SECONDARY 2H ~ UNIT 5 (Intro to Quadratics)

Size: px
Start display at page:

Download "SECONDARY 2H ~ UNIT 5 (Intro to Quadratics)"

Transcription

1 SECONDARY 2H ~ UNIT 5 (Intro to Quadratics) Assignments from your Student Workbook are labeled WB Those from your hardbound Student Resource Book are labeled RB. Do all work from the Student Resource Book (RB) on a separate piece of paper. 5.1 Expressions, Words, and Quadratics (3.1.1, 3.1.2) Identify the terms, coefficients, and constant of the following expressions: 1. 16x 2 12x x 2 18x + 72 Simplify the expressions and classify each as a monomial, binomial, or trinomial: 3. 3x 2 + 2(5 x 2 ) 8(x 2 + 9) 4. 5x + 4(5x x) 2x(6) For the following problems, write an algebraic expression and simplify if possible: 5. three decreased by twice a number 6. five times a number decreased by three 7. fourteen decreased by the square of a number 8. twice the sum of a number and four times the sum of a number and its square 10. the product of the square of a number and five 11. the sum of 7 and three times a number 12. the square of the sum of a number and the product of 7 and the square of x, increased by the difference of 5 and x half the sum of 12 and x 2 decreased by one-third x 15. the product of 9 and x, decreased by the sum of 8 and the square of x 16. double the sum of 2 and x increased by one-half x 2 Simplify the expressions and determine whether each is a quadratic: 17. 3x(x + 14) x(4 5x) + 3(x 8) 19. (x 1) x(x 2 4x) 2(3 + x) 21. (x + 4)(5x 11) 22. (2x 2 + 9)(x 2) 23. (x + 4)(x + 1)(x 1) Write a quadratic expression for the following: 24. contains 2 terms, a coefficient of 7 and a constant of contains 3 terms, coefficients of -1 and 1, and a constant of 52 Continued on next page.

2 Write the following quadratic expressions in standard form and identify a, b and c 26. (3x + 5)(4x 1) 27. 3x(2x + 8) + (x 3)(x + 10) 28. (x 2)(x + 3) (x 4)(2x + 5) 5.2 Quadratic Graphs (2.1.1) WB: Page 13 #1-7: Without your calculator state whether the graph opens up or down and find the y-intercept. Then use your calculator to list the vertex and state whether it is a maximum or minimum, give the x-intercepts and state where the graph is increasing or decreasing. #8 10: Without the calculator state whether the graph has a maximum or minimum and find the y-intercept. Then use your calculator to find the max or min and the x-intercepts. 5.3 Domain and story problems (2.1.2, 2.2.2) WB: Page 23 #1 10 Show work on 2b, skip 2c. #4-10 graph on your calculator, you do not need to draw on paper. On #5 do not answer the last question. Page 43 #1-4, 8-10 On #8 10 show what you found first, in order to answer the question, then answer in a sentence 5.4 Solve by factoring (3.2.2) WB: Page 43 # 1-10 AND do the following: Solve each equation by factoring: 1. x 2 x = y 2 5y = x = 24x 4. 4x 2 11x 3 = y 2 = m m + 12 = n 2 = n 8. z 2 z = x 2 18 = r 2 = 3r + 4 Continued on next page.

3 Write a quadratic equation that has the given zeros: 11. x = 6, x = 5, x = 2, x = -4, x = 4 3, x = 2 5, Solve by Square Roots WB: Page 33 #1-10 RB: page U3-25 #1 6, 8-10 ANSWERS FOR ASSIGNMENTS: Remember: this is only to check your answers ~ all work must be shown, or no credit will be given!! (Also we re only human, so there may be mistakes! ) 5.1 answers: 1. terms: 16x 2, 12x, 20; coefficients: 16, 12; constant: terms: 30x 2, 18x, 72; coefficients: 30, 18; constant: x 2 62, binomial 4. 9x, monomial x 6. 5x x (x + 11) 9. 4(x + x 2 ) 10. 5x x 12. (x + 13) x x2 1 3 x x 2 + 9x x2 + 2x x 2 42x, Quadratic x x 24, quadratic 19. x 2 2x + 11, Quadratic x 3 48x 2 2x 6, not quadratic 21. 5x 2 + 9x 44, Quadratic 22. 2x 3 4x 2 + 9x 18, not quadratic 23. x 3 + 4x 2 x 4, not quadratic 24. 7x x 2 + x x x 5, a=12, b=17, c= x x 30, a=7, b=31, c= x 2 + 4x + 14, a = -1, b = 4, c = 14

4 5.2 answers: WB: Page opens up, y-int. (0, 5), vertex (-3, -4), a minimum, x-int. (-1, 0), (-5, 0), incr. x > -3, decr. x< opens up, y-int. (0, -15), vertex (-1, -16), a minimum, x-int. (3, 0), (-5, 0), incr. x> -1, decr. x< opens down, y-int. (0, -9), vertex (5, 16), a maximum, x-int. (1, 0), (9, 0), incr. x < 5, decr. x >5 4. opens down, y-int. (0, 0), vertex (-2, 4), a maximum, x-int. (-4, 0), (0, 0), incr. x < -2, decr. x > opens up, y-int. (0, -12), vertex (2, -16),a minimum, x-int. (-2, 0), (6, 0), incr. x > 2, decr. x < 2 6. opens up, y-int. (0, 0), vertex (-2, -2), a minimum, x-int. (-4, 0), (0, 0), incr. x > -2, decr. x < opens down, y-int. (0, -3), vertex (-2, 1), a maximum, x-int. (-3, 0), (-1, 0), incr. x< -2, decr. x > has maximum, y-int. (0, 0), max. (6, 18), x-int. (0, 0), (12, 0) 9. has maximum, y-int. (0, 16), max (0.75, 25), x-int. (-.5, 0), (2, 0) 10. has maximum, y-int. (0, 16), max (3, 25), x-int. (-2, 0), (8, 0) 5.3 answers: WB: Pg a. (0, 8) 1b. (3, -1) 1c. minimum 2a. (-2, 0), (4, 0) 2b. (0, 4) 2d. (1, 4.5) 3a. (1, 10), 3b. maximum 4. vertex: (7, -9) The lowest the bird will go is 9 feet below the surface of the lake, after 7 seconds of flight. 5. x-int. (-2, 0), (40, 0) the x-intercepts are the times when the missile is on the ground (height of 0). The x-int of -2 does not make sense because time cannot be negative, so the missile is back on the ground after 40 seconds. 6. x-int. (-1, 0) and (2, 0); the x-intercepts are the times when the snowboarder is on the ground. The x-intercept -1 does not make sense because time cannot be negative. The stunt lasted 2 seconds. 7. vertex: (3, 25) The paper airplane will reach its maximum height of 25 feet after going 3 feet horizontally. 8. vertex: (1, 16) The golf ball will reach its maximum height of 16 feet 1 second after being hit. 9. x-int. (15, 0) and (-5, 0); The x-intercepts show the number of dollars of price increase that would result in 0 revenue. The x-int or -5 does not make sense because you would not have a negative price increase. A price increase of $15 would result in 0 revenue. The revenue is maximized when x= vertex: (7, 289) The maximum revenue is $289 and it will occur when the price is reduced by $7. WB: page 127 #1-4 all answers are all real numbers 8. The ball is in the air just less than 3.9 seconds 9. The golf ball hits the ground after 9.4 seconds 10. Domain: 8.67 x (tell where this is from). Profits will be maximized when x = $18.75

5 5.4 answers: WB: Page a(a 5) 2. (y 3)(y 4) 3. (2z + 3) 2 4. x = 15, 5 5. r = 0, x = 4, 1 7. x = 3, Tickets can be sold for $0 or $20 for an income of $0. 9. The width is (x 2) feet. 10. The base of the triangle is 5 inches. Packet: 1. x = 3, 4 2. y = 0, 5 3. x = x = 1 4, 3 5. y = 5 2, m = 3 4, n = 5, 1 8. z = 0, x = 3, r = 1, x 2 + 3x 54 = x 2 4x 5 = x 2 21x + 10 = x 2 4 = x x + 8 = x 2 21x 4 = answers: WB: Page x = ±9 2. x = ±5i 3. x = ±3 4. x = 4, 2 5. x = 3 ± 3i 6. x = 15, c b a must be positive and a perfect square 8. The length of one side of the square is 2 10 cm. 9. The radius of the circle is 4.37 mm. 10. The side length of the cube is 10 3 RB: page U inches. 1. x = ±2 2. x = ±2i 3. x = ±2i 2 4. x = 4 ± x = 6 6. x = 5 ± 7 8. The length of one side of the square is 7 in. 9. The radius of the circle is The radius of the sphere is 1.26 ft.

6 REVIEW answers: 1. Terms: 13x 2, 7x, 17, Coefficients: 13 and 7, Constant: x , binomial 3. Yes, x 2 + 7x No, 2x 3 + 3x 2 7x x 2 + 3x x 2 + x m = 4, 1 8. b = 1, 2 9. m = c = 0, n = 8, x = 8, width = (a 2)feet The base equals 4 inches x 2 + 4x 4 = a = ±8 17. k = ± x = 4 ± 2i 19. p = 3 ± x = ± r = 2 7 or 5.29 inches 22. opens up; y-int (0, -7); vertex (-3, -16); minimum; x-ints (-7, 0), (1, 0); incr. x > -3, decr. x< opens down; y-int (0, 0); vertex (-2, 2); maximum; x-ints (0, 0), (-4, 0); incr. x <-2, decr. x > opens down: y-int (0, -16); vertex (-3, 2); maximum; x-ints (-4, 0), (-2, 0); incr. x<-3, decr. x > maximum; y-int (0, 7); maximum (3, 16); x-ints (-1, 0), (7, 0) 26. Domain: x = all real numbers 27. Vertex (5, 1); The butterfly is one foot above the ground after 5 seconds in flight. 28. Vertex (1, 52); The diver is 52 feet above the water one second into his dive. 29. x-ints (50, 0) (-2, 0); The x-intercepts represent the number of widgets made that will result in a revenue of $0. The x-intercept at (-2, 0) does not make sense in context, since they can t produce a negative number of widgets. The revenue is maximized at 24 widgets seconds 31. Answers will vary 32. Answers will vary 33. No. A quadratic can have 1 real solution, 2 real solutions, or 2 non-real solutions.

SECONDARY 2H ~ UNIT 5 (Into to Quadratics)

SECONDARY 2H ~ UNIT 5 (Into to Quadratics) SECONDARY 2H ~ UNIT 5 (Into to Quadratics) Assignments from your Student Workbook are labeled WB Those from your hardbound Student Resource Book are labeled RB. Do all work from the Student Resource Book

More information

2.3 BUILDING THE PERFECT SQUARE

2.3 BUILDING THE PERFECT SQUARE 16 2.3 BUILDING THE PERFECT SQUARE A Develop Understanding Task Quadratic)Quilts Optimahasaquiltshopwhereshesellsmanycolorfulquiltblocksforpeoplewhowant tomaketheirownquilts.shehasquiltdesignsthataremadesothattheycanbesized

More information

A slope of a line is the ratio between the change in a vertical distance (rise) to the change in a horizontal

A slope of a line is the ratio between the change in a vertical distance (rise) to the change in a horizontal The Slope of a Line (2.2) Find the slope of a line given two points on the line (Objective #1) A slope of a line is the ratio between the change in a vertical distance (rise) to the change in a horizontal

More information

5.1, 5.2, 5.3 Properites of Exponents last revised 12/28/2010

5.1, 5.2, 5.3 Properites of Exponents last revised 12/28/2010 48 5.1, 5.2, 5.3 Properites of Exponents last revised 12/28/2010 Properites of Exponents 1. *Simplify each of the following: a. b. 2. c. d. 3. e. 4. f. g. 5. h. i. j. Negative exponents are NOT considered

More information

UNIT 2: FACTOR QUADRATIC EXPRESSIONS. By the end of this unit, I will be able to:

UNIT 2: FACTOR QUADRATIC EXPRESSIONS. By the end of this unit, I will be able to: UNIT 2: FACTOR QUADRATIC EXPRESSIONS UNIT 2 By the end of this unit, I will be able to: o Represent situations using quadratic expressions in one variable o Expand and simplify quadratic expressions in

More information

CSAP. Mathematics. Study the table below. The table shows the distance Ricky walks each dog after school. Distance Walked. Distance.

CSAP. Mathematics. Study the table below. The table shows the distance Ricky walks each dog after school. Distance Walked. Distance. CSAP Mathematics 1 Study the table below. The table shows the distance Ricky walks each dog after school. Distance Walked Name of Dog Speedy (S) Distance 1 mile Wags (W) 1.75 miles Cookie (C) Jumper (J)

More information

Algebra 1 Final Exam 4 B. 1, 2.5, 1 2, 0.75, 4 4, x 30. Name Period Score / 51pts.

Algebra 1 Final Exam 4 B. 1, 2.5, 1 2, 0.75, 4 4, x 30. Name Period Score / 51pts. Algebra 1 Final Exam Name Period Score / 51pts Multiple Choice: 1 pt each 1 List the numbers from least to greatest: 075, 4, 25, 1 2, 1 A 1 2, 075, 25, 1, 4 B 1, 25, 1 2, 075, 4 C 25, 1, 1 2, 075, 4 D

More information

7.1 Solving Quadratic Equations by Graphing

7.1 Solving Quadratic Equations by Graphing Math 2201 Date: 7.1 Solving Quadratic Equations by Graphing In Mathematics 1201, students factored difference of squares, perfect square trinomials and polynomials of the form x 2 + bx + c and ax 2 + bx

More information

Determine if the function is even, odd, or neither. 1) f(x) = 8x4 + 7x + 5 A) Even B) Odd C) Neither

Determine if the function is even, odd, or neither. 1) f(x) = 8x4 + 7x + 5 A) Even B) Odd C) Neither Assignment 6 Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Determine if the function is even, odd, or neither. 1) f(x) = 8x4 + 7x + 5 1) A)

More information

Section 6.3: Factored Form of a Quadratic Function

Section 6.3: Factored Form of a Quadratic Function Section 6.3: Factored Form of a Quadratic Function make the connection between the factored form of a quadratic and the x-intercepts of the graph Forms of a Quadratic Function (i) Standard Form (ii) Factored

More information

3.1 Solving Systems by Graphing. In consistent systems, Independent systems consist of. Three Cases: A. consistent and independent

3.1 Solving Systems by Graphing. In consistent systems, Independent systems consist of. Three Cases: A. consistent and independent 3.1 Solving Systems by Graphing In consistent systems, 2. y Independent systems consist of Three Cases: x A. consistent and independent B. inconsistent and independent 3. y C. consistent and dependent

More information

6.1.2: Graphing Quadratic Equations

6.1.2: Graphing Quadratic Equations 6.1.: Graphing Quadratic Equations 1. Obtain a pair of equations from your teacher.. Press the Zoom button and press 6 (for ZStandard) to set the window to make the max and min on both axes go from 10

More information

5.1, 5.2, 5.3 Properites of Exponents last revised 12/4/2010

5.1, 5.2, 5.3 Properites of Exponents last revised 12/4/2010 48 5.1, 5.2, 5.3 Properites of Exponents last revised 12/4/2010 Properites of Exponents 1. *Simplify each of the following: a. b. 2. c. d. 3. e. 4. f. g. 5. h. i. j. Negative exponents are NOT considered

More information

For Questions 1-15, NO CALCULATOR!

For Questions 1-15, NO CALCULATOR! For Questions 1-15, NO CALCULATOR! 1. Identify the y-intercept: Identify the vertex: 2. The revenue, R(x), generated by an increase in price of x dollars for an item is represented by the equation Identify

More information

Up and Down or Down and Up

Up and Down or Down and Up Lesson.1 Assignment Name Date Up and Down or Down and Up Exploring Quadratic Functions 1. The citizens of Herrington County are wild about their dogs. They have an existing dog park for dogs to play, but

More information

2016 Geometry Honors Summer Packet

2016 Geometry Honors Summer Packet Name: 2016 Geometry Honors Summer Packet This packet is due the first day of school. It will be graded for completion and effort shown. There will be an assessment on these concepts the first week of school.

More information

ore C ommon Core Edition APlgebra Algebra 1 ESTS RACTICE PRACTICE TESTS Topical Review Book Company Topical Review Book Company

ore C ommon Core Edition APlgebra Algebra 1 ESTS RACTICE PRACTICE TESTS Topical Review Book Company Topical Review Book Company C ommon Core ommon Edition C ore Edition Algebra 1 APlgebra 1 T RACTICE ESTS Answer Keys PRACTICE TESTS Topical Review Book Company Topical Review Book Company TEST 1 Part I 1. 3 5. 2 9. 4 13. 1 17. 4

More information

Math 165 Section 3.1 Linear Functions

Math 165 Section 3.1 Linear Functions Math 165 Section 3.1 Linear Functions - complete this page Read the book or the power point presentations for this section. Complete all questions on this page Also complete all questions on page 6 1)

More information

Algebra 1 B Semester Exam Review

Algebra 1 B Semester Exam Review Algebra 1 B 014 MCPS 013 014 Residual: Difference between the observed (actual) value and the predicted (regression) value Slope-Intercept Form of a linear function: f m b Forms of quadratic functions:

More information

Skills Practice Skills Practice for Lesson 4.1

Skills Practice Skills Practice for Lesson 4.1 Skills Practice Skills Practice for Lesson.1 Name Date Squares and More Using Patterns to Generate Algebraic Functions Vocabulary Match each word with its corresponding definition. 1. linear function a.

More information

Factored Form When a = 1

Factored Form When a = 1 Lesson 4 Hart Interactive Algebra Lesson 4: Factored Form When a = Opening Activity Graph Exchange Your group will need: one quadratic graph. A. For your given graph, circle the graph number on the table

More information

Math 10C Chapter 3 Factors and Products Review Notes

Math 10C Chapter 3 Factors and Products Review Notes Math 10C Chapter Factors and Products Review Notes Prime Factorization Prime Numbers: Numbers that can only be divided by themselves and 1. The first few prime numbers:,, 5,, 11, 1, 1, 19,, 9. Prime Factorization:

More information

Lesson 3.4 Completing the Square

Lesson 3.4 Completing the Square Lesson 3. Completing the Square Activity 1 Squares of Binomials 1. a. Write a formula for the square of a binomial: ÐB :Ñ œ Notice that the constant term of the trinomial is coefficient of the linear term

More information

Math 65A Elementary Algebra A Exam II STUDY GUIDE and REVIEW Chapter 2, Sections 3 5, and Chapter 3, Sections 1-3

Math 65A Elementary Algebra A Exam II STUDY GUIDE and REVIEW Chapter 2, Sections 3 5, and Chapter 3, Sections 1-3 Exam II STUDY GUIDE and REVIEW Chapter 2, Sections 5, and Chapter, Sections 1 - Exam II will be given on Thursday, April 10. You will have the entire class time for the exam. It will cover Chapter 2, Sections

More information

THE DOMAIN AND RANGE OF A FUNCTION Basically, all functions do is convert inputs into outputs.

THE DOMAIN AND RANGE OF A FUNCTION Basically, all functions do is convert inputs into outputs. THE DOMAIN AND RANGE OF A FUNCTION Basically, all functions do is convert inputs into outputs. Exercise #1: Consider the function y = f (x) shown on the graph below. (a) Evaluate each of the following:

More information

Chapter 8. Lesson a. (2x+3)(x+2) b. (2x+1)(3x+2) c. no solution d. (2x+y)(y+3) ; Conclusion. Not every expression can be factored.

Chapter 8. Lesson a. (2x+3)(x+2) b. (2x+1)(3x+2) c. no solution d. (2x+y)(y+3) ; Conclusion. Not every expression can be factored. Chapter 8 Lesson 8.1.1 8-1. a. (x+4)(y+x+) = xy+x +6x+4y+8 b. 18x +9x 8-. a. (x+3)(x+) b. (x+1)(3x+) c. no solution d. (x+y)(y+3) ; Conclusion. Not every expression can be factored. 8-3. a. (3x+1)(x+5)=6x

More information

Radical Expressions and Graph (7.1) EXAMPLE #1: EXAMPLE #2: EXAMPLE #3: Find roots of numbers (Objective #1) Figure #1:

Radical Expressions and Graph (7.1) EXAMPLE #1: EXAMPLE #2: EXAMPLE #3: Find roots of numbers (Objective #1) Figure #1: Radical Expressions and Graph (7.1) Find roots of numbers EXAMPLE #1: Figure #1: Find principal (positive) roots EXAMPLE #2: Find n th roots of n th powers (Objective #3) EXAMPLE #3: Figure #2: 7.1 Radical

More information

Roberto Clemente Middle School

Roberto Clemente Middle School Roberto Clemente Middle School Summer Math Packet for Students Entering Algebra I Name: 1. On the grid provided, draw a right triangle with whole number side lengths and a hypotenuse of 10 units. The

More information

Lesson Objectives. Simplifying Algebraic Expressions with Polynomials Multiplying Monomials and Binomials

Lesson Objectives. Simplifying Algebraic Expressions with Polynomials Multiplying Monomials and Binomials UDM11L04BLM/AK_61519 8/11/03 5:15 PM Page 29 Lesson Objectives Find the product of two monomials. Find the product of a monomial and a binomial. Find the product of two binomials using the Distributive

More information

1. Write an equation in slope-point for this line.

1. Write an equation in slope-point for this line. 1. Write an equation in slope-point for this line. 2. Which of the following equations describes the linear relation graphed below? I II! " 2 3 % & 2! ' 4 " 2 )% ' 3* 3 III 3% ' 2! & 2 " 0 A. I, II, and

More information

MTH 103 Group Activity Problems (W2B) Name: Equations of Lines Section 2.1 part 1 (Due April 13) platform. height 5 ft

MTH 103 Group Activity Problems (W2B) Name: Equations of Lines Section 2.1 part 1 (Due April 13) platform. height 5 ft MTH 103 Group Activity Problems (W2B) Name: Equations of Lines Section 2.1 part 1 (Due April 13) Learning Objectives Write the point-slope and slope-intercept forms of linear equations Write equations

More information

Length of a Side (m)

Length of a Side (m) Quadratics Day 1 The graph shows length and area data for rectangles with a fixed perimeter. Area (m ) 450 400 350 300 50 00 150 100 50 5 10 15 0 5 30 35 40 Length of a Side (m) 1. Describe the shape of

More information

ALGEBRA 2 ~ Lessons 1 13

ALGEBRA 2 ~ Lessons 1 13 ALGEBRA 2 ~ Lessons 1 13 Remember to write the original problem and show all of your steps! All work should be done on a separate piece of paper. ASSIGNMENT 1 Arithmetic (No calculator.) Add, subtract

More information

Covering and Surrounding Practice Answers

Covering and Surrounding Practice Answers Investigation Additional Practice. a. units, Area 8 square units b. 8 units, Area 33 square units c. 3 units, Area 33 square units d. units, 7 Area 7 square units 8. a. Students should draw and label a

More information

Selected Answers for Core Connections, Course 2

Selected Answers for Core Connections, Course 2 Selected Answers for Core Connections, Course 2 Lesson 6.1.1 6-6. x x + 1 3 = 2 b: 2x 2 + 4x x + 2 3 = 2x 2 + 3x 1 6-7. Parts a, c, and d match the perimeter. 6-8. a: 23 20 or 1 3 20 d: 19 15 or 1 4 15

More information

Name Date. Chapter 15 Final Review

Name Date. Chapter 15 Final Review Name Date Chapter 15 Final Review Tell whether the events are independent or dependent. Explain. 9) You spin a spinner twice. First Spin: You spin a 2. Second Spin: You spin an odd number. 10) Your committee

More information

Geometry. Practice Pack

Geometry. Practice Pack Geometry Practice Pack WALCH PUBLISHING Table of Contents Unit 1: Lines and Angles Practice 1.1 What Is Geometry?........................ 1 Practice 1.2 What Is Geometry?........................ 2 Practice

More information

Intermediate Mathematics League of Eastern Massachusetts

Intermediate Mathematics League of Eastern Massachusetts Meet #5 April 2003 Intermediate Mathematics League of Eastern Massachusetts www.imlem.org Meet #5 April 2003 Category 1 Mystery You may use a calculator 1. In his book In an Average Lifetime, author Tom

More information

Rosa Parks Middle School. Summer Math Packet C2.0 Algebra Student Name: Teacher Name: Date:

Rosa Parks Middle School. Summer Math Packet C2.0 Algebra Student Name: Teacher Name: Date: Rosa Parks Middle School Summer Math Packet C2.0 Algebra Student Name: Teacher Name: Date: Dear Student and Parent, The purpose of this packet is to provide a review of objectives that were taught the

More information

Student Exploration: Quadratics in Factored Form

Student Exploration: Quadratics in Factored Form Name: Date: Student Exploration: Quadratics in Factored Form Vocabulary: factored form of a quadratic function, linear factor, parabola, polynomial, quadratic function, root of an equation, vertex of a

More information

PART I: Emmett s teacher asked him to analyze the table of values of a quadratic function to find key features. The table of values is shown below:

PART I: Emmett s teacher asked him to analyze the table of values of a quadratic function to find key features. The table of values is shown below: Math (L-3a) Learning Targets: I can find the vertex from intercept solutions calculated by quadratic formula. PART I: Emmett s teacher asked him to analyze the table of values of a quadratic function to

More information

Intermediate Mathematics League of Eastern Massachusetts

Intermediate Mathematics League of Eastern Massachusetts Meet #5 March 2006 Intermediate Mathematics League of Eastern Massachusetts Meet #5 March 2006 Category 1 Mystery You may use a calculator today. 1. The combined cost of a movie ticket and popcorn is $8.00.

More information

Meet #5 March Intermediate Mathematics League of Eastern Massachusetts

Meet #5 March Intermediate Mathematics League of Eastern Massachusetts Meet #5 March 2008 Intermediate Mathematics League of Eastern Massachusetts Meet #5 March 2008 Category 1 Mystery 1. In the diagram to the right, each nonoverlapping section of the large rectangle is

More information

Lesson 1 Area of Parallelograms

Lesson 1 Area of Parallelograms NAME DATE PERIOD Lesson 1 Area of Parallelograms Words Formula The area A of a parallelogram is the product of any b and its h. Model Step 1: Write the Step 2: Replace letters with information from picture

More information

VOCABULARY WORDS. quadratic equation root(s) of an equation zero(s) of a function extraneous root quadratic formula discriminant

VOCABULARY WORDS. quadratic equation root(s) of an equation zero(s) of a function extraneous root quadratic formula discriminant VOCABULARY WORDS quadratic equation root(s) of an equation zero(s) of a function extraneous root quadratic formula discriminant 1. Each water fountain jet creates a parabolic stream of water. You can represent

More information

Algebra II B Review 3

Algebra II B Review 3 Algebra II B Review 3 Multiple Choice Identify the choice that best completes the statement or answers the question. Graph the equation. Describe the graph and its lines of symmetry. 1. a. c. b. graph

More information

Chapter 4. Lesson Lesson The parabola should pass through the points (0, 0) and (2, 0) and have vertex (1, 1).

Chapter 4. Lesson Lesson The parabola should pass through the points (0, 0) and (2, 0) and have vertex (1, 1). Chapter 4 Lesson 4.1.1 4-3. The parabola should pass through the points (0, 0) and (2, 0) and have vertex (1, 1). 4-4. She should have received two sports cars and ten pieces of furniture. 4-5. 1 3 ( 2x)=

More information

SM3 Lesson 2-3 (Intercept Form Quadratic Equation)

SM3 Lesson 2-3 (Intercept Form Quadratic Equation) SM3 Lesson 2-3 (Intercept Form Quadratic Equation) Factor the following quadratic expressions: x 2 + 11x + 30 x 2 10x 24 x 2 8x + 15 Standard Form Quadratic Equation (x + 5)(x + 6) (x 12)(x + 2) (x 5)(x

More information

Third Grade Mathematics

Third Grade Mathematics Standard 1: Number & Operation 3.M.1.1.1 Read, write, compare, and order whole numbers to 10,000. (287.01.a) and use numbers 38-40% and use numbers Content Limit: When comparing numbers between 1,000 and

More information

Lesson 16. Opening Exploration A Special Case

Lesson 16. Opening Exploration A Special Case Opening Exploration A Special Case 1. Consuela ran across the quadratic equation y = 4x 2 16 and wondered how it could be factored. She rewrote it as y = 4x 2 + 0x 16. A. Use one of the methods you ve

More information

Lesson 6.1 Linear Equation Review

Lesson 6.1 Linear Equation Review Name: Lesson 6.1 Linear Equation Review Vocabulary Equation: a math sentence that contains Linear: makes a straight line (no Variables: quantities represented by (often x and y) Function: equations can

More information

Solving Equations and Graphing

Solving Equations and Graphing Solving Equations and Graphing Question 1: How do you solve a linear equation? Answer 1: 1. Remove any parentheses or other grouping symbols (if necessary). 2. If the equation contains a fraction, multiply

More information

The Real Number System and Pythagorean Theorem Unit 9 Part B

The Real Number System and Pythagorean Theorem Unit 9 Part B The Real Number System and Pythagorean Theorem Unit 9 Part B Standards: 8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion;

More information

Solving Systems of Linear Inequalities. SHIPPING Package delivery services add extra charges for oversized

Solving Systems of Linear Inequalities. SHIPPING Package delivery services add extra charges for oversized 2-6 OBJECTIVES Graph sstems of inequalities. Find the maximum or minimum value of a function defined for a polgonal convex set. Solving Sstems of Linear Inequalities SHIPPING Package deliver services add

More information

Cumulative Review : MAT-032 (Algebra B) 2013

Cumulative Review : MAT-032 (Algebra B) 2013 Perform the indicated operations and simplify: ( 7. 8. 9. Add 10. Subtract from 1 Subtract from the sum of and 1 Subtract the sum of and from 7. 8. 9. 10. 1 1 Factor completely: 7. 8. 7. 8. Factor completely:

More information

Name Date. Chapter 15 Final Review

Name Date. Chapter 15 Final Review Name Date Chapter 15 Final Review Tell whether the events are independent or dependent. Explain. 9) You spin a spinner twice. First Spin: You spin a 2. Second Spin: You spin an odd number. 10) Your committee

More information

Sect 4.5 Inequalities Involving Quadratic Function

Sect 4.5 Inequalities Involving Quadratic Function 71 Sect 4. Inequalities Involving Quadratic Function Objective #0: Solving Inequalities using a graph Use the graph to the right to find the following: Ex. 1 a) Find the intervals where f(x) > 0. b) Find

More information

Summer Math Project 2010 Incoming grade Name

Summer Math Project 2010 Incoming grade Name Summer Math Project 2010 Incoming grade 7 2010-2011 Name This project is to be completed at home during the summer months and turned in to your seventh grade math teacher on September 10, 2010. Extra credit

More information

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Trigonometry Final Exam Study Guide Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. The graph of a polar equation is given. Select the polar

More information

Chapter 6: Periodic Functions

Chapter 6: Periodic Functions Chapter 6: Periodic Functions In the previous chapter, the trigonometric functions were introduced as ratios of sides of a right triangle, and related to points on a circle. We noticed how the x and y

More information

2.3: The Human Cannonball

2.3: The Human Cannonball 2.3: The Human Cannonball Parabola Equations and Graphs As a human cannonball Rosa is shot from a special cannon. She is launched into the air by a spring. Rosa lands in a horizontal net 150 ft. from the

More information

Arkansas Council of Teachers of Mathematics Regional Algebra I Contest March 3, 2012

Arkansas Council of Teachers of Mathematics Regional Algebra I Contest March 3, 2012 Arkansas Council of Teachers of Mathematics Regional Algebra I Contest March 3, 2012 For questions 1 through 25, mark your answer choice on the answer sheet provided. Make sure that any erasures are cleanly

More information

Lesson 18: Solving Quadratic Equations

Lesson 18: Solving Quadratic Equations Opening Exercise 1. The area of a rectangle can be represented by the expression xx 2 + 2xx 3. A. If the dimensions of the rectangle are known to be the linear factors of the expression, write each dimension

More information

Unit 5: Graphs. Input. Output. Cartesian Coordinate System. Ordered Pair

Unit 5: Graphs. Input. Output. Cartesian Coordinate System. Ordered Pair Section 5.1: The Cartesian plane Section 5.2: Working with Scale in the Cartesian Plane Section 5.3: Characteristics of Graphs Section 5.4: Interpreting Graphs Section 5.5: Constructing good graphs from

More information

PROPORTIONAL VERSUS NONPROPORTIONAL RELATIONSHIPS NOTES

PROPORTIONAL VERSUS NONPROPORTIONAL RELATIONSHIPS NOTES PROPORTIONAL VERSUS NONPROPORTIONAL RELATIONSHIPS NOTES Proportional means that if x is changed, then y is changed in the same proportion. This relationship can be expressed by a proportional/linear function

More information

MTH 1825 Sample Exam 4 Fall 2014

MTH 1825 Sample Exam 4 Fall 2014 Name (print) Section Signature PID Instructions: Please check to make sure your exam has all 8 pages (including cover) before you begin. Please read the following instructions carefully. 1. DO NOT OPEN

More information

UNIT 6: CONJECTURE AND JUSTIFICATION WEEK 24: Student Packet

UNIT 6: CONJECTURE AND JUSTIFICATION WEEK 24: Student Packet Name Period Date UNIT 6: CONJECTURE AND JUSTIFICATION WEEK 24: Student Packet 24.1 The Pythagorean Theorem Explore the Pythagorean theorem numerically, algebraically, and geometrically. Understand a proof

More information

Cross Sections of Three-Dimensional Figures

Cross Sections of Three-Dimensional Figures Domain 4 Lesson 22 Cross Sections of Three-Dimensional Figures Common Core Standard: 7.G.3 Getting the Idea A three-dimensional figure (also called a solid figure) has length, width, and height. It is

More information

Hinojosa Kinder Math Vocabulary Words. Topic 1. number. zero. one

Hinojosa Kinder Math Vocabulary Words. Topic 1. number. zero. one Topic 1 Word Picture number 2 zero 0 one 1 two 2 three 3 four 4 five 5 count 1 2 3 whole part none 0 picture objects order 0 1 2 3 4 represent triangle describe blue 3 sides 3 corners Topic 2 Word Picture

More information

Algebra 1 Online:

Algebra 1 Online: Dear Algebra 2 Students, Within this packet you will find mathematical concepts and skills learned in Algebra 1 that are the foundation from which Algebra 2 is built. These concepts need to be reviewed

More information

5-5 Multiple-Angle and Product-to-Sum Identities

5-5 Multiple-Angle and Product-to-Sum Identities Find the values of sin 2, cos 2, tan 2 1 cos for the given value interval, (270, 360 ) Since on the interval (270, 360 ), one point on the terminal side of θ has x-coordinate 3 a distance of 5 units from

More information

Lesson 10 Practice Problems

Lesson 10 Practice Problems Name: Date: Lesson 10 Skills Practice 1. Determine the slope of the line between each of the following pairs of points. Show all steps, and reduce your answer to lowest terms. a. (4, 5) and ( 2, 3) b.

More information

The cost per candle, 2.25, is the marginal cost (and also the slope) and the fixed cost is 22 (which is also the y-intercept).

The cost per candle, 2.25, is the marginal cost (and also the slope) and the fixed cost is 22 (which is also the y-intercept). Section 1.4 Linear Models Lots of Vocabulary in this Section! Cost, Revenue and Profit Functions A simple cost function can be a linear function: C(x) = mx + b, where mx is the variable cost and b is the

More information

Cambridge Secondary 1 Progression Test. Mark scheme. Mathematics. Stage 9

Cambridge Secondary 1 Progression Test. Mark scheme. Mathematics. Stage 9 Cambridge Secondary 1 Progression Test Mark scheme Mathematics Stage 9 DC (CW/SW) 9076/8RP These tables give general guidelines on marking answers that involve number and place value, and units of length,

More information

Find the area and perimeter of each figure. Round to the nearest tenth if necessary.

Find the area and perimeter of each figure. Round to the nearest tenth if necessary. Find the area and perimeter of each figure. Round to the nearest tenth if necessary. 1. Use the Pythagorean Theorem to find the height h, of the parallelogram. Each pair of opposite sides of a parallelogram

More information

Math 2 nd Grade GRADE LEVEL STANDARDS/DOK INDICATORS

Math 2 nd Grade GRADE LEVEL STANDARDS/DOK INDICATORS Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop

More information

Use a calculator to find the volume of a sphere when the radius is 6. (V = 4 3 πr 3 )

Use a calculator to find the volume of a sphere when the radius is 6. (V = 4 3 πr 3 ) Use a calculator to find the volume of a sphere when the radius is 6. (V = 4 3 πr 3 ) A telescope is supported by a tower that casts a shadow 40 meters long. The distance from the top of the tower to the

More information

Roots of Quadratic Functions

Roots of Quadratic Functions LESSON 12 Roots of Quadratic Functions LEARNING OBJECTIVES Today I am: sketching parabolas with limited information. So that I can: identify the strengths of each form of a quadratic equation. I ll know

More information

Minute Simplify: 12( ) = 3. Circle all of the following equal to : % Cross out the three-dimensional shape.

Minute Simplify: 12( ) = 3. Circle all of the following equal to : % Cross out the three-dimensional shape. Minute 1 1. Simplify: 1( + 7 + 1) =. 7 = 10 10. Circle all of the following equal to : 0. 0% 5 100. 10 = 5 5. Cross out the three-dimensional shape. 6. Each side of the regular pentagon is 5 centimeters.

More information

Gaithersburg Middle School. Honors Geometry. Summer Packet

Gaithersburg Middle School. Honors Geometry. Summer Packet Name: Date: Gaithersburg Middle School Honors Geometry Summer Packet Honors Geometry Page 1 Summer, 2013 Dear student, Hooray! Summer vacation is almost here and the start of the new school year is just

More information

Math Challengers. Provincial Competition Face-off Round 2013

Math Challengers. Provincial Competition Face-off Round 2013 Math Challengers Provincial Competition Face-off Round 2013 A question always follows a blue page. The next page is blue! 1. What is the volume of the cone with base radius 2 and height 3? Give the answer

More information

Honors Algebra 2 Assignment Sheet - Chapter 1

Honors Algebra 2 Assignment Sheet - Chapter 1 Assignment Sheet - Chapter 1 #01: Read the text and the examples in your book for the following sections: 1.1, 1., and 1.4. Be sure you read and understand the handshake problem. Also make sure you copy

More information

Math Grade 2. Understand that three non-zero digits of a 3-digit number represent amounts of hundreds, tens and ones.

Math Grade 2. Understand that three non-zero digits of a 3-digit number represent amounts of hundreds, tens and ones. Number Sense Place value Counting Skip counting Other names for numbers Comparing numbers Using properties or place value to add and subtract Standards to be addressed in Number Sense Standard Topic Term

More information

GA Benchmark 8th Math (2008GABench8thMathset1)

GA Benchmark 8th Math (2008GABench8thMathset1) Name: Date: 1. Tess will toss a fair coin 3 times. The possible results are illustrated in the tree diagram below. Based on the information given in the tree diagram, in how many ways (outcomes) can Tess

More information

Grade 2 Arkansas Mathematics Standards. Represent and solve problems involving addition and subtraction

Grade 2 Arkansas Mathematics Standards. Represent and solve problems involving addition and subtraction Grade 2 Arkansas Mathematics Standards Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.2.OA.A.1 Use addition and subtraction within 100

More information

Chapter Test A For use after Chapter 2

Chapter Test A For use after Chapter 2 Chapter Test A For use after Chapter Evaluate the epression. 1. (18 9) 11. 8( )(5) 3. 1. 4.7 1.5 4. t 4 17 5. 8 c ( 10) 6. 4(6) Identify the property that the statement illustrates. 7. 10 3 3 ( 10) 8.

More information

Students apply the Pythagorean Theorem to real world and mathematical problems in two dimensions.

Students apply the Pythagorean Theorem to real world and mathematical problems in two dimensions. Student Outcomes Students apply the Pythagorean Theorem to real world and mathematical problems in two dimensions. Lesson Notes It is recommended that students have access to a calculator as they work

More information

Review #Final Exam MATH 142-Drost

Review #Final Exam MATH 142-Drost Fall 2007 1 Review #Final Exam MATH 142-Drost 1. Find the domain of the function f(x) = x 1 x 2 if x3 2. Suppose 450 items are sold per day at a price of $53 per item and that 650 items are

More information

Ohio s State Tests PRACTICE TEST ALGEBRA I. Student Name

Ohio s State Tests PRACTICE TEST ALGEBRA I. Student Name Ohio s State Tests PRACTICE TEST ALGEBRA I Student Name The Ohio Department of Education does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment

More information

MATH 021 TEST 2 REVIEW SHEET

MATH 021 TEST 2 REVIEW SHEET TO THE STUDENT: MATH 021 TEST 2 REVIEW SHEET This Review Sheet gives an outline of the topics covered on Test 2 as well as practice problems. Answers for all problems begin on page 8. In several instances,

More information

Second Grade Mathematics Goals

Second Grade Mathematics Goals Second Grade Mathematics Goals Operations & Algebraic Thinking 2.OA.1 within 100 to solve one- and twostep word problems involving situations of adding to, taking from, putting together, taking apart,

More information

5.1N Key Features of Rational Functions

5.1N Key Features of Rational Functions 5.1N Key Features of Rational Functions A. Vocabulary Review Domain: Range: x-intercept: y-intercept: Increasing: Decreasing: Constant: Positive: Negative: Maximum: Minimum: Symmetry: End Behavior/Limits:

More information

LEVEL 9 Mathematics Observation

LEVEL 9 Mathematics Observation LEVEL 9 Mathematics Observation Student: Assessment Date: Grade in School: Concepts Evaluated Score Notes. Applying the concept of slope to determine rate of change Equation of a line: slope-intercept

More information

Unit 10: The Equation of a Linear Function

Unit 10: The Equation of a Linear Function Section 10.1: The Equation of a Linear Function Section 10.2: Writing Linear Equations in Slope-Intercept Form Section 10.3: Parallel and Perpendicular Lines Section 10.4: Applications Slope-Intercept

More information

Pythagorean Identity. Sum and Difference Identities. Double Angle Identities. Law of Sines. Law of Cosines

Pythagorean Identity. Sum and Difference Identities. Double Angle Identities. Law of Sines. Law of Cosines Review for Math 111 Final Exam The final exam is worth 30% (150/500 points). It consists of 26 multiple choice questions, 4 graph matching questions, and 4 short answer questions. Partial credit will be

More information

Welcome to Norwalk High School!

Welcome to Norwalk High School! Welcome to Norwalk High School! You are about to embark on the next journey in your educational career. We are looking forward to a year-long adventure with you in Algebra. There are a team of teachers

More information

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count

More information

2016 Academic Scholarship. Preliminary Examination. Mathematics. Time Allowed: 1½ hours

2016 Academic Scholarship. Preliminary Examination. Mathematics. Time Allowed: 1½ hours 2016 Academic Scholarship Preliminary Examination Mathematics Time Allowed: 1½ hours Calculators may NOT be used. Write your answers on lined paper and show as much working as possible. Answers without

More information

IMLEM Meet #5 March/April Intermediate Mathematics League of Eastern Massachusetts

IMLEM Meet #5 March/April Intermediate Mathematics League of Eastern Massachusetts IMLEM Meet #5 March/April 2013 Intermediate Mathematics League of Eastern Massachusetts Category 1 Mystery You may use a calculator. 1. Beth sold girl-scout cookies to some of her relatives and neighbors.

More information

Intermediate Mathematics League of Eastern Massachusetts

Intermediate Mathematics League of Eastern Massachusetts Intermediate Mathematics League of Eastern Massachusetts Meet # 2 December 2000 Category 1 Mystery 1. John has just purchased five 12-foot planks from which he will cut a total of twenty 3-inch boards

More information