ABC Book

By Griffen Stanley
Story

Mrs. Marvelous is an amazing math teacher the best in the world. She is great with
all her students and can teach anyone anything about math. One day she was
helping throw a football with all the best quarterbacks in the world to teach her
students about parabolas and how they are used in the real world when suddenly a
loose ball came and hit her in the head she woke up and forgot all her math and
needs a fun easy way to remember all about the subject. Her students quickly came
to her aid and were able to help teach her back the things she had taught them
throughout the year in hopes she would start to remember.
A is for Asymptotes
An asymptote is an invisible line on a graph that all your other lines will never intersect with unless its a very
certain occasion. There are 3 different types of asymptotes, horizontal, vertical and, oblique. A vertical
asymptote is one that will never be crossed no matter what and to find it your function must be rational.
Then figure out what makes the denominator equal to 0 and that's your vertical asymptote. An example of
this would be x+3/x-6 and your vertical asymptote would be 6. Next is horizontal asymptote. To find this on
your rational equation you must figure out if your function is top or bottom heavy. If it is bottom heavy then
your horizontal asymptote is y=0 and if its top heavy then you must move on to look for an oblique
asymptote. If the top and bottom of the function are to the same power then you look for the ratio between
the two and that's your horizontal asymptote. A example would be 4x^2+6x+3/2x^2+4x+7 and your
horizontal asymptote would be y=2 because the ration between the top and bottom. Finally if your rational
function is top heavy then you must check for an oblique asymptote. To do this you must use long division to
divide the top to divide the numerator by the denominator and then your quotient is the oblique asymptote
that is usually a linear line.
I’m starting to remember a common mistake with your asymptote
is having a line cross over. Remember on a vertical asymptote the
line will never cross over and on a horizontal or oblique asymptote
set the function equal to your asymptote and if they equal
anything other than 0 you know the line crosses over.
B is for Binomial Theorem
The binomial theorem is formula that you can use to expand expressions in the form of (a+b)^n. To define
this term this is a formula that allows you to expand binomials raised to positive integer powers. An example
of the binomial theorem would look like (x + y)^3 = x^3 + 3x^2y + 3xy^2 + y^3. As you see we have the
expressions of (x+y) raised to a positive integer of 3 and then we used the theorem to expand and got the
final expression of x^3 + 3x^2y + 3xy^2 + y^3.

Common mistakes with this theorem

is mixing up your coefficients and
putting down the wrong exponents
for them or using this theorem when
you have a negative right number.
C is for Composition & Decomposition of
Functions
Composition of functions is the process of applying one function to the result of another or in simple terms,
plugging one function into another. Decomposition of a function is breaking a complex functions into simpler
functions that when combined make the original function. This process is essentially the reverse of
composition of functions. An example of a composition of a function would be f(x)=x^2 and g(x)=x+3 turning
into (g ∘ f)(x) = x^2 + 3. An example of a decomposition of a function would look like (g ∘ f)(x) = (2x + 1)^3
turning into f(x) = 2x + 1 and g(x) = x^3. One common mistake with a decomposition of a function is
forgetting domain restrictions For example, if f(x) = √x and g(x) = x - 2, then (f ∘ g)(x) = √(x - 2). However, the
domain of (f ∘ g)(x) is restricted to x ≥ 2 to avoid taking the square root of a negative number. To not make
this mistake follow all of your domain rules.

Also a common mistake with composition of a function is

forgetting your order of operations. To not make this mistake
if you see (f * g) make sure you place the f function first.
D is for Divide Polynomials
Dividing polynomials is when you divide a polynomial by another. The process is very similar to dividing number but
you just replace those numbers with your polynomials. There are 2 different ways you can divide polynomials, long
division and synthetic division. Long division is the same process with polynomials as it is with numbers and you will
use this for when you divide a polynomial that is larger than a linear polynomial. Synthetic division is a simpler and
faster method to divide polynomials but the method only works when the polynomial you're dividing is linear and is in
the fashion of x+3. In this method You create an L shape and place the constant on the left side of the L and flip its sign
then you place your larger polynomial inside and only write down the numbers across the top. Then you get the first
number and drag it down and times it by the constant from your linear equation thats on the left side of the L and add
that number to the next in line. Then you drag that one down and follow the process until you get to the end giving
you your answer.
A common mistake with long division is forgetting to flip the
sign after you multiply your dividend and a mistake
commonly made with synthetic is forgetting to add 0’s in
place of missing variables in polynomials such as 4x^3+3x-6
where you’d need to add a 0 between teh 4x cubed and 3x.
E is for End Behavior
End behavior is how the domain of the function acts as it approaches infinity or negative infinity. The end
behavior is determined by the leading coefficient of the function and the highest degree. If the highest
degree is even then the line will make a parabola shape as it either goes up or down according to if the
leading coefficient is positive or negative. If the leading coefficient is positive then the parabola will face up
with both legs reaching positive infinity going up on the y axis forever and if its negative then the legs will go
down forever reaching negative infinity on the y axis. If your highest degree is odd then your legs will go in
opposite directions and your line will make a almost s shape. If your leading coefficient is positive then the
left leg of the line will go down to negative infinity on the y axis while the right leg goes up to positive infinity
and it is vice versa for if the leading coefficient is negative.

This is such a fun topic to teach I remember this part. The most common mistakes
students make is when they are determining if their leading coefficient is positive
or negative in factored form. Always multiple your coefficients and if your answer is
positive then you know its positive and if your answer comes to negative then you
know its a negative.
F is for Factoring
Factoring is an important part of precalc that you will use for almost every unit constantly. It is important to know all the ways to factor so you can know
which one is best for the different type of equations. The most common way you’ll factor is when you have ax^2+bx+c and you’ll need to find a product that
equals c and the same numbers need to add to b. This is a very consistent method and the only time you’ll need to change it up is when your a is greater
than 1 and in that case you’ll need to times a by c and then continue finding your product and sum like normal. An example of this would be 3x^2+8x+4 and
this would factor to (3x+2)(x+2). If you multiply everything you’d end up with 3x^2+6x+2x+4 or your original trinomial of 3x^2+8x+4. The next way to factor
would be by a GCF and this is when your polynomial has a common factor and this would apply to something that looks like 2x^2+6x-8 and you would have a
gcf of 2. After you take out your gcf you’d end up with a factored form of 2(x^2+3x-4) you could then use the last method to factor it even more. The next
method would be grouping and this is when you have a polynomial with usually four terms. An example of this would be when you have 2x² + 4x + 3x + 6
and you could group it together to (2x2+4x)(3x+6) then using gcf you would get it to 2x(x+2)3(x+2) and after that you would group the 2 gcf’s together and
end with your final factored form of (2x+3)(x+2). Another form of factoring is difference of squares and this is when you have a2-b2 and it would get
transformed to (a+b)(a-b). This is one of the quickest ways to factor if you can identify it. An example of this would look like x2-36 and if you saw this you
could identify it and factor it to (x+6)(x-6) being one of the fastest ways to factor if the conditions are correct. The next and final common way to factor is
difference of cubes or sum of cubes. This occurs when you have a³ + b³ or a3-b3 and would transform into (a + b)(a² - ab + b²) or (a - b)(a² + ab + b²). With
this form it is important to understand the SOAP acronym which means same opposite always positive. Both of these give you the same answer but it's
important to understand signs and when you simplify this if you can use the acronym and get the correct signs than this can become a very fast and easy
way to factor. An example of this would look like x³ + 8 = (x + 2)(x² - 2x + 4). You can see that in the original equation I started off with a positive sign so when
I started I used the same addition sign then next I used the opposite sign which was a minus and the last sign is always positive.

Students it is very important to check for a gcf before you start. With all of these
forms your first step should be to check for a gcf and if you forget that will make
factoring a lot harder if not impossible or some equations so make sure you always
see if there's a common factor between your terms.
G is for Graphing Features on a TI Nspire
Knowing all your graphing features is very important on a TI Nspire. First you should know once you turn it on you can click on
new document and add a new graphing document or go to the bottom of the screen and click the graph button. Now that you
have your graph open you may need to zoom in or out to view the whole thing. In this case you should open up your menu and
press 4 to go to your zoom menu and after that press 1. When you press one a menu opens and you can type in your x and y max
and min to adjust your window settings. Next after you have adjusted your window to your graph you may need to find its max
or min. In this case open menu again and press 6 then after that press 2 or 3 depending on if you need a maximum or minimum.
After that drag the cursor across your graph for whichever part you need and it will give you your max or min. If you need to find
zeros on the other hand you will open menu and press 6 again but this time you will press 1 and just like last time drag the cursor
across your graph and it will tell you your zeros. What if you need to find your intersections? You can do that too by also opening
menu and pressing 6. After this you will press 4 for intersections and drag this across your graphs and it will show you the
intersections between your functions. If you need to find function values then on a graph page you should write down your
function as normal. After this go into a calculator page and press the variable button. Once this is done you should select the
correct variable and substitute the x value and press enter.

Remember when you’re on the calculator page to

substitute your x value or else it won’t give you a proper
answer and will say error. Always double check your
work before you press enter on any work you’re doing.
H is How to Graph Exponential and Logarithmic
Functions
An exponential function looks like F(x)=a^x where A is a constant. When graphing this function it will look like a curve
that is always approaching 0 usually but never touches. If a>0 then it will be a growth function constantly going up
rapidly and if 0<a<1 then it will be a decaying function rapidly decreasing. In both of these functions they will have a
horizontal asymptote of 0 as they both constantly approach yet never reach 0. The only way this will change is if you
add or subtract from the parent function making it look like F(x)=(a^x)+k. This will cause it to shift up and change the
asymptote. Next a log function is basically the opposite or inverse of an exponential function. Its parent form is
f(x)=loga(x) where a is the base and is greater than 0 but no equal to 1. The graph of this function looks like the
exponential function just turned 90 degrees. Instead of a curved line having a horizontal asymptote at 0 the log is a
curved line with a vertical asymptote usually at 0. Also the graph will always pass through (1,0).

Common mistakes made with both of these graphs is

accidentally crossing over the asymptote. On both of these
graphs the lines get very close but will never touch the
asymptote but sometimes students make the mistake of having
the line cross over.
I is for Increasing Decreasing and Constant
Increasing, decreasing and constant are a way to measure a line on a graph. When you have a line on a graph
these three different measurements are used to tell you when the y component of a graph is increasing or
decreasing or staying the same across the y axis. If you had a line going across your graph you could notate
when it increases or decreases or stays a constant by saying it increase (x1, x2). If it increases at multiple
parts you can note it by writing when you first increase is by having where the increase starts on the x axis
then having where it ends on the x axis writing it like (x1, x2) then you put a U between the two and do the
same notation for the next increasing period. It is the same notation for all 3 of these when you are writing
them down.

A common mistake is when you are notating the increase or

decrease or constant of a graph you use actual points on the
graph instead of using two x points.
J is for Jumps and other Types of Discontinuity.
Jumps and other types of discontinuity are different parts of a graph that give it a different shape and change what it
looks like. The first type is an RPOD or a removable point of discontinuity. This is when you have a rational function and
the numerator and denominator cancel each other out. An example of this would be (x-2)(x+3)/x-2. After you would
put the 2 in the x part of the point so you would have (2, ?). Then you'd plug 2 into the x part of the function that you
have left after your numerator and denominator cancelled each other out so you would plug 2 into x+3 giving you 2+3
or 5. This would be your y component giving you a RPOD at (2,5) which is a hole in your graph that no line can cross.
Next is a jump on a graph. This usually happens with an R POD but this occurs when you have a line that stops at
something like an R POD then jumps from one value to another after the point of discontinuity. After this infinity
discontinuity or asymptotes. This type of discontinuity is just an asymptote like we talked about before and it's a
infinite invisible line that no lines apart of the graph will touch at any point unless its a very certain equation.

Oh I know this one a common mistake with these is when a

student doesn’t clearly show a jump or break in the graph and
this can cause the student to accidentally forget about the jump
or discontinuity and draw their line through or past it.
K is for Key Ideas on Inverse Functions
The key ideas of an inverse function is that it is the opposite or reverse of another function. A function usually
looks like f(x) but an inverse function looks like f^-1(x). A normal function that would have the inputs of a-1
b-2 c-2 would have an inverse function of 1-a 2-b 3-c. If you were to graph the function and the inverse
function they would look the exact same other then the fact the inverse function would be flipped a whole
different way or flipped across an axis or asymptote. Also every inverse function must have every unique
input to have a unique output. An example of an inverse function would have the original function be
f(x)=2x+1 and the inverse function would be f^-1(x)=(x-1)/2.

This is a tricky one but a mistake made with this is people don't
plug in the inverse correctly. For example if you have f(x)=2x
make sure you have your inverse as x/2 not 1/2x.
L is for Logs
A log or a logarithm is a way to show a number being raised to a certain power. A log is basically an inverse exponent. Logs are easy to
understand once you know what to look for inside of them and how to evaluate them. A common log you might see is log216=4. This looks
very confusing to look at, at first but, all these numbers are easy to understand with certain meanings. The 2 under the log is your base and
this will be the number raised to a certain power. The certain power that your 2 is being raised to what your log is equal to so in the example
it would be 2 to the fourth power. Finally the number next to the log which in this case is 16 is the answer for what your base raised to the
certain power is. In the example this means 2^4=16. This is how most logs are but sometimes you’ll just see log(x) and this means that your
base on the log is going to be 10. An example of this would be log(100)=2 as this means 10^2=100. The next type of log youll see is a natural
log which is usually shown as ln or a cursive L. This means the base is going to be e. E is a number like 2.718 with some numbers that keep
going for a while. Sometimes people approximate this number with 3 when they are graphing or using it. When you see a natural log that
means e is the base though so if you saw ln7.389=2 then you’d know it was e^2=7.38. There are many properties that go along with logs as
well. First if you have two logs with the same base you can use the product rule which means that the product of logs is equal to the sum of
its factors. This would be shown as log(x)+log(y)=log(xy). Next is the quotient rule which is the same as the product rule but the signs are
flipped so instead of it being the product and sums it would the quotient and the difference. So an example of that would be
log(x)-log(y)=log(x/y). Next is the power rule and this is when your answer to the log is raised to a power. In this case you can rewrite the log.
This would be shown as logo=Pogax. Finally out of the main rules is the change of base rule which you can use if you ever need to change
your base. This can be shown as loga x=logba/logba.
Oh see I understand logs now and I remember a common mistake that
is made very common with students. If you’re using the product rule
then make sure you multiply or divide the logs instead of having (x+y).
Always double check to make sure your log looks like(xy) instead of
(x+y) like I said.
M is for Maximums and Minimums
A maximum and minimum is the peaks and valleys of a graph with two different types you can measure. On a
graph you can have a local maximum or minimum and this is where a graph drops or raises but isn't the
highest or lowest point on a graph. Next is the global or absolute maximum or minimum and this is the
highest point or lowest point on a graph. An example would be if you had a graph that went up until (1,0) and
then went back down but goes up to (5,5). The first point at (1,0) would be your local maximum as its the
highest point at that certain part of the graph but the (5,5) would be the global maximum as it is the highest
point of the graph. The minimums are the same system but instead of it going up on the y axis it goes down
on it instead.
Ahh a very common mistake made with these would have to be
students placing the global maximum or minimum at places where the
graph doesn’t reach its highest or lowest point. To not make this
mistake just check your graph to see its highest or lowest point before
you name your global max or min
N is for Number Line Analysis
A number line analysis is when you combine zeros and end behavior on a number line to help you solve a
quadratic inequality. First you must add your zeros to the number line graph and if you don’t know what a
zero is check out z later on in this book. After that figure out your end behavior and with this you can roughly
sketch out what your graph is going to look like. After this you must figure out what you are looking for and if
it's what part of this graph is >0 then you must find which parts of the graph are greater than 0. A notation
for this goes from to the left to the right and does not include actual graph points. An example of this would
be (-2, 7) and if there are two parts of the line that go above 0 you would include a U to unite them. That
would look like (-2, 7)U(10,15). If you're looking for something greater than or equal to or less than or equal
to then you would include a bracket on where the line hits the zeros. This would look like (-∞, 5].

A very common mistake is mistaking the sign you’re looking for in your
number line analysis. Make sure if the question is looking for what part
of the line is greater than 0 you make sure you give the correct answer
instead of the part of the line that's less than 0
P is for Parent Function
A parent function is the most simple and base form for every function. These are the most simple variant of
every function and you can use them to identify transformations or changes with the functions from looking
at the movement in the graph or visibly seeing the changes in the function. The main functions include linear,
exponential, quadratic, cubic, absolute value, rational and square root. In that order these parent functions
look like f(x)= x, 2^x, x^2, x^3, ixl, 1/x and √x.

A common mistake made with parent functions is students adding

transformations on too soon or mixing up parent functions. This is very
common between exponential and quadratic functions as they are the
same function but the 2 and x just swapped places between them.
O is for Operations with Functions
Polynomials are just like numbers with the ability to be added or subtracted as well as multiplied or divided.
It is very important to understand how to function operation so you can always get it correct. For the sum of
two functions it would look like (f+g)(x)=f(x)+g(x) and the difference looks the same with (f-g)(x)=f(x)-g(x). The
product of two functions would look like (fg)(x)=(fx)(gx) with division being the same but flipped signs looking
like (f/g)(x)=(fx)/(gx). In these forms it is possible for you to input numbers and get a output as well instead of
just the normal function. Since you can plug in a number and get a output you can set up a table with three
rows. One that says x, one that says, f(x) and, one that says g(x) and when you plug in a number for x you can
go through and solve and it and get your output for f(x) and g(x) and you can place that on your table. The
final way to figure out the operations with functions and finding a solution is going to a graph. If you are
looking for a certain x value you can go to the graph and find what y value lands on the x value you are
looking for then you can follow the rules I stated above.

A common mistake with the operations with functions is when you’re

looking at the graph to try and pull your values you look at the wrong
axis so instead of finding the y values at different x values you switch
them up giving you a wrong opposite answer. Make sure when you
look at the graph you find the correct axis to look at.
Q is for Quadratic and Polynomial Applications

Quadratic and polynomial applications is just a fancy way of saying word problems. This is a way to apply all
the amazing math you’re learning to the real world and give you real scenarios where you’d use that math.
One of the most common polynomial applications is the projectile motion problem. It would sound
something like a ball is thrown into the air that was originally 3 feet from the ground. It went 100 feet per
second leaving your hand. How far would the ball be after 3 seconds. Then after that problem you could
make the equation -16(3^2)+100(3)+3 and you could solve and get that the ball would be roughly 159 feet off
the ground in 3 seconds.

A mistake made with these problems is students over complicating

them. I know it looks intimidating and scary at first but just read
through it and understand it and after some practice you can rock all
these problems.
R is for Rational Zero and Remainder Theorem.
To start off the rational zero theorem is a common theorem used to help you find any possible rational zeros
if a function. This is commonly used when you need to use synthetic division and need to find rational
numbers to use. To find rational zeros you must divide the factors of p (The constant of the polynomial) by
the factors of q (the leading term of the polynomial). Every possible zero will be some variation of this
equation. If you had 2x^3+4x^2-3x+10 then first you’d have to find the factors so for 2 it would be +-1, 2 and
for 10 would be +- 1, 2, 5, 10 then you would have to divide 10 or p’s factors by 2 or q’s factors giving you
possible rational zeros of +-½, 1, 2, 5/2, 5, 10 and then you would be able to plug these into your synthetic
division until you got left with no remainder which leads me to the remainder theorem. The remainder
theorem states that if i divide a f(x) by x-a then the remainder would be f(a). To give you and example if I had
x³ - 2x² + 5x - 3 and I wanted to see the remainder if I divided it by (x-2) then I could plug 2 into f(x) and have
the equation 2^3-2(2)^2+5(2)-3 which would give me an answer of 7 meaning x³ - 2x² + 5x - 3 divided by x-2
would give me a remainder of 7. You will get the same remainder if you used synthetic division that would
also give you a remainder of 7.

Ah I remember giving my students a test of this, this year. A common

mistake a lot of them made on the test that lost them points was when
they would mix up p and q and instead of dividing p/q they would mix
it up and divide q/p.
S is for Symmetry
The symmetry of a graph also classified as the even, odd or neither of a graph is how the function behaves
when it is flipped or rotated. The even odd or neither are classified on certain properties of the graph. A even
function fits the standards for f(-x)=f(x) and are symmetrical over the y axis. An odd function would fit the
standards for f(-x)=-f(x) and it is symmetrical over the origin of the graph. If you have a function that doesn’t
satisfy either of these properties then it would be classified as a neither graph. These graphs can look
symmetrical over the y axis or origin but you should check to see if they fit in those two properties and if they
don’t you know it's neither.

A very common mistake seen all the time is students just looking at the
graph and assuming its symmetry from eye instead of plugging their
function into the equations. If you don’t then you could be mistaken
and have a neither graph or think its a neither function and its actually
a even function.
T is for Transformations
A transformation is a modification of your parent function. The easiest way to look at transformations is in
transformation form of f(x)=a(bx-h)+k. In this form you can see the amount of transformations that can occur
when compared to the parent function of f(x)=x. The first transformation is k and this moves the graph up or
down. If you k is positive then your line will move up the same number as k and if it’s negative it will move
down. Next is h and this moves the line left or right. This one is tricky because a negative h moves the line to
the right and a positive moves it to the left. The a value vertically stretches or compresses the line as well as
flips it over the x axis if it is negative. If your a’s absolute value is greater than 1 your graph will stretch out
and if it is between 0-1 then it will compress. Very similarly is b and it horizontally stretches or compresses
the line as well as flips it over the y axis if its negative. If the absolute value of b is greater than 1 you will have
a horizontal compression and between 0-1 will have a horizontal stretch.

One of the most common mistakes in the whole math world is made
with transformations and it even happens to me sometimes hehe. It is
whenever you are making you h transformation sometimes students
and people forget the signs are reversed so they will have the positive
h going right and negative going left when it is reversed.
U is for Understanding Domain
Domain is the all real x-values of a function and many functions have a domain of negative infinity to positive
infinity. Most functions have this as you can plug in any x value and it will not break any of the rules of math.
Sometimes in some functions like square root or rational you can not have all x’s as this would break rules of
math. In a square root function your domain would just be from where your line started to either infinity or
negative infinity but in rational functions there are many rules that prevent some x values from being used. In
rational functions you have asymptotes and R PODS and these are factors that prevent the domain from
being a all real x’s.

A common mistake with domain is simply just not seeing

a break in your line that messes up your domain. If you
are recording your domain be sure to be on look out for
any asymptotes or RPODS and these will mess up your
domain make your answer incorrect.
V is for Vertex
A vertex is the highest or lowest part of the graph and it is the middle of your parabola. A vertex is the
maximum if the graph faces down and the minimum if it faces up. A vertex is very easy to find on a graph just
look for this highest or lowest point and you’ve found it. There are many other ways to find it as well without
a graph. First if your quadratic is in standard form then all you have to do to find the vertex is -b/2a then plug
in your answer for your x’s and you'll find the y component giving you your vertex. Next is factored form. In
this form you will have (x-p) and (x-q). To find the vertex you must do p+q/2 and just like the last form plug in
your answer into your x’s and it will give you the y of your vertex. Finally and the second easiest form to find
your vertex behind a graph is vertex form, a(x-h)^2+k and your vertex is just (h,k). If there is no h or k then
you plug a 0 into your vertex for where they should be

Vertex’s are a very easy thing to understand and the most common mistake I
see students making is plugging in the wrong number in your equations
giving you a bad x or y and/or forgetting the equations to find your vertex.
Just remember you're equations and vertices will come easy for you
X is for eXponent Rules
Exponents have a lot of tricky rules to remember but once you understand them exponents become as easy
as 1+1=2. The first rule is when you have 2 exponents getting multiplied against each other. This is called the
product rule and when this happens if the two bases are the same you can add to exponents together and
solve from there. Next similar to this rule is the quotient rule and this is when you have two exponents that
are dividing each other. If they both have the same base then you will subtract the exponents from there.
Next up is the power rule and this is when you have an exponent raised to another exponent. This will look
like (x^4)^3 and after you multiply your exponents you get x^12. Next up is the power of products rule and
this is just like the last one but this time with 2 bases. If you have (x^4y^3)^4 then you’d do basically the same
as the last rule and multiply the exponents together. You would end up with x^16y^12. The next rule is the
negative exponent rule and this is when you have a negative exponent. When you have x^-3 power all you
need to do is put a one on top and make it a fraction giving you 1/x^3 and if it's already a fraction and has a
negative exponent then you would simply flip it the other way. This would look like 1/x^-3 turning into x^3.
The final rule is the zero exponent rule and this is when you have x^0. Any number raised to the power of 0
will always give you 1 and you will never ever have an exponent give you a answer of 0.
A common mistake with exponents is trying to use the
product or quotient rule when you don't have the same
base. If they don’t have the same base you can not add the
exponents together.
Y is for You Try’s
A you try is a space in your notes packet full of problems for you to try on your own and study the material
you just learned. These problems are a great study material you should use to know your weaknesses so you
can focus on learning them and giving you great practice before your test. An example of a you try would be
your practice packet saying divide x^2+4x+8 by x-6 then the packet gives you room to do your work and find
the answer for this problem.

A common mistake with you tries is

just people not doing them. If you
don’t do your you try you’ll never
gain the practice they give you. The
more you tried you do the more
experience and practice you gain.
Z is for Zeros and Behavior around Zeros
Zeros are the values of x on a graph that cross 0 on the y axis or make f(x) equal 0. The zeros are the answers
to your polynomial function and are also called roots and you can either graph a function to find the zeros
from the graph or set f(x) to 0 and solve the function from there. Zero’s have certain rules one of them being
the multiplicity rule which will change how you answer crosses the graph. You determine your multiplicity by
how many times a zero is shown in a equation so if (x-3) shows up twice then it has a multiplicity of 2. There
are 3 different ways your graph will act depending on the multiplicity. If a zero only shows up once then it has
a multiplicity of 1 and will just cross the graph in a line. Next is if you have a even multiplicity. If a zero shows
up multiple times and is even so numbers like 2, 4, 6 and 8 then it will create a parabola looking shape on
your graph. Finally if you have a odd multiplicity like 3, 5, 7 and 9 then your function will look like an s shape
crossing your graph.
A common mistake is when you are
writing your zeros down make sure you
write when they cross the y axis at 0
not the x
Conclusion
After some amazing help from her students reminding her about all the math she taught them Mrs.
Marvelous slowly remembered all of her amazing math she taught her students and was able to go on to win
the teacher super bowl. Mrs. Marvelous was able to continue on after this having an amazing teaching career
and being more cautious around footballs this time. She made sure none of her students made any of the
mistakes that she was able to remember that gave her all her teaching powers back and would go on to be
known as one of the greatest teachers of all time.

Thank you students for sticking with me and

because of all of your help I can go back to
teaching you math. Thanks to all your help we
should have a pizza party to celebrate.