Classroom Activities

Math 1113 - Precalculus

University of Georgia
Department of Mathematics
2

Copyright (C) 2017-2023 Toyin Alli and Kelly Black University of Georgia Department of
Mathematics
Permission is granted to copy, distribute and/or modify this document under the terms of
the GNU Free Documentation License, Version 1.3 or any later version published by the Free
Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover
Texts. A copy of the license is included in the section entitled ”GNU Free Documentation
License”.

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Contents

1 Functions and Preliminaries 5

1.1 Worksheet 1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.2 Worksheet 1.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.3 Worksheet 1.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
1.4 Worksheet 1.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
1.5 Worksheet 1.6A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
1.6 Worksheet 1.6B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
1.7 Worksheet 1.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
1.8 Worksheet 1.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
1.9 Worksheet 2.1A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
1.10 Worksheet 2.1B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
1.11 Worksheet Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

2 Exponential and Logarithmic Functions 111

2.1 Worksheet 3.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
2.2 Worksheet 3.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
2.3 Worksheet 3.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
2.4 Worksheet 3.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
2.5 Worksheet 3.2-3.4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
2.6 Worksheet 3.5A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
2.7 Worksheet 3.5B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
2.8 Worksheet 3.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

3 Angle Measurement 189

3.1 Worksheet 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
3.2 Worksheet 4.2A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
3.3 Worksheet 4.2B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

4 Trigonometric Functions 219

4.1 Worksheet 4.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
4.2 Worksheet 4.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
4.3 Worksheet 4.1-4.4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
4.4 Worksheet 4.5A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
4.5 Worksheet 4.5B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
4.6 Worksheet 4.7A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
4.7 Worksheet 4.7B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
4.8 Worksheet 5.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
4.9 Worksheet 5.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289

5 GNU Free Documentation License 297

3
4

Average
Rate

Total
Change

Change

Written
Problem
Solving Descrip- Function
tions

Polynomials
Range and
Domain
Exponentials/Logarithms

Trigonometric 1-1

Inverse

Figure 1: Broad overview of the topics for the full course.

University of Georgia Department of Mathematics

Chapter 1

Functions and Preliminaries

Compositions

Range / Operations
Domain

Vertex
Max/Min

Coordinate Distance
Quadratics Polynomials Function System Formula

Linear

Di!erent
Equations
Forms
Rates and Graphs

Scaling
Intercepts

Shifts

Figure 1.1: Topics for the first section of the course.

5
Name: In-Class Activity: 1 7

Watch the Pre-Class videos for Section 1.1 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

Student goals:

Plot points in the coordinate plane.

Identify the four quandrants of the coordinate plane.

Calculate the distance between two points.

Make rough sketch of the graph of a function by plotting points first.

Determine the x and y intercepts of a function analytically and graphically.

Instructions: Work together in groups of 3 or 4 to complete the following problems.

1. Mark the points P1 (→2, →4.5) and P2 (4, 1.5) on the coordinate plane below. Deter-
mine the distance between the two points. Include a sketch of a right triangle whose
hypotenuse represents the distance between the two points. Label the lengths of each
side of the right triangle, and for each point state which quadrant it lies in.
y

5
4
3
2
1
→5 →4 →3 →2 →1 1 2 3 4 5 x
→1
→2
→3
→4
→5

Math 1113 - Precalculus

 8 Name: In-Class Activity: 1

2. Determine the x and y intercepts of the following equations.

(a) x2 + y = 9

(b) y = |x + 4| → 3

3. Each of the questions below refers to the equation

y = |x → 2| + h,

Assume a where h is a real number.

point is an
x-intercept (a) Suppose you know that the graph of the equation has two x-intercepts. What
and then does this imply about the possible values that h could be?
ask what it
implies
about the
resulting
equation.

(b) Suppose, instead, you know that the graph of the equation has one x-intercept.
What does this imply about the possible values that h could be?

(c) Suppose, instead, you know that the graph of the equation has no x-intercept.
What does this imply about the possible values that h could be?

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Name: In-Class Activity: 1 9

4. Determine all points lying on the y-axis that are 5 units away from the point (4, →2).
Use the problem solving process stated below, and explicitly identify which part of the
process you are using in each of your steps. As a group, write your complete solution
on the board.

Problem Solving Process

(a) Re-read the problem.

(b) Determine what the problem is asking for along with the format of that an-
swer.
(c) Circle/Underline the important components of the problem.
(d) Determine the topics/concepts being assessed.
(e) Write down relevant formulas, definitions, and equations.
(f) Discuss your ideas with your group.
(g) Make rough sketches of the relationships and try to visualize the situation
and context.
(h) Solve the problem and verify that your solution answers the question in the
correct format.

Math 1113 - Precalculus

 10 Name: In-Class Activity: 1

5. A turtle is in a field. Initially, it is 40 meters north and 60 meters west of the center
of the field.

(a) What is the turtle’s distance from the center of the field? (Make a sketch of the
situation using a coordinate system and label the axes and important aspects of
the graph.)

(b) The turtle is moving at a constant speed, and it moves east one meter per minute.
How far does it move from its initial position in t minutes?

(c) Describe what happens to the turtle’s distance from the center of the field as
time goes by. Do not give an exact answer but give a general description of the
important trends over time. What happens to the distance after a long time?

The graph (d) Make a rough sketch of the distance based on your description.
should not
be exact but
just roughly
conveys the
important
features.

(e) What is the turtle’s location when the distance from the center of the field is at
its smallest? Are there any times when the distance from the center of the field
is unique? (i.e. there are no other times when the distance is the same.)

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Name: Additional Practice: 1 11

1. The points ABC form a triangle.

(a) Plot A(→1, 2), B(3, 0), C(4, 2), and draw the triangle on the graph below.
y

(b) Determine the perimeter of the triangle.

(c) Is the triangle a right triangle? Show work to support your answer.

2. Use the following parts to find all points on the line y = 2x that are 5 units away from
P (→1, 3).

(a) Find the points (x, y) on the line y = 2x for x = 1, →2, and 5.
(b) What if we didn’t know the value of x? Write an ordered pair formula that works
for every point on the line y = 2x?
(c) Use part (b) to find all points on the line y = 2x that are 5 units away from
P (→1, 3).

3. Determine the x and y intercepts of the following equations.

(a) y = 3x + 10.
↑
(b) y = x → 10.
(c) y 2 = (x → 4)2 .
(d) y = x3 → x.
(e) |y → 3| = 2|x + 1| + 5.

4. For each equation below determine all possible values of x that can be used to calculate
a valid value of y. Express your result three di!erent ways, using interval notation,
graphically on a line segment, as well as using inequalities.

Math 1113 - Precalculus

12 Name: Additional Practice: 1

(a) y = |x + 10|.

3
(b) y = .
4→x

(c) y = 2x + 19.

↑
(d) y = x + 5.

10
(e) y = ↑ .
x+5

5. The Racine express is moving straight North out of Chicago, and the Davenport Trav-
eler is moving straight West out of Chicago. At a given point in time the distance
between the trains is four-hundred and fifty miles. If the Racine express is ninety miles
North of Chicago determine the coordinates of the other train. (Treat Chicago as the
origin.)

6. A rabbit is located in the center of a field. The rabbit’s burrow is located 20 meters
north and 30 meters east of where it is currently located. A fox is located 25 meters
north and 37 meters east of the burrow. If the rabbit can run 11 meters per second
and the fox can run 13.6 meters per second, can the rabbit reach its burrow before the
fox reaches the burrow assuming they start running at the same time? (Make a sketch
of the situation and clearly mark the positions of each relevant object.) The time it
takes for an object moving at a speed of v meters per second to travel d meters is vd .

The time it takes for an object moving at a velocity v kph to travel d meters

7. Mark the point P3 (1.3, →2.4) on the coordinate plane below. Determine the points on
the x-axis that are a distance of 3 units from P3 .

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Name: Additional Practice: 1 13

→5 →4 →3 →2 →1 1 2 3 4 5 x

→1

→2

→3

→4

→5

(a) Place points on the graphs near to where you think the points may be located.

(b) Label one of the points, (x, y).

(c) Write out the general distance formula.

(d) What do you know about the point? Can you simplify the formula?

(e) Solve for the unknown variable.

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 15

Watch the Pre-Class videos for Section 1.3 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

Actor x Number of Oscar Nominations y

Tom Hanks 5
Jack Nicholson 12
Sean Penn 5
Dustin Ho!man 7

Table 1.1: Number of Oscar nominations for di!erent actors.

1. Use the relation given in the table above to answer the following.

(a) Write a set of ordered pairs (x, y) that defines the relation.

(b) Write the domain of the relation.

(c) Write the range of the relation.

(d) Determine if the relation defines y as a function of x.

Math 1113 - Precalculus

16 Name: Preclass Work - Finish Before Class Begins

1
2. Given f (x) = x2 + 3x and g(x) = , evaluate the function at the given value of x.
x
(a) f (→2) =

! "
1
(b) g → =
2

3. Express the domain of the functions below three di!erent ways, using interval notation,
graphically on a line segment, as well as using inequalities.
x→3
(a) h(x) =
x→4

↑
(b) k(x) = x+9

3
(c) m(x) = ↑
x+9

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Name: In-Class Activity: 2 17

Student goals:

Determine if a given description of a relationship is a function using written, graphical,

and tabular descriptions.

Use correct notation to describe a function and be able to identify the order of opera-
tions in a given expression.

Compute values of a given function.

Make a rough sketch of the graph of a function.

Determine domain or range given a graphical, algebraic, or tabular representation of a

function.

Determine a function given a written description of a situation or context.

Determine intervals in the domain where a function is increasing/decreasing/constant

Instructions: Work together in groups of 3 or 4 to complete the following problems.

1. Answer True or False to each statement below and provide a justification for your
answer.
x→2
(a) x = → 13 is in the domain of f (x) = .
3x + 1

↑
(b) x = →3 is in the domain of f (x) = x + 3.

↑
(c) x = →4 is in the domain of f (x) = x + 3.

Math 1113 - Precalculus

18 Name: In-Class Activity: 2

2. The graphs for di!erent functions are given below. For each function state the domain
and range of the function using interval notation. Also, state the values of x where
the functions are increasing and where they are decreasing. Finally, state whether or
not there are any values of y for which the value of the function is equal to y for more
than one value of x.
y
3

→3 →2 →1 1 2 3 4 x
→1

→2

→3
(a)

y
4

→3 →2 →1 1 2 3 4 x
→1

→2

→3
(b)

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Name: In-Class Activity: 2 19

3. Determine the domain of each of the following functions. Give your answer in interval
notation as well as sketching a graph of the real number line showing the domain
graphically.

(a) g(x) = x2

↑
(b) f (x) = 3x → 7

5
(c) h(x) =
x2 → 25

↑
(d) f (x) = x2 → 4x + 3 Make a
sketch of
the
quadratic
function
without the
square root
first.

↑
x2 → 4x + 3
(e) g(x) =
x3 + 8

Math 1113 - Precalculus

20 Name: In-Class Activity: 2

4. The graph of di!erent relationships are given in the figures below. For each relationship
determine whether or not the relationship is a function. Provide specific reasons for
your conclusion and do not just cite the name of a particular rule or test. Also, state
all of the intercepts for each relationship.

y
6
5
4
3
2
1
(a) →6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
y
4
3
2
1

→4→3→2→1
→1 1 2 3 4 x
→2
→3
→4
(b)

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Name: Additional Practice: 2 21

1. The Racine express is moving straight North out of Chicago at a speed of 80 kilometers
per hour. The Davenport Traveler is moving straight West out of Chicago at a speed
of 90 kilometers per hour. The trains leave the station at the same time. Determine
an equation for the distance between the two trains as a function of time.

2. Consider the relation that is defined by taking an object on your desk and assigning
to it its color. For example, if there is a hat on your desk that is green and blue, we
would write

f (hat) = {green, blue}.

If there is a pen on your desk that is red, we would write

f (pen) = red.

(a) List at least three items on your desk and come up with your own relation. (You
can use imaginary items or objects in the room, if you need to.)

(b) What is the domain and range of your relation?

(c) Is your relation a function? Why or why not?

3. Determine the domain of each of the following functions. Give your answer in interval
notation.

(a) g(x) = x3
↑
(b) f (x) = x + 1
5
(c) h(x) = x→4

x+3
(d) k(x) =
x2 → 9
1
(e) l(x) =
+1x2
↑
(f) m(x) = x2 → 2x → 15
1
(g) n(x) = ↑
x2 →2x→15

4. Use the axes below to make a rough sketch of each of the indicated functions.

Math 1113 - Precalculus

22 Name: Additional Practice: 2

(a) y = x2

y
4

→3 →2 →1 1 2 3 4 x
→1

→2

→3

(b) y = x

y
4

→3 →2 →1 1 2 3 4 x
→1

→2

→3

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Name: Additional Practice: 2 23
↑
(c) y = x
y
4

→3 →2 →1 1 2 3 4 x
→1

→2

→3

1
(d) y =
x
y
4

→3 →2 →1 1 2 3 4 x
→1

→2

→3

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 25

Watch the Pre-Class videos for Section 1.4 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Determine a point-slope equation for a line through the points (→5, 2) and (6, →3).

2. Write the slope-intercept equation for a line through the point (2, 3) that is perpendic-
ular to the line 2x + 4y → 7 = 0.

3. Given the function defined f (x) = x2 + 3, determine the average rate of change of f (x)
from x1 = 2 to x2 = 4.

Math 1113 - Precalculus

Name: In-Class Activity: 3 27

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Define a linear relationship from a written description.

Determine the slope of a line from a written description or an algebraic expression.

Compare the slopes of lines and interpret relative steepness as well as interpret positive
versus negative slope.

Calculate the average rate of change between two points on a function.

Determine algebraic expressions for horizontal and vertical lines.

Translate the formulae for lines between slope-intercept, point slope, and general forms.

7
1. Let f (x) be a linear function such that f (2) = and the graph of f (x) is parallel to
3
the line 2x + 3y + 4 = 0.

(a) Determine f (x) and write your final answer in slope-intercept form. (Leave frac-
tions in your answer, no decimals.)

(b) Graph f (x) and 2x + 3y + 4 = 0 on the rectangular coordinate system below.

y

(c) Determine the domain and range of f (x).

Math 1113 - Precalculus

28 Name: In-Class Activity: 3

2. Determine whether the lines y = 2x + 3 and and x → 3y → 5 = 0 are parallel, perpen-

dicular, or neither.

3. Determine an equation of the vertical line which passes through the point (→2, 3).
Then determine an equation of the horizontal line through (→2, 3).

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Name: In-Class Activity: 3 29

4. Consider the function f (x) = x2 → 3x + 2.

(a) Algebraically determine the average rate of change of f (x) = x2 → 3x + 2 between

x1 = 1 and x2 = 3.

(b) The graph of f (x) = x2 → 3x + 2 is given below. Draw a line between the points
(1, f (1)) and (3, f (3)).

→4 →2 2 4 6

→2

(c) Find the slope of the line between the points (1, f (1)) and (3, f (3)) on f (x) =
x2 → 3x + 2.

(d) What do you notice about the slope of the line between the points (1, f (1)) and
(3, f (3)) on f (x) = x2 →3x+2 and the average rate of change of f (x) = x2 →3x+2
between x1 = 1 and x2 = 3. Why is this?

Math 1113 - Precalculus

 30 Name: In-Class Activity: 3

5. The equations for two di!erent lines are the following:

Line 1 : y → 3 = 4(x → 2),

Line 2 : y → 2 = m(x → 1),

where m is a real-valued number.

(a) What are the possible values of m that will ensure that the two lines intersect?
(Provide a justification for your answer.)

(b) If you are given that the values of y for the points on the graph of line 2 are
greater than those of line 1 when x is positive what does that imply about the
Make a possible values that m could be? (Provide a justification for your answer.)
rough
sketch of
the graphs
represent-
ing this
situation.

(c) What values of m will ensure that the y values on the graph of line 1 will be less
that those on the graph of line 2 when x > 3?

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Name: In-Class Activity: 3 31

6. The equation for a linear function is given by:

D(x) = m(x → 2) + 4,

where m is a constant. Answer each question below and provide a brief justification
for your answer.

(a) For what values of m is D(x) an increasing function?

(b) For what values of m is D(x) a decreasing function?

(c) What values of m will ensure that D(3) > 5?

(d) If you are given that the value of D(x) increases by 3 as x increases by 6, what is
the value of m?

Math 1113 - Precalculus

32 Name: Additional Practice: 3

1. Consider the line x + 2y = 3.

(a) Find the x and y intercepts of the line.

(b) Determine the distance between the x-intercept and the y-intercept.
(c) Find the slope of the line x + 2y = 3.

2. The questions below refer to the linear functions shown in the plot below. The function
f (x) = mf x + bf is shown with a solid line, the function g(x) = mg x + bg is shown
with a dashed line, and the function h(x) = mh x + bh is shown with a dotted line.

f y
5
4
3
2
g
1
→5 →3 →1 1 2 3 4 5 x
→1
→2
→3
→4
h →5

(a) Determine which y-intercept (bf , bg , and bh ) is the largest and which is the lowest.
(Recall that a negative number is less than a positive number.) Provide a brief
justification for your conclusion based on the graph.
(b) Determine which slopes (mf , mg , and mh ) is the largest and which is the lowest.
Provide a brief justification for your conclusion based on the graph.
(c) Determine which function has the highest x-intercept and which function has the
lowest x-intercept. Provide a brief justification for your conclusion based on the
graph.

3. The equations for two di!erent linear functions are the following:

Line 1 : A(x) = 5(x + 1) → 7,

Line 2 : B(x) = m(x + 1) → 6,

where m is a constant. Answer each question below and provide a brief justification
for your answer.

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Name: Additional Practice: 3 33

(a) For what values of m does the function B(x) increase?

(b) For what values of m does the function B(x) decrease?
(c) For what values of m do the two lines intersect?
(d) For what values of m is A(x) > B(x) for positive values of x?
(e) For what values of m is A(x) < B(x) for positive values of x?

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 35

Watch the Pre-Class videos for Section 1.5 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. A sales person makes a base salary of 350 per week plus 15% commission on sales.

(a) Write a linear function to model the sales person’s weekly salary S(x) for x dollars
in sales.

(b) Evaluate S(700) and interpret the meaning in the context of this problem.

2. A town’s population has been growing linearly. On January 1, 2004 the population
was 6,200. By July 1, 2009 the population had grown to 8,100. Assume this trend
continues.

(a) The town’s population is a function of time, and a coordinate on the graph of the
function can be written in the form (t, P ), where t is the number of years since
January 1, 2004 and P is the population at the given time. From the statement
above determine two points that will be on the graph of the function.

(b) Use the points to determine a linear model for this data.

(c) Interpret the meaning of the slope in this context.

(Continued on next page)

Math 1113 - Precalculus

36 Name: Preclass Work - Finish Before Class Begins

3. A small animal moves along a wall and starts at a position 3.5 meters from a corner.
The animal travels 0.3 meters away from the corner each minute. Determine the
function that provides the distance the animal is from the corner given the number of
minutes from the initial time. What are the units of the slope?

4. A manufacturing facility has 3.5 litres of a material available at the start of a given
days. The facility produces 0.3 litres of material each hour. Determine the function
that provides the amount of material available given the number of hours from the
initial time. What are the units of the slope?

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Name: In-Class Activity: 4 37

Instructions: Work together in groups of 3 or 4 to complete the following problems.

1. A small business makes cookies and sells them at the farmer’s market. The fixed
monthly cost for use of a Health Department-approved kitchen and rental space at
the farmer’s market is 790. The cost of labor, taxes, and ingredients for the cookies
amounts to 0.24 per cookie, and the cookies sell for 6.00 per dozen.

(a) Write a linear cost function representing the cost, C(x) dollars, to produce x
dozen cookies per month. Then determine the monthly cost to produce 100 dozen
cookies each month.

(b) Write a linear revenue function representing the revenue, R(x) dollars, for selling
x dozen cookies. Then determine the revenue for selling 100 dozen cookies.

(c) Will the business make a profit or lose money if they sell 100 dozen cookies each
month?

(d) Write a linear profit function representing the profit, P (x), for producing and
selling x dozen cookies in a month. (Profit is revenue minus cost.)

(e) Determine the least number of cookies (in dozens) that must be produced and
sold to achieve a monthly profit. Your answer should be an appropriate whole
number.

(f) If 150 dozen cookies are sold in a given month, how much money will the business
make or lose?

Math 1113 - Precalculus

38 Name: In-Class Activity: 4

2. The boiling point of water is 212↓ Fahrenheit which is equivalent to 100↓ Celsius. The
freezing point of water is 32↓ Fahrenheit, or 0↓ Celsius. Fahrenheit and Celsius are
linearly related.

(a) Determine a function that will tell you the temperature in degrees Celsius if you
already know the temperature in degrees Fahrenheit.

(b) If it is 83↓ Fahrenheit, determine the temperature in degrees Celsius.

3. A car has a 15-gal tank for gasoline and gets 30 mpg on a highway while driving 60
mph. Suppose that the driver starts a trip with a full tank of gas and travels 450 mi
on the highway at an average speed of 60 mph.

(a) Write a linear model representing the amount of gas G(t) left in the tank t hours
into the trip.

(b) Evaluate G(4.5) and interpret the meaning in the context of the problem.

University of Georgia Department of Mathematics

Name: In-Class Activity: 4 39

4. A rectangle has a height, h, and a width, w. The perimeter of the rectangle is 40 cm.
Determine the equation of h as a function of w. Use your equation to determine how
h changes when w is increased by 1 cm.

5. An animal pen is to be constructed in the shape of a rectangle with a height, h, and a

width, w. The cost of the fencing that will be used to construct the pen is 35.00 per
meter. A total of 20,000.00 is budgeted for fencing. Determine the equation of h as a
function of w. Use your equation to determine how h changes when w is increased by
1 m.

Math 1113 - Precalculus

40 Name: In-Class Activity: 4

6. The table gives the number of calories and the amount of cholesterol for selected fast
food hamburgers.

Hamburger Calories Cholesterol (mg)

220 35
420 50
460 50
480 60
560 70
590 105
610 65
680 80
720 90

(a) Use the data points associated with 480 calories and 720 calories to write a linear
function that defines the amount of cholesteral, chol(h), as a linear function of
the number of hamburger calories h.

(b) Interpret the meaning of the slope in the context of this problem.

(c) Use the model from part (a) to predict the amount of cholesterol for a hamburger
with 650 calories.

University of Georgia Department of Mathematics

Name: Additional Practice: 4 41

1. Finish question 6.

2. It is determined that the rate of genetic change of the plants in a certain region is a
linear function of the species richness of the region. When the richness is measured to
be 110 species the genetic change is 300 mutations per year. It is estimated that an
increase of 10 species results in an increase of 3 mutations per year. Determine the
equation relating the genetic change and the species richness. (Explicitly define your
variables and be consistent with your definitions.)

3. The Madison Rambler leaves the Chicago train station at 8:00am. The train consumes
2,500 gallons of fuel every 500 miles. When it leaves the station it has 4,000 gallons of
fuel in its storage tanks. Determine the volume of fuel in the train’s storage tanks as
a function of the distance it has traveled from Chicago. Determine the domain of the
function.

4. On a TV show, the contestants barter for individual bags of rice. Each day, they eat
the same amount of rice. Six days after earning a bag of rice, one contestant has 23
oz remaining. Four days later, 17 oz rice remains in the person’s bag. Determine the
initial weight of the bag of rice and predict when it will run out.

5. An animal pen will be constructed along the bank of a river using two-hundred meters
of fencing. The pen will be constructed in the shape of a rectangle. One side of the
pen will border the river and will not require a fence. Determine the width of the pen
as a function of its height.

6. An animal pen will be constructed along the bank of a river with a budget of 5,000.00.
The pen will be constructed in the shape of a rectangle, and fencing costs 20.00 per
meter. One side of the pen will border the river and will not require a fence. Determine
the width of the pen as a function of its height.

7. Farmer Paul’s paddock construction agency will build an animal pen. The pen will be
in the shape of a rectangle, and gaps that are two meters wide will be left open on
opposing ends of the rectangle. An additional fence will be placed in the middle of the
rectangle to divide the pen into two equal parts, and the two gaps will be opposite to
the divider fence. A total of 110 meters of fencing will be used. Determine the total
width of the pen as a function of its height.

8. The interface for a device will consist of two squares. There will be a fancy border
around the outside of the two squares. The cost of the border will be twenty-five cents
per centimetre, and the total budget for the borders will be five dollars. Determine the
length of one side of the first square as a function of the length of the second square.

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 43

Watch the Pre-Class videos for Section 1.6 Day 1 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

1. For this problem, let f (x) = |x|.

(a) Graph f (x) = |x|. Then determine the domain and range of f (x).
y

(b) Graph and label f (x + 2) on the coordinate system above. Then determine the
domain and range of f (x + 2).

Math 1113 - Precalculus

44 Name: Preclass Work - Finish Before Class Begins
↑
2. For this problem, let g(x) = x.
↑
(a) Graph g(x) = x. Then determine the domain and range of g(x).
y

(b) Graph and label g(x) → 3 on the coordinate system above. Then determine the
domain and range of g(x) → 3.

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 45

3. For this problem, let h(x) = x.

(a) Graph h(x) = x. Then determine the domain and range of h(x).
y

(b) Graph and label h(x) + 1 on the coordinate system above. Then determine the
domain and range of h(x) + 1.

Math 1113 - Precalculus

46 Name: Preclass Work - Finish Before Class Begins

4. For this problem, let k(x) = x2 .

(a) Graph k(x) = x2 . Then determine the domain and range of k(x).
y

(b) Graph and label k(x → 2) on the coordinate system above. Then determine the
domain and range of k(x → 2).

University of Georgia Department of Mathematics

Name: In-Class Activity: 5 47

Instructions: Work together in groups of 3 or 4 to complete the following problems. You

may be asked to share some of your solutions on the board.
Student goals:

Determine the algebraic formula of a basic function given a written description or a

graphical representation.

Determine the algebraic formula for a function after a vertical translation or scaling.

Determine the algebraic formula for a function after a horizontal translation or scaling.

Determine the algebraic formula for a function after a vertical reflection.

1. Graph the given function and determine how many points need to be plotted to un-
derstand the shape of the graph.

(a) f (x) = →3, Number of points necessary to plot:

y

Math 1113 - Precalculus

48 Name: In-Class Activity: 5
↑
(b) m(x) = 3
x, Number of points necessary to plot:
y

1
(c) p(x) = , Number of points necessary to plot:
x
y

University of Georgia Department of Mathematics

Name: In-Class Activity: 5 49

2. For this problem, let q(x) = x3 .

(a) Graph q(x) = x3 . Then determine the domain and range of q(x).
y

(b) Use part (a) to graph r(x) = x3 + 2 above. Then determine the domain and range
of r(x).

(c) Use part (a) to graph s(x) = (x → 2)3 above. Then determine the domain and
range of s(x).

(d) Use part (a) to graph u(x) = (x → 2)3 + 2 above. Then determine the domain and
range of u(x).

Math 1113 - Precalculus

50 Name: In-Class Activity: 5
↑
3. For this problem, let q(x) = x.
↑
(a) Graph q(x) = x. Then determine the domain and range of q(x).
y

↑
(b) Use part (a) to graph r(x) = x → 5 above. Then determine the domain and
range of r(x).

↑
(c) Use part (a) to graph s(x) = x → 1 above. Then determine the domain and
range of s(x).

↑
(d) Use part (a) to graph u(x) = x → 1 → 5 above. Then determine the domain and
range of u(x).

University of Georgia Department of Mathematics

Name: In-Class Activity: 5 51

4. In words, explain how the graph of f (x) = |x → 4| + 37 is di!erent from the graph of
g(x) = |x|.

5. Write an equation for the function that has been transformed.

(a) f (x) looks like g(x) = x2 after it has been transformed by shifting 3 units to the
right and 4 units up. Write the equation of f (x).

↑
(b) f (x) looks like g(x) = x after it has been transformed by shifting 5 units to the
left and 1 unit down. Write the equation of f (x).

1
(c) f (x) looks like g(x) = after it has been transformed by shifting 2 units to the
x
left and 5 units up. Write the equation of f (x).

Math 1113 - Precalculus

52 Name: In-Class Activity: 5

6. If the point (→2, 5) is on the graph of y = f (x), find the corresponding point on the
graph of y = f (x + 2) → 4

7. The values of a function, Al(x), are given in the table below. Determine the tables
that define the new functions Al(x + 1), Al(x) + 1, and Al(x → 3) → 2.
x Al(x)
-2 -10
-1 5
0 -3
1 -2
2 4

University of Georgia Department of Mathematics

Name: Additional Practice: 5 53
↑ ↑ ↑
1. Determine the domains and ranges of f (x) = x, g(x) = x + 5, and h(x) = x → 7.
Make a rough sketch of each function.

2. Determine the domains and ranges of f (x) = x2 , g(x) = (x → 3)2 , and h(x) = x2 → 4.
Make a rough sketch of each function.
1 1 1
3. Determine the domains and ranges of f (x) = , g(x) = , and h(x) = → 2.
x x+2 x
Make a rough sketch of each function.

4. The values of a function, Ga(x), are given in the table below. Determine the tables
that define the new functions Ga(x → 4), Ga(x) + 4, and Ga(x + 2) → 5.
x Ga(x)
-2 -10
-1 5
0 -3
1 -2
2 4

5. Sketch a plot of both functions k(x) and u(x) where u(x) = |x| and k(x) = u(x→4)+5.

6. Sketch a plot of both functions k(x) and u(x) where u(x) = |x| and k(x) = u(x+3)→2.

7. Determine what range of values of h will result in the function

z(x) = |x| + h

having zero, one, or two x-intercepts. Provide an argument based on how the constant
h impacts the graph of the absolute value function.

8. Given the function

v(x) = (x → k)2 + h

determine the coordinate where the bottom of the parabola is located. Provide an
argument based on how the constants k and h impact the graph of the parabola x2 .
Determine the values of x where the function is decreasing and where it is increasing
in terms of the constants k and h.

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 55

Watch the Pre-Class videos for Section 1.6 Day 2 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

↑
1. For this problem, let f (x) = x.
↑
(a) Graph f (x) = x. Then determine the domain and range of f (x).
y

(b) Graph and label →f (x) on the coordinate system above. Then determine the
domain and range of →f (x).

(c) Graph and label f (→x) on the coordinate system above. Then determine the
domain and range of f (→x).

Math 1113 - Precalculus

56 Name: Preclass Work - Finish Before Class Begins

2. For this problem, let f (x) = x3 .

(a) Graph f (x) = x3 . Then determine the domain and range of f (x).
y

(b) Graph and label 2f (x) on the coordinate system above. Then determine the
domain and range of 2f (x).

(c) Graph and label f (2x) on the coordinate system above. Then determine the
domain and range of f (2x).

University of Georgia Department of Mathematics

Name: In-Class Activity: 6 57

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Determine the algebraic formula for a function after a combination of vertical and
horizontal translations and scalings.

Graph a given function given a set of transformations.

Given the graph of a function, g(x), make sketch of the graph of another function,

h(x) = ag(bx + c) + d,

where a, b, c, and d are all constants.

1. If the point (→2, 5) is on the graph of y = f (x), find the corresponding point on the
graph of y = →3f (7x) → 4

Math 1113 - Precalculus

58 Name: In-Class Activity: 6

2. Use the graph of y = f (x) below to graph the given functions.

1
(a) y = f (x)
3
(b) y = 3f (x)
(c) y = f (2x)
! "
1
(d) y = f x
2

y
9

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 7 8 x
→1

→2

→3

→4

→5

→6

University of Georgia Department of Mathematics

Name: In-Class Activity: 6 59

3. Use the graph of y = f (x) below to graph the given functions.

(a) y = →f (x)
(b) y = f (→x)
(c) y = →f (→x)

y
6

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1

→2

→3

→4

→5

→6

Math 1113 - Precalculus

60 Name: In-Class Activity: 6

1
4. In words, explain how the graph of f (x) = → (x → 4)2 + 3 is di!erent from the graph
2
of g(x) = x2 . (Note: List the transformations in the correct order.)

5. The graphs of two functions, u and v, are given in the plot below.
y
6
5
4
3

v 2
1
u
→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1
→2
→3

(a) The function v can be written in terms of u as v(x) = A·u(c·x+d)+B. Determine

the values of A, B, c, and d.

(b) make a rough sketch of the function w(x) = 2u (x + 4) + 3.

University of Georgia Department of Mathematics

Name: In-Class Activity: 6 61

6. Identify and sketch the parent function of each of the following functions.
Then use the transformation rules to sketch their graphs.
↑
(a) f (x) = 2x + 4 → 1, parent function:
y
6

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1

→2

→3

→4

→5

→6

(b) g(x) = (→x + 1)3 , parent function:

y
10
9
8
7
6
5
4
3
2
1

→10→9 →8 →7 →6 →5 →4 →3 →2 →1
→1
1 2 3 4 5 6 7 8 9 10 x
→2
→3
→4
→5
→6
→7
→8
→9
→10

Math 1113 - Precalculus

62 Name: In-Class Activity: 6
↑
3
(c) h(x) = 8x → 2 , parent function:
y
10
9
8
7
6
5
4
3
2
1

→10→9 →8 →7 →6 →5 →4 →3 →2 →1
→1
1 2 3 4 5 6 7 8 9 10 x
→2
→3
→4
→5
→6
→7
→8
→9
→10

1
(d) k(x) = 3 → , parent function:
(x + 2)
y
6

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1

→2

→3

→4

→5

→6

University of Georgia Department of Mathematics

Name: In-Class Activity: 6 63

7. Write a function f (x) based on the given parent function and transformations in the
given order.

(a) g(x) = x2
i. Shift 4 units to the left.
ii. Reflect across the y-axis.
iii. Shift upward 2 units.

↑
(b) g(x) = x
i. Shift 1 unit to the left.
ii. Stretch horizontally by a factor of 4.
iii. Reflect across the x-axis.

1
(c) g(x) =
x
i. Stretch vertically by a factor of 2.
ii. Reflect across the x-axis.
iii. Shift downward 3 units.

(d) g(x) = |x|

i. Shift 3 units to the right.
1
ii. Shrink horizontally by a factor of .
3
iii. Reflect across the y → axis.

Math 1113 - Precalculus

64 Name: In-Class Activity: 6

8. Use transformations on the basic parent functions to write an equation y = f (x) that
would produce the given graph. For each function state the parent function.

(a)
y
6

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1

→2

→3

→4

→5

→6

(b)
y
6

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1

→2

→3

→4

→5

→6

University of Georgia Department of Mathematics

Name: Additional Practice: 6 65
↑
1. Consider the parent function f (x) = x.

(a) Write an equation for the function g(x) that is obtained from f (x) by first shifting
left by 6, then compressing horizontally by a factor of 3.

(b) Write an equation for the function h(x) that is obtained from f (x) by first com-
pressing horizontally by a factor of 3, then shifting left by 2.

(c) Compare your answers to part (a) and (b). What does this tell you about the
order in which we perform our transformations?

2. The graphs of two functions, u and v, are given in the plot below.

y
6

4
v
3

1
u
→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x

→1

→2

→3

(a) The function v can be written in terms of u as v(x) = A·u(c·x+d)+B. Determine

the values of A, B, c, and d.
# $
(b) make a rough sketch of the function w(x) = u 13 x + 2 → 4.

3. The graphs of three functions, f , g, and h, are given in the plot below.

Math 1113 - Precalculus

66 Name: Additional Practice: 6

y
6

g 3

2 h
1 f
→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x

→1

→2

→3

(a) The function g can be written in terms of f as g(x) = A·f (c·x+d)+B. Determine
the values of A, B, c, and d.
(b) The function h can be written in terms of f as h(x) = A · f (c · x + d) + B.
Determine the values of A, B, c, and d.
# $
(c) make a rough sketch of the function g(x) = f 12 x + 3 → 2.

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 67

Watch the Pre-Class videos for Section 1.7 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Determine whether the function f is even, odd, or neither.

f (x) = 4x3 → x

2. Evaluate the function for the given values of x.

%
x + 3 for x < →1
g(x) =
x2 for →1 ↓ x < 2

(a) g(→2) =

(b) g(→1) =

(c) g(0) =

(d) g(→5) =

Math 1113 - Precalculus

68 Name: Preclass Work - Finish Before Class Begins

3. Graph the piece-wise defined function.

%
2, for x ↓ →1,
h(x) =
2x, for x > →1.
y

4. Determine a value of h so that you could sketch the graph of the function,
%
h, for x ↓ →1,
k(x) =
2x, for x > →1,
without lifting your pencil from the page. Sketch a graph of the resulting function
using the axes below.
y

University of Georgia Department of Mathematics

Name: In-Class Activity: 7 69

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Determine if a simple function is an even or odd function given a graphical represen-

tation or algebraic expression.

Define piecewise defined functions with correct notation.

Graph a function defined using piecewise defined notation.

Identifying the subset of a domain where a function is increasing, decreasing, or is

constant.

Determine relative minima and maxima from a graphical representation or for the
algebraic representation of simple functions.

1. Graph each of the following piecewise functions.

(a) %
x + 5 if x < →2
f (x) =
→4 if x ↔ 2

Math 1113 - Precalculus

70 Name: In-Class Activity: 7

(b) %
2x + 1 if x < 1
f (x) =
→2x + 3 if x ↔ 1

(c) 

5 if x < →2
1
f (x) = if →2 ↓ x ↓ 6
2
→2x + 10 if x > 6

University of Georgia Department of Mathematics

Name: In-Class Activity: 7 71

2. Evaluate the piecewise function for the given values of x.

(a) %
x + 5 if x < →2
f (x) =
→4 if x ↔ 2

f (3) = f (→4) = f (→2) =

(b) 

x → 1 if x < →2
f (x) = 2x → 1 if →2 < x ↓ 4


→3x + 8 if x > 4

f (→1) = f (→4) = f (5) =

3. For each of the following functions, determine if the function is even, odd, or neither.
(Show your work and justify your conclusion using the relevant definitions.)

(a) f (x) = 4x2 → 3|x|

(b) f (x) = 4x3 → 2x

(c) f (x) = 4x2 + 2x → 3

Math 1113 - Precalculus

72 Name: In-Class Activity: 7

4. Part of the graph of f (x) is shown below. The graph for positive values of x is shown
while the portion of the graph for negative values of x is missing.
y
5

→4 →3 →2 →1 1 2 3 4 5 x
→1

→2

→3

→4

→5

(a) Sketch the portion of the graph that is missing given that f (x) is an even function.

(b) Using your finished graph from part (a), determine the domain and range of the
function f (x). Give your answers in interval notation.

Domain: Range:

(c) Find the average rate of change of f (x) on the interval [1, 4].

University of Georgia Department of Mathematics

Name: In-Class Activity: 7 73

5. For each of the following graphs, give equations determining the piecewise function.

(a)
y
5
4
3
2
1

→4 →3 →2 →1 1 2 3 4 5 x
→1
→2

(b)
y
6
5
4
3
2
1

→5 →4 →3 →2 →1
→1 1 2 3 4 5 6 7 8 9 10 x

→2
→3
→4
→5

Math 1113 - Precalculus

74 Name: In-Class Activity: 7

6. Determine whether or not the following graphs display odd symmetry, even symmetry,
or neither.

(a) (c)
y y
5 5

4 4

3 3

2 2

1 1

→5 →4 →3 →2 →1
→1
1 2 3 4 5 x →5 →4 →3 →2 →1
→1
1 2 3 4 5 x
→2 →2

→3 →3

→4 →4

→5 →5

(b) (d)
y y
5 6

5
4
4
3
3
2
2

1 1

→5 →4 →3 →2 →1
→1
1 2 3 4 5 x →6 →5 →4 →3 →2 →1
→1 1 2 3 4 5 6 x
→2
→2
→3
→3
→4
→4
→5

→5 →6

University of Georgia Department of Mathematics

Name: In-Class Activity: 7 75

7. The domain of an even function, A(x), is all real numbers. For positive values of x the
value of A(x) is equal to x.

(a) Make a sketch of the function A(x) for →3 ↓ x ↓ 3.

(b) Determine a formula for the function if x is negative.

(c) Express the function A(x) as a piecewise defined function.

(d) Express the function A(x) in terms of another, basic function.

(e) Determine the values of x where A(x) is increasing and the values where A(x) is
decreasing.

Math 1113 - Precalculus

76 Name: Additional Practice: 7

1. Complete question 7.

2. A store sells cold drinks. From 10:00am till 12:00pm (noon) it sells 0.2 drinks per
minute. From 12:00pm till 4:00pm it sells 0.4 drinks per minute. Determine the
function that gives the number of drinks sold in one day given the number of minutes
past 10:00am. State your final answer as a function of time and as a piecewise defined
function.

3. The graph of a function, h(x), is given below. Use the graph to answer each of the
questions below.
y
4

→3 →2 →1 1 2 3 x

→1

(a) Determine the domain and range of h(x).

(b) Determine the intervals where the function is increasing and the intervals where
the function is decreasing.
(c) Determine the formula for the function using proper notation for a piecewise
defined function. (The curved part to the left is a parabola.)

4. The cost to use a parking garage is 5.00 for the first thirty minutes. After thirty
minutes the cost is an additional five cents for each minute thereafter.

(a) Determine the formula for the cost to park a car given the number of minutes it
is parked and use proper notation for a piecewise defined function.
(b) Determine the average rate of change of the cost to park a car between t minutes
and zero minutes. (In other words what is the average rate of change of the cost
from time t to time 0.) What happens to the average rate of change after a very
long time?

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 77

Watch the Pre-Class videos for Section 1.8 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

↑
1. Find the following values for the functions f (x) = |x → 3|, g(x) = x3 , h(x) = x + 1.

(a) (f + g)(2) =

h
(b) (8) =
f

(c) g(h(3)) =

(d) g(f (8)) =

Math 1113 - Precalculus

78 Name: Preclass Work - Finish Before Class Begins

2. Use f (x) = x2 + 1 and g(x) = x + 5 to determine f (g(x)) and the domain of f (g(x)).

f (x + h) → f (x)
3. Given f (x) = 7x + 2. Determine the di!erence quotient, . Simplify
h
your answer to reduce it as much as possible.

University of Georgia Department of Mathematics

Name: In-Class Activity: 8 79

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Perform basic operations between functions (+/ → / ↗ /÷).

State the correct order of operations given an algebraic expression.

Compose multiple functions.

Determine the di!erence quotient at a point given a function.

1. Given f (x) = 5x2 + 2x → 3 and g(x) = x + 3.

(a) Determine (f ↘ g)(x).

(b) Determine (g ↘ f )(x).

(c) Determine (f ↘ g)(1).

(d) Determine (g ↘ f )(1).

Math 1113 - Precalculus

80 Name: In-Class Activity: 8
↑
2. Given f (x) = x2 and g(x) = x.

(a) Determine the domains of f (x) and g(x).

(b) Determine (f ↘ g)(x) and simplify completely.

(c) Determine the domain of (f ↘ g)(x). Keep in mind that the domain of a function
is the collection of x-values that can be plugged into the function.

(d) Determine (g ↘ f )(x) and simplify completely.

(e) Determine the domain of (g ↘ f )(x).

(f) What do you notice about (f ↘g)(x) and (g↘f )(x)? What do you notice about their
domains? Does the domain of the inside function a!ect the domain of function
composition?

University of Georgia Department of Mathematics

Name: In-Class Activity: 8 81

3. Let f (x) = x2 → 1, g(x) be given by the graph below, and h(x) be given by the table
below.
y
4

2 x h(x)
-3 2
1 0 4
1 5
3 -6
→4 →3 →2 →1 1 2 3 4 5 x
→1

→2

(a) Determine the (f ↘ g)(4).

(b) Determine the (g ↘ h)(→3).

(c) Determine the (h ↘ f )(1).

(d) Determine the (g ↘ f )(2).

Math 1113 - Precalculus

 82 Name: In-Class Activity: 8
↑
4. Given f (x) = 4x → 9 and g(x) = x + 6
! "
f
(a) Determine (x) and determine its domain.
g

! "
g
(b) Determine (x) and determine its domain.
f

f (x + h) → f (x)
Simplify the 5. Given f (x) = 2x2 → 5x + 1. Determine the di!erence quotient, .
h
result as
much as
possible.

University of Georgia Department of Mathematics

Name: In-Class Activity: 8 83

6. Two functions are defined by

k(x) = |x| → 2, m(x) = 4 → x2 .

k m
4 4
3 3
2 2
1 1
→4 →3 →2 →1 1 2 3 4 x →4 →3 →2 →1 1 2 3 4 x
→1 →1
→2 →2
→3 →3
→4 →4

(a) Use the two axes above to make a rough sketch of both functions.
(b) For what values of x is k(x) = 0?

(c) Determine the x-intercepts of k(m(x)).

(d) For what values of x is k(x) increasing?

(e) Determine the values of x where k(m(x)) is increasing.

Math 1113 - Precalculus

84 Name: Additional Practice: 8
↑
1. Given f (x) = x2 and h(x) = →x.

(a) Determine the domains of f (x) and h(x).

(b) Determine (f ↘ h)(x) and simplify completely.
(c) Determine the domain of (f ↘ h)(x). Keep in mind that the domain of a function
is the collection of x-values that can be plugged into the function.
(d) Determine (h ↘ f )(x) and simplify completely.
(e) Determine the domain of (h ↘ f )(x).
(f) Make a rough sketch of the functions (f ↘ h)(x) and (h ↘ f )(x) on the same axes.

2. Two functions are given below. The graph of h(x) is on the left, and the function s(x)
is defined on the right.
h
4
3
2
s(x) = x2 → 4.
1
→4 →3 →2 →1 1 2 3 4 x
→1

(a) Determine the value of s(h(→2)).

(b) Determine the value of h(s(→2)).
(c) Determine the y-intercepts of h(s(x)).
(d) Determine the x-intercepts of h(s(x)).

3. A turtle is in a field. Initially, it is 40 meters north and 60 meters west of the center
of the field. The turtle is moving at a constant speed, and it moves east one meter per
minute.

(a) Determine a formula for the distance between the turtle and the center of the
field given the turtle’s coordinate. (You should only have a function of the x-
coordinate.)
(b) Determine the value of the x-coordinate of the turtle’s position at any time, t.
(c) Use composition to determine the distance between the turtle’s position and the
center of the field for any time, t.
(d) Sketch a plot of the distance as a function of time.

4. Three functions, k(x), w(x), and g(x), are given below. Use the functions to answer
each of the questions below.

University of Georgia Department of Mathematics

Name: Additional Practice: 8 85

y
5 x w(x)
4
k(x) 0 -2
1 -3
3 2 0 *
x x < 0
2 3 -1 g(x) =
→x + 3 x > 0
4 2
1
5 3
→3 →2 →1 1 2 3 x

(a) Determine the value of w(k(→1))

(b) Determine the value of w(g(5))
(c) Determine the average rate of change of g(x) from x = →2 to x = 4.
(d) For what values of x is the function g(k(x)) increasing?

5. A general quadratic function is defined by

q(x) = ax2 + bx + c,

where a, b, and c are constants.

(a) Determine the general formula for the di!erence quotient of q(x). Simplify your
result as much as possible.
(b) Suppose you are given that the di!erent quotient is zero. What does this imply
the value of x is in terms of a, b, c, and h?
(c) Use the value of x in the previous part to determine the value of x + h2 . Use a
common denominator to bring all the terms together into one term and simplify
as much as possible.
(d) Draw a rough sketch that captures the shape of q(x), and explain what it means
if the di!erence quotient for two points is zero in this particular case. What does
this imply about the answer to the previous part?

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 87

Watch the Pre-Class videos for Section 2.1 Day 1 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

1. Given f (x) = 4(x + 2)2 → 4.

(a) Identify the vertex.

(b) Determine the x-intercept(s).

(c) Sketch the function f (x).

(d) Determine an equation for the axis of symmetry.

Math 1113 - Precalculus

88 Name: Preclass Work - Finish Before Class Begins

2. Complete the square and use that work to find the vertex of the graph of the quadratic
function.
y = 5x2 → 30x + 49

University of Georgia Department of Mathematics

Name: In-Class Activity: 9 89

Instructions: Work together in groups of 3 or 4 to complete the following problems.

1. Given f (x) = (x + 2)2 → 1.

(a) Determine whether the graph of the parabola opens upward or downward. Include a
brief justifi-
cation.

(b) Identify the coordinate for the vertex.

(c) Determine the x-intercept(s).

(d) Determine the y-intercept.

(e) Sketch the function.

y

(f) Determine the axis of symmetry.

Math 1113 - Precalculus

90 Name: In-Class Activity: 9

2. Find the quadratic function with the given vertex and point. Put your answer in
standard (vertex) form.

(a) Vertex (2, 0) passing through (1, 3).

(b) Vertex (→3, 4) passing through (0, 0).

3. In each problem below, complete the square and then use that work to find the vertex
of the graph of the quadratic function.

(a) y = x2 + 4x

(b) y = →2x2 + 16x → 29

University of Georgia Department of Mathematics

Name: In-Class Activity: 9 91

4. Find the equation for the parabolas below. Put your answers in standard form.

(a) y =

y
3

→4 →3 →2 →1 1 2 3 x
→1

→2

→3

→4

(b) y =

y
3

→4 →3 →2 →1 1 2 3 x
→1

→2

→3

→4

Math 1113 - Precalculus

92 Name: In-Class Activity: 9

5. Determine all values of x that satisfy the following relationships.

(a) 3x2 + 6x = 4

↑
(b) x → 3 = 1 + 2x2

University of Georgia Department of Mathematics

Name: In-Class Activity: 9 93

6. A sheet of paper will be cut in the shape of a rectangle. The height of the rectangle
will be x units, and the width of the rectangle will be 5 → x units.

(a) Make a rough sketch of the piece of paper and label the lengths of the sides.

(b) What are the possible range of values that x could be?

(c) Describe what happens to the shape of the paper as the value of x goes from its
lowest possible value to its largest possible value.

(d) Determine the function of x that represents the area of the piece of paper, and
sketch the graph of the function.
k
5
4
3
2
1
→5 →4 →3 →2 →1 1 2 3 4 5 x

(e) What value of x will make the area of the piece of paper as large as possible?

(f) What is the perimeter of the piece of paper given x?

Math 1113 - Precalculus

94 Name: Additional Practice: 9

1. Find the quadratic function with the given vertex and point. Put your answer in
standard (vertex) form.
(a) Vertex (0, 0) passing through (→2, 8).
(b) Vertex (2, 5) passing through (3, →7).
(c) Vertex (→1, 5) passing through (1, 4).
(d) Vertex (3, →2) passing through (→1, 0).
2. In each problem below, complete the square and then use that work to find the vertex
of the graph of the quadratic function.
(a) y = 4x2 + 8x
(b) y = x2 → 2x + 2
(c) y = 6x → 10 → x2
(d) y = →4x2 + 16x → 27
3. Find the equation for the parabolas below. Put your answers in standard form.
(a) y =
y
3

→4 →3 →2 →1 1 2 3 x
→1

→2

→3

→4

(b) y =
y
3

→4 →3 →2 →1 1 2 3 x
→1

→2

→3

→4

University of Georgia Department of Mathematics

Name: Additional Practice: 9 95

4. Solve the following equations.

(a) x2 → 10x + 8 = 0.
(b) 7x2 + 3x = →2.
↑
(c) x → 3 = x + 1.
x
(d) x→2
= x → 2.

5. A farmer will construct a rectangular pen. The pen will be divided into two equal
parts by running a small fence North/South across the middle of the rectangle. The
total width (East to West) of the pen will be x meters, and the total height (North to
South) will be 4 → 23 x meters.

(a) Make a rough sketch of the pen and labels the lengths of each fence.
(b) What are the possible range of values that x could be?
(c) Describe what happens to the overall shape of the pen as x goes from its lowest
possible value to its highest possible value.
(d) Determine the function of x that represents the total area of the pen. Make a
sketch of the graph of the function. (Label your axes.)
(e) What value of x will result in a pen with the largest possible total area?
(f) What is the total length of the fencing used in the pen given x?

6. A farmer will construct a rectangular pen. The pen will be divided into three equal
parts by running two small fences North/South across the middle of the rectangle. The
total width (East to West) of the pen will be x meters, and the total height (North to
South) will be 9 → 12 x meters. The cost of fencing is eight dollars per meter.

(a) Make a rough sketch of the pen and labels the lengths of each fence.
(b) What are the possible range of values that x could be?
(c) Describe what happens to the overall shape of the pen as x goes from its lowest
possible value to its highest possible value.
(d) Determine the function of x that represents the total area of the pen. Make a
sketch of the graph of the function. (Label your axes.)
(e) What value of x will result in a pen with the largest possible total area?
(f) What is the total cost of the fencing used in the pen given x?

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 97

Watch the Pre-Class videos for Section 2.1 Day 2 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

1. You have a 500 foot roll of fencing and a large field. You want to construct a rectangular
playground area. What are the dimensions of the largest such playground? What is
the largest area?

(a) Draw a picture of the rectangular playground and label the side lengths using
your own variables.

(b) Using your variables, write an equation that represents the area of the playground.

(c) Your previous answer should have two variables. Use 500 to represent the perime-
ter of the the playground and solve for one of your variables. (Note: all four sides
of the rectangle will be used.)

(d) Rewrite your area equation in terms of only one variable and simplify. The result
should be a quadratic function.

Math 1113 - Precalculus

98 Name: Preclass Work - Finish Before Class Begins

(e) To determine the maximum area possible for the playground, what part of the
parabola do you need to locate?

(f) Find that part of the parabola (from your previous answer).

(g) What is the largest area the playground could be?

(h) What are the dimensions of that playground?

University of Georgia Department of Mathematics

Name: In-Class Activity: 10 99

Instructions: Work together in groups of 3 or 4 to complete the following problems.

1. An object is thrown upward. The height, h, in feet, at time t, in seconds, is given by

the formula h(t) = →16t2 + 96t.

(a) Determine the number of seconds required for it to hit the ground.
(b) Determine the maximum height of the object.
(c) Determine the time required for the object to reach a height of 50 feet on its way
up.
(d) For each of your steps above briefly state how the physical situation relates to the
graph of the function h(t).

Math 1113 - Precalculus

100 Name: In-Class Activity: 10

2. Farmer Ed has 700 feet of fencing to enclose a rectangular plot that borders on a river.
If farmer Ed does not fence the side along the river, find the length and width of
the plot that will maximize the area. What is the largest area that can be enclosed?
Include units of measurement in your answer.

University of Georgia Department of Mathematics

Name: In-Class Activity: 10 101

3. A rectangle is drawn in the first quadrant with two sides on the coordinate axes and
the corner opposite the origin on the line y = →2x + 3. Answer the following:

(a) Make a rough sketch of the situation and include all relevant annotations to your
drawing.
(b) Write the area of the rectangle as a function of x.
(c) For all first quadrant points on the given line, determine the maximum area
enclosed by the rectangle.

Math 1113 - Precalculus

 102 Name: In-Class Activity: 10

4. We form two shapes using 28 inches of string. One shape is a square with sides of
length z. The other is a rectangle with width x and height 3x.

(a) Draw a picture showing these two shapes, with their sides labeled, and write a
Your formula for the combined area A of the two shapes.
formula
should use
both x and
z in it.

(b) We only have a small surface to work with. Determine the dimensions of each
Explicitly shape that will minimize the combined area of both shapes together.
label the
equation
that
represents
the
constraint
that must
be satisfied
that relates
x and z .

University of Georgia Department of Mathematics

Name: In-Class Activity: 10 103

5. A rectangular piece of metal has a width of eight inches, and it is 52 inches long. Two
folds along the length of the piece will be made that have the same width, and when
folded up the piece will form a gutter with a rectangular cross section and two open
ends. Where should the folds be made so that the volume of the gutter will be as large
as possible?

52”

Math 1113 - Precalculus

104 Name: Additional Practice: 10

1. Determine two numbers whose sum is fifteen whose product is as large as possible.
2. A farmer wants to build a rectangular pen along a straight river. She wants to divide
the pen into 5 equal rectangular pieces as shown in the picture. What is the largest
area she can enclose with 3,000 feet of fencing?

River

3. A Farmer will construct a rectangular pen. The pen will be divided into two equal
parts by running a small fence North/South across the middle of the rectangle. What
dimensions will result in a pen with the largest possible area?
4. A farmer will construct a rectangular pen. The pen will be divided into three equal
parts by running two small fences North/South across the middle of the rectangle.
The cost of fencing is eight dollars per meter, and the farmer will spend two-thousand
dollars on fencing. What dimensions will result in a pen with the largest possible area?
5. A diver jumps vertically o! a diving board at time t = 0. The diver’s height h above
the water (in feet), t seconds later is given by the formula h(t) = →16t2 + 6t + 5.
(a) Determine the number of seconds t required for the diver to reach the water (h
= 0)
(b) How many seconds after jumping is the diver at her maximum height above the
water?
(c) Determine the height of the diving board above the water.
6. Farmer Brown has 400 yards of fencing with which to build a rectangular corral. He
wants to divide it evenly into three pens, so he adds in two divider fences, as shown
below. Answer the following:

(a) Write the area of the corral as a function of x:

(b) Determine the maximum area enclosed by the corral.

University of Georgia Department of Mathematics

Name: In-Class Activity: 11 105

Instructions: Work together in groups of 3 or 4 to complete the following problems.

1. The value of a newly purchased equipment is a linear function of time. A company

purchases a piece of equipment for 40,000. After 5 years, the equipment loses 15% of
its value. Answer the following:

(a) Determine the value of the equipment after 5 years.

(b) Express the value V (in dollars) of the equipment as a function of time t (in years)
since purchase.
(c) Determine the total time (in years) it will take for the machine to be worth 45%
of its original value.

2. Give the coordinates of all of the points that lie on both the parabola y = x2 + 1 and
the line y = 2x + 4. Use the following steps to answer the question.

(a) How can one describe an arbitrary point on the line y = 2x + 4 as an ordered
pair? The ordered
(b) How can one describe an arbitrary point on the line y = x2 + 1 as an ordered pair should
pair? only be in
terms of
(c) How do these descriptions help you find the intersection. the variable
x.

Math 1113 - Precalculus

106 Name: In-Class Activity: 11

3. You have 50 cm of wire, and you have to use part of this wire to make a rectangle
that’s twice as long as it is wide, and the rest of the wire (if there is any left) to make
a square. What should the dimensions of the shapes be if you want the total area to
be as small as possible?

University of Georgia Department of Mathematics

Name: In-Class Activity: 11 107

4. Find all points (x, y) lying on the graph of the parabola y = x2 + 2x + 1 so that the
average rate of change on the interval between x and 2 is zero.

5. On the coordinate axes below, draw a function whose domain is

[→2, 1] ≃ (2, 3] ≃ {5}

and whose range is

[→6, →4) ≃ [→1, 1] ≃ {2} ≃ (3, 4].

y
6
5
4
3
2
1

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1
→2
→3
→4
→5
→6

Math 1113 - Precalculus

108 Name: In-Class Activity: 11
↑
6. Find the point P on the graph of x such that the line through P and (1, 1) has slope
4
.
7

7. A business forms a model of its widget sales via a pricing function p(x) = 400 → 70 8
x.
Here, x is the number of widgets sold and p(x) is the sales price in dollars per widget.

(a) Find the revenue function R(x) for this business (revenue is total sales).
(b) Find the number x sold that will maximize revenue. (This will be an unrealistic
fraction, but do not round.)
(c) What is the maximum revenue?
(d) What is the price p(x) that yields maximum revenue?

University of Georgia Department of Mathematics

Name: Additional Practice: 11 109

1. A small business makes scarves and sells them at the farmer’s market. The fixed
monthly cost for the rental space at the farmer’s market is 200. The cost of labor
and supplies for the scarves amounts to 7 per scarf, which are sold for 35 each at the
market.

(a) Write a linear functions for the cost C(x), revenue R(x), and profit P (x) corre-
sponding to the production/sale of x scarves per month.
(b) Determine the cost, revenue, and profit associated with selling 15 scarves in one
month. Will the business make a profit or lose money that month?
(c) Determine the least number of scarves that must be produced and sold for a
monthly profit. Your answer should be an appropriate whole number.

2. A diverter at the end of a gutter spout is meant to direct water away from a house.
The homeowner makes the diverter from a rectangular piece of aluminum that is 20
inches long and 12 inches wide. She makes two equal sized folds both parallel to the
20 inch side. Each fold is a distance x inches away from the edge.

(a) Write the area of the cross-section of the diverter as a function of x.

(b) What is the maximum area of the cross-section of the diverter?

3. You have 50 cm of wire, and you have to use part of this wire to make a rectangle
that’s twice as long as it is wide, and the rest of the wire (if there is any left) to make
a square. What should the dimensions of the shapes be if you want the total area to
be as large as possible?

Math 1113 - Precalculus

Chapter 2

Exponential and Logarithmic

Functions

111
112 Name: Additional Practice: 11

Domain

Range

Logarithmic
Function

Range

Exponential
Function Function

Domain

Inverse
Function

Domain

Range

Figure 2.1: Topics for the second section of the course.

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 113

Watch the Pre-Class videos for Section 3.1 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Determine if f (x) = →4x + 1 is one-to-one both algebraically and graphically.

(a) Graph f (x) = →4x + 1 and use the graph to determine if f (x) is one-to-one. Briefly
y explain
your
reasoning
and do not
simply state
the name of
a theorem
or rule.
x

(b) Algebraically determine if f (x) = →4x + 1 is one-to-one.

Math 1113 - Precalculus

114 Name: Preclass Work - Finish Before Class Begins

x→4
2. Let f (x) = 5x + 4 and g(x) = .
5
Use the theorem on inverse functions (function composition) to determine whether f
and g are inverses. Show every step.

8→x
3. Determine the inverse function of h(x) = .
3

University of Georgia Department of Mathematics

Name: In-Class Activity: 12 115

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Determine if a given function is one-to-one. The function can be given in graphical,

tabular, or algebraic forms.

Explicitly show that a function is one-to-one or demonstrate why a function is not

one-to-one.

Determine the inverse of a given function. The function can be given in tabular or
algebraic forms.

Determine the domain and range of the inverse of a function. The function can be
given in graphical, tabular, or algebraic forms.

Limit the domain of a function that is not one-to-one so that an inverse can be defined
on the resulting restricted domain.

For the following set of questions your group should work with three functions that
you will construct. You will start with three basic functions and transform them into new
functions which will be used throughout the remaining questions.

1. Use g(x) = (x + 1)2 and two of the following functions for your group. Along with g(x)
choose two from the following functions:
1 ↑ ↑
f (x) = x→1, h(x) = (x→2)3 , j(x) = +1, m(x) = x + 2→1, p(x) = 3
x.
x

2. State the parent function for each of your three functions.

g(x) Function 2 Function 3

3. For each of your functions, briefly state the transformations that will change the parent
function to the final function.
g(x) Function 2 Function 3

Math 1113 - Precalculus

116 Name: In-Class Activity: 12

4. Sketch the graphs of each of your functions on a separate axis below, and include the
parent function of each function on the same axis.
y y
6 6

5 5

4 4

3 3

2 2

1 1

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x →6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1 →1

→2 →2

→3 →3

→4 →4

→5 →5

→6 →6

y y
6 6

5 5

4 4

3 3

2 2

1 1

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x →6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1 →1

→2 →2

→3 →3

→4 →4

→5 →5

→6 →6

5. Calculate the domain and range for each of your three functions.
g(x) Function 2 Function 3

University of Georgia Department of Mathematics

Name: In-Class Activity: 12 117

6. Determine algebraically if each of your functions are one-to-one.

g(x) Function 2 Function 3

7. For each of your functions that are not one-to-one, make a domain restriction so that
the function becomes one-to-one on the new domain.
g(x) Function 2 Function 3

Math 1113 - Precalculus

118 Name: In-Class Activity: 12

8. For each of your functions (including those with new domain restrictions), determine
their inverse functions.
g(x) Function 2 Function 3

9. Use function composition to verify that the inverse functions you have described are
truly inverses to your functions.
g(x) Function 2 Function 3

University of Georgia Department of Mathematics

Name: In-Class Activity: 12 119

10. Graph your function and its inverse on the same coordinate axes. Check that they are
properly symmetric to each other.
y y
6 6

5 5

4 4

3 3

2 2

1 1

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x →6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1 →1

→2 →2

→3 →3

→4 →4

→5 →5

→6 →6

y y
6 6

5 5

4 4

3 3

2 2

1 1

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x →6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1 →1

→2 →2

→3 →3

→4 →4

→5 →5

→6 →6

Math 1113 - Precalculus

120 Name: In-Class Activity: 12

11. Determine whether or not each relationship below is a function. For each relationship
that is a function briefly discuss whether or not it is a one-to-one function. Briefly
explain your reasoning. if a function is not one-to-one determine a restriction on the
domain so that it is one-to-one on the restricted domain so that the range of the
function on the restricted domain is the same as the range of the original function.

(a)
y
6
5
4
3
2
1
→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x

(b)
y
4
3
2
1

→4 →3 →2 →1
→1 1 2 3 4 x
→2
→3
→4

(c)
y
4
3
2
1

→4 →3 →2 →1
→1 1 2 3 4 x
→2
→3
→4

University of Georgia Department of Mathematics

Name: Additional Practice: 12 121

1. The graph of a function, h, is given in the plot below, and a table is given for all of
the values of a function, g. Use the information in the graph and the table to answer
each of the questions below. If a value does not exist briefly explain why.
h Graph of h(x)
4
3
2 x g(x)
1 0 5
1 0
2 -3
→4 →3 →2 →1 1 2 3 4 x
→1 3 1
4 3
→2
→3
→4

(a) Is the function h 1-1? (Briefly justify your answer.)

(b) Determine the value of g(h(2)).
(c) Determine the value of h(g(2)).
(d) Determine the value of g →1 (h(3)).
(e) Determine the value of g(h→1 (2)).
(f) Determine the range and domain of g →1 .
(g) Determine the range and domain of h→1 .

2. The following questions refer to the functions whose graphs are given below.x

k Graph of k(x) p Graph of p(x)

x x

(a) Determine the domain of k(x) and determine the set of values of x over which
the function is decreasing. Is the function, k(x), one-to-one? (Briefly justify your
reasoning.)
(b) Determine the domain of p(x) and determine the set of values of x over which
the function is decreasing. Is the function, p(x), one-to-one? (Briefly justify your
reasoning.)

Math 1113 - Precalculus

122 Name: Additional Practice: 12

(c) Are k(x) and p(x) strictly decreasing functions? If a function is strictly decreasing
is the function one-to-one? (Briefly justify your reasoning.)

3. The graph of a function is given below. Determine whether or not an inverse for the
function exists. If not determine a restriction on the domain so that the function
is invertable on your restricted domain. Your restricted domain should allow you to
invert the function for any value of y in the range of the original function.
l(x)

→4 →3 →2 →1 1 2 3 4 x

→1

→2

4. The equation for a function, j(x), is given below, and a table is given for all of the
values of a function, v(x). Use the formula and the table to answer each of the questions
below. If a value does not exist briefly explain why.
x v(x)
0 10
1 8
j(x) = |x|, 2 4
3 0
4 -2

(a) Is the function j 1-1? (Briefly justify your answer.)

(b) Is the function v 1-1? (Briefly justify your answer.)
(c) Determine the value of j(v(2)).
(d) Determine the value of v(j(→2)).
(e) Determine the value of v →1 (j(→4)).
(f) Determine the value of v(j →1 (→3)).
(g) Determine the range and domain of v →1 .

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 123

Watch the Pre-Class videos for Section 3.2 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Graph the following functions.

! "x
1
(a) Graph f (x) = along with it’s asymptote. (It is helpful to plot values for
4
x = 0, 1, →1.)
y

! "x+3
1
(b) Transform f (x) from part 1a to graph g(x) = → 2 along with it’s asymp-
4
tote.
y

Math 1113 - Precalculus

124 Name: Preclass Work - Finish Before Class Begins

2. Suppose that 5000 is invested and pays 6.5% per year under the following compound-
ing options. Determine the total amount in the account after 10 years with each
option.

(a) Compounded monthly

(b) Compounded continuously

University of Georgia Department of Mathematics

Name: In-Class Activity: 13 125

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Use the definition of an exponential function to define a function describing a situation

given in written, verbal, or graphical form.

Use the properties and operations of exponential functions to solve for any variable in
an expression that has exponential functions.

Be able to graph exponential functions. Be able to compare and identify di!erent

exponential functions whose parameters di!er.

Given the parameters associated with multiple exponential grow/decay equations de-
termine the general behaviour and compare the relative growth or decay of the di!erent
equations.

Determine the equation for the balance of a bank account or credit debt for compound
interest given a written description of the situation.

Determine the equation for the value of an exponential growth/decay problem given a
written description of the situation. Be able to identify if a situation results in either
growth or decay.

2.2.1 Exponential Functions

1. Which of the following equations represent exponential functions? Circle the exponen-
tial functions.
! "x+3
x x x 2 3
f (x) = 2x+1, g(x) = →4 , h(x) = 1 , j(x) = 3·2 , m(x) = x , p(x) = .
10

2. Write two examples of exponential growth functions.

3. Write two examples of exponential decay functions.

4. Fill in the table of values for the function j(x) = 3 · 2x .

x j(x)
-2
-1
0
1
2

Math 1113 - Precalculus

 126 Name: In-Class Activity: 13

5. A parent function and a sequence of operations is given in each part below. For each
part make a sketch of the parent function, determine the new function, and sketch the
new function. Briefly describe the long-term behaviour of each function.

State the (a) g(x) = 3x

new y
function 6
obtained in
5
each step of i. Shift 4 units to the left. 4
the trans-
3
formation
below. 2

ii. Reflect across the y-axis. 1

→4 →3 →2 →1 1 2 3 4 x
→1

iii. Shift upward 2 units. →2

→3

→4

→5

→6

! "x
1
(b) g(x) =
3
y
6

5
i. Shift 1 unit to the left. 4

ii. Stretch horizontally by a factor of 4. 1

→4 →3 →2 →1 1 2 3 4 x
→1

iii. Reflect across the x-axis. →2

→3

→4

→5

→6

University of Georgia Department of Mathematics

Name: In-Class Activity: 13 127

2.2.2 Solving Exponential Equations Solving an equation means to find the

set of values that can be substituted for the variable, creating a true statement.
↑
Example. To solve ↑ the equation, 3 x = 3 we need to undo the operations happening
to x. Remember, 3 x = x1/3 .
↑
3
x = 3 Original equation.
1/3
x = 3 Use definition of cube root.
# 1/3 $3/1
x = 33/1 Raise both sides to 3/1.
1
x = 33 Use exponential properties.
x = 27 Simplify.

6. Use the example above to solve each of the following equations. Take one step at a
time and write down each step.
↑ 3
(a) ( x) = 64.

↑
(b) 5 7 x → 2 = 13

Math 1113 - Precalculus

128 Name: In-Class Activity: 13

2.2.3 Compound Interest The compound interest formula is

+ r ,nt
A(t) = P 1 + ,
n
where P is the initial principal, r is the annual compounded interest rate (a number
between 0 and 1), n is the number of compounding periods per year, and t is the time
in years.

7. If 10,000 is invested at an annual rate of 8%, determine the amount present after 10
years given the following:

(a) Compounded annually

(b) Compounded monthly

(c) Compounded weekly

(d) Compounded daily

(e) Compounded hourly

(f) Compounded every minute

(g) Compounded continuously

What is the general trend, and how do the results relate to one another?

University of Georgia Department of Mathematics

Name: In-Class Activity: 13 129

2.2.4 Laws of Exponents

Laws of Exponents
+ a ,n an
am · an = am+n =
b bn
am
(am )n = amn = am→n
an
1
(ab)n = an bn = a→n
an

8. Simplify the expressions completely (there should only be one instance of each variable
and only positive exponents). For each step, identify the rule used to simplify.
! "→9
x
(a) · y 10
y

! "
3 5 x9
(b) (→2x y)
5y 2

-
x4 y 3
(c)
y

↑
(d) x2 + 4

Math 1113 - Precalculus

130 Name: In-Class Activity: 13

9. Two functions are defined,

# 1 $x
p(x) = 2
, d(x) = ax ,

where a is a positive constant.

(a) Make a rough sketch of the function p(x). (Label your axes.)

(b) Determine all possible values of a that will ensure that p(x) > d(x) for all x > 0.

(c) Determine all possible values of a that will ensure that p(x) > d(x) for all x < 0.

(d) Determine all possible values of a that will ensure that p(x) < d(x) for all x > 0.

University of Georgia Department of Mathematics

Name: Additional Practice: 13 131

1. Match each of the following functions to their graph.

(a) y = 2x (e) y = 1.25x

(b) y = →2x (f) y = 1.25→x
(c) y = 2→x (g) y = →1.25x
(d) y = →2→x (h) y = →1.25→x

y
8

→8 →7 →6 →5 →4 →3 →2 →1 1 2 3 4 5 6 7 8 x
→1

→2

→3

→4

→5

→6

→7

→8

2. Solve each of the following equations for x.

↑ 3
(a) ( x) = 8
↑ 2
(b) ( 3 x) = 16
↑ 5
(c) ( 9 x) = 243
↑ 3
(d) ( 4 x + 2) = 27
+↑ ,
3 x→2 4
(e) 7
= 16

Math 1113 - Precalculus

132 Name: Additional Practice: 13

3. Simplify the expressions completely (there should only be one instance of each variable
and only positive exponents). For each step, identify the rule used to simplify.
x8/3 y 3/5
(a)
x2
! "2/5
→2x→3
(b)
y 12
(c) x3 · (2x)2
↑
( x(x → 1))100 · x2
(d)
(x → 1)101
↑
(e) x2
4. The function Gi(x) is defined by
! "x
1
Gi(x) = 5 → C · ,
6
where C is a constant.
(a) Given that Gi(0) = 3.5, determine the value of C.
(b) Make a rough sketch of the function, Gi(x). Describe the behaviour of Gi, and
in particular discuss the long-term trend of the function.
5. The function Ro(x) is defined by
! "x
2
Ro(x) = A + 7 · ,
3
where A is a constant.
(a) Given that Ro(0) = 2.1, determine the value of A.
(b) Make a rough sketch of the function, Ro(x). Describe the behaviour of Gi, and
in particular discuss the long-term trend of the function.
6. Two functions are defined,
# 5 $x
u(x) = 7
, w(x) = ax ,
where a is a constant.
(a) Make a rough sketch of the function u(x). (Label your axes.)
(b) Determine all possible values of a that will ensure that u(x) > w(x) for all x > 0.
(c) Determine all possible values of a that will ensure that u(x) > w(x) for all x < 0.
7. Two functions are defined,
# 1 $x
c(x) = 3
, k(x) = ax ,
where a is a constant.

University of Georgia Department of Mathematics

Name: Additional Practice: 13 133

(a) Make a rough sketch of the function c(x). (Label your axes.)
(b) Determine all possible values of a that will ensure that c(x) < k(x) for all x > 0.
(c) Determine all possible values of a that will ensure that c(x) < k(x) for all x < 0.

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 135

Watch the Pre-Class videos for Section 3.3 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Rewrite the following expressions in their equivalent exponential forms.

(a) log8 (1) = 0

(b) ln(a) = b

2. Rewrite the following expressions in their equivalent logarithmic forms.

(a) 70 = 1

(b) 103 = 1000

3. Determine the domain of the function log7 (2x + 5). Write your answer in interval
notation.

Math 1113 - Precalculus

136 Name: Preclass Work - Finish Before Class Begins

4. Graph the following functions.

(a) Graph the function f (x) = ex . Also, graph and label its asymptote. (It is helpful
to plot values for x = 0, 1, →1.)
y

(b) Use part (a) to graph the function g(x) = ln(x). Also, graph and label its asymp-
tote.
y

University of Georgia Department of Mathematics

Name: In-Class Activity: 14 137

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Use the logarithm function to solve for a variable in an equation that has exponential
terms.

Determine the domain and range of a simple function that contains logarithmic terms.

Determine the inverse of a simple exponential function.

Determine the inverse of a function that contains logarithmic terms.

Graph basic logarithmic functions.

Solve for a variable in a simple equation that contains logarithmic terms.

1. Write each of the following functions in their equivalent exponential forms.

log3 (x) = 9, log2 (8) = x, log2 (y) = 5, log5 (y) = 2.

2. Write each of the following functions in their equivalent logarithmic forms.

y = 34 , m = 42 , 64 = 4x , 32 = x5 .

3. Solve each of the following expressions for the unknown value by first rewriting the
equation in exponential form.

(a) log3 (x) = 4

(b) logm (81) = 4

+x,
(c) log2 =5
2

Math 1113 - Precalculus

 138 Name: In-Class Activity: 14

4. Determine the inverse of each of the following functions. (Hint: rewrite each expression
in logarithmic or exponential form after switching x and y.) Determine the domain
If you are and range of the function and its inverse.
unsure of
the domain (a) f (x) = log3 (x)
and range
make a
quick sketch
of the graph
of the
function.

f →1 (x) =

Domain of f (x): Domain of f →1 (x):

Range of f (x): Range of f →1 (x):

(b) g(x) = log5 (x + 3)

g →1 (x) =

Domain of g(x): Domain of g →1 (x):

Range of g(x): Range of g →1 (x):

(c) p(x) = e3x

p→1 (x) =

Domain of p(x): Domain of p→1 (x):

Range of p(x): Range of p→1 (x):

University of Georgia Department of Mathematics

Name: In-Class Activity: 14 139

5. Graph q(x) = 2x and q →1 (x) = log2 (x) on the rectangular coordiantes below. Also,
graph and label their asymptotes.

(a) q(x) = 2x (b) q →1 (x) = log2 (x)

y y
6 6

5 5

4 4

3 3

2 2

1 1

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x →6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1 →1

→2 →2

→3 →3

→4 →4

→5 →5

→6 →6

6. Graph each of the following transformed logarithmic functions.

(a) m(x) = log2 (→x + 3) + 1

y
6

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1

→2

→3

→4

→5

→6

Math 1113 - Precalculus

 140 Name: In-Class Activity: 14

(b) w→1 (x) = 2 log3 (x + 4) → 1

y
6

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1

→2

→3

→4

→5

→6

Since r(x) = bx and s(x) = logb (x) are inverses,

r(s(x)) = blogb (x) = x s(r(x)) = logb (bx ) = x.

Express 7. Evaluate the following expressions.

each of the
terms (a) log10 (1000) =
within the
parenthesis (b) log3 (27) =
in a form
that will
(c) log4 (1) =
allow you
to take ! "
advantage 1
(d) log2 =
of the 4
definition
of the (e) 3log3 (12) =
inverse.

(f) eln(4) =

(g) 64log4 (2) =

University of Georgia Department of Mathematics

Name: In-Class Activity: 14 141

8. The advent of high frequency stock trading has motivated definitions of new methods
to quantify the volatility of a security. The idea is to take a trading period and divide
the time up into equal time periods. The trading period may be divided up into ten
minute intervals, and the price of a security at the end of each time period is recorded.
For example, the price of a stock at the end of the 50th minute of the trading day would
be designated as P5 . One proposed measure of volatility is to take the logarithm of
the ratio of the prices between two successive time periods. The volatility of a stock
from the 50th to the 60th minute of the day would be Note that
! " the price of
P6 a security
V6 (t) = ln .
P5 is a real
number
(a) Briefly describe what happens to the volatility, V6 , as P6 gets bigger than P5 . How greater
does the volatility change as P6 gets much bigger? than or
equal to
zero.

(b) Briefly describe what happens to the volatility, V6 , as P6 gets smaller than P5 .
How does the volatility change as P6 gets much smaller?

(c) Under what circumstances is the volatility, V6 , close to zero?

(d) If you purchase a security in the morning and monitor the volatility of the security
throughout the day, do you prefer to see positive or negative numbers for the
volatility? If the volatility gets bigger how does the price of the stock change?

(e) A di!erent way to quantify volatility has been proposed using the following defi-
nition: What might
! ! ""2 happen
P6 when you
V̂6 (t) = ln .
P5 add the
volatilities
How is this di!erent, and what are the relative advantages and disadvantages of
of a
the definition?
security
over
successive
time
periods?

Math 1113 - Precalculus

142 Name: Additional Practice: 14

1. Solve each of the following expressions for the unknown value by first rewriting the
equation in exponential form.

(a) log2 (4x) = 5

#↑ $
(b) log4 x =2
(c) loga (216) = 3
# $
(d) log2 x5 = 8

2. Determine the inverse of each of the following functions. (Hint: rewrite each expression
in logarithmic or exponential form after switching x and y.) Determine the domain
and range of the function and its inverse.

(a) h(x) = ln(7x → 4)

(b) k(x) = 4x+3

3. Graph each of the following transformed logarithmic functions. Graph and annotate
the asymptote for each function.

(c) u(x) = →3 ln(x → 2)

y
6

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1

→2

→3

→4

→5

→6

University of Georgia Department of Mathematics

Name: Additional Practice: 14 143

(d) v →1 (x) = log5 (5 → x)

y
6

→6 →5 →4 →3 →2 →1 1 2 3 4 5 6 x
→1

→2

→3

→4

→5

→6

4. One way to change a logarithmic expression is to convert it into its exponential form
and then back into its logarithmic form after performing some algebra steps. This can
be di”cult for non-trivial expressions. One particular example is examined:

y = log(x) + log(3).

Show that the expression above is equivalent to y = log(3x) using the following steps:

(a) Subtract log(3) from both sides.

(b) Substitute u = y → log(3).
(c) Rewrite the expression into its exponential form.
(d) Substitute the definition of u so the new form is in terms of y.
(e) Use exponential properties and properties of the logarithm to show that
10y
10y→log(3) = .
3
(Show all the steps required to establish this identity.)
(f) Solve the equation for 10y .
(g) Convert the new expression into its logarithmic form to show that y = log(3x).

5. Mimic the steps in the previous problem to show that y = 3 log(x) implies that y =
log (x3 ).

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 145

Watch the Pre-Class videos for Section 3.4 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Use logarithmic properties to simplify and condense the following into one logarithm.

(a) ln(x) + ln(y) → ln(z)

1
(b) log2 (x2 ) + log2 (x → 1) → 3 log2 ((x + 3)2 )
2

2. Use logarithmic properties to expand each expression.

! "
x
(a) log2
y5

# $
(b) ln (y 2 → 16)(y + 8)2

3. (Use the change of base formula to approximate log7.5 (98) and round your answer to
4 decimal places. Show all work.

Math 1113 - Precalculus

Name: In-Class Activity: 15 147

Instructions: Work together in groups of 3 or 4 to complete the following problems.

CAUTION: There is NO RULE for breaking down loga (u + w) or loga (u → w).
Student goals:

Use the properties of logarithms to solve for a variable in a variety of more complex
forms:

loga (u · v) = loga (u) + loga (v),

+u,
loga = loga (u) → loga (v),
v
loga (ur ) = r loga (u).

Solve for a variable when multiple logarithms with di!erent bases are present in an
expression.

Solve for a variable when multiple exponentials with di!erent bases are present in an
expression.

1. Let M = logb (x) and N = logb (y).

(a) Write the given equations in exponential form.

(b) Show that xy = bM +N .

(c) Write the expression xy = bM +N in logarithmic form.

(d) Substitute for M and N .

(e) What did you just show?

Math 1113 - Precalculus

148 Name: In-Class Activity: 15

2. Let M = logb (x) and N = logb (y). Use the same process as that in the previous
question to show the Quotient Property of Logarithms is true.
! "
x
logb = logb (x) → logb (y)
y

University of Georgia Department of Mathematics

Name: In-Class Activity: 15 149

3. Expand the following to express in terms of logarithms of x, y, z, or w.

(a) log4 (xz)

! "
x
(b) log2
y

! "
w2 z 3
(c) ln ↑
y2 5 x

4. Condense the following to express as a single logarithm.

(a) log7 (4x5 ) → log7 (x2 )

(b) →4 (ln(2) → ln(7)) + 5 ln(3)

(c) 7 log8 (x) → 3 log8 (2x + 3) + 2 log8 (x → 3)

Math 1113 - Precalculus

150 Name: In-Class Activity: 15

5. Rewrite the function into an equivalent form without using any logarithms.

(a) f (x) = 10 ln(e→7+2x )

2 +1)
(b) f (x) = 3log3 (8)→5 log3 (x

(c) f (x) = log(104x+y 100y→x )

6. Use the given approximations to approximate the value of the following logarithms.

logb (2) ⇐ 0.356 logb (3) ⇐ 0.565 logb (5) ⇐ 0.827

(a) logb (15)

(b) logb (10)

(c) logb (81)

! "
15
(d) logb
2

University of Georgia Department of Mathematics

Name: In-Class Activity: 15 151

7. For each of the following functions, determine whether or not its graph is shown below.

(a) y = 2x + 3 (c) y = 2→x + 3 (e) y = → ln(x → 2)

(b) y = ln(x → 2) (d) y = e→x → 3 (f) y = → log2 (x+3)→4

y
8

→8 →7 →6 →5 →4 →3 →2 →1 1 2 3 4 5 6 7 8 x
→1

→2

→3

→4

→5

→6

→7

→8

8. Use the change-of-base formula to write log2 (6) log6 (7) as a single logarithm.

Math 1113 - Precalculus

 152 Name: Additional Practice: 15

1. For each expression below, condense the left hand side into a single logarithm, and then
use the definition of the logarithm to determine all possible values of x that satisfy the
Check your original expression.
answers
with the (a) log(x + 2) + log(x) = 2
original (b) log(x + 2) → log(x) = 2
equation to
(c) log(x → 3) + log(x → 5) = 1
ensure that
your (d) log(2 → x) + log(x + 1) = 0
solutions
2. Use the change-of-base formula to write log4 (3) + log5 (7) as a single logarithm using
are valid.
base e.

3. The function P m is defined by

P m(x) = A + B ln(x).

It is known that P m(1) = 5 and P m(3) = 2. Determine the values of A and B. What
is the long term behaviour of the function?

4. Make a rough sketch of the graphs of ln(|x|) and ln(x). Briefly describe the di!erences
between them. How do the two graphs relate to the graph of 12 ln (x2 )?

5. For what values of x are the functions g(x) = 2 ln(x) and h(x) = ln (x2 ) equivalent?
Make a rough sketch of the two functions.

6. Determine the domain of the function

# $
b(x) = ln →x2 + 3x → 2

two di!erent ways. First, determine values of x so that the quadratic is positive.
Second factor the quadratic and use the properties of the logarithm to express the
function in a di!erent form.

7. Determine the approximate numerical values of the expressions below given

logb (x) ⇐ →0.4511, logb (8) ⇐ 0.6727, logb (12) ⇐ 0.8039.

+x,
(a) logb
12
! ↑ "
64 x
(b) logb
12
.↑ /
3
8 x2
(c) logb
144
! "
2x
(d) logb
3

University of Georgia Department of Mathematics

Name: In-Class Activity: 16 153

Instructions: Work together in groups of 3 or 4 to complete the following problems.

1. Which functions are exponential functions?

↑
f (x) = 4.2x g(x) = x4.2 h(x) = 4.2x k(x) = ( 4.2)x m(x) = (→4.2)x

2. Consider y = 3x . Determine the domain, range, and asymptote for each of the following
functions.

(a) f (x) = 3x

(b) g(x) = 3x + 2

(c) b(x) = 3x+2 → 1

! "x
1
(d) h(x) =
3

3. Alice will put 15,000 into a savings account. The first account o!ers an interest rate
of 6.4% compounded monthly. The second account o!ers an interest rate of 6.7%
compounded continuously. Which option is best if the account will be left alone for
five years. Is there a time when the choice will change?

Math 1113 - Precalculus

154 Name: In-Class Activity: 16

4. Determine the domain, range, and asymptote for each of the following functions.

(a) f (x) = log(8 → x)

(b) g(x) = log2 (x2 → 16)

(c) h(x) = ln(x2 + 14)

! "
1
(d) m(x) = 3 + log4 ↑
11 → x

5. Determine the domain of the following function and explain your answer.

f (x) = ln(→6x2 )

University of Georgia Department of Mathematics

Name: In-Class Activity: 16 155

6. Graph the function f (x) = log3 (x + 2) + 4 along with it’s asymptote.

y

7. Find a logarithmic function of the form f (x) = b + loga (x + c) that has the vertical
asymptote x = →14, passes through the point (→13, 2) and crosses the x-axis at x =
→685
49
.

Math 1113 - Precalculus

156 Name: In-Class Activity: 16

8. Simplify the expression without using a calculator.

(a) log3 (9)

1
(b) log2 ( )
16

(c) log1/7 (49)

9. Simplify the expression without using a calculator.

(a) log4 (411 )

(b) 5log5 (x+y)

(c) logω (1)

10. Write the logarithm as a sum or di!erence of logarithms and simplify as much as
possible. (Expand the logarithmic expression.)
! "
1 2
(a) log7 mn
7

! "
p5
(b) log5 ↑
m n

! "
10
(c) log ↑
a + b2
2

. /
5 e2
(d) ln
c2 + 5

University of Georgia Department of Mathematics

Name: In-Class Activity: 16 157

11. Write the logarithmic expression as a single logarithm with coe”cient 1, and simplify
as much as possible. (Condense the logarithmic expression.)

(a) ln(y) + ln(4)

(b) log3 (693) → log3 (33) → log3 (7)

(c) 3[ln(x) → ln(x + 3) → ln(x → 3)]

1 3
(d) 15 log(c) → log(d) → log(k)
4 4

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 159

Watch the Pre-Class videos for Section 3.5 day 1 (parts 1-4) and answer the following ques-
tions. Remember that in your written work you are graded on the correctness of your
supporting work and not just your final answer. Always give an exact answer unless you are
explicitly told to round; calculator approximations will not receive full credit.

Determine all possible values of x that satisfy each of the following relationships. Then
check your answers.

1. 4x+2 = 64

2. ln(2x → 3) = ln(11)

3. 5 + ex+1 = 20

Continued on next page.

Math 1113 - Precalculus

Name: In-Class Activity: 17 161

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Solve equations with multiple exponential terms.

Determine inverses of complicated functions that have either exponential or logarithmic

terms.

Manipulate equations with exponentials and transform them into other forms. For
example, transform an expression with exponential terms into a quadratic equation.

Define relationships given written descriptions that include wither exponential or log-
arithmic terms.

Convert and write any exponential function using base e.

Determine the value of any or all parameters in a compound interest problem given a
written description of the situation.

Determine the value of any or all parameters in an exponential growth/decay problem

given a written description of the situation. Be able to identify if a situation results in
either growth or decay.

Determine the value of any or all parameters given a written description of a logistic
growth function.

We have learned 3 techniques to solve exponential and logarithmic equations.

(1) Equivalence Property of Exponential Expressions: If b, x, and y are real numbers

where b > 0, b ⇒= 1. Then
bx = by implies that x = y.

(2) Equivalence Property of Logarithmic Expressions: If b, x, and y are positive real

numbers with
logb (x) = logb (y) implies that x = y.

(3) Solving Exponential Equations by Using Logarithms: Isolate the exponential

expression on one side of the equation and take a logarithm of the same base on
both sides.

Math 1113 - Precalculus

162 Name: In-Class Activity: 17

1. For each equation, determine the best technique to use to solve the equation. Do not
solve the equations.

(a) 3x = 81 (e) 103+4x → 8100 = 120, 000

(b) log(x2 + 6x) = log(7) (f) log4 (3x + 11) = log4 (3 → x)

! "x→5
1
(c) 11 3x+1
= (g) 1024 = 19x + 4
11

(d) 6x = 87 (h) 52x+2 = 625

2. Solve the following equations using the appropriate techniques. Then check your an-
swers.

(a) 2t = 32

(b) 1003m→5 = 10003→m

University of Georgia Department of Mathematics

Name: In-Class Activity: 17 163

(c) 2x = 70

(d) 80 = 320e→0.5t + 3

(e) log3 (12 → x) = log3 (x + 6)

(f) ln(w2 + 7w) = ln(18) + 1

Math 1113 - Precalculus

164 Name: In-Class Activity: 17

3. Sometimes, we need to use other techniques and properties to solve exponential equa-
tions. For example, when there are multiple exponential functions, it can be helpful to
take ln or log of both sides. Solve the equations. Then check your answers.

(a) 36x+5 = 52x

(b) 21→6x = 73x+4

University of Georgia Department of Mathematics

Name: In-Class Activity: 17 165

4. You may also notice that an exponential equation has the same form as a quadratic
equation. So you may need to substitute to solve the problem like a quadratic equation.
Solve the equations. Then check your answers.

(a) e2x → 9ex → 22 = 0

(b) e2x → 6ex → 16 = 0

5. Show that the function

k(x) = 3 ln(x) + 1

is one-to-one.

Math 1113 - Precalculus

166 Name: In-Class Activity: 17

6. The body temperature of a reptile is 38↓ Celsius. The reptile moves into a cooler,
sheltered area, and the reptile’s body temperature at a time, t minutes, after moving
is

BT (t) = 30 + C · e→0.15t .

(a) Given the reptile’s initial temperature, determine the value of C.

(b) How long will it take for the reptile’s body temperature to reach 34↓ Celsius?

(c) What happens to the reptile’s body temperature in the long term? What does
this imply about the ambient temperature of the sheltered area?

Once you have finished this worksheet, go back and solve the equations from #1.

University of Georgia Department of Mathematics

Name: Additional Practice: 16 167

1. Solve the following equations using the appropriate techniques. Then check your an-
swers.
↑
(a) 3 5 = 5x
! "p+1
2p→3 1
(b) 7 =
49
(c) 801 = 23y + 6
(d) ln(2x + 1) = ln(x)
(e) log9 (1 → 2x) = log9 (x) → 3

2. For each function below determine algebraically whether or not the function is one-to-
one. Determine the inverse of a function if it is one-to-one.

(a) c(x) = e→3x+1

(b) d(x) = 4 · 6x+1 + 1
(c) g(x) = 4 + 9 ln (x + 1)
# $
(d) h(x) = ln x2

3. The eggs of a bird are placed in an incubator, and the temperature of the eggs are
the same as that of the inside of the incubator. When the incubator is on its internal
temperature is 40↓ Celsius. If the power is cut o! to the incubator then its internal
temperature as a function of the number of minutes since the power was cut, t, is given
by

IT (t) = 26 + C · e→0.05t .

(a) If the incubator is at its initial temperature of 40↓ Celsius and power is cut o!,
determine the value of C.
(b) Describe the long term trend of the internal temperature when the power is cut
to the incubator.
(c) The eggs of a particular bird should be periodically cooled to 35↓ Celsius and
then reheated back to their normal temperature. How long should the incubator
be turned o! for this to occur?

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 169

Watch the Pre-Class videos for Section 3.5 day 2 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

1. Solve the following equations. Then check your answers. Leave your answers as sym-
bolic expressions (no decimals).

(a) 5 log6 (7w + 1) = 10

(b) 2 log8 (3y → 5) + 20 = 24

Math 1113 - Precalculus

170 Name: Preclass Work - Finish Before Class Begins

2. If 10,000 is invested in an account earning 5.5% interest compounded continuously,

determine how long it will take for the money to triple. Round your final answer to
the nearest year.

University of Georgia Department of Mathematics

Name: In-Class Activity: 18 171

Instructions: Work together in groups of 3 or 4 to complete the following problems.

1. Solve the equation 4→x+12 = 19 in three di!erent ways. Note that the form your answer
takes will be di!erent depending on the method, but that all answers should agree.

(a) by converting to logarithmic form

(b) by taking log4 of both sides

(c) by taking ln of both sides

Math 1113 - Precalculus

 172 Name: In-Class Activity: 18

2. Solve the equation log5 (2x + 19) = 8 in two di!erent ways:

(a) by converting to exponential form

(b) by “exponentiating” both sides with base 5

3. For the equation 52x→7 = 49x+12 , why don’t we want to convert to logarithmic form?
The point: Solve the equation in two di!erent ways:
You can (a) by taking the ln of both sides (b) by taking log4 of both sides
use any log
to solve an
exponential
equation.
Some are
just more
convenient
than others.
A good
candidate is
the
common
log, the
natural log,
or a log
using a
“base” in
the
equation.

University of Georgia Department of Mathematics

Name: In-Class Activity: 18 173

4. Solve the logarithmic equation. (Make sure your answers are consistent with the orig-
inal equation.)

(a) 6 log5 (4p → 3) → 2 = 16

(b) log(x) + log(x → 7) = log(x → 15)

Math 1113 - Precalculus

174 Name: In-Class Activity: 18

5. If a couple has 80,000 in a retirement account, how long will it take the money to
grow to 1,000,000 if it grows by 6% compounded continuously? Round to the nearest
year.

6. An 8000 investment grows to 9289.50 at 3% interest compounded quarterly. For how

long was the money invested? Round to the nearest year.

7. 20,000 is invested at 3.5% interest compounded monthly. How long will it take for
the investment to triple? Round to the nearest tenth of a year.

University of Georgia Department of Mathematics

Name: In-Class Activity: 18 175

8. The body volume versus the brain volume for an order of beetles, Coleoptera, was
examined in a paper by Polilov and Makarova.1 The authors found that the volume of
an insect’s brain was related to the volume of the insect’s body by the relationship

Brain Volume = 0.0800 · (Total Volume)0.699

(All volumes are measured in nanoliters (nl)).

(a) A beetle is captured, and its total volume is estimated to be 250nl. What is the
estimated volume of its brain? (Your answer should be to within 0.01nl.)

(b) A fragment of an ancient beetle is found in a piece of amber, and the volume of
its brain is estimated to be 50nl. Assuming that the relationship above still holds,
determine an estimate for the volume of the whole beetle. (Your answer should
be to within 0.01nl.)

1
The scaling and allometry of organ size associated with miniaturization in insects: A case study for
Coleoptera and Hymenoptera, Polilov, Alexey A. and Makarova, Anastasia A., Scientific Reports, Number
7, 22 Feb 2017.

Math 1113 - Precalculus

176 Name: In-Class Activity: 18

9. The root mass of a tree, RM (kg), castanopsis eyrei, and the diameter,D (cm), of the
tree’s trunk is related by2

RM = a · Db ,

where a and b are constants.

(a) If the root mass of a tree with a trunk diameter of 10cm is 2 kg, and the root
mass of a tree with a trunk diameter of 20 cm is 25 kg, determine the values of a
and b.

(b) Using your values from the previous part, if the root mass of a tree is 15 kg what
is the diameter of the tree?

2
The Allometry of Coarse Root Biomass: Log-Transformed Linear Regression or Nonlinear Regression?
Jiangshan Lai,Bo Yang,Dunmei Lin,Andrew J. Kerkho!,Keping Ma, October 8, 2013, https://doi.org/
10.1371/journal.pone.0077007

University of Georgia Department of Mathematics

Name: Additional Practice: 17 177

1. Solve the logarithmic equation. Then check your answers.

(a) log(q → 6) = 3.5

(b) log3 (y) + log3 (y + 6) = 3

(c) log3 (n → 5) + log3 (n + 3) = 2

2. A 2500 bond grows to 3729.56 in 10 years under continuous compounding. Find the
average interest rate. Round to the nearest whole percent.

3. Use the formula pH=→ log(H+ ) to determine the value of H+ for the following liquids
given their pH values.

(a) Seawater pH: 8.5

(b) Acid rain pH: 2.3

4. Kleiber’s law is used to approximate an animal’s metabolic rate. For a particular

species of feline it is estimated that an animal’s metabolic rate is approximated by

E = 0.0012M 0.75 ,

where M is the animal’s mass in kilograms, and E is the animals metabolic rate in
Watts.

(a) A feline of the given species is captured, and its mass is 4.5kg. What is the
animal’s metabolic rate?
(b) A feline of the given species is captured, and its metabolic rate is estimated to be
0.0041W. What is the estimate for its mass?
(c) A new species of sea invertebrate is discovered. The mass of a speciman is 0.1 kg,
and its metabolic rate is 0.000031 Watt. If the metabolic rate is approximated by

E = 0.03M ε

determine the value of ω.

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 179

Watch the Pre-Class videos for Section 3.6 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Suppose that 50,000 from a retirement account is invested in a large cap stock fund.
After 20 years, the value is 194,809.67.

(a) Use the model A = P ert to determine the average rate of return under continuous
compounding. (Do not simplify or round your answer.)

(b) Assuming interest continues to accumulate at this average rate, how long will it
take the investment to reach 250,000? Round your final answer to the nearest
tenth of a year.

Math 1113 - Precalculus

180 Name: Preclass Work - Finish Before Class Begins

2. A sample from a mummified bull was taken from a pyramid in Dashur, Egypt. The
sample shows that 78% of the carbon-14 still remains. How old is the sample? Round
to the nearest year. Use the model Q(t) = Q0 e→0.000121t for radiocarbon dating.

University of Georgia Department of Mathematics

Name: In-Class Activity: 19 181

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Students should be able to do each of the following:

Solve equations for various parameters.

Solve equations for a variable.

Construct equations from written descriptions.

Determine logistic relationships given a written description.

Identify growth vs decay given a verbal written description.

NOTE 1: Half-life is the time it takes for 50% (or half) of a substance to decay.
NOTE 2: Leave all of your answers in symbolic form.

1. Determine which of the following are exponential decay functions.

! "t ! "→t
t →t 1 1
f (t) = 5 g(t) = 5 h(t) = p(t) =
5 5

2. Carlos has taken an initial dose of a prescription medication. The relationship between
elapsed time t, in hours, since he took the first dose, and the amount of medication,
M (t), in milligrams (mg), in his bloodstream is modeled by the following function.

M (t) = 20e→0.8t

(a) How much medication is in Carlos’ bloodstream after 3 hours?

(b) In how many hours will Carlos have 1 mg of medication remaining in his blood-
stream?

Math 1113 - Precalculus

182 Name: In-Class Activity: 19

3. You invest at 3% per annum, compounded continuously. Determine the time t required
for your investment to triple.

4. Money is invested at an interest rate of r (where r is a decimal) and is compounded

continuously. Express the time required for the money to triple, as a function of r.

University of Georgia Department of Mathematics

Name: In-Class Activity: 19 183

5. The amount of a radioactive compound in a sample decays exponentially (P = P0 ekt ).

The sample initially contains 50g of the compound, and after three years contains 40g.
How long will it take until there is 30g of material?

(a) Determine the two points (t, P ) given in the question.

(b) Use the two points in the given equation to determine the decay constant k.

(c) How long will it take until there is 30g of material?

(d) What is the half-life of the compound?

Math 1113 - Precalculus

184 Name: In-Class Activity: 19

6. The human population grew exponentially from 1.6 billion people in the year 1900
to 6 billion in the year 2000.

(a) If the population continues to grow at this rate, what will be the population in
2100?
To simplify calculations, I recommend using the year 1900 at year t = 0. Round
your answer to the nearest tenth of a billion.

(b) WOW! That is a lot of people!

Suppose the population growth slows to follow the logistic model
12
P =
1 + 22.3e→0.031t
where P is measured in billions of people and t in years since 1900.
In this model with reduced growth, what will be the population in 2100? Round
your answer to the nearest tenth of a billion.

(c) Following the exponential growth, the population will continue to grow indefi-
nitely. However the logistic model levels o! to a certain maximum population.
What is the maximum (long-term) population of the logistic model?

University of Georgia Department of Mathematics

Name: In-Class Activity: 19 185

7. If a certain bacteria population triples in 5 days, determine the time t (in days) that
it takes the population to quadruple.

8. 78% of Carbon-14 remains after 2053 years.

(a) Determine the decay constant for Carbon-14.

(b) Determine the half-life of Carbon-14. (Determine how long it takes for half of the
Carbon-14 to remain.)

(c) Determine the age of a piece of wood that has 42% of its Carbon-14 remaining.

Math 1113 - Precalculus

186 Name: In-Class Activity: 19

9. A pendulum swings back and forth over the ground. Its height above the ground
oscillates with an amplitude that decays exponentially.
Originally, that amplitude is 2.3 cm. After 2 hours of swinging, the amplitude is 1.9
cm.
Determine how long it will take for the amplitude to be 1% of its original value.

10. A patient has 80 milligrams of a drug administered at 9AM. At noon, there is 20 mg

of the drug in his bloodstream. If the amount of drug in the patient’s blood decays
exponentially, how much of the drug do we expect to be in his bloodstream at 5PM?

University of Georgia Department of Mathematics

Name: In-Class Activity: 19 187

11. Radioactive iodine is used in thyroid testing. Its half-life is 8 days. The amount
of iodine remaining after t days is A(t) = A0 b→t , where A0 is the initial amount.
Determine b.

12. Suppose that you have an exponential decay function of the form P = P0 ekt , and you
know that the points (4, 6000) and (10,2700) are on the graph.

(a) Determine the decay constant k.

(b) Determine the P0 .

Math 1113 - Precalculus

188 Name: Additional Practice: 18

1. The PR interval (abbreviated PR) for a mammal is the time between contractions of
the left atrium and the left ventricle. Experiments3 have shown that the body mass
(BM) of a mammal and its PR are related by

ln (PR) = 2.4 + 0.24 ln (BM) .

(a) Determine the formula that provides the PR as a function of BM for a mammal.
(There should not be any logarithms in your final answer.)
(b) Determine the formula that provides the BM as a function of PR for a mammal.
(There should not be any logarithms in your final answer.)

2. In 1983 Theodore Garland4 claimed that the minimal amount of energy required for a
mammal to move a small distance is given by

E = 10.678M 0.7 ,

where M is the mass of the mammal in kg, and E is the energy in Joules.

(a) What is the minimal energy required for a mammal whose mass is 0.2kg?
(b) The minimal energy for a mammal to move is estimated to be 3.9J. What is its
mass?
(c) Suppose that another researcher claims that the minimal energy for an animal’s
movement is given by E = 10.678M l , where l is an unknown constant. If an
animal’s estimated energy is 4.0J and its mass is 0.3kg what is the best estimate
for l?

3
Bassil G, Zarzoso M, Noujaim SF. Allometric scaling of electrical excitation and propagation in the
mammalian heart. J Theor Biol. 2017 Apr 21;419:238-242. doi: 10.1016/j.jtbi.2016.09.024. Epub 2016 Sep
26
4
Scaling the Ecological Cost of Transport to Body Mass in Terrestrial Mammals, Theodore Garland, Jr.,
The American Naturalist, Vol. 121, No. 4 (Apr., 1983), pp. 571-587.

University of Georgia Department of Mathematics

Chapter 3

Angle Measurement

189
190 Name: Additional Practice: 18

Domain Range

Cosine

Range Domain

Tangent
Trigonometric Sine
Functions
Domain Range

Unit Circle

Radians

Angles Measurement

Degrees

Arc
Arcs Length

Arc Area

Figure 3.1: Topics for the section on angles.

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 191

Watch the Pre-Class videos for Section 4.1 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Convert the following angles measured in degrees to radian measure. Your answers
must be written as fractions and not rounded decimals. Make rough
sketches for
(a) ε = 60↓ the relevant
figures.

(b) ϑ = 110↓

3
2. Find one positive angle and one negative angle that is coterminal to ε = ϖ.
2

Math 1113 - Precalculus

192 Name: Preclass Work - Finish Before Class Begins

3. Answer the following questions about a circle that has radius 7 and an angle ε that
subtends an arc of length 15. Make a rough sketch of the figure before determining
which equations to use.

(a) Determine ε in radians and degrees.

(b) Determine the area of the circular sector with central angle ε found in part (a).

University of Georgia Department of Mathematics

Name: In-Class Activity: 20 193

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Determine an angle’s measurement in radians given the arc length and radius of a
sector.

Place an angle in standard position given a verbal description.

Determine the terminal or the initial side of a sector.

Recognize whether an angle is positive, negative or zero.

Recognize when two angles have coterminal sides.

Given any two values of a sector’s radius, angle, or arc length determine the value of
the remaining quantity.

Determine the area of a sector given the radius and angle.

Given any two values of a sector’s radius, angle, or arc length determine the value of
the area of the sector.

Recognize when a given angle represents more than one complete rotation around a
circle.

For each of the following questions first make a rough sketch of the relevant figure.

1. Find a positive angle less than 360↓ that is coterminal with each of the given angles.

(a) ε = 400↓

(b) ω = →160↓

2. Find a positive angle less than 2ϖ that is coterminal with each of the given angles.
ϖ
(a) ϑ = →
15

34ϖ
(b) ϱ =
9

Math 1113 - Precalculus

194 Name: In-Class Activity: 20

3. Find the radian measure of the central angle ε of a circle of radius r = 8 meters that
intercepts an arc of length s = 14 meters.

4. The minute hand of a clock is 3 inches long. How far does the tip of the minute hand
move in 45 minutes?

University of Georgia Department of Mathematics

Name: In-Class Activity: 20 195

5. The minute hand of a clock moves from 12:10 to 12:30.

(a) How many degrees does it move during this time?

(b) How many radians does it move during this time?

(c) If the minute hand is 10 inches in length, determine the exact distance the tip of
the minute hand travels during this time.

6. Find the exact area of the following sectors given the radius of the circle r and the
subtended angle ε. Then round the result to the nearest tenth of a unit.
5ω
(a) r = 6 m; ε = 3

(b) r = 3 cm; ε = 120↓

Math 1113 - Precalculus

196 Name: In-Class Activity: 20

7. You are one member of a group of 8 friends who are going out for pizza. A small pizza
has a 6” radius, while a large pizza has 9” radius. Answer the following questions.

(a) How much pizza will each of you eat if you order two small pizzas? Will you get
more of less pizza if you order one large pizza? (Assume everyone eats the same
amount and all the pizza is eaten.)

(b) How many inches of crust will each person eat if you order two smalls? If you
order one large will you get more crust?

(c) Suppose you and your friends want to order one pizza and that you each want to
eat 50 square inches worth of pizza. What should the radius of the pizza be?

University of Georgia Department of Mathematics

Name: In-Class Activity: 20 197

8. The radius of the circle shown in the diagram below is three, and the area of the sector
defined by the shaded region is 10.5. Determine the radian measure of the angle ς.
y

ς x
r=3

9. A wheel with a diameter of 0.7m rolls a distance of 400m. What angle did it turn?

Math 1113 - Precalculus

198 Name: Additional Practice: 19

1. Suppose that the three circles drawn below have radii of length 1, 2, and 3. You can
move from one point to the other only by moving along the segments shown in the
diagram. For each pair of points given below, find the shortest path connecting the
points.

(2)

(5)
(3)

(1)

(6)

(4)

(a) From (1) to (2). (c) From (5) to (6). (e) From (2) to (4),
(b) From (3) to (4). (d) From (3) to (5). avoiding the center

2. Find the exact area of the following sectors given the radius of the circle r and the
subtended angle ε. Then round the result to the nearest tenth of a unit.

ω
(a) r = 1.2 ft; ε = 6
11ω
(b) r = 2.1 ft; ε = 6

3. Determine the function that returns the angle of a sector of radius 5 given the area of
the sector. If you double the area what happens to the angle?

4. Determine the function that returns the angle of a sector of radius 8 given the arclength
of the sector. If you double the arclength what happens to the angle?

5. The radian measure of the angle ς is ω4 , and the area of the sector defined by the
shaded region is 11. Determine the radius of the circle. If the area is increased how

University of Georgia Department of Mathematics

Name: Additional Practice: 19 199

does the radius change?

y

ς x

6. The circle in the diagram below has a radius of 2, and the arclength of the sector
defined by the shaded region is 5.1. Determine the radian measure of the angle ς. If
the arclength is increased how does the angle change?
y
s

x
r=2
ς

7. A race track is in the shape of a circle, and the inside diameter of the track is 0.8km.
A cart goes around the track eight and a half times hugging the inside of the track,
and the diameter of its rear wheel is 0.3m. (1000m=1km) What angle did the rear
wheel turn? If the diameter of the track is increased what will happen to the angle?

Math 1113 - Precalculus

200 Name: Additional Practice: 19

8. The author of a video game will construct a path that ghost characters will travel
around within the game, and the shape is shown in the figure below. It consists of a
circle with a sector removed on its right side. The angle of the missing sector will be ω3
radians, and the full length of the path, including the outside of the partial circle and
the two radii, should be 4 meters. What should the radius of the circle be?

r
ω
3

9. A researcher performed an experiment with three species of mole. For each subject she
measured its mass and cardiac output. A polar plot will be constructed. The angles
are based on the average masses of the three species, and the areas of each sector are
based on the average cardiac output of the three species. She determines that the
angle for the first species, ε, should be 15% of the circle, and the angle for the second
species, ω, should be 40% of the circle. She also determines that the area of the sector
for the first species should be 1 m2 , the area of the sector for the second species should
be 2 m2 , and the area of the sector for the third species should be 3 m2 . Determine
the values of the three angles and the three radii.
y

r1
ω ε
r2 r3 x
ϑ

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 201

Watch the Pre-Class videos for Section 4.2 day 1 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

. ↑ ↑ /
13 3
1. Suppose that the real number t corresponds to the point P → , on the unit
4 4
circle. Evaluate the six trigonometric functions at t.

(a) sin(t) =

(b) cos(t) =

(c) tan(t) =

(d) csc(t) =

(e) sec(t) =

(f) cot(t) =

2. What is the radius of the unit circle?

3. Suppose a point (x, y) is on the unit circle. Determine the distance from the point to
the origin using the distance formula. You should
have an
equation
that has
both x and
Math 1113 - Precalculus
y in it.
202 Name: Preclass Work - Finish Before Class Begins

4. Use the coordinates on the unit circle to find the value of each trig function at the
indicated real number.
! "
4ϖ
(a) sin =
3

! "
4ϖ
(b) csc =
3

5. Evaluate the trig functions at the indicated real number.

+ ϖ,
(a) cos → =
6

+ ϖ,
(b) tan → =
6

University of Georgia Department of Mathematics

Name: In-Class Activity: 21 203

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Determine the coordinate of a point on the unit circle given either the x or the y value
for the coordinate.

Given the radian measurement of an angle determine the approximate location of the
corresponding point on the unit circle and determine which quadrant the point is in.

Use the definition of trigonometric functions to determine the values of the functions
given a coordinate on the unit circle.

State the domain and range of the trigonometric functions.

State the fundamental trigonometric identities.

Determine if a basic function is periodic and explain their conclusion in terms of the
definition of a periodic function.

Determine the period of a trigonometric function.

+↑ ↑ ,
1. Suppose the real number t corresponds to the point P 55 , 2 5 5 on the unit circle.
(The ray at angle t intersects the unit circle at P .) Evaluate the six trigonometric
functions of t.

(a) sin(t) = (d) csc(t) =

(b) cos(t) = (e) sec(t) =

(c) tan(t) = (f) cot(t) =

2. Use (x, y) coordinates in the unit circle to find the value of each trig function at the
indicated real number t = 5ω3
.
# $ # $
(a) sin 5ω
3
= (d) csc 5ω
3
=

# 5ω $ # 5ω $
(b) cos 3
= (e) sec 3
=

# 5ω $ # 5ω $
(c) tan 3
= (f) cot 3
=

Math 1113 - Precalculus

204 Name: In-Class Activity: 21

3. Use (x, y) coordinates in the unit circle to find the value of each trig function at the
indicated real number t = → 5ω
4
.
# $ # 5ω $
(a) sin → 5ω
4
= (d) csc →4 =

# $ # $
(b) cos → 5ω
4
= (e) sec → 5ω
4
=

# $ # $
(c) tan → 5ω
4
= (f) cot → 5ω
4
=

4. Evaluate the trig function.

# $ # 19ω $
(a) sin 3ω
4
= (d) cos 6
=

# 4ω $ # $
(b) tan 3
= (e) sec → 2ω
3
=

# 5ω $ # $
(c) sec 6
= (f) cot → ω4 =

↑
5. Given sin(t) = 37 and cos(t) = 2 710 , use reciprocal and quotient identities to find the
values of the other trigonometric functions of t.

University of Georgia Department of Mathematics

Name: In-Class Activity: 21 205

6. Determine each of the following. (Make a rough sketch of the unit circle to help
determine the values.)
! "
3ϖ
(a) Use the unit circle to evaluate cos .
2

! "
3ϖ
(b) Evaluate tan .
2

3ϖ
(c) What trigonometric functions are undefined at t = ?
2

(d) Determine all values for t between 0 and 2ϖ where tan(t) and sec(t) are undefined.

7. For each trigonometric function, determine all angles between 0 and 2ϖ where the
function is undefined.

(a) sin(t) : (d) cos(t) :

(b) csc(t) : (e) sec(t) :

(c) tan(t) : (f) cot(t) :

Math 1113 - Precalculus

206 Name: In-Class Activity: 21

8. Use the unit circle to determine the following assuming 0 ↓ t < 2ϖ.

(a) Determine two values of t for which csc(t) is undefined.

↑
2
(b) Determine two values of t for which cos(t) = → 2
.

(c) Determine two values of t for which tan(t) = 1.

(d) Determine two values of t for which cot(t) = →1.

(e) Determine two values of t for which csc(t) = →2.

↑
(f) Determine two values of t for which tan(t) = → 3.

(g) Given an angle, t, in the first quadrant, at what other angle is the cosine the same
as cos(t)? In what other quadrants is it guaranteed the cosine will be di!erent?
(How does your answer change for the sine?)

University of Georgia Department of Mathematics

Name: Additional Practice: 20 207

1. Using the axes below, for each quadrant, determine if the sine function is positive or
negative. Also indicate whether or not the sine is increasing or decreasing for an angle,
t, in the quadrant.

2. Using the axes below, for each quadrant, determine if the cosine function is positive
or negative. Also indicate whether or not the sine is increasing or decreasing for an
angle, t, in the quadrant.

3. The circle in the diagram below has a radius of 3. Determine the cosine of the angle,
ε, given the area, A, of the shaded sector and use your result to answer the following
questions.
y

(x, y)

ε
x
r=3

Math 1113 - Precalculus

208 Name: Additional Practice: 20

Determine values of the angle, ε, (between 0 and 2ϖ) where each of the following
constraints is satisfied:

(a) The cosine is positive and increasing.

(b) The cosine is positive and decreasing.
(c) The cosine is negative and increasing.
(d) The cosine is negative and decreasing.

4. Repeat the previous problem for the sine function.

5. For what values of t between 0 and 2ϖ is the cosine increasing the fastest and where
is it decreasing the fastest. Briefly explain your reasoning. (Hint: think about a small
bead moving around the outside at a constant speed.)

6. For what values of t between 0 and 2ϖ is the sine increasing the fastest and where is
it decreasing the fastest. Briefly explain your reasoning. (Hint: think about a small
bead moving around the outside at a constant speed.)xs

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 209

Watch the Pre-Class videos for Section 4.2 day 2 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

1. Evaluate the functions if possible. For each part, make a quick sketch of the unit circle
indicating the angle associated with the question. Your answers must be exact and not
decimal approximations.

(a) sin(0) =

(b) cot(ϖ) =

(c) tan(3ϖ) =

(d) sec(ϖ) =

(e) csc(0) =

(f) cos(ϖ) =

Math 1113 - Precalculus

210 Name: Preclass Work - Finish Before Class Begins

7 3ϖ
2. Given cos(t) = for < t < 2ϖ. Use an appropriate Pythagorean Identity to find
25 2
the value of sin(t).

3. Circle all properties that apply to csc(t).

(a) The function is even.

(b) The function is odd.
(c) The period is 2ϖ.
(d) The period is ϖ.
(e) The domain is all real numbers.
(f) The domain is all real numbers excluding odd multiples of ω2 .
(g) The domain is all real numbers excluding multiples of ϖ.

University of Georgia Department of Mathematics

Name: In-Class Activity: 22 211

Instructions: Work together in groups of 3 or 4 to complete the following problems.

# ↑ $
1. The coordinate P 5/6, → 11/6) is on the unit circle and corresponds to the real
number t.

(a) Make a diagram of the unit circle with P on it. Indicate the angle t and annotate
the point, P .

(b) Determine the values of the six trig functions at t.

sin(t) = cos(t) = tan(t) =

csc(t) = sec(t) = cot(t) =

(c) Determine cos(→t) and sin(→t) including a brief justification using the unit circle
you drew above.

(d) Determine sin(t + 2ϖ) and cos(t + 2ϖ) including a brief justification using the unit
circle you drew above.

Math 1113 - Precalculus

212 Name: In-Class Activity: 22
#4 $
2. P (x, y) = ,3
5 5
corresponds to a real number t.

(a) Make a diagram of the unit circle with P on it.

(b) Determine cos(t) and sin(t).

(c) Determine cos(t + 4ϖ) and sin(t → 6ϖ).

(d) Determine cos(→t) and sin(→t). Use your drawing above to provide a brief justi-
fication of your result.

(e) Determine cos(→t → 4ϖ) and sin(→t + 100ϖ). Provide a brief justification of your
result.

University of Georgia Department of Mathematics

Name: In-Class Activity: 22 213

3. Given cot(t) = 4528

for ϖ < t < 3ω
2
. Use an appropriate Pythagorean identity to find the
value of csc(t) (Provide a rough sketch of the situation and use your sketch to provide
a quick justification for the important decisions you have to make.)

4. Write tan(t) in terms of sec(t) for Include a

rough
(a) t in Quadrant 2. (b) t in Quadrant 4. sketch of
the
situation in
each case.

Math 1113 - Precalculus

214 Name: In-Class Activity: 22

5. Use the periodic properties of the trigonometric functions to simplify each expression
to a single function of t.

(a) sin(t + 2ϖ) · cot(t + ϖ)

(b) sin(t + 2ϖ) · sec(t + 2ϖ)

6. Use the even-odd and periodic properties of the trigonometric functions to simplify.

(a) csc(t) → 4 csc(→t)

(b) →2 sin(3t + 2ϖ) → 3 sin(→3t)

7. Simplify using properties of trigonometric functions.

sin2 (t + 2ϖ) + cos2 (t) + tan2 (t + ϖ)

University of Georgia Department of Mathematics

Name: In-Class Activity: 22 215

8. Identify values t on the interval [0, 2ϖ] that make the given function undefined (if any).

(a) y = sin(t) (d) y = tan(t)

(b) y = cot(t) (e) y = csc(t)

(c) y = cos(t) (f) y = sec(t)

9. Write down all trig functions for which each property applies.

(a) The function is even.

(b) The function is odd.

(c) The period is 2ϖ.

(d) The period is ϖ.

(e) The domain is all real numbers.

(f) The domain is all real numbers excluding odd multiples of ω2 .

(g) The domain is all real numbers excluding multiples of ϖ.

Math 1113 - Precalculus

216 Name: Additional Practice: 21

1. If you plan on using the unit circle instead of special triangles and the chart for angles
on the x and y axes, start memorizing the angles of the unit circle in radians as well
as the points along the unit circle.
Positive: Positive:
Negative: Negative:
y
( , ), ε =
ε= ,( , ) ( , ), ε =
ε= ,( , ) ( , ), ε =

ε= ,( , ) ( , ), ε =

ε= ,( , ) ( , )
x
ε=

ε= ,( , ) ( , ),ε =

ε= ,( , ) ( , ),ε =
ε= ,( , ) ( , ),ε =
ε= ,( , )

Positive: Positive:
Negative: Negative:

2. Each of the following questions refer to points on the edge of a circle that is centered
at the origin.

(a) A point on a circle of radius four is in the second quadrant. The point is given
by P (→2.7, y). Determine the cosine and sine of the angle formed by the ray to
P and the positive x-axis.
(b) A point on a circle of radius two is in the third quadrant. The point is given by
P (x, →1.2). Determine the cosine and sine of the angle formed by the ray to P
and the positive x-axis.
(c) What are coordinates (The x and y values) of the point on the unit circle where
the angle between the ray through the point and the positive x-axis is 11ω
6
radians?

University of Georgia Department of Mathematics

Name: Additional Practice: 21 217

(d) The point P is in the first quadrant. What are the possible range of values for
the sine of the angle formed by the ray to P and the positive x-axis? What are
the possible range of values for the cosine of the angle?
(e) The point P is in the fourth quadrant. What are the possible range of values for
the sine of the angle formed by the ray to P and the positive x-axis? What are
the possible range of values for the cosine of the angle?

3. The radian measure of the angle ω satisfies ω2 < ω < ϖ. The radian measure of the
angle ϑ satisfies 3ω
2
< ϑ < 2ϖ. Given the values below determine the values of each of
the quantities below:
5
sin(ω) = ,
9
2
cos(ϑ) = .
7
(a) cos(ω) (d) sin(ϖ + ϑ)
(b) sin(→ω) (e) cos(ω → ϖ)
(c) sin(ϖ + ω) (f) tan(ω + ϖ) · tan(ϑ → ϖ)

4. Determine the values of the cosine and sine of the angles indicated in each of the
following questions.

(a) The point shown in the diagram below is on the unit circle. Determine the
values of the cosine, sine, and tangent of the angle φ as shown in the diagram.
y
(x, 0.85)

φ
x

(b) The point shown in the diagram below is on the unit circle. Determine the
values of the cosine, sine, and tangent of the angle ↼ as shown in the diagram.
y

↼
x

(→0.6, y)

Math 1113 - Precalculus

Chapter 4

Trigonometric Functions

Tangent

Periodic Trig.
Function Functions Functions

Sine

Cosine

Oscillations

Amplitude

Frequency

Figure 4.1: Topics for the section on trigonometric functions.

219
Name: Preclass Work - Finish Before Class Begins 221

Watch the Pre-Class videos for Section 4.3 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Find the exact values of the six trigonometric functions ε and ω. Use the following
triangle.

ω
2

ε
5

(a) sin(ε) = (g) sin(ω) =

(b) cos(ε) = (h) cos(ω) =

(c) tan(ε) = (i) tan(ω) =

(d) csc(ε) = (j) csc(ω) =

(e) sec(ε) = (k) sec(ω) =

(f) cot(ε) = (l) cot(ω) =

Math 1113 - Precalculus

222 Name: Preclass Work - Finish Before Class Begins

2. An observer at the top of a 462 ft mountain cli! measures the angle of depression from
the top of the cli! to a point on the ground to be 5↓ . What is the distance from the
base (bottom) of the mountain to the point on the ground? Round to the nearest foot.
(Make a rough sketch of the situation clearly marking the relevant angles and distances
before working out the problem.) If the angle of depression is a little bit bigger than
5↓ will the distance increase or decrease? (Briefly justify your answer.)

University of Georgia Department of Mathematics

Name: In-Class Activity: 23 223

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Determine values of trigonometric functions given right triangles.

Use the Pythagorean identity to determine the value of one trigonometric function in
terms of another.

Determine the values of trigonometric functions using multiple right triangles.

Translate a written description of a problem into a trigonometric formulation

1. Find the exact values of the six trigonometric functions of ε and ω

(a) Use the following triangle.

ω
10

ε
8

(b) Use the following triangle.

ω
8

ε
15

Math 1113 - Precalculus

224 Name: In-Class Activity: 23

2. Use the isosceles right triangle and the 30/60/90 triangle to complete the table.

ε sin(ε) cos(ε) tan(ε) csc(ε) sec(ε) cot(ε)

ω
30↓ = 6

ω
45↓ = 4

ω
60↓ = 3

45↓
↑
2
1

45↓
1

30↓ 30↓

2 2
h

60↓
60↓
1 1

University of Georgia Department of Mathematics

Name: In-Class Activity: 23 225

3. For each problem below determine the values of the missing quantities. All angles are
in radians, and your answers for angles should be in radians. (The triangles are not
drawn to scale.)

(a)

ω
4
b

ϖ/4
a
a =

b =

ω =

(b)

h 2
b

ϖ/6 ϖ/3

h =

b =

Math 1113 - Precalculus

226 Name: In-Class Activity: 23

4. A 30 ft boat ramp makes a 7↓ angle with the water. What is the height of the ramp
above the water at the ramp’s highest point? Round to the nearest tenth of a foot.

5. At a tree farm, palm trees are harvested once they reach a height of 20 feet. Suppose
a farm worker determine’s that the distance along the ground from her position to the
base of a palm tree is 22 feet. She then uses an instrument called a clinometer held at
her eye level of 6 feet to measure the angle of elevation tot he top of the tree as 30.2↓ .
Is the tree tall enough to harvest?

University of Georgia Department of Mathematics

Name: In-Class Activity: 23 227

6. Robert Stroud is standing on top of a building, and he sees a pigeon on the ground
away from the building. Robert’s angle of depression is 8.5↓ as he stares at the bird.
The bird hops 15m directly away from the building, and the new angle of depression
is 7.0↓ . What is the height of the building?

Math 1113 - Precalculus

228 Name: Additional Practice: 22

1. For each diagram below determine the values of the requested quantities. All angles
are in radians. (Figures are not drawn to scale.)

(a)

ω
6
ω =
↑
3 3 sin(ω) =

tan(ω) =

ω
3
(b)

ω
3 b a =
a
b =

6
(c)

a =
ς
4
b b =
ω
4 ς =
a

(d)

↼ cos(ς) =

2 sin(ς) =
ς 5
tan(↼) =

2. If a 15 ft ladder is leaning against a wall at an angle of 62↓ with the ground, how high
up the will the ladder reach? Round to the nearest tenth of a foot.

University of Georgia Department of Mathematics

Name: Additional Practice: 22 229

3. Two observers are standing a distance of 100m apart. They both spot an eagle and
watch it closely. The moment it passes between them, the first observer measures an
angle of elevation from the ground of 45↓ , and the second observer measures an angle
of elevation from the ground of 35↓ . How high in the air was the eagle when it passed
between the two observers?
4. Prince Henry stands on the balcony of his castle that faces the sea. The base of the
castle is 100m West of the beach, and the balcony is 30m above sea level. The Prince’s
true love, the commoner Matilda, is cleaning fish on a ship that is 200m directly East
of the beach in a direct line East of the Prince’s balcony. At that instant, as the Prince
gazes upon his true love’s ship, what is the angle of depression of his crying eyes?
5. Determine the exact value of sin(↽).

7
6

↽
4

6. Determine the exact value of p in the figure below.

p l 6

ω ω
3 4

7. The area of a triangle is one half the length of its base multiplied by its height. Deter-
mine the area of the triangle shown below.

3
height

ω ω
5 8

base

8. A person is standing forty meters from the base of a building, and the person is looking
directly at a point halfway to the top of the building. The angle of elevation is 32↓ .

Math 1113 - Precalculus

230 Name: Additional Practice: 22

What will the angle of elevation be when the person is looking at the top of the
building?

9. Sir Edmund Hillary is standing between two peaks, Mount Dampier and Mount Van-
couver. It is estimated that the two peaks are the same height. Sir Hillary is standing
in a line directly between the two peaks, and he estimates that his distance to a point
directly below the peak of Mount Dampier at his same altitude is seven hundred me-
ters more than the distance to the equivalent point below Mount Vancouver. When
looking at Mount Dampier he estimates the angle of elevation is 41.6↓ , and his angle of
elevation for Mount Vancouver is 69.4↓ . What is the elevation of the two peaks above
Sir Hillary’s current elevation?

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 231

Watch the Pre-Class videos for Section 4.4 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Let P (→2, →5) be a point on the terminal side of ε. Find each of the six trig functions
of ε. Make a
sketch of
(a) sin(ε) = (d) csc(ε) = the point
and label
the angle.

(b) cos(ε) = (e) sec(ε) =

(c) tan(ε) = (f) cot(ε) =

2. Label the side lengths of the given reference triangles.

ω ω
3 4

ω ω
6 4

Math 1113 - Precalculus

232 Name: Preclass Work - Finish Before Class Begins

8ϖ
3. Let ε = .
3
8ϖ
(a) Determine the reference angle εR for ε = .
3

# 8ω $
(b) Determine sin 3
.

# 8ω $
(c) Determine cos 3
.

University of Georgia Department of Mathematics

Name: In-Class Activity: 24 233

Instructions: Work together in groups of 3 or 4 to complete the following problems.

NOTE: Do not use your unit circle to answer the following questions. Only use
reference triangles.
Student goals:

Determine subsets of the domain where sine/cosine are increasing and where they are
decreasing.

Determine whether a trigonometric function will increase or decrease given a specific

angle.

Determine the reference angle of a given angle in any of the four quadrants.
↑
3
1. Let P (→7, 4
) be a point on the terminal side of ε. Find each of the six trig functions
of ε.

(a) sin(ε) = (d) csc(ε) =

(b) cos(ε) = (e) sec(ε) =

(c) tan(ε) = (f) cot(ε) =

2. For each of the following questions ε is in standard position and ε = 2ϖ/3.

(a) What quadrant is ε in?

(b) Determine the reference angle for ε.

(c) Determine exact values of each of the following and determine if the function is
increasing, decreasing, or neither at ε.
# $
i. sin 2ω
3

# 2ω $
ii. cos 3

# 2ω $
iii. tan 3

Math 1113 - Precalculus

234 Name: In-Class Activity: 24

3. For each of the following expressions, t = 7ω

2
. For each expression determine the value
and determine if the function is increasing, decreasing, or neither at t.

(a) sin(t)

(b) tan(t)

(c) sec(t)

16ω
4. In each question below ε is an angle in standard position and ε = 3
.

(a) What quadrant is ε in? Determine the reference angle for ε.

(b) Determine the exact values of sin(ε), sec(ε), and cot(ε). For each value indicate
if the function is increase, decreasing, or neither for this value of ε.

University of Georgia Department of Mathematics

Name: In-Class Activity: 24 235

5. (a) If ε is an angle in standard position, determine the quadrant corresponding to

ε = →210↓ . Then determine the reference angle for ε = →210↓ .

(b) Determine the exact values of cos(ε), csc(ε), and tan(ε) for ε = →210↓ .

6. Suppose ε is an angle in the third quadrant with reference angle εR satisfying cos(εR ) =
5
13
and sin(εR ) = 12
13
. Determine the exact values of cos(ε) and csc(ε).

2ω
7. An angle is in the second quadrant, and its reference angle is εR = 9
. Determine the
radian measure of the angle.

Math 1113 - Precalculus

236 Name: Additional Practice: 23

1. Determine exact values of the following.

# $
(a) sec 2ω
#3$
(b) csc 2ω3
# 2ω $
(c) cot 3

2. Determine the following.

# $
(a) cos 7ω
# 7ω2 $
(b) csc 2
# $
(c) cot 7ω2

3. Determine the exact value of each of the following.

# $
(a) sin 7ω6
# 11ω $
(b) sin 6
# $
(c) sin 5ω6

4. Find the value of each expression.

(a) sin (30↓ ) · cos (150↓ ) · sec (60↓ ) · csc (120↓ )

# $ # $
(b) cos2 5ω4
→ sin2 2ω
# $
2 11ω
#3 $
2 4ω
(c) sin 6
+ cos 3
# 11ω $
2 tan 6
(d) # $
1 → tan2 11ω 6

5ω
5. An angle is in the third quadrant, and its reference angle is εR = 12
. Determine the
radian measure of the angle.

6. Determine the reference angle for ε = 5.7 radians.

7. A function, Ref(ε), is defined so that it returns the reference angle of the given angle.
Make a sketch of the function for 0 ↓ ε < 2ϖ. Express the function as piecewise defined
function. Is the function periodic? Is it even, odd, or neither?

University of Georgia Department of Mathematics

Name: In-Class Activity: 25 237

Instructions: Work together in groups of 3 or 4 to complete the following problems.

7ϖ
1. Consider the angle ε = which is in standard position.
4
7ϖ
(a) Draw a picture labeling ε = and it’s corresponding reference angle.
4
y

(b) Determine the reference angle.

! "
7ϖ
(c) Determine tan .
4

Math 1113 - Precalculus

238 Name: In-Class Activity: 25

2. An angle ε is in the fourth quadrant, and cos ε = 0.25. Determine the tangent of the
angle.

↑
3
3. Determine all the angles, ε between 0 and 3ϖ such that cos (ε) = → 2
. Give exact
answers in radians.

4. The terminal side of an angle ε in standard position goes through the point (→6, →5).
Find an exact answer for each of the following.

(a) sin (ε)

(b) cos (ε)

(c) cot (ε)

University of Georgia Department of Mathematics

Name: In-Class Activity: 25 239

5. For each question below, a diagram of a point on a circle is given. Answer each
question about the angle formed by the line through the point, the origin, and the
positive x-axis.

(a) Determine the cosine of the angle ε. (Your answer should be a number and not
have an x in it.)
Circle of Radius 3
y
3
2
(x, 1.5)
1
ε
x
→3 →2 →1 1 2 3
→1
→2
→3

(b) Determine the tangent of the angle ς. (Your answer should be a number and not
have a y in it.)
Circle of Radius 2
y
2

1
ς
x
→2 →1 1 2

→1
(→1.5, y)
→2

6. Given the following, find the exact value of sin (ω).

1
cos (ω) = → and tan (ω) is negative
3
Which quadrants could the angle be in?

Math 1113 - Precalculus

240 Name: In-Class Activity: 25

7. A ship is anchored a distance of d = 150m from a beach. A spotlight on the bow of the
ship can rotate, and the angle is measured from a line perpendicular to the beach that
goes through the base of the spotlight. Determine the position, y, along the beach that
the spotlight will illuminate the given angle, ε. (Your answer should be a function of
ε with →ϖ/2 < ε < ϖ/2.)

y
ε
d

8. A surveyor wishes to determine the height of a building. The surveyor is standing

directly in front of the building and measures an angle of elevation of 17↓ to the top
of the building. The surveyor then backs up ten meters and measures an angle of
elevation of 14↓ . What is the height of the building?

9. A frog rides a unicycle that has a wheel with a diameter of 1.5 inches. If the frog
travels a distance of 320 inches, what is the angle that the wheel turned? Give an
exact answer.

University of Georgia Department of Mathematics

Name: In-Class Activity: 25 241

10. A pizza shop owner feels inspired after taking a precalculus class at his local college.
He decides that he wants to sell his 16 inch (diameter) pizzas at a price of 0.09 per
square inch.

(a) Find the price of a slice of pizza as a function of ε.

Price = Area ⇑ (Price Per Square Inch)

(b) He decides that one slices of pizza must cost 2. Find the angle formed by one
slice of pizza. Give your answer rounded to the nearest degree.

(c) About how many slices can he get out of each pizza?

11. From a point 15 meters above ground level, a surveyor measures the angle of depression
of an object on the ground at 68↓ . Approximate the distance from the object to the
point on the ground directly beneath the surveyor. (Round to the nearest hundredth.)

Math 1113 - Precalculus

242 Name: In-Class Activity: 25

12. A surveyor standing 57 meters from the base of a building measures the angle to the
top of the building and finds it to be 36↓ . The surveyor then measures the angle to the
top of the radio tower on the building and finds it is 50↓ . How tall is the radio tower.
(round to the nearest hundredth).

13. Determine the radian and degree measures of the central angle ε subtended by the arc
of length s = 11 cm on a circle of radius r = 5 cm. Then find the area of the sector
determined by ε. Give an exact answer.

14. Determine the length of the arc, s, shown in the figure below. Give an exact answer.
s

120↓

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 243

Watch the Pre-Class videos for Section 4.5 day 1 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

# $
1. Let f (x) = 2 sin 3x → ω2 .
# $
(a) Determine the period, amplitude, and phase shift of f (x) = 2 sin 3x → ω2 .

(b) Find an interval containing exactly one cycle (period).

(c) Determine the x-values of the five key points in the cycle above.

x1 = x2 = x3 = x4 = x5 =

Math 1113 - Precalculus

244 Name: Preclass Work - Finish Before Class Begins

2. (2 points) Graph f (x) = 2 sin(3x → ω2 ).

3. Determine the period, amplitude, and phase shift of f (x) = →7 cos(ϖx → 4)

University of Georgia Department of Mathematics

Name: In-Class Activity: 26 245

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Determine the range and domain of a sine or a cosine function.

Determine the amplitude, period, and phase of a trigonometric function given a written
or graphical representation.

Determine the vertical shift and scale of a trigonometric function given a written or
graphical representation.

Graph a sine or cosine wave given a formula or written description.

Determine the formula for a sine or cosine wave given the graph or a written description
of the function.

1. Determine the amplitude and period of the function.

(a) y = 7 sin(2x)

1
(b) y = sin(2ϖx)
7

! "
2
(c) y = →7 cos → x
3

2. Identify the phase shift and indicate whether the shift is to the left or to the right.
+ ϖ,
(a) cos x →
3

+ ϖ,
(b) cos 2x +
3

+ ϖ,
(c) sin 2ϖx →
8

Math 1113 - Precalculus

246 Name: In-Class Activity: 26

3. Let f (x) = 2 cos(x + ϖ) → 1.

(a) Determine the period, amplitude, and phase shift of f (x) = 2 cos(x + ϖ) → 1.

(b) Find an interval containing exactly one cycle (period).

(c) Determine the x-values of the five key points in the cycle above.

x1 = x2 = x3 = x4 = x5 =

(d) Graph f (x) = 2 cos(x + ϖ) → 1.

y

University of Georgia Department of Mathematics

Name: In-Class Activity: 26 247

4. The function y = a sin(x) + d has range [→10, 28]. Assuming that a is positive, deter-
mine the values for a and d.

5. The function y = a cos(x) + d has range [→26, 10]. Assuming that a is positive, deter-
mine the values for a and d.

6. Let f (x) = →7 sin(6x).

(a) Determine the coordinates (x, y) of the first maximum turning point on the graph
f (x) in the interval (0, 2ϖ).

(b) Determine the coordinates (x, y) of the first minimum turning point on the graph
f (x) in the interval (0, 2ϖ).

Math 1113 - Precalculus

248 Name: In-Class Activity: 26

7. The displacement of one of the vibrating wires in a piano is

. ↑ /
T
D(t) = 0.05 cos 0.1 t ,
L

where T is the tension in the wire (measured in Newtons), L is the length of the wire
(meters), and t is the time. A piano maker wishes to make a wire that vibrates 500
cycles per second, and the length of the wire will be 0.9 meters. What tension will be
required?

University of Georgia Department of Mathematics

Name: Additional Practice: 24 249

1. A sine function will oscillate between -3 and 7, and the period of the oscillations will be
twenty beats per second. Initially the oscillation will be at a maximum. Determine a
formula for the function. What would the formula be if it is a cosine function instead?
2. A cosine function will oscillate with an amplitude of 12. Initially the oscillation will be
at its minimum of 2, and it will complete one whole cycle in five seconds. Determine
a formula for the function. What would the formula be if it is a sine function instead?
3. A metronome is constructed to provide an audible and a visual cue for the tempo in a
piece of music. Part of the metronome’s construction includes a shaft with a weight on
the shaft. The angle, in degrees, the shaft forms with a vertical line changes in time
and is given by the formula
. /
9.8
Angle(t) = 28 sin · t ,
L
where L is the distance of the weight along the shaft and t is the time in seconds.
(a) What is the minimum and maximum values for the angle?
(b) The metronome will emit a click when it hits the minimal angle as well as when
it hits the maximum angle. A musician wishes to play a piece of music so that
there are 72 clicks per minute, at what length should she set the weight?
! "
1 ϖ
4. Let f (x) = →5 sin x+ .
3 6
! "
1 ϖ
(a) Determine the period, amplitude, and phase shift of f (x) = →5 sin x+ .
3 6
(b) Find an interval containing exactly one cycle (period).
(c) Determine the x-values of the five key points in the cycle above.
x1 = x2 = x3 = x4 = x5 =
! "
1 ϖ
(d) Graph f (x) = →5 sin x+ .
3 6
y

Math 1113 - Precalculus

250 Name: Additional Practice: 24
+ϖ ϖ,
5. Let g(x) = 3 cos x→ + 1.
3 6
+ϖ ϖ,
(a) Determine the period, amplitude, and phase shift of g(x) = 3 cos x→ + 1.
3 6
(b) Find an interval containing exactly one cycle (period).
(c) Determine the x-values of the five key points in the cycle above.

x1 = x2 = x3 = x4 = x5 =
+ϖ ϖ,
(d) Graph g(x) = 3 cos x→ + 1.
3 6
y

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 251

Watch the Pre-Class videos for Section 4.5 day 2 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

y
2

-ω - 5ω
6
- 2ω
3
-ω
2
-ω
3
-ω
6
ω
6
ω
3
ω
2
2ω
3
5ω
6
ω x
→1

→2

→3

→4

→5

→6

→7

1. The graph above is a sine graph that has been transformed.

(a) Determine the amplitude, period, phase shift, and vertical shift of function above.
Amplitude: Period: .

Phase Shift: Vertical Shift: .

(b) Determine a formula for f (x) = A sin(Bx + C) + D for the graph above.

Math 1113 - Precalculus

Name: In-Class Activity: 27 253

Instructions: Work together in groups of 3 or 4 to complete the following problems.

1. Write an equation of the form A cos(Bx + C) + D for the given graph where A > 0
and B > 0.

y
2

-ω - 5ω
6
- 2ω
3
-ω
2
-ω
3
-ω
6
ω
6
ω
3
ω
2
2ω
3
5ω
6
ω x
→1

→2

→3

→4

→5

→6

→7

Math 1113 - Precalculus

254 Name: In-Class Activity: 27

2. Write an equation of the form A sin(Bx + C) + D for the given graph where A > 0 and
B > 0.

y
6

→7 →6 →5 →4 →3 →2 →1 1 2 3 4 5 6 7 x
→1

→2

University of Georgia Department of Mathematics

Name: In-Class Activity: 27 255

3. Write equations of the form A sin(Bx + C) + D AND A cos(Bx + C) + D and for the
given graph where A > 0 and B > 0.

y
6

→7 →6 →5 →4 →3 →2 →1 1 2 3 4 5 6 7 x
→1

→2

Math 1113 - Precalculus

256 Name: In-Class Activity: 27

4. The water level relative to the top of a boat dock varies with the tides. One particular
day, low tide occurs at midnight and the water level is 7ft below the dock. The first
high tide of the day occurs at approximately 6:00 AM, and the water level is 3ft below
the dock. The next low tide occurs at noon and the water level is again 7ft below the
dock.
Assuming that this pattern continues indefinitely and behaves like a cosine wave, write
a function of the form w(t) = A cos(Bt + C) + D. The value w(t) is the water level (in
ft) relative to the top of the dock, t hours after midnight.

University of Georgia Department of Mathematics

Name: In-Class Activity: 27 257

5. The function f (x) = A sin(Bx) + D has a period of 13ϖ. If the graph of f (x) oscillates
between 2 and 20, determine the numeric values for A, B, and D. (You may assume
that A, B, and D are positive.)

6. Write the range of the function in interval notation.

(a) y = sin(x)

(b) y = cos(x)

(c) y = 8 cos(2x → ϖ) + 4

Math 1113 - Precalculus

258 Name: In-Class Activity: 27

7. The London Eye is a Ferris wheel with a diameter of 120 meters. The center of
the wheel is 75 meters above the ground, and the wheel makes one revolution every
thirty minutes. If one of the capsules is initially at the lowest level at the initial time,
determine a function that returns the height of the capsule above the ground given the
number of minutes after the initial time.

University of Georgia Department of Mathematics

Name: Additional Practice: 25 259

1. Write the range of the function in interval notation.

# $
(a) y = →3 cos x + ω3 → 5
# $
(b) y = →6 sin 3x → ω2 → 2
(c) y = → sin(x)
(d) y = →5 cos(2x + 1) + 10
# $
(e) y = 20 cos 5x → ω5 + 20
# $
2. Graph f (x) = →6 sin 3x → ω2 → 2.
y

3. Determine a formula for the sine wave that oscillates between two and eight. It has a
minimum at x = 2, and the wave repeats every five units (i.e. the period is five).

4. Determine a formula for the cosine wave that oscillates between minus five and twenty.
It has a maximum at x = 6, and the wave repeats every four units (i.e. the period is
four).

5. The water level at a beach oscillates between 0.4m below the mean tidal level and
3.4m above the mean tidal level. The time between low and high tides is 6.4 hours.

Math 1113 - Precalculus

260 Name: Additional Practice: 25

If low tide occurs at midnight, express the water level as a cosine function where the
time is the number of hours past midnight,

h(t) = A cos(bt + c) + d.

6. The water level at Je!ries Creek varies between 2.4 meters and 0.2 meters due to the
changes in the tide. The time between high tides is 700 minutes. The next high tide
will occur at 150 minutes after midnight. Express the water level as a sine function
assuming that t = 0 minutes is midnight.

7. Determine the cosine function whose graph is shown below.

y

8. The wheel used in the game show Wheel Of Fortune is approximately 2.6 meters in
diameter. Suppose the Wheel is mounted vertically on a wall for a special event so
that its center is 4 meters above the floor. Initially, the 100 marker is to the right,
and the Wheel is spun clock-wise so that it takes four seconds to make one revolution.
Determine the height above the floor of the outside edge of the 100 marker given the
number of seconds after the initial time.

9. The clock face of the Rajabai Tower is approximately 65 meters above the ground, and
the length of the minute hand is approximately 7.3 meters. A bird lands on the end of
the minute hand at 3:45PM and remains on the minute for thirty minutes. Determine
the bird’s height above the ground given the number of minutes after 3:45PM.

10. The height above the ground (in meters) for the seats on a Ferris wheel is given by
+ϖ ,
H(t) = 27 cos t + ϖ + 32,
3
where t is the time in minutes from the start of the ride. Determine how long it takes
for one revolution to occur. How tall is the loading platform which is located at the
bottom of the wheel? What is the maximum height of one of the seats?

University of Georgia Department of Mathematics

Name: Preclass Work - Finish Before Class Begins 261

Watch the Pre-Class videos for Section 4.7 day 1 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

1. Find the exact value of the following inverse functions.

.↑ /
2
(a) cos→1
2

. ↑ /
2
(b) sin→1 →
2

(c) tan→1 (→1)

Math 1113 - Precalculus

262 Name: Preclass Work - Finish Before Class Begins

2. Find the exact value of the expression. Do not use a calculator.

(a) sin(sin→1 (1))

! ! ""
→1 7ϖ
(b) sin sin
6

3. Find the exact value of the expression. Do not use a calculator.

(a) cos(cos→1 (1))

(b) cos→1 (cos(1))

University of Georgia Department of Mathematics

Name: In-Class Activity: 28 263

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Determine the restriction of the domain of a function in order to define an inverse.

State the canonical domain restrictions for sine, cosine, and tangent functions.

Use the definition of the arcsine, arccosine, and the arctangent functions to solve for
one value in a trigonometric expression.

Sketch the graphs of the arcsine, arccosine, and the arctangent functions.

Compose trigonometric and inverse trigonometric functions to transform a trigonomet-

ric expression into an equivalent form that allows for direct algebraic manipulation to
isolate a value in the domain of a trigonometric function in the original expression.

Determine equivalent expressions for the compositions of trigonometric and inverse

trigonometric functions so that the results do not include any trigonometric functions.

1. Use the unit circle/reference triangles to determine the value of each of the following.
+↑ ,
(a) arcsin 22

+ ↑ ,
(b) sin→1 → 23

+↑ ,
(c) sin→1 2
3

# $
(d) arcsin → 12

2. Use the unit circle/reference triangles to determine the value of each of the following.
+↑ ,
(a) arccos 22

+ ↑ ,
→1 3
(b) cos → 2

+↑ ,
3
(c) cos→1 2

# $
(d) arccos → 12

Math 1113 - Precalculus

264 Name: In-Class Activity: 28

3. Use the unit circle/reference triangles to determine the value of each of the following.

(a) arctan (1)

+ ,
(b) tan→1 ↑1
3

#↑ $
(c) tan→1 3

(d) arctan (→1)

4. Find the exact value of the expression. Do not use a calculator.

# # $$
(a) arcsin sin ω3 =

# # $$
(b) arcsin sin 5ω
4
=

# # $$
(c) arccos cos 11ω
6
=

(d) cos (arccos (0.56)) =

(e) tan (arctan (1754)) =

# # 23 $$
(f) arctan tan 814 =

University of Georgia Department of Mathematics

Name: In-Class Activity: 28 265

5. Use a calculator to approximate the degree measure (to 1 decimal place) or radian
measure (to 4 decimal places) of the angle ε subject to the given conditions. (Hint:
Use reference angles!)

8
(a) cos(ε) = → and 180↓ ↓ ε ↓ 270↓
11

9 ω
(b) tan(ε) = → and 2
<ε<ϖ
7

12
(c) sin(ε) = and 90↓ < ε < 180↓
19

Math 1113 - Precalculus

266 Name: In-Class Activity: 28

6. A tower casts a shadow from the Sun, and the length of the shadow is 92 meters. The
tower is 65 meters tall. Determine an approximation of the angle of depression to the
Sun to the nearest tenth of a degree.

7. The same tower in the previous question has wire tethers from the top of the tower
to the ground. One of the tethers has a length of 140 meters, and another tether has
a length of 100 meters. Determine the degree measure of the angle each cable makes
with the ground to the nearest tenth of a degree.

University of Georgia Department of Mathematics

Name: Additional Practice: 26 267

1. Determine the radian measure of ϱ associated with the coordinate in the figure below.
(Numerical answers should be to within 2 decimal digits.)
y

x
ϱ

↑
(→2, →2 3)

ω 1
2. Determine the radian measure of ω where ω is between 2
and ϖ and sin(ω) = 2
.
(Numerical answers should be to within 2 decimal digits.)

3. Determine the radian measure of ϑ in the figure below.

4 6

ϑ ω
4

4. The area of the shaded region on the unit circle shown in the figure below is 0.9.
Determine the radian measure of the angle ↼.
y

(x, 0.3)

↼
x

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 269

Watch the Pre-Class videos for Section 4.7 day 2 and answer the following questions. Re-
member that in your written work you are graded on the correctness of your supporting
work and not just your final answer. Always give an exact answer unless you are explicitly
told to round; calculator approximations will not receive full credit.

1. Determine the exact value of the following. Show all work.

! ! ""
→1 12
sin tan
5

2. Determine the exact value of the following. Show all work.

! ! ""
→1 2
cos sin →
11

Math 1113 - Precalculus

Name: In-Class Activity: 29 271

Instructions: Work together in groups of 3 or 4 to complete the following problems.

1. Find the exact values of the following.

+ + ↑ ,,
→1 3
(a) cos tan 3

# # $$
(b) tan sin→1 → 23

# # $$
(c) sin cos→1 34

# # $$
(d) sec tan→1 43

Math 1113 - Precalculus

272 Name: In-Class Activity: 29

2. Write the expression as an algebraic expression. (There should be no trig functions

in your answers.)
! !↑ 2 ""
→1 x → 25
(a) sin cos for x > 5
x

! ! ""
→1 3
(b) tan cos for x > 3
x

# $
(c) sin tan→1 (x) for x > 0

University of Georgia Department of Mathematics

Name: In-Class Activity: 29 273

3. A toy car rolls down a straight ramp. The length of the ramp is 30m and the amount
of altitude lost is 8m, what is the angle of incline? Round to the nearest tenth of a
degree.

4. A video camera located at ground level follows the lifto! of a rocket. Suppose that the
camera is 1500 m from the launch pad.

(a) Determine the angle of elevation ε from the camera to the rocket as a function of
the rocket’s height, h.

(b) Use a calculator to approximate the angle of elevation to the nearest tenth of a
degree when the rocket’s height is 1000 m, 2000 m, and 5000 m. What are the
range of possible values of the angle of elevation?

Math 1113 - Precalculus

274 Name: In-Class Activity: 29

5. Determine the value of ε associated with the coordinate in the figure below. (Numerical
answers should be to within 2 decimal digits.)
y

ε
x

(→3.5, →5)

6. Determine the exact values of each of the expressions below. (Do not use a value from
a calculator but derive the true value.)
! ! ""
ϖ 3
(a) cos + arcsin
2 5

! ! ""
3
(b) cos ϖ + arcsin
5

! ! ""
3
(c) cos 2ϖ → arcsin
5

University of Georgia Department of Mathematics

Name: Additional Practice: 27 275

1. Determine the domain of each function below.

! "
x+1
(a) arccos
5
1
(b) arcsin (ex ) +
x
→1
(c) sin (ln(x))
! "
→1 5
(d) cos
x
2. A surveyor will use the angle of elevation to determine the height of a building. The
height is estimated to be between 45m and 50m tall. The surveyor has limited room to
work and will have to be a distance between 70m and 85m from the base of the building.
If you only have two locations to use which ones should you use to approximate the
extremes in the angle of elevation? What is the possible range of values for the angle
of elevation?

3. A weather radar system can discern clouds whose angle of resolution is an angle ε.
The smallest cloud that can be resolved at 30,000m is 70m wide. What is the angle
of resolution for the system? What is the smallest cloud that can be detected that is
40,000m away?

ε 70m
30, 000m

4. A helicopter will take o! from a landing pad, and it will rise straight up at a constant
speed of three meters per second. A camera will be placed 400 meters away from the
pad and will be aimed at the helicopter. What should the angle of elevation of the
camera be 30 seconds after the helicopter takes o!?

5. A Ferris wheel has a radius of 25 meters, and the center of the wheel is 28 meters o!
the ground. At the initial time a seat is at the bottom of the wheel. At what time will
the seat first be 12 meters above the ground? At what time will the seat be 12 meters
above the ground for the second time?

Math 1113 - Precalculus

Name: Preclass Work - Finish Before Class Begins 277

Watch the Pre-Class videos for Section 5.1 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Simplify the expression. Write the final form with no fractions or products.

cos(x) tan(x) csc(x)

2. Verify the trigonometric identities and write the name of the fundamental iden-
tity used at each step. Remember to only manipulate one side. The other side
should stay the same.

(a) sin(→x) + csc(x) = cot(x) cos(x)

Math 1113 - Precalculus

278 Name: Preclass Work - Finish Before Class Begins

sin2 (x) + 1
(b) + 1 = 2 sec2 (x)
cos2 (x)

University of Georgia Department of Mathematics

Name: In-Class Activity: 30 279

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

State fundamental identities.

State the Pythagorean identitites.

Verify that a given expression is true.

– Using quotient identities

– Bringing together expressions using a common denominator.
– Factoring expressions.
– Using basic properties of trigonometric functions. (E.g.: sin(→ε) = → sin(ε).

Solve for values within expressions that involve logarithms.

Transform algebraic expressions by substituting trigonometric functions.

1. Choose the sequence of steps below that verifies the identity,

tan(→x) cos(x) = → sin(x).

cos(x)
(a) tan(→x) cos(x) = → tan(x) · cos(x) = → · cos(x) = → sin(x)
sin(x)

sin(x)
(b) tan(→x) cos(x) = → tan(x) · cos(x) = → · cos(x) = → sin(x)
cos(x)

cos(x)
(c) tan(→x) cos(x) = tan(x) · → cos(x) = · → cos(x) = → sin(x)
sin(x)

sin(x)
(d) tan(→x) cos(x) = → tan(x) · → cos(x) = → · → cos(x) = → sin(x)
cos(x)

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280 Name: In-Class Activity: 30

2. Verify each identity.

(a) cot(→x) sin(→x) = cos(x)

csc(x) → sec(x) cot(x) → 1

(b) =
csc(x) + sec(x) cot(x) + 1

University of Georgia Department of Mathematics

Name: In-Class Activity: 30 281

tan(x) + tan(y) sin(x) cos(y) + cos(x) sin(y)

(c) =
tan(x) tan(y) → 1 sin(x) sin(y) → cos(x) cos(y)

Math 1113 - Precalculus

282 Name: In-Class Activity: 30

3. Choose the correct expression that completes the identity.

sin4 (x) → cos4 (x) =

(a) 1 → 2 cos2 (x)

(b) 1 + 2 cos2 (x)
(c) 1 → 2 sin2 (x)
(d) 1 + 2 sin2 (x)

4. Verify the identity.

(a) (6 cos(ε) → sin(ε))2 + (cos(ε) + 6 sin(ε))2 = 37.

(sin(x) + cos(x))2
(b) =1
1 + 2 sin(x) cos(x)

University of Georgia Department of Mathematics

Name: In-Class Activity: 30 283

5. Choose the correct expression that completes the identity.

cos2 (x) → sin2 (x)

=
1 → tan2 (x)

(a) -1
(b) 1
(c) cos2 (x)
(d) sin2 (x)

6. Rewrite the expression in terms of the given function.

tan(x) + cot(x)
(a) in terms of csc(x)
sec(x)

tan(x) sec(x)
(b) → in terms of tan(x)
→1 + sec(x) tan(x)

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284 Name: In-Class Activity: 30

7. Verify the identity.

(a) tan4 (t) → sec4 (t) = →2 tan2 (t) → 1

1
(b) csc(x) + tan2 (x) csc(x) =
sin(x) cos2 (x)

University of Georgia Department of Mathematics

Name: Additional Practice: 28 285

1. For each expression below make a substitution for x where x = sin(ε), x = sec(ε),
or x = tan(ε) so that when the resulting expression is simplified there are no square
roots.
↑
(a) 1 → x2
↑
(b) 1 + x2
↑
(c) x2 → 1

How can you decide which substitution to use without trying each one?

2. For each expression below make a substitution for x so that when simplified there are
no square roots in the final expression.
↑
9 → x2
(a)
x
↑
(b) x 4 + x2
↑
4x2 → 1
(c)
x
3. Use the diagram below to answer the following questions.
y
y R(cos(ω), sin(ω))
P (cos(ω + ε), sin(ω + ε))

ω+ε ω
x
x
Q(1, 0) ε

S(cos(ε), → sin(ε))

(a) Verify that the distance squared between P and Q is 2 → 2 cos(ω + ϑ).
(b) Verify that the distance squared between R and S is 2→2 cos(ω) cos(ϑ)+2 sin(ω) sin(ϑ).
(c) Why is the distance between P and Q the same as the distance between R and
S?
(d) What does this imply about an alternate way to express the value of cos(ω + ϑ)?

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Name: Preclass Work - Finish Before Class Begins 287

Watch the Pre-Class videos for Section 5.2 and answer the following questions. Remember
that in your written work you are graded on the correctness of your supporting work and not
just your final answer. Always give an exact answer unless you are explicitly told to round;
calculator approximations will not receive full credit.

1. Evaluate the following using a sum or di!erence identity and the unit circle.

cos(165↓ )

2. Find the exact value of cos(ω → ϑ) given that sin ω = → 45 and cos ϑ = → 58 for ω in
Quadrant III and ϑ in Quadrant II.

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288 Name: Preclass Work - Finish Before Class Begins

3. Find the exact value of the following.

! ! " ! ""
12 5
cos arcsin → + arctan
37 12

University of Georgia Department of Mathematics

Name: In-Class Activity: 31 289

Instructions: Work together in groups of 3 or 4 to complete the following problems.

Student goals:

Use the sum and di!erence formulas for the sine function to solve for values within a
trigonometric expression.

Use the sum and di!erence formulas for the cosine function to solve for values within
a trigonometric expression.

Verify identities that make use of sum and di!erence formulas.

Combine the sum and di!erence formulas with inverse trigonometric functions.

1. Write each expression as the sine, cosine, or tangent of an angle. Then find the value
the expression.

(a) sin(10↓ ) cos(80↓ ) + cos(10↓ ) sin(80↓ )

! " +ϖ , ! " +ϖ ,
2ϖ 2ϖ
(b) sin cos → cos sin
3 6 3 6

(c) cos(71↓ ) cos(19↓ ) → sin(71↓ ) sin(19↓ )

! " +ϖ, ! " +ϖ,

5ϖ 5ϖ
(d) cos cos + sin sin
12 12 12 12

Math 1113 - Precalculus

290 Name: In-Class Activity: 31

tan(25↓ ) + tan(20↓ )
(e)
1 → tan(25↓ ) tan(20↓ )

# $ # 11ω $
tan 4ω →
5# $
tan
(f) #20 $
1 + tan 4ω
5
tan 11ω
20

2. Find the exact value of each expression.

(a) sin(105↓ )

(b) sin(15↓ )

University of Georgia Department of Mathematics

Name: In-Class Activity: 31 291
! "
7ϖ
(c) cos
12

+ϖ,
(d) sin
12

+ϖ,
(e) tan
12

Math 1113 - Precalculus

292 Name: In-Class Activity: 31

3. Find the exact value of sin(ω+ϑ), cos(ω+ϑ), and tan(ω+ϑ) under the given conditions.
24
(a) sin(ω) = 25
, ω lies in quadrant I, and sin(ϑ) = 45 , ϑ lies in quadrant II.

7
(b) sin(ω) = 25
, 0 < ω < ω2 , and cos(ϑ) = 15
17
, 0<ϑ< ω
2

University of Georgia Department of Mathematics

Name: In-Class Activity: 31 293

4. Use the given information to find the exact value of cos(ω → ϑ):

sin(ω) = 35 , ω lies in quadrant II, and

cos(ϑ) = 25 , ϑ lies in quadrant I.

5. Use the given information to find the exact value of tan(ω + ϑ):

tan(ω) = 13 , ω lies in quadrant III, and

cos(ϑ) = 15 , ϑ lies in quadrant IV.

Math 1113 - Precalculus

294 Name: In-Class Activity: 31

6. Verify the identities. What does each identity tell you about the graphs of sine, cosine,
and tangent? Can you interpret each identity using the unit circle?

(a) sin (ε + 2ϖ) = sin(ε)

(b) cos (ε + 2ϖ) = cos(ε)

(c) tan (ε + ϖ) = tan(ε)

(d) sin (ε + ϖ) = → sin(ε)

(e) cos (ε + ϖ) = → cos(ε)

+ ϖ,
(f) sin ε + = cos(ε)
2

+ ϖ,
(g) cos ε + = → sin(ε)
2

University of Georgia Department of Mathematics

Name: Additional Practice: 29 295

1. Verify each of the following identities:

(a) sin(2ε) = 2 cos(ε) sin(ε)

(b) cos(2ε) = 1 → 2 sin2 (ε)
! " 
ε 1 → cos(ε)
(c) sin =±
2 2
(d) cos(3ε) = 4 cos3 (ε) → 3 cos(ε)

2. Determine the exact numerical value of each of the following expressions:

! ! " "
3
(a) cos arccos + arcsin (0.4)
5
! ! " ! ""
1 2
(b) sin arccos + arctan
7 3
(c) tan (arccos (x) + arcsin (0.2))
! ! " ! ""
1 2
(d) cos arctan + arcsin
3 5

Math 1113 - Precalculus