High School Algebra 2016

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Zen Series High School Algebra
Contents

Introduction
Section 1: Linear and Absolute Value Equations
12
Section 2: Modeling with Linear and Rational Equations
18
Section 3: Quadratic Equations and Graphs
24
Section 4: Systems of Equations
30
Section 5: Arithmetic Sequences and Series
34
Section 6: Geometric Sequences and Series
38
Introduction
Purpose
If you are reading this, you probably like
math and enjoy thinking about challenging
problems. The purpose of this book is to
help you develop a robust set of strategies
for solving a broad range of problems. These
strategies are suciently broad-based to be
of value in the course of your education, and
possibly in your career, but our focus will be
on mathematics competitions.
problems are significantly harder than, or

at least dierent from, those that you are
likely to encounter in a homework
assignment. Finally, we assume that you
are willing to commit about an hour a day
for twenty weeks in order to achieve
greater success on the contests.
We assume that you are familiar with the

topics that are typically covered in high
school geometry and first- and secondyear algebra. However, you can still use
this book if there are gaps in your
knowledge. Each section will contain a
list of the tools (i.e. facts, formulas, and
techniques) that you will need to solve
the problems in the section. The internet
abounds with web sites that can help
you develop the needed tools.
If the above is at least somewhat descriptive

of you, then how are we defining success?
Well, to be clear from the outset, we do not
define it as getting a perfect score on a
national math contest. In fact, if you are
among the small group of students for whom
a perfect score is a realistic goal, you are
well beyond the level of what is being taught
here. Of course, if you enjoy the process of
participating and doing your best, you are
already having a successful experience in a
meaningful way. What this book and its
companion volumes can oer you in addition
is an opportunity to develop the techniques
and strategies needed to place among the
top 5-10% of the participants in a typical
contest. We hope you will agree that this is a
significant measure of success in the world
of math contests.
We assume that you have attempted, or

at least seen, a national high school
math contest. If not, you can obtain
mock contests, similar to the American
AMC 10 and AMC 12 contests, at
edfinity.com/catalog. We also assume
that you have had limited success in
solving the problems on the contests.
This is because the majority of contest
Each volume in this series is divided into six

sections, each of which illustrates the
application of a general problem-solving
method to problems in a specific content
area. Because each section is designed to
be mastered in about three hours, you
should be able to finish each volume in
about four weeks by devoting about an hour
a day to it.
Because no book can be appropriate for

students at all levels, we are making a few
assumptions about you:
The volumes can be read in any order, but we recommend the following sequence:
Weeks
1-4
Volume 1 (algebra)
Weeks
5-8
Volume 2 (geometry)
Weeks
9-12
Volume 3 (discrete math)
Weeks
13-16
Volume 4 (number theory)
Weeks
17-20
Volume 5 (advanced topics)
If youre still reading, youre ready to begin. Heres wishing you many hours of hard, but
enjoyable, work.
An Organized Approach to Problem Solving

There is no magical formula that will allow you to solve every mathematical problem that
you may encounter. However, problems are more likely to give up their solutions to you if
you approach them methodically, using thought processes that have proven to be
eective. The general four-step method described here is based on one developed by the
Hungarian mathematician George Polya (1887-1985) and has been adapted to apply to the
types of problems that commonly appear in contests. You should feel free to modify and
add to it as you gain experience with it.
Step 1:
Understand the problem.
In order to solve any problem, you must have a clear understanding of the question you
are being asked to answer. Even when the question is clear to you, but especially when it
isnt, you should take some time to organize your thoughts and focus on the problem
before starting to solve it.
Read through the problem once without focusing too much on the details. Just
recognize the subject area it appears to be dealing with and notice your gut feeling
about how dicult the solution is likely to be. If it seems especially hard, remind
yourself that a systematic approach can make seemingly hard problems easier.
Read the problem again more carefully, and make an eort to understand the
question. At this stage some or all of the following strategies may be helpful.
Break the problem statement down into short sentences or phrases, and
make a mental (or physical) note of the information given by each. A similar
strategy is to break the problem into parts.
Draw a picture. This is helpful in most geometry problems, but sketches are
also often useful for problems that involve graphs or are set in a physical
context.
Substitute numbers for symbols. For example, if the problem statement
contains a complicated condition placed on integers m and n, you might ask,
What does the condition mean when m = 2 and n = 3?
Restate the problem in your own words. Can you ask the question in
language that is easier for you to understand?
Choose a tool. That is, recall the facts and formulas that might be related to the
solution of the problem. If the problem is about right triangles, you may well need the
Pythagorean Theorem. Look for key words and expressions in the problem statement
that might suggest the use of certain tools. Also keep in mind that other tools might
suggest themselves to you as you proceed.
Step 2:
Devise a plan.
Sometimes you will be pretty sure that you know how to answer the question. It may be
clear, for example, that you need to create a system of two linear equations in two
variables and then solve the system. If so, then that is your plan. Often, however, there is
no obvious path to the answer. At such times, one or more of the following strategies may
help you to recognize a path to follow.
Look for structures and patterns. This strategy can take several forms, including
the following:
Name the unknowns. If the problem contains several statements that give
information about one or more unknown quantities, give symbolic names to
each unknown. If the problem involves quantities that can vary, name the
variables.
Look for relationships among the given quantities. If some given number is
the sum or product of two others, then how, if at all, might that be important?
Does the problem describe a triangle with side lengths in a familiar ratio such as
3:4:5?
Look for symmetry. Does a geometric figure have lines of symmetry? Do two
or more variables play identical roles in an equation or a system of equations?
Make a table. What sort of relationship exists between two variables in the
problem? Is it linear, quadratic, exponential, or something else?
Make a conjecture. If you observe a pattern in a problem, especially in a sequence
or an iterative process, make an educated guess about how the pattern might
continue. If possible, test your guess by examining a few cases.
Explore a related problem. This strategy can also take several forms, including the
following:
Change the conditions. Have you encountered problems that looked similar,
but with a slightly dierent set of conditions? If so, how did you solve those?
Might some aspects of the solution process be applicable here?
Use smaller numbers. When a problem involves large numbers, such as the
current year, you can often gain insight into the solution by solving the same
problem with a smaller number.
Use simpler expressions. When a problem involves a complicated

expression, you can often gain insight into the solution by solving a similar
problem with a simpler expression.
Look at particular cases. One form of this strategy is to look at extreme
cases. For example, suppose you are told that a point P is located on side AB of
a triangle. If P is not specified as, say, the midpoint of AB or the foot of an
altitude, it might pay to ask what happens if P coincides with A or B.
Choose convenient numbers. If a question asks for the ratio of the areas of two
circles, you are often free to assume that one circle has radius 1. A similar strategy is
to choose convenient units.
Work backwards. Try to form a sentence like, I could answer the question if I
knew the answer to __________ (some other question), Then work on finding the
answer to the other question.
Take a possible step. If all else fails, think of some conclusion you can draw from
the given information, even if it doesnt appear to point toward an answer to the
question. Remember that any step you take allows you to view the problem from a
dierent perspective and may let you see features that were previously hidden.
Step 3:
Carry out the plan.
If your activities in Step 2 reveal a sequence of calculations and logical implications that
will lead to the solution of the problem, then carry them out. For more dicult problems,
you may recognize how to begin and then get stuck in mid-solution. When that happens,
you can always reuse some of the strategies in Step 2. The following additional strategies
may also be helpful.
Reread the problem. Make sure you remember the problem statement correctly.
Also be on the lookout for any given information that you have not yet used in your
solution. Any piece of unused information is likely to be an important part of the rest
of the solution.
Know when to hold em, know when to fold em. This line is from an old popular
song, The Gambler. What it means is that there are times when it pays to persevere
with a plan and other times when it pays to cut your losses and formulate a new plan.
Knowing when to do each is largely a matter of experience, but when youre stuck,
try to make a judgment about whether you are on the right track.
Step 4:
Look back.
When you are pressed for time, as you are in most contests, you may be forced to record
your answer and move on to the next problem. However, if time permits:
Check your work. There is a reason that your teachers have always told you to
check your solutions of problems. Even the best students (and teachers!) make
careless mistakes, and because no partial credit is possible in most contests,
mistakes can be expensive.
Make sure your answer makes sense. Did you find that the boy in the problem is
running at a speed of 100 miles per hour? Does the triangle in the problem turn out to
have a negative area? If so, you have probably made a mistake.
The process of checking your work is essentially the same for each problem, so we wont
keep reminding you to do that. Our solutions will refer to Step 4 only if there is a quick way
to see whether your answer makes sense.
The solutions of the problems in these volumes will not always mention every strategy
that is being employed. For example, you should always read through a problem, and
you should always make sure your answer makes sense. However, each strategy that
appears in bold type above will be pointed out often enough to let you see when and
how to apply it.
Please dont misunderstand the purpose of this method. One of the statements from
above is worth repeating: there is no magical formula that will allow you to solve every
mathematical problem that you may encounter. Brilliant mathematicians from Newton to
Einstein often experienced failures, so when your hard work fails to produce a solution,
remember that you are in good company. However, if you use the method and tailor it to
your own learning style, you should find that you are failing at increasingly more dicult
problems and experiencing success more frequently.
Addendum: A Bit of Gamesmanship

If a math contest has a multiple-choice format, the given answer choices sometimes
provide a hint about the solution. If the choices for a geometry problem all involve 3,
chances are that the solution involves a 30 or 60 angle. Also, a bit of thought can
sometimes allow you to eliminate some of the choices. Perhaps you can see that the
answer must be an even integer and all but two of the choices are odd, and perhaps you
can also see that one of the two even choices is too big to be correct. In that case you can
choose the correct answer without ever solving the problem! Of course, you should read
and understand the solution later to improve your problem-solving skills, but in the
meantime you will have disposed of a contest problem with a minimum of eort.
Edfinitys Zen Masters Series

Edfinitys Zen Masters series is a collection of 10 digital titles (5 each for Middle and High
School) created for the modern educator and student. The titles are available only in digital
form and consist of carefully crafted problem collections designed to help students master
problem solving. Each title guides students through the themes of a specific topic (such as
Algebra or Probability), presenting concise expository content, select examples illustrating
specific problem solving techniques, and between 150-200 problems for middle school
and 60-75 problems for high school, expertly arranged to help the user achieve complete
mastery.
The volumes are each accompanied with optional access to an Edfinity digital
companion presenting all the problems in the title as a self-paced, online course with
auto-grading and performance analysis. Educators may enroll their students to track their
progress, or students/parents may enroll individually at edfinity.com/catalog. Access to
the guides provides educators access to rich, supplemental problem collections for
classroom use.
The Zen Masters Series is designed to serve broad usage by educators and students
alike, oering substantive general enrichment, development of foundational skills in
problem solving, and contest preparation. In addition to helping students prepare
eectively for local and major international contests, the problems provide robust attention
to standards and guidelines of the Common Core State Standards in Mathematics (USA),
GCSE (UK), Singapores Math curriculum, Australian Curriculum, and most other
international syllabi.
Zen Masters High School Series

Algebra, by David Wells
Geometry, by David Wells
Discrete Mathematics, by David Wells
Number Theory, by David Wells
Advanced Topics, by David Wells
Solutions Manual for each title by David Wells
10
Zen Masters Middle School Series

8 Tips to Solve Any Problem, by James Tanton

Numbers and the Number System, by James Tanton
Structure, Patterns and Logic, by James Tanton
Counting and Probability, by James Tanton
Relationships and Equations, by James Tanton
Geometry, by James Tanton
Solutions Manual for each title by James Tanton
11
1. Linear and Absolute Value Equations

Prerequisites
Definitions
The slope of a straight line containing points (x1, y1) and (x2, y2) is
The absolute value of a real number x is x =
y2 y1
.
x2 x1
xifx 0
{xifx < 0
Facts and formulas

The equation of a straight line can be written in slope-intercept form as y = mx + b, in
point-slope form as y y1 = m(x x1), or in general form as Ax + By = C.
A line whose equation is y = mx + b has slope m and y-intercept b.
A line whose equation is y y1 = m(x x1) has slope m and contains the point
(x1, y1).
A line whose equation is Ax + By = C has slope AB and y-intercept
B 0. The line has x-intercept CA , provided that A 0.
C
B
, provided that
Basic skills
Before beginning this section, you should be able to do all of the following.
Solve a linear equation or inequality in one variable.
Solve a linear absolute value equation or inequality in one variable.
Graph a linear equation y = mx + b.
Find the slope of a line that contains two given points.
Find an equation to describe a line when given:
its slope and the coordinates of one point on the line, or
12
the coordinates of two points on the line.

Graph an absolute value equation y = a|x h| + k.
Graph a piecewise linear equation.
Tools for Solving Contest Problems

A line perpendicular to a line with slope m has slope m1 .
EXAMPLE 1: A bug starts at the origin of the coordinate plane and crawls 5 units along the line
3
y = x, ending at a point in the first quadrant. It then makes a 90 turn to its left and crawls
4
another 5 units. Finally it makes a 90 turn to its right and continues to crawl. It is now crawling on
a line y = m x + b. What is b?

A.
31

5
B.
25

4
C.
32

5
D.
33

5
E.
27
4
Answer B
Solution
Step 1: Understand the problem.
The problem describes the path of a bug that crawls in the coordinate plane, and you
need to find the equation of the line on which the bug ends up. It will help to draw a
picture to illustrate the bug's path. Your picture should contain a line segment going
upward and to the right from the origin, a second line segment perpendicular to the first
and going upward and to the left, and finally a third line segment parallel to the first, again
going upward and to the right.
13
Step 2: Devise a plan.

You know the equation of the first line and how far the bug crawls along it, so you should
be able to figure out where the bug makes its left turn. Then you can choose a tool to find
the equation of the second line. You will know the coordinates of one point on the line, and
you can find its slope because it is perpendicular to the first line. From there you should be
able to find the point where the bug makes its right turn. That will give you a point on the
third line, and you can find its slope because it is parallel to the first line. That will be
enough information to let you find the equation of the third line and answer the question.
Step 3: Carry out the plan.
To make your calculations a bit easier, look for structures and patterns in the given
3
information. At first the bug crawls 5 units on a line with slope , so your picture may
4
3
involve a 3 - 4 - 5 right triangle. In fact, the point (4, 3) is on the line y = x and is 5 units
4
from the origin, so that is where the bug is when it makes its left turn. (See also Note 1.)
After making its left turn, the bug is on a line that is perpendicular to the first line, so it has
4
slope . Sketch another 3 - 4 - 5 right triangle in your picture to conclude that this
3
segment of the bug's path must end at a point that is 4 units above and 3 units to the left
of (4, 3). That is, the bug is at (1, 7) when it makes its right turn.
After making its right turn, the bug is on a line that is parallel to the first line, so this line
3
has slope and contains the point (1, 7). Therefore its equation in point-slope form is
4
3
3
25
25
.
y = 7+ (x 1). The slope-intercept form of the equation is y = x + , so b =
4
4
4
4
Note 1: If you don't notice the 3 - 4 - 5 right triangle, you can proceed as follows.
A point on the line y =
3
3
x has coordinates a, a , and its distance from the origin is
( 4 )
4
3 2 5
a + ( a) =
a . Setting this distance equal to 5 gives the positive solution a = 4.
4
4
2
14
The graph of an equation y=a|xh|+k is v-shaped. The graph opens upward if a > 0
and downward if a < 0, and its vertex is the point (h,k).
EXAMPLE 2: The graphs of y = x 10 and y = k x h intersect at exactly two points, the
sum of whose x-coordinates is 28. What is h?

A. 14
B. 16
C. 18
D. 19
E. 20

Answer C
Solution
It will help to draw a picture. The graphs of y = x 10 and y = k x h are both
V-shaped. The first graph opens upward and has its vertex at (10, 0). The second graph
opens downward and has its vertex at (h, k). The two graphs intersect at two points, so it
must be that (h, k) is inside the V of the first graph. To find the value of h you will need to
use the fact that the x-coordinates of the two points of intersection have a sum of 28.

You will need to focus on the unknown x-coordinates at the points of intersection. The two
graphs have the same y-coordinate at each of these points, so if you name the unknowns,
you should be able to take a possible step by writing a couple of equations. Once you do
so, you might be able to identify a path to the answer.
15

Let the x-coordinate at the leftmost point of intersection be a. The two graphs have the
same y-coordinate when x = a, so a 10 = k a h .
To eliminate the absolute value signs, refer to your sketch, which should tell you that
a < 10 and a < h, so the equation becomes 10 a = k (h a) or

2a h + k = 10 .
(See Note 1.) The other point of intersection has x-coordinate 28 a, so

(28 a) 10 = k (28 a) h .
Your sketch should also tell you that 28 a > 10 and 28 a > h, so the equation becomes
28 a 10 = k (28 a h) or

2a + h + k = 46 .
Subtracting corresponding sides of the two equations then gives 2h = 36 and h = 18 .
Note 1: To verify that a < 10 and a < h, note that the slope of the graph of y = x 10 is
1 if x < 10 and 1 if x > 10, and the slope of the graph of y = k x h is 1 if x < h and
1 if x > h.
The leftmost point of intersection must occur where the first graph has slope 1 and the
second graph has slope 1, and it follows that a < 10 and a < h. Similarly, 28 a > 10, and
28 a > h.
Note 2: An alternate path to the solution is to recall that the two graphs consist of portions
of lines with slopes 1 and 1. Therefore the vertices of the two graphs and their two points
of intersection are the four vertices of a rectangle. The midpoint of one diagonal has an
x-coordinate that is the average of the x-coordinates at the points of intersection, which is
14. This point is also the midpoint of the other diagonal, so its x-coordinate is also the
10 + h
10 + h
= 14, and
average of the x-coordinates of the vertices, which is
, therefore
2
2
h = 18.
16
Note 3: The values of a and k are not uniquely determined. Try to write an argument to
show that a can be any real number less than 10 and k can be any real number greater
than 8.
Exercises
Solve problems 1 to 10 in the Edfinity problem set Zen Series High School - Algebra
Section 1. Linear and Absolute Value Equations(edfinity.com/catalog).
17
2. Modeling with Linear and Rational Equations

Prerequisites
Basic skills
Solve a linear equation or inequality in one variable.
Solve a system of linear equations.

If a person travels at a constant speed (rate), then the distance covered is related to the
time of travel by the formula

distance = rate time (d = rt),
provided that the units of measurement are consistent.
EXAMPLE 1: Monty starts to hike up a mountain at noon and needs to be back at his starting
point by the time the sun sets. He can walk at an average speed of 1.5 miles per hour going uphill.
If he hikes back down immediately after reaching the summit, he will need to go down at an
average speed of 3 miles per hour. If he spends 20 minutes resting at the summit, he will need to
go down at an average speed of 3.5 miles per hour. At what time does the sun set?

A. 6: 30PM
B. 6: 40PM
C. 7: 00PM
D. 7: 20PM
E. 8: 00PM
Answer C
18
Solution
This looks like a typical distance-rate-time problem. You are given several pieces of
information, and you will need to organize them carefully. The question about the sunset is
really asking you to find the number of hours Monty can spend going up and down the
mountain.
After reading the problem, you should be able to choose a tool for solving it. The formula
distance=ratetime will almost certainly be useful. You can apply the formula to Monty's
hike up the mountain, his hike back down if he stops at the top, and his hike back down if
he doesn't stop. That will give you a system of three equations. Your plan will be to create
the equations, reduce the number of unknowns to three if necessary, solve the system of
equations, and use the solution to answer the question.
As a first step, name the unknowns. Let d be the distance in miles from the bottom of the
mountain to the top, let t1 be the number of hours that Monty walks uphill, and let t2 be the
number of hours he walks downhill if he does not stop at the top. Next break the problem
statement down and translate each piece of information into algebraic language.
If Monty does stop for 20 minutes, which is
1
hour, at the top, then the number of hours
3
1
he walks downhill is t2 . To summarize the given information, you can make a table.
3

rate
uphill
3

2
downhill(no stop)

time
t1
t2
distance
downhill(with stop)
7

2
1

t2
3
d

19
There are only three unknowns in the table, so you should be able to carry out your plan.
7
1
Applying the formula to the last two columns in the table gives 3t2 = d =
, so
t2
2(
3)
7
3
14
.
t2 = . Applying the formula to the first two columns gives t1 = d = 3t2 = 7, so t1 =
3
2
3
The total time that Monty spends walking up and down the mountain is t1 + t2 = 7 hours,
so the sun sets at 7: 00PM.
Step 4: Look Back.
Even if time doesn't permit you to check your work, take a moment to make sure your
answer makes sense. The duration of 7 hours is reasonable for a day hike, and 7: 00PM is
a reasonable time for the sun to set. A bit more calculation shows that the trail to the
mountaintop is 7 miles each way, which also makes sense.
If a person works at a constant rate, then the work done is related to the time spent
working by the formula

work done = rate time,
provided that the units of measurement are constant.
EXAMPLE 2: Woody and Chuckie are woodchucks. Woody can chuck a pile of wood in 5
hours, and Chuckie can chuck the same pile of wood in 6 hours. Woody begins chucking alone,
and Chuckie joins him later. Together they finish chucking the wood 3 hours after Woody
started. For how many minutes was Woody chucking alone?

A. 30
B. 36
C. 40
D. 42
E. 45

Answer B
Solution
Step 1: Understand the problem
You have seen similar problems before. The two woodchucks are working at dierent rates
and for dierent lengths of time. You need to find the length of time that Woody was
working alone.
20

After reading the problem, you should be able to choose a tool for solving it. The formula
workdone = rate time will almost certainly be useful. In problems like this, you usually
need to express each person's (or animal's) rate of work as a fraction of the job done per
unit time. Then you will need to apply the formula to the time when Woody was working
alone and to the time when Woody and Chuckie worked together. After doing so, you
should be able to see a path to the answer.
As a first step, name the unknowns. Let m be the number of hours that Woody was
chucking alone. Next, break the problem statement down to express each piece of
information in algebraic language. Choose convenient units to express Woody's rate of
1
work as of a woodpile per hour. Therefore while Woody was working alone, he chucked
5
1
1
m piles of wood. Chuckie's rate of work is of a woodpile per hour, so when Woody and
5
6
1 1
11
Chuckie were working together, they chucked at the rate of
woodpiles per
+ =
5 6
30
11
(3 m) piles of wood. Altogether
hour. They worked for 3 m hours, so they chucked
30
1
11
they chucked 1 pile of wood, so m +
(3 m) = 1.
5
30
Solving gives m =
3
hours, which is 36 minutes.
5
Step 4: Look back.

answer makes sense. The total amount of time it took to chuck the entire pile of wood is
roughly the amount of time it would take each woodchuck to chuck half the pile. Therefore
you should expect that they were working together for most of the 3 hours, and in fact that
is the case.
A Trap to Avoid
If a person travels at two dierent speeds r and s for equal amounts of time, then the
r +s
average speed for the entire time is the average of the two speeds,
. However, if a
2
person travels at two dierent speeds r and s for equal distances, then the average speed
r +s
over the entire distance is not
.
2
21
EXAMPLE 3: Twins Jack and Jill own one bicycle between them. When they need to go
somewhere, Jack starts by walking while Jill rides the bicycle. When Jill reaches the halfway
point, she leaves the bicycle for Jack and continues on foot. When Jack reaches the bicycle,
he gets on and rides the rest of the way. Because each twin walks at 4 miles per hour and
rides at 12 miles per hour, they arrive at their destination at the same time. Traveling in this
manner, what is their average speed in miles per hour?

A. 6
B.
20

3
C.
15

2
D. 8
E. 10
Answer A
Solution
This looks like a typical distance-rate-time problem. Each twin walks half the distance at
one speed and rides the other half at a dierent speed. You need to find their average
speed for the entire trip.
The average of their two speeds, 4 and 12 miles per hour, is 8 miles per hour. Is the
problem really that easy? You should be suspicious. To find their average speed over an
entire trip, you will need to find the ratio of the total distance travelled to the total time
required. Because the answer does not depend on the length of the trip, you can choose
convenient numbers and focus on a trip of any specific length.
Step 3: Carry out the plan
Suppose that the total length of their trip is 2 miles. Then each twin walks 1 mile and rides
1
of an hour, and riding a mile
4
1
1
1
1
requires
of an hour. Therefore the 2-mile trip requires +
= of an hour, so their
12
4 12
3
2
average speed is 1 = 6 miles per hour.
1mile. How long does that require? Walking a mile requires
Step 4: Look Back.

answer makes sense. The twins' average speed is less than the average of 4 and 12.
22
Look back at your work to realize that each twin spends a longer time walking than riding.
That is, they travel at 4 miles per hour for the majority of the time, so their average speed
should be less than 8 miles per hour.
Note 1: The twins would average 8 miles per hour if they walked and rode for equal
amounts of time, not for equal distances.
Note 2: If a person travels at two dierent speeds r and s for equal distances, the average
2rs
speed over the entire distance is the harmonic mean of the two speeds,
. In this case
r +s
2 4 12
= 6 miles per hour.
the twins' average speed is
4 + 12
Exercises
Section 2. Modeling with Linear and Rational Equations(edfinity.com/catalog).
23
3. Quadratic Equations and Graphs

Prerequisites
Definitions
The discriminant of a quadratic equation a x 2 + bx + c is the quantity b 2 4ac.
Facts and Formulas

(quadratic formula)
2
A quadratic equation a x + bx + c = 0 has the solution x =
b 2 4ac
.
2a
Basic Skills
Solve a quadratic equation:
by factoring,
by completing the square, or
by the quadratic formula.
Solve a quadratic inequality.

The nature of the solutions of a quadratic equation a x 2 + bx + c = 0 can be determined by
evaluating the discriminant b 2 4ac
value of b 2 4ac
nature of roots
positive
zero
negative
two distinct real roots

one real root
two non-real roots
24
If a, b, and c are integers, then in order for the solutions to be integers, the discriminant
must be a perfect square.
When a problem places a condition on the nature of the solutions of a quadratic equation,
the discriminant is often used to answer the question. For example, you may be told that
the solutions are real, non-real, positive, or negative, or that there is only one solution.
EXAMPLE 1: For how many integers k does the equation (k x)2 k 2 x + 2015 = 0 have no real
solutions for x?

A. 177
B. 179
C. 181
D. 183
E. 185
Answer B
Solution
The question is about whether the solutions of a quadratic equation are real. You have
answered other questions that are similar to this one. The only possible complication is
that this problem involves the extra variable k.
Choose a tool and recognize that questions about the nature of the roots of a quadratic
equation are usually answered by looking at the discriminant of the equation. If you knew
the value of k, you could evaluate the discriminant and determine whether the solutions
were real. The discriminant of this equation will be an expression in k but take a possible
step by finding that expression. Seeing it may give you an idea for finishing the solution.
The discriminant of this equation is k 4 8060k 2 = k 2(k 2 8060) which must be negative if
the equation is to have no real solutions. The discriminant is negative if and only if
k 2 < 8060. Now notice that 902 = 8100 > 8060 and 892 < 8060, so the possible integer
values of k are between 89 and 89, inclusive. Therefore the number of possible integer
values of k is 2 89 + 1 = 179.
The solutions of a x 2 + bx + c = 0 have sum
c
b
and product .
a
a
25
When the solutions of a quadratic equation are integers, the formulas for the sum and
product of the solutions can help you relate the roots to the coecients in the equation.
The following example can be solved using either the discriminant or the sum and product
formulas.
EXAMPLE 2: The roots of x 2 10x + c = 0 are positive integers, not necessarily distinct. What
is the dierence between the largest and smallest possible values of c?

A. 9
B. 10
C. 15
D. 16
E. 25
Answer D
Solution
The equation has solutions for every value of c. The key to the problem is to discover how
the value of c is limited by the fact that the roots are positive integers.
Choose a tool and think about how it might help you answer the question. You may need
to use the quadratic formula to find the roots of the equation as expressions in c, then
figure out when those expressions represent positive integers. The solution may also use
the fact that the constant c is the product of the roots, and the sum of the roots is 10. The
easier plan may be to find all possible products of two positive integers whose sum is 10.
However, don't spend a lot of time deciding which tool to use, but just take a possible
step. It turns out that either tool can lead to a solution. If you focus on the quadratic
formula, you can proceed as in Note 1 below. The following solution focuses on the
product of the roots.
The product of the roots is c, their sum is 10, and both roots must be positive integers. The
number of possibilities is small, so you can make a table.
26
roots
value of c
1,9
2,8
16
3,7
21
4,6
24
5,5
25
The largest possible value of c is 25 and the smallest is 9, so the required dierence is 16.
Note 1: The following solution is a bit longer, but it still leads to the answer.
10
100 4c
= 5 25 c, In order for the roots to be

2
integers, 25 c must be a perfect square. Therefore 0 c 25.
The roots of the equation are x =
You might be tempted to conclude that the required dierence is 25 but before doing so,
make sure your answer makes sense. If c = 25, the roots are both 5 so both are positive
integers. However, if c = 0, the roots are 0 and 10, which are not both positive integers.
The next smallest possible value of c that makes 25 c a perfect square is 9. Therefore the
required dierence is 25 9 = 16.
A quadratic polynomial can be written in expanded form as ax2+bx+c or in
vertex form as a(xh)2+k. If the roots are real numbers r and s, the equation can also be
written in factored form as a(xr)(xs) .
The graph of a quadratic polynomial is a parabola that opens upward if a>0 and
downward if a<0.
If the equation is in expanded form, the y-intercept is c.
If the equation is in factored form, the x-intercepts are r and s.

The graph has x-intercepts if and only if the equation has real roots.
The location of the vertex can be read from the equation:
In vertex form, the vertex is at (h,k) .
b .
In expanded form, the vertex has x-coordinate 2a
27
In factored form, the vertex has y-coordinate
r+s
2
The y-coordinate of the vertex is the minimum value of the polynomial if a>0
and the maximum value if a<0.
Problems about graphs of quadratic polynomials are often more easily solved if you
choose the right form (expanded, factored, or vertex form) in which to write the
polynomial.
EXAMPLE 3: The x-intercepts on the graph of y = a x 2 + bx + c are 10 units apart, and the
minimum y-coordinate on the graph is -100. What is a ?

A. 4
Answer A
B. 5
C. 10
D. 20
E. 25
Solution
As you read the problem, draw a picture. There is a minimum y-coordinate on the graph,
so the graph is an upward-opening parabola. The minimum y-coordinate occurs at the
vertex, so draw your parabola with the vertex 100 units below the x-axis.
(Does the x-coordinate of the vertex matter? Worry about that later. For now, just put it
anywhere.) Place the x-intercepts10 units apart, and as you do so, look for symmetry and
recall that they will be 5 units to the left and right of the vertex. Your picture doesn't need
to be precise as long as it allows you to see how the given information fits into the graph.
y
x
28

You may notice that there are lots of graphs that fit the given description, so you can't
hope to find the exact polynomial a x 2 + bx + c. However, you only need to find a.
Recall that the value of a determines the steepness of the graph. Your picture indicates
that from the vertex, the graph climbs 100 units as x increases or decreases by 5 units.
You should be able to use that fact to find a. Your plan will probably involve substituting
the coordinates of the vertex and the x-intercepts into the equation of the parabola.
The equation in its expanded form involves three unknowns, a, b and c. Because you know
the y-coordinate of the vertex, you should be able to write the equation in vertex form with
only two unknowns. Name the unknown by letting h be the x-coordinate at the vertex,
then write the equation in vertex form as y = a(x h)2 100.
Because the x-intercepts are 5 units on each side of the vertex, they must occur at
(h 5, 0) and (h + 5, 0).
Substituting 0 for y and h + 5 for x gives 0 = a((5 + h) h)2 100 or 25a = 100, so a = 4.
Exercises
Section 3. Quadratic Equations and Graphs(edfinity.com/catalog).
29
4. Systems of Equations
Prerequisites
Facts and Formulas
Every system of linear equations has either a unique solution, no solutions, or infinitely
many solutions.
A system of linear equations
a x + by = r
has a unique solution for (x,y) unless
cx + dy = s
ad bc = 0.
Basic Skills
Decide whether a system of two linear equations in two unknowns has a unique
solution.
Solve a system of two linear equations in two unknowns.
Solve a system of three linear equations in three unknowns.
Solve a system of two quadratic equations in two unknowns.
Use grouping to factor a polynomial in several variables.

Contest problems that involve systems of linear equations are often designed so that you
dont have to solve the system in order to solve the problem. Always be on the lookout for
structural features in the system that will let you answer the question with a minimum of
calculation.
30
EXAMPLE 1: Real numbers a, b, c, d and e satisfy

(1)a b + c = 101
(2)b c + d = 102
(3)c d + e = 103
(4)d e + a = 104
(5)e a + b = 105
Which of a, b, c, d or e is the largest?

A. a
B. b
C. c
D. d
E. e
Answer C
Solution
Step 1: Understand the problem
You are given a system of 5 linear equations in 5 unknowns. You know that you can
answer the question by solving the system, but that could be a cumbersome process.
Notice that you only need to decide which of the unknowns is the largest. The author of
the problem probably intended that you should be able to answer the question without
solving the system, so you will need to look for shortcuts.
Step 2: Devise a plan
As you read, look for structures and patterns. The left sides of the equations have a
cyclic symmetry. There are several promising ways to combine the equations, so take a
possible step toward the solution and try something. If you rewrite the system in a
dierent way, a strategy might suggest itself.
One ecient step is to add equations (1) and (2), (2) and (3), (3) and (4), (4) and (5), and (5)
and (1) to obtain

(1 * )a + d = 203
(2 * )b + e = 205
(3 * )c + a = 207
31
(4 * )d + b = 209
(5 * )e + c = 206
(See Note 1 for another way to combine the equations.) Comparing these equations in
pairs allows you to express each unknown in terms of a as follows. Comparing (1*) and (4*)
shows that b = a + 6. Comparing (2*) and (5*) shows that c = b + 1 = a + 7. Comparing (1*)
and (3*) shows that d = c 4 = a + 3. Comparing (2*) and (4*) shows that e = d 4 = a 1.
Therefore the largest of the unknowns is c.
It may be verified that the system has the unique solution

(a, b, c, d, e) = (100, 106, 107, 103, 99)
Note 1: Another way to combine the equations is to add them cyclically in sets of three.
That is, add equations (1), (2), and (3), then (2), (3), and (4), then (3), (4), and (5), then (4), (5),
and (1), and finally (5), (1), and (2). See if you can get to the answer from there.
Nonlinear systems of equations in contest problems often need to be solved by

combining the equations in creative ways. Dont be afraid to explore several possible
approaches, and try to develop your judgment about the potential of each approach.
EXAMPLE 2: Real numbers x, y and a satisfy x +

A. 3
B. 4
C. 6
1
8
9
= 2a and y + = . What is x y?
y
x
a
D. 10
E. 16
Answer A
Solution
The problem involves a system of 2 equations in 3 unknowns. Such systems typically have
infinitely many solutions. However, the question asks for the value of the product x y, and
it's possible that x y has the same value for all solutions of the system.
You should be able to answer the question by finding all solutions of the system of
equations. (See Note 1 for that approach.) However, because you only need to find x y, you
32
might look for shortcuts. Are there ways to combine the equations and get a single
equation that involves only x y as an unknown? Take a possible step and begin to explore.
Look for structures and patterns in the equations. You might notice that multiplying
9
corresponding sides of the two equations gives x y + 10 +
= 16.
xy
Multiplying both sides by x y and simplifying then gives (x y)2 6(x y) + 9 = 0, and factoring
gives (x y 3)2 = 0.
Therefore the unique solution for x y is 3.
Note 1: One way to solve the system is to solve one equation for one of the unknowns.
1
2ay 1
Solving the first equation for x gives x = 2a =
. Substitution into the second
y
y
y
8
equation then gives y + 9
= , which simplifies to 2(ay)2 8(ay) + 8 = 0.
( 2ay 1 ) a
The unique solution for y is
2
3a
, and it follows that x =
.
a
2
Note that a can be any nonzero real number.
Exercises
Section 4. Systems of Equations(edfinity.com/catalog).
33
5. Arithmetic Sequences and Series

Prerequisites
Definitions
An arithmetic sequence is a sequence in which the dierence between any two
consecutive terms is the same. Such a sequence may be written as
(a, a + d, a + 2d, , a + nd, ), where a and d are real numbers.
An arithmetic series is a sum of finitely many consecutive terms in an arithmetic
sequence.
Facts and Formulas

The sum of the first n terms of an arithmetic sequence with first term a and common
dierence d is equal to the number of terms times the average of the first and last terms.
That is, the sum is
n(a + (a + (n 1)d))
2
In particular, the sum of the first n positive integers is
n(n + 1)
.
2
Basic Skills
Determine whether a given sequence is arithmetic.
Find a formula for the n th term of an arithmetic sequence if you are given any two
terms.
Evaluate a finite arithmetic series.
34

In an arithmetic sequence, each term after the first is the average of the two adjacent
terms. More generally, if j < n, the term an is the average of any two terms anj, and an+j.
Furthermore, an is the average of all the terms between anj and an+j inclusive.
EXAMPLE 1: A circle with area A1 is contained in the interior of a larger circle with area A2, and
the numbers A1,A2 A1 and A2 in that order, form an arithmetic progression. What is the ratio
of the radius of the larger circle to that of the smaller circle?

A.
2 3
3
B.
3

2
C.
D. 2
E. 3
Answer C
Solution
The question is not hard to understand. You are given some information about the areas of
two circles, and you need to find the ratio of their radii.
If you work backwards, you should recognize that you can answer the question if you can
find the ratio of A2 to A1.
To find that ratio, you will need to use the fact that A1,A2 A1 and A2 are consecutive
terms in an arithmetic sequence. Choose a tool by recalling what you know. In an
arithmetic sequence, each term after the first is the average of the two adjacent terms.
Applying that fact will give you an equation in A1 and A2 and solving the equation might let
you find the ratio that you need.
The second term in the sequence is the average of the first and third terms.
That is, A2 A1 =
A1 + A2
A
from which 2 = 3.
2
A1
The ratio of the radii of the circles is the square root of the ratio of their areas, so it is
3.
35
When a problem involves an arithmetic sequence whose n th term is a + (n 1)d, you can
often use the formula for the sum of an arithmetic series to create a system of equations in
a, d and n. Solving the system of equations will then allow you to answer the question.
EXAMPLE 2: The number of terms in an arithmetic sequence is even. The sums of the oddnumbered and even-numbered terms are 24 and 30, respectively, and the last term exceeds
21
the first by
. How many terms are in the sequence?
2

A. 8
B. 10
C. 12
D. 18
E. 20
Answer A
Solution
It is hard to tell how dicult this problem will be. You are given several pieces of
information about an arithmetic sequence, including the sums of the odd-numbered and
even-numbered terms. Do those terms form two separate arithmetic sequences? Check
later to be sure. In any case, you need to use the given information to find the number of
terms in the sequence.
You will probably need to translate the information in the problem into algebraic language.
In order to do so, name the unknowns. The number of terms in the sequence is even, so it
will be helpful to let the number of terms be 2n. Let a be the first term of the sequence, and
let d be the common dierence between consecutive terms. Then break the problem
statement down and recognize that it contains 3 statements that should let you write a
system of equations in the 3 unknowns. Solving that system should allow you to answer
the question.
First verify that the odd-numbered terms and even-numbered terms each form arithmetic
series. The dierence between two consecutive odd-numbered terms is 2d as is the
dierence between two consecutive even-numbered terms, so both sequences are
arithmetic. Now think about how to apply the formula for the sum of an arithmetic series to
36
the odd-numbered terms. There are n odd-numbered terms, of which the first is a and the
last is a + (2n 2)d. Therefore the sum of the odd-numbered terms is

24 =
n(a + (a + (2n 2)d ))

= n(a + (n 1)d .
2
Similarly, there are n even-numbered terms, of which the first is a + d and the last is
a + (2n 1)d, so the sum of the even-numbered terms is

30 =
n((a + d ) + (a + (2n 1)d ))

= n(a + nd ) .
2
Finally, the last term exceeds the first by

21
, so
2
21
= (a + (2n 1)d ) a = (2n 1)d .
2
Now you have a system of 3 equations in the 3 unknowns a, d and n, and you need to find
2n . One ecient way to do that is to subtract the first two equations, giving nd = 6 .
The third equation can then be written as
21
3
= 2nd d = 12 d, from which d = and
2
2
n = 4 . Therefore the number of terms in the sequence is 2n = 8 . (You can verify that a =
3
)
2
Exercises
Section 5. Arithmetic Sequences and Series(edfinity.com/catalog).
37
6. Geometric Sequences and Series

Prerequisites
Definitions
A geometric sequence is a sequence in which the ratio of any two consecutive terms is
the same. Such a sequence may be written as (a, a r, a r 2, ) , where a and r are real
numbers.
A geometric series is a sum of finitely or infinitely many consecutive terms in a geometric
sequence.
Facts and Formulas

In a geometric sequence, the square of each term after the first is the product of the two
adjacent terms.
The sum of the first n terms of a geometric sequence with first term a and common ratio r
a(1 r n)
is
.
1r
An infinite geometric series with first term a and common ratio r has a finite sum if and
a
only if r < 1. In this case the sum is
.
1r
Basic Skills
Determine whether a given sequence is geometric.
Find a formula for the n th term of a geometric sequence if you are given any two
terms.
Evaluate a finite geometric series.
Determine whether a given geometric series has a finite sum.
Evaluate the sum of a given geometric series.
38

If you are given expressions for three consecutive terms of a geometric sequence, you
can create an equation by using the fact that the square of the second term is equal to the
product of the first and third terms.
EXAMPLE 1: The first four terms of an arithmetic sequence are a, a + 5, b and c .
The first four terms of a geometric sequence are a, a + 4, b and d . What is d c?

A. 1
B. 2
C. 3
D. 4
E. 5
Answer D
Solution
The problem contains information about both an arithmetic sequence and a geometric
sequence. To answer the question, you will probably need to find the first four terms of
each sequence.
If you can find the values of a and b, you will know the values of the first three terms in
each sequence. That will allow you to find c and d and answer the question. The first two
sentences of the problem should allow you to create two equations that you can solve for
a and b, so break the problem statement into parts and analyze one sentence at a time.
For each sequence, you can choose a tool to create an equation in a and b. In an
arithmetic sequence, the sum of the first and third terms is twice the second term, so

a + b = 2(a + 5) .
In a geometric sequence, the product of the first and third terms is the square of the
second term, so

ab = (a + 4)2 .
39
The first equation implies that b = a + 10 and substitution into the second equation gives
a(a + 10) = (a + 4)2.
The unique solution for a is 8, and b = 18, so the arithmetic sequence begins
8, 13, 18, 23, , , and the geometric sequence begins 8, 12, 18, 27, , therefore
d c = 27 23 = 4.
If you are asked to find the (finite) sum of infinitely many terms, it is likely that the terms
form a geometric series. Examine the terms and try to determine whether the ratio of
consecutive terms is constant.
EXAMPLE 2: The sum of an infinite geometric series with common ratio r is 65, and the sum of
the squares of the terms of this series is 2015. What is r ?

A.
1

3
B.
11

22
C.
17

48
D.
35

96
E.
3
8
Answer C
Solution
You need to find the common ratio of consecutive terms for a certain infinite geometric
series, and you are given the sum of the series. You are also given the sum of a second
infinite series, and the diculty of the problem probably lies in discovering something
about that second series. Is it also geometric?
You can begin to formulate a plan if you work backwards. You know the sum of the first
series, so if you knew the value of the first term, you could find the ratio r. Name the
unknowns and let a be the first term of the first series. How can you find a?
Recall that you are given the sums of both series, and make a conjecture. If the second
series is also geometric, you can express the sums of both series in terms of a and r. That
will give you a system of 2 equations in 2 unknowns, and solving the system will probably
let you answer the question.
40

The first step in carrying out your plan is to determine whether the second series is
geometric. Take a possible step by looking at the first few terms of each series.
The first series is

a + ar + ar 2 +
and the terms of the second series are the squares of the terms of the first series, so the
second series is

a 2 + a 2r 2 + a 2r 4 + .
Yes, this series is geometric with first term a 2 and common ratio r 2.
Now you can choose a tool to help you answer the question.
The sum of the first series is 65 =
a
, so a + 65r = 65 .
1r
The sum of the second series is

a2
a
a
a
2015 =
=
=
65
1 r2
1r 1+r
1+r
from which
a
2015
=
= 31, and a 31r = 31.
1+r
65
Solving this system of equations gives a =
2015
17
and r =
.
48
48
Exercises
Section 6. Geometric Sequences and Series(edfinity.com/catalog).
41

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Zen Series High School Algebra

Section 1: Linear and Absolute Value Equations

Section 2: Modeling with Linear and Rational Equations

Section 3: Quadratic Equations and Graphs

Section 4: Systems of Equations

Section 5: Arithmetic Sequences and Series

Section 6: Geometric Sequences and Series

Zen Series High School Algebra

problems are significantly harder than, or

We assume that you are familiar with the

If the above is at least somewhat descriptive

We assume that you have attempted, or

Each volume in this series is divided into six

Because no book can be appropriate for

Zen Series High School Algebra

Volume 3 (discrete math)

Volume 4 (number theory)

Volume 5 (advanced topics)

Zen Series High School Algebra

An Organized Approach to Problem Solving

Understand the problem.

Use simpler expressions. When a problem involves a complicated

Carry out the plan.

Zen Series High School Algebra

Addendum: A Bit of Gamesmanship

Edfinitys Zen Masters Series

Zen Masters High School Series

Algebra, by David Wells

Geometry, by David Wells

Discrete Mathematics, by David Wells

Number Theory, by David Wells

Advanced Topics, by David Wells

Solutions Manual for each title by David Wells

Zen Series High School Algebra

Zen Masters Middle School Series

8 Tips to Solve Any Problem, by James Tanton

Structure, Patterns and Logic, by James Tanton

Counting and Probability, by James Tanton

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Solutions Manual for each title by James Tanton

Zen Series High School Algebra

1. Linear and Absolute Value Equations

Facts and formulas

Zen Series High School Algebra

the coordinates of two points on the line.

Tools for Solving Contest Problems

Zen Series High School Algebra

Step 2: Devise a plan.

Zen Series High School Algebra

Step 2: Devise a plan.

Zen Series High School Algebra

Step 3: Carry out the plan.

(See Note 1.) The other point of intersection has x-coordinate 28 a, so

Subtracting corresponding sides of the two equations then gives 2h = 36 and h = 18 .

Zen Series High School Algebra

Zen Series High School Algebra

2. Modeling with Linear and Rational Equations

Tools for Solving Contest Problems

distance = rate time (d = rt),

provided that the units of measurement are consistent.

Zen Series High School Algebra

Zen Series High School Algebra