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Functions 2
ESSENTIAL QUESTIONS
Unit Overview
This unit focuses on quadratic functions and equations. You will How can you determine key
write the equations of quadratic functions to model situations. attributes of a quadratic
You will also graph quadratic functions and other parabolas and function from an equation
interpret key features of the graphs. In addition, you will study or graph?
methods of finding solutions of quadratic equations and How do graphic, symbolic,
interpreting the meaning of the solutions. You will also extend and numeric methods of
your knowledge of number systems to the complex numbers. solving quadratic equations
compare to one another?
Key Terms
As you study this unit, add these and other terms to your math
notebook. Include in your notes your prior knowledge of each
EMBEDDED ASSESSMENTS
word, as well as your experiences in using the word in different
mathematical examples. If needed, ask for help in pronouncing This unit has two embedded
new words and add information on pronunciation to your math assessments, following Activities 11
notebook. It is important that you learn new terms and use them and 13. By completing these
embedded assessments, you will
correctly in your class discussions and in your problem solutions.
demonstrate your understanding of
key features of quadratic functions
Academic Vocabulary and parabolas, solutions to quadratic
© 2017 College Board. All rights reserved.
117
UNIT 2
Getting Ready
Answer each item. Show your work.
Factor the expressions in Items 1–4 completely. 7. Graph a line that has an x-intercept of 5 and a
3 2 2 y-intercept of −2.
1. 6x y + 12x y
y
2. 3 − 3x2 10
3. x2 − 49 8
4. x2 − 6x + 9 6
5. If f(x) = 3x − 5, find each value. 4
a. f(4)
b. f(−2) 2
6. Graph f(x ) = 3 x − 3 . x
4 2 –10 –8 –6 –4 –2 2 4 6 8 10
–2
f(x)
10 –4
8 –6
6 –8
4 –10
–6 8
–8 6
x
–10 –8 –6 –4 –2 2 4 6 8 10
–2
–4
–6
–8
–10
1. Represent the area of the entire office as a sum of the areas of all the
rooms.
2. Write the area of the entire office as a product of two binomials, the
two linear expressions represented by the width and length of the MATH TERMS
entire office. A linear expression is a polynomial
expression of degree 1, such as
3a or 2x − 5.
© 2017 College Board. All rights reserved.
My Notes
Factoring a quadratic expression of the form x2 + bx + c as the product of
two linear expressions can also be described as factoring a trinomial into two
binomials. You did this in Lesson 8-2 for a special trinomial—a perfect
square trinomial.
4. Consider the linear expressions (x − 5) and (x + 3).
a. Determine their product.
My Notes
Example A
Factor x2 + 12x + 32.
Step 1: Create a graphic organizer as shown. Place the first term in the
upper left region. Place the last term in the lower right region.
x2
32
Step 2: Identify the factors of c that add to b. Use a table to help you test factors.
Step 3: Fill in the missing factors and products in the graphic organizer.
x 8
x x2 8x
4 4x 32
© 2017 College Board. All rights reserved.
My Notes
Try These A
a. Fill in the missing sections of the graphic organizer for the quadratic
expression x2 − 6x + 8. Express the quadratic expression as a product
of two linear binomial factors.
x2
–4x 8
b. Make a graphic organizer like the one above for the quadratic
expression x2 + 14x + 45. Express the quadratic expression as a product
of two linear binomial factors.
d. Factor x2 + 10x + 1.
MATH TIP
If there are no factors of c that add
to b, the quadratic expression
cannot be factored. A polynomial
that cannot be factored is called
unfactorable or a prime polynomial.
My Notes
Check Your Understanding
My Notes
Learning Targets:
• Factor quadratic expressions of the form ax + bx + c when the GCF is 1.
2
• Factor
not 1.
2
quadratic expressions of the form ax + bx + c when the GCF is
Example A
Factor 2x2 + 7x + 6 using a guess and check method.
Example B
Factor 3x2 + 8x − 11 using a guess and check method.
My Notes
Try These A–B
Factor the quadratic expressions.
a. 3x2 + 5x + 2 b. 2x2 + 5x − 18
c. 2x2 + 6x - 7
Example C
Factor 4x2 − 4x − 15 using a guess and check method.
Try These C
Factor the quadratic expressions.
a. 6x2 − 11x − 2 b. 6x2 - 13x − 4
c. 4x2 − 20x + 21
My Notes
Example D
Factor 9x2 - 24x + 12.
Step 1: The coefficients 9, −24, and 12 are all divisible by 3. Factor out
the GCF.
9x2 - 24x + 12 = 3(3x2 - 8x + 4)
Step 2: Factor 3x2 - 8x + 4 using a guess and check method.
b
9. If the area of the parallelogram is x2 + x − 42,
what are possible linear expressions that
represent the base b and the height h?
25. Which of the following is not a factor of 32. Mayumi was asked to completely factor
24x3 − 6x2 − 9x? 4x2 + 10x + 4. Her work is shown below. Is her
A. 3x B. 4x − 3 solution correct? Justify your response.
C. 2x + 1 D. 2x − 1
26. Which linear expression is a factor of
4x2 + 12x + 5? ⋅ ⋅
4 can be factored as 4 1 or 2 2.
Try (2x + )(2x + ).
A. 2x + 5 B. 2x − 5
C. 4x + 1 D. 4x − 1 (2x + 2)(2x + 2) = 4x2 + 8x + 4; incorrect
(2x + 4)(2x + 1) = 4x2 + 10x + 4; correct!
The volume of a rectangular prism is found using the The factorization is (2x + 4)(2x + 1).
formula V = lwh, where l is the length, w is the width,
and h is the height. Use the rectangular prism for 33. Given that the quadratic expression 5x2 + bx + 10
Items 27–29. can be factored, which of the following statements
must be true?
h A. The value of b must be positive.
B. The value of b must be negative.
C. The value of b cannot be 3.
w D. The value of b cannot be −27.
l 34. What is the factorization of the quadratic
expression p2x2 − 2pqx + q2 ?
27. If the volume of a rectangular prism is
35. Write a quadratic expression of the form
6x3 + 3x2 − 18x, what are possible expressions to
ax2 + bx + c (with a ≠ 1) that cannot be factored
represent the length, width, and height?
into linear factors. Explain how you know the
28. If the volume of a rectangular prism is quadratic expression cannot be factored.
10x2 − 55x + 60, what are possible expressions to
36. The area of a rectangular carpet is 6x2 − 11x + 4
represent the length, width, and height?
square yards. The length of the carpet is 3x − 4
29. If the volume of a rectangular prism is yards. Which of the following is the width?
12x2 + 22x + 6, what are possible expressions to A. 2x − 1 yards B. 2x + 1 yards
represent the length, width, and height? C. 3x − 1 yards D. 3x + 1 yards
30. For which value of k is it possible to factor
2x2 + 3x + k ? MATHEMATICAL PRACTICES
Touchline
Goal line
Goal line
Goal
Goal
Touchline
© 2017 College Board. All rights reserved.
My Notes
2. Complete the table below for rectangles with the given side lengths. The
first row has been completed for you.
4. Complete the second and third columns of the table. Each difference
Difference
Width Area Between Second
(yards) (square yards) Consecutive Areas Differences
(First Differences)
20 — —
40 —
60
80
100
My Notes
5. The fourth column in the table in Item 4 is titled Second Differences.
Complete the fourth column by finding the change in consecutive
values in the third column. What do you notice about the values?
6000
Area of Rectangle (yd2)
5000
4000
3000
2000
1000
8. Use the table and the graph to explain why the data in Items 2 and 7 are
not linear.
© 2017 College Board. All rights reserved.
10. What appears to be the largest area from the data in Items 2 and 7?
My Notes
11. Write a linear function W(w) to represent the width of the rectangle.
Also write a linear function L(w) to represent the length of the rectangle.
12. Write a function A(w) that represents the area of a rectangle whose
width is w and whose perimeter is 320.
13. What is the relationship between the quadratic function you wrote in
Item 12 and the linear functions you wrote in Item 11?
My Notes
LESSON 10-1 PRACTICE
19. Create tables to graph y = 3x and y = 3x2 on grid paper. Explain the
differences between the graphs.
20. Pierre uses the function r(t) = t + 2 to model his rate r in mi/h
t minutes after leaving school. Complete the table and use the data
points to graph the function.
t r(t)
0
1
2
3
4
21. Pierre uses the function d(t) = t(t + 2) to model his distance d in miles
from home. Add another column to your table in Item 20 to represent d(t).
Sketch a graph of d(t) on the same coordinate plane as the graph of r(t).
22. What types of functions are represented in Items 20 and 21?
23. Write each quadratic function in standard form.
a. g(x) = x(x − 2) + 4 b. f(t) = 3 − 2t2 + t
24. Attend to precision. Determine whether each function is a quadratic
function. Justify your responses.
2
a. S(r) = 2πr2 + 20πr b. f (a) = a + 4a − 3
2
c. f(x) = 4x2 − 3x + 2 d. g(x) = 3x−2 + 2x − 1
e. f(x) = 4x3 − 3x2 + 2x f. h(x) = 42 − 3x + 2
x
25. Model with mathematics. Cooper wanted to track one of his rockets,
the Eagle, so that he could investigate its time and height while in flight.
© 2017 College Board. All rights reserved.
He installed a device into the nose of the Eagle to measure the time and
height of the rocket as it fell back to Earth. The device started measuring
when the parachute opened. The data for one flight of the Eagle is
shown in the table below.
The Eagle
Time Since Parachute
0 1 2 3 4 5 6 7 8 9
Opened (s)
Height(ft) 625 618 597 562 513 450 373 282 177 58
My Notes
Learning Targets:
• Graph a quadratic function.
• Interpret key features of the graph of a quadratic function.
SUGGESTED LEARNING STRATEGIES: Interactive Word Wall,
Create Representations, Construct an Argument, Marking the Text,
Discussion Groups
A
TECHNOLOGY TIP 7000
3. Examine the graph of A(w). For what values of the width is the area
increasing? For what values of the width is the area decreasing?
My Notes
4. Characterize the point where the area changes from increasing to
decreasing.
ACADEMIC VOCABULARY
To characterize something means
to identify or describe its particular
or special features.
5. Using the equation of the function you graphed in Item 1, find the
values A(w) of the area when the widths, w, are 25, 70, and 110.
6. Using the results in Item 5, write w and A(w) as the ordered pairs
(w, A(w)) for each width and area. Determine if these ordered pairs are
coordinates of points on the graph in Item 1.
8. From the results in Items 6 and 7, what is the relationship between the
coordinates of the points on the graph of a function and the input and
output values of that function?
9. Use the table, the graph, and/or the function to determine the
reasonable domain and range of the function A(w). Describe each using MATH TIP
words and an inequality. Remember that measures of length
and area cannot be negative. To
determine the range of A(w), look at
the vertical axis and the graph in
Item 1.
My Notes
International soccer regulations state that the length of the touchline of a
soccer field must be greater than the length of the goal line.
10. Reason abstractly. Can Coach Wentworth use the rectangle that
represents the largest area of A(w) for her soccer field? Explain why or
why not.
Regulations also state that the length of the touchlines of a soccer field must
be at least 100 yd, but no more than 130 yd. The goal lines must be at least
50 yd, but no more than 100 yd.
11. Construct viable arguments. Determine the dimensions of the
regulation soccer field with the largest area and a 320-yd perimeter.
Support your reasoning with multiple representations.
My Notes
c. A parabola is symmetric over the axis of symmetry, which
contains the vertex. How do you think the x-coordinate of the
vertex relates to the x-coordinates of the x-intercepts? Use the
symmetry of a parabola to support your answer.
y
6
5
4
3
2
1
x
–2 1 2 4
© 2017 College Board. All rights reserved.
–3
–4
–5
–6
My Notes
Check Your Understanding
14. Complete the table for the quadratic function f(x) = −x2 − 4x − 3.
Then graph the function.
x f(x)
−4
−3
−2
−1
0
c. Complete the table and then graph the b. Is the function a quadratic function? Explain.
function. 10. Write two linear functions. Write a quadratic
function in standard form that is defined by the
h A(h) product of the expressions that define the linear
functions.
1
2
3
4
5
c. Use substitution to check that the points (2, 0) and (5, 0) lie on the
function’s graph.
© 2017 College Board. All rights reserved.
My Notes
c. Describe the graphs. Do all three parabolas pass through the points
(2, 0) and (5, 0)?
My Notes
7. Use your equations from Items 4–6 to write a system of three equations
in the three variables a, b, and c.
y
© 2017 College Board. All rights reserved.
x
–4 –2 2 4 6 8
–2
–4
My Notes
Check Your Understanding
Area, A(s) 6 3 24 3 54 3
My Notes
Learning Targets:
• Derive the general equation of a parabola given the focus and directrix.
• Write the equation of a parabola given a specific focus and directrix.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Interactive Word Wall, Critique Reasoning
Recall from your study of quadratic functions that the graph of a function in
the form y = ax2 + bx + c is a curve called a parabola. A parabola is defined MATH TIP
geometrically as the set of points in a plane that are equidistant from a given To determine the distance from a
point, called the focus, and a given line, called the directrix. point to a line, find the length of
the perpendicular line segment
Consider the graph below, on which the focus is located at (0, 1) and the from the line to the point.
directrix is given by the linear equation y = −1. For the curve to be a
parabola, the distance from any point A on the curve to the focus and the
distance from point A to the directrix must be equal.
Focus A(x, y)
(0, 1)
x
Directrix y = –1
Parabola
Use the graph of the parabola shown above to derive an equation for the
parabola.
1. The ordered pairs and equation for the focus, directrix, and point A on
the parabola are as follows:
Focus (0, 1)
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Directrix y = −1
Point A (x, y)
2. Write an expression for the distance between the focus and point A.
My Notes
3. Set the expressions in Items 1 and 2 equal and solve for y. Show your
work.
4. Suppose the ordered pair for the focus is given as (0, p) and the line for
the directrix is given as y = −p. How would you modify your equation
in Item 3 to generalize for any parabola? Show your work by completing
the following.
a. Write an expression for the distance between point A and the
directrix.
b. Write an expression for the distance between the focus and point A.
5. Write the general equation of a parabola given the focus (0, p) and
directrix y = −p.
7. Write the equation of the parabola with vertex at the origin, focus
(0, 8), and directrix y = −8.
My Notes
In your study of quadratic functions, you learned that some parabolas
open up and some open down. Some parabolas also open to the left or
to the right.
9. If a parabola opens to the left or to the right, what must be true about
the directrix?
10. Given that the focus is (p, 0), determine a general equation that can be
used for a parabola that opens to the left or right.
11. Make use of structure. How can you determine if a parabola with
focus (p, 0) opens to the left or to the right?
Example A
Write the equation of a parabola with focus (−3, 0) and directrix x = 3.
Step 1: Graph the focus and directrix on the coordinate plane.
y
4
Directrix
2
x=3
(–3, 0)
x
–6 –4 –2 2 4 6
–2
–4
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–6
Step 2: Find p.
Since the focus and the directrix must be equidistant from any
point on the parabola, find p by finding half the distance between MATH TIP
the focus and the directrix. Since the focus and directrix are
equidistant from any point on the
Distance = 6, so p = 3. parabola, the vertex is the midpoint
Step 3: Write the equation of the parabola. of the horizontal segment from the
Substitute the value of p into the general equation for a parabola focus to the directrix. So in this
that opens left or right. Since the parabola opens to the left, example, the vertex is at (0, 0).
substitute p = −3 into the equation.
x = 41p y 2
x= 1 y2
4(−3)
1 y2
x = − 12
My Notes
Try These A
Write the equation of a parabola with its vertex at the origin for each
focus and directrix. Determine the direction of opening for each parabola.
Explain how you know.
a. focus: (0, −5); directrix: y = 5
12. Critique the reasoning of others. Sixten says you can only
calculate p by finding half of the distance between the directrix and
focus. Do you agree? Justify your reasoning.
13. Write the equation of the parabola with vertex (0, 0) and
directrix y = 9.
My Notes
Learning Targets:
• Find a quadratic model for a given table of data.
• Use a quadratic model to make predictions.
SUGGESTED LEARNING STRATEGIES: Think Aloud, Discussion
Groups, Create Representations, Interactive Word Wall, Quickwrite,
Close Reading, Predict and Confirm, Look for a Pattern, Group
Presentation
A model rocketry club placed an altimeter on one of its rockets. An altimeter
measures the altitude, or height, of an object above the ground. The table
shows the data the club members collected from the altimeter before it
stopped transmitting a little over 9 seconds after launch.
1. Predict the height of the rocket 12 seconds after launch. Explain how
you made your prediction.
100
50
x
2 4 6 8 10 12 14 16
Time (s)
My Notes
3. Enter the rocket data into a graphing calculator. Enter the time data as
List 1 (L1) and the height data as List 2 (L2). Then use the calculator to
TECHNOLOGY TIP perform a linear regression on the data. Write the equation of the linear
model that results from the regression. Round coefficients and constants
You can use an online calculator to the nearest tenth.
provided on Springboard Digital to
perform the regression in Item 3.
4. Use a dashed line to graph the linear model from Item 3 on the
coordinate grid showing the rocket data.
b. How does this prediction compare with the prediction you made in
Item 1?
POINT OF INTEGRATION
Algebra and Statistics
Regression is the statistical process
of creating an algebraic function to A linear regression is the process of finding a linear function that best fits a
model accurately, or “best fit,” a set set of data. A quadratic regression is the process of finding a quadratic
of data. Typical models are linear, function that best fits a set of data. The steps for performing a quadratic
quadratic, or exponential. regression on a graphing calculator are similar to those for performing a
linear regression.
My Notes
8. Use these steps to perform a quadratic regression for the rocket data.
• Check that the data set is still entered as List 1 and List 2.
• Press STAT to select the Statistics menu. Then move the cursor to
highlight the Calculate (CALC) submenu. TECHNOLOGY TIP
• Select 5:QuadReg to perform a quadratic regression on the data in You can graph the equation from
Lists 1 and 2. Press ENTER . a quadratic regression by using
• The calculator displays the values of a, b, and c for the standard form these steps: After selecting
of the quadratic function that best fits the data. 5:QuadReg as described at the
Write the equation of the quadratic model that results from the left, do not press ENTER . Instead,
regression. Round coefficients and constants to the nearest tenth. press VARS to select the VARS
menu. Then move the cursor to
highlight the Y-VARS submenu.
Select 1:Function. Then select
9. Graph the quadratic model from Item 8 on the coordinate grid showing 1:Y1. Press ENTER . The equation
the rocket data. from the quadratic regression is
now assigned to Y1. You can press
GRAPH to view the graph of the
10. Construct viable arguments. Contrast the graph of the linear equation.
model with the graph of the quadratic model. Which model is a better
fit for the data?
ACADEMIC VOCABULARY
When you contrast two items, you
identify their differences, as well as
their similarities.
11. Use your graphing calculator to find the value of the coefficient of
determination (R2) for the quadratic regression you found in Item 8.
Take the square root of the coefficient of determination to find the
correlation coefficient for the quadratic regression.
© 2017 College Board. All rights reserved.
12. Based on the correlation coefficients for the linear and the quadratic
regressions, which function is the better model for the rocket test data?
13. To the nearest meter, find the height that the quadratic model predicts
for the rocket 12 seconds after it is launched and compare this with the
prediction you made in Item 1.
14. Reason quantitatively. Use the quadratic model to predict when the
rocket will hit the ground. Explain how you determined your answer. MATH TIP
The zeros of a quadratic function
are the x-intercepts on the graph
of the parabola.
My Notes
Check Your Understanding
18.
x 2 4 6 8 10 12 14 16
y 10 22 26 35 45 50 64 66
The tables show time and height data for two other model rockets.
Time (s) 0 1 2 3 4 5 6 7
Rocket B
Height (m) 0 37 92 136 186 210 221 229
x
Foucs = (–7, 0) (0, 0)
10. y
(5, 4)
4
Focus =
(0, 1.5)
x
–4 –2 (0, 0) 4
Directrix –2 (5, –1.5)
y = –1.5
Lesson 11-3 20. Use the better models, which you identified in
Item 19, to predict how much farther it would
Tell whether a linear model or a quadratic model is a take the truck to stop from a speed of 50 mi/h
better fit for each data set. Justify your answer and than it would the car.
give the equation of the better model.
21. Suppose the truck is 300 ft from an intersection
16. when the light at the intersection turns yellow. If
x 0 2 4 6 8 10 12 14
the truck’s speed is 60 mi/h when the driver sees
y 17 29 40 45 59 63 76 88 the light change, will the driver be able to stop
without entering the intersection? Explain how
17. you know.
x 2 4 6 8 10 12 14 16
y 15 9 5 2 6 7 16 22
MATHEMATICAL PRACTICES
The stopping distance of a vehicle is the distance the Use Appropriate Tools Strategically
vehicle travels between the time the driver recognizes 22. A shoe company tests different prices of a new
the need to stop and the time the vehicle comes to a type of athletic shoe at different stores. The table
stop. The table below shows how the speed of two shows the relationship between the selling price
vehicles affects their stopping distances. and the monthly revenue per store the company
made from selling the shoes.
Speed Stopping distance (ft)
(mi/h) Car Truck Selling Monthly Revenue
Price ($) per Store ($)
10 27 28
80 9680
15 44 47
90 10,520
20 63 69
100 11,010
25 85 95
110 10,660
30 109 123
120 10,400
35 135 155
130 9380
40 164 190
a. Use a graphing calculator to determine the
Gravity Data
90
Height of Ball (feet)
80
70
60
50
40
30
20
10
0
0 0.5 1 1.5 2 2.5
Time (seconds)
whether the data are a good fit using the correlation coefficient.
4. Use your function from Item 2 to find the height of the baseball at 0.4 s
and 1.2 s.
In another similar experiment, the function that best models the height
of the baseball is given by the equation h = −112t2 + 112t + 84, where
h is the height in feet and t is the number of seconds since the ball is
thrown.
5. Write this equation in factored form. First, factor out the GCF of the
terms.
6. Find the axis of symmetry and directrix of the graph of the function.
7. Find the vertex of the graph of the function. What does the vertex mean
in this context?
Problem Solving • An appropriate strategy for • An adequate strategy for • A flawed strategy for • No clear strategy for finding
(Items 2–6) finding the equation of a developing a quadratic writing a quadratic model a quadratic or other model
quadratic model and using model and using the model for a set of data and using for a set of data
the model to find data to find data points the model to find data points • Misunderstanding of the
• Accurate determination of • Minor error determining • Partial understanding of vertex
the vertex vertex vertex
Mathematical • Clear and accurate • Adequate modeling of a • Difficulty in modeling a • No understanding of how to
Modeling / understanding of how to table of values with a table of values with a model a table of values with
Representations model a table of values with quadratic function quadratic function a quadratic function
(Items 1a, 2) a quadratic function
Reasoning and • Precise use of appropriate • Adequate explanation of • A misleading or confusing • An incomplete or inaccurate
Communication math terms and language whether a table of values explanation of whether a description of whether a
(Items 1b, 3, 6, 7) to explain whether a table represents a quadratic table of values represents a table of values represents a
of values represents a function and explanation quadratic function and quadratic function and
quadratic function and of appropriate range given unclear explanation of incomplete or inaccurate
explanation of appropriate the context appropriate range given explanation of appropriate
range given the context the context range given the context
Nguyen is designing a square deck around his new hot tub. To decide how
large a deck he should build, he needs to determine the side length, x, of
different sized decks given the possible area of each deck. He knows that the
area of a square is equal to the length of a side squared. Using this
information, Nguyen writes the following equations to represent each of the
decks he is considering.
1. Solve each equation. Be prepared to discuss your solution methods with
your classmates. MATH TIP
a. x2 = 49 b. x2 = 100
A solution of an equation makes
the equation true. For example,
c. x2 = 15 d. 2x2 = 18 x + 5 = 7 has the solution x = 2
because 2 + 5 = 7.
e. x2 − 4 = 0 f. x2 + 2 = 0
MATH TIP
g. x2 + 3 = 3 Every positive number has two
square roots, the principal square
root and its opposite. For example,
2. Refer to the equations in Item 1 and their solutions. 5 is the principal square root of 5
a. What do the equations have in common? and − 5 is its opposite.
© 2017 College Board. All rights reserved.
My Notes
The equations in Item 1 are examples of quadratic equations . To solve
a quadratic equation of the form ax2 + c = 0, isolate the x2-term and then
take the square root of both sides.
Example A
Solve 3x2 − 6 = 0 using square roots.
Step 1: Add 6 to both sides. 3x2 − 6 = 0
3x2 = 6
Step 2: Divide both sides by 3. 3x 2 = 6
3 3
x2 = 2
Step 3: Take the square root of both sides. x2 = 2
x = + 2 or − 2
Solution: x = + 2 or x = − 2
READING MATH
Try These A
The ± symbol is read “plus or Solve each equation using square roots.
minus.”
a. x2 − 10 = 1
2
b. x = 1
4
c. 4x2 − 6 = 14
My Notes
Example B
Solve 5x2 − 23 = 0 for x.
5x2 − 23 = 0
Step 1: Add 23 to both sides. 5x2 = 23
Try These B
Make use of structure. Find the real solutions of each equation. Show
7 = 7
3 3
⋅ 3=7 3
3 3
your work.
a. 9x2 − 49 = 0 b. 25x2 − 7 = 0
c. 5x2 − 16 = 0 d. 4x2 + 15 = 0
© 2017 College Board. All rights reserved.
My Notes
5. Reason abstractly. A square frame has a 2-in. border along two sides
as shown in the diagram. The total area is 66 in.2. Answer the questions
to help you write an equation to find the area of the unshaded square.
2
c. Fill in the boxes to write an equation for the total area in terms of x.
You can solve quadratic equations like the one you just wrote by isolating
the variable.
Example C
Solve (x + 2)2 = 66 using square roots. Approximate the solutions to the
nearest hundredth.
Step 1: Take the square root of (x + 2)2 = 66
both sides.
(x + 2)2 = 66
x + 2 = ± 66
Try These C
Solve each equation using square roots.
a. (x − 5)2 = 121 b. (2x − 1)2 = 6 c. x2 − 12x + 36 = 2
My Notes
Check Your Understanding
x
© 2017 College Board. All rights reserved.
My Notes
Learning Targets:
• Use factoring to solve a quadratic equation.
• the
Describe the connection between the zeros of a quadratic function and
x-intercepts of the function’s graph.
Example A
Solve x2 + 5x − 14 = 0 by factoring.
Original equation x2 + 5x − 14 = 0
Step 1: Factor the left side. (x + 7)(x − 2) = 0
Step 2: Apply the Zero Product Property. x + 7 = 0 or x − 2 = 0
Step 3: Solve each equation for x.
Solution: x = −7 or x = 2
Try These A
Solve each quadratic equation by factoring.
a. x2 − 5x − 14 = 0
b. 3x2 − 6x = 0
c. x2 + 3x = 18
My Notes
If you know the solutions to a quadratic equation, then you can write the
equation.
Example B
Write a quadratic equation in standard form with the solutions x = 4 and
x = −5. MATH TERMS
Step 1: Write linear equations that The standard form of a quadratic
correspond to the solutions. x − 4 = 0 or x + 5 = 0 equation is ax2 + bx + c = 0,
Step 2: Write the linear expressions as where a ≠ 0.
factors. (x − 4) and (x + 5)
Step 3: Multiply the factors to write the
equation in factored form. (x − 4)(x + 5) = 0
Step 4: Multiply the binomials and write
the equation in standard form. x2 + x − 20 = 0
Solution: x2 + x − 20 = 0 is a quadratic equation with solutions
x = 4 and x = −5.
Try These B
a. Write a quadratic equation in standard form with the solutions x = −1
and x = −7.
standard form.
b. Write a quadratic equation in standard form whose solutions are x = 2 MATH TIP
5
and x = − 1 . How is your result different from those in Example B? To avoid fractions as coefficients,
2 multiply the coefficients by the LCD.
My Notes
The graph of the function y = x2 − 6x + 5 is shown below.
y
8
x
–2 –1 1 2 3 4 5 6 7 8
–2
–4
–6
c. Solve the related quadratic equation for the expression in part a. That
is, solve x2 − 6x + 5 = 0.
My Notes
5. a. How do the linear factors of x2 − 6x + 5 you found in Item 4a relate
to the x-intercepts of the graph of the function y = x2 − 6x + 5
shown above?
My Notes
LESSON 12-2 PRACTICE
y
11. Make use of structure. Use the graph of 4
the quadratic function y = 2x2 + 6x shown
to determine the roots of the quadratic 2
equation 0 = 2x2 + 6x.
x
–4 –2 2 4
–2
–4
–6
Solve by factoring. Then, identify the zeros of the quadratic function defined
by the left side of the equation. Also identify the x-intercepts of the graph of
that function.
12. x2 − 2x + 1 = 0
13. 2x2 − 7x − 4 = 0
14. 6x2 − 13x − 5 = 0
15. Write a quadratic equation whose roots are 3 and −6.
16. A whale jumps vertically from a pool at Ocean World. The function
y = −16x2 + 32x models the height of a whale in feet above the surface
of the water after x seconds.
a. What is the maximum height of the whale above the surface of the
water?
b. What are the x-intercepts of the graph? What do these points
represent?
c. How long is the whale out of the water? Justify your answer.
17. Construct viable arguments. Is it possible for two different
quadratic functions to share the same zeros? Use a graph to justify your
response.
My Notes
Learning Targets:
• Solve quadratic equations by completing the square.
• Complete the square to analyze a quadratic function.
SUGGESTED LEARNING STRATEGIES: Note Taking, Graphic
Organizer, Identify a Subtask
Not every quadratic equation can be solved by the square-root method. But
you can extend that idea to any quadratic equation by creating a perfect
square trinomial. Let’s first review how a quadratic equation that already
contains a perfect square trinomial can be solved.
Example A
Solve 2(x − 3)2 − 5 = 0 for x.
2(x − 3)2 − 5 = 0
Step 1: Add 5 to both sides. 2(x − 3)2 = 5
Try These A
© 2017 College Board. All rights reserved.
My Notes
You can solve quadratic equations written in standard form by completing
the square . This procedure allows you to follow the same steps used in
MATH TERMS Example A.
Completing the square is the
process of adding a constant to a
quadratic expression to transform it Example B
into a perfect square trinomial. Solve x2 + 10x − 6 = 0 by completing the square.
Step 1: Isolate the variable terms. x2 + 10x − 6 = 0
Add 6 to both sides. x2 + 10x = 6
Step 2: Transform the left side into a perfect square trinomial.
MATH TIP Divide the coefficient of the
x-term by 2. 10 ÷ 2 = 5
Use a graphic organizer to help
you complete the square. Square the 5 to determine
the constant. 52 = 25
x 5
2 Complete the square by x2 + 10x + =6+
x x 5x
adding 25 to both sides x2 + 10x + 25 = 6 + 25
5 5x 25 of the equation. x2 + 10x + 25 = 31
x2 + 5x + 5x + 25 = (x + 5)(x + 5) Step 3: Solve the equation.
Write the trinomial in
x2 + 10x + 25 = (x + 5)2
factored form. (x + 5)(x + 5) = 31
Write the left side as a
square of a binomial. (x + 5)2 = 31
Take the square root of
both sides. (x + 5)2 = ± 31
Solve for x. (x + 5) = ± 31
Leave the solutions in ± form. x = −5 ± 31
Solution: x = −5 ± 31
Try These B
My Notes
Example C
Analyze the quadratic function y = x2 − 6x + 13 by completing
the square.
Step 1: Complete the square on the right
side of the equation. y = x2 − 6x + 13
Isolate the variable terms. y − 13 = x2 − 6x
Transform the right side into a
perfect square trinomial. y − 13 + 9 = x2 − 6x + 9
Factor and simplify. y − 4 = (x − 3)2
Write the equation in vertex form. y = (x − 3)2 + 4
Step 2: Identify the direction of opening and whether the vertex
represents a maximum or minimum.
Since the value of a is positive, Opens upward
the parabola opens upward and the Vertex is a minimum.
vertex represents a minimum.
Step 3: Determine the maximum or minimum
value. This parabola is the graph of the Minimum value: 4
parent function y = x2 translated up 4 units.
So the parent function’s minimum value
of 0 is increased to 4.
Step 4: Determine the number of x-intercepts.
Since the minimum value of the function
is y = 4 and the parabola opens upward,
the function will never have a y-value no x-intercepts
less than 4. The graph will never intersect
the x-axis, so there are no x-intercepts.
y
Step 5: Verify by graphing.
Solution: The graph of the quadratic 8
function opens upward, the
© 2017 College Board. All rights reserved.
6
minimum value is 4, and there
are no x-intercepts. 4
(3, 4)
2
Try These C
Write each of the following quadratic x
–2 2 4 6 8
functions in vertex form. Identify the
direction of opening, vertex, maximum or
minimum value, and number of x-intercepts.
a. y = x2 − 4x + 9
b. y = −x2 − 6x − 8
c. y = x2 + 8x + 15
My Notes
For some quadratic equations in standard form, such as 2x2 + 12x + 5 = 0,
the x 2 term does not have a coefficient of 1, but instead has a greater
coefficient. Example D develops the method for solving such equations.
Example D
Solve 2x2 + 12x + 5 = 0 by completing the square.
2x2 + 12x + 5 = 0
Step 1: Divide both sides by the
2 x 2 + 12 x + 5 = 0
leading coefficient and 2 2 2 2
simplify.
x 2 + 6x + 5 = 0
2
Step 2: Isolate the variable terms on x 2 + 6x = − 5
the left side. 2
Solution: x = −3 ± 26
2
Try These D
Solve for x by completing the square.
a. 4x2 + 16x − 5 = 0 b. 5x2 − 30x − 3 = 0
My Notes
Check Your Understanding
track
© 2017 College Board. All rights reserved.
arch
cliff
My Notes
Learning Targets:
• Derive the quadratic formula.
• Solve quadratic equations using the quadratic formula.
SUGGESTED LEARNING STRATEGIES: Close Reading, Note Taking,
Identify a Subtask
Generalizing a solution method into a formula provides an efficient way to
ACADEMIC VOCABULARY perform complicated procedures. You can complete the square on the general
form of a quadratic equation ax2 + bx + c = 0 to derive a formula for solving
To derive means to obtain
all quadratic equations.
something from another source.
In mathematics, it typically means ax 2 + bx + c = 0
to obtain a general equation
through direct reasoning that can ax 2 + bx = − c
be used to solve related problems.
The quadratic formula is derived
from the general form of a
quadratic equation.
x2 + ba x + = − ac +
( ) ( )
2 2
x 2 + ba x + b = − ac + b
2a 2a
2
x + b = ± b − 42 ac
2a 4a
Quadratic Formula
When a ≠ 0, the solutions of ax2 + bx + c = 0 are
2
x = −b ± b − 4ac .
2a
My Notes
To apply the quadratic formula, make sure the equation is in standard form
ax2 + bx + c = 0. Identify the values of a, b, and c in the equation and then
substitute these values into the quadratic formula. If the expression under
the radical sign is not a perfect square, write the solutions in simplest radical
form or use a calculator to approximate the solutions.
Example A
Solve x2 + 3 = 6x using the quadratic formula.
Step 1: Write the equation in standard form. x2 + 3 = 6x
2
x − 6x + 3 = 0
If you do not have a calculator, write your solution in simplest radical form.
To write the solution in simplest form, simplify the radicand and then
divide out any common factors.
⋅
© 2017 College Board. All rights reserved.
2(3 ± 6 )
x = 6 ± 24 = 6 ± 4 6 = 6 ± 2 6 = = 3± 6
2 2 2 2
Try These A
Solve using the quadratic formula.
a. 3x2 = 4x + 3 b. x2 = −4x − 3
c. x2 + 4x = −2 d. 2x2 −6x + 3 = 0
My Notes
Check Your Understanding
2
d mi 260 mi
x
–4 –2 2 4
–2 Airport 5d mi Plane
c. −(x2 − 7) = 0
d. −x2 − 12 = 0
equation?
My Notes
A quadratic function has two complex zeros—either two real zeros or two
nonreal zeros.
Example A
MATH TIP Find the zeros of the function f(x) = x2 − 5x + 7. State the number of
zeros, and tell whether they are real or nonreal zeros.
You can use the quadratic formula,
2
Step 1: Set the function equal to zero: x2 − 5x + 7 = 0.
x = −b ± b − 4 ac , to find the
2a Step 2: Substitute a = 1, b = −5, and c = 7 into the quadratic formula.
zeros of a function in the form
2
f(x) = ax2 + bx + c = 0.
x = −b ± b − 4ac
2a
−(−5) ± (−5)2 − 4(1)(7)
=
2(1)
= 5 ± − 3 = 5±i 3
2 2
The function f(x) = x2 − 5x + 7 has two nonreal zeros. The zeros are
x = 5 + i 3 or x = 5 − i 3 .
2 2 2 2
Example B
Find the zeros of the function f(x) = −2x2 + 2x + 5. State the number of
zeros, and tell whether they are real or nonreal zeros.
Step 1: Set the function equal to zero: −2x2 + 2x + 5 = 0.
Step 2: Substitute a = −2, b = 2, and c = 5 into the quadratic formula.
−2 ± 22 − 4(−2)(5)
x=
2(−2)
x = 1 + 11 or x = 1 − 11 .
2 2 2 2
b. f(x) = x2 − 6x + 7
My Notes
Recall that the zeros of a function f(x) are any values of x such that f(x) = 0.
If the graph of a function intersects the x-axis, the x-coordinate of the
x-intercept is a zero of the function.
3. Use a graphing calculator to graph the functions from Try These A–B,
f(x) = 3x2 − 4x + 8 and f(x) = x2 − 6x + 7. TECHNOLOGY TIP
a. How many x-intercepts does each graph have?
You can use the graphing calculator
on SpringBoard Digital to graph
and analyze quadratic functions.
x
© 2017 College Board. All rights reserved.
–3 –2 –1 1 2 3
–2
–4
My Notes
Check Your Understanding
–x + 4
My Notes
Learning Targets:
• quadratic
Use the discriminant to determine the number of real solutions of a
equation.
• Choose a method to solve a quadratic equation.
SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Graphic
Organizer, Look for a Pattern, Create a Plan, Quickwrite
There are several methods for solving a quadratic equation. They include
factoring, using square roots, completing the square, and using the
quadratic formula. Each of these techniques has different advantages
and disadvantages. Learning how and why to use each method is an
important skill.
1. Solve each equation below using a different method. State the method
used.
a. x2 + 5x − 24 = 0
b. x2 − 6x + 2 = 0
c. 2x2 + 3x − 5 = 0
d. x2 − 100 = 0
© 2017 College Board. All rights reserved.
2. How did you decide which method to use for each equation in Item 1?
My Notes
3. Solve each equation using any appropriate method. Then complete the
rest of the table.
Discriminant Number
Number of Graph of Related
Equation Solutions of Real
b2 − 4 ac Solutions
x-Intercepts Quadratic Function
y
8
6
4
2
x2 + 2x − 8 = 0 x
–5 –4 –3 –2 –1 1 2 3
–4
–6
–8
–10
y
8
6
4
2
x2 + 2x + 1 = 0 x
–5 –4 –3 –2 –1 1 2 3
–4
–6
–8
–10
y
8
6
4
2
x2 + 2x − 4 = 0 –5 –4 –3 –2 –1 1 2 3
x
–4
y
14
12
10
8
x2 + 2x + 5 = 0 6
4
2
x
–5 –4 –3 –2 –1 1 2 3
–4
My Notes
4. Express regularity in repeated reasoning. Complete each
statement below using the information from the table in Item 3.
• If b2 − 4ac > 0, the equation has real solution(s) and the
graph of the related function has x-intercept(s).
° If b2 − 4ac is a positive perfect square, the square root of the
discriminant is a rational number and the solution(s) is/are
number(s).
° If b2 − 4ac is not a perfect square, the square root of the
discriminant is an irrational number and the solution(s) is/are
number(s).
• If b2 − 4ac = 0, the equation has real solution(s) and the
graph of the related function has x-intercept(s).
° The square root of the discriminant is 0 and the solution(s) is/
are number(s).
• If b2 − 4ac < 0, the equation has real solution(s) and the
graph of the related function has x-intercept(s).
° The square root of the discriminant is the square root of a
negative number and the solution(s) is/are
number(s).
• If b = 0, then whatever the sign of b2 − 4ac, you can use the
method.
© 2017 College Board. All rights reserved.
My Notes
8. Complete the table.
9. What is your preferred method to find the solution for equations with
ACADEMIC VOCABULARY each of the four different types of discriminants? Explain why.
A method is preferred if it is the Positive nonperfect square:
best method available. There are
several factors in mathematics that
make a method the best: the Positive perfect square:
method is guaranteed to work, the
calculations are easiest, or certain Zero:
tools are not available, such as a
calculator or graph paper.
Negative:
–2
15. f(x) = 4x2 + 20x + 25
–4
For each of the quadratic functions graphed,
determine the number and type of zeros. –6
16. y
20
16
12
x
–3 –2 –1 1 2 3
–4
x
–2 2 4 6
–2
Every fall the Physics Club hosts an annual egg-drop contest. The goal of the
egg-drop contest is to construct an egg-protecting package capable of
providing a safe landing upon falling from a fifth-floor window.
During the egg-drop contest, each contestant drops an egg about 64 ft to
a target placed at the foot of a building. The area of the target is about
10 square feet. Points are given for targeting, egg survival, and time to reach
the target.
Colin wanted to win the egg-drop contest, so he
tested one of his models with three different ways
of dropping the package. These equations represent
each method.
Problem Solving • Appropriate and efficient • Strategy that may include • Strategy that results in • No clear strategy when
(Item 2) strategy that results in a unnecessary steps but results some incorrect answers solving problems
correct answer in a correct answer
Mathematical • Clear and accurate • Some difficulty understanding • Partial understanding of • Little or no understanding
Modeling/ understanding of how to how to use technology to how to use technology to of how to use technology
Representations use technology to model model real-world data and/or model real-world data to model real-world data
(Item 3) real-world data and how how to use a graph to solve and/or how to use a graph and/or how to use a graph
to use a graph to solve a real-world problem, but to solve a real-world to solve a real-world
a real-world problem a correct answer is present problem that results in problem
some incorrect answers
Reasoning and • Precise use of appropriate • Adequate explanation of • Misleading or confusing • Incomplete or inaccurate
Communication math terms and language choice of solution method explanation of choice of explanation of choice of
(Items 1, 3) to explain a choice of • Correct use of mathematical solution method solution method
solution method work to justify an answer • Partially correct • Incorrect or incomplete
• Clear and accurate use justification of an answer justification of an answer
of mathematical work using mathematical work using mathematical work
to justify an answer