥 − 1) 𝑔(𝑥) = 2(𝑥 + 3)(𝑥 − 1) ℎ(𝑥) = −2(𝑥 + 3)(𝑥 − 1)

2.3 Practice

1. Find the x-intercepts and the vertex for the equations below.
a. 𝑓(𝑥) = (𝑥 + 3)(𝑥 − 5) b. 𝑔(𝑥) = 2𝑥(𝑥 − 3) c. ℎ(𝑥) = −(𝑥 + 4)(4 − 𝑥)

x-
intercepts
vertex

90
2. Find the x-intercepts for the equations below.
a. 𝑦 = 𝑥(2𝑥 − 5) b .𝑦 = (2𝑥 + 3) c. 𝑦 = (4𝑥 + 1)(5𝑥 − 2)

3. (review) For ℎ(𝑥) = 𝑥 − 3𝑥 + 2, find the following:

a. h(1) b. h(-1) c. h(x + 1)

2.4 Standard Form

 The third and final form of quadratic equations is standard form:

𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄

 Note that again, the value of “a” is consistent across all three forms of quadratics, and
represents any vertical reflections, stretches, or shrinks.

1. Find the y-intercept of the equation above by substituting in x = 0.

2. For the parent function 𝑓(𝑥) = 𝑥 , what are the values of a, b, and c?

3. Here is an example of converting a factored form equation to standard form.

a. Explain what happened from line to line.

1 𝑦 = 3(𝑥 + 2)(𝑥 − 1) line 1  line 2:

2 𝑦 = 3(𝑥 + 𝑥 − 2) line 2  line 3:

3 𝑦 = 3𝑥 + 3𝑥 − 6

91
b. Would it have been correct to “distribute” the 3 to both factors in line 1? Why or why not?

4. Here is an example of converting a vertex form equation to standard form.

a. Explain what happened from line to line.

1 𝑦 = 2(𝑥 − 4) + 1 line 1  line 2:

2 𝑦 = 2(𝑥 − 4)(𝑥 − 4) + 1 line 2  line 3:

3 𝑦 = 2(𝑥 − 8𝑥 + 16) + 1 line 3  line 4:

4. 𝑦 = (2𝑥 − 16𝑥 + 32) + 1 line 4  line 5:

5. 𝑦 = 2𝑥 − 16𝑥 + 33

b. Why isn’t (𝑥 − 4) = 𝑥 + 16?

5. Convert each equation to standard form.

a. 𝑦 = 2(𝑥 + 4)(𝑥 − 1) b. 𝑦 = −(𝑥 + 1) − 3

Desmos Activity: Forms of Quadratics (Link to be provided)

write any takeaways from the activity here.

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 2.4 Practice

1. Convert to standard form.

a. 𝑦 = (𝑥 − 2)(𝑥 + 7) b. 𝑦 = (2𝑥 + 5)(3𝑥 − 1) c. 𝑦 = (𝑥 − 1) + 4

d. 𝑦 = −2(𝑥 − 6)(𝑥 + 1) e. 𝑦 = 2(𝑥 + 3) − 6 f. 𝑦 = −(𝑥 + 2) − 5

2. Each of the following functions has a maximum or minimum point with integer coordinates
on the domain interval 10  x  10.

 For each function state whether its turning point is a maximum or a minimum and
 use tables on your calculator to determine its coordinates.

a. 𝑦 = −3𝑥 − 24𝑥 − 32 b. 𝑦 = 0.5𝑥 − 6𝑥 + 15 c. 𝑦 = −3𝑥 − 24𝑥 − 32

3. The height of an object that is traveling through

the air can be modeled by a quadratic function that
opens downward. The height of the object above
the ground in feet is given by:

𝒉(𝒕) = −𝟏𝟔𝒕𝟐 + 𝟔𝟒𝒕 + 𝟖𝟎 where the input, t, is

the time in seconds that the object has been in the
air

(a) Using your calculator, sketch a graph of the

object’s height for all times where it is at or above
the ground.

(b) What is its maximum height in feet?

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(c) At what time does it hit the ground?

(d) Over what time interval is its height increasing?

2.5 Axis of Symmetry

Desmos Activity: Exploring the Axis of Symmetry (Link to be provided)

Slide 1: How are the x-intercepts, axis of symmetry, and vertex of a quadratic function related?

Slide 7: The official formulas for finding the axis of symmetry of a quadratic equation
𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐 is ….

Find the axis of symmetry of the quadratic function 𝑓(𝑥) = 2𝑥 − 4𝑥 + 11. Do you have
enough information to find the vertex? Why or why not?

94
1. Find the axis of symmetry AND the vertex for the following quadratic equations.

a. 𝑓(𝑥) = −𝑥 − 8𝑥 + 13 b. 𝑓(𝑥) = 𝑥 − 8𝑥 + 1

c. 𝑓(𝑥) = 3𝑥 + 6𝑥 + 2 d. 𝑓(𝑥) = −2𝑥 − 8𝑥 − 15

e. 𝑓(𝑥) = 3(𝑥 − 1)(𝑥 − 5) f. 𝑓(𝑥) = −2(𝑥 + 1) + 5

95
 2.5 Practice

1. Find the vertex of each quadratic equation by first finding the axis of symmetry.

a. 𝑦 = 𝑥 + 4𝑥 − 7 b. 𝑦 = −𝑥 + 8𝑥 + 16 c. 𝑦 = −2𝑥 − 4𝑥 − 1

d. 𝑦 = −5𝑥 + 10𝑥 + 3 e. 𝑦 = 3𝑥 − 18𝑥 + 1 f. 𝑦 = −𝑥 + 6𝑥 + 2

2. Write each of the equations in problem 1 in vertex form.

a. b. c.

d. e. f.

3. An object is fired upwards with an initial velocity of 112 feet per second. Its height, in feet
above the ground, as a function of time, in seconds since it was fired, is given by the equation
ℎ(𝑡) = −16𝑡 + 112𝑡

(a) At what height was the object fired?

96
(b) Sketch a general curve of this equation below.

(c) Algebraically, find the time that the rocket reaches its greatest height and the maximum
height. Label these on the graph that you drew in part (b).

(d) Algebraically, determine the time when the rocket reaches the ground. Label this on your
graph in (b).

2.6 Converting Between Forms

We have learned three forms of quadratic functions: standard form, factored form, and vertex
form. Each form reveals different information about the function, so it is helpful to be able to
convert between the different forms that can represent a single quadratic function.

On the diagram below, to describe how to convert from each form to the others. Feel free to
reference previous sections of your workbook.

97
 Standard to Vertex Vertex to Factored

Factored to Standard Standard to Factored

Factored to Vertex Vertex to Standard

2. Convert the quadratic function to the form indicated.

a. 𝑦 = 𝑥 − 6𝑥 − 7; vertex b. 𝑦 = 3(𝑥 − 1) − 3; standard

c. 𝑦 = 2(𝑥 + 2)(𝑥 − 1); standard d. 𝑦 = −2(𝑥 − 1)(𝑥 + 3); vertex

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 2.6 Practice

1. Convert the quadratic function to the form indicated.

a. 𝑦 = 𝑥 − 8𝑥 − 7; vertex b. 𝑦 = −2(𝑥 + 4) − 6; standard

c. 𝑦 = 2(𝑥 + 3)(𝑥 − 10); standard d. 𝑦 = 3(𝑥 − 2)(𝑥 + 6); factored

2. (review) Find the domain of each function below.

a. 𝑓(𝑥) = 𝑥 b. 𝑓(𝑥) = c. 𝑓(𝑥) = √2𝑥 + 3

3. (review) Find the vertex of 𝑦 = 𝑥 − 6𝑥 + 5.

99
 2.7 Graphing Quadratic Functions
For each of the following functions, use your knowledge of quadratic functions and their forms
to help you determine the points indicated. Then, plot each of the points and sketch the graph
of the function.

a. 𝑓(𝑥) = (𝑥 + 3)(𝑥 + 5)

x-intercept

x-intercept

y-intercept

vertex

any other point

b. 𝑓(𝑥) = −(𝑥 − 1)(𝑥 + 3)

x-intercept

x-intercept

y-intercept

vertex

any other point

100
c. 𝑓(𝑥) = (𝑥 + 1) − 1

x-intercept

x-intercept

y-intercept

vertex

any other point

d. 𝑓(𝑥) = −(𝑥 + 2) + 4

x-intercept

x-intercept

y-intercept

vertex

any other point

101
e. 𝑓(𝑥) = 𝑥 − 2𝑥 − 3

x-intercept

x-intercept

y-intercept

vertex

any other point

2.7 Practice

1. Graph each function by finding important points such as the vertex and intercepts.

a. 𝑓(𝑥) = −𝑥 − 12𝑥 + 20

102
b. 𝑓(𝑥) = (𝑥 − 3)(𝑥 − 7) c. 𝑓(𝑥) = (𝑥 − 1) + 9

2. Write the equation of a quadratic function with a vertex at (-4, 3)

3. Write the equation of a quadratic function with x-intercepts at 4 and -2.

4. Write the equation of a quadratic function with a y-intercept of 12.

5. (review) Give the domain in interval notation: 𝑦 = √𝑥

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Unit 2A Summary Quadratic Functions

Write the general form for

Factored Form: Vertex Form: Standard Form:

What remains as a constant in all forms? __________________________

How can you find the axis of symmetry and vertex in each form?

Factored Form: Vertex Form: Standard Form:

What are the 4 major components needed to graph a quadratic equation?

1.

2.

3.

4.

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Unit 2A Review Quadratic Functions

1. For each equation below,

 find the axis of symmetry,
 x-intercept(s)
 vertex,
 y-intercept, and
 one other point on the graph.

a. 𝑓(𝑥) = −𝑥 + 6𝑥 − 3 b. 𝑔(𝑥) = 3(𝑥 − 1)(𝑥 − 5)

c. ℎ(𝑥) = (𝑥 − 5) − 1

105
2. Convert each equation to standard form.

a. 𝑦 = (𝑥 − 2)(𝑥 + 2)

b. 𝑦 = (𝑥 − 3) + 4

c. 𝑦 = −3(𝑥 + 2)

3. Convert each equation to vertex form.

a. 𝑓(𝑥) = −𝑥 − 4𝑥 + 1

b. 𝑓(𝑥) = 2𝑥 + 16𝑥 − 3

c. 𝑓(𝑥) = 𝑥 − 4𝑥 − 2

4. The height of a missile t seconds after it has been fired is given by ℎ(𝑡) = −4.9𝑡 + 44.1𝑡
How many seconds it will take for the rocket to reach its greatest height?

106
5. A ball thrown vertically in the air reaches its peak height after 3.5 seconds. If its height, as a
function of time, is given by ℎ = −16𝑡 + 𝑏𝑡 + 4 , what is the value of b?

6. Match each equation to its graph.

__________ __________ ___________

_____________ __________

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7. Graph the quadratic equation.

a. 𝑔(𝑥) = (𝑥 − 2) + 4

x-intercept

x-intercept

y-intercept

vertex

any other point

b. ℎ(𝑥) = −2(𝑥 + 2)(𝑥 + 6)

x-intercept

x-intercept

y-intercept

vertex

any other point

108
 Unit 2B:
Applications of Quadratic
Functions

109
 2.8 Factoring Quadratics
 The solutions to a quadratic function, 𝑓(𝑥), are the values of x that make 𝑓(𝑥) = 0.

1. Which values of x below are solutions to 𝑓(𝑥) = 𝑥 + 2𝑥 − 3? Circle the solutions.

0 1 2 3 4 5 6 7

2. If we are trying to solve a quadratic function, why might we prefer factored form?
𝑓(𝑥) = (𝑥 + 3)(𝑥 − 1) 𝑣𝑠 𝑓(𝑥) = 𝑥 + 2𝑥 − 3

3. Here are four equations converted from factored form to standard form. What do you
notice?
𝑓(𝑥) = (𝑥 + 3)(𝑥 + 4) → 𝑓(𝑥) = 𝑥 + 7𝑥 + 12
𝑓(𝑥) = (𝑥 − 3)(𝑥 − 4) → 𝑓(𝑥) = 𝑥 − 7𝑥 + 12
𝑓(𝑥) = (𝑥 − 3)(𝑥 + 4) → 𝑓(𝑥) = 𝑥 + 𝑥 − 12
𝑓(𝑥) = (𝑥 + 3)(𝑥 − 4) → 𝑓(𝑥) = 𝑥 − 𝑥 − 12

4. Convert these equations to standard form. Try to do as little work as possible.

𝑓(𝑥) = (𝑥 + 7)(𝑥 + 2) → _________________________________

𝑓(𝑥) = (𝑥 − 7)(𝑥 + 2) → ________________________________

𝑓(𝑥) = (𝑥 + 7)(𝑥 − 2) → ________________________________

𝑓(𝑥) = (𝑥 − 7)(𝑥 − 2) → ________________________________

Did you use any patterns to help you? What were they?

110
5. Finish the equations below in factored form. Use the patterns you saw in problems 3 & 4 to
help you.

𝑓(𝑥) = 𝑥 + 8𝑥 + 15 → 𝑓(𝑥) = 𝑥_____________ 𝑥_____________

𝑓(𝑥) = 𝑥 − 8𝑥 + 15 → 𝑓(𝑥) = 𝑥_____________ 𝑥_____________
𝑓(𝑥) = 𝑥 − 2𝑥 − 15 → 𝑓(𝑥) = 𝑥_____________ 𝑥_____________
𝑓(𝑥) = 𝑥 + 2𝑥 − 15 → 𝑓(𝑥) = 𝑥_____________ 𝑥_____________

6. Predict the equations in factored form.

𝑓(𝑥) = 𝑥 + 7𝑥 + 10 → 𝑓(𝑥) =____________________________________________________

𝑓(𝑥) = 𝑥 − 7𝑥 + 10 → 𝑓(𝑥) =____________________________________________________

𝑓(𝑥) = 𝑥 − 3𝑥 − 10 → 𝑓(𝑥) =____________________________________________________

𝑓(𝑥) = 𝑥 + 3𝑥 − 10 → 𝑓(𝑥) =____________________________________________________

7. Factor and then find the x-intercepts of each equation.

a. 𝑦 = 𝑥 − 13𝑥 + 40 b. 𝑦 = 𝑥 + 11𝑥 + 18 c. 𝑦 = 𝑥 + 𝑥 − 56

8. Summarize how you have been factoring trinomials so far.

111
  Factoring a trinomial is more challenging when the leading coefficient (the value a) is
not 1.

 Consider the equation 𝑓(𝑥) = 2𝑥 + 9𝑥 − 5. Although we know that the only factors
of 2 are 2 and 1, and the only factors of 5 are 1 and 5, we must make the additional
choice of which factor will contain a 2x term and which will contain an x term, so that
when multiplied, the 2𝑥 term will be produced.
9. Here are some factorizations of 𝑓(𝑥) = 2𝑥 + 9𝑥 − 5 that seem like they could be correct.
Circle the correct factorization.

(2𝑥 − 5)(𝑥 + 1) (2𝑥 + 5)(𝑥 − 1) (2𝑥 − 1)(𝑥 + 5) (2𝑥 + 1)(𝑥 − 5)

10. Factor these expressions. You may need to do some guessing and checking such as above.

a. 3𝑥 + 14𝑥 + 8 b. 6𝑥 + 29𝑥 − 5 c. 8𝑥 − 2𝑥 − 3

 Fortunately, there is a systematic method that we can use to factor these trinomials as
well.
 Using 𝑓(𝑥) = 2𝑥 + 9𝑥 − 5 from earlier, we know that it can be factored as:

𝑓(𝑥) = (2𝑥 − 1)(𝑥 + 5)

112
11. Multiply these two factors using the “box method.” Describe where each term in the
standard form of f(x) “comes from,” or how it is produced when we multiply the two factors
together.

 Notice that 9x came from adding 10x and -1x. Also important is that 10 ∙ −1 = 2 ∙ −5,
which are the a and c values from standard form. The method that we will use will allow
us to do this same process, but in reverse.

Factoring by Grouping

Let’s factor 𝑓(𝑥) = 6𝑥 + 5𝑥 − 4.

12. What is the value of a?____ b?_____ c?____

13. Find two numbers whose sum = b and product = a  c. (Hint: should they both be positive?
Negative? Only one positive?)

14. Use these two numbers to rewrite the middle term. Notice that because we chose numbers
that add to b, we have not changed the value of the expression at all.

𝑓(𝑥) = 6𝑥 + _________𝑥 + ________𝑥 − 4

15. Place parentheses around the first two terms, and around the last two terms. What is the
greatest common factor in each set of parentheses? Factor it out.

113
16. Now, your equation should look like one of the two below, depending on which order you
wrote your coefficients in problem 14. What do you notice?

𝑓(𝑥) = 2𝑥(3𝑥 + 4) − 1(3𝑥 + 4) or 𝑓(𝑥) = 3𝑥(2𝑥 − 1) + 4(2𝑥 − 1)

17. No matter which equation you had in problem 16, the final step is to factor out the
“greatest common factor” in each term—in other words, factor out the parentheses.

18. Try factoring these yourself, using the process on the previous page.

a. 6𝑥 − 21𝑥 − 9 b. 10𝑥 + 17𝑥 + 6

c. 2𝑥 − 7𝑥 + 2 d. 9𝑥 − 12𝑥 − 5

114
19. Find the x-intercepts by factoring.

a. 𝑓(𝑥) = 3𝑥 − 8𝑥 + 4 b. 𝑓(𝑥) = 2𝑥 + 3𝑥 − 9

2.8 Practice

1. Solve for the x-intercepts by factoring.

a. 𝑦 = 𝑥 − 10𝑥 + 9 b. 𝑦 = 𝑥 − 16𝑥 + 64 c. 𝑦 = 𝑥 + 2𝑥 − 24

d. 𝑦 = 𝑥 − 4𝑥 − 24 e. 𝑦 = 2𝑥 + 11𝑥 + 5 f. 𝑦 = 5𝑥 − 18𝑥 + 9

g. 𝑦 = 4𝑥 − 17𝑥 + 4 h. 𝑦 = 6𝑥 + 37𝑥 + 6 i. 𝑦 = 6𝑥 + 5𝑥 − 6

115
2. Factor the expression. Rearrange the expression as needed to produce binomial pairs with
common factors.

𝑥 − 𝑎𝑐 − 𝑐𝑥 + 𝑎𝑥

3. Determine the zeros for each of the following expressions by first factoring using grouping.

a. 𝑥 − 5𝑥 − 9𝑥 + 45 b. 𝑥 − 4𝑥 − 25𝑥 + 100

2.9 Imaginary & Complex Numbers

 In section 2.7, you may have come across some quadratic functions that were not
factorable. In these cases, the quadratic has no real roots, meaning it does not intersect
the x-axis.
 If a quadratic has no real roots, we are able to find imaginary roots through other
methods.
 In this section, we will introduce imaginary and complex numbers so that you will be
able to work with them in future sections.

Real numbers are numbers that exist on our number line.

1. On the number line, mark the solutions to each equation as indicated.

a. Draw a dot on the number line at the solutions to 𝑥 = 9.
b. Circle the value on the number line for the solutions to 𝑥 = 0.
c. Draw an X on the number line at the solutions to 𝑥 = −1.

2. How are your answers to problem 1 shown on the graph of 𝑦 = 𝑥 ?

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  Squaring a real number never results in a negative number, so mathematicians invented
a new number as the solution to 𝑥 = −1. This number, √−𝟏, is also represented as 𝒊.

 Numbers involving 𝑖 are imaginary numbers. Now, we have a way to deal with negative
numbers under a square root!

 We can rewrite √−36 as follows:

√−36 = √36 ∙ √−1 = 6𝑖

 The same process applies even if we are not working with a perfect square. In this case,
it is standard notation to write 𝒾 before the radical.

√−7 = √−1 ∙ √7 = 𝑖√7

3. Rewrite each expression in terms of 𝑖. Simplify if possible.

a. √−25 b. √−9 c. √−24 d. √−300

 One important note about 𝑖 is that 𝒊𝟐 = (√−𝟏)𝟐 = −𝟏. Notice that the negatives do not
* cancel out” because the order of operations requires us to evaluate the exponent first.

4. If 𝑖 = √−1 and 𝑖 = −1, what does 𝑖 equal? What about 𝑖 ? 𝑖 ?

117
5. Show that 𝑖 = −1.

Operations with Imaginary Numbers

When performing operations with imaginary numbers, we can treat 𝑖 as if it is a variable,
allowing us to combine like terms.

6. Simplify the following expressions as much as possible.

a. 5𝑖 + 6𝑖 b. 3𝑖 − 8𝑖 c. 2𝑖 ∙ 3𝑖 d. (−2𝑖)

Complex numbers combine a real number and an imaginary number in the form of 𝑎 + 𝑏𝑖.
Remember to treat terms with 𝑖 as like terms, so real numbers can only be added or subtracted
to real numbers, and imaginary numbers with imaginary numbers.
7. Simplify each expression.

a. (1 + 𝑖) + (39 + 3𝑖) b. (5 − 5𝑖) − (2 + 5𝑖) c. −6𝑖 + (3 + 4𝑖) + (−7 + 2𝑖)

 Multiplying imaginary numbers is similar to multiplying binomials, but a bit of

simplifying will be required at the end.

8. Multiply.
a. (6 − 2𝑖)(3 + 𝑖) b. (10 − 2𝑖)(1 − 5𝑖)

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 2.9 Practice

1. Simplify.

a. (2 − 3𝑖) + (4 + 7𝑖) b. (2 − 3𝑖) − (4 + 7𝑖)

c. (2 − 3𝑖)(4 + 7𝑖) d. (5 − 𝑖)

e. (4 − 2𝑖) + (−2 − 3𝑖) f. (4 − 2𝑖) − (−2 − 3𝑖)

g. (4 − 2𝑖)(−2 − 3𝑖)

2. (review) Factor completely.

a. 𝑦 = 𝑥 − 9 b. 𝑦 = 𝑥 − 6𝑥 + 9 c. 𝑦 = 𝑥 + 14𝑥 + 49

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 2.10 Solving by Square Roots

1. How many solutions does each equation have? Find the solutions.

a. 𝑥 = 9 b. 𝑥 = 1 c. 𝑥 = 4 d. 𝑥 = 0 e. 𝑥 = 10 f. 𝑥 = 17

2. Find the solutions to each equation below. Think about how they are related to the
equations from problem 1.

a. 𝑥 + 1 = 10 b. 𝑥 + 2 = 3 c. 𝑥 − 2 = 2

3. Find the solutions to each equation below. Think about how they are related to the
equations from problem 1.

a. 2𝑥 = 18 b. 3𝑥 = 3 c. =2

4. In problems 2 & 3, you needed to isolate 𝑥 before you could solve for x. Solve each equation
by performing similar steps.

a. 2𝑥 − 4 = 28 b. 3𝑥 + 1 = 76 c. 4𝑥 − 2 = 2

5. Consider the equation: (𝑥 − 3) = 16. The two possible values for the expression “x – 3” are
4 and -4.

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a. How do we know this?

b. What are the two possible values for x?

6. Solve each equation by first finding the value of the expression in the parentheses, then
solving for x itself.

a. (𝑥 − 1) = 9 b. (𝑥 + 5) = 25 c. (𝑥 + 2) = 20

7. Try to see how each equation is related to problem 6.

a. 0 = (𝑥 − 1) − 9 b. (𝑥 + 5) − 25 = 0 c. (𝑥 + 2) − 20 = 0

8. Find the x-intercepts. (Hint: What do we know about the value of y?)

a. 𝑦 = (𝑥 − 1) − 9 b. 𝑦 = (𝑥 + 2) − 25 c. 𝑦 = (𝑥 + 3)

d. 𝑦 = 2(𝑥 − 2) − 8 e. 𝑦 = 3(𝑥 + 1) − 27 f. 𝑦 = 2(𝑥 − 2) − 100

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 2.10 Practice

1. Find the x-intercepts of each equation.

a. 𝑦 = 𝑥 − 49 b. 𝑦 = 2𝑥 − 50 c. 𝑦 = 7𝑥 − 63 d. 𝑦 = 9𝑥 − 9

e. 𝑦 = (𝑥 − 1) − 49 f. 𝑦 = 2(𝑥 + 3) − 50 g. 𝑦 = −4(𝑥 + 3) + 16

2. (review) Factor as much as possible.

a. 𝑥 − 7𝑥 + 10 b. 4𝑥 − 16𝑥

c. 6𝑥 − 7𝑥 − 3

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 2.11 Solving by Completing the Square

 Another method of finding the x-intercepts of a quadratic function is by completing the

square. “Square” refers to perfect square trinomials.

Perfect Square Trinomials

1. Expand each expression below by multiplying. What patterns do you see?

a. (𝑥 − 7)(𝑥 − 7) ________________________

b. (𝑥 + 4)  _____________________________
c. (𝑥 − 10)  _____________________________
d. (𝑥 + 1)  _____________________________

2. Which of these expressions are perfect square trinomials? Rewrite each perfect square
trinomial as a single factor squared.

a. 𝑥 − 6𝑥 + 9 b. 𝑥 + 20𝑥 + 100 c. 𝑥 + 18𝑥 + 81 d. 𝑥 − 2𝑥 + 1

3. Solve for x by first factoring the left side, and then using square roots.

a. 𝑥 − 6𝑥 + 9 = 4 b. 𝑥 + 8𝑥 + 16 = 25 c. 𝑥 − 10𝑥 + 25 = 100

123
4. Each row shows equivalent expressions. Using what you know about perfect square
trinomials, fill in the blanks.

Completing the Square

5. Why can’t you solve 𝑦 = 𝑥 − 6𝑥 − 1 by factoring or by using square roots? Does this mean
that it does not have any real roots?

124
Steps of Completing the Square – example: 𝑦 = 𝑥 − 6𝑥 − 1

Set y = 0 (because we are finding solutions,

aka x-intercepts).
Complete the square

Add the same value to each side so you are

left with a perfect square trinomial.

Rewrite the trinomial as a single factor

squared.

Take the square root of both sides.

Isolate x.

6. Solve by completing the square.

a. 𝑦 = 𝑥 + 6𝑥 + 5 b. 𝑦 = 𝑥 + 8𝑥 − 9

125
 2.11 Practice

1. Solve by completing the square.

a. 𝑦 = 𝑥 + 14𝑥 − 51 b. 𝑦 = 𝑥 − 12𝑥 + 11 c. 𝑦 = 𝑥 − 2𝑥 − 3

d. 𝑦 = 𝑥 − 10𝑥 + 18 e. 𝑦 = 𝑥 − 4𝑥 + 6 f. 𝑦 = 𝑥 + 6𝑥 + 8

2. (review)

Consider the function 𝑦 = 3(𝑥 − 1) − 27.

a. Find the vertex. b. Find the x-intercepts. c. Find the y-intercept.

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 2.12 Quadratic Formula
 Here is the official quadratic
formula:

 What do you notice?

The discriminant is the name of the term inside the radical in the quadratic formula, 𝒃𝟐 − 𝟒𝒂𝒄.

1. For each equation below,

a) find the discriminant,

b) graph the equation on a calculator or Desmos and
c) draw a rough sketch of the parabola.

a. 𝑦 = 4𝑥 − 4𝑥 − 7 b. 𝑦 = −𝑥 + 10𝑥 − 23 c. 𝑦 = 3𝑥 + 6𝑥 + 1

Discriminant Discriminant Discriminant

Graph Sketch Graph Sketch Graph Sketch

127
d. 𝑦 = 𝑥 − 4𝑥 + 4 e. 𝑦 = −𝑥 + 10𝑥 − 25 f. 𝑦 = 3𝑥 + 6𝑥 + 3

Discriminant Discriminant Discriminant

Graph Sketch Graph Sketch Graph Sketch

g. 𝑦 = 4𝑥 − 4𝑥 + 12 h. 𝑦 = −𝑥 + 10𝑥 − 28 i. 𝑦 = 3𝑥 + 6𝑥 + 5

Discriminant Discriminant Discriminant

Graph Sketch Graph Sketch Graph Sketch

128
2. Look at the sketches you drew in problem 1, and identify the number of solutions in each
equation. How is this related to the value of the discriminant?

We will have two real solutions when…

We will have one real solution when…

We will have no real solutions when…

3. The discriminant can be thought of the distance from the axis of symmetry to the root(s) of a
quadratic. How does this relate to your answers from problem 2?

4. Find the x-intercepts of each equation using the quadratic formula. Simplify as much as
possible.

a. 𝑦 = 𝑥 + 2𝑥 − 8 b. 𝑦 = 2𝑥 − 5𝑥 + 3

c. 𝑦 = 2𝑥 − 𝑥 − 15

129
5. Solve each equation using the quadratic formula.

a. 8𝑥 − 4𝑥 = 18 b. 8𝑥 + 6𝑥 = −5

c. 3𝑥 = 6𝑥 − 3

2.12 Practice

1. Use the quadratic formula to find the x-intercepts of each equation. Simplify.

a. 𝑦 = 𝑥 − 5𝑥 − 14 b. 𝑦 = 𝑥 − 4𝑥 + 4 c. 𝑦 = 4𝑥 + 8𝑥 + 3

130
 d. 𝑦 = 5𝑥 + 3𝑥 + 1 e. 𝑦 = 2𝑥 − 14𝑥 + 23 f. 𝑦 = 𝑥 − 𝑥 − 3

2. A function has the form 𝑓(𝑥) = 𝑥 + 𝑏𝑥 + 𝑐 shown

graphed.

(a) State the zeros of the function from the graph.

(b) Write the equation of the function in factored form

based on (a).

(c) What are the values of b and c? Justify.

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 2.13 Systems of Quadratic Equations

 In Algebra I, you practiced solving systems of linear equations. In other words, you
found the combinations of variables that made each equation in the set true.

Review: Solve each system of equations using any method.

y = 2x y = 3x – 2 4x + 3y = -5
y=x+3 x–y=4 -2x + 2y = 6

Point of Intersection: ____________________________________________________________

We are not limited to linear equations when solving systems of equations!

 Try finding the values of x and y that make

these equations true algebraically AND by
graphing.
 Explain your method.

y=9
y = x2

132
Solve each system by graphing AND algebraically.

a.

b.

133
c.

Find the coordinates of each point labeled with a letter.

134
Unit 2 Summary Applications of Quadratic Functions

Summarize the following methods of solving quadratic equations:

Factoring by grouping: Solving by square roots:

Completing the square: Quadratic formula

What are imaginary and complex numbers?

 How do we add,

 subtract, and

 multiply them?

What is point of intersection?

What are the 2 ways to solve a system?

135
Unit 2 Review Applications of Quadratic Functions

1. Find the x-intercepts of each equation using the method specified.

a. 𝑦 = 2(𝑥 + 3) − 8, square roots b.𝑦 = 2𝑥 + 3𝑥 − 20, factoring

c. 𝑓(𝑥) = 𝑥 − 12𝑥 + 23, completing the square d. 𝑦 = 3𝑥 − 8𝑥 + 4, quadratic formula

2. Simplify each expression as much as possible.

a. 6𝑖 b. (6 + 3𝑖) − (8 − 21)

c. (2 − 𝑖)(4 + 3𝑖) d. (2 + 3𝑖) + 7𝑖

e. (8 + 5𝑖)(3 + 2𝑖) − (4 + 𝑖)(4 − 𝑖)

136
3. Solve each of the following quadratic equations. Express your solutions in simplest a + bi
form.

4. Find the point of intersection for the systems algebraically AND graphically.

a.

𝑦 = −2𝑥 − 12𝑥 − 13
𝑦 = −2𝑥 − 5

137
b..

−2(𝑥 + 2) = −8
𝑦 = 2𝑥 + 2

5. A high school wants to double the size of its parking lot by

expanding the existing lot as shown. By what distance x
should the lot be expanded?

6. Describe and correct the error in solving the equation −2x2 + 9x = 4 using the Quadra c
Formula.

138
 Unit 3:
Polynomial Functions

139
3.1 What is a Polynomial?
Polynomials Not Polynomials
𝑦 = 3𝑥 + 2𝑥 𝑦 = 3𝑥 − 2𝑥

1 𝑦 = √𝑥 − 1
𝑦 = 0.5𝑥 + 𝑥 − 2𝑥 + 12.45𝑥
4
5
𝑦=2 𝑦=
𝑥 +3
𝑦 = 3𝑥
𝑦 = 4𝑥
2
𝑦= 𝑥−2
3

𝑦 = −2𝑥 + 4𝑥

1. What characteristics do all of the equations of polynomials above have in common?

Based on your observations, what might define a polynomial?

2. Looking at the graphs below, note what characteristics the polynomial graphs have in
common. What do you think determines if a graph is a polynomial or not?

Polynomials Not Polynomials

140
 3.1 Practice

Decide if each equation/graph below is a polynomial.

a. 𝑓(𝑥) = 𝑥 − 2𝑥 b. 𝑓(𝑥) = 3𝑥 − c. 𝑓(𝑥) = −2𝑥

d. 𝑓(𝑥) = −2𝑥 e. 𝑓(𝑥) = 𝑥 + 3𝑥 F

g. h.

3.2 Forms of Polynomials

Definitions:

a. A polynomial’s degree is the highest power of any of its terms.

b. The leading coefficient is the number multiplied by the variable with the highest power.

What will the degree of the following function be? What will be the leading coefficient?

g(x) = 3(x – 2)(2x + 1)(x – 17)

c. Polynomials can be written in standard form, a sum with the exponents in descending order,
or factored form, a product of linear factors.

141
d. A constant term in a polynomial is a term that does not contain any variables and is
therefore constant

1. Complete the table below.

Equation Form: standard, Degree Leading
factored, or neither? Coefficient
𝒇(𝒙) = 𝟑𝒙𝟓 − 𝟒𝒙𝟒 + 𝟐 Standard 5 3
𝒇(𝒙) = (𝒙 − 𝟑)(𝒙 + 𝟐)(𝒙 − 𝟏)
𝒇(𝒙) = 𝟐 − 𝟏𝟓𝒙𝟐 − 𝟐𝒙𝟒
𝒇(𝒙) = 𝟐(𝒙 − 𝟏)(𝒙 + 𝟏)
𝒇(𝒙) = −𝟓(𝒙 − 𝟑)(𝒙 + 𝟏𝟎)(𝒙 − 𝟏)

2. On Desmos or a graphing calculator, graph the following functions at the same time:

𝑦=𝑥 𝑦=𝑥 𝑦=𝑥 𝑦=𝑥

a. Draw a rough sketch of the general shape of

these graphs.

b. What happens to the y-values as x gets very

positive?

c. What happens to the y-values as x gets very

negative?

3. On Desmos or a graphing calculator, graph the following functions at the same time:

𝑦=𝑥 𝑦=𝑥 𝑦=𝑥 𝑦=𝑥

a. Draw a rough sketch of the general shape of

these graphs.

b. What happens to the y-values as x gets very

positive?

c. What happens to the y-values as x gets very

negative?

142
4. Sort the equations below into the appropriate box. Use Desmos.

A. 𝑦 = 2𝑥 − 5 B. 𝑦 = 5𝑥 + 3𝑥

C. 𝑦 = −𝑥 + 𝑥 D. 𝑦 = − 𝑥

E. 𝑦 = 𝑥 − 10𝑥 F. 𝑦 = −3𝑥 + 𝑥

G. 𝑦 = 𝑥 H. 𝑦 = −𝑥 + 3𝑥

I. 𝑦 = − 𝑥 − 𝑥 J. 𝑦 = 3𝑥 − 16𝑥

Degree is odd Degree is even

LC is positive Box A Box B

LC is negative Box C Box D

Now look at the graphs on Desmos or a graphing calculator.

What do the graphs have in common in…

Box A? Box B?

Box C? Box D?

143
 5. Sketch the end behavior that you can expect from a polynomial in each box.

Degree is odd Degree is even

LC is positive

LC is negative

3.2 Practice

1. Fill in the chart below

 The first row has been done for you as an example.

Equation Degree Leading X-intercept(s) Y-intercept End Behavior

coefficient

a(x)=2(2x - 1)(x + 4)(x - 3) 3 4 ½, -4, 3 a(0) = 24 As x → ∞, y→ ∞

As x → - ∞, y→ -∞

f(x) = 2(x - 5)(x + 1)(x + 4) As x → ∞, y→___

As x → - ∞, y→___

g(x) = -5(x + 6)(x + 2)(x - 5)(x - 1) As x → ∞, y→___

As x → - ∞, y→___

h(x) = -3x(x - 2)2(x + 6)2 As x → ∞, y→___

As x → - ∞, y→___

k(x) = 2x(x + 3)(x - 1)(2x -7) As x → ∞, y→___

As x → - ∞, y→___

144
2. If 𝑓(𝑥) = 4𝑥 − 5𝑥 + 2 𝑎𝑛𝑑 𝑔(𝑥) = 𝑥 − 2𝑥 + 10 then find polynomial expression for each
of the following. Write your answers in standard form.

a. 𝑓 (𝑥 ) + 𝑔(𝑥 )

b. 𝑓 (𝑥 ) − 𝑔(𝑥 )

c. (𝑥 + 3) ∙ 𝑔(𝑥 )

3.3 Graphing Polynomials in Factored Form

Desmos Activity: Graphing Polynomials (Link to be provided)
Write any takeaways or questions below.

1. Determine which of the graphs below is the graph of 𝑔(𝑥) = (𝑥 − 1) (𝑥 + 2).

Explain how you can tell.

145
Multiplicity is the number of times a polynomial’s factor is repeated, i.e. it is the exponent on
that factor in the polynomial’s factored form.

Ex) In the function,

𝑓(𝑥) = 𝑥(𝑥 − 1) (𝑥 + 3)

x - intercept multiplicity exponent graphical behavior

at (1, 0) 2 on (x-1) is 2. bounces
at (-3, 0) 3 on (x+3) is 3 “saddle” curves
at (0, 0) 1 on x is 1. crosses

Exploring Multiplicity

 Open link 1.
 Use the slider for n to change the multiplicity of the x-intercept at (1, 0).
 How does the behavior of the graph change as the multiplicity changes?

 What patterns do you notice?

 Write any observations and wonderings below.

Try it Out! Graph the following polynomials

1. 𝑓(𝑥) = (𝑥 + 3)(𝑥 − 2) (𝑥 + 1)
x intercepts:

where is there a:
cross? bounce? curve?

y intercepts:

end behavior:

leading coefficient:

146
2. 𝑔(𝑥) = 𝑥 − 5𝑥 − 𝑥 + 5
x intercepts:

where is there a:
cross? bounce? curve?

y intercepts:

end behavior:

leading coefficient:

3.3 Practice

1. Match each equation below with its graph. Explain your reasoning.

𝑖. 𝑦 = (𝑥 − 1) (𝑥 + 3) ii. 𝑦 = (𝑥 − 1) (𝑥 + 3)

iii. 𝑦 = (𝑥 − 1)(𝑥 + 3) iv. 𝑦 = (𝑥 − 1)(𝑥 + 3)

A. B. C. D.

Explain: Explain: Explain: Explain:

147
2. Three cubic polynomial functions are shown graphed below to illustrate their behavior.

a. Fill in the table below for three functions.

b. Explain why a cubic polynomial function must have at least one zero that is a real number.

c. Why is the end behavior different for h(x) than it was for f(x) and g(x)?

d. Clearly a cubic polynomial can have no turning points (such as g(x)) or two turning points
(such as f(x)and h(x)).

 Can a cubic polynomial have only one turning point?

 Why or why not?

148
3. The quartic polynomial 𝑓(𝑥) = 𝑥 + 𝑥 − 28𝑥 + 48 is shown graphed below.

a. Why do the ends of this polynomial point in the same

direction compared to the cubic polynomials that pointed in
opposite directions?

b. Suggest a transformation of this function that would cause the

ends to point downward but would leave the zeros unchanged.

c. Circle the four real zeros this function has. List them below.

d. Explain how vertically shifting this function could produce a quartic with no real zeros at all.

3.4 Writing Equations from Graphs

 The graph below shows the x-intercepts, y-intercept, and end behavior of some
polynomial.

1. What factors must be in the polynomial’s equation in order to produce the 3 x-

intercepts shown above?

149
 2. Murray says that 𝑓(𝑥) = (𝑥 + 1)(𝑥 − 2)(𝑥 − 3) the correct equation of the graph.
How does he know that his work is not yet done?

3. We need to determine the leading coefficient (which also acts as the stretch/shrink
factor) of this polynomial. What feature/point on the graph could help you do so?

Practice: Write the equation of each polynomial graphed below. Remember to find the correct
leading coefficient and include that in your equation.

1.

2.

3.

4.

Putting it all together

Desmos Activity: Match my Polynomial (Link to be provided)

Write a few takeaways below.

150
 3.4 Practice

1. For #a - d below, write an equation of a polynomial that has all of the given characteristics.

a. Crosses the x-axis at (2, 0) and (4, 0), bounces off the x-axis at (-1, 0), y-intercept at (0, 16)

b. Crosses the x-axis at (3, 0) and (-6, 0). Has degree 4.

c. Crosses the x-axis at (1, 0), (2, 0), (-3, 0), and (-1, 0), y-intercept at (0, -3).

d. Bounces off the x-axis at (2, 0) and (-2, 0), y-intercept at (0, 4).

2. Graph your equations below

a. b.

c. d.

151
Unit 3 Summary Polynomial Functions
1. Give an example of a polynomial function in factored form and in standard form.

2. What is the leading coefficient?

a. How do you find it in standard form? In factored form?

b. What effect does it have on the graph of a polynomial function?

3. What is the degree of a polynomial?

a. How do you find it in standard form? In factored form?

b. What effect does it have on the graph of a polynomial function?

4. What does multiplicity mean in terms of polynomials?

a. What effect does a root with even multiplicity have on the graph of a
polynomial?

b. What about a root with odd multiplicity?

152
5. Consider the generic polynomial equation below.

𝑓(𝑥) = 𝑎(𝑥 + 𝑏) (𝑥 + 𝑐)(𝑥 + 𝑑)

a. What are the x-intercept(s) of this function (you will have variables in your
answer)?

b. What is the y-intercept of this function (you will have variables in your answer)?

c. Which of these could be the end behavior of the graph?

Explain how you can tell.

153
Unit 3 Review Polynomial Functions
A. For each polynomial shown do the following: (1) write it in standard form, (2) state its
degree, and (3) state the value of its leading coefficient.

a. 5𝑥 − 3𝑥 + 11 b. −12 + 2𝑥 + 5𝑥 − 𝑥 c. 𝑥 − 2𝑥 + 4𝑥 − 10
1. 1. 1.

2. 2. 2.

3. 3. 3.

B. Write an equation of a polynomial that meets the set of criteria described

1. Has 2 x-intercepts, is a degree 3 polynomial, has a y intercept at (0, 12)

2. Has x-intercepts at (2, 0), (3, 0) and (5, 0) and a y-intercept at (0, 30)

3. Both ends go toward positive infinity, has x-intercepts at (-3, 0), (1, 0), (10, 0)

4. Has x-intercepts at (-2, 0), (2, 0) and (4, 0) and a y-intercept at (0, -8)

C. Place the number of each polynomial function under its corresponding graph based on its
degree and its leading coefficient. Check on your calculator if necessary.

154
D. When a certain polynomial function is graphed, both of its ends point downward. What
must be true about the polynomial function?

(1) It has an even degree and a leading coefficient that is positive.

(2) It has an even degree and a leading coefficient that is negative.
(3) It has an odd degree and a leading coefficient that is positive.
(4) It has an odd degree and a leading coefficient that is negative. __________

E. Which of the following is true about any third-degree polynomial function?

(1) It must have three turning points.

(2) It must have three real zeros.
(3) It must have at least one turning point.
(4) It must have at least one real zero. ___________

F. Which of the following describes the maximum number of turning points a polynomial can
have based on the degree of the polynomial?

(1) The maximum number is equal to the degree of the polynomial.

(2) The maximum number is equal to one less than the degree of the polynomial.
(3) The maximum number is equal to two less than the degree of the polynomial.
(4) The maximum number is equal to one more than the degree of the polynomial.

____________

G. Sketch a graph of the polynomials given the function in factored form.

1. 𝑓(𝑥) = (𝑥 + 2) (𝑥 − 1)

155
 2. 𝑔(𝑥) = −𝑥(𝑥 + 1)(𝑥 − 3)

H. Fill in the chart based on the polynomial equation below. Then select the graph that could
represent the polynomial.

𝑔(𝑥) = −2𝑥 + 4𝑥 − 2𝑥 + 3
Domain:

Range:

y-intercept:

end behavior:

I. A cubic polynomial is shown graphed with zeros at x = -6 and x = 2. The cubic polynomial
passes through the point (-4, 216)

(a) Write the polynomial in its factored form, leaving the

value of the leading coefficient, a, undetermined.

(b) Use the point 4, 216 to find the value of a. Then,
write the polynomial in its factored form and check using
your calculator.

156
J. Write the equation of a quartic polynomial in factored form that has zeros of 5, 3 , 1, and 6
and which passes through the point  4, 189).

K. A cubic function f(x is shown graphed below. It

passes through the point  2, -42. Determine the
equation of the polynomial in its factored form
(warning, the leading coefficient is not 1). Verify your
answer using your calculator.

157
 Unit 4:
Radical and Rational
Expressions

158
 4.1 Operations with Radicals
What is a radical expression?
 Any math “phrase” containing a square root, cube root, fourth root—a root of any
degree.
 An expression means there is no equal sign, so we can’t solve for any unknowns; we can
only simplify and evaluate what we are given.

Simplifying radicals
 Use your calculator or knowledge of radical rules to match the pairs of equivalent
expressions in the table below

√24 8√2
√108 2√3
√125 4√3
√48 3√4
√128 5√5

1. What patterns do you notice as you look at the matching pairs?

Can you determine a method of simplifying the radicals in the left box to the radicals in
the right box?

2. Explain to an 8th grader how to simplify the following:

a) √300 b) √16

159
MULTIPLYING RADICALS

 Based on the examples above, describe how to multiply radicals. Then, use your steps to
multiply the radicals below and simplify completely.

160
ADDING & SUBTRACTING RADICALS

 Based on the examples above, describe how to add and subtract radicals. Then, use your
steps to simplify the radical expressions below completely.

161
 4.1 Practice

Simplify each expression as much as possible without a calculator

1. √54 2. √16 3. √50 + √72

4. √27 − √75 5. √32 − 5 √4 6. √12 ∙ √3

3
7. 8√25 8. √121 + √−27 9. √216 − √1

3
10. √−1000 ∙ √9

4.2 Operations with Rational Expressions

Warm-up
 Complete the following operations, and write your answers in simplest form.

1. + 2. −

162
 3. ∙ 4. ÷

What is a rational expression?

 A ratio of two polynomials, i.e. a fraction where both the numerator and denominator
are polynomials.
 An expression means there is no equal sign, so we can’t solve for any unknowns; we can
only simplify and evaluate what we are given.

Operations with Rational Expressions

 The rules for adding, subtracting, dividing, and multiplying rational expressions are
almost exactly the same as those for simple fractions.

 How do you add/subtract fractions?

 How do you multiply fractions?

 How do you divide fractions?

The one extra step: In order to get rational expressions into their simplest form, it is often
necessary to convert the numerator and/or denominator into factored form. This will allow you
to identify and divide out any common factors.

Example:
𝑥 2𝑥
+
𝑥 + 7𝑥 + 12 𝑥 + 8𝑥 + 16

163
  A common denominator is not obvious with the denominators in standard form. To fix
this, convert to factored form.

𝑥 2𝑥
+
(𝑥 + 3)(𝑥 + 4) (𝑥 + 4)

 Now we see the different factors, and can multiply them together to find the common
denominator: (𝑥 + 3)(𝑥 + 4)

𝑥(𝒙 + 𝟒) 2𝑥(𝒙 + 𝟑)
+
(𝑥 + 3)(𝑥 + 4)𝟐 (𝑥 + 4) (𝒙 + 𝟑)

 Why is the denominator that we chose (𝑥 + 3)(𝑥 + 4) ?

 Why did we multiply the numerators by different expressions?

Try it Out! Simplify the following expressions as much as possible. Remember to

convert the numerators/denominators into factored form before starting.

3 𝑥
+
𝑥 − 5 𝑥 − 8𝑥 + 15

1 3
−
𝑥 + 4𝑥 + 4 𝑥 + 2

164
 (2𝑥 + 1)(𝑥 − 2) 3𝑥 − 6𝑥
∙
3𝑥 𝑥 − 4𝑥 + 12

𝑥+3 4
÷
(2𝑥 − 10𝑥) 𝑥 − 5

Complex Rational Expressions

 Consider the expression below:

𝑤+2 2
−
4 3
𝑤+2

1. Simplify the numerator as much as you can. Write your result below.

2. Simplify the denominator as much as you can. Write the more simplified fraction below.

3. What operation does a fraction bar represent? How can you use that knowledge to
simplify the expression further so that it is no longer a complex fraction?

165
 Try it Out! Simplify the complex expressions below as much as possible.

166
 4.2 Practice

 Simplify each expression

1. ∙ ∙ 2. ÷

3. ÷ 4. +

5. − 6. 2𝑥 +

167
 7. − 8.

9.

10.

168
 4.3 Solving Rational Equations
Warm-up
 Solve the equations below for x. Explain your methods of solving each to a partner.

1. = 2. =

3. = 4. = 10

5. − =5

Strategies used:

What is the difference between a radical expression and equation?

 An equation means there is an equal sign!
 So, in a rational equation, we two expressions—at least one of which is a rational
expression—that are set equal to each other.
 Now we are able to solve for variables in addition to simplifying.

Solving
Would any of the strategies you used in the warm-up help you solve the equations below for x?
Test a few, and show your work below.

( )
1. = 2. =4

169
 3. = 4. =

5. − =3

 Because fractional equations often involve denominators containing variables, it is

important that we check to see if any solutions to the equation make it undefined.
These represent examples of extraneous roots.

Try it Out! Solve and reject any extraneous roots.

𝑥+1 18 9
+ =
𝑥 + 5 𝑥 + 8𝑥 + 15 𝑥 + 3

4.3 Practice

 Solve for x. Be sure to check for extraneous roots.

1. = 2. =

170
 3. − = 4. =

5. + =2 6.

7. 8.

171
Unit 4 Summary Radical and Rational Expressions

A radical expression is…

Explain how to:

Multiply radicals Add/subtract radicals

A rational expression is…

Explain how to:

Multiply rational Divide rational expressions Add/subtract rational
expressions expressions

A rational equation is…

What strategies can you use to solve rational equations?

What are extraneous roots?

172
Unit 4 Review Radical and Rational Expressions

 In problems 1-15, simplify the expression as much as possible

 For problems requiring complex calculations, a notebook is recommended due to space
limitations.

√ √
1.
√
9. ÷

2. √2 3√8 − √2
10. −
√
3. + √2
√
11. ÷

4. ∙
12. ( )
∙

5. √27 + √48

13. +
6. 7 −

14. 3 + −
7. ÷

15. + −
8. ∙

 In problems 16-21, solve each equation for x. Be sure to check for extraneous roots.

16. =
19. 2 =

17. − =0
20. =

18. 3 − =4

173
21.

 Simplify each complex fraction as much as possible.

22.

23.`

24.

174
 Unit 5:
Exponential Functions

175
 5.1 Exponential Expressions
Warm-Up
 For each of the problems below, correct the statement.

1. 2 = 10 5. −6 = 36

2. 100 = 50
6. (𝑦 ) = 𝑦

3. (−2) = 8
7. 37 = 0

4. 7 = 49 8. =𝑥

Basic Rules for working with exponents

A positive, whole number exponent means…

A negative exponent means…

𝑥 =

(𝑥 ) =

𝑥 𝑥 =

𝑥
=
𝑥

Anything else you should keep in mind as you work with exponents?

176
Negative & Rational Exponents

1. Find at least three combinations of a and b so that the equation below is true:

2. Find at least three combinations of a and b so that the equation below is true:

a. Can you come up with a solution that includes negative integers? What do you
think that means about a negative power?

b. Can you come up with a solution where a = b?

3. Fill in the blanks to make the equations true:

√7 ∙ √7=____ 71/2・71/2 =_____

What does this imply about an exponent of ½?

4. Fill in the blanks to make the equations true:

√2 ∙ √2 ∙ √2 = ______ 21/3・21/3・21/3 =_____

What does this imply about an exponent of ⅓?

177
5. Match each exponential expression on the left with its equivalent expression on the right.

7 1
7 49
1
7 343
7 √7
1
7
√7
7 √7
7 49
1
7 √7
343
7
7
7 1
7
7 1

Rational Exponents

 When an exponent is a fraction,

- the numerator acts like a typical exponent, telling you how many times to multiply
the base by itself.
- The denominator tells you what root to take of the base.

Order does not matter! SO, 36 is equivalent to both

(36 ) and √36

Try it Out! Evaluate each of the following using whatever method you’d like

1. 25 2. 8

3. 32 4. 81

178
 5. 32 6. 8

7. (−8) 8. −27

Find the mistake

 Each problem below contains a common error that occurs when working with
exponents.
 Identify and correct each.

1. 6 = −36
a. This student thought…

b. The correct answer is ____ because…

2. =
a. This student thought…

b. The correct answer is ____ because…

3. √𝑎 = 𝑎
a. This student thought…

b. The correct answer is ____ because…

4. 5𝑥 =
a. This student thought…

b. The correct answer is ____ because…

179
 5.1 Practice

1. Rewrite each expression as a base with an exponent.

a. √10 b. √𝑥

c.√𝑥 d. 𝑦

2. Rewrite each expression in radical form.

a. 5 b. 𝑦

c. 𝑎 d. 𝑥

3. Use the laws of exponents to simplify each of the following. Give your answer using only
positive exponents.

a. 𝑥 𝑥 b. (𝑎 ∙ 𝑎 )

c. d. ( )

4.

180
 5.2 Exponential Equations
Strategy 1: Using the zero-power property
𝟐𝟓𝟑𝒙 𝟏
=𝟏

 Take a look at the equation above. What is the only exponent that will make a base of
25 become 1?

 How can you use that knowledge to solve for x?

Strategy 2: Bases are the same

𝟑𝒙 𝟏
= 𝟑𝟐𝒙

 In order for the two sides of this equation to be the same, what must be true about the
two exponents?

 Can you use that knowledge to solve for x?

Strategy 3: Making different bases the same

𝟐𝒙 𝟑
= 𝟖𝒙

 When the bases on each side of the equation are different, our goal is to rewrite them
with the same base so that we can use strategy 2 to solve.

 In this case, 8 and 2 can both be written in terms of 2, since 8 = 2 :

𝟐𝒙 𝟑
= (𝟐𝟑 )𝒙

 Using our exponent rules to simplify, we get:

𝟐𝒙 𝟑
= 𝟐𝟑𝒙

𝟑
 We can now use strategy 2 to find that 𝒙 = !
𝟐

181
 Try it out. In each equation, solve for x

1. 2 = 8 2. 2 =

3. 3 =9 4. 25 = 125

PAUSE.
 Add up your solutions to the problems 1-4.
 Your total should be 9.5.
 If it is not, go back and check your work.
5. 5 =5 6. 3 =3

7. 4 =4 8. 6 =6

PAUSE.
 Add up your solutions to the problems 5-8.
 Your total should be 8.75.
 If it is not, go back and check your work.
9. 8 =2 10. 144 = 12

11. 5 = 25 12. 4 =2

182
 PAUSE.
 Add up your solutions to the problems 9-12.
 Your total should be 7.
 If it is not, go back and check your work.
13. 64 = 8 14. 9 = 27

15. 2 = 16 16. 8 = 16

PAUSE.
 Add up your solutions to the problems 13-16.
 Your total should be -7.
 If it is not, go back and check your work.
18. 16 =8
17. =3

19. =2 20. 81 =9

PAUSE.
 Add up your solutions to the problems 17-20.
 Your total should be 0.75.
 If it is not, go back and check your work.

183
 5.2 Practice

1. Solve for x.

2 = 64

2. At what x coordinate will the graph of 𝑦 = 25 intersect the graph of 𝑦 = ?

5.3 Exponential Functions

Exploration.
Desmos Activity: Avi and Benita's Repair Shop (Link to be provided)
Make note of any questions and takeaways in the space below.

Linear vs. Exponential Functions

1. Refresh: what does it mean for a function to be linear?

2. Based on what you saw in the Desmos activity, how are exponential functions different
from linear functions?

184
 3. Match each table of values below to the correct equation.

 How do the different parts of the equation relate to what you see in the table?

Desmos Activity: What comes next? (Link to be provided)

 After you complete the activity, answer questions a- below.

a. Linear functions’ equations can be What parts of the linear graph do m and b
written in the form correspond to?
𝒚 = 𝒎𝒙 + 𝒃.

b. Exponential functions’ equations can be What parts of the graph do a and b

written in the form correspond to?
𝒚 = 𝒂 ∙ 𝒃𝒙 .

Explain how you can use those two values to sketch the graph.

Reviewing Percentages

 In June, a family used 3500 gallons of water. In July, they used 15% more water.
 Select all the expressions that represent the number of gallons of water the family used
in July.

a. 3500 + 0.15 • 3500

b. 3500 + 0.15
c. 3500 • (1 - 0.15)
d. 3500 • 1.15
e. 3500 • (1 + 0.15)

185
Growth and Decay

1. Consider problem on the previous page. Fill in the table below, assuming that the
family’s water use continues to grow by 15% each month.

Month Gallons of Water Used

June (Month 0) 3500
July (Month 1) 4025
August (2)
September (3)
October (4)
February (8)

a. Does the table above represent a linear or exponential function? How can you
tell?

b. Can you write an equation that represents this scenario? What value would be
the y-intercept? What is the multiplicative rate of change?

2. Now consider the scenario where the family’s water use decreases by 15% each month.
How would the table change?

Month Gallons of Water Used

June (Month 0) 3500
July (Month 1)
August (2)
September (3)
October (4)
February (8)

a. What would change about the equation? Is the y-intercept the same? The rate of
change?

186
3. In each equation below, P stands for the population of a town t number of years after
2000.

A. 𝑃 = 4000(1.08) D. 𝑃 = 1200(1.185)
B. 𝑃 = 600(1.12) E. 𝑃 = 800(0.78)
C. 𝑃 = 2500(0.9) F. 𝑃 = 2000(0.9)

a. Arrange the towns from the one with the smallest population in the year 2000 to
the one with the largest population in 2000.

b. Arrange the towns from the one with the smallest population in the year 2020 to
the one with the largest population in 2020. (calculators encouraged!)

c. Sort the towns into the appropriate category

Towns that are growing in size Towns that are shrinking in size

4. Recall the general form for exponential functions is 𝑦 = 𝑎 ∙ 𝑏 .

a. When a population is growing in size (exponential growth), b is…

You can find the multiplicative rate of change by…

b. When a population is shrinking in size (exponential decay), b is…

You can find the multiplicative rate of change by…

187
 Try it Out!
 For each equation below:

a. Describe a scenario that could be modeled by the equation

b. Sketch the graph
c. Find the domain and range
d. Identify whether it is exponential growth or decay, and what the percentage
change is

1. 𝑓(𝑥) = 3300(0.94)
a.

c.

d.

2. 𝑓(𝑥) = 1200(0.85)
a.

c.

d.

188
 3. 𝑓(𝑥) = 52,000(1.025) a.

c.

d.

4. 𝑓(𝑥) = 5(2)
a.

c.

d.

Identifying patterns
 In problems 1-4 above:
1. What do the exponential 2. What do the exponential 3. What is the domain of each
growth graphs have in decay problems have in function?
common? common?

4. What is the range of each 5. You may notice that on each function there is a horizontal
function? line that the function gets increasingly close to. This is called
an asymptote. What is the equation for the asymptote for
each function?

189
 5.3 Practice

 Sketch the graph of each function below. Make sure to clearly label the y-intercept and
at least two other points.
1. 𝑓(𝑥) = 2(3) 2. 𝑔(𝑥) = −3(2)

3. ℎ(𝑥) = 12

4. An exponential function of the form 𝑓(𝑥) = 𝑎𝑏 is presented in the table below. Determine
the values of a and b and explain your reasoning.

190
5. For an exponential function of the form 𝑓(𝑥) = 𝑎𝑏 , it is known that𝑓(0) = 8 and 𝑓(3) =
1000.

5.4 Introductions to Inverse Functions

 Think back to section 1.1, where we looked at word “machines” as functions. We will be
thinking of functions as machines (i.e. things that take an input and give you an output)
again as we learn about inverse functions.

 Here are four basic machines, representing the four basic operations:

input function machine output

x= x+3 f(x) =

x= x-3 f(x) =

x= x*3 f(x) =

x= x/3 f(x) =

 We are going to combine these machines, like a conveyer belt! See an example below.

input function machine 1 new input function machine 2 output

x1 = 1 x1 + 4 x2 = 5 x2 * 2 10

191
1. In the following machines, find the eventual output.

a. 5 [x1 * 5] ______ [x2 - 4] ______ [x3 / 2] ______ [x4 + 0.5] ______ [x5 * 2] ______

b. -4 [x1 * 5] ______ [x2 - 4] ______ [x3 / 2] ______ [x4 + 0.5] ______ [x5 * 2] ______

c. 1.2 [x1 * 5] ______ [x2 - 4] ______ [x3 / 2] ______ [x4 + 0.5] ______ [x5 * 2] ______

2. You can combine two of the basic machines to be equivalent to

this graph machine.

 Fill in the blanks to show how.

a. _____ [x1 ]______[ x2 ]______

Now, find another way to do it!

b. _____ [x1 ]______[ x2 ]______

3. Find the final output of each of these function machines if the

initial input is x.

a. x [x1 * 5]___________[ x2 - 4] ___________ [x3 / 2] ___________ [x4 + 1] ___________

b. x [x1 + 1] ___________ [x2^2] ___________ [x3 * 3] ___________ [x4 - 4] ___________

c. x [x1^2] ___________ [x2 + 1] ___________ [sqrt(x3)] ___________ [x4 + 5] _________

4. Create the machine for each equation by filling in the brackets. Remember to think about in
what order the steps occur!

a. 𝑓(𝑥) = 2𝑥 − 4  _____[ ]_________[ ] _________

[ ] _________

b. 𝑓(𝑥) = 2√𝑥 + 1 _____[ ] _________[ ] _________

[ ] _________

c. 𝑓(𝑥) =  _____[ ] _________ [ ] _________

[ ] _________

192
5. Now, we are going to work backwards.
 Figure out what input would create the given output.
 Keep all answers exact (no rounding).

a. _________[x1 / 2] _________ [x2 + 6] 7 b. _________ [x1 / 2] _________ [x2 + 6] 8.5

c. _________ [x1 - 5] _________ [x2 * 7] 28 d. _________ [x1 - 5] _________ [ x2 * 7] -28

e. _________ [x1 - 5] _________ [x2 * 7] 1 f. _________ [x1 - 5] _________ [x2 * 7] 27

g. _________ [x1 * 7] _________ [x2 – 5] 1 h. _________ [x1 * 7] _________ [x2 – 5] 27

i. _________ [x1 - 5] _________ [x2 * 7]  j. _________ [x1 * 5.2] _________ [x2 + 1.3] -
12.22

Inverse Machines

6. Consider this machine M:

M: ________[x1 – 5]________[x2 * 7] _________

 What machine(s) should I add to the end of machine M so that the final output will
ALWAYS be the same as the input, no matter what the input is? In other words, how do I
“undo” the effects of machine M?

𝑀 :_________[ ] _____________ [ ] _______

This new machine you created is called the inverse of M, and its mathematical notation is 𝑀 .

193
7. Find the inverse machines for the following:

a. 𝐺: _____ [x1 / 2]_____[x2 – 6]_____ 𝐺 : _____ [ ]_____[ ]____

b. 𝐻: _____ [x1^2]_____[x2 * 3]_____ 𝐻 : ____ [ ]_____[ ]____

c. 𝑓(𝑥): _____ [x1 - 4]_____[x2 * - 2]_____ 𝑓 (𝑥): ____ [ ]_____[ ]____

8. Now try to write the inverse functions without the machines.

𝑎(𝑥) = 10𝑥 − 5 𝑏(𝑥) = 𝑥 + 3 𝑐(𝑥) = 7(𝑥 − 4)

𝑎 (𝑥) = 𝑏 (𝑥) = 𝑐 (𝑥) =

9. Another strategy for finding the inverse of a function is to

 switch x and y and

 then isolate y algebraically.
 Use this method to find the inverse of the following functions.

a. 𝑦 = −3𝑥 + 7 b. 𝑦 = 𝑥 − 4 c. 𝑦 =

194
10. Let’s look at inverse functions in table form. Use the original functions in the left column to
help you write the table representing the inverse function. Remember that the job of an inverse
function is to take the output of the function and return the original input.

a. 𝑀 𝑀 b. 𝑄 𝑄

Graphing Inverses
 Graph the inverse of each graph

a. b.

c. d.

195
 5.4 Practice

1. Find an equation for the inverse of each function.

a. 𝑓(𝑥) = 3𝑥 − 7 b. 𝑓(𝑥) = √𝑥 − 2 c. 𝑓(𝑥) = 4(𝑥 − 1) + 9

d. 𝑓(𝑥) = e. 𝑓(𝑥) = −1 f. 𝑓(𝑥) = 3𝑥

2. Given that f(x) has an inverse and f(0) = -1 and f(-1) = 2, find the following.

a. 𝑓 (−1) b. 𝑓(0) c. 𝑓(𝑓 (2)) d. 𝑓 (𝑓(17))

3. Show that f(x) and g(x) are inverse functions: 𝑓(𝑥) = 4𝑥 + 3 𝑎𝑛𝑑 𝑔(𝑥) =

4. The graph of 𝑓(𝑥) = 𝑥 − 2 is shown below along with a

select table of values.

196
5. Given the function 𝑦 = 𝑥 shown graphed, do the following:

a. Based on this graph, create a table of values for the

inverse relationship to this function.

b. Graph the inverse relationship on the same grid.

c. How can you quickly tell the inverse relationship is not

a function?

d. What is it about the original function that causes its inverse relationship to not be a function?

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 5.5 Introduction to Logarithms
Warm-Up

 Fill in the blanks

1. 8 is _____ factors of 2 2. 81 is _____ factors of 3 3. 125 is 3 factors of _____

Explore

1. All of the statements below are true. Can you figure out what belongs in the blanks?

log 8 = 3 log 32 = 5 log 9 = 2 log 81 = 4 log 5 = 1

log 16 = ______ log 36 =_______ 𝑙𝑜𝑔 ______ = 3

log 1 =_______ 𝑙𝑜𝑔 ______ = -1

2. In your own words, describe what the equation log 𝑎 = 𝑥 means.

Logarithms are the inverse of exponents. Instead of plugging in an exponent and evaluating,
logarithms determine what exponent is needed to get a particular outcome.

When solving equations that involve logarithms it is often helpful to convert them into
exponential form. The two equations below are equivalent equations written in different
forms.

log 𝑎 = 𝑐

𝑏 =𝑎

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Evaluate the following logarithms.
1. log 125 2. log 27

3. log 4. log 3

5. log 14 6. log −49

Special Bases
 When a logarithm is written without a base, e.g. log 100, this indicates that the base is
ten. You can evaluate these using the “log” button on your scientific or graphing
calculator.

Evaluate the following without a calculator.

1. log 1000 2. log

Evaluate the following with a calculator. Round your answer to the nearest hundredth.
1. log 16 2. log 5

Solving Equations with logs

1. Match each log equation on the left with its equivalent exponential equation on the
right.

log 𝑥 = −2 2 =𝑥
log 𝑥 = 0 3 = 2𝑥
log 𝑥 = 3
10 = 𝑥
2 log 𝑥 = 3
3 =𝑥
log 2𝑥 = −2
10 = 𝑥
log 𝑥 = 3
5 =𝑥

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 2. Solve each equation for x by converting it into exponential form.

a. log 4𝑥 = 5 c. log 𝑥 = −1

b. − log 𝑥 = 1
d. log 5𝑥 = 3

5.5 Practice

Solve each equation for x.

1. log 8 = 2. log(1) = 4𝑥 − 1

3. log =− 4. log (𝑥 + 10) = 3

5. log (𝑥 + 5) =

200
 5.6 Logarithmic Functions

Refresh. Write down everything you can recall about inverse functions and their graphs from
Lesson 5.4.

1. Fill out the table and graph the function.

a. f(x) = 2x b. f(x) = log2 x

x f(x) x f(x)

-2 1/4

-1 1/2

0 1

1 2

2 4

3 8

 Compare the two functions. Consider:

- domain
- What do you notice about how they are related? - range
- x-intercepts
- y-intercepts
- asymptotes
- What is similar and what is different?

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  The inverse of an exponential function is always a logarithmic function.
 Use this information to help you fill out the tables and graph each function below.

a. f(x) = 3x b. f(x) = log3 x

x f(x) x f(x)
-2 1/9
-1 1/3
0 1
1 3
2 9

Note: you can label your own scale on these!

c. f(x) = 10x d. f(x) = log x

x f(x) x f(x)
-2
-1

1
2

 Identify all of the transformations from the parent function, log x, that have occurred in
each equation.

a. – log (2x) b. log (-x) + 2 c. 3log (x – 2)

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  Sketch a graph of each function below, label three points on the graph, and fill out the
information:

a. f(x) = log (x + 2)

Domain:

Range:

y – intercept:

asymptote:

b. f(x) = log (x) - 3

Domain:

Range:

y – intercept:

asymptote:

c. f(x) = - log x

Domain:

Range:

y – intercept:

asymptote:

203
e. f(x) = log (-x)

Domain:

Range:

y – intercept:

asymptote:

5.6 Practice

1. Consider the exponential function 𝑦 = 3 and its inverse, the logarithmic function
𝑦 = 𝑙𝑜𝑔 (𝑥).

(a) Construct a table of values for 𝑦 = 3 and then use this

to construct a table of values for the function 𝑦 = 𝑙𝑜𝑔 (𝑥).

𝑦=3 𝑦 = 𝑙𝑜𝑔 (𝑥)

Domain Range Domain Range

(d) What types of asymptotes do each of the two functions have? Give both their type and
equation.

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2. Which of the following is the function shown graphed?

(a) 𝑦 = 𝑙𝑜𝑔 (𝑥)

(b) 𝑦 = 𝑙𝑜𝑔 (𝑥)

(c) 𝑦 = 𝑙𝑜𝑔 (𝑥)

(d) 𝑦 = 𝑙𝑜𝑔 (𝑥)

3. Which of the following is true about the function 𝑦 = 𝑙𝑜𝑔 (𝑥 − 8)?

(a) It has a horizontal asymptote of y  8.

(b) It has a horizontal asymptote of y  2.

(c) It has a vertical asymptote of x  8.

(d) It has a vertical asymptote of x  8.

4.

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Unit 5 Summary Exponential Functions and Equations
Exponent Rules
Negative exponents signify… Rational exponents signify…

The logarithmic equation 𝒍𝒐𝒈𝒃 (𝒂) = 𝒄 is equivalent to the exponential equation…

Exponential functions can be written in the form 𝒇(𝒙) = 𝒂 ∙ 𝒃𝒙

a represents______ b represents______ ______ represents the input

Growth and Decay—write what you know about each and give an example

Exponential Growth Exponential Decay

Equations: Equations:

Graphs: Graphs:

What is an asymptote?

The function 𝒇(𝒙) = 𝒂 ∙ 𝒃𝒙 has a domain of…

The function 𝒇(𝒙) = 𝒂 ∙ 𝒃𝒙 has a range of…

The function 𝒇(𝒙) = 𝒂 ∙ 𝒃𝒙 has an asymptote at…

How are functions and their inverses related?

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Unit 5 Review Exponential Functions and Equations

1. 𝑦 = 3 Complete the table. 2. 𝑦 = 4 Complete the table.

x y x y

-2 -2

-1 -1

0 0

1 1

2 2

3. Write an exponential function that represents each table below

X Y X Y
-1 1.25 -2 1
12
0 5 -1 1
2
1 20
0 3
2 80 1 18

Equation: ____________________ Equation: ______________________

4. Since January 1990, the population of the city of Townsville has grown according to the
mathematical model below, where x is the number of years since January 1990.
𝑷(𝒙) = 𝟏𝟏𝟎, 𝟒𝟎𝟎(𝟏. 𝟎𝟐𝟒)𝒙

a. Explain what the numbers 110,400 and 1.024 represent in this model.

b. What would the population be in 2010 if the growth continues at the same rate?

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 5. Your new computer cost $1500 but it depreciates in value by about 18% each year.

a. Write an equation that would indicate the value of the computer at x years.

b. How much will your computer be worth in 6 years?

6. Rewrite each expression below using only positive exponents (no radicals!)

( )
a. b.

c. √𝑎 d. √𝑏

7. Sketch the graph of 𝑓 (𝑥) 𝑎𝑛𝑑 𝑔 (𝑥).

g(x)

8. For each given 𝑔(𝑥), find 𝑔 (𝑥).

a. 𝑔(𝑥) = −3𝑥 b. 𝑔(𝑥) = 4𝑥 − 3

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 c. 𝑔(𝑥) = 6𝑥 − 1 d. 𝑔(𝑥) = 4√𝑥 − 2 + 3

9. Evaluate each expression

a. 8 b. 9

c. log √10 d. log

10. Solve for x

a. 3 =9 b. 𝑏 = (𝑏 )

c. 2 =8 d. log 9 = 4𝑥

e. log (𝑥 + 4) = 3 f. log (1) = 5𝑥 − 3

209
 Unit 6:
Trigonometry

210
 6.1 Angles in the Plane
Desmos Activity: Estimating Angles (Link to be provided)
Practice visually guessing the measure of each angle given in degrees.

Standard Form of Angles

 To aide us in our study of trigonometry, we will need to plot

angles in the x, y coordinate plane.
 To do this we follow a standard form, in which the first ray
of the angle is the positive x-axis.

This ray will always be one side of

your angle: initial ray

To find the location of the second ray, rotate the specified

number of degrees counterclockwise.

Example) 135° 135°

When an angle’s measure is negative, rotate clockwise from the first ray.

Example) −135°

−135°

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Practice sketching the angles below in standard form.

30 degrees 185 degrees 270 degrees

-330 degrees -535 degrees -90 degrees

What do you notice about the pairs of positive and negative angles in the examples above?

Angles that “land” in the same position in the plane are known as coterminal angles. If you find
the difference between the measures of two coterminal angles, it will always be a multiple of
360.
Example) -330 degrees and 30 degrees are coterminal: −330 − 30 = −360, which is a
multiple of 360.

Group together any angles from the list below that are coterminal (there may be more than
two angles in a group).

190 degrees 40 degrees 400 degrees

20 degrees 380 degrees -340 degrees
350 degrees -720 degrees 0 degrees
-170 degrees 10 degrees 360 degrees

212
Reference Angles
To make large angles easier to work with, we often use reference angles. This is the acute
angle formed with the x-axis (not necessarily the positive x-axis).

Example) The reference angle for 135 degrees is 45 degrees, since an angle of that size
can be drawn between the terminal ray and the negative x-axis

135°
45°

Example) The reference angle for 190 degrees is 10 degrees, since an angle of that size
can be drawn between the terminal ray and the negative x-axis

190°

10°

Match each angle on the left with its reference angle on the right

175 degrees 5 degrees

20 degrees
100 degrees 80 degrees
330 degrees
340 degrees 20 degrees
200 degrees
230 degrees 30 degrees
260 degrees
50 degrees

213
 6.1 Practice

214
 6.2 Trig Ratios

Geometry Refresher: what are sine, cosine, and tangent? Write whatever you recall below.

sin(𝜃) =

cos(𝜃) =

tan(𝜃) =

The reciprocal trigonometric functions: there are three other trig functions that are the
reciprocals of sine, cosine, and tangent. They are cosecant (csc), secant (sec), and cotangent
(cot).

1 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
csc(𝜃) = =
sin(𝜃) 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

1 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
sec(𝜃) = =
cos(𝜃) 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

1 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
cot(𝜃) = =
tan(𝜃) 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

215
 1. Using the triangle below, match each trig function to its value (some ratios may be used
more than once).

Sin(A) 13
5
Cos(A)
Tan(A) 5
12
Csc(A)
5
Sec(A)
13
Cot(A)
13
Sin(B)
12
Cos(B)
12
Tan(B) 5
Csc(B)
12
Sec(B) 13
Cot(B)

2. The diagram below shows an equilateral triangle where the height bisects the base to
form two congruent right triangles.
 If the length of the shortest side is x, what are the lengths of the remaining sides in
terms of x?

216
3. Using those side lengths, calculate the following trig ratios:

Sin(30)= Sin(60)=

Cos(30)= Cos(60)=

Tan(30)= Tan(60)=

4. The diagram below shows an isosceles right triangle. If one of the legs has length x, find
the other two side lengths in terms of x.

5. Using those side lengths, calculate the following trig ratios:

Sin(45)=

Cos(45)=

Tan(45)=

217
  You have now found the trig ratios of three important angles:

30 degrees, 45 degrees, and 60 degrees.

6. If you are given a special right triangle, what is the least amount of information you
need in order to solve the triangle (find all of its side lengths and angle measures)? In
other words, what is the minimum number of sides/angles you need to find the rest?

a. Does this differ depending on if the triangle is a 30-60-90 vs. 45-45-90?

6.2 Practice

1. Use the properties of special right triangles to solve for x and y in each triangle below.

218
2. Given the diagram at the right.
Find a, b, c and d.

3. The altitude of an equilateral triangle is 9 inches long. Find the perimeter of the triangle.

4. Martin walks his dog on level ground in a straight line with the dog's favorite tree. The angle
of elevation from Martin's present
location to the top of a nearby
telephone pole is 30º. The angle of
elevation from the base of the tree
to the top of the telephone pole is
45º. If the telephone pole is 42 feet
tall, how far are Martin and his dog
from the tree. Express the exact
length. (radial form, no decimals)

219
 6.3 The Unit Circle
Complete the Desmos Activity: The Unit Circle (Link to be provided)

a. What are the unit circle definitions of sine and cosine?

b. How do these new definitions compare to our old definitions?

Any other takeaways?

1. Use your knowledge of special right triangles to find the coordinates of the points on the
unit circle formed by the 30°, 45°, 𝑎𝑛𝑑 60° angles. Label the coordinates on the diagram
below.

( ____ , ____ )

( ____ , ____ )

60°
( ____ , ____ )
45°

30°

220
 30 degrees 45 degrees 60 degrees

2. Use your knowledge of the coordinate plane and reference angles to fill in the remaining
coordinates on the unit circle.

( ____ , ____ )
( ____ , ____ )

( ____ , ____ )

( ____ , ____ )

( ____ , ____ ) ( ____ , ____ )

( ____ , ____ )
( ____ , ____ )

( ____ , ____ ) ( ____ , ____ )

( ____ , ____ ) ( ____ , ____ )

( ____ , ____ )

 List any patterns that you notice in the unit circle.

221
 3. Use the definition of the sine and cosine functions to determine if they are positive 
or negative  based on where their terminal ray lies. Then, test using your calculator
on an angle in each of the quadrants.

4. Using coterminal angles, we can now find the sine and cosine value of ANY angle. Use
the unit circle definition to find the following sine and cosine of the following angles:

a. 180° d. 225°

b. −60° e. −120°

c. 400°

Finding other trigonometric values from the unit circle

1. What is the relationship between sine and cosecant in triangles?

a. How could you apply this definition to the unit circle?

222
 b. Find the cosecant (csc) of 180°, 𝑎𝑛𝑑 − 60°

180° −60

2. What is the relationship between cosine and secant in triangles?

a. How could you apply this definition to the unit circle?

b. Find the secant (sec) of 180°, 𝑎𝑛𝑑 − 60°

180° −60

3. What is the relationship between sine, cosine, and tangent in triangles?

a. How could you apply this definition to the unit circle?

b. Find the tangent (tan) of 180°, 𝑎𝑛𝑑 − 60°

180° −60

223
 4. What is the relationship between tangent and cotangent in triangles?

a. How could you apply this definition to the unit circle?

b. Find the cotangent (cot) of 180°, 𝑎𝑛𝑑 − 60°

180° −60

6.3 Practice

1. Find all six trig EXACT values (sin, cos, tan, csc, sec, cot) for each angle below.

a. 90° b. 135°

c. 240° d. 330°

224
 e. 405°

2. Draw a rotation diagram for each of the following angles and then determine the ordered pair
that lies on the unit circle for each angle.

3. All points on the unit circle must satisfy the equation 𝑥 + 𝑦 = 1. Verify that this equation is
true for each of the coordinate points given below.

225
 6.4 Law of Sines
Warm-Up. Solve for each variable.

1. = 2. = 3. =

Inverse Trigonometric Functions

 So far, we have been evaluating trig functions like the one below, where we input an
angle and output a ratio
1
sin(30°) =
2

 Inverse trig functions, denoted with a superscript -1, allow us to input a ratio and
output an angle

1
sin = 30°
2

 On your calculator, pressing 2nd then sin/cos/tan will allow you to do the inverse of
those three functions.

1. If 0.6908 = sin(𝑥),, what should you enter into your calculator to solve for the angle x?

2. Use the inverse trig functions on your calculator to solve for 𝜃.

a. sin(𝜃) =

b. cos(𝜃) =

c. tan(𝜃) =

226
Law of Sines

 The Law of Sines is a relationship between the sides and angles of any triangle, where a,
b, and c are the side lengths and A, B, and C are the angles opposite those sides.

𝑎 𝑏 𝑐
= = C
sin(𝐴) sin(𝐵) sin(𝐶)
b a

A B
c

 You can choose any side to be a, b, and c as long as you match up opposite pairs of
angles and sides in the ratios
( ) ( ) ( )
 Since this is a proportion, you can also flip it to use the equation: = =

Example 1) Solve for a missing side

Set up the proportion using an opposite pair you know, and an opposite pair
you know part of
40 𝑥
=
sin(62) sin(20)

Solve for x. What methods from the warm-up might help us here?

Example 2) Solve for a missing angle

Set up the proportion using an opposite pair you know, and an opposite pair
you know part of
sin(34) sin(𝑥)
=
85 105
Solve:
sin(34)
105 ∙ = sin(𝑥)
85
0.6908 = sin(𝑥)
Is this our final answer?

227
 Desmos Activity: Law of Sines How-To (Link to be provided)

a. Describe below how best to set up Law of Sines proportions.

b. When is not possible to use Law of Sines to solve for missing info in a triangle?

6.4 Practice

1. In ∆𝑃𝑄𝑅, 𝑚 < 𝑄 = 112°, 𝑚 < 𝑅 = 35°, 𝑎𝑛𝑑 𝑃𝑅 = 28. Find the length of PQ.

2. A triangle has angles that measure 25 , 48, and 107 . If the shortest side of this triangle has
a measure of 12 inches, find the length of its longest side to the nearest tenth of an inch.

228
3.

4.

229
 BONUS SCTION – Optional
The Ambiguous Case

Desmos Activity, Investigating the ambiguous case. (Link to be provided)

What is the relationship between the two possible solutions for the missing angle?

How-to identify the number of possible solutions

 There is only the potential for multiple solutions when solving for an unknown angle.

 If the inverse sine function produces an ERROR or UNDEFINED message on your

calculator, there is no solution to the problem.

 If you get an acute angle from the inverse sine function, you have either one or two
solutions. To check:
1. Find the supplement of the acute angle
2. Add the supplement to the known angle of the triangle
a. If the sum is greater than or equal to 180°there is one solution (the acute
angle)
b. If the sum is less than 180° there are two solutions (the acute angle and the
supplement)
Try it Out! Sort the triangles below into the appropriate categories.

1. 𝑚 < 𝐵 = 84°, 𝑎 = 18, 𝑏 = 9 2. 𝑚 < 𝐵 = 33°, 𝑎 = 27, 𝑏 = 22

3. 𝑚 < 𝐶 = 145°, 𝑏 = 7, 𝑐 = 33 4. 𝑚 < 𝐵 = 45°, 𝑎 = 28, 𝑏 = 27
5. 𝑚 < 𝐴 = 70°, 𝑐 = 26, 𝑎 = 25 6. 𝑚 < 𝐶 = 63°, 𝑏 = 9, 𝑐 = 12
7. 𝑚 < 𝐵 = 73°, 𝑎 = 7, 𝑏 = 5

One possible triangle Two possible triangles No possible triangles

230
6.5 Law of Cosines
 The law of cosines is another relationship between the sides and angles of any triangle.
It states that:
𝑐 = 𝑎 + 𝑏 − 2𝑎𝑏 ∙ cos(𝐶)

𝑏 = 𝑎 + 𝑐 − 2𝑎𝑐 ∙ cos(𝐵)
𝑎 = 𝑏 + 𝑐 − 2𝑏𝑐 ∙ cos(𝐴)

 Just as with Law of Sines, a, b, and c are the sides of the triangle and C is the angle
opposite side C. You may choose any side to be sides a, b, and c.

Desmos activity, Law of Cosines How-To. (Link to be provided)

What kinds of triangles can be solved using the Law of Cosines?

1. In parts a-d, use the given values to solve for the length of the missing side. Round to
the nearest hundredth.

b A c

C B

𝑎 = 22, 𝑐 = 15, 𝑚 < 𝐵 = 27° 𝑏 = 100, 𝑐 = 87, 𝑚 < 𝐴 = 15°

𝑎 = 9, 𝑏 = 20, 𝑚 < 𝐶 = 42° 𝑎 = 4, 𝑏 = 7, 𝑚 < 𝐶 = 85°

231
 2. In parts e-g, solve for the specified angle. Round to the nearest hundredth.

𝑎 = 4, 𝑏 = 8, 𝑐 = 7, 𝑚 < 𝐶 =?

𝑎 = 4, 𝑏 = 8, 𝑐 = 7, 𝑚 < 𝐴 =?

𝑎 = 4, 𝑏 = 8, 𝑐 = 7, 𝑚 < 𝐵 =?

Choosing which law to use

1. Sort the triangles below based on whether you should use Law of Sines or Cosines to
solve for the missing information.

Law of Sines Law of Cosines

232
 2. You should use Law of Sines when…

You should use Law of Cosines when…

6.5 Practice

1. In the triangle below, a S.A.S. scenario is given. Find the value of x the nearest tenth using
the Law of Cosines.

2. In the triangle below, a S.S.S. scenario is given. Using the Law of Cosines, find the measure of
 as marked in the triangle accurate to the nearest degree.

233
3. An isosceles triangle has legs of length 10 and a vertex angle that measures 120 . Determine
the length of its base in simplest radical form. Draw a diagram illustrating your work.

4. A small urban park has a triangular shape formed by the intersection of three roads. The
three sides have lengths of 58 yards, 78 yards, and 84 yards. Determine the area of the park to
the nearest square yard.

234
Unit 6 Summary Trigonometry

Explain how to sketch angles in standard form.

What is a coterminal angle?

Define each of the terms below with its triangle ratio definition and its unit circle definition

Terms triangle ratio definition unit circle definition

sin

cos

tan

csc

sec

cot

Fill in the missing side lengths and angles for the special right triangles below.

45°
60°
𝑥 𝑥

What is the Law of Sines? Explain how and when it can be used.

What is the Law of Cosines? Explain how and when it can be used.

235
Unit 6 Review Trigonometry

1. Use the triangle to the right to find the following values:

sin A sin B

cos A cos B

tan A tan B

csc A csc B

sec A sec B

cot A cot B

2. Find the exact values without a calculator

sin(−210°) tan(315°) cos(240°)

3.

236
4.

5. Find the area of each triangle to the nearest tenth.

a.

b.

237
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239