1.

1 Parent Functions and Transformations

Essential Question What are the characteristics of some of the
COMMON basic parent functions?
CORE
Learning Standard
HSF-BF.B.3
Identifying Basic Parent Functions

Work with a partner. Graphs of eight basic parent functions are shown below.
Classify each function as constant, linear, absolute value, quadratic, square root,
cubic, reciprocal, or exponential. Justify your reasoning.
JUSTIFYING a. 4 b. 4
CONCLUSIONS
To be proficient in math,
you need to justify −6 6 −6 6

your conclusions and

communicate them
clearly to others. −4 −4

c. 4 d. 4

−6 6 −6 6

−4 −4

e. 4 f. 4

−6 6 −6 6

−4 −4

g. 4 h. 4

−6 6 −6 6

−4 −4

Communicate Your Answer

2. What are the characteristics of some of the basic parent functions?

3. Write an equation for each function whose graph is shown in Exploration 1.

Then use a graphing calculator to verify that your equations are correct.

Section 1.1 Parent Functions and Transformations 3

1.1 Lesson What You Will Learn
Identify families of functions.
Describe transformations of parent functions.
Core Vocabul
Vocabulary
larry Describe combinations of transformations.
parent function, p. 4
transformation, p. 5
translation, p. 5
Identifying Function Families
reflection, p. 5 Functions that belong to the same family share key characteristics. The parent
vertical stretch, p. 6 function is the most basic function in a family. Functions in the same family are
transformations of their parent function.
vertical shrink, p. 6
Previous
function Core Concept
domain
Parent Functions
range
slope Family Constant Linear Absolute Value Quadratic
scatter plot Rule f(x) = 1 f(x) = x f(x) = ∣ x ∣ f(x) = x 2
Graph y y y y

x x
x x

Domain All real numbers All real numbers All real numbers All real numbers
Range y=1 All real numbers y≥0 y≥0

LOOKING FOR Identifying a Function Family

STRUCTURE
Identify the function family to which f belongs. y
You can also use function
Compare the graph of f to the graph of its
rules to identify functions. 6
parent function.
The only variable term in
f is an ∣ x ∣-term, so it is an SOLUTION 4
absolute value function.
The graph of f is V-shaped, so f is an absolute
value function.
f(x) = 2x + 1
The graph is shifted up and is narrower than
−4 −2 2 4 x
the graph of the parent absolute value function.
The domain of each function is all real numbers,
but the range of f is y ≥ 1 and the range of the
parent absolute value function is y ≥ 0.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. Identify the function family to which 1

g(x) = 4 (x − 3)2
g belongs. Compare the graph of g to y
6
the graph of its parent function.
4

2 4 6 x

4 Chapter 1 Linear Functions

 Describing Transformations
A transformation changes the size, shape, position, or orientation of a graph.
A translation is a transformation that shifts a graph horizontally and/or vertically
but does not change its size, shape, or orientation.

REMEMBER
Graphing and Describing Translations
The slope-intercept form
of a linear equation is
Graph g(x) = x − 4 and its parent function. Then describe the transformation.
y = mx + b, where m is
the slope and b is the SOLUTION
y-intercept.
The function g is a linear function with a slope y
of 1 and a y-intercept of −4. So, draw a line 2

through the point (0, −4) with a slope of 1.

The graph of g is 4 units below the graph of −4 −2 2 4 x
the parent linear function f. f(x) = x −2

So, the graph of g(x) = x − 4 is a vertical (0, −4)

translation 4 units down of the graph of g(x) = x − 4
the parent linear function. −6

A reflection is a transformation that flips a graph over a line called the line of
reflection. A reflected point is the same distance from the line of reflection as the
original point but on the opposite side of the line.

Graphing and Describing Reflections

REMEMBER Graph p(x) = −x 2 and its parent function. Then describe the transformation.
The function p(x) = −x 2
is written in function SOLUTION
notation, where p(x) is The function p is a quadratic function. Use a table of values to graph each function.
another name for y.
y
x y = x2 y = −x 2 4

−2 4 −4
2
−1 1 −1 f(x) = x2
0 0 0 −4 −2 2 4 x
1 1 −1 p(x) = −x2 −2
2 4 −4
−4

The graph of p is the graph of the parent function flipped over the x-axis.

So, p(x) = −x 2 is a reflection in the x-axis of the parent quadratic function.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Graph the function and its parent function. Then describe the transformation.

2. g(x) = x + 3 3. h(x) = (x − 2)2 4. n(x) = −∣ x ∣

Section 1.1 Parent Functions and Transformations 5

 Another way to transform the graph of a function is to multiply all of the y-coordinates
by the same positive factor (other than 1). When the factor is greater than 1, the
transformation is a vertical stretch. When the factor is greater than 0 and less than 1,
it is a vertical shrink.

Graphing and Describing Stretches and Shrinks

Graph each function and its parent function. Then describe the transformation.

a. g(x) = 2 ∣ x ∣ b. h(x) = —12 x2

SOLUTION
a. The function g is an absolute value function. Use a table of values to graph
the functions.
g(x) = 2x
x y = ∣x∣ y = 2∣ x ∣ y

−2 2 4 6
−1 1 2
4
0 0 0
REASONING 1 1 2 2
ABSTRACTLY 2 2 4 f(x) = x
To visualize a vertical −4 −2 2 4 x
stretch, imagine pulling
the points away from
the x-axis. The y-coordinate of each point on g is two times the y-coordinate of the
corresponding point on the parent function.
So, the graph of g(x) = 2∣ x ∣ is a vertical stretch of the graph of the parent
absolute value function.
b. The function h is a quadratic function. Use a table of values to graph
the functions.
f(x) = x2
y
x y = x2 y = —12 x 2
To visualize a vertical 6
−2 4 2
shrink, imagine pushing
the points toward −1 1 1
—2 4
the x-axis.
0 0 0
2
1
1 1 1
—2 h(x) = 2 x 2

2 4 2 −4 −2 2 4 x

The y-coordinate of each point on h is one-half of the y-coordinate of the

corresponding point on the parent function.

So, the graph of h(x) = —12 x 2 is a vertical shrink of the graph of the parent
quadratic function.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Graph the function and its parent function. Then describe the transformation.

7. c(x) = 0.2∣ x ∣
3
5. g(x) = 3x 6. h(x) = —2 x2

6 Chapter 1 Linear Functions

 Combinations of Transformations
You can use more than one transformation to change the graph of a function.

Describing Combinations of Transformations

Use a graphing calculator to graph g(x) = −∣ x + 5 ∣ − 3 and its parent function. Then
describe the transformations.

SOLUTION 8

The function g is an absolute value function. f

−12
The graph shows that g(x) = −∣ x + 5 ∣ − 3
10

is a reflection in the x-axis followed by a g

translation 5 units left and 3 units down of the
graph of the parent absolute value function. −10

Modeling with Mathematics

Time Height The table shows the height y of a dirt bike x seconds after jumping off a ramp. What
(seconds), x (feet), y type of function can you use to model the data? Estimate the height after 1.75 seconds.
0 8 SOLUTION
0.5 20
1. Understand the Problem You are asked to identify the type of function that can
1 24 model the table of values and then to find the height at a specific time.
1.5 20 2. Make a Plan Create a scatter plot of the data. Then use the relationship shown in
2 8 the scatter plot to estimate the height after 1.75 seconds.
3. Solve the Problem Create a scatter plot. y
30
The data appear to lie on a curve that resembles
a quadratic function. Sketch the curve.
20
So, you can model the data with a quadratic
function. The graph shows that the height is 10
about 15 feet after 1.75 seconds.
0
0 1 2 3 x

4.
4 Look Back To check that your solution is reasonable, analyze the values in the
table. Notice that the heights decrease after 1 second. Because 1.75 is between
1.5 and 2, the height must be between 20 feet and 8 feet.

8 < 15 < 20 ✓

Help in English and Spanish at BigIdeasMath.com

U a graphing calculator to graph the function and its parent function.

Use
Then describe the transformations.
T
1
8. h(x) = −—4 x + 5 9. d(x) = 3(x − 5)2 − 1

10. The table shows the amount of fuel in a chainsaw over time. What type of
function can you use to model the data? When will the tank be empty?

Time (minutes), x 0 10 20 30 40
Fuel remaining (fluid ounces), y 15 12 9 6 3

Section 1.1 Parent Functions and Transformations 7

 1.1 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE The function f(x) = x 2 is the ______ of f(x) = 2x 2 − 3.

2. DIFFERENT WORDS, SAME QUESTION Which is different? Find “both” answers.

What are the vertices of the figure after a y

4
reflection in the x-axis, followed by a translation
2 units right? 2

What are the vertices of the figure after a

−4 −2 2 4 x
translation 6 units up and 2 units right?
−2

What are the vertices of the figure after

a translation 2 units right, followed by a −4

reflection in the x-axis?

What are the vertices of the figure after a

translation 6 units up, followed by a reflection
in the x-axis?

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, identify the function family to which 7. MODELING WITH MATHEMATICS At 8:00 a.m.,
f belongs. Compare the graph of f to the graph of its the temperature is 43°F. The temperature increases
parent function. (See Example 1.) 2°F each hour for the next 7 hours. Graph the
temperatures over time t (t = 0 represents 8:00 a.m.).
3. 4.
What type of function can you use to model the data?
y y
Explain.
−4 −2 x
−2 8. MODELING WITH MATHEMATICS You purchase a
−4 −2 2 4x car from a dealership for $10,000. The trade-in value
−4
−2 of the car each year after the purchase is given by
the function f(x) = 10,000 − 250x 2. What type of
function can you use to model the data?
f(x) = −2x2 + 3
f(x) = 2x + 2 − 8 In Exercises 9–18, graph the function and its parent
5. 6. function. Then describe the transformation. (See
Examples 2 and 3.)
y y
20 6
9. g(x) = x + 4 10. f(x) = x − 6
f(x) = 3
10 4
11. f(x) = x 2 − 1 12. h(x) = (x + 4)2
2
−2 2 4 6x
13. g(x) = ∣ x − 5 ∣ 14. f(x) = 4 + ∣ x ∣
f(x) = 5x − 2 −4 −2 2 4x
−20 −2 15. h(x) = −x 2 16. g(x) = −x

17. f(x) = 3 18. f(x) = −2

8 Chapter 1 Linear Functions

HSCC_Alg2_PE_01.01.indd 8 5/28/14 11:44 AM

In Exercises 19–26, graph the function and its parent MATHEMATICAL CONNECTIONS In Exercises 37 and 38,
function. Then describe the transformation. find the coordinates of the figure after the
(See Example 4.) transformation.
1
19. f(x) = —3 x 20. g(x) = 4x 37. Translate 2 units 38. Reflect in the x-axis.
down.
1
21. f(x) = 2x2 22. h(x) = —3 x2
y y
4 4
3 4 A B
23. h(x) = —4 x 24. g(x) = —3 x
2
A
25. h(x) = 3∣ x ∣ 26. f(x) = —2 ∣ x ∣
1
D C
−4 −2 4x −4 −2 2 4x
B −2
In Exercises 27–34, use a graphing calculator to graph
the function and its parent function. Then describe the −4
C
−4
transformations. (See Example 5.)
27. f(x) = 3x + 2 28. h(x) = −x + 5
USING TOOLS In Exercises 39–44, identify the function
family and describe the domain and range. Use a
29. h(x) = −3∣ x ∣ − 1 30. f(x) = —4 ∣ x ∣ + 1
3
graphing calculator to verify your answer.
39. g(x) = ∣ x + 2 ∣ − 1 40. h(x) = ∣ x − 3 ∣ + 2
1
31. g(x) = —2 x2 − 6 32. f(x) = 4x2 − 3

33. f(x) = −(x + 3)2 + —4

1
41. g(x) = 3x + 4 42. f(x) = −4x + 11

34. g(x) = −∣ x − 1 ∣ − —2 43. f(x) = 5x 2 − 2 44. f(x) = −2x2 + 6

1

45. MODELING WITH MATHEMATICS The table shows

ERROR ANALYSIS In Exercises 35 and 36, identify and the speeds of a car as it travels through an intersection
correct the error in describing the transformation of the with a stop sign. What type of function can you use to
parent function. model the data? Estimate the speed of the car when it

✗
35. is 20 yards past the intersection. (See Example 6.)
y

−4 −2 2 4x Displacement from Speed

−4 sign (yards), x (miles per hour), y
−100 40
−8
−50 20
−12
−10 4
The graph is a reflection in the x-axis 0 0
and a vertical shrink of the parent 10 4
quadratic function.
50 20
100 40
36.
✗ 4
y

46. THOUGHT PROVOKING In the same coordinate plane,

sketch the graph of the parent quadratic function
2
and the graph of a quadratic function that has no
x-intercepts. Describe the transformation(s) of the
2 4 6 x parent function.

The graph is a translation 3 units right of

the parent absolute value function, so the 47. USING STRUCTURE Graph the functions
function is f(x) = ∣ x + 3 ∣. f(x) = ∣ x − 4 ∣ and g(x) = ∣ x ∣ − 4. Are they
equivalent? Explain.

Section 1.1 Parent Functions and Transformations 9

48. HOW DO YOU SEE IT? Consider the graphs of f, g, 51. PROBLEM SOLVING You are playing basketball with
and h. your friends. The height (in feet) of the ball above the
ground t seconds after a shot is made is modeled by
h 4 y the function f(t) = −16t 2 + 32t + 5.2.
f
g a. Without graphing, identify the type of function
2
that models the height of the basketball.
−4 2 4x
b. What is the value of t when the ball is released
from your hand? Explain your reasoning.
−2
c. How many feet above the ground is the ball when
−4 it is released from your hand? Explain.

a. Does the graph of g represent a vertical stretch 52. MODELING WITH MATHEMATICS The table shows the
or a vertical shrink of the graph of f ? Explain battery lives of a computer over time. What type of
your reasoning. function can you use to model the data? Interpret the
meaning of the x-intercept in this situation.
b. Describe how to transform the graph of f to obtain
the graph of h.
Time Battery life
(hours), x remaining, y
49. MAKING AN ARGUMENT Your friend says two 1 80%
different translations of the graph of the parent linear 3 40%
function can result in the graph of f(x) = x − 2. Is
your friend correct? Explain. 5 0%
6 20%
50. DRAWING CONCLUSIONS A person swims at a 8 60%
constant speed of 1 meter per second. What type
of function can be used to model the distance the
swimmer travels? If the person has a 10-meter head 53. REASONING Compare each function with its parent
start, what type of transformation does this function. State whether it contains a horizontal
represent? Explain. translation, vertical translation, both, or neither.
Explain your reasoning.
a. f(x) = 2∣ x ∣ − 3 b. f(x) = (x − 8)2
c. f(x) = ∣ x + 2 ∣ + 4 d. f(x) = 4x 2

54. CRITICAL THINKING Use the values −1, 0, 1,

and 2 in the correct box so the graph of each function
intersects the x-axis. Explain your reasoning.

a. f(x) = 3x +1 b. f(x) = ∣ 2x − 6 ∣ −
c. f(x) = x2 + 1 d. f(x) =

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Determine whether the ordered pair is a solution of the equation. (Skills Review Handbook)
55. f(x) = ∣ x + 2 ∣; (1, −3) 56. f(x) = ∣ x ∣ − 3; (−2, −5)

57. f(x) = x − 3; (5, 2) 58. f(x) = x − 4; (12, 8)

Find the x-intercept and the y-intercept of the graph of the equation. (Skills Review Handbook)
59. y=x 60. y=x+2

61. 3x + y = 1 62. x − 2y = 8

10 Chapter 1 Linear Functions

 1.2 Transformations of Linear and
Absolute Value Functions
COMMON
CORE
Essential Question How do the graphs of y = f(x) + k,
y = f(x − h), and y = −f(x) compare to the graph of the parent
Learning Standard function f ?
HSF-BF.B.3

Transformations of the Absolute

Value Function
Work with a partner. Compare
the graph of the function y = x y = x + 2
USING TOOLS 4

STRATEGICALLY y = ∣x∣ + k Transformation

To be proficient in
to the graph of the parent function −6 6
math, you need to use
technological tools to f(x) = ∣ x ∣. Parent function y = x − 2
visualize results and
−4
explore consequences.

Transformations of the Absolute

Value Function
Work with a partner. Compare
y = x y = x − 2
the graph of the function 4

y = ∣x − h∣ Transformation
−6 6
to the graph of the parent function
y = x + 3
f(x) = ∣ x ∣. Parent function
−4

Transformation of the Absolute

Value Function
Work with a partner. Compare
the graph of the function y = x
4

y = −∣ x ∣ Transformation

to the graph of the parent function −6

6 6
y = −x
f(x) = ∣ x ∣. Parent function
−4

Communicate Your Answer

4. How do the graphs of y = f (x) + k, y = f (x − h), and y = −f(x) compare to the
graph of the parent function f ?

5. Compare the graph of each function to the graph of its parent function f. Use a
graphing calculator to verify your answers are correct.
— — —
a. y = √ x − 4 b. y = √ x + 4 c. y = −√x
d. y = x 2 + 1 e. y = (x − 1)2 f. y = −x 2

Section 1.2 Transformations of Linear and Absolute Value Functions 11

1.2 Lesson What You Will Learn
Write functions representing translations and reflections.
Write functions representing stretches and shrinks.
Write functions representing combinations of transformations.

Translations and Reflections

You can use function notation to represent transformations of graphs of functions.

Core Concept
Horizontal Translations Vertical Translations
The graph of y = f (x − h) is a The graph of y = f (x) + k is a
horizontal translation of the graph vertical translation of the graph of
of y = f (x), where h ≠ 0. y = f (x), where k ≠ 0.
y = f(x)
y y
y = f(x − h), y = f(x) + k, y = f(x)
h<0 k>0

x x
y = f(x − h), y = f(x) + k,
h>0 k<0

Subtracting h from the inputs Adding k to the outputs shifts the

before evaluating the function graph down when k < 0 and up
shifts the graph left when h < 0 when k > 0.
and right when h > 0.

Writing Translations of Functions

Let f(x) = 2x + 1.
a. Write a function g whose graph is a translation 3 units down of the graph of f.
b. Write a function h whose graph is a translation 2 units to the left of the graph of f.

SOLUTION
a. A translation 3 units down is a vertical translation that adds −3 to each output value.
g(x) = f(x) + (−3) Add −3 to the output.
= 2x + 1 + (−3) Substitute 2x + 1 for f(x).
= 2x − 2 Simplify.
The translated function is g(x) = 2x − 2.

Check b. A translation 2 units to the left is a horizontal translation that subtracts −2 from
5
each input value.
h f g h(x) = f(x − (−2)) Subtract −2 from the input.

−5 5
= f(x + 2) Add the opposite.
= 2(x + 2) + 1 Replace x with x + 2 in f(x).
= 2x + 5 Simplify.
−5
The translated function is h(x) = 2x + 5.

12 Chapter 1 Linear Functions

 Core Concept
Reflections in the x-axis Reflections in the y-axis
The graph of y = −f (x) is a The graph of y = f (−x) is a reflection
STUDY TIP reflection in the x-axis of the graph in the y-axis of the graph of y = f (x).
When you reflect a of y = f (x).
function in a line, the y
y
graphs are symmetric y = f(x) y = f(−x) y = f(x)
about that line.
x
x

y = −f(x)

Multiplying the outputs by −1 Multiplying the inputs by −1

changes their signs. changes their signs.

Writing Reflections of Functions

Let f(x) = ∣ x + 3 ∣ + 1.
a. Write a function g whose graph is a reflection in the x-axis of the graph of f.
b. Write a function h whose graph is a reflection in the y-axis of the graph of f.

SOLUTION
a. A reflection in the x-axis changes the sign of each output value.
g(x) = −f(x) Multiply the output by −1.
= −( ∣ x + 3 ∣ + 1 ) Substitute ∣ x + 3 ∣ + 1 for f(x).
= −∣ x + 3 ∣ − 1 Distributive Property
The reflected function is g(x) = −∣ x + 3 ∣ − 1.
b. A reflection in the y-axis changes the sign of each input value.
Check
10
h(x) = f(−x) Multiply the input by −1.
= ∣ −x + 3 ∣ + 1 Replace x with −x in f(x).
f h
−10 10
= ∣ −(x − 3) ∣ + 1 Factor out −1.

g ⋅
= ∣ −1 ∣ ∣ x − 3 ∣ + 1 Product Property of Absolute Value
= ∣x − 3∣ + 1 Simplify.
−10
The reflected function is h(x) = ∣ x − 3 ∣ + 1.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Write a function g whose graph represents the indicated transformation of the
graph of f. Use a graphing calculator to check your answer.
1. f(x) = 3x; translation 5 units up
2. f(x) = ∣ x ∣ − 3; translation 4 units to the right
3. f(x) = −∣ x + 2 ∣ − 1; reflection in the x-axis
1
4. f(x) = —2 x + 1; reflection in the y-axis

Section 1.2 Transformations of Linear and Absolute Value Functions 13

 Stretches and Shrinks
In the previous section, you learned that vertical stretches and shrinks transform
graphs. You can also use horizontal stretches and shrinks to transform graphs.

Core Concept
Horizontal Stretches and Shrinks y = f(ax),
The graph of y = f(ax) is a horizontal stretch a>1
y y = f(x)
1
or shrink by a factor of — of the graph of
a y = f(ax),
y = f(x), where a > 0 and a ≠ 1. 0<a<1
Multiplying the inputs by a before evaluating x
the function stretches the graph horizontally The y-intercept
(away from the y-axis) when 0 < a < 1, and stays the same.
shrinks the graph horizontally (toward the
STUDY TIP y-axis) when a > 1.
The graphs of y = f(−ax) Vertical Stretches and Shrinks y = a ∙ f(x),
⋅
and y = −a f(x) represent
a stretch or shrink and ⋅
The graph of y = a f(x) is a vertical stretch or y
a>1
y = f(x)
shrink by a factor of a of the graph of y = f(x),
a reflection in the x- or
where a > 0 and a ≠ 1. y = a ∙ f(x),
y-axis of the graph
0<a<1
of y = f (x). Multiplying the outputs by a stretches the graph x
vertically (away from the x-axis) when a > 1,
and shrinks the graph vertically (toward the The x-intercept
stays the same.
x-axis) when 0 < a < 1.

Writing Stretches and Shrinks of Functions

Let f(x) = ∣ x − 3 ∣ − 5. Write (a) a function g whose graph is a horizontal shrink of

the graph of f by a factor of —13 , and (b) a function h whose graph is a vertical stretch of
the graph of f by a factor of 2.

SOLUTION
a. A horizontal shrink by a factor of —13 multiplies each input value by 3.
g(x) = f(3x) Multiply the input by 3.

Check = ∣ 3x − 3 ∣ − 5 Replace x with 3x in f(x).

4 The transformed function is g(x) = ∣ 3x − 3 ∣ − 5.
g h f
−10 14 b. A vertical stretch by a factor of 2 multiplies each output value by 2.

⋅
h(x) = 2 f(x) Multiply the output by 2.
= 2 ⋅ (∣x − 3∣ − 5) Substitute ∣ x − 3 ∣ − 5 for f(x).

−12 = 2∣ x − 3 ∣ − 10 Distributive Property

The transformed function is h(x) = 2∣ x − 3 ∣ − 10.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Write a function g whose graph represents the indicated transformation of the
graph of f. Use a graphing calculator to check your answer.
5. f(x) = 4x + 2; horizontal stretch by a factor of 2
6. f(x) = ∣ x ∣ − 3; vertical shrink by a factor of —3
1

14 Chapter 1 Linear Functions

 Combinations of Transformations
You can write a function that represents a series of transformations on the graph of
another function by applying the transformations one at a time in the stated order.

Combining Transformations

Let the graph of g be a vertical shrink by a factor of 0.25 followed by a translation

3 units up of the graph of f(x) = x. Write a rule for g.

SOLUTION
Step 1 First write a function h that represents the vertical shrink of f.
Check
12 ⋅
h(x) = 0.25 f(x) Multiply the output by 0.25.
f = 0.25x Substitute x for f(x).
g Step 2 Then write a function g that represents the translation of h.
−8 12
g(x) = h(x) + 3 Add 3 to the output.

−8
= 0.25x + 3 Substitute 0.25x for h(x).
The transformed function is g(x) = 0.25x + 3.

Modeling with Mathematics

You design a computer game. Your revenue for x downloads is given by f(x) = 2x.
Your profit is $50 less than 90% of the revenue for x downloads. Describe how to
transform the graph of f to model the profit. What is your profit for 100 downloads?

SOLUTION
1. Understand the Problem You are given a function that represents your revenue
and a verbal statement that represents your profit. You are asked to find the profit
for 100 downloads.
2. Make a Plan Write a function p that represents your profit. Then use this function
to find the profit for 100 downloads.
3. Solve the Problem ⋅
profit = 90% revenue − 50
p(x) = 0.9 ⋅ f(x) − 50
Vertical shrink by a factor of 0.9 Translation 50 units down

⋅
= 0.9 2x − 50 Substitute
b 2x ffor f(
ff(x).
)
= 1.8x − 50 Simplify.
200
f p To find the profit for 100 downloads, evaluate p when x = 100.
p(100) = 1.8(100) − 50 = 130
y = 1.8x − 50 Your profit is $130 for 100 downloads.
4. Look Back The vertical shrink decreases the slope, and the translation shifts the
0 X=100 Y=130 300
0 graph 50 units down. So, the graph of p is below and not as steep as the graph of f.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

7. Let the graph of g be a translation 6 units down followed by a reflection in the

x-axis of the graph of f (x) = ∣ x ∣. Write a rule for g. Use a graphing calculator to
check your answer.
8. WHAT IF? In Example 5, your revenue function is f(x) = 3x. How does this affect
your profit for 100 downloads?

Section 1.2 Transformations of Linear and Absolute Value Functions 15

 1.2 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE The function g(x) = ∣ 5x ∣ − 4 is a horizontal ___________ of the
function f(x) = ∣ x ∣ − 4.

2. WHICH ONE DOESN'T BELONG? Which transformation does not belong with the other three?
Explain your reasoning.

Translate the graph of f(x) = 2x + 3 Shrink the graph of f(x) = x + 5

up 2 units. horizontally by a factor of —12 .

Stretch the graph of f(x) = x + 3 Translate the graph of f(x) = 2x + 3

vertically by a factor of 2. left 1 unit.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–8, write a function g whose graph 10. PROBLEM SOLVING You open a café. The function
represents the indicated transformation of the graph f(x) = 4000x represents your expected net income
of f. Use a graphing calculator to check your answer. (in dollars) after being open x weeks. Before you
(See Example 1.) open, you incur an extra expense of $12,000. What
transformation of f is necessary to model this
3. f(x) = x − 5; translation 4 units to the left situation? How many weeks will it take to pay off
the extra expense?
4. f(x) = x + 2; translation 2 units to the right

5. f(x) = ∣ 4x + 3 ∣ + 2; translation 2 units down

6. f(x) = 2x − 9; translation 6 units up

7. f(x) = 4 − ∣ x + 1 ∣ 8. f(x) = ∣ 4x ∣ + 5

y y
5
f
f g g
4
1

−1 1 3 x
2 In Exercises 11–16, write a function g whose graph
represents the indicated transformation of the graph
−2 2 x of f. Use a graphing calculator to check your answer.
(See Example 2.)
9. WRITING Describe two different translations of the
graph of f that result in the graph of g. 11. f(x) = −5x + 2; reflection in the x-axis

1
y 12. f(x) = —2 x − 3; reflection in the x-axis
2

13. f(x) = ∣ 6x ∣ − 2; reflection in the y-axis

−2 2 4x

g(x) = −x − 2 14. f(x) = ∣ 2x − 1 ∣ + 3; reflection in the y-axis

f(x) = −x − 5 15. f(x) = −3 + ∣ x − 11 ∣; reflection in the y-axis

−6
16. f(x) = −x + 1; reflection in the y-axis

16 Chapter 1 Linear Functions

HSCC_Alg2_PE_01.02.indd 16 5/28/14 11:45 AM

In Exercises 17–22, write a function g whose graph In Exercises 27–32, write a function g whose graph
represents the indicated transformation of the graph represents the indicated transformations of the graph
of f. Use a graphing calculator to check your answer. of f. (See Example 4.)
(See Example 3.)
27. f(x) = x; vertical stretch by a factor of 2 followed by a
17. f(x) = x + 2; vertical stretch by a factor of 5 translation 1 unit up
1
18. f(x) = 2x + 6; vertical shrink by a factor of —2 28. f(x) = x; translation 3 units down followed by a
vertical shrink by a factor of —13
19. f(x) = ∣ 2x ∣ + 4; horizontal shrink by a factor of
1
—2
29. f(x) = ∣ x ∣; translation 2 units to the right followed by
20. f(x) = ∣ x + 3 ∣; horizontal stretch by a factor of 4
a horizontal stretch by a factor of 2
21. f(x) = −2∣ x − 4 ∣ + 2
30. f(x) = ∣ x ∣; reflection in the y-axis followed by a
y (4, 2) translation 3 units to the right
2
(4, 1)
31. f(x) = ∣ x ∣ 32. f(x) = ∣ x ∣
4 x
g
−2 y y
4 4
f f
2
f
−8 −4 4 8x
−4
22. f(x) = 6 − x −4 −2 2 4x
g
y
(0, 6) g
6 −12 −4

2 f ERROR ANALYSIS In Exercises 33 and 34, identify and

g correct the error in writing the function g whose graph
−4 4 8x
represents the indicated transformations of the
graph of f.

ANALYZING RELATIONSHIPS y
33.
In Exercises 23–26, match the
graph of the transformation of f
with the correct equation shown. f
✗ f(x) = ∣ x ∣; translation
3 units to the right followed
by a translation 2 units up
Explain your reasoning.
g(x) = ∣ x + 3 ∣ + 2
x
23. y 24. y

✗
34.
f(x) = x; translation
6 units down followed by a
vertical stretch by a factor
of 5
x x g(x) = 5x − 6
25. y 26. y

35. MAKING AN ARGUMENT Your friend claims that

when writing a function whose graph represents
a combination of transformations, the order is not
important. Is your friend correct? Justify your answer.
x x

A. y = 2f(x) B. y = f(2x)
C. y = f(x + 2) D. y = f(x) + 2

Section 1.2 Transformations of Linear and Absolute Value Functions 17

36. MODELING WITH MATHEMATICS During a recent 42. HOW DO YOU SEE IT? Consider the graph of
period of time, bookstore sales have been declining. f(x) = mx + b. Describe the effect each
The sales (in billions of dollars) can be modeled by transformation has on the slope of the line and
7
the function f(t) = −—5 t + 17.2, where t is the number the intercepts of the graph.
of years since 2006. Suppose sales decreased at twice y
the rate. How can you transform the graph of f to
model the sales? Explain how the sales in 2010 are
affected by this change. (See Example 5.)
f
MATHEMATICAL CONNECTIONS For Exercises 37–40,
describe the transformation of the graph of f to the
x
graph of g. Then find the area of the shaded triangle.
37. f(x) = ∣ x − 3 ∣ 38. f(x) = −∣ x ∣ − 2
a. Reflect the graph of f in the y-axis.

6
y y b. Shrink the graph of f vertically by a factor of —13.

f g g c. Stretch the graph of f horizontally by a factor of 2.

−2 2 x

43. REASONING The graph of g(x) = −4∣ x ∣ + 2 is a

−4 −2 2 4x
−4
f reflection in the x-axis, vertical stretch by a factor
−2 of 4, and a translation 2 units down of the graph of
its parent function. Choose the correct order for the
transformations of the graph of the parent function to
39. f(x) = −x + 4 40. f(x) = x − 5
obtain the graph of g. Explain your reasoning.
y y
x
44. THOUGHT PROVOKING You are planning a
g −2 2
2 cross-country bicycle trip of 4320 miles. Your distance
−2 d (in miles) from the halfway point can be modeled
−2 2 4 6x by d = 72∣ x − 30 ∣, where x is the time (in days) and
−2
x = 0 represents June 1. Your plans are altered so that
f f g the model is now a right shift of the original model.
Give an example of how this can happen. Sketch both
the original model and the shifted model.
41. ABSTRACT REASONING The functions f(x) = mx + b
and g(x) = mx + c represent two parallel lines. 45. CRITICAL THINKING Use the correct value 0, −2, or 1
with a, b, and c so the graph of g(x) = a∣ x − b ∣ + c is
a. Write an expression for the vertical translation of
a reflection in the x-axis followed by a translation one
the graph of f to the graph of g.
unit to the left and one unit up of the graph of
b. Use the definition of slope to write an expression f(x) = 2∣ x − 2 ∣ + 1. Explain your reasoning.
for the horizontal translation of the graph of f to
the graph of g.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Evaluate the function for the given value of x. (Skills Review Handbook)
46. f(x) = x + 4; x = 3 47. f(x) = 4x − 1; x = −1
48. f(x) = −x + 3; x = 5 49. f(x) = −2x − 2; x = −1

Create a scatter plot of the data. (Skills Review Handbook)

50. 51.
x 8 10 11 12 15 x 2 5 6 10 13
f(x) 4 9 10 12 12 f(x) 22 13 15 12 6

18 Chapter 1 Linear Functions

 1.3 Modeling with Linear Functions
Essential Question How can you use a linear function to model and
COMMON analyze a real-life situation?
CORE
Learning Standards Modeling with a Linear Function
HSA-CED.A.2
HSF-IF.C.9 Work with a partner. A company purchases a
HSF-BF.A.1a A B
copier for $12,000. The spreadsheet shows how Year, t
HSF-LE.A.2 1 Value, V
the copier depreciates over an 8-year period.
HSS-ID.B.6a 2 0 $12,000
a. Write a linear function to represent the 3 1 $10,750
value V of the copier as a function of the 4 2 $9,500
number t of years. 5 3 $8,250
6 4 $7,000
b. Sketch a graph of the function. Explain why
7 5 $5,750
this type of depreciation is called straight
MODELING WITH line depreciation.
8 6 $4,500
MATHEMATICS 9 7 $3,250
c. Interpret the slope of the graph in the context 10 8 $2,000
To be proficient in math, of the problem. 11
you need to routinely
interpret your results
in the context of the Modeling with Linear Functions
situation.
Work with a partner. Match each description of the situation with its corresponding
graph. Explain your reasoning.
a. A person gives $20 per week to a friend to repay a $200 loan.
b. An employee receives $12.50 per hour plus $2 for each unit produced per hour.
c. A sales representative receives $30 per day for food plus $0.565 for each
mile driven.
d. A computer that was purchased for $750 depreciates $100 per year.

A. y B. y

40 200

20 100

4 8x 4 8 x

C. y D. y

20 800

10 400

4 8x 4 8 x

Communicate Your Answer

3. How can you use a linear function to model and analyze a real-life situation?
4. Use the Internet or some other reference to find a real-life example of
straight line depreciation.
a. Use a spreadsheet to show the depreciation.
b. Write a function that models the depreciation.
c. Sketch a graph of the function.

Section 1.3 Modeling with Linear Functions 21

1.3 Lesson What You Will Learn
Write equations of linear functions using points and slopes.
Find lines of fit and lines of best fit.
Core Vocabul
Vocabulary
larry
line of fit, p. 24 Writing Linear Equations
Core Concept
line of best fit, p. 25
correlation coefficient, p. 25
Previous Writing an Equation of a Line
slope
Given slope m and y-intercept b Use slope-intercept form:
slope-intercept form
point-slope form y = mx + b
scatter plot Given slope m and a point (x1, y1) Use point-slope form:
y − y1 = m(x − x1)
Given points (x1, y1) and (x2, y2) First use the slope formula to find m.
Then use point-slope form with either
given point.

Writing a Linear Equation from a Graph

Asteroid 2012 DA14
The graph shows the distance Asteroid 2012 DA14 travels in x seconds. Write an
y
equation of the line and interpret the slope. The asteroid came within 17,200 miles
Distance (miles)

(5, 24) of Earth in February, 2013. About how long does it take the asteroid to travel
24
that distance?
16
SOLUTION
8 24
From the graph, you can see the slope is m = —5
= 4.8 and the y-intercept is b = 0.
0 Use slope-intercept form to write an equation of the line.
0 2 4 6 x
Time (seconds) y = mx + b Slope-intercept form
= 4.8x + 0 Substitute 4.8 for m and 0 for b.
The equation is y = 4.8x. The slope indicates that the asteroid travels 4.8 miles per
second. Use the equation to find how long it takes the asteroid to travel 17,200 miles.
REMEMBER
17,200 = 4.8x Substitute 17,200 for y.
An equation of the form
y = mx indicates that x 3583 ≈ x Divide each side by 4.8.
and y are in a proportional
relationship. Because there are 3600 seconds in 1 hour, it takes the asteroid about 1 hour to
travel 17,200 miles.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. The graph shows the remaining Car Loan

balance y on a car loan after
y
(thousands of dollars)

making x monthly payments. (0, 18)

18
Write an equation of the line and
interpret the slope and y-intercept. 12
Balance

(10, 15)
What is the remaining balance
6
after 36 payments?
0
0 10 20 30 40 50 60 x
Number of payments

22 Chapter 1 Linear Functions

 Modeling with Mathematics

Two prom venues charge a rental fee plus a fee per student. The table shows the total
Lakeside Inn
costs for different numbers of students at Lakeside Inn. The total cost y (in dollars) for
Number of Total x students at Sunview Resort is represented by the equation
students, x cost, y
y = 10x + 600.
100 $1500
Which venue charges less per student? How many students must attend for the total
125 $1800
costs to be the same?
150 $2100
SOLUTION
175 $2400
1. Understand the Problem You are given an equation that represents the total cost
200 $2700
at one venue and a table of values showing total costs at another venue. You need
to compare the costs.
2. Make a Plan Write an equation that models the total cost at Lakeside Inn. Then
compare the slopes to determine which venue charges less per student. Finally,
equate the cost expressions and solve to determine the number of students for
which the total costs are equal.
3. Solve the Problem First find the slope using any two points from the table. Use
(x1, y1) = (100, 1500) and (x2, y2) = (125, 1800).
y2 − y1 1800 − 1500 300
m=— = —— = — = 12
x2 − x1 125 − 100 25
Write an equation that represents the total cost at Lakeside Inn using the slope of
12 and a point from the table. Use (x1, y1) = (100, 1500).

y − y1 = m(x − x1) Point-slope form

y − 1500 = 12(x − 100) Substitute for m, x1, and y1.

y − 1500 = 12x − 1200 Distributive Property

y = 12x + 300 Add 1500 to each side.

Equate the cost expressions and solve.

10x + 600 = 12x + 300 Set cost expressions equal.

300 = 2x Combine like terms.

150 = x Divide each side by 2.

Comparing the slopes of the equations, Sunview Resort charges $10 per
student, which is less than the $12 per student that Lakeside Inn charges.
The total costs are the same for 150 students.
4. Look Back Notice that the table shows the total cost for 150 students at Lakeside
Inn is $2100. To check that your solution is correct, verify that the total cost at
Sunview Resort is also $2100 for 150 students.
y = 10(150) + 600 Substitute 150 for x.

= 2100 ✓ Simplify.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

2. WHAT IF? Maple Ridge charges a rental fee plus a $10 fee per student. The total
cost is $1900 for 140 students. Describe the number of students that must attend
for the total cost at Maple Ridge to be less than the total costs at the other two
venues. Use a graph to justify your answer.

Section 1.3 Modeling with Linear Functions 23

 Finding Lines of Fit and Lines of Best Fit
Data do not always show an exact linear relationship. When the data in a scatter plot
show an approximately linear relationship, you can model the data with a line of fit.

Core Concept
Finding a Line of Fit
Step 1 Create a scatter plot of the data.
Step 2 Sketch the line that most closely appears to follow the trend given by
the data points. There should be about as many points above the line as
below it.
Step 3 Choose two points on the line and estimate the coordinates of each point.
These points do not have to be original data points.
Step 4 Write an equation of the line that passes through the two points from
Step 3. This equation is a model for the data.

Finding a Line of Fit

The table shows the femur lengths (in centimeters) and heights (in centimeters) of
Femur several people. Do the data show a linear relationship? If so, write an equation of a line
Height, y
length, x of fit and use it to estimate the height of a person whose femur is 35 centimeters long.
40 170
SOLUTION
45 183
Step 1 Create a scatter plot of the data.
32 151 Human Skeleton
The data show a linear relationship.
50 195 y (40, 170)

(centimeters)
Step 2 Sketch the line that most closely appears
37 162
Height
to fit the data. One possibility is shown. 160
(50, 195)
41 174
Step 3 Choose two points on the line. 80
30 141 For the line shown, you might
choose (40, 170) and (50, 195). 0
34 151 0 30 40 50 x
47 185 Step 4 Write an equation of the line. Femur length
(centimeters)
45 182 First, find the slope.
y2 − y1 195 − 170 25
m=— = — = — = 2.5
x2 − x1 50 − 40 10
Use point-slope form to write an equation. Use (x1, y1) = (40, 170).
y − y1 = m(x − x1) Point-slope form
y − 170 = 2.5(x − 40) Substitute for m, x1, and y1.
y − 170 = 2.5x − 100 Distributive Property
y = 2.5x + 70 Add 170 to each side.
Use the equation to estimate the height of the person.

y = 2.5(35) + 70 Substitute 35 for x.

= 157.5 Simplify.

The approximate height of a person with a 35-centimeter femur is

157.5 centimeters.

24 Chapter 1 Linear Functions

 The line of best fit is the line that lies as close as possible to all of the data points.
Many technology tools have a linear regression feature that you can use to find the line
of best fit for a set of data.
The correlation coefficient, denoted by r, is a number from −1 to 1 that measures
how well a line fits a set of data pairs (x, y). When r is near 1, the points lie close to
a line with a positive slope. When r is near −1, the points lie close to a line with a
negative slope. When r is near 0, the points do not lie close to any line.

Using a Graphing Calculator

humerus Use the linear regression feature on a graphing calculator to find an equation of the
line of best fit for the data in Example 3. Estimate the height of a person whose femur
is 35 centimeters long. Compare this height to your estimate in Example 3.
SOLUTION
Step 1 Enter the data into Step 2 Use the linear regression
two lists. feature. The line of best fit is
y = 2.6x + 65.
L1 L2 L3
40 170
45 183 LinReg
32 151
50 195
y=ax+b
37 162 a=2.603570555
41 174 b=64.99682074
femur 30 141 r2=.9890669473
L1(1)=40 r=.9945184499
The value of
r is close to 1.

Step 3 Graph the regression equation Step 4 Use the trace feature to find the
with the scatter plot. value of y when x = 35.
210 210
y = 2.6x + 65

25 55 25 X=35 Y=156 55
ATTENDING TO 120 120
PRECISION The approximate height of a person with a 35-centimeter femur is
Be sure to analyze the 156 centimeters. This is less than the estimate found in Example 3.
data values to help you
select an appropriate
viewing window for
your graph. Monitoring Progress Help in English and Spanish at BigIdeasMath.com

3. The table shows the humerus lengths (in centimeters) and heights
(in centimeters) of several females.

Humerus length, x 33 25 22 30 28 32 26 27
Height, y 166 142 130 154 152 159 141 145

a. Do the data show a linear relationship? If so, write an equation of a line

of fit and use it to estimate the height of a female whose humerus is
40 centimeters long.
b. Use the linear regression feature on a graphing calculator to find an equation
of the line of best fit for the data. Estimate the height of a female whose humerus
is 40 centimeters long. Compare this height to your estimate in part (a).

Section 1.3 Modeling with Linear Functions 25

HSCC_Alg2_PE_01.03.indd 25 5/28/14 11:45 AM

 1.3 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept

p Check
1
1. COMPLETE THE SENTENCE The linear equation y = —2 x + 3 is written in ____________ form.

2. VOCABULARY A line of best fit has a correlation coefficient of −0.98. What can you conclude about
the slope of the line?

Monitoring Progress and Modeling with Mathematics

In Exercises 3–8, use the graph to write an equation of 9. MODELING WITH MATHEMATICS Two newspapers
the line and interpret the slope. (See Example 1.) charge a fee for placing an advertisement in their
paper plus a fee based on the number of lines in the
3.. Tipping 4
4. Gasoline Tank advertisement. The table shows the total costs for
y y different length advertisements at the Daily Times.
90
Tip (dollars)

Fuel (gallons)

4
3 The total cost y (in dollars) for an advertisement that
2
(10, 2) 8
is x lines long at the Greenville Journal is represented
(90, 9)
by the equation y = 2x + 20. Which newspaper
0 4 charges less per line? How many lines must be in an
0 4 8 12 x
advertisement for the total costs to be the same?
Cost of meal 0
0 60 120 x (See Example 2.)
(dollars)
Distance (miles)
Daily Times
Number of Total
5. Savings Account 6. Tree Growth lines, x cost, y
y y
Tree height (feet)

4 27
Balance (dollars)

6
350
(4, 300) 5 30
4
250 6 6 33
100
2 7 36
150 2
4 8 39
0
0 2 4 x
0
0 2 4 x Age (years)
Time (weeks) 10. PROBLEM SOLVING While on vacation in Canada,
you notice that temperatures are reported in degrees
Celsius. You know there is a linear relationship
7. Typing Speed 8. Swimming Pool between Fahrenheit and Celsius, but you forget the
formula. From science class, you remember the
Volume (cubic feet)

y y
freezing point of water is 0°C or 32°F, and its boiling
Words typed

150 (3, 165) 400 point is 100°C or 212°F.

(3, 300)
100 200
(5, 180) a. Write an equation that represents degrees
(1, 55) Fahrenheit in terms of degrees Celsius.
50 0
0 2 4 x
0 Time (hours) b. The temperature outside is 22°C. What is this
0 2 4 x
temperature in degrees Fahrenheit?
Time (minutes)
c. Rewrite your equation in part (a) to represent
degrees Celsius in terms of degrees Fahrenheit.
d. The temperature of the hotel pool water is 83°F.
What is this temperature in degrees Celsius?

26 Chapter 1 Linear Functions

HSCC_Alg2_PE_01.03.indd 26 5/28/14 11:46 AM

ERROR ANALYSIS In Exercises 11 and 12, describe and 17. MODELING WITH MATHEMATICS The data
correct the error in interpreting the slope in the context pairs (x, y) represent the average annual tuition
of the situation. y (in dollars) for public colleges in the United States
x years after 2005. Use the linear regression feature

✗
11.
Savings Account on a graphing calculator to find an equation of the
line of best fit. Estimate the average annual tuition
y
in 2020. Interpret the slope and y-intercept in this

Balance (dollars)
150 situation. (See Example 4.)
(4, 140) (0, 11,386), (1, 11,731), (2, 11,848)
130
(3, 12,375), (4, 12,804), (5, 13,297)
110
(0, 100) 18. MODELING WITH MATHEMATICS The table shows
0
0 2 4 6 x the numbers of tickets sold for a concert when
Year different prices are charged. Write an equation of a
line of fit for the data. Does it seem reasonable to use
The slope of the line is 10, so after your model to predict the number of tickets sold when
7 years, the balance is $70. the ticket price is $85? Explain.

Ticket price
17 20 22 26

✗
12. (dollars), x
Earnings
y
Tickets sold, y 450 423 400 395
Income (dollars)

80

60 USING TOOLS In Exercises 19–24, use the linear

regression feature on a graphing calculator to find an
40 equation of the line of best fit for the data. Find and
(3, 33) interpret the correlation coefficient.
20

(0, 0) 19. y 20. y

0
0 2 4 6 x 4 4
Hours
2 2

The slope is 3, so the income is $3 per hour. 0 0

0 2 4 6x 0 2 4 6x

21. y 22. y
In Exercises 13–16, determine whether the data show a
linear relationship. If so, write an equation of a line of 4 4

fit. Estimate y when x = 15 and explain its meaning in 2

2
the context of the situation. (See Example 3.)
0 0
13. 0 2 4 6x 0 2 4 6x
Minutes walking, x 1 6 11 13 16
Calories burned, y 6 27 50 56 70
23. y 24. y

4 4
14.
Months, x 9 13 18 22 23
2 2
Hair length (in.), y 3 5 7 10 11
0 0
0 2 4 6x 0 2 4 6x
15.
Hours, x 3 7 9 17 20
Battery life (%), y 86 61 50 26 0 25. OPEN-ENDED Give two real-life quantities that have
(a) a positive correlation, (b) a negative correlation,
and (c) approximately no correlation. Explain.
16.
Shoe size, x 6 8 8.5 10 13
Heart rate (bpm), y 112 94 100 132 87

Section 1.3 Modeling with Linear Functions 27

26. HOW DO YOU SEE IT? You secure an interest-free 30. MATHEMATICAL CONNECTIONS Which equation has
loan to purchase a boat. You agree to make equal a graph that is a line passing through the point (8, −5)
monthly payments for the next two years. The graph and is perpendicular to the graph of y = −4x + 1?
shows the amount of money you still owe.
1
A y = —4 x − 5
○ B y = −4x + 27
○
Boat Loan
1 1
C y = −—4 x − 7
○ D y = —4 x − 7
○
(hundreds of dollars)
y
Loan balance

30
31. PROBLEM SOLVING You are participating in an
20
orienteering competition. The diagram shows the
position of a river that cuts through the woods. You
10 are currently 2 miles east and 1 mile north of your
starting point, the origin. What is the shortest distance
0
0 8 16 24 x you must travel to reach the river?
Time (months)
y North

8
a. What is the slope of the line? What does the
slope represent? y = 3x + 2
6

b. What is the domain and range of the function? 4

What does each represent?
2
c. How much do you still owe after making
payments for 12 months? East
0
0 1 2 3 4 x

27. MAKING AN ARGUMENT A set of data pairs has a 32. ANALYZING RELATIONSHIPS Data from North
correlation coefficient r = 0.3. Your friend says that American countries show a positive correlation
because the correlation coefficient is positive, it is between the number of personal computers per capita
logical to use the line of best fit to make predictions. and the average life expectancy in the country.
Is your friend correct? Explain your reasoning.
a. Does a positive correlation make sense in this
situation? Explain.
28. THOUGHT PROVOKING Points A and B lie on the line
b. Is it reasonable to
y = −x + 4. Choose coordinates for points A, B,
conclude that
and C where point C is the same distance from point
giving residents
A as it is from point B. Write equations for the lines
of a country
connecting points A and C and points B and C.
personal computers
will lengthen their
29. ABSTRACT REASONING If x and y have a positive lives? Explain.
correlation, and y and z have a negative correlation,
then what can you conclude about the correlation
between x and z? Explain.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the system of linear equations in two variables by elimination or substitution.

(Skills Review Handbook)
33. 3x + y = 7 34. 4x + 3y = 2 35. 2x + 2y = 3
−2x − y = 9 2x − 3y = 1 x = 4y − 1

36. y = 1 + x 37. —12 x + 4y = 4 38. y = x − 4

2x + y = −2 2x − y = 1 4x + y = 26

28 Chapter 1 Linear Functions

 1.4 Solving Linear Systems
Essential Question How can you determine the number of
COMMON solutions of a linear system?
CORE
A linear system is consistent when it has at least one solution. A linear system is
Learning Standards inconsistent when it has no solution.
HSA-CED.A.3
HSA-REI.C.6

Recognizing Graphs of Linear Systems

Work with a partner. Match each linear system with its corresponding graph.
Explain your reasoning. Then classify the system as consistent or inconsistent.
a. 2x − 3y = 3 b. 2x − 3y = 3 c. 2x − 3y = 3
−4x + 6y = 6 x + 2y = 5 −4x + 6y = −6

A. y B. y C. y

2 2 2

−2 2 4x 2 4x −2 2 4x

−2 −2 −2

Solving Systems of Linear Equations

Work with a partner. Solve each linear system by substitution or elimination. Then
use the graph of the system below to check your solution.
a. 2x + y = 5 b. x + 3y = 1 c. x + y = 0
x−y=1 −x + 2y = 4 3x + 2y = 1

y y y
4
2 2

2 4 x −2 2 x
−4 −2 x
−2
−2
FINDING AN
ENTRY POINT
Communicate Your Answer
To be proficient in math,
you need to look for entry
points to the solution of
3. How can you determine the number of solutions of a linear system?
a problem.
4. Suppose you were given a system of three linear equations in three variables.
Explain how you would approach solving such a system.
5. Apply your strategy in Question 4 to solve the linear system.

x+y+z=1 Equation 1
x−y−z=3 Equation 2
−x − y + z = −1 Equation 3

Section 1.4 Solving Linear Systems 29

1.4 Lesson What You Will Learn
Visualize solutions of systems of linear equations in three variables.
Solve systems of linear equations in three variables algebraically.
Core Vocabul
Vocabulary
larry Solve real-life problems.
linear equation in three
variables, p. 30 Visualizing Solutions of Systems
system of three linear A linear equation in three variables x, y, and z is an equation of the form
equations, p. 30 ax + by + cz = d, where a, b, and c are not all zero.
solution of a system of three
The following is an example of a system of three linear equations in
linear equations, p. 30
three variables.
ordered triple, p. 30
3x + 4y − 8z = −3 Equation 1
Previous
system of two linear equations x + y + 5z = −12 Equation 2
4x − 2y + z = 10 Equation 3
A solution of such a system is an ordered triple (x, y, z) whose coordinates make
each equation true.
The graph of a linear equation in three variables is a plane in three-dimensional
space. The graphs of three such equations that form a system are three planes whose
intersection determines the number of solutions of the system, as shown in the
diagrams below.

Exactly One Solution

The planes intersect in a single point,
which is the solution of the system.

Infinitely Many Solutions

The planes intersect in a line. Every
point on the line is a solution of the system.
The planes could also be the same plane.
Every point in the plane is a solution
of the system.

No Solution
There are no points in common with all three planes.

30 Chapter 1 Linear Functions

 Solving Systems of Equations Algebraically
The algebraic methods you used to solve systems of linear equations in two variables
can be extended to solve a system of linear equations in three variables.

Core Concept
Solving a Three-Variable System
Step 1 Rewrite the linear system in three variables as a linear system in two
variables by using the substitution or elimination method.
Step 2 Solve the new linear system for both of its variables.
Step 3 Substitute the values found in Step 2 into one of the original equations and
solve for the remaining variable.
When you obtain a false equation, such as 0 = 1, in any of the steps, the system
has no solution.
When you do not obtain a false equation, but obtain an identity such as 0 = 0,
the system has infinitely many solutions.
LOOKING FOR
STRUCTURE
The coefficient of −1 in Solving a Three-Variable System (One Solution)
Equation 3 makes y a
convenient variable Solve the system. 4x + 2y + 3z = 12 Equation 1
to eliminate. 2x − 3y + 5z = −7 Equation 2
6x − y + 4z = −3 Equation 3

SOLUTION
Step 1 Rewrite the system as a linear system in two variables.
4x + 2y + 3z = 12 Add 2 times Equation 3 to
Equation 1 (to eliminate y).
12x − 2y + 8z = −6
16x + 11z = 6 New Equation 1
ANOTHER WAY 2x − 3y + 5z = −7 Add −3 times Equation 3 to
Equation 2 (to eliminate y).
In Step 1, you could also −18x + 3y − 12z = 9
eliminate x to get two −16x − 7z = 2 New Equation 2
equations in y and z, or
you could eliminate z Step 2 Solve the new linear system for both of its variables.
to get two equations 16x + 11z = 6 Add new Equation 1
in x and y. and new Equation 2.
−16x − 7z = 2
4z = 8
z=2 Solve for z.
x = −1 Substitute into new Equation 1 or 2 to find x.
Step 3 Substitute x = −1 and z = 2 into an original equation and solve for y.
6x − y + 4z = −3 Write original Equation 3.
6(−1) − y + 4(2) = −3 Substitute −1 for x and 2 for z.
y=5 Solve for y.

The solution is x = −1, y = 5, and z = 2, or the ordered triple (−1, 5, 2).

Check this solution in each of the original equations.

Section 1.4 Solving Linear Systems 31

 Solving a Three-Variable System (No Solution)

Solve the system. x+y+z=2 Equation 1

5x + 5y + 5z = 3 Equation 2
4x + y − 3z = −6 Equation 3
SOLUTION
Step 1 Rewrite the system as a linear system in two variables.
−5x − 5y − 5z = −10 Add −5 times Equation 1
to Equation 2.
5x + 5y + 5z = 3
0 = −7

Because you obtain a false equation, the original system has no solution.

Solving a Three-Variable System (Many Solutions)

ANOTHER WAY
Subtracting Equation 2 Solve the system. x − y + z = −3 Equation 1
from Equation 1 gives
z = 0. After substituting x − y − z = −3 Equation 2
0 for z in each equation, 5x − 5y + z = −15 Equation 3
you can see that each is
equivalent to y = x + 3. SOLUTION
Step 1 Rewrite the system as a linear system in two variables.
x − y + z = −3 Add Equation 1 to
x − y − z = −3 Equation 2 (to eliminate z).
2x − 2y = −6 New Equation 2
x − y − z = −3 Add Equation 2 to
5x − 5y + z = −15 Equation 3 (to eliminate z).
6x − 6y = −18 New Equation 3
Step 2 Solve the new linear system for both of its variables.
−6x + 6y = 18 Add −3 times new Equation 2
6x − 6y = −18 to new Equation 3.
0=0
Because you obtain the identity 0 = 0, the system has infinitely
many solutions.
Step 3 Describe the solutions of the system using an ordered triple. One way to do
this is to solve new Equation 2 for y to obtain y = x + 3. Then substitute
x + 3 for y in original Equation 1 to obtain z = 0.
So, any ordered triple of the form (x, x + 3, 0) is a solution of the system.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Solve the system. Check your solution, if possible.

1. x − 2y + z = −11 2. x + y − z = −1 3. x + y + z = 8
3x + 2y − z = 7 4x + 4y − 4z = −2 x−y+z=8
−x + 2y + 4z = −9 3x + 2y + z = 0 2x + y + 2z = 16
4. In Example 3, describe the solutions of the system using an ordered triple in
terms of y.

32 Chapter 1 Linear Functions

 Solving Real-Life Problems
Solving a Multi-Step Problem
LAWN
An amphitheater charges $75 for each seat in Section A, $55 for each seat in
Section B, and $30 for each lawn seat. There are three times as many seats in
B
B B Section B as in Section A. The revenue from selling all 23,000 seats is $870,000.
B B
A
A
A How many seats are in each section of the amphitheater?
STAGE

SOLUTION
Step 1 Write a verbal model for the situation.
Number of
seats in B, y
=3 ⋅ Number of
seats in A, x

Number of Number of Number of Total number

+ + =
seats in A, x seats in B, y lawn seats, z of seats

75 ⋅ Number of
seats in A, x
+ 55 ⋅ Number of
seats in B, y
+ 30 ⋅ Number of
lawn seats, z
=
Total
revenue

Step 2 Write a system of equations.

y = 3x Equation 1
x + y + z = 23,000 Equation 2
75x + 55y + 30z = 870,000 Equation 3
Step 3 Rewrite the system in Step 2 as a linear system in two variables by substituting
3x for y in Equations 2 and 3.
x + y + z = 23,000 Write Equation 2.
x + 3x + z = 23,000 Substitute 3x for y.
4x + z = 23,000 New Equation 2
75x + 55y + 30z = 870,000 Write Equation 3.
75x + 55(3x) + 30z = 870,000 Substitute 3x for y.
240x + 30z = 870,000 New Equation 3
Step 4 Solve the new linear system for both of its variables.
STUDY TIP −120x − 30z = −690,000 Add −30 times new Equation 2
When substituting to find 240x + 30z = 870,000 to new Equation 3.
values of other variables, 120x = 180,000
choose original or new x = 1500 Solve for x.
equations that are
easiest to use. y = 4500 Substitute into Equation 1 to find y.
z = 17,000 Substitute into Equation 2 to find z.

The solution is x = 1500, y = 4500, and z = 17,000, or (1500, 4500, 17,000). So,
there are 1500 seats in Section A, 4500 seats in Section B, and 17,000 lawn seats.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

5. WHAT IF? On the first day, 10,000 tickets sold, generating $356,000 in revenue.
The number of seats sold in Sections A and B are the same. How many lawn seats
are still available?

Section 1.4 Solving Linear Systems 33

 1.4 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. VOCABULARY The solution of a system of three linear equations is expressed as a(n)__________.
2. WRITING Explain how you know when a linear system in three variables has infinitely
many solutions.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–8, solve the system using the elimination 13. x + 3y − z = 2 14. x + 2y − z = 3
method. (See Example 1.)
x+y−z=0 −2x − y + z = −1
3. x + y − 2z = 5 4. x + 4y − 6z = −1 3x + 2y − 3z = −1 6x − 3y − z = −7
−x + 2y + z = 2 2x − y + 2z = −7
2x + 3y − z = 9 −x + 2y − 4z = 5 15. x + 2y + 3z = 4 16. −2x − 3y + z = −6
−3x + 2y − z = 12 x+y−z=5
5. 2x + y − z = 9 6. 3x + 2y − z = 8 −2x − 2y − 4z = −14 7x + 8y − 6z = 31
−x + 6y + 2z = −17 −3x + 4y + 5z = −14
5x + 7y + z = 4 x − 3y + 4z = −14 17. MODELING WITH MATHEMATICS Three orders are
placed at a pizza shop. Two small pizzas, a liter of
7. 2x + 2y + 5z = −1 8. 3x + 2y − 3z = −2 soda, and a salad cost $14; one small pizza, a liter
of soda, and three salads cost $15; and three small
2x − y + z = 2 7x − 2y + 5z = −14 pizzas, a liter of soda, and two salads cost $22.
2x + 4y − 3z = 14 2x + 4y + z = 6 How much does each item cost?

ERROR ANALYSIS In Exercises 9 and 10, describe and

correct the error in the first step of solving the system of
linear equations.
4x − y + 2z = −18
−x + 2y + z = 11
3x + 3y − 4z = 44

✗
9. 4x − y + 2z = −18
−4x + 2y + z = 11 18. MODELING WITH MATHEMATICS Sam’s Furniture
Store places the following advertisement in the local
y + 3z = −7 newspaper. Write a system of equations for the three
combinations of furniture. What is the price of each
10.

✗ 12x − 3y + 6z = −18
3x + 3y − 4z = 44
15x + 2z = 26
piece of furniture? Explain.

SAM
Furnit
u
’S
re Sto
re
Sofa and love seat

In Exercises 11–16, solve the system using the

Sofa and two chairs
elimination method. (See Examples 2 and 3.)
11. 3x − y + 2z = 4 12. 5x + y − z = 6 Sofa, love seat, and one chair
6x − 2y + 4z = −8 x+y+z=2
2x − y + 3z = 10 12x + 4y = 10

34 Chapter 1 Linear Functions

HSCC_Alg2_PE_01.04.indd 34 5/28/14 11:46 AM

In Exercises 19–28, solve the system of linear equations 31. WRITING Explain when it might be more convenient
using the substitution method. (See Example 4.) to use the elimination method than the substitution
method to solve a linear system. Give an example to
19. −2x + y + 6z = 1 20. x − 6y − 2z = −8
support your claim.
3x + 2y + 5z = 16 −x + 5y + 3z = 2
32. REPEATED REASONING Using what you know about
7x + 3y − 4z = 11 3x − 2y − 4z = 18
solving linear systems in two and three variables, plan
a strategy for how you would solve a system that has
21. x + y + z = 4 22. x + 2y = −1
four linear equations in four variables.
5x + 5y + 5z = 12 −x + 3y + 2z = −4
x − 4y + z = 9 −x + y − 4z = 10 MATHEMATICAL CONNECTIONS In Exercises 33 and 34,
write and use a linear system to answer the question.
23. 2x − 3y + z = 10 24. x = 4
33. The triangle has a perimeter of 65 feet. What are the
y + 2z = 13 x + y = −6 lengths of sidesℓ, m, and n?
z=5 4x − 3y + 2z = 26

25. x + y − z = 4 26. 2x − y − z = 15 n= + m − 15
= 13 m
3x + 2y + 4z = 17 4x + 5y + 2z = 10
−x + 5y + z = 8 −x − 4y + 3z = −20
m
27. 4x + y + 5z = 5 28. x + 2y − z = 3
8x + 2y + 10z = 10 2x + 4y − 2z = 6 34. What are the measures of angles A, B, and C?

x − y − 2z = −2 −x − 2y + z = −6 A

29. PROBLEM SOLVING The number of left-handed

people in the world is one-tenth the number of right- A°
handed people. The percent of right-handed people
is nine times the percent of left-handed people and
ambidextrous people combined. What percent of
people are ambidextrous?
(5A − C)°

(A + B)°
B C

35. OPEN-ENDED Consider the system of linear

equations below. Choose nonzero values for a, b,
and c so the system satisfies the given condition.
Explain your reasoning.
30. MODELING WITH MATHEMATICS Use a system of
linear equations to model the data in the following x+y+z=2
newspaper article. Solve the system to find how many
ax + by + cz = 10
athletes finished in each place.
x − 2y + z = 4

Lawrence High prevailed in Saturday’s track a. The system has no solution.

meet with the help of 20 individual-event
placers earning a combined 68 points. A b. The system has exactly one solution.
first-place finish earns 5 points, a second-
c. The system has infinitely many solutions.
place finish earns 3 points, and a third-place
finish earns 1 point. Lawrence had a strong
second-place showing, with as many second 36. MAKING AN ARGUMENT A linear system in three
place finishers as first- and third-place variables has no solution. Your friend concludes that it
finishers combined. is not possible for two of the three equations to have
any points in common. Is your friend correct? Explain
your reasoning.

Section 1.4 Solving Linear Systems 35

37. PROBLEM SOLVING A contractor is hired to build an 40. HOW DO YOU SEE IT? Determine whether the
apartment complex. Each 840-square-foot unit has a system of equations that represents the circles has
bedroom, kitchen, and bathroom. The bedroom will no solution, one solution, or infinitely many solutions.
be the same size as the kitchen. The owner orders Explain your reasoning.
980 square feet of tile to completely cover the floors
a. y b. y
of two kitchens and two bathrooms. Determine
how many square feet of carpet is needed for each
bedroom.

BATHROOM KITCHEN x x

41. CRITICAL THINKING Find the values of a, b, and c so

BEDROOM that the linear system shown has (−1, 2, −3) as its
only solution. Explain your reasoning.
Total Area: 840 ft2
x + 2y − 3z = a
−x − y + z = b
38. THOUGHT PROVOKING Does the system of linear 2x + 3y − 2z = c
equations have more than one solution? Justify
your answer. 42. ANALYZING RELATIONSHIPS Determine which
4x + y + z = 0 arrangement(s) of the integers −5, 2, and 3 produce
a solution of the linear system that consist of only
2x + —12 y − 3z = 0 integers. Justify your answer.
−x − —14y − z = 0 x − 3y + 6z = 21
__x + __ y + __z = −30
39. PROBLEM SOLVING A florist must make 5 identical 2x − 5y + 2z = −6
bridesmaid bouquets for a wedding. The budget is
$160, and each bouquet must have 12 flowers. Roses 43. ABSTRACT REASONING Write a linear system to
cost $2.50 each, lilies cost $4 each, and irises cost represent the first three pictures below. Use the system
$2 each. The florist wants twice as many roses as the to determine how many tangerines are required to
other two types of flowers combined. balance the apple in the fourth picture. Note: The
first picture shows that one tangerine and one apple
a. Write a system of equations to represent this balance one grapefruit.
situation, assuming the florist plans to use the
maximum budget.
0 10 20 30 40 50 60 70 80 90 100 110
0 120 130 140 150 160 170 180 190 200 0 10 20 30 40 50 60 70 80 90 100 110
0 120 130 140 150 160 170 180 190 200 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

b. Solve the system to find how many of each type of

flower should be in each bouquet.
c. Suppose there is no limitation on the total cost of
the bouquets. Does the problem still have exactly 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

one solution? If so, find the solution. If not, give

three possible solutions.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Simplify. (Skills Review Handbook)

44. (x − 2)2 45. (3m + 1)2 46. (2z − 5)2 47. (4 − y)2

Write a function g described by the given transformation of f(x) = ∣ x ∣ − 5. (Section 1.2)

48. translation 2 units to the left 49. reflection in the x-axis
50. translation 4 units up 51. vertical stretch by a factor of 3

36 Chapter 1 Linear Functions

 2.1 Transformations of
Quadratic Functions
COMMON
CORE
Essential Question How do the constants a, h, and k affect the
graph of the quadratic function g(x) = a(x − h)2 + k?
Learning Standards
HSF-IF.C.7c The parent function of the quadratic family is f(x) = x2. A transformation of the
HSF-BF.B.3 graph of the parent function is represented by the function g(x) = a(x − h)2 + k,
where a ≠ 0.

Identifying Graphs of Quadratic Functions

Work with a partner. Match each quadratic function with its graph. Explain your
reasoning. Then use a graphing calculator to verify that your answer is correct.
a. g(x) = −(x − 2)2 b. g(x) = (x − 2)2 + 2 c. g(x) = −(x + 2)2 − 2
d. g(x) = 0.5(x − 2)2 − 2 e. g(x) = 2(x − 2)2 f. g(x) = −(x + 2)2 + 2

A. 4 B. 4

−6 6 −6 6

−4 −4

C. 4 D. 4

−6 6 −6 6

−4 −4

E. 4 F. 4

−6 6 −6 6

LOOKING FOR
−4 −4
STRUCTURE
To be proficient in math,
you need to look closely
to discern a pattern or Communicate Your Answer
structure. 4
2. How do the constants a, h, and k affect the graph of
the quadratic function g(x) = a(x − h)2 + k?
3. Write the equation of the quadratic function whose −6 6
graph is shown at the right. Explain your reasoning.
Then use a graphing calculator to verify that your
equation is correct. −4

Section 2.1 Transformations of Quadratic Functions 47

2.1 Lesson What You Will Learn
Describe transformations of quadratic functions.
Write transformations of quadratic functions.
Core Vocabul
Vocabulary
larry
quadratic function, p. 48 Describing Transformations of Quadratic Functions
parabola, p. 48 A quadratic function is a function that can be written in the form f(x) = a(x − h)2 + k,
vertex of a parabola, p. 50 where a ≠ 0. The U-shaped graph of a quadratic function is called a parabola.
vertex form, p. 50 In Section 1.1, you graphed quadratic functions using tables of values. You can also
Previous graph quadratic functions by applying transformations to the graph of the parent
transformations function f(x) = x2.

Core Concept
Horizontal Translations Vertical Translations
f(x) = x2 f(x) = x 2
f(x − h) = (x − h)2 f(x) + k = x 2 + k
y = (x − h)2, y = x 2 + k, y = x2
h<0 y = x2 k>0 y
y

y = (x − h)2,
h>0 x
y = x 2 + k,
x
k<0
● shifts left when h < 0 ● shifts down when k < 0
● shifts right when h > 0 ● shifts up when k > 0

Translations of a Quadratic Function

Describe the transformation of f(x) = x2 represented by g(x) = (x + 4)2 − 1. Then

graph each function.

SOLUTION
Notice that the function is of the form y
g(x) = (x − h)2 + k. Rewrite the function
6
to identify h and k.
4 f
g(x) = (x − (−4))2 + (−1) g
2

h k
−6 −2 2x
Because h = −4 and k = −1, the graph
of g is a translation 4 units left and 1 unit
down of the graph of f.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Describe the transformation of f(x) = x2 represented by g. Then graph

each function.

1. g(x) = (x − 3)2 2. g(x) = (x − 2)2 − 2 3. g(x) = (x + 5)2 + 1

48 Chapter 2 Quadratic Functions

 Core Concept
Reflections in the x-Axis Reflections in the y-Axis
f(x) = x2 f(x) = x 2
−f(x) = −(x2) = −x2 f(−x) = (−x)2 = x2
y y = x2 y y = x2

x
x

y = – x2
y = x 2 is its own reflection
flips over the x-axis in the y-axis.

Horizontal Stretches and Shrinks Vertical Stretches and Shrinks

f(x) = x 2 f(x) = x 2
f(ax) = (ax)2 ⋅
a f(x) = ax2
y= (ax)2, y = ax 2,
a>1 y = x2 a>1 y = x2
y y

y = ax 2,
y = (ax)2, 0<a<1
0<a<1
x x

● horizontal stretch (away from ● vertical stretch (away from

y-axis) when 0 < a < 1 x-axis) when a > 1
● horizontal shrink (toward y-axis) ● vertical shrink (toward x-axis)
when a > 1 when 0 < a < 1

Transformations of Quadratic Functions

Describe the transformation of f(x) = x2 represented by g. Then graph each function.

LOOKING FOR 1
a. g(x) = −—2 x2 b. g(x) = (2x)2 + 1
STRUCTURE
In Example 2b, notice that SOLUTION
g(x) = 4x2 + 1. So, you can
also describe the graph of a. Notice that the function is of the form b. Notice that the function is of the
g as a vertical stretch by g(x) = −ax 2, where a = —12. form g(x) = (ax)2 + k, where a = 2
a factor of 4 followed by and k = 1.
So, the graph of g is a reflection
a translation 1 unit up of in the x-axis and a vertical shrink So, the graph of g is a horizontal
the graph of f. by a factor of —12 of the graph of f. shrink by a factor of —12 followed
by a translation 1 unit up of the
y f graph of f.
2 y
6
g f
−2 2 x
4
−2
g

−2 2 x

Section 2.1 Transformations of Quadratic Functions 49

 Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Describe the transformation of f(x) = x 2 represented by g. Then graph

each function.
2
( )
1
4. g(x) = —3 x 5. g(x) = 3(x − 1)2 6. g(x) = −(x + 3)2 + 2

Writing Transformations of Quadratic Functions

The lowest point on a parabola that opens up or the highest point on a parabola
that opens down is the vertex. The vertex form of a quadratic function is
f(x) = a(x − h)2 + k, where a ≠ 0 and the vertex is (h, k).

f(x) = a(x − h)2 + k

a indicates a reflection k indicates a
in the x-axis and/or a h indicates vertical translation.
vertical stretch or shrink. a horizontal
translation.

Writing a Transformed Quadratic Function

Let the graph of g be a vertical stretch by a factor of 2 and a reflection in the x-axis,
followed by a translation 3 units down of the graph of f(x) = x2. Write a rule for g and
identify the vertex.

SOLUTION
Method 1 Identify how the transformations affect the constants in vertex form.
reflection in x-axis
a = −2
vertical stretch by 2
translation 3 units down} k = −3
Write the transformed function.
g(x) = a(x − h)2 + k Vertex form of a quadratic function
= −2(x − 0)2 + (−3) Substitute −2 for a, 0 for h, and −3 for k.
= −2x 2 − 3 Simplify.

The transformed function is g(x) = −2x2 − 3. The vertex is (0, −3).

Method 2 Begin with the parent function and apply the transformations one at a time
in the stated order.
First write a function h that represents the reflection and vertical stretch
of f.
Check
20

f
⋅
h(x) = −2 f(x) Multiply the output by −2.
= −2x2 Substitute x2 for f(x).

−5 5 Then write a function g that represents the translation of h.

g(x) = h(x) − 3 Subtract 3 from the output.
g
= −2x 2 −3 Substitute −2x 2 for h(x).
−20
The transformed function is g(x) = −2x2 − 3. The vertex is (0, −3).

50 Chapter 2 Quadratic Functions

 Writing a Transformed Quadratic Function

Let the graph of g be a translation 3 units right and 2 units up, followed by a reflection
in the y-axis of the graph of f(x) = x 2 − 5x. Write a rule for g.

SOLUTION
Step 1 First write a function h that represents the translation of f.
REMEMBER h(x) = f(x − 3) + 2 Subtract 3 from the input. Add 2 to the output.
To multiply two binomials,
= (x − 3)2 − 5(x − 3) + 2 Replace x with x − 3 in f(x).
use the FOIL Method.
First Inner = x2 − 11x + 26 Simplify.
(x + 1)(x + 2) = x2 + 2x + x + 2 Step 2 Then write a function g that represents the reflection of h.
Outer Last g(x) = h(−x) Multiply the input by −1.
= (−x)2 − 11(−x) + 26 Replace x with −x in h(x).
= x2 + 11x + 26 Simplify.

Modeling with Mathematics

T height h (in feet) of water spraying from a fire hose can be modeled by
The
hh(x) = −0.03x2 + x + 25, where x is the horizontal distance (in feet) from the fire
truck.
t The crew raises the ladder so that the water hits the ground 10 feet farther from
the
t fire truck. Write a function that models the new path of the water.

SOLUTION
S
1. Understand the Problem You are given a function that represents the path of
water spraying from a fire hose. You are asked to write a function that represents
the path of the water after the crew raises the ladder.
2. Make a Plan Analyze the graph of the function to determine the translation of the
ladder that causes water to travel 10 feet farther. Then write the function.
3. Solve the Problem Graph the transformed function.
Because h(50) = 0, the water originally hits the ground 50 feet from the fire
truck. The range of the function in this context does not include negative values.
However, by observing that h(60) = −23, you can determine that a translation
23 units (feet) up causes the water to travel 10 feet farther from the fire truck.
60 g(x) = h(x) + 23 Add 23 to the output.
y = −0.03x 2 + x + 25
= −0.03x2 + x + 48 Substitute for h(x) and simplify.

The new path of the water can be modeled by g(x) = −0.03x2 + x + 48.
0 80
4. Look Back To check that your solution is correct, verify that g(60) = 0.
X=50
−30
Y=0
g(60) = −0.03(60)2 + 60 + 48 = −108 + 60 + 48 = 0 ✓
Monitoring Progress Help in English and Spanish at BigIdeasMath.com
1
7. Let the graph of g be a vertical shrink by a factor of —2 followed by a translation
2 units up of the graph of f(x) = x2. Write a rule for g and identify the vertex.
8. Let the graph of g be a translation 4 units left followed by a horizontal shrink by a
factor of —13 of the graph of f(x) = x2 + x. Write a rule for g.
9. WHAT IF? In Example 5, the water hits the ground 10 feet closer to the fire truck
after lowering the ladder. Write a function that models the new path of the water.

Section 2.1 Transformations of Quadratic Functions 51

HSCC_Alg2_PE_02.1.indd 51 5/28/14 11:48 AM

 2.1 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept

p Check
1. COMPLETE THE SENTENCE The graph of a quadratic function is called a(n) ________.

2. VOCABULARY Identify the vertex of the parabola given by f(x) = (x + 2)2 − 4.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–12, describe the transformation of In Exercises 17–24, describe the transformation of
f(x) = x2 represented by g. Then graph each function. f(x) = x2 represented by g. Then graph each function.
(See Example 1.) (See Example 2.)
3. g(x) = x 2 − 3 4. g(x) = x 2 + 1 17. g(x) = −x 2 18. g(x) = (−x)2

1
5. g(x) = (x + 2)2 6. g(x) = (x − 4)2 19. g(x) = 3x 2 20. g(x) = —3 x2

7. g(x) = (x − 1)2 8. g(x) = (x + 3)2 21. g(x) = (2x)2 22. g(x) = −(2x)2

1 1
9. g(x) = (x + 6)2 − 2 10. g(x) = (x − 9)2 + 5 23. g(x) = —5 x 2 − 4 24. g(x) = —2 (x − 1)2

11. g(x) = (x − 7)2 + 1 12. g(x) = (x + 10)2 − 3

ERROR ANALYSIS In Exercises 25 and 26, describe
and correct the error in analyzing the graph of
ANALYZING RELATIONSHIPS y f(x) = −6x2 + 4.
In Exercises 13–16, match the f

✗
25.
function with the correct
The graph is a reflection in the
transformation of the graph
y-axis and a vertical stretch
of f. Explain your reasoning.
by a factor of 6, followed by a
translation 4 units up of the graph
of the parent quadratic function.
x

13. y = f(x − 1) 14. y = f(x) + 1

26.
15. y = f(x − 1) + 1

A. y
16. y = f(x + 1) − 1

B. y
✗ The graph is a translation 4 units
down, followed by a vertical
stretch by a factor of 6 and a
reflection in the x-axis of the graph
of the parent quadratic function.

USING STRUCTURE In Exercises 27–30, describe the

x x transformation of the graph of the parent quadratic
function. Then identify the vertex.
C. y D. y

27. f(x) = 3(x + 2)2 + 1

28. f(x) = −4(x + 1)2 − 5

29. f(x) = −2x 2 + 5

x x 1
30. f(x) = —2 (x − 1)2

52 Chapter 2 Quadratic Functions

HSCC_Alg2_PE_02.1.indd 52 5/28/14 11:49 AM

In Exercises 31–34, write a rule for g described by the JUSTIFYING STEPS In Exercises 41 and 42, justify each
transformations of the graph of f. Then identify the step in writing a function g based on the transformations
vertex. (See Examples 3 and 4.) of f(x) = 2x2 + 6x.
31. f(x) = x 2; vertical stretch by a factor of 4 and a 41. translation 6 units down followed by a reflection in
reflection in the x-axis, followed by a translation the x-axis
2 units up
h(x) = f(x) − 6
1
32. f(x) = x2; vertical shrink by a factor of and a —3 = 2x 2 + 6x − 6
reflection in the y-axis, followed by a translation
g(x) = −h(x)
3 units right
= −(2x 2 + 6x − 6)
33. f(x) = 8x2− 6; horizontal stretch by a factor of 2 and
= −2x 2 − 6x + 6
a translation 2 units up, followed by a reflection in the
y-axis
42. reflection in the y-axis followed by a translation
1 4 units right
34. f(x) = (x + 6)2 + 3; horizontal shrink by a factor of —2
and a translation 1 unit down, followed by a reflection h(x) = f(−x)
in the x-axis
= 2(−x)2 + 6(−x)
= 2(x)2 − 6x
USING TOOLS In Exercises 35–40, match the function
with its graph. Explain your reasoning. g(x) = h(x − 4)
35. g(x) = 2(x − 1)2 − 2
1
36. g(x) = —2 (x + 1)2 − 2 = 2(x − 4)2 + 6(x − 4)
= 2x 2 − 10x + 8
37. g(x) = −2(x − 1)2 + 2
43. MODELING WITH MATHEMATICS The function
38. g(x) = 2(x + 1)2 + 2 39. g(x) = −2(x + 1)2 − 2
h(x) = −0.03(x − 14)2 + 6 models the jump of a red
kangaroo, where x is the horizontal distance traveled
40. g(x) = 2(x − 1)2 + 2
(in feet) and h(x) is the height (in feet). When the
y kangaroo jumps from a higher location, it lands
A. y B. 4 5 feet farther away. Write a function that models the
second jump. (See Example 5.)
2 2

−4 −2 2 4x −4 2 4x

−2

−4 −4

C. y D. y
4

−4 −2 4x −4 −2 4x

−2 44. MODELING WITH MATHEMATICS The function

−4
f(t) = −16t 2 + 10 models the height (in feet) of an
object t seconds after it is dropped from a height of
10 feet on Earth. The same object dropped from
E. y F. y
4 4 the same height on the moon is modeled by
g(t) = − —83 t 2 + 10. Describe the transformation of
2
the graph of f to obtain g. From what height must the
object be dropped on the moon so it hits the ground at
−4 −2 2 4x −4 −2 2 4x the same time as on Earth?
−2

−4 −4

Section 2.1 Transformations of Quadratic Functions 53

45. MODELING WITH MATHEMATICS Flying fish use 47. COMPARING METHODS Let the graph of g be a
their pectoral fins like airplane wings to glide through translation 3 units up and 1 unit right followed by
the air. a vertical stretch by a factor of 2 of the graph of
f(x) = x 2.
a. Write an equation of the form y = a(x − h)2 + k
with vertex (33, 5) that models the flight path, a. Identify the values of a, h, and k and use vertex
assuming the fish leaves the water at (0, 0). form to write the transformed function.
b. What are the domain and range of the function? b. Use function notation to write the transformed
What do they represent in this situation? function. Compare this function with your
function in part (a).
c. Does the value of a change when the flight path
c. Suppose the vertical stretch was performed first,
has vertex (30, 4)? Justify your answer.
followed by the translations. Repeat parts (a)
and (b).
d. Which method do you prefer when writing a
transformed function? Explain.

48. THOUGHT PROVOKING A jump on a pogo stick

with a conventional spring can be modeled by
f(x) = −0.5(x − 6)2 + 18, where x is the horizontal
distance (in inches) and f(x) is the vertical distance
(in inches). Write at least one transformation of
the function and provide a possible reason for
your transformation.
46. HOW DO YOU SEE IT? Describe the graph of g as a
transformation of the graph of f(x) = x 2. 49. MATHEMATICAL CONNECTIONS The area of a
g y
circle depends on the radius, as shown in the graph.
6 Describe two different transformations of the graph
f
that model the area of the circle if the area is doubled.
4

2 Circle
Area (square feet)

A
−6 −4 2x 30
A = πr2
−2 20

10

0
0 1 2 3 4 r
Radius (feet)

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

A line of symmetry for the figure is shown in red. Find the coordinates of point A.
(Skills Review Handbook)

50. y 51. y 52. y

(– 4, 3) (0, 4) A A
y=1 y=x

x
x
A x (2, – 2)
x=2

54 Chapter 2 Quadratic Functions

 2.2 Characteristics of
Quadratic Functions
COMMON
CORE
Essential Question What type of symmetry does the graph of
f(x) = a(x − h)2 + k have and how can you describe this symmetry?
Learning Standards
HSF-IF.B.4
HSF-IF.C.7c
Parabolas and Symmetry
HSF-IF.C.9
HSA-APR.B.3 Work with a partner.
y
a. Complete the table. Then use the values 6
in the table to sketch the graph of the
4
function
2
f(x) = —12 x 2 − 2x − 2
on graph paper. −6 −4 −2 2 4 6x
−2
x −2 −1 0 1 2
−4
f(x)
−6
x 3 4 5 6
f(x)

y
b. Use the results in part (a) to identify the 6
vertex of the parabola.
4
c. Find a vertical line on your graph paper so
that when you fold the paper, the left portion of 2 6x
the graph coincides with the right portion of 4
the graph. What is the equation of this line? 2
−6 −4 −2
How does it relate to the vertex? −2
d. Show that the vertex form
−4
f(x) = —12 (x − 2)2 − 4
−6
is equivalent to the function given in part (a).

Parabolas and Symmetry

ATTENDING TO Work with a partner. Repeat Exploration 1 for the function given by
PRECISION 1 1
f(x) = −—3 x 2 + 2x + 3 = −—3(x − 3)2 + 6.
To be proficient in math, you
need to use clear definitions
in your reasoning and
discussions with others.
Communicate Your Answer
3. What type of symmetry does the graph of the parabola f(x) = a(x − h)2 + k have
and how can you describe this symmetry?

4. Describe the symmetry of each graph. Then use a graphing calculator to verify
your answer.
a. f(x) = −(x − 1)2 + 4 b. f(x) = (x + 1)2 − 2 c. f(x) = 2(x − 3)2 + 1
d. f(x) = —12 (x + 2)2 e. f(x) = −2x 2 + 3 f. f(x) = 3(x − 5)2 + 2

Section 2.2 Characteristics of Quadratic Functions 55

2.2 Lesson What You Will Learn
Explore properties of parabolas.
Find maximum and minimum values of quadratic functions.
Core Vocabul
Vocabulary
larry Graph quadratic functions using x-intercepts.
axis of symmetry, p. 56 Solve real-life problems.
standard form, p. 56
minimum value, p. 58 Exploring Properties of Parabolas
maximum value, p. 58
An axis of symmetry is a line that divides a parabola y
intercept form, p. 59
into mirror images and passes through the vertex.
Previous Because the vertex of f(x) = a(x − h)2 + k is (h, k),
x-intercept the axis of symmetry is the vertical line x = h.

Previously, you used transformations to graph quadratic (h, k)

functions in vertex form. You can also use the axis of x=h x
symmetry and the vertex to graph quadratic functions
written in vertex form.

Using Symmetry to Graph Quadratic Functions

Graph f(x) = −2(x + 3)2 + 4. Label the vertex and axis of symmetry.

SOLUTION
Step 1 Identify the constants a = −2, h = −3, and k = 4. y
(−3, 4)
Step 2 Plot the vertex (h, k) = (−3, 4) and draw 4
the axis of symmetry x = −3.
2
Step 3 Evaluate the function for two values of x.
−6 −2 x
x = −2: f(−2) = −2(−2 + 3)2 + 4 = 2
x = −1: f(−1) = −2(−1 + 3)2 + 4 = −4
Plot the points (−2, 2), (−1, −4), and
their reflections in the axis of symmetry.
Step 4 Draw a parabola through the plotted points. x = −3

Quadratic functions can also be written in standard form, f(x) = ax 2 + bx + c,

where a ≠ 0. You can derive standard form by expanding vertex form.
f(x) = a(x − h)2 + k Vertex form
f(x) = a(x 2 − 2hx + h2) +k Expand (x − h)2.
f(x) = ax 2 − 2ahx + ah2 + k Distributive Property
f(x) = ax 2 + (−2ah)x + (ah2 + k) Group like terms.

f(x) = ax 2 + bx + c Let b = −2ah and let c = ah2 + k.

This allows you to make the following observations.

a = a: So, a has the same meaning in vertex form and standard form.
b b
b = −2ah: Solve for h to obtain h = −—. So, the axis of symmetry is x = −—.
2a 2a
c = ah2 + k: In vertex form f(x) = a(x − h)2 + k, notice that f(0) = ah2 + k.
So, c is the y-intercept.

56 Chapter 2 Quadratic Functions

 Core Concept
Properties of the Graph of f (x) = ax 2 + bx + c
y = ax 2 + bx + c, a > 0 y = ax2 + bx + c, a < 0
y y
b
x= – 2a
(0, c)

x x
b
(0, c)
x= – 2a

● The parabola opens up when a > 0 and opens down when a < 0.
● The graph is narrower than the graph of f(x) = x2 when ∣ a ∣ > 1 and wider
when ∣ a ∣ < 1.

●
b b
The axis of symmetry is x = −— and the vertex is −—, f −— .
2a 2a ( b
2a ( ))
● The y-intercept is c. So, the point (0, c) is on the parabola.

Graphing a Quadratic Function in Standard Form

Graph f(x) = 3x 2 − 6x + 1. Label the vertex and axis of symmetry.

COMMON ERROR SOLUTION
Be sure to include the
negative sign when Step 1 Identify the coefficients a = 3, b = −6, and c = 1. Because a > 0,
writing the expression the parabola opens up.
for the x-coordinate of Step 2 Find the vertex. First calculate the x-coordinate.
the vertex.
b −6
x = −— = −— = 1
2a 2(3) y

Then find the y-coordinate of the vertex.

f(1) = 3(1)2 − 6(1) + 1 = −2
So, the vertex is (1, −2). Plot this point.
Step 3 Draw the axis of symmetry x = 1.
Step 4 Identify the y-intercept c, which is 1. Plot the
point (0, 1) and its reflection in the axis of 2

symmetry, (2, 1).

−2 4 x
Step 5 Evaluate the function for another value of x, ((1,, –2))
−2
such as x = 3. x=1
f (3) = 3(3)2 − 6(3) + 1 = 10
Plot the point (3, 10) and its reflection in the axis of symmetry, (−1, 10).
Step 6 Draw a parabola through the plotted points.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Graph the function. Label the vertex and axis of symmetry.

1. f(x) = −3(x + 1)2 2. g(x) = 2(x − 2)2 + 5

3. h(x) = x 2 + 2x − 1 4. p(x) = −2x 2 − 8x + 1

Section 2.2 Characteristics of Quadratic Functions 57

 Finding Maximum and Minimum Values
Because the vertex is the highest or lowest point on a parabola, its y-coordinate is
the maximum value or minimum value of the function. The vertex lies on the axis of
symmetry, so the function is increasing on one side of the axis of symmetry and
decreasing on the other side.

Core Concept
Minimum and Maximum Values
For the quadratic function f(x) = ax2 + bx + c, the y-coordinate of the vertex
is the minimum value of the function when a > 0 and the maximum value
when a < 0.
a > 0 a < 0
y y b
x = – 2a

decreasing increasing maximum

increasing decreasing
STUDY TIP minimum
When a function f is b x x
x = – 2a
written in vertex form,
b
you can use h = − — and
2a ● Minimum value: f −—
b
( ) ● Maximum value: f −—
b
( )
( ) b
k = f − — to state the
2a ●
2a
Domain: All real numbers ●
2a
Domain: All real numbers
properties shown.
● ( )
Range: y ≥ f −—
b
2a
●
b
Range: y ≤ f −—
2a ( )
b b
● Decreasing to the left of x = −— ● Increasing to the left of x = −—
2a 2a
b b
● Increasing to the right of x = −— ● Decreasing to the right of x = −—
2a 2a

Finding a Minimum or a Maximum Value

Find the minimum value or maximum value of f(x) = —12 x 2 − 2x − 1. Describe the
domain and range of the function, and where the function is increasing and decreasing.

SOLUTION
Identify the coefficients a = —12, b = −2, and c = −1. Because a > 0, the parabola
Check
10
opens up and the function has a minimum value. To find the minimum value, calculate
the coordinates of the vertex.
b −2 1
x = −— = −— = 2 f (2) = —(2)2 − 2(2) − 1 = −3
2a
−10 10
2 —12 () 2

Minimum
X=2 Y=-3 The minimum value is −3. So, the domain is all real numbers and the range is
−10 y ≥ −3. The function is decreasing to the left of x = 2 and increasing to the
right of x = 2.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

5. Find the minimum value or maximum value of (a) f(x) = 4x2 + 16x − 3 and
(b) h(x) = −x2 + 5x + 9. Describe the domain and range of each function,
and where each function is increasing and decreasing.

58 Chapter 2 Quadratic Functions

 Graphing Quadratic Functions Using x-Intercepts
When the graph of a quadratic function has at least one x-intercept, the function can be
written in intercept form, f(x) = a(x − p)(x − q), where a ≠ 0.
REMEMBER
An x-intercept of a graph
is the x-coordinate of a Core Concept
point where the graph
Properties of the Graph of f (x) = a(x − p)(x − q)
intersects the x-axis. It p+q
occurs where f(x) = 0. ● Because f(p) = 0 and f(q) = 0, p and x= 2
y
q are the x-intercepts of the graph of
the function.
● The axis of symmetry is halfway between
(p, 0) and (q, 0). So, the axis of symmetry y = a(x – p)(x – q)
p+q
is x = —. (q, 0) x
2
● The parabola opens up when a > 0 and (p, 0)
opens down when a < 0.

COMMON ERROR Graphing a Quadratic Function in Intercept Form

Remember that the
x-intercepts of the graph Graph f(x) = −2(x + 3)(x − 1). Label the x-intercepts, vertex, and axis of symmetry.
of f(x) = a(x − p)(x − q) are
p and q, not −p and −q. SOLUTION
Step 1 Identify the x-intercepts. The x-intercepts are y
p = −3 and q = 1, so the parabola passes (– 1, 8)
through the points (−3, 0) and (1, 0).
6
Step 2 Find the coordinates of the vertex.
4
p + q −3 + 1
x = — = — = −1
2 2 2
f(−1) = −2(−1 + 3)(−1 − 1) = 8 (– 3, 0) (1, 0)
−4 −2 2 x
So, the axis of symmetry is x = −1 and
the vertex is (−1, 8). x = –1
Step 3 Draw a parabola through the vertex and
the points where the x-intercepts occur.

Check You can check your answer by generating a table of values for f on a
graphing calculator.
X Y1
-4 -10
x-intercept -3 0 The values show
-2 6
-1 8 symmetry about x = −1.
0 6
x-intercept 1 0 So, the vertex is (−1, 8).
2 -10
X=-1

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Graph the function. Label the x-intercepts, vertex, and axis of symmetry.
1
6. f(x) = −(x + 1)(x + 5) 7. g(x) = —4 (x − 6)(x − 2)

Section 2.2 Characteristics of Quadratic Functions 59

 Solving Real-Life Problems
Modeling with Mathematics

The parabola shows the path of your first golf shot, where x is the horizontal distance
y (in yards) and y is the corresponding height (in yards). The path of your second shot
can be modeled by the function f(x) = −0.02x(x − 80). Which shot travels farther
(50, 25) before hitting the ground? Which travels higher?

SOLUTION
(0, 0) (100, 0) x
1. Understand the Problem You are given a graph and a function that represent
the paths of two golf shots. You are asked to determine which shot travels farther
before hitting the ground and which shot travels higher.
2. Make a Plan Determine how far each shot travels by interpreting the x-intercepts.
Determine how high each shot travels by finding the maximum value of each
function. Then compare the values.
3. Solve the Problem
First shot: The graph shows that the x-intercepts are 0 and 100. So, the ball
travels 100 yards before hitting the ground.

25 yd

x
100 yd

Because the axis of symmetry is halfway between (0, 0) and

0 + 100
(100, 0), the axis of symmetry is x = — = 50. So, the vertex
2
is (50, 25) and the maximum height is 25 yards.
Second shot: By rewriting the function in intercept form as
f(x) = −0.02(x − 0)(x − 80), you can see that p = 0 and q = 80.
So, the ball travels 80 yards before hitting the ground.
To find the maximum height, find the coordinates of the vertex.
p + q 0 + 80
x = — = — = 40
2 2
f (40) = −0.02(40)(40 − 80) = 32
The maximum height of the second shot is 32 yards.
40
Because 100 yards > 80 yards, the first shot travels farther.
y = 25 Because 32 yards > 25 yards, the second shot travels higher.
4. Look Back To check that the second shot travels higher, graph the function
representing the path of the second shot and the line y = 25, which represents the
f
maximum height of the first shot.
0
0
90 The graph rises above y = 25, so the second shot travels higher. ✓
Monitoring Progress Help in English and Spanish at BigIdeasMath.com

8. WHAT IF? The graph of your third shot is a parabola through the origin that
reaches a maximum height of 28 yards when x = 45. Compare the distance it
travels before it hits the ground with the distances of the first two shots.

60 Chapter 2 Quadratic Functions

 2.2 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept

p Check
1. WRITING Explain how to determine whether a quadratic function will have a minimum value
or a maximum value.

2. WHICH ONE DOESN’T BELONG? The graph of which function does not belong with the
other three? Explain.

f(x) = 3x2 + 6x − 24 f(x) = 3x2 + 24x − 6

f(x) = 3(x − 2)(x + 4) f(x) = 3(x + 1)2 − 27

Monitoring Progress and Modeling with Mathematics

In Exercises 3–14, graph the function. Label the vertex REASONING In Exercises 19 and 20, use the axis of
and axis of symmetry. (See Example 1.) symmetry to plot the reflection of each point and
complete the parabola.
3. f(x) = (x − 3)2 4. h(x) = (x + 4)2
19. y 20. y
3 x = –3
5. g(x) = (x + 3)2 +5 6. y = (x − 7)2 −1 (2, 3)
(– 1, 1)
1
(1, 2) −6 −4 −2 x
7. y = −4(x − 2)2 + 4 8. g(x) = 2(x + 1)2 − 3
−1 1 3 5x (– 2, –2)
−2
(0, –1)
9. f(x) = −2(x − 1)2 − 5 10. h(x) = 4(x + 4)2 +6 x=2 (–3, –3)
−4
1 1
11. y = −—4(x + 2)2 + 1 12. y = —2 (x − 3)2 + 2

13. f(x) = 0.4(x − 1)2 14. g(x) = 0.75x 2 − 5 In Exercises 21–30, graph the function. Label the vertex
and axis of symmetry. (See Example 2.)

ANALYZING RELATIONSHIPS In Exercises 15–18, use the 21. y = x 2 + 2x + 1 22. y = 3x 2 − 6x + 4

axis of symmetry to match the equation with its graph.
23. y = −4x 2 + 8x + 2 24. f(x) = −x 2 − 6x + 3
15. y = 2(x − 3)2 + 1 16. y = (x + 4)2 − 2
25. g(x) = −x 2 − 1 26. f(x) = 6x 2 − 5
1
17. y = —2 (x + 1)2 + 3 18. y = (x − 2)2 − 1
27. g(x) = −1.5x 2 + 3x + 2
A. y B. y
6
28. f(x) = 0.5x 2 + x − 3
2 4
3 5
29. y = —2 x2 − 3x + 6 30. y = −—2 x 2 − 4x − 1
x = –1 2
4 6x
−2 x=2 31. WRITING Two quadratic functions have graphs with
−4 −2 2x
vertices (2, 4) and (2, −3). Explain why you can not
C. y D. y
use the axes of symmetry to distinguish between the
two functions.
4 2

2
32. WRITING A quadratic function is increasing to the left
x=3 −6 x of x = 2 and decreasing to the right of x = 2. Will the
−2 vertex be the highest or lowest point on the graph of
2 4 x x = −4
the parabola? Explain.

Section 2.2 Characteristics of Quadratic Functions 61

HSCC_Alg2_PE_02.2.indd 61 5/28/14 11:49 AM

ERROR ANALYSIS In Exercises 33 and 34, describe In Exercises 39–48, find the minimum or maximum
and correct the error in analyzing the graph of value of the function. Describe the domain and range of
y = 4x2 + 24x − 7. the function, and where the function is increasing and
decreasing. (See Example 3.)

✗
33.
The x-coordinate of the vertex is 39. y = 6x 2 − 1 40. y = 9x 2 + 7
b 24
x = — = — = 3.
2a 2(4) 41. y = −x2 − 4x − 2 42. g(x) = −3x 2 − 6x + 5

✗
34. 43. f(x) = −2x 2 + 8x + 7
The y-intercept of the graph is the
value of c, which is 7. 44. g(x) = 3x 2 + 18x − 5

45. h(x) = 2x2 − 12x 46. h(x) = x 2 − 4x

1 3
MODELING WITH MATHEMATICS In Exercises 35 and 36, 47. y = —4 x2 − 3x + 2 48. f(x) = —2 x2 + 6x + 4
x is the horizontal distance (in feet) and y is the vertical
distance (in feet). Find and interpret the coordinates of 49. PROBLEM SOLVING The path of a diver is modeled
the vertex. by the function f(x) = −9x2 + 9x + 1, where f(x) is
35. The path of a basketball thrown at an angle of 45° can the height of the diver (in meters) above the water and
be modeled by y = −0.02x 2 + x + 6. x is the horizontal distance (in meters) from the end of
the diving board.
36. The path of a shot put released at an angle of 35° can
be modeled by y = −0.01x 2 + 0.7x + 6. a. What is the height of the diving board?

y
b. What is the maximum height of the diver?
c. Describe where the diver is ascending and where
the diver is descending.

35°
x

37. ANALYZING EQUATIONS The graph of which

function has the same axis of symmetry as the graph
of y = x2 + 2x + 2?

A y = 2x 2 + 2x + 2
○ 50. PROBLEM SOLVING The engine torque
y (in foot-pounds) of one model of car is given by
B y = −3x 2 − 6x + 2
○ y = −3.75x2 + 23.2x + 38.8, where x is the speed
C y = x 2 − 2x + 2
○ (in thousands of revolutions per minute) of the engine.
D y = −5x2 + 10x + 2
○ a. Find the engine speed that maximizes torque.
What is the maximum torque?
38. USING STRUCTURE Which function represents
the parabola with the widest graph? Explain b. Explain what happens to the engine torque as the
your reasoning. speed of the engine increases.

A y = 2(x + 3)2
○ MATHEMATICAL CONNECTIONS In Exercises 51 and
B y = x2 − 5
○ 52, write an equation for the area of the figure. Then
determine the maximum possible area of the figure.
C y = 0.5(x − 1)2 + 1
○
51. 52.
D y = −x 2 + 6
○
20 – w b

w 6–b

62 Chapter 2 Quadratic Functions

In Exercises 53–60, graph the function. Label the 68. OPEN-ENDED Write two different quadratic functions
x-intercept(s), vertex, and axis of symmetry. in intercept form whose graphs have the axis of
(See Example 4.) symmetry x = 3.
53. y = (x + 3)(x − 3) 54. y = (x + 1)(x − 3)
69. PROBLEM SOLVING An online music store sells about
4000 songs each day when it charges $1 per song. For
55. y = 3(x + 2)(x + 6) 56. f(x) = 2(x − 5)(x − 1)
each $0.05 increase in price, about 80 fewer songs
per day are sold. Use the verbal model and quadratic
57. g(x) = −x(x + 6) 58. y = −4x(x + 7)
function to determine how much the store should
charge per song to maximize daily revenue.
59. f(x) = −2(x − 3)2 60. y = 4(x − 7)2

⋅
Revenue Price Sales
=
USING TOOLS In Exercises 61–64, identify the (dollars) (dollars/song) (songs)
x-intercepts of the function and describe where the
graph is increasing and decreasing. Use a graphing
calculator to verify your answer.
R(x) = (1 + 0.05x) ⋅ (4000 − 80x)
1
61. f(x) = —2 (x − 2)(x + 6) 70. PROBLEM SOLVING An electronics store sells
70 digital cameras per month at a price of
62. y =
3
—4 (x + 1)(x − 3) $320 each. For each $20 decrease in price, about
5 more cameras per month are sold. Use the verbal
63. g(x) = −4(x − 4)(x − 2) model and quadratic function to determine how much
the store should charge per camera to maximize
64. h(x) = −5(x + 5)(x + 1) monthly revenue.

⋅
Revenue Price Sales
65. MODELING WITH MATHEMATICS A soccer player =
(dollars) (dollars/camera) (cameras)
kicks a ball downfield. The height of the ball increases
until it reaches a maximum
height of 8 yards, 20 yards R(x) = (320 − 20x) ⋅ (70 + 5x)
away from the player. A
second kick is modeled by 71. DRAWING CONCLUSIONS Compare the graphs of
y = x(0.4 − 0.008x). Which the three quadratic functions. What do you notice?
kick travels farther before Rewrite the functions f and g in standard form to
hitting the ground? Which justify your answer.
kick travels higher? (See Examplel 5.)
5) f(x) = (x + 3)(x + 1)
g(x) = (x + 2)2 − 1
66. MODELING WITH MATHEMATICS Although a football
field appears to be flat, some are actually shaped h(x) = x 2 + 4x + 3
like a parabola so that rain runs off to both sides.
The cross section of a field can be modeled by 72. USING STRUCTURE Write the quadratic function
y = −0.000234x(x − 160), where x and y are f(x) = x2 + x − 12 in intercept form. Graph the
measured in feet. What is the width of the field? What function. Label the x-intercepts, y-intercept, vertex,
is the maximum height of the surface of the field? and axis of symmetry.

y 73. PROBLEM SOLVING A woodland jumping

surface of mouse hops along a parabolic path given by
football field y = −0.2x2 + 1.3x, where x is the mouse’s horizontal
distance traveled (in feet) and y is the corresponding
height (in feet). Can the mouse jump over a fence that
Not drawn to scale x
is 3 feet high? Justify your answer.

67. REASONING The points (2, 3) and (−4, 2) lie on the y

graph of a quadratic function. Determine whether you
can use these points to find the axis of symmetry. If
not, explain. If so, write the equation of the axis
of symmetry.
x
Not drawn to scale

Section 2.2 Characteristics of Quadratic Functions 63

74. HOW DO YOU SEE IT? Consider the graph of the 77. MAKING AN ARGUMENT The point (1, 5) lies on the
function f(x) = a(x − p)(x − q). graph of a quadratic function with axis of symmetry
x = −1. Your friend says the vertex could be the point
y
(0, 5). Is your friend correct? Explain.

78. CRITICAL THINKING Find the y-intercept in

terms of a, p, and q for the quadratic function
f(x) = a(x − p)(x − q).

79. MODELING WITH MATHEMATICS A kernel of

x popcorn contains water that expands when the
kernel is heated, causing it to pop. The equations
below represent the “popping volume” y (in cubic
p+q
( )
a. What does f — represent in the graph?
2
centimeters per gram) of popcorn with moisture
content x (as a percent of the popcorn’s weight).
b. If a < 0, how does your answer in part (a)
Hot-air popping: y = −0.761(x − 5.52)(x − 22.6)
change? Explain.
Hot-oil popping: y = −0.652(x − 5.35)(x − 21.8)

75. MODELING WITH MATHEMATICS The Gateshead

Millennium Bridge spans the River Tyne. The arch
of the bridge can be modeled by a parabola. The arch
reaches a maximum height of 50 meters at a point
roughly 63 meters across the river. Graph the curve
of the arch. What are the domain and range? What do
they represent in this situation?

a. For hot-air popping, what moisture content

maximizes popping volume? What is the
maximum volume?
b. For hot-oil popping, what moisture content
maximizes popping volume? What is the
maximum volume?
c. Use a graphing calculator to graph both functions
in the same coordinate plane. What are the domain
and range of each function in this situation?
76. THOUGHT PROVOKING You have 100 feet of Explain.
fencing to enclose a rectangular garden. Draw three
possible designs for the garden. Of these, which 80. ABSTRACT REASONING A function is written in
has the greatest area? Make a conjecture about the intercept form with a > 0. What happens to the vertex
dimensions of the rectangular garden with the greatest of the graph as a increases? as a approaches 0?
possible area. Explain your reasoning.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the equation. Check for extraneous solutions. (Skills Review Handbook)
— —
81. 3√ x − 6 = 0 82. 2√x − 4 − 2 = 2
— — —
83. √ 5x + 5 = 0 84. √3x + 8 = √x + 4

Solve the proportion. (Skills Review Handbook)

1 x 2 x −1 3 5 −20
85. —=— 86. —=— 87. —=— 88. —=—
2 4 3 9 4 x 2 x

64 Chapter 2 Quadratic Functions

 2.3 Focus of a Parabola
Essential Question What is the focus of a parabola?
COMMON
CORE
Analyzing Satellite Dishes
Learning Standards
HSF-IF.B.4 Work with a partner. Vertical rays enter a satellite dish whose cross section is a
HSF-IF.C.7c parabola. When the rays hit the parabola, they reflect at the same angle at which they
HSG-GPE.A.2
entered. (See Ray 1 in the figure.)
a. Draw the reflected rays so that they intersect the y-axis.

b. What do the reflected rays have in common?

c. The optimal location for the receiver of the satellite dish is at a point called the
focus of the parabola. Determine the location of the focus. Explain why this makes
sense in this situation.
y
Ray Ray Ray

incoming angle outgoing

1 2
angle y= 4
x

CONSTRUCTING
VIABLE
ARGUMENTS −2 −1 1 2 x
To be proficient in math,
you need to make
conjectures and build
logical progressions of Analyzing Spotlights
statements to explore the
truth of your conjectures.
Work with a partner. Beams of light are coming from the bulb in a spotlight, located
at the focus of the parabola. When the beams hit the parabola, they reflect at the same
angle at which they hit. (See Beam 1 in the figure.) Draw the reflected beams. What do
they have in common? Would you consider this to be the optimal result? Explain.

outgoing y
angle
1
2 y= 2
x2

Beam

1
bulb

incoming angle Beam

−2 −1 Beam 1 2 x

Communicate Your Answer

3. What is the focus of a parabola?
4. Describe some of the properties of the focus of a parabola.

Section 2.3 Focus of a Parabola 67

2.3 Lesson What You Will Learn
Explore the focus and the directrix of a parabola.
Write equations of parabolas.
Core Vocabul
Vocabulary
larry Solve real-life problems.
focus, p. 68
directrix, p. 68 Exploring the Focus and Directrix
Previous Previously, you learned that the graph of a quadratic function is a parabola that opens
perpendicular up or down. A parabola can also be defined as the set of all points (x, y) in a plane that
Distance Formula are equidistant from a fixed point called the focus and a fixed line called the directrix.
congruent
axis of
The focus is in the interior symmetry
of the parabola and lies on
the axis of symmetry.
The directrix is
perpendicular to the
The vertex lies halfway axis of symmetry.
between the focus and
the directrix.

Using the Distance Formula to Write an Equation

STUDY TIP
The distance from a Use the Distance Formula to write an equation of the y
point to a line is defined parabola with focus F(0, 2) and directrix y = −2. F(0, 2)
as the length of the P(x, y)
perpendicular segment SOLUTION
x
from the point to the line. Notice the line segments drawn from point F to point P
and from point P to point D. By the definition of a D(x, −2)
parabola, these line segments must be congruent. y = −2

PD = PF Definition of a parabola
—— ——
√(x − x1)2 + (y − y1)2 = √(x − x2)2 + (y − y2)2 Distance Formula
—— ——
√(x − x)2 + (y − (−2))2 = √(x − 0)2 + (y − 2)2 Substitute for x1, y1, x2, and y2.
— ——
√(y + 2)2 = √x 2 + (y − 2)2 Simplify.
(y + 2)2 = x 2 + (y − 2)2 Square each side.
y2 + 4y + 4 = x2 + y2 − 4y + 4 Expand.
8y = x 2 Combine like terms.
1
y= —8 x2 Divide each side by 8.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. Use the Distance Formula to write an equation y

of the parabola with focus F(0, −3) and D(x, 3)
directrix y = 3.
y=3

P(x, y)
F(0, −3)

68 Chapter 2 Quadratic Functions

 You can derive the equation of a parabola that opens up or down with vertex (0, 0),
focus (0, p), and directrix y = −p using the procedure in Example 1.
—— ——
y √(x − x)2 + (y − (−p))2 = √(x − 0)2 + (y − p)2
F(0, p)
(y + p)2 = x 2 + (y − p)2
P(x, y)
y2 + 2py + p2 = x 2 + y2 − 2py + p2
x
4py = x 2
D(x, −p)
y = −p 1
y = —x2
4p
LOOKING FOR The focus and directrix each lie ∣ p ∣ units from the vertex. Parabolas can also open left
STRUCTURE 1
or right, in which case the equation has the form x = — y2 when the vertex is (0, 0).
4p
1
Notice that y = — x2 is
4p
of the form y = ax2. So,
Core Concept
changing the value of Standard Equations of a Parabola with Vertex at the Origin
p vertically stretches or Vertical axis of symmetry (x = 0)
shrinks the parabola.
1 y directrix:
Equation: y = — x 2 y = −p
y
4p focus:
(0, p)
Focus: (0, p) vertex: (0, 0)
vertex: (0, 0) x x
Directrix: y = −p focus:
directrix: (0, p)
y = −p
p>0 p<0
Horizontal axis of symmetry (y = 0)
1 y
Equation: x = — y 2 y
4p directrix:
focus: focus: x = −p
Focus: (p, 0) (p, 0) (p, 0)
vertex: x vertex: x
STUDY TIP Directrix: x = −p directrix: (0, 0)
x = −p (0, 0)
Notice that parabolas
opening left or right
do not represent functions. p>0 p<0

Graphing an Equation of a Parabola

Identify the focus, directrix, and axis of symmetry of −4x = y2. Graph the equation.

SOLUTION
Step 1 Rewrite the equation in standard form.
−4x = y2 Write the original equation.
1
x = −— y2 Divide each side by –4.
4
y Step 2 Identify the focus, directrix, and axis of symmetry. The equation has the form
4
1
x=1 x = —y2, where p = −1. The focus is (p, 0), or (−1, 0). The directrix is
4p
x = −p, or x = 1. Because y is squared, the axis of symmetry is the x-axis.
(−1, 0)
−4 −2 2 x Step 3 Use a table of values to graph the
y 0 ±1 ±2 ±3 ±4
equation. Notice that it is easier to
substitute y-values and solve for x. x 0 −0.25 −1 −2.25 −4
−4 Opposite y-values result in the
same x-value.

Section 2.3 Focus of a Parabola 69

 Writing Equations of Parabolas
Writing an Equation of a Parabola

y Write an equation of the parabola shown.

4

directrix SOLUTION
vertex Because the vertex is at the origin and the axis of symmetry is vertical, the equation
−4 4x 1
has the form y = — x2. The directrix is y = −p = 3, so p = −3. Substitute −3 for p to
−2 4p
write an equation of the parabola.
1 1
y = —x 2 = −—x 2
4(−3) 12
1
So, an equation of the parabola is y = −— 2
12 x .

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Identify the focus, directrix, and axis of symmetry of the parabola. Then graph
the equation.

2. y = 0.5x 2 3. −y = x 2 4. y 2 = 6x
Write an equation of the parabola with vertex at (0, 0) and the given directrix
or focus.

5. directrix: x = −3 6. focus: (−2, 0) ( )

7. focus: 0, —2
3

The vertex of a parabola is not always at the origin. As in previous transformations,

adding a value to the input or output of a function translates its graph.

Core Concept
Standard Equations of a Parabola with Vertex at (h, k )
Vertical axis of symmetry (x = h)
1 x=h x=h
Equation: y = — (x − h)2 + k y (h, k + p) y x
4p
Focus: (h, k + p) y=k−p
STUDY TIP
The standard form for a Directrix: y = k − p
vertical axis of symmetry y=k−p (h, k) (h, k)
looks like vertex form. To (h, k + p)
x
remember the standard
form for a horizontal axis p>0 p<0
of symmetry, switch x and Horizontal axis of symmetry (y = k )
y, and h and k.
1 x=h−p y
Equation: x = — (y − k)2 + h y (h, k)
4p
Focus: (h + p, k) (h + p, k) y=k
x
Directrix: x = h − p y=k (h + p, k) x

(h, k) x=h−p
p>0 p<0

70 Chapter 2 Quadratic Functions

 Writing an Equation of a Translated Parabola

y Write an equation of the parabola shown.

8
SOLUTION
4
vertex focus Because the vertex is not at the origin and the axis of symmetry is horizontal, the
1
4 12 16 x equation has the form x = — (y − k)2 + h. The vertex (h, k) is (6, 2) and the focus
4p
(h + p, k) is (10, 2), so h = 6, k = 2, and p = 4. Substitute these values to write an
equation of the parabola.
1 1
x = — (y − 2)2 + 6 = — (y − 2)2 + 6
4(4) 16
1
So, an equation of the parabola is x = —
16
(y − 2)2 + 6.

Solving Real-Life Problems

Parabolic reflectors have cross Focus Focus
sections that are parabolas.
Incoming sound, light, or other
energy that arrives at a parabolic
reflector parallel to the axis of Diagram 1 Diagram 2
symmetry is directed to the focus
(Diagram 1). Similarly, energy that is emitted from the focus of a parabolic reflector
and then strikes the reflector is directed parallel to the axis of symmetry (Diagram 2).

Solving a Real-Life Problem

y An electricity-generating dish uses a parabolic reflector to concentrate sunlight onto a

high-frequency engine located at the focus of the reflector. The sunlight heats helium
to 650°C to power the engine. Write an equation that represents the cross section of the
engine dish shown with its vertex at (0, 0). What is the depth of the dish?

4.5 m SOLUTION
Because the vertex is at the origin, and the axis of symmetry is vertical, the equation
x 1
has the form y = —x2. The engine is at the focus, which is 4.5 meters above the
8.5 m 4p
vertex. So, p = 4.5. Substitute 4.5 for p to write the equation.
1 1
y = — x2 = —x2
4(4.5) 18
The depth of the dish is the y-value at the dish’s outside edge. The dish extends
8.5
— = 4.25 meters to either side of the vertex (0, 0), so find y when x = 4.25.
2
1
y = — (4.25)2 ≈ 1
18

The depth of the dish is about 1 meter.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

8. Write an equation of a parabola with vertex (−1, 4) and focus (−1, 2).
9. A parabolic microwave antenna is 16 feet in diameter. Write an equation that
represents the cross section of the antenna with its vertex at (0, 0) and its focus
10 feet to the right of the vertex. What is the depth of the antenna?

Section 2.3 Focus of a Parabola 71

 2.3 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE A parabola is the set of all points in a plane equidistant from a fixed point
called the ______ and a fixed line called the __________ .

2. WRITING Explain how to find the coordinates of the focus of a parabola with vertex ( 0, 0 ) and
directrix y = 5.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–10, use the Distance Formula to write an In Exercises 13–20, identify the focus, directrix, and
equation of the parabola. (See Example 1.) axis of symmetry of the parabola. Graph the equation.
(See Example 2.)
3. y 4. y D(x, 4) 1 1
13. y = —8 x2 14. y = −—
12 x
2
F(0, 1)
y=4
P(x, y) 1 1
15. x = −—
20 y
2 16. x = —
24
y2
x
x
D(x, −1) 17. y 2 = 16x 18. −x 2 = 48y
y = −1 P(x, y)
19. 6x 2 + 3y = 0 20. 8x2 − y = 0
F(0, −4)

5. focus: (0, −2) 6. directrix: y = 7 ERROR ANALYSIS In Exercises 21 and 22, describe and
directrix: y = 2 focus: (0, −7) correct the error in graphing the parabola.

7. vertex: (0, 0)
directrix: y = −6
8. vertex: (0, 0)
focus: (0, 5)
21.
✗ –6x + y 2 = 0

8
y
(0, 1.5)
9. vertex: (0, 0) 10. vertex: (0, 0)
4
focus: (0, −10) directrix: y = −9
4 x
11. ANALYZING RELATIONSHIPS Which of the given
characteristics describe parabolas that open down? −4 y = −1.5
Explain your reasoning.

A focus: (0, −6) B focus: (0, −2)

✗
○ ○ 22.
directrix: y = 6 directrix: y = 2 0.5y 2 + x = 0
C focus: (0, 6)
○ D focus: (0, −1)
○ y
directrix: y = −6 directrix: y = 1 x = −0.5 2

12. REASONING Which y (0.5, 0)

of the following are −4 −2 2 4x
V(0, 0)
possible coordinates of x
the point P in the graph P(x, y)
shown? Explain. F(0, −9)

23. ANALYZING EQUATIONS The cross section (with

B ( 3, −—4 ) C ( 4, −—9 )
1 4
A (−6, −1)
○ ○ ○ units in inches) of a parabolic satellite dish can be
1 2
modeled by the equation y = — 38
x . How far is the
D ( 1, —
36 ) F ( 2, −—
18 )
1 1
○ E (6, −1)
○ ○ receiver from the vertex of the cross section? Explain.

72 Chapter 2 Quadratic Functions

HSCC_Alg2_PE_02.3.indd 72 5/28/14 11:50 AM

24. ANALYZING EQUATIONS The cross section (with In Exercises 37–40, write an equation of the parabola
units in inches) of a parabolic spotlight can be shown. (See Example 4.)
1 2
modeled by the equation x = — y . How far is the bulb
20 37. 38.
from the vertex of the cross section? Explain.
y y
8
4
4
2 focus
focus vertex
−12 vertex x
2 6x
−4
−2
−8

39. 40.
y y
3
focus
2
−10 −6 −2 2x
vertex

vertex
In Exercises 25–28, write an equation of the parabola
shown. (See Example 3.) −10
−2 −1 1 2x focus
y
25. y 26. 3 −14
y=4
directrix
vertex
x
In Exercises 41– 46, identify the vertex, focus, directrix,
vertex x and axis of symmetry of the parabola. Describe the
y = −8 transformations of the graph of the standard equation
directrix
with vertex (0, 0).
1 1
41. y = —8 (x − 3)2 + 2 42. y = −—4 (x + 2)2 + 1
y y
27. 28. 1
43. x = —
16
(y − 3)2 + 1 44. y = (x + 3)2 − 5
5
x= 2 x = −2
45. x = −3(y + 4)2 + 2 46. x = 4(y + 5)2 − 1
vertex vertex
x x
directrix 47. MODELING WITH MATHEMATICS Scientists studying
directrix
dolphin echolocation simulate the projection of a
bottlenose dolphin’s clicking sounds using computer
models. The models originate the sounds at the focus
of a parabolic reflector. The parabola in the graph
shows the cross section of the reflector with focal
In Exercises 29–36, write an equation of the parabola
length of 1.3 inches and aperture width of 8 inches.
with the given characteristics.
Write an equation to represent the cross section
29. focus: (3, 0) 30. focus: —3 , 0( ) 2
of the reflector. What is the depth of the reflector?
2 (See Example 5.)
directrix: x = −3 directrix: x = −—3
y
8
31. directrix: x = −10 32. directrix: y = —3
aperture
vertex: (0, 0) vertex: (0, 0)

(
33. focus: 0, −—3
5
) 34. focus: 0, —4 ( ) 5 F x

5
directrix: y = —53 directrix: y = −—4

( )
35. focus: 0, —7
6
(
36. focus: −—5 , 0
4
)
focal length
vertex: (0, 0) vertex: (0, 0)

Section 2.3 Focus of a Parabola 73

48. MODELING WITH MATHEMATICS Solar energy can be 51. CRITICAL THINKING The distance from point P to the
concentrated using long troughs that have a parabolic directrix is 2 units. Write an equation of the parabola.
cross section as shown in the figure. Write an equation
y
to represent the cross section of the trough. What are
the domain and range in this situation? What do
they represent?
P(−2, 1)
5.8 m
V(0, 0) x

52. THOUGHT PROVOKING Two parabolas have the

1.7 m same focus (a, b) and focal length of 2 units. Write
an equation of each parabola. Identify the directrix of
each parabola.

49. ABSTRACT REASONING As ∣ p ∣ increases, how does

53. REPEATED REASONING Use the Distance Formula
1
the width of the graph of the equation y = —x2 to derive the equation of a parabola that opens to
4p
the right with vertex (0, 0), focus (p, 0), and
change? Explain your reasoning.
directrix x = −p.
y

50. HOW DO YOU SEE IT? The graph shows the path of a x = −p
volleyball served from an initial height of 6 feet as it
travels over a net. F(p, 0)
x
y A

D(−p, y) P(x, y)

54. PROBLEM SOLVING The latus rectum of a parabola is

x
the line segment that is parallel to the directrix, passes
C through the focus, and has endpoints that lie on the
parabola. Find the length of the latus rectum of the
a. Label the vertex, focus, and a point on parabola shown.
the directrix. latus y
rectum F(0, 2)
b. An underhand serve follows the same parabolic A B
path but is hit from a height of 3 feet. How does
this affect the focus? the directrix? V(0, 0) x

y = −2

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Write an equation of the line that passes through the points. (Section 1.3)

55. (1, −4), (2, −1) 56. (−3, 12), (0, 6) 57. (3, 1), (−5, 5) 58. (2, −1), (0, 1)

Use a graphing calculator to find an equation for the line of best fit. (Section 1.3)

59. 60.
x 0 3 6 7 11 x 0 5 10 12 16
y 4 9 24 29 46 y 18 15 9 7 2

74 Chapter 2 Quadratic Functions

 2.4 Modeling with Quadratic Functions
Essential Question How can you use a quadratic function to model
COMMON a real-life situation?
CORE
Learning Standards Modeling with a Quadratic Function
HSA-CED.A.2
HSF-IF.B.6 Work with a partner. The graph shows a P
HSF-BF.A.1a quadratic function of the form
HSS-ID.B.6a

Yearly profit (dollars)

P(t) = at2 + bt + c
P(t) = at 2 + bt + c
which approximates the yearly profits for a
company, where P(t) is the profit in year t.
a. Is the value of a positive, negative,
or zero? Explain.
b. Write an expression in terms of a and b that
represents the year t when the company t
Year
made the least profit.
c. The company made the same yearly profits in 2004 and 2012. Estimate the year in
which the company made the least profit.
d. Assume that the model is still valid today. Are the yearly profits currently
increasing, decreasing, or constant? Explain.

Modeling with a Graphing Calculator

Work with a partner. The table shows the heights h (in feet) of a wrench t seconds
after it has been dropped from a building under construction.

Time, t 0 1 2 3 4
Height, h 400 384 336 256 144

a. Use a graphing calculator to create a scatter 400

plot of the data, as shown at the right. Explain
why the data appear to fit a quadratic model.
MODELING WITH
MATHEMATICS b. Use the quadratic regression feature to find
To be proficient in math, a quadratic model for the data.
0 5
you need to routinely 0
interpret your results in c. Graph the quadratic function on the same screen
the context of the as the scatter plot to verify that it fits the data.
situation.
d. When does the wrench hit the ground? Explain.

Communicate Your Answer

3. How can you use a quadratic function to model a real-life situation?
4. Use the Internet or some other reference to find examples of real-life situations
that can be modeled by quadratic functions.

Section 2.4 Modeling with Quadratic Functions 75

2.4 Lesson What You Will Learn
Write equations of quadratic functions using vertices, points,
and x-intercepts.
Core Vocabul
Vocabulary
larry Write quadratic equations to model data sets.
Previous
average rate of change Writing Quadratic Equations
system of three linear
equations Core Concept
Writing Quadratic Equations
Given a point and the vertex (h, k) Use vertex form:
y = a(x − h)2 + k
Given a point and x-intercepts p and q Use intercept form:
y = a(x − p)(x − q)
Given three points Write and solve a system of three
equations in three variables.

Writing an Equation Using a Vertex and a Point

Human Cannonball The graph shows the parabolic path of a performer who is shot out of a cannon, where
y is the height (in feet) and x is the horizontal distance traveled (in feet). Write an
y
40 equation of the parabola. The performer lands in a net 90 feet from the cannon. What
(50, 35)
is the height of the net?
Height (feet)

30
SOLUTION
20
From the graph, you can see that the vertex (h, k) is (50, 35) and the parabola passes
10
(0,15)
through the point (0, 15). Use the vertex and the point to solve for a in vertex form.
0
0 20 40 60 80 x
y = a(x − h)2 + k Vertex form
Horizontal distance 15 = a(0 − 50)2 + 35 Substitute for h, k, x, and y.
(feet)
−20 = 2500a Simplify.
−0.008 = a Divide each side by 2500.
Because a = −0.008, h = 50, and k = 35, the path can be modeled by the equation
y = −0.008(x − 50)2 + 35, where 0 ≤ x ≤ 90. Find the height when x = 90.
y = −0.008(90 − 50)2 + 35 Substitute 90 for x.
= −0.008(1600) + 35 Simplify.
= 22.2 Simplify.

So, the height of the net is about 22 feet.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. WHAT IF? The vertex of the parabola is (50, 37.5). What is the height of the net?
2. Write an equation of the parabola that passes through the point (−1, 2) and has
vertex (4, −9).

76 Chapter 2 Quadratic Functions

 Writing an Equation Using a Point and x-Intercepts

Temperature Forecast
A meteorologist creates a parabola to predict the temperature tomorrow, where x
is the number of hours after midnight and y is the temperature (in degrees Celsius).
y
Temperature (°C)

(0, 9.6)
a. Write a function f that models the temperature over time. What is the coldest
10 temperature?
(4, 0) (24, 0)
0
3 9 15 x b. What is the average rate of change in temperature over the interval in which the
temperature is decreasing? increasing? Compare the average rates of change.
−10

SOLUTION
Hours after midnight
a. The x-intercepts are 4 and 24 and the parabola passes through (0, 9.6). Use the
x-intercepts and the point to solve for a in intercept form.
y = a(x − p)(x − q) Intercept form
9.6 = a(0 − 4)(0 − 24) Substitute for p, q, x, and y.
9.6 = 96a Simplify.
0.1 = a Divide each side by 96.
Because a = 0.1, p = 4, and q = 24, the temperature over time can be modeled
by f(x) = 0.1(x − 4)(x − 24), where 0 ≤ x ≤ 24. The coldest temperature is the
4 + 24
minimum value. So, find f(x) when x = — = 14.
2

f (14) = 0.1(14 − 4)(14 − 24) Substitute 14 for x.

REMEMBER = −10 Simplify.
The average rate of
change of a function f
So, the coldest temperature is −10°C at 14 hours after midnight, or 2 p.m.
from x1 to x2 is the slope b. The parabola opens up and the axis of symmetry is x = 14. So, the function is
of the line connecting decreasing over the interval 0 < x < 14 and increasing over the interval 14 < x < 24.
(x1, f(x1)) and (x2, f(x2)):
Average rate of change Average rate of change
f(x2) – f(x1) over 0 < x < 14: over 14 < x < 24:
—— .
x2 – x1
f(14) − f(0) −10 − 9.6 f (24) − f(14) 0 − (−10)
— = — = −1.4 —— = — = 1
14 − 0 14 24 − 14 10

(0, 9.6)
10

(24, 0)
0
3 15 x

−10
(14, −10)

Because ∣ −1.4 ∣ > ∣ 1 ∣, the average rate at which the temperature decreases
from midnight to 2 p.m. is greater than the average rate at which it increases
from 2 p.m. to midnight.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

3. WHAT IF? The y-intercept is 4.8. How does this change your answers in
parts (a) and (b)?
4. Write an equation of the parabola that passes through the point (2, 5) and has
x-intercepts −2 and 4.

Section 2.4 Modeling with Quadratic Functions 77

 Writing Equations to Model Data
When data have equally-spaced inputs, you can analyze patterns in the differences of
the outputs to determine what type of function can be used to model the data. Linear
data have constant first differences. Quadratic data have constant second differences.
The first and second differences of f(x) = x2 are shown below.
Equally-spaced x-values

x −3 −2 −1 0 1 2 3
f(x) 9 4 1 0 1 4 9

first differences: −5 −3 −1 1 3 5

second differences: 2 2 2 2 2

Writing a Quadratic Equation Using Three Points

NASA can create a weightless environment by flying a plane in parabolic paths. The
Time, t Height, h
table shows heights h (in feet) of a plane t seconds after starting the flight path. After
10 26,900 about 20.8 seconds, passengers begin to experience a weightless environment. Write
15 29,025 and evaluate a function to approximate the height at which this occurs.
20 30,600 SOLUTION
25 31,625
Step 1 The input values are equally spaced. So, analyze the differences in the outputs
30 32,100 to determine what type of function you can use to model the data.
35 32,025 h(10) h(15) h(20) h(25) h(30) h(35) h(40)
40 31,400 26,900 29,025 30,600 31,625 32,100 32,025 31,400

2125 1575 1025 475 −75 −625

−550 −550 −550 −550 −550

Because the second differences are constant, you can model the data with a
quadratic function.
Step 2 Write a quadratic function of the form h(t) = at 2 + bt + c that models the
data. Use any three points (t, h) from the table to write a system of equations.
Use (10, 26,900): 100a + 10b + c = 26,900 Equation 1
Use (20, 30,600): 400a + 20b + c = 30,600 Equation 2
Use (30, 32,100): 900a + 30b + c = 32,100 Equation 3
Use the elimination method to solve the system.
Subtract Equation 1 from Equation 2. 300a + 10b = 3700 New Equation 1

Subtract Equation 1 from Equation 3. 800a + 20b = 5200 New Equation 2

Subtract 2 times new Equation 1
200a = −2200
from new Equation 2.
a = −11 Solve for a.
b = 700 Substitute into new Equation 1 to find b.
c = 21,000 Substitute into Equation 1 to find c.
The data can be modeled by the function h(t) = −11t2 + 700t + 21,000.
Step 3 Evaluate the function when t = 20.8.
h(20.8) = −11(20.8)2 + 700(20.8) + 21,000 = 30,800.96
Passengers begin to experience a weightless environment at about 30,800 feet.
78 Chapter 2 Quadratic Functions
 Real-life data that show a quadratic relationship usually do not have constant
second differences because the data are not exactly quadratic. Relationships that are
approximately quadratic have second differences that are relatively “close” in value.
Many technology tools have a quadratic regression feature that you can use to find a
quadratic function that best models a set of data.

Using Quadratic Regression

Miles per Miles per The table shows fuel efficiencies of a vehicle at different speeds. Write a function that
hour, x gallon, y models the data. Use the model to approximate the optimal driving speed.
20 14.5 SOLUTION
24 17.5
Because the x-values are not equally spaced, you cannot analyze the differences in the
30 21.2 outputs. Use a graphing calculator to find a function that models the data.
36 23.7 Step 1 Enter the data in a graphing Step 2 Use the quadratic regression
40 25.2 calculator using two lists and feature. A quadratic model
45 25.8 create a scatter plot. The data that represents the data is
show a quadratic relationship. y = −0.014x 2 + 1.37x − 7.1.
50 25.8 35
QuadReg
56 25.1 y=ax2+bx+c
a=-.014097349
60 24.0 b=1.366218867
c=-7.144052413
70 19.5 R2=.9992475882

0 75
0

STUDY TIP Step 3 Graph the regression equation with the scatter plot.
The coefficient of 35
In this context, the “optimal” driving speed is
determination R2 shows
the speed at which the mileage per gallon is
how well an equation fits
maximized. Using the maximum feature, you
a set of data. The closer R2
can see that the maximum mileage per gallon is
is to 1, the better the fit.
about 26.4 miles per gallon when driving about
Maximum
48.9 miles per hour. 0 X=48.928565 Y=26.416071 75
0

So, the optimal driving speed is about 49 miles per hour.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

5. Write an equation of the parabola that passes through the points (−1, 4), (0, 1),
and (2, 7).
6. The table shows the estimated profits y (in dollars) for a concert when the
charge is x dollars per ticket. Write and evaluate a function to determine what
the charge per ticket should be to maximize the profit.

Ticket price, x 2 5 8 11 14 17
Profit, y 2600 6500 8600 8900 7400 4100

7. The table shows the results of an experiment testing the maximum weights
y (in tons) supported by ice x inches thick. Write a function that models the data.
How much weight can be supported by ice that is 22 inches thick?

Ice thickness, x 12 14 15 18 20 24 27
Maximum weight, y 3.4 7.6 10.0 18.3 25.0 40.6 54.3

Section 2.4 Modeling with Quadratic Functions 79

 2.4 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. WRITING Explain when it is appropriate to use a quadratic model for a set of data.

2. DIFFERENT WORDS, SAME QUESTION Which is different? Find “both” answers.

y f
What is the average rate of What is the distance 4
change over 0 ≤ x ≤ 2? from f(0) to f(2)?
2
What is the slope of the f(2) − f(0) 1
What is —?
line segment? 2−0 −1 1 2 3 4 5 x

Monitoring Progress and Modeling with Mathematics

In Exercises 3–8, write an equation of the parabola in 15. WRITING Explain when to use intercept form and
vertex form. (See Example 1.) when to use vertex form when writing an equation of
y y
a parabola.
3. 4.
(8, 3)
(–2, 6)
8 16. ANALYZING EQUATIONS Which of the following
(–1, 3) 8 x equations represent the parabola?
(4, −1)
−4
y
4 x (2, 0)
−8
−2 4x
(−1, 0)
5. passes through (13, 8) and has vertex (3, 2)
−4
6. passes through (−7, −15) and has vertex (−5, 9) (0.5, −4.5)

7. passes through (0, −24) and has vertex (−6, −12)

A y = 2(x − 2)(x + 1)
○
8. passes through (6, 35) and has vertex (−1, 14) B y = 2(x + 0.5)2 − 4.5
○
C y = 2(x − 0.5)2 − 4.5
○
In Exercises 9–14, write an equation of the parabola in
intercept form. (See Example 2.) D y = 2(x + 2)(x − 1)
○
9. y 10. y
In Exercises 17–20, write an equation of the parabola in
(3, 4) x
4
−2
vertex form or intercept form.
(2, 0)
(4, 0) (−1, 0)
17. 18.
−4 8x (1, −2)
−4 −4 Flare Signal New Ride
(2, 0)
y y (0, 180)
Height (feet)
Height (feet)

(3, 150) (1, 164)

160 160
11. x-intercepts of 12 and −6; passes through (14, 4)
80 80
(1, 86)
12. x-intercepts of 9 and 1; passes through (0, −18)
0 0
0 2 4 6 x 0 2 4 x
13. x-intercepts of −16 and −2; passes through (−18, 72) Time (seconds) Time (seconds)

14. x-intercepts of −7 and −3; passes through (−2, 0.05)

80 Chapter 2 Quadratic Functions

HSCC_Alg2_PE_02.4.indd 80 5/28/14 11:50 AM

19. Human Jump 20. Frog Jump 24. MODELING WITH MATHEMATICS A baseball is
thrown up in the air. The table shows the heights
y

Height (feet)
Height (feet)
y (3, 1)
4 1.00 y (in feet) of the baseball after x seconds. Write an
(3, 2.25) equation for the path of the baseball. Find the height
2 0.50 of the baseball after 5 seconds.
(0, 0) (4, 0) (1, 59 )
0 0.00
0 2 4 x 0 2 4 x Time, x 0 2 4 6
Distance (feet) Distance (feet)
Baseball height, y 6 22 22 6

21. ERROR ANALYSIS Describe and correct the error in 25. COMPARING METHODS You use a system with three
writing an equation of the parabola. variables to find the equation of a parabola that passes
through the points (−8, 0), (2, −20), and (1, 0). Your

✗ 4

2
y
(3, 4)
y = a(x − p)(x − q)
4 = a(3 − 1)(3 + 2)
friend uses intercept form to find the equation. Whose
method is easier? Justify your answer.

a = —25 26. MODELING WITH MATHEMATICS The table shows the

distances y a motorcyclist is from home after x hours.
−2 x
y = —25(x − 1)(x + 2)
(2, 0)
(−1, 0) Time (hours), x 0 1 2 3
Distance (miles), y 0 45 90 135

22. MATHEMATICAL CONNECTIONS The area of a a. Determine what type of function you can use to
rectangle is modeled by the graph where y is the model the data. Explain your reasoning.
area (in square meters) and x is the width (in meters).
Write an equation of the parabola. Find the b. Write and evaluate a function to determine the
dimensions and corresponding area of one possible distance the motorcyclist is from home after
rectangle. What dimensions result in the 6 hours.
maximum area?
27. USING TOOLS The table shows the heights
Rectangles h (in feet) of a sponge t seconds after it was dropped
by a window cleaner on top of a skyscraper.
y
(See Example 4.)
(square meters)

12
Area

8 Time, t 0 1 1.5 2.5 3

(1, 6) Height, h 280 264 244 180 136
4
(0, 0) (7, 0)
0
0 4 8 x a. Use a graphing calculator to create a scatter
Width (meters) plot. Which better represents the data, a line or a
parabola? Explain.

23. MODELING WITH MATHEMATICS Every rope has a b. Use the regression feature of your calculator to
safe working load. A rope should not be used to lift a find the model that best fits the data.
weight greater than its safe working load. The table c. Use the model in part (b) to predict when the
shows the safe working loads S (in pounds) for ropes sponge will hit the ground.
with circumference C (in inches). Write an equation
for the safe working load for a rope. Find the safe d. Identify and interpret the domain and range in
working load for a rope that has a circumference of this situation.
10 inches. (See Example 3.)
28. MAKING AN ARGUMENT Your friend states that
Circumference, C 0 1 2 3 quadratic functions with the same x-intercepts have
the same equations, vertex, and axis of symmetry. Is
Safe working your friend correct? Explain your reasoning.
0 180 720 1620
load, S

Section 2.4 Modeling with Quadratic Functions 81

In Exercises 29–32, analyze the differences in the 34. THOUGHT PROVOKING Describe a real-life situation
outputs to determine whether the data are linear, that can be modeled by a quadratic equation. Justify
quadratic, or neither. Explain. If linear or quadratic, your answer.
write an equation that fits the data.
29. Price decrease 35. PROBLEM SOLVING The table shows the heights y of
0 5 10 15 20 a competitive water-skier x seconds after jumping off
(dollars), x
Revenue
a ramp. Write a function that models the height of the
470 630 690 650 510 water-skier over time. When is the water-skier 5 feet
($1000s), y
above the water? How long is the skier in the air?
30.
Time (hours), x 0 1 2 3 4 Time (seconds), x 0 0.25 0.75 1 1.1
Height (feet), y 40 42 44 46 48 Height (feet), y 22 22.5 17.5 12 9.24

31.
Time (hours), x 1 2 3 4 5
Population 36. HOW DO YOU SEE IT? Use the graph to determine
2 4 8 16 32 whether the average rate of change over each interval
(hundreds), y
is positive, negative, or zero.
32.
Time (days), x 0 1 2 3 4 y
8
Height (feet), y 320 303 254 173 60
6

33. PROBLEM SOLVING The graph shows the number y of 4

students absent from school due to the flu each day x.

Flu Epidemic
−2 2 4 6x
y
Number of students

16
(6, 19)
a. 0 ≤ x ≤ 2 b. 2 ≤ x ≤ 5
12
c. 2 ≤ x ≤ 4 d. 0 ≤ x ≤ 4
8

4
37. REPEATED REASONING The table shows the number
(0, 1) of tiles in each figure. Verify that the data show a
0
0 2 4 6 8 10 12 x quadratic relationship. Predict the number of tiles in
Days the 12th figure.

a. Interpret the meaning of the vertex in this

situation.
b. Write an equation for the parabola to predict the
number of students absent on day 10. Figure 1 Figure 2 Figure 3 Figure 4

c. Compare the average rates of change in the

students with the flu from 0 to 6 days and Figure 1 2 3 4
6 to 11 days. Number of Tiles 1 5 11 19

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Factor the trinomial. (Skills Review Handbook)

38. x2 + 4x + 3 39. x2 − 3x + 2 40. 3x2 − 15x + 12 41. 5x2 + 5x − 30

82 Chapter 2 Quadratic Functions

 3.1 Solving Quadratic Equations
Essential Question How can you use the graph of a quadratic
COMMON equation to determine the number of real solutions of the equation?
CORE
Learning Standards Matching a Quadratic Function with Its Graph
HSA-SSE.A.2
HSA-REI.B.4b Work with a partner. Match each quadratic function with its graph. Explain your
HSF-IF.C.8a
reasoning. Determine the number of x-intercepts of the graph.
a. f (x) = x2 − 2x b. f (x) = x2 − 2x + 1 c. f (x) = x2 − 2x + 2
d. f (x) = −x2 + 2x e. f (x) = −x2 + 2x − 1 f. f (x) = −x2 + 2x − 2

A. 4 B. 4

−6 6 −6 6

−4 −4

C. 4 D. 4

−6 6 −6 6

−4 −4

E. 4 F. 4

−6 6 −6 6

−4 −4

Solving Quadratic Equations

Work with a partner. Use the results of Exploration 1 to find the real solutions
MAKING SENSE (if any) of each quadratic equation.
OF PROBLEMS a. x2 − 2x = 0 b. x2 − 2x + 1 = 0 c. x2 − 2x + 2 = 0
To be proficient in math, d. −x2 + 2x = 0 e. −x2 + 2x − 1 = 0 f. −x2 + 2x − 2 = 0
you need to make
conjectures about the
form and meaning of
solutions.
Communicate Your Answer
3. How can you use the graph of a quadratic equation to determine the number of
real solutions of the equation?
4. How many real solutions does the quadratic equation x2 + 3x + 2 = 0 have?
How do you know? What are the solutions?

Section 3.1 Solving Quadratic Equations 93

3.1 Lesson What You Will Learn
Solve quadratic equations by graphing.
Solve quadratic equations algebraically.
Core Vocabul
Vocabulary
larry Solve real-life problems.
quadratic equation in
one variable, p. 94
Solving Quadratic Equations by Graphing
root of an equation, p. 94
zero of a function, p. 96 A quadratic equation in one variable is an equation that can be written in the
standard form ax 2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0.
Previous A root of an equation is a solution of the equation. You can use various methods
properties of square roots to solve quadratic equations.
factoring
rationalizing the denominator
Core Concept
Solving Quadratic Equations
STUDY TIP By graphing Find the x-intercepts of the related function
Quadratic equations y = ax2 + bx + c.
can have zero, one, or Using square roots Write the equation in the form u2 = d, where u is an
two real solutions. algebraic expression, and solve by taking the square root
of each side.
By factoring Write the polynomial equation ax2 + bx + c = 0 in
factored form and solve using the Zero-Product Property.

Solving Quadratic Equations by Graphing

Solve each equation by graphing.

a. x 2 − x − 6 = 0 b. −2x 2 − 2 = 4x

SOLUTION
a. The equation is in standard form. b. Add −4x to each side to obtain
Graph the related function −2x 2 − 4x − 2 = 0. Graph the
Check
y = x 2 − x − 6. related function y = −2x 2 − 4x − 2.
x2 − x − 6 = 0
? y (−1, 0) y
(−2)2 − (−2) − 6 = 0 8
−4 2 x
?
4+2−6= 0 4 −4

0=0 ✓ (3, 0)
−8
−4 2 4x
x2 − x − 6 = 0 −12
? (−2, 0)
32 − 3 − 6 = 0
?
9−3−6= 0 The x-intercepts are −2 and 3. The x-intercept is −1.
0=0 ✓ The solutions, or roots, The solution, or root, is
are x = −2 and x = 3. x = −1.

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Solve the equation by graphing.

1. x 2 − 8x + 12 = 0 2. 4x 2 − 12x + 9 = 0 3. —12 x 2 = 6x − 20

94 Chapter 3 Quadratic Equations and Complex Numbers

 Solving Quadratic Equations Algebraically
When solving quadratic equations using square roots, you can use properties of square
roots to write your solutions in different forms.
When a radicand in the denominator of a fraction is not a perfect square, you can
multiply the fraction by an appropriate form of 1 to eliminate the radical from the
denominator. This process is called rationalizing the denominator.

Solving Quadratic Equations Using Square Roots

Solve each equation using square roots.

2
a. 4x2 − 31 = 49 b. 3x2 + 9 = 0 c. — (x + 3)2 = 5
5
SOLUTION
a. 4x2 − 31 = 49 Write the equation.
4x2 = 80 Add 31 to each side.
x2 = 20 Divide each side by 4.
—
x = ±√20 Take square root of each side.

⋅
— —
x = ±√ 4 √ 5 Product Property of Square Roots
—
x = ±2√5 Simplify.
— —
The solutions are x = 2√5 and x = −2√5 .
b. 3x2 + 9 = 0 Write the equation.
3x2 = −9 Subtract 9 from each side.
x2 = −3 Divide each side by 3.
LOOKING FOR
STRUCTURE The square of a real number cannot be negative. So, the equation has no
25 real solution.
Notice that (x +3)2 = — is
2 2
of the form u2 = d, where c. — (x + 3)2 = 5 Write the equation.
5
u = x + 3. 25 5
(x + 3)2 = — Multiply each side by —.
2 2

√
—
STUDY TIP 25
x+3=± — Take square root of each side.
— 2
√2
√
—
Because —— = 1, the value 25
√2 x = −3 ± — Subtract 3 from each side.
— 2
√25
of —— does not change
—
√2 √25
— x = −3 ± —— Quotient Property of Square Roots
√2 √2
when you multiply by — —.
—
√2 √25 √2
— —
√2
x = −3 ± —— —
√2 √2
— ⋅ Multiply by ——.
√2
—
5√ 2
x = −3 ± — Simplify.
2
— —
5√ 2 5√ 2
The solutions are x = −3 + — and x = −3 − —.
2 2

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Solve the equation using square roots.

4. —23 x 2 + 14 = 20 5. −2x 2 + 1 = −6 6. 2(x − 4)2 = −5

Section 3.1 Solving Quadratic Equations 95

 When the left side of ax2 + bx + c = 0 is factorable, you can solve the equation using
the Zero-Product Property.

Core Concept
Zero-Product Property
Words If the product of two expressions is zero, then one or both of the
expressions equal zero.
Algebra If A and B are expressions and AB = 0, then A = 0 or B = 0.

Solving a Quadratic Equation by Factoring

Solve x2 − 4x = 45 by factoring.

SOLUTION
UNDERSTANDING x2 − 4x = 45 Write the equation.
MATHEMATICAL
x2 − 4x − 45 = 0 Write in standard form.
TERMS
(x − 9)(x + 5) = 0 Factor the polynomial.
If a real number k is a zero
of the function x−9=0 or x+5=0 Zero-Product Property
f(x) = ax2 + bx + c, then x=9 or x = −5 Solve for x.
k is an x-intercept of the
graph of the function, The solutions are x = −5 and x = 9.
and k is also a root of the You know the x-intercepts of the graph of f (x) = a(x − p)(x − q) are p and q.
equation ax2 + bx + c = 0. Because the value of the function is zero when x = p and when x = q, the numbers
p and q are also called zeros of the function. A zero of a function f is an x-value for
which f (x) = 0.

Finding the Zeros of a Quadratic Function

Find the zeros of f (x) = 2x2 − 11x + 12.

SOLUTION
Check To find the zeros of the function, find the x-values for which f (x) = 0.
6
2x2 − 11x + 12 = 0 Set f (x) equal to 0.
(2x − 3)(x − 4) = 0 Factor the polynomial.

−2 8 2x − 3 = 0 or x−4=0 Zero-Product Property

Zero x = 1.5 or x=4 Solve for x.
X=1.5 Y=0
−4 The zeros of the function are x = 1.5 and x = 4. You can check this by graphing
the function. The x-intercepts are 1.5 and 4.

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Solve the equation by factoring.

7. x2 + 12x + 35 = 0 8. 3x2 − 5x = 2

Find the zero(s) of the function.

9. f (x) = x2 − 8x 10. f (x) = 4x2 + 28x + 49

96 Chapter 3 Quadratic Equations and Complex Numbers

Solving Real-Life Problems
To find the maximum value or minimum value of a quadratic function, you can first
use factoring to write the function in intercept form f (x) = a(x − p)(x − q). Because
p+q
the vertex of the function lies on the axis of symmetry, x = —, the maximum value
2
or minimum value occurs at the average of the zeros p and q.

Solving a Multi-Step Problem

A monthly teen magazine has 48,000 subscribers

when it charges $20 per annual subscription.
For each $1 increase in price, the magazine
loses about 2000 subscribers. How much
should the magazine charge to maximize
annual revenue? What is the maximum
annual revenue?

SOLUTION
Step 1 Define the variables. Let x represent the price
increase and R(x) represent the annual revenue.
Step 2 Write a verbal model. Then write and simplify a quadratic function.

Annual Number of Subscription

revenue
(dollars)
= subscribers
(people)
⋅ price
(dollars/person)

R(x) = (48,000 − 2000x) ⋅ (20 + x)

R(x) = (−2000x + 48,000)(x + 20)
R(x) = −2000(x − 24)(x + 20)
Step 3 Identify the zeros and find their average. Then find how much each
subscription should cost to maximize annual revenue.
The zeros of the revenue function are 24 and −20. The average of the zeros
24 + (−20)
is — = 2.
2
To maximize revenue, each subscription should cost $20 + $2 = $22.
Step 4 Find the maximum annual revenue.
R(2) = −2000(2 − 24)(2 + 20) = $968,000

So, the magazine should charge $22 per subscription to maximize annual
revenue. The maximum annual revenue is $968,000.

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11. WHAT IF? The magazine initially charges $21 per annual subscription. How much
should the magazine charge to maximize annual revenue? What is the maximum
annual revenue?

Section 3.1 Solving Quadratic Equations 97

 When an object is dropped, its height h (in feet) above the ground after t seconds can
be modeled by the function h = −16t 2 + h0, where h0 is the initial height (in feet)
Height of Dropped Object of the object. The graph of h = −16t 2 + 200, representing the height of an object
h dropped from an initial height of 200 feet, is shown at the left.
0 sec, 200 ft
200
1 sec, 184 ft The model h = −16t 2 + h0 assumes that the force of air resistance on the object is
negligible. Also, this model applies only to objects dropped on Earth. For planets with
150 stronger or weaker gravitational forces, different models are used.
Height (feet)

2 sec, 136 ft

100 Modeling a Dropped Object

3 sec, 56 ft
50 For a science competition, students must design a container that prevents an egg from
breaking when dropped from a height of 50 feet.
3.54 sec, 0 ft a. Write a function that gives the height h (in feet) of the container after t seconds.
1 2 3 4t How long does the container take to hit the ground?
Time (seconds)
b. Find and interpret h(1) − h(1.5).

SOLUTION
a. The initial height is 50, so the model is h = −16t2 + 50. Find the zeros of
the function.
h = −16t2 + 50 Write the function.
0= −16t2 + 50 Substitute 0 for h.
−50 = −16t2 Subtract 50 from each side.
−50
— = t2 Divide each side by −16.
−16
INTERPRETING
√
—
50
EXPRESSIONS ± —=t Take square root of each side.
16
In the model for the
±1.8 ≈ t Use a calculator.
height of a dropped
object, the term −16t 2 Reject the negative solution, −1.8, because time must be positive. The
indicates that an object container will fall for about 1.8 seconds before it hits the ground.
has fallen 16t 2 feet after
t seconds.
b. Find h(1) and h(1.5). These represent the heights after 1 and 1.5 seconds.
h(1) = −16(1)2 + 50 = −16 + 50 = 34
h(1.5) = −16(1.5)2 + 50 = −16(2.25) + 50 = −36 + 50 = 14
h(1) − h(1.5) = 34 − 14 = 20
Check
So, the container fell 20 feet
h
between 1 and 1.5 seconds. You 50
can check this by graphing the
function. The points appear to 40

be about 20 feet apart. So, the 30

(1, h(1))
answer is reasonable. 20 ft
20

(1.5, h(1.5))
10

0
0 0.5 1.0 1.5 t

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12. WHAT IF? The egg container is dropped from a height of 80 feet. How does this
change your answers in parts (a) and (b)?

98 Chapter 3 Quadratic Equations and Complex Numbers

 3.1 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. WRITING Explain how to use graphing to find the roots of the equation ax2 + bx + c = 0.

2. DIFFERENT WORDS, SAME QUESTION Which is different? Find “both” answers.

What are the zeros of f (x) = x2 + 3x − 10? What are the solutions of x2 + 3x − 10 = 0?

What are the roots of 10 − x2 = 3x? What is the y-intercept of the graph of y = (x + 5)(x − 2)?

Monitoring Progress and Modeling with Mathematics

In Exercises 3 –12, solve the equation by graphing. 22. ANALYZING RELATIONSHIPS Which graph has
(See Example 1.) x-intercepts that are equivalent to the roots of the
3. x 2 + 3x + 2 = 0 4. −x 2 + 2x + 3 = 0 ( 2
)
equation x − —32 = — 25
4
? Explain your reasoning.

y
5. 0 = x 2 − 9 6. −8 = −x 2 − 4 A
○ (−4, 0) y B
○ 6
−2 2x
(1, 0) (−1, 0)
−2
7. 8x = −4 − 4x 2 8. 3x 2 = 6x − 3
−4
9. 7 = −x 2 − 4x 10. 2x = x 2 + 2
(4, 0)
1 1 −2 2 x
11. —5 x 2 + 6 = 2x 12. 3x = —4 x 2 +5

In Exercises 13 –20, solve the equation using square C

○ 1
y D
○ 6
y

roots. (See Example 2.) −3 1 3x

−1 4
13. s2 = 144 14. a2 = 81 (2, 0)
2
(−2, 0)
15. (z − 6)2 = 25 16. (p − 4)2 = 49 −5
(−4, 0)
−6 −4 −2 x
17. 4(x − 1)2 + 2 = 10 18. 2(x + 2)2 − 5 = 8

3 3 ERROR ANALYSIS In Exercises 23 and 24, describe and

19. —12 r 2 − 10 = —2 r 2 20. —15 x 2 + 2 = —5 x 2
correct the error in solving the equation.

✗
21. ANALYZING RELATIONSHIPS Which equations have 23.
roots that are equivalent to the x-intercepts of the 2(x + 1)2 + 3 = 21
graph shown? 2(x + 1)2 = 18
(x + 1)2 = 9
A −x2 − 6x − 8 = 0
○ y
x+1=3
B 0 = (x + 2)(x + 4)
○ −6 x
x=2
−2
C 0 = −(x + 2)2 + 4
○

✗
24.
−2x2 − 8 = 0
D 2x2 − 4x − 6 = 0
○
−2x2 = 8
E 4(x +
○ 3)2 −4=0 x2 = −4
x = ±2

Section 3.1 Solving Quadratic Equations 99

HSCC_Alg2_PE_03.01.indd 99 5/28/14 11:53 AM

25. OPEN-ENDED Write an equation of the form x 2 = d In Exercises 47– 54, find the zero(s) of the function.
that has (a) two real solutions, (b) one real solution, (See Example 4.)
and (c) no real solution. 47. g(x) = x2 + 6x + 8 48. f (x) = x2 − 8x + 16

26. ANALYZING EQUATIONS Which equation has one real 49. h(x) = x2 + 7x − 30 50. g(x) = x2 + 11x
solution? Explain.
A 3x 2 + 4 = −2(x 2 + 8)
○ 51. f (x) = 2x2 − 2x − 12 52. f (x) = 4x2 − 12x + 9

B 5x 2 − 4 = x 2 − 4
○ 53. g(x) = x2 + 22x + 121

C 2(x + 3)2 = 18
○ 54. h(x) = x2 + 19x + 84

D
○
3
—2 x 2 − 5 = 19 55. REASONING Write a quadratic function in the form
f (x) = x2 + bx + c that has zeros 8 and 11.
In Exercises 27–34, solve the equation by factoring. 56. NUMBER SENSE Write a quadratic equation in
(See Example 3.) standard form that has roots equidistant from 10 on
27. 0 = x2 + 6x + 9 28. 0 = z2 − 10z + 25 the number line.

29. x 2 − 8x = −12 30. x2 − 11x = −30 57. PROBLEM SOLVING A restaurant sells 330 sandwiches
each day. For each $0.25 decrease in price, the
31. n2 − 6n = 0 32. a2 − 49 = 0 restaurant sells about 15 more sandwiches. How
much should the restaurant charge to maximize daily
33. 2w2 − 16w = 12w − 48 revenue? What is the maximum daily revenue?
(See Example 5.)
34. −y + 28 + y2 = 2y + 2y2

MATHEMATICAL CONNECTIONS In Exercises 35–38, find

the value of x.
35. Area of rectangle = 36 36. Area of circle = 25π

x
x+3
x+5

37. Area of triangle = 42 38. Area of trapezoid = 32

x+6
58. PROBLEM SOLVING An athletic store sells about
x 200 pairs of basketball shoes per month when it
x+3
charges $120 per pair. For each $2 increase in
x+2
price, the store sells two fewer pairs of shoes. How
2x + 8
much should the store charge to maximize monthly
In Exercises 39–46, solve the equation using any revenue? What is the maximum monthly revenue?
method. Explain your reasoning.
59. MODELING WITH MATHEMATICS Niagara Falls
t2 is made up of three waterfalls. The height of the
39. u2 = −9u 40. — + 8 = 15
20 Canadian Horseshoe Falls is about 188 feet above
the lower Niagara River. A log falls from the top of
41. −(x + 9)2 = 64 42. −2(x + 2)2 = 5 Horseshoe Falls. (See Example 6.)

43. 7(x − 4)2 − 18 = 10 44. t 2 + 8t + 16 = 0

a. Write a function that gives the height h (in feet) of
the log after t seconds. How long does the log take
5 to reach the river?
45. x2 + 3x + — = 0 46. x 2 − 1.75 = 0.5
4 b. Find and interpret h(2) − h(3).

100 Chapter 3 Quadratic Equations and Complex Numbers

60. MODELING WITH MATHEMATICS According to 64. CRITICAL THINKING Write and solve an equation
legend, in 1589, the Italian scientist Galileo Galilei to find two consecutive odd integers whose product
dropped rocks of different weights from the top of is 143.
the Leaning Tower of Pisa to prove his conjecture
that the rocks would hit the ground at the same time. 65. MATHEMATICAL CONNECTIONS A quadrilateral is
The height h (in feet) of a rock after t seconds can be divided into two right triangles as shown in the figure.
modeled by h(t) = 196 − 16t2. What is the length of each side of the quadrilateral?

6x 8x

5x
300 ft

66. ABSTRACT REASONING Suppose the equation

ax2 + bx + c = 0 has no real solution and a graph
of the related function has a vertex that lies in the
second quadrant.
a. Find and interpret the zeros of the function. Then
use the zeros to sketch the graph. a. Is the value of a positive or negative? Explain
your reasoning.
b. What do the domain and range of the function
represent in this situation? b. Suppose the graph is translated so the vertex is
in the fourth quadrant. Does the graph have any
61. PROBLEM SOLVING You make a rectangular quilt that x-intercepts? Explain.
is 5 feet by 4 feet. You use the remaining 10 square
feet of fabric to add a border of uniform width to the 67. REASONING When an object is dropped on any
quilt. What is the width of the border? planet, its height h (in feet) after t seconds can be
g
modeled by the function h = −— t 2 + h0, where h0
x 2
x
is the object’s initial height and g is the planet’s
acceleration due to gravity. Suppose a rock is dropped
from the same initial height on the three planets
shown. Make a conjecture about which rock will hit
4 + 2x the ground first. Justify your answer.

x
x
5 + 2x

62. MODELING WITH MATHEMATICS You drop a seashell Earth: Mars: Jupiter:
g = 32 ft/sec2 g = 12 ft/sec2 g = 76 ft/sec2
into the ocean from a height of 40 feet. Write an
equation that models the height h (in feet) of the
68. PROBLEM SOLVING A café has an outdoor,
seashell above the water after t seconds. How long is
rectangular patio. The owner wants to add 329 square
the seashell in the air?
feet to the area of the patio by expanding the existing
patio as shown. Write and solve an equation to find
63. WRITING The equation h = 0.019s2 models the
the value of x. By what distance should the patio
height h (in feet) of the largest ocean waves when
be extended?
the wind speed is s knots. Compare the wind speeds
required to generate 5-foot waves and 20-foot waves. x After
Af
Afte
ter
er
Before

25 ft
ft 25 ft
ft

15 ft
1 15
5 ftt x

Section 3.1 Solving Quadratic Equations 101

69. PROBLEM SOLVING A flea can jump very long 73. DRAWING CONCLUSIONS Is there a formula for
distances. The path of the jump of a flea can factoring the sum of two squares? You will investigate
be modeled by the graph of the function this question in parts (a) and (b).
y = −0.189x2 + 2.462x, where x is the horizontal
a. Consider the sum of squares x2 + 9. If this sum
distance (in inches) and y is the vertical distance
can be factored, then there are integers m and n
(in inches). Graph the function. Identify the
such that x2 + 9 = (x + m)(x + n). Write two
vertex and zeros and interpret their meanings in
equations that m and n must satisfy.
this situation.
b. Show that there are no integers m and n that satisfy
both equations you wrote in part (a). What can
70. HOW DO YOU SEE IT? An artist is painting a mural
you conclude?
and drops a paintbrush. The graph represents the
height h (in feet) of the paintbrush after t seconds.
74. THOUGHT PROVOKING You are redesigning a
rectangular raft. The raft is 6 feet long and 4 feet
Height of Dropped
wide. You want to double the area of the raft by
Paintbrush adding to the existing design. Draw a diagram of the
y new raft. Write and solve an equation you can use to
50 find the dimensions of the new raft.
Height (feet)

40
30
20
10
4 ft
1 2 x
Time (seconds)

6 ft
a. What is the initial height of the paintbrush?
b. How long does it take the paintbrush to reach the
75. MODELING WITH MATHEMATICS A high school
ground? Explain.
wants to double the size of its parking lot by
expanding the existing lot as shown. By what
distance x should the lot be expanded?
71. MAKING AN ARGUMENT Your friend claims the
equation x2 + 7x = −49 can be solved by factoring
and has a solution of x = 7. You solve the equation
x expanded part of lot
by graphing the related function and claim there is no
solution. Who is correct? Explain. 75 ft old lot

72. ABSTRACT REASONING Factor the expressions 165 ft school

x2 − 4 and x2 − 9. Recall that an expression in this
form is called a difference of two squares. Use your
300 ft x
answers to factor the expression x2 − a2. Graph 75 ft
the related function y = x2 − a2. Label the vertex,
x-intercepts, and axis of symmetry.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Find the sum or difference. (Skills Review Handbook)

76. (x2 + 2) + (2x2 − x) 77. (x3 + x2 − 4) + (3x2 + 10)

78. (−2x + 1) − (−3x2 + x) 79. (−3x 3 + x 2 − 12x) − (−6x 2 + 3x − 9)

Find the product. (Skills Review Handbook)

80. (x + 2)(x − 2) 81. 2x(3 − x + 5x2)

82. (7 − x)(x − 1) 83. 11x(−4x 2 + 3x + 8)

102 Chapter 3 Quadratic Equations and Complex Numbers

 3.2 Complex Numbers
Essential Question What are the subsets of the set of
COMMON complex numbers?
CORE
In your study of mathematics, you have probably worked with only real numbers,
Learning Standards which can be represented graphically on the real number line. In this lesson, the
HSN-CN.A.1
HSN-CN.A.2 system of numbers is expanded to include imaginary numbers. The real numbers
HSN-CN.C.7 and imaginary numbers compose the set of complex numbers.
HSA-REI.B.4b
Complex Numbers

Real Numbers Imaginary Numbers

Rational Numbers Irrational Numbers

Integers The imaginary unit i

is defined as
—
i = √ −1 .
Whole Numbers

Natural Numbers

Classifying Numbers

Work with a partner. Determine which subsets of the set of complex numbers
contain each number.
— — —
a. √ 9 b. √ 0 c. −√ 4
ATTENDING
TO PRECISION
√49
—
— —
To be proficient in math, d. — e. √ 2 f. √ −1
you need to use clear
definitions in your
reasoning and discussions Complex Solutions of Quadratic Equations
with others.
Work with a partner. Use the definition of the imaginary unit i to match each
quadratic equation with its complex solution. Justify your answers.
a. x2 − 4 = 0 b. x2 + 1 = 0 c. x2 − 1 = 0
d. x2 + 4 = 0 e. x2 − 9 = 0 f. x2 + 9 = 0

A. i B. 3i C. 3
D. 2i E. 1 F. 2

Communicate Your Answer

3. What are the subsets of the set of complex numbers? Give an example of a
number in each subset.
4. Is it possible for a number to be both whole and natural? natural and rational?
rational and irrational? real and imaginary? Explain your reasoning.

Section 3.2 Complex Numbers 103

3.2 Lesson What You Will Learn
Define and use the imaginary unit i.
Add, subtract, and multiply complex numbers.
Core Vocabul
Vocabulary
larry Find complex solutions and zeros.
imaginary unit i, p. 104
complex number, p. 104
The Imaginary Unit i
imaginary number, p. 104
pure imaginary number, p. 104 Not all quadratic equations have real-number solutions. For example, x2 = −3
has no real-number solutions because the square of any real number is never a
negative number.
To overcome this problem, mathematicians created
—
an expanded system of numbers
using the imaginary unit i, defined as i = √−1 . Note that i 2 = −1. The imaginary
unit i can be used to write the square root of any negative number.

Core Concept
The Square Root of a Negative Number
Property Example
— — — —
1. If r is a positive real number, then √ −r = i √ r . √−3 = i √3
—
2. By the first property, it follows that ( i√ r )2 = −r. ⋅
( i√—3 )2 = i 2 3 = −3

Finding Square Roots of Negative Numbers

Find the square root of each number.

— — —
a. √ −25 b. √ −72 c. −5√ −9

SOLUTION
⋅
— — —
a. √ −25 = √ 25 √ −1 = 5i
b. √ −72 = √ 72 ⋅ √ −1 = √ 36 ⋅ √ 2 ⋅ i = 6√2 i = 6i √ 2
— — — — — — —

c. −5√−9 = −5√ 9 ⋅ √ −1 = −5 ⋅ 3 ⋅ i = −15i

— — —

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Find the square root of the number.

— — — —
1. √ −4 2. √ −12 3. −√ −36 4. 2√ −54

A complex number written in standard form Complex Numbers (a + bi )

is a number a + bi where a and b are real numbers.
Real Imaginary
The number a is the real part, and the number bi Numbers Numbers
is the imaginary part. (a + 0i) (a + bi, b ≠ 0)
a + bi 2 + 3i 9 − 5i
5
If b ≠ 0, then a + bi is an imaginary −1 3 Pure
number. If a = 0 and b ≠ 0, then a + bi Imaginary
is a pure imaginary number. The diagram π 2 Numbers
shows how different types of complex numbers (0 + bi, b ≠ 0)
are related. − 4i 6i

104 Chapter 3 Quadratic Equations and Complex Numbers

Two complex numbers a + bi and c + di are equal if and only if a = c and b = d.

Equality of Two Complex Numbers

Find the values of x and y that satisfy the equation 2x − 7i = 10 + yi.

SOLUTION
Set the real parts equal to each other and the imaginary parts equal to each other.
2x = 10 Equate the real parts. −7i = yi Equate the imaginary parts.
x=5 Solve for x. −7 = y Solve for y.

So, x = 5 and y = −7.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Find the values of x and y that satisfy the equation.

5. x + 3i = 9 − yi 6. 9 + 4yi = −2x + 3i

Operations with Complex Numbers

Core Concept
Sums and Differences of Complex Numbers
To add (or subtract) two complex numbers, add (or subtract) their real parts and
their imaginary parts separately.
Sum of complex numbers: (a + bi) + (c + di) = (a + c) + (b + d)i
Difference of complex numbers: (a + bi) − (c + di) = (a − c) + (b − d)i

Adding and Subtracting Complex Numbers

Add or subtract. Write the answer in standard form.

a. (8 − i ) + (5 + 4i )
b. (7 − 6i) − (3 − 6i)
c. 13 − (2 + 7i) + 5i

SOLUTION
a. (8 − i ) + (5 + 4i ) = (8 + 5) + (−1 + 4)i Definition of complex addition
= 13 + 3i Write in standard form.
b. (7 − 6i ) − (3 − 6i ) = (7 − 3) + (−6 + 6)i Definition of complex subtraction
= 4 + 0i Simplify.
=4 Write in standard form.
c. 13 − (2 + 7i ) + 5i = [(13 − 2) − 7i] + 5i Definition of complex subtraction
= (11 − 7i ) + 5i Simplify.
= 11 + (−7 + 5)i Definition of complex addition
= 11 − 2i Write in standard form.

Section 3.2 Complex Numbers 105

 Solving a Real-Life Problem

E
Electrical circuit components, such as resistors, inductors, and capacitors, all oppose
tthe flow of current. This opposition is called resistance for resistors and reactance for
iinductors and capacitors. Each of these quantities is measured in ohms. The symbol
uused for ohms is Ω, the uppercase Greek letter omega.

Component and Resistor Inductor Capacitor

5Ω
symbol
Resistance or 3Ω 4Ω
R L C
reactance (in ohms)

Impedance (in ohms) R Li −Ci Alternating current source

The table shows the relationship between a component’s resistance or reactance and
its contribution to impedance. A series circuit is also shown with the resistance or
reactance of each component labeled. The impedance for a series circuit is the sum
of the impedances for the individual components. Find the impedance of the circuit.

SOLUTION
The resistor has a resistance of 5 ohms, so its impedance is 5 ohms. The inductor has
a reactance of 3 ohms, so its impedance is 3i ohms. The capacitor has a reactance of
4 ohms, so its impedance is −4i ohms.
Impedance of circuit = 5 + 3i + (−4i ) = 5 − i

The impedance of the circuit is (5 − i ) ohms.

To multiply two complex numbers, use the Distributive Property, or the FOIL method,
just as you do when multiplying real numbers or algebraic expressions.

Multiplying Complex Numbers

Multiply. Write the answer in standard form.

STUDY TIP a. 4i(−6 + i ) b. (9 − 2i )(−4 + 7i )
When simplifying an
expression that involves SOLUTION
complex numbers, be sure
a. 4i(−6 + i ) = −24i + 4i 2 Distributive Property
to simplify i 2 as −1.
= −24i + 4(−1) Use i 2 = −1.
= −4 − 24i Write in standard form.
b. (9 − 2i )(−4 + 7i ) = −36 + 63i + 8i − 14i 2 Multiply using FOIL.
= −36 + 71i − 14(−1) Simplify and use i 2 = −1.
= −36 + 71i + 14 Simplify.
= −22 + 71i Write in standard form.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

7. WHAT IF? In Example 4, what is the impedance of the circuit when the capacitor
is replaced with one having a reactance of 7 ohms?
Perform the operation. Write the answer in standard form.
8. (9 − i ) + (−6 + 7i ) 9. (3 + 7i ) − (8 − 2i ) 10. −4 − (1 + i ) − (5 + 9i )
11. (−3i )(10i ) 12. i(8 − i ) 13. (3 + i )(5 − i )

106 Chapter 3 Quadratic Equations and Complex Numbers

 Complex Solutions and Zeros

Solving Quadratic Equations

Solve (a) x2 + 4 = 0 and (b) 2x2 − 11 = −47.

SOLUTION
LOOKING FOR
STRUCTURE a. x2 + 4 = 0 Write original equation.

Notice that you can use x2 = −4 Subtract 4 from each side.

—
the solutions in Example x = ±√−4 Take square roots of each side.
6(a) to factor x2 + 4 as x = ±2i Write in terms of i.
(x + 2i )(x − 2i ).
The solutions are 2i and −2i.
b. 2x2 − 11 = −47 Write original equation.
2x2 = −36 Add 11 to each side.
x2 = −18 Divide each side by 2.
—
x = ±√−18 Take square roots of each side.
—
x = ±i √18 Write in terms of i.
—
x = ±3i √2 Simplify radical.
— —
The solutions are 3i √ 2 and −3i √2 .

Finding Zeros of a Quadratic Function

Find the zeros of f (x) = 4x2 + 20.

FINDING AN SOLUTION
ENTRY POINT
The graph of f does not
4x2 + 20 = 0 Set f (x) equal to 0.
intersect the x-axis, which 4x2 = −20 Subtract 20 from each side.
means f has no real zeros. x2 = −5 Divide each side by 4.
So, f must have complex —

zeros, which you can find

x = ±√−5 Take square roots of each side.
—
algebraically. x = ±i √5 Write in terms of i.
— —
y So, the zeros of f are i √ 5 and −i √5 .
40

Check

✓
30

⋅
— — 2
f ( i √5 ) = 4( i √ 5 ) + 20 = 4 5i 2 + 20 = 4(−5) + 20 = 0
— — 2
⋅
f ( −i √ 5 ) = 4( −i √ 5 ) + 20 = 4 5i 2 + 20 = 4(−5) + 20 = 0 ✓
10

−4 −2 2 4 x Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Solve the equation.

14. x2 = −13 15. x2 = −38 16. x2 + 11 = 3

17. x2 − 8 = −36 18. 3x2 − 7 = −31 19. 5x2 + 33 = 3

Find the zeros of the function.

20. f (x) = x2 + 7 21. f (x) = −x2 − 4 22. f (x) = 9x2 + 1

Section 3.2 Complex Numbers 107

 3.2 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. VOCABULARY What is the imaginary unit i defined as and how can you use i?

2. COMPLETE THE SENTENCE For the complex number 5 + 2i, the imaginary part is ____ and the
real part is ____.

3. WRITING Describe how to add complex numbers.

4. WHICH ONE DOESN’T BELONG? Which number does not belong with the other three? Explain
your reasoning.
—
3 + 0i 2 + 5i √3 + 6i 0 − 7i

Monitoring Progress and Modeling with Mathematics

In Exercises 5–12, find the square root of the number. 23. (12 + 4i ) − (3 − 7i ) 24. (2 − 15i ) − (4 + 5i )
(See Example 1.)
— — 25. (12 − 3i ) + (7 + 3i ) 26. (16 − 9i ) − (2 − 9i )
5. √ −36 6. √ −64
— — 27. 7 − (3 + 4i ) + 6i 28. 16 − (2 − 3i ) − i
7. √ −18 8. √ −24
— — 29. −10 + (6 − 5i ) − 9i 30. −3 + (8 + 2i ) + 7i
9. 2√ −16 10. −3√ −49
— — 31. USING STRUCTURE Write each expression as a
11. −4√ −32 12. 6√ −63
complex number in standard form.
— — —
In Exercises 13–20, find the values of x and y that a. √ −9 + √−4 − √ 16
satisfy the equation. (See Example 2.) — — —
b. √−16 + √8 + √ −36
13. 4x + 2i = 8 + yi
32. REASONING The additive inverse of a complex
14. 3x + 6i = 27 + yi number z is a complex number za such that
z + za = 0. Find the additive inverse of each
15. −10x + 12i = 20 + 3yi complex number.
a. z = 1 + i b. z = 3 − i c. z = −2 + 8i
16. 9x − 18i = −36 + 6yi
In Exercises 33 –36, find the impedance of the series
17. 2x − yi = 14 + 12i circuit. (See Example 4.)
18. −12x + yi = 60 − 13i 33. 12Ω 34. 4Ω

1
19. 54 − —7 yi = 9x − 4i 9Ω 7Ω 6Ω 9Ω

1
20. 15 − 3yi = —2 x + 2i
35. 8Ω 36. 14Ω
In Exercises 21–30, add or subtract. Write the answer
in standard form. (See Example 3.) 3Ω 7Ω
21. (6 − i ) + (7 + 3i ) 22. (9 + 5i ) + (11 + 2i ) 2Ω 8Ω

108 Chapter 3 Quadratic Equations and Complex Numbers

HSCC_Alg2_PE_03.02.indd 108 5/28/14 11:53 AM

In Exercises 37–44, multiply. Write the answer in In Exercises 55–62, find the zeros of the function.
standard form. (See Example 5.) (See Example 7.)
37. 3i(−5 + i ) 38. 2i(7 − i ) 55. f (x) = 3x2 + 6 56. g(x) = 7x2 + 21

39. (3 − 2i )(4 + i ) 40. (7 + 5i )(8 − 6i ) 57. h(x) = 2x2 + 72 58. k(x) = −5x2 − 125

41. (4 − 2i )(4 + 2i ) 42. (9 + 5i )(9 − 5i ) 59. m(x) = −x2 − 27 60. p(x) = x2 + 98

1 1
43. (3 − 6i )2 44. (8 + 3i )2 61. r (x) = −—2 x2 − 24 62. f (x) = −—5 x2 − 10

JUSTIFYING STEPS In Exercises 45 and 46, justify each ERROR ANALYSIS In Exercises 63 and 64, describe
step in performing the operation. and correct the error in performing the operation and
writing the answer in standard form.
45. 11 − (4 + 3i ) + 5i

✗
63.
= [(11 − 4) − 3i ] + 5i (3 + 2i )(5 − i ) = 15 − 3i + 10i − 2i 2
= 15 + 7i − 2i 2
= (7 − 3i ) + 5i
= −2i 2 + 7i + 15
= 7 + (−3 + 5)i

✗
64.
= 7 + 2i (4 + 6i )2 = (4)2 + (6i )2
= 16 + 36i 2
46. (3 + 2i )(7 − 4i )
= 16 + (36)(−1)
= 21 − 12i + 14i − 8i 2 = −20

= 21 + 2i − 8(−1)
65. NUMBER SENSE Simplify each expression. Then
= 21 + 2i + 8 classify your results in the table below.
a. (−4 + 7i ) + (−4 − 7i )
= 29 + 2i
b. (2 − 6i ) − (−10 + 4i )

REASONING In Exercises 47 and 48, place the tiles in the c. (25 + 15i ) − (25 − 6i )
expression to make a true statement. d. (5 + i )(8 − i )
47. (____ − ____i ) – (____ − ____i ) = 2 − 4i e. (17 − 3i ) + (−17 − 6i )

7 4 3 6 f. (−1 + 2i )(11 − i )
g. (7 + 5i ) + (7 − 5i )
48. ____i(____ + ____i ) = −18 − 10i h. (−3 + 6i ) − (−3 − 8i )

−5 9 2
Real Imaginary Pure imaginary
numbers numbers numbers
In Exercises 49–54, solve the equation. Check your
solution(s). (See Example 6.)
49. x2 + 9 = 0 50. x2 + 49 = 0

51. x2 − 4 = −11
66. MAKING AN ARGUMENT The Product Property
52. x2 − 9 = −15
⋅
— — —
states √ a √ b = √ ab . Your friend concludes
⋅
— — —
53. 2x2 + 6 = −34 √ −4 √ –9 = √ 36 = 6. Is your friend correct?
Explain.
54. x2 + 7 = −47

Section 3.2 Complex Numbers 109

67. FINDING A PATTERN Make a table that shows the 75. OPEN-ENDED Find two imaginary numbers whose
powers of i from i1 to i8 in the first row and the sum and product are real numbers. How are the
simplified forms of these powers in the second row. imaginary numbers related?
Describe the pattern you observe in the table. Verify
the pattern continues by evaluating the next four 76. COMPARING METHODS Describe the two different
powers of i. methods shown for writing the complex expression in
standard form. Which method do you prefer? Explain.
68. HOW DO YOU SEE IT? The graphs of three functions
are shown. Which function(s) has real zeros? Method 1
imaginary zeros? Explain your reasoning. 4i (2 − 3i ) + 4i (1 − 2i ) = 8i − 12i 2 + 4i − 8i 2
= 8i − 12(−1) + 4i − 8(−1)
y
h f = 20 + 12i
4
g
2
Method 2
−4 4x 4i(2 − 3i ) + 4i (1 − 2i ) = 4i [(2 − 3i ) + (1 − 2i )]
= 4i [3 − 5i ]
−4 = 12i − 20i 2
= 12i − 20(−1)
= 20 + 12i
In Exercises 69–74, write the expression as a complex
number in standard form.
77. CRITICAL THINKING Determine whether each
69. (3 + 4i ) − (7 − 5i ) + 2i(9 + 12i ) statement is true or false. If it is true, give an
example. If it is false, give a counterexample.
70. 3i(2 + 5i ) + (6 − 7i ) − (9 + i )
a. The sum of two imaginary numbers is an
imaginary number.
71. (3 + 5i )(2 − 7i 4)
b. The product of two pure imaginary numbers is a
72. 2i 3(5 − 12i ) real number.
c. A pure imaginary number is an imaginary number.
73. (2 + 4i 5) + (1 − 9i 6) − ( 3 + i 7 )
d. A complex number is a real number.
74. (8 − 2i 4) + (3 − 7i 8) − (4 + i 9)
78. THOUGHT PROVOKING Create a circuit that has an
impedance of 14 − 3i.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Determine whether the given value of x is a solution to the equation. (Skills Review Handbook)
19 3
79. 3(x − 2) + 4x − 1 = x − 1; x = 1 80. x3 − 6 = 2x2 + 9 − 3x; x = −5 81. −x2 + 4x = —
3
x2; x = −—4

Write an equation in vertex form of the parabola whose graph is shown. (Section 2.4)
82. y 83. y 84. y
(−1, 5)
6 4
4 6x
(0, 3) 2
−2 (3, −2)
2
(1, 2) −6 1x −4 (2, −1)
−2
−2 2 4 x
(−3, −3)

110 Chapter 3 Quadratic Equations and Complex Numbers

 3.3 Completing the Square
Essential Question How can you complete the square for a
COMMON quadratic expression?
CORE
Learning Standards Using Algebra Tiles to Complete the Square
HSN-CN.C.7
HSA-REI.B.4b Work with a partner. Use algebra tiles to complete the square for the expression
HSF-IF.C.8a
x2 + 6x.
a. You can model x2 + 6x using one x2-tile and
six x-tiles. Arrange the tiles in a square. Your
arrangement will be incomplete in one of
the corners.
b. How many 1-tiles do you need to complete
the square?
c. Find the value of c so that the expression
x2 + 6x + c
is a perfect square trinomial.
d. Write the expression in part (c) as the square
of a binomial.

Drawing Conclusions

Work with a partner.

a. Use the method outlined in Exploration 1 to complete the table.

Value of c needed to Expression written as a

Expression
complete the square binomial squared
x2 + 2x + c
LOOKING FOR
x2 + 4x + c
STRUCTURE
To be proficient in math, x2 + 8x + c
you need to look closely x2 + 10x + c
to discern a pattern
or structure.
b. Look for patterns in the last column of the table. Consider the general statement
x2 + bx + c = (x + d )2. How are d and b related in each case? How are c and d
related in each case?
c. How can you obtain the values in the second column directly from the coefficients
of x in the first column?

Communicate Your Answer

3. How can you complete the square for a quadratic expression?
4. Describe how you can solve the quadratic equation x2 + 6x = 1 by completing
the square.

Section 3.3 Completing the Square 111

3.3 Lesson What You Will Learn
Solve quadratic equations using square roots.

Core Vocabul
Vocabulary
larry Solve quadratic equations by completing the square.
Write quadratic functions in vertex form.
completing the square, p. 112
Previous Solving Quadratic Equations Using Square Roots
perfect square trinomial
Previously, you have solved equations of the form u2 = d by taking the square root of
vertex form
each side. This method also works when one side of an equation is a perfect square
trinomial and the other side is a constant.
ANOTHER WAY
Solving a Quadratic Equation Using Square Roots
You can also solve the
equation by writing it Solve x2 − 16x + 64 = 100 using square roots.
in standard form as
x2 − 16x − 36 = 0 SOLUTION
and factoring.
x2 − 16x + 64 = 100 Write the equation.
(x − 8)2 = 100 Write the left side as a binomial squared.
x − 8 = ±10 Take square root of each side.
x = 8 ± 10 Add 8 to each side.

So, the solutions are x = 8 + 10 = 18 and x = 8 − 10 = −2.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Solve the equation using square roots. Check your solution(s).

1. x2 + 4x + 4 = 36 2. x2 − 6x + 9 = 1 3. x2 − 22x + 121 = 81

In Example 1, the expression x2 − 16x + 64 is a perfect square trinomial because it

equals (x − 8)2. Sometimes you need to add a term to an expression x2 + bx to make it
a perfect square trinomial. This process is called completing the square.

Core Concept
Completing the Square
b 2
Words To complete the square for the expression x2 + bx, add — .
2 ()
Diagrams In each diagram, the combined area of the shaded regions is x2 + bx.
2
b
Adding —
2 ( ) completes the square in the second diagram.
b
x b x 2

x x2 bx x x2 ( b2 (x
b
2 ( b2 (x ( b2 (2
2 2
Algebra x2 + bx + — ( b2 ) = ( x + b2 )( x + 2b ) = ( x + b2 )
— — —

112 Chapter 3 Quadratic Equations and Complex Numbers

 Solving Quadratic Equations by
Completing the Square

Making a Perfect Square Trinomial

Find the value of c that makes x2 + 14x + c a perfect square trinomial. Then write
the expression as the square of a binomial.

SOLUTION
x 7
14
Step 1 Find half the coefficient of x. —
2
=7
x x2 7x
Step 2 Square the result of Step 1. 72 = 49
Step 3 Replace c with the result of Step 2. x2 + 14x + 49 7 7x 49

The expression x2 + 14x + c is a perfect square trinomial

when c = 49. Then x2 + 14x + 49 = (x + 7)(x + 7) = (x + 7)2.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Find the value of c that makes the expression a perfect square trinomial. Then
write the expression as the square of a binomial.

4. x2 + 8x + c 5. x2 − 2x + c 6. x2 − 9x + c

The method of completing the square can be used to solve any quadratic equation.
When you complete the square as part of solving an equation, you must add the same
LOOKING FOR number to both sides of the equation.
STRUCTURE
Notice you cannot solve Solving ax2 + bx + c = 0 when a = 1
the equation by factoring
Solve x2 − 10x + 7 = 0 by completing the square.
because x2 − 10x + 7
is not factorable as a SOLUTION
product of binomials.
x2 − 10x + 7 = 0 Write the equation.
x2 − 10x = −7 Write left side in the form x 2 + bx.
2
x2 − 10x + 25 = −7 + 25
b
() ( )
−10 2
Add — = — = 25 to each side.
2 2
(x − 5)2 = 18 Write left side as a binomial squared.
—
x − 5 = ±√18 Take square root of each side.
—
x = 5 ±√18 Add 5 to each side.
—
x = 5 ± 3√2 Simplify radical.
—
The solutions
—
are x = 5 + 3√ 2 and Check
x = 5 − 3√ 2 . You can check this by 8
graphing y = x2 − 10x + 7. The —
x-intercepts are about
—
9.24 ≈ 5 + 3√ 2 −2 12
and 0.76 ≈ 5 − 3√ 2 .

Zero
X=9.2426407 Y=0
−24

Section 3.3 Completing the Square 113

 Solving ax2 + bx + c = 0 when a ≠ 1

Solve 3x2 + 12x + 15 = 0 by completing the square.

SOLUTION
The coefficient a is not 1, so you must first divide each side of the equation by a.
3x2 + 12x + 15 = 0 Write the equation.
x2 + 4x + 5 = 0 Divide each side by 3.
x2 + 4x = −5 Write left side in the form x 2 + bx.
2
x2 + 4x + 4 = −5 + 4
b
() ()
42
Add — = — = 4 to each side.
2 2
(x + 2)2 = −1 Write left side as a binomial squared.
—
x + 2 = ±√−1 Take square root of each side.
—
x = −2 ± √ −1 Subtract 2 from each side.
x = −2 ± i Write in terms of i.

The solutions are x = −2 + i and x = −2 − i.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Solve the equation by completing the square.

7. x2 − 4x + 8 = 0 8. x2 + 8x − 5 = 0 9. −3x2 − 18x − 6 = 0
10. 4x2 + 32x = −68 11. 6x(x + 2) = −42 12. 2x(x − 2) = 200

Writing Quadratic Functions in Vertex Form

Recall that the vertex form of a quadratic function is y = a(x − h)2 + k, where (h, k)
is the vertex of the graph of the function. You can write a quadratic function in vertex
form by completing the square.

Writing a Quadratic Function in Vertex Form

Write y = x2 − 12x + 18 in vertex form. Then identify the vertex.

SOLUTION
Check y = x2 − 12x + 18 Write the function.
4
y+?= (x2 − 12x + ?) + 18 Prepare to complete the square.
−1 12
2
y + 36 = (x2 − 12x + 36) + 18
b
() ( )
−12 2
Add — = — = 36 to each side.
2 2

Minimum y + 36 = (x − 6)2 + 18 Write x 2 − 12x + 36 as a binomial squared.

X=6 Y=-18
−26 y = (x − 6)2 − 18 Solve for y.

The vertex form of the function is y = (x − 6)2 − 18. The vertex is (6, −18).

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Write the quadratic function in vertex form. Then identify the vertex.

13. y = x2 − 8x + 18 14. y = x2 + 6x + 4 15. y = x2 − 2x − 6

114 Chapter 3 Quadratic Equations and Complex Numbers

 Modeling with Mathematics

The height y (in feet) of a baseball t seconds

after it is hit can be modeled by the function
y = −16t 2 + 96t + 3.
Find the maximum height of the baseball.
How long does the ball take to hit the ground?

SOLUTION
1. Understand the Problem You are given
a quadratic function that represents the
height of a ball. You are asked to determine
the maximum height of the ball and how
long it is in the air.
2. Make a Plan Write the function in vertex
form to identify the maximum height. Then
find and interpret the zeros to determine how
long the ball takes to hit the ground.
ANOTHER WAY 3. Solve the Problem Write the function in vertex form by completing the square.
You can use the
y = −16t 2 + 96t + 3 Write the function.
coefficients of the original
function y = f (x) to find y = −16(t 2 − 6t) + 3 Factor −16 from first two terms.
the maximum height.
y + ? = −16(t 2 − 6t + ?) + 3 Prepare to complete the square.

( ) (
b
f −— = f −—
2a
96
2(−16) ) y + (−16)(9) = −16(t 2 − 6t + 9) + 3 Add (−16)(9) to each side.
y − 144 = −16(t − 3)2 + 3 Write t 2 − 6t + 9 as a binomial squared.
= f (3)
y = −16(t − 3)2 + 147 Solve for y.
= 147
The vertex is (3, 147). Find the zeros of the function.
0 = −16(t − 3)2 + 147 Substitute 0 for y.
−147 = −16(t − 3)2 Subtract 147 from each side.
9.1875 = (t − 3)2 Divide each side by −16.
—
±√ 9.1875 = t − 3 Take square root of each side.
—
3 ± √ 9.1875 = t Add 3 to each side.
—
Reject the negative solution, 3 − √ 9.1875 ≈ −0.03, because time must be positive.
LOOKING FOR So, the—
maximum height of the ball is 147 feet, and it takes
STRUCTURE 3 + √ 9.1875 ≈ 6 seconds for the ball to hit the ground.
You could—write the zeros 180
4. Look Back The vertex indicates that the maximum
7√3
as 3 ± —, but it is height of 147 feet occurs when t = 3. This makes
4
easier to recognize that sense because the graph of the function is parabolic
— with zeros near t = 0 and t = 6. You can use a graph
3 − √9.1875 is negative
— to check the maximum height.
because √9.1875 is greater Maximum
0 X=3 Y=147 7
than 3. 0

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

16. WHAT IF? The height of the baseball can be modeled by y = −16t 2 + 80t + 2.
Find the maximum height of the baseball. How long does the ball take to hit
the ground?

Section 3.3 Completing the Square 115

 3.3 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept

p Check
1. VOCABULARY What must you add to the expression x2 + bx to complete the square?

2. COMPLETE THE SENTENCE The trinomial x2 − 6x + 9 is a ____ because it equals ____.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–10, solve the equation using square roots. In Exercises 25–36, solve the equation by completing the
Check your solution(s). (See Example 1.) square. (See Examples 3 and 4.)
3. x 2 − 8x + 16 = 25 4. r 2 − 10r + 25 = 1 25. x 2 + 6x + 3 = 0 26. s2 + 2s − 6 = 0

5. x 2 − 18x + 81 = 5 6. m2 + 8m + 16 = 45 27. x 2 + 4x − 2 = 0 28. t2 − 8t − 5 = 0

7. y 2 − 24y + 144 = −100 29. z(z + 9) = 1 30. x(x + 8) = −20

8. x 2 − 26x + 169 = −13 31. 7t 2 + 28t + 56 = 0 32. 6r 2 + 6r + 12 = 0

9. 4w2 + 4w + 1 = 75 10. 4x 2 − 8x + 4 = 1 33. 5x(x + 6) = −50 34. 4w(w − 3) = 24

In Exercises 11–20, find the value of c that makes the 35. 4x2 − 30x = 12 + 10x
expression a perfect square trinomial. Then write the
expression as the square of a binomial. (See Example 2.) 36. 3s2 + 8s = 2s − 9

11. x 2 + 10x + c 12. x 2 + 20x + c

37. ERROR ANALYSIS Describe and correct the error in
solving the equation.
13. y 2 − 12y + c 14. t 2 − 22t + c

15. x 2 − 6x + c

17. z2 − 5z + c
16. x2 + 24x + c

18. x2 + 9x + c
✗ 4x2 + 24x − 11 = 0
4( x2 + 6x ) = 11
4( x2 + 6x + 9 ) = 11 + 9
19. w2 + 13w + c 20. s 2 − 26s + c 4(x + 3)2 = 20
(x + 3)2 = 5
In Exercises 21–24, find the value of c. Then write an —
expression represented by the diagram. x + 3 = ±√ 5
—
x = −3 ±√ 5
21. x 2 22. x 8

x x2 2x x x2 8x 38. ERROR ANALYSIS Describe and correct the error

in finding the value of c that makes the expression a
2 2x c 8 8x c perfect square trinomial.

23.

x
x

x2
6

6x
24.

x
x

x2
10 ✗ x2 + 30x + c
30
x2 + 30x + —2
10x x2 + 30x + 15

6 6x c 10 10x c 39. WRITING Can you solve an equation by completing

the square when the equation has two imaginary
solutions? Explain.

116 Chapter 3 Quadratic Equations and Complex Numbers

HSCC_Alg2_PE_03.03.indd 116 5/28/14 11:54 AM

40. ABSTRACT REASONING Which of the following are 60. f(x) = x 2 + 6x − 16
solutions of the equation x2 − 2ax + a2 = b2? Justify
your answers. 61. f(x) = x 2 − 3x + 4
A ab
○ B −a − b
○ 62. g(x) = x 2 + 7x + 2
C b
○ D a
○
63. MODELING WITH MATHEMATICS While marching,
E a−b
○ F a+b
○ a drum major tosses a baton into the air and catches
it. The height h (in feet) of the baton t seconds
USING STRUCTURE In Exercises 41–50, determine
after it is thrown can be modeled by the function
whether you would use factoring, square roots, or
h = −16t 2 + 32t + 6. (See Example 6.)
completing the square to solve the equation. Explain
your reasoning. Then solve the equation. a. Find the maximum height of the baton.
41. x 2 − 4x − 21 = 0 42. x 2 + 13x + 22 = 0 b. The drum major catches the baton when it is
4 feet above the ground. How long is the baton
43. (x + 4)2 = 16 44. (x − 7)2 = 9 in the air?

45. x 2 + 12x + 36 = 0 64. MODELING WITH MATHEMATICS A firework

explodes when it reaches its maximum height. The
46. x 2 − 16x + 64 = 0 height h (in feet) of the firework t seconds after it is
500 2 1000
launched can be modeled by h = −— 9 t +— 3
t + 10.
47. 2x 2 + 4x − 3 = 0 What is the maximum height of the firework? How
long is the firework in the air before it explodes?
48. 3x 2 + 12x + 1 = 0

49. x 2 − 100 = 0 50. 4x 2 − 20 = 0

MATHEMATICAL CONNECTIONS In Exercises 51–54, find

the value of x.
51. Area of 52. Area of
rectangle = 50 parallelogram = 48

x
x
x + 10 65. COMPARING METHODS A skateboard shop sells
x+6 about 50 skateboards per week when the advertised
price is charged. For each $1 decrease in price, one
53. Area of triangle = 40 54. Area of trapezoid = 20 additional skateboard per week is sold. The shop’s
revenue can be modeled by y = (70 − x)(50 + x).
3x − 1
x

SKATEBOARDS
x
x+9

x+4 Quality
Skateboards
In Exercises 55–62, write the quadratic function in
vertex form. Then identify the vertex. (See Example 5.) for $70
55. f(x) = x 2 − 8x + 19
a. Use the intercept form of the function to find the
56. g(x) = x 2 − 4x − 1 maximum weekly revenue.

57. g(x) = x 2 + 12x + 37 b. Write the function in vertex form to find the
maximum weekly revenue.
58. h(x) = x 2 + 20x + 90 c. Which way do you prefer? Explain your
reasoning.
59. h(x) = x 2 + 2x − 48

Section 3.3 Completing the Square 117

66. HOW DO YOU SEE IT? The graph of the function 69. MAKING AN ARGUMENT Your friend says the
f (x) = (x − h)2 is shown. What is the x-intercept? equation x 2 + 10x = −20 can be solved by either
Explain your reasoning. completing the square or factoring. Is your friend
correct? Explain.
f y
70. THOUGHT PROVOKING Write a function g in standard
(0, 9) form whose graph has the same x-intercepts as the
graph of f (x) = 2x 2 + 8x + 2. Find the zeros of
each function by completing the square. Graph each
function.
x

71. CRITICAL THINKING Solve x 2 + bx + c = 0 by

completing the square. Your answer will be an
expression for x in terms of b and c.
67. WRITING At Buckingham Fountain in Chicago, the 72. DRAWING CONCLUSIONS In this exercise, you
height h (in feet) of the water above the main nozzle will investigate the graphical effect of completing
can be modeled by h = −16t 2 + 89.6t, where t is the the square.
time (in seconds) since the water has left the nozzle.
Describe three different ways you could find the a. Graph each pair of functions in the same
maximum height the water reaches. Then choose a coordinate plane.
method and find the maximum height of the water. y = x 2 + 2x y = x 2 − 6x
y = (x + 1)2 y = (x − 3)2
68. PROBLEM SOLVING A farmer is building a
rectangular pen along the side of a barn for animals. b. Compare the graphs of y = x 2 + bx and
b 2
The barn will serve as one side of the pen. The
farmer has 120 feet of fence to enclose an area of ( )
y = x + — . Describe what happens to the graph
2
1512 square feet and wants each side of the pen to be of y = x 2 + bx when you complete the square.
at least 20 feet long.
a. Write an equation that represents the area of 73. MODELING WITH MATHEMATICS In your pottery
the pen. class, you are given a lump of clay with a volume
of 200 cubic centimeters and are asked to make a
b. Solve the equation in part (a) to find the cylindrical pencil holder. The pencil holder should
dimensions of the pen. be 9 centimeters high and have an inner radius of
3 centimeters. What thickness x should your pencil
holder have if you want to use all of the clay?
x
3 cm x cm
3 cm
2x x cm
9 cm
x cm
x
x cm
Top view Side view

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the inequality. Graph the solution. (Skills Review Handbook)

n 2s
74. 2x − 3 < 5 75. 4 − 8y ≥ 12 76. — + 6 > 1 77. −— ≤ 8
3 5

Graph the function. Label the vertex, axis of symmetry, and x-intercepts. (Section 2.2)
78. g(x) = 6(x − 4)2 79. h(x) = 2x(x − 3)

80. f (x) = x 2 + 2x + 5 81. f (x) = 2(x + 10)(x − 12)

118 Chapter 3 Quadratic Equations and Complex Numbers

 3.4 Using the Quadratic Formula
Essential Question How can you derive a general formula for
COMMON solving a quadratic equation?
CORE
Learning Standards Deriving the Quadratic Formula
HSN-CN.C.7
HSA-REI.B.4b Work with a partner. Analyze and describe what is done in each step in the
development of the Quadratic Formula.
Step Justification

ax 2 + bx + c = 0
REASONING ax 2 + bx = −c
ABSTRACTLY b c
To be proficient in math, x 2 + — x = −—
a a
you need to create a

( ) ( )
coherent representation 2 2
b b c b
of the problem at hand. x2 + — x + — = −— + —
a 2a a 2a

( ) = − 4ac
2
b b b 2
x2 + — x + — + —2 —2
a 2a 4a 4a
2

( x + 2ab ) = b −4a4ac
— —
2
2

√
b b2 − 4ac
x+—=± —
2a 4a2
—
b √b2 − 4ac
x = −— ± —
2a 2∣ a ∣
—
The result is the −b ± √ b2 − 4ac
x = ——
Quadratic Formula. 2a

Using the Quadratic Formula

Work with a partner. Use the Quadratic Formula to solve each equation.
a. x 2 − 4x + 3 = 0 b. x 2 − 2x + 2 = 0
c. x 2 + 2x − 3 = 0 d. x 2 + 4x + 4 = 0
e. x 2 − 6x + 10 = 0 f. x 2 + 4x + 6 = 0

Communicate Your Answer

3. How can you derive a general formula for solving a quadratic equation?
4. Summarize the following methods you have learned for solving quadratic
equations: graphing, using square roots, factoring, completing the square,
and using the Quadratic Formula.

Section 3.4 Using the Quadratic Formula 121

3.4 Lesson What You Will Learn
Solve quadratic equations using the Quadratic Formula.
Analyze the discriminant to determine the number and type of solutions.
Core Vocabul
Vocabulary
larry Solve real-life problems.
Quadratic Formula, p. 122
discriminant, p. 124 Solving Equations Using the Quadratic Formula
Previously, you solved quadratic equations by completing the square. In the
Exploration, you developed a formula that gives the solutions of any quadratic
equation by completing the square once for the general equation ax 2 + bx + c = 0.
The formula for the solutions is called the Quadratic Formula.

Core Concept
The Quadratic Formula
Let a, b, and c be real numbers such that a ≠ 0. The solutions of the quadratic
—
−b ± √ b2 − 4ac
equation ax 2 + bx + c = 0 are x = ——.
2a

Solving an Equation with Two Real Solutions

COMMON ERROR
Remember to write the Solve x 2 + 3x = 5 using the Quadratic Formula.
quadratic equation in
standard form before SOLUTION
applying the Quadratic x 2 + 3x = 5 Write original equation.
Formula.
x 2 + 3x − 5 = 0 Write in standard form.
—
−b ± √ b2 − 4ac
x = —— Quadratic Formula
2a
——
−3 ± √32 − 4(1)(−5)
x = —— Substitute 1 for a, 3 for b, and −5 for c.
2(1)
—
−3 ± √29
x=— Simplify.
2
— —
−3 + √ 29 −3 − √ 29
So, the solutions are x = — ≈ 1.19 and x = — ≈ −4.19.
2 2

10
Check Graph y = x 2 + 3x − 5.
The x-intercepts are about
−4.19 and about 1.19. ✓ −7 5

Zero
X=1.1925824 Y=0
−10

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Solve the equation using the Quadratic Formula.

1. x 2 − 6x + 4 = 0 2. 2x 2 + 4 = −7x 3. 5x 2 = x + 8

122 Chapter 3 Quadratic Equations and Complex Numbers

 Solving an Equation with One Real Solution
ANOTHER WAY Solve 25x 2 − 8x = 12x − 4 using the Quadratic Formula.
You can also use factoring
to solve 25x 2 − 20x + 4 = 0 SOLUTION
because the left side
25x 2 − 8x = 12x − 4 Write original equation.
factors as (5x − 2)2.
25x 2 − 20x + 4 = 0 Write in standard form.
——
−(−20) ± √ (−20)2 − 4(25)(4)
x = ——— a = 25, b = −20, c = 4
2(25)
Check —
4 20 ± √0
x=— Simplify.
50
2
x=— Simplify.
5
−0.5 Zero 1.25
X=.4 Y=0 So, the solution is x = —25 . You can check this by graphing y = 25x 2 − 20x + 4.
−1
The only x-intercept is —25 .

Solving an Equation with Imaginary Solutions

Solve −x 2 + 4x = 13 using the Quadratic Formula.

SOLUTION
−x 2 + 4x = 13 Write original equation.
−x 2 + 4x − 13 = 0 Write in standard form.
——
−4 ± √ 42 − 4(−1)(−13)
x = ——— a = −1, b = 4, c = −13
2(−1)
COMMON ERROR −4 ± √ −36
—

Remember to divide x = —— Simplify.

−2
the real part and the
imaginary part by −2 −4 ± 6i
x=— Write in terms of i.
when simplifying. −2
x = 2 ± 3i Simplify.

The solutions are x = 2 + 3i and x = 2 − 3i.

Check Graph y = −x 2 + 4x − 13. There are no 10

x-intercepts. So, the original equation has
−8 12
no real solutions. The algebraic check for
one of the imaginary solutions is shown.
?
−(2 + 3i )2 + 4(2 + 3i ) = 13
?
5 − 12i + 8 + 12i = 13 −50

13 = 13 ✓

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Solve the equation using the Quadratic Formula.

4. x 2 + 41 = −8x 5. −9x 2 = 30x + 25 6. 5x − 7x 2 = 3x + 4

Section 3.4 Using the Quadratic Formula 123

 Analyzing the Discriminant
In the Quadratic Formula, the expression b 2 − 4ac is called the discriminant of the
associated equation ax 2 + bx + c = 0.
—
−b ± √b2 − 4ac discriminant
x = ——
2a

You can analyze the discriminant of a quadratic equation to determine the number and
type of solutions of the equation.

Core Concept
Analyzing the Discriminant of ax 2 + bx + c = 0

Value of discriminant b 2 − 4ac > 0 b 2 − 4ac = 0 b 2 − 4ac < 0

Number and type Two real One real Two imaginary
of solutions solutions solution solutions

y y y

Graph of x x x
y = ax 2 + bx + c

Two x-intercepts One x-intercept No x-intercept

Analyzing the Discriminant

Find the discriminant of the quadratic equation and describe the number and type of
solutions of the equation.
a. x 2 − 6x + 10 = 0 b. x 2 − 6x + 9 = 0 c. x 2 − 6x + 8 = 0

SOLUTION
Equation Discriminant Solution(s)
—
−b ± √ b2 − 4ac
ax 2 + bx + c = 0 b2 − 4ac x = ——
2a
a. x 2 − 6x + 10 = 0 (−6)2 − 4(1)(10) = −4 Two imaginary: 3 ± i
b. x2 − 6x + 9 = 0 (−6)2 − 4(1)(9) = 0 One real: 3
c. x 2 − 6x + 8 = 0 (−6)2 − 4(1)(8) = 4 Two real: 2, 4

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Find the discriminant of the quadratic equation and describe the number and
type of solutions of the equation.
7. 4x 2 + 8x + 4 = 0 8. —12 x 2 + x − 1 = 0

9. 5x 2 = 8x − 13 10. 7x 2 − 3x = 6

11. 4x 2 + 6x = −9 12. −5x2 + 1 = 6 − 10x

124 Chapter 3 Quadratic Equations and Complex Numbers

 Writing an Equation

Find a possible pair of integer values for a and c so that the equation ax2 − 4x + c = 0
has one real solution. Then write the equation.

SOLUTION
In order for the equation to have one real solution, the discriminant must equal 0.
b2 − 4ac = 0 Write the discriminant.
(−4)2 − 4ac = 0 Substitute −4 for b.

ANOTHER WAY 16 − 4ac = 0 Evaluate the power.

Another possible −4ac = −16 Subtract 16 from each side.
equation in Example 5 is
4x2 − 4x − 1 = 0. You can
ac = 4 Divide each side by −4.
obtain this equation by Because ac = 4, choose two integers whose product is 4, such as a = 1 and c = 4.
letting a = 4 and c = 1.
So, one possible equation is x2 − 4x + 4 = 0.

Check Graph y = x2 − 4x + 4. The only x-intercept 8

is 2. You can also check by factoring.

x2 − 4x + 4 = 0
(x − 2)2 = 0 −3 Zero 7
x=2 ✓ X=2
−2
Y=0

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13. Find a possible pair of integer values for a and c so that the equation
ax2 + 3x + c = 0 has two real solutions. Then write the equation.

The table shows five methods for solving quadratic equations. For a given equation, it
may be more efficient to use one method instead of another. Suggestions about when
to use each method are shown below.

Concept Summary
Methods for Solving Quadratic Equations
Method When to Use
Graphing Use when approximate solutions are adequate.
Use when solving an equation that can be written in the
Using square roots
form u2 = d, where u is an algebraic expression.
Factoring Use when a quadratic equation can be factored easily.
Can be used for any quadratic equation
Completing
ax 2 + bx + c = 0 but is simplest to apply when
the square
a = 1 and b is an even number.
Quadratic Formula Can be used for any quadratic equation.

Section 3.4 Using the Quadratic Formula 125

 Solving Real-Life Problems
The function h = −16t 2 + h0 is used to model the height of a dropped object. For
an object that is launched or thrown, an extra term v0t must be added to the model
to account for the object’s initial vertical velocity v0 (in feet per second). Recall that
h is the height (in feet), t is the time in motion (in seconds), and h0 is the initial
height (in feet).
h = −16t 2 + h0 Object is dropped.
h = −16t 2 + v0t + h0 Object is launched or thrown.
As shown below, the value of v0 can be positive, negative, or zero depending on
whether the object is launched upward, downward, or parallel to the ground.

V0 > 0 V0 < 0 V0 = 0

Modeling a Launched Object

A juggler tosses a ball into the air. The ball leaves the juggler’s hand 4 feet above the
ground and has an initial vertical velocity of 30 feet per second. The juggler catches
the ball when it falls back to a height of 3 feet. How long is the ball in the air?

SOLUTION
Because the ball is thrown, use the model h = −16t 2 + v0t + h0. To find how long the
ball is in the air, solve for t when h = 3.
h = −16t2 + v0t + h0 Write the height model.
3= −16t2 + 30t + 4 Substitute 3 for h, 30 for v0, and 4 for h0.
0 = −16t2 + 30t + 1 Write in standard form.

This equation is not factorable, and completing the square would result in fractions.
So, use the Quadratic Formula to solve the equation.
——
−30 ± √ 302 − 4(−16)(1)
t = ——— a = −16, b = 30, c = 1
2(−16)
—
−30 ± √ 964
t = —— Simplify.
−32
t ≈ −0.033 or t ≈ 1.9 Use a calculator.

Reject the negative solution, −0.033, because the ball’s time in the air cannot be
negative. So, the ball is in the air for about 1.9 seconds.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

14. WHAT IF? The ball leaves the juggler’s hand with an initial vertical velocity of
40 feet per second. How long is the ball in the air?

126 Chapter 3 Quadratic Equations and Complex Numbers

 3.4 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE When a, b, and c are real numbers such that a ≠ 0, the solutions of the
quadratic equation ax2 + bx + c = 0 are x = ____________.

2. COMPLETE THE SENTENCE You can use the ____________ of a quadratic equation to determine the
number and type of solutions of the equation.

3. WRITING Describe the number and type of solutions when the value of the discriminant is negative.

4. WRITING Which two methods can you use to solve any quadratic equation? Explain when you might
prefer to use one method over the other.

Monitoring Progress and Modeling with Mathematics

In Exercises 5–18, solve the equation using the 28. USING EQUATIONS Determine the number and type
Quadratic Formula. Use a graphing calculator to check of solutions to the equation x2 + 7x = −11.
your solution(s). (See Examples 1, 2, and 3.)
A two real solutions
○
5. x2 − 4x + 3 = 0 6. 3x2 + 6x + 3 = 0
B one real solution
○
7. x2 + 6x + 15 = 0 8. 6x2 − 2x + 1 = 0 C two imaginary solutions
○
D one imaginary solution
○
9. x2 − 14x = −49 10. 2x2 + 4x = 30

11. 3x2 + 5 = −2x 12. −3x = 2x2 − 4 ANALYZING EQUATIONS In Exercises 29–32, use the
discriminant to match each quadratic equation with
13. −10x = −25 − x2 14. −5x2 − 6 = −4x the correct graph of the related function. Explain
your reasoning.
15. −4x2 + 3x = −5 16. x2 + 121 = −22x
29. x2 − 6x + 25 = 0 30. 2x2 − 20x + 50 = 0
17. −z2 = −12z + 6 18. −7w + 6 = −4w2
31. 3x2 + 6x − 9 = 0 32. 5x2 − 10x − 35 = 0
In Exercises 19–26, find the discriminant of the
A. y B. y
quadratic equation and describe the number and type 2
of solutions of the equation. (See Example 4.) 20
−8 −4 4 x

19. x2 + 12x + 36 = 0 20. x2 − x + 6 = 0 −4 8x

21. 4n2 − 4n − 24 = 0 22. −x2 + 2x + 12 = 0

−40
23. 4x2 = 5x − 10 24. −18p = p2 + 81

25. 24x = −48 − 3x2 26. −2x2 − 6 = x C. y D. y

35

27. USING EQUATIONS What are the complex solutions 25

20
of the equation 2x2 − 16x + 50 = 0? 15
A 4 + 3i, 4 − 3i
○ B 4 + 12i, 4 − 12i
○ 10
5
C 16 + 3i, 16 − 3i
○ D 16 + 12i, 16 − 12i
○ −4 4 8 x −2 2 6 10 x

Section 3.4 Using the Quadratic Formula 127

HSCC_Alg2_PE_03.04.indd 127 5/28/14 11:54 AM

ERROR ANALYSIS In Exercises 33 and 34, describe and COMPARING METHODS In Exercises 47–58, solve the
correct the error in solving the equation. quadratic equation using the Quadratic Formula. Then
solve the equation using another method. Which method

✗
33.
do you prefer? Explain.
x2 + 10x + 74 = 0
——
47. 3x2 − 21 = 3 48. 5x2 + 38 = 3
−10 ± √ 102 − 4(1)(74)
x = ———
2(1) 49. 2x2 − 54 = 12x 50. x2 = 3x + 15
—
−10 ± √−196
= —— 51. x2 − 7x + 12 = 0 52. x2 + 8x − 13 = 0
2
−10 ± 14
=— 53. 5x2 − 50x = −135 54. 8x2 + 4x + 5 = 0
2
= −12 or 2 55. −3 = 4x2 + 9x 56. −31x + 56 = −x2

57. x2 = 1 − x 58. 9x2 + 36x + 72 = 0

✗
34.
x2 + 6x + 8 = 2
——
MATHEMATICAL CONNECTIONS In Exercises 59 and 60,
−6 ± √62 − 4(1)(8) find the value for x.
x = ——
2(1)
— 59. Area of the rectangle = 24 m2
−6 ± √4
=—
2
−6 ± 2 (2x − 9) m
=—
2
= −2 or −4 (x + 2) m

60. Area of the triangle = 8 ft2

OPEN-ENDED In Exercises 35–40, find a possible pair of
integer values for a and c so that the quadratic equation
has the given solution(s). Then write the equation.
(See Example 5.)
35. ax2 + 4x + c = 0; two imaginary solutions (3x − 7) ft

36. ax2 + 6x + c = 0; two real solutions

(x + 1) ft
37. ax2 − 8x + c = 0; two real solutions
61. MODELING WITH MATHEMATICS A lacrosse player
38. ax2 − 6x + c = 0; one real solution throws a ball in the air from an initial height of 7 feet.
The ball has an initial vertical velocity of 90 feet per
39. ax2 + 10x = c; one real solution second. Another player catches the ball when it is
3 feet above the ground. How long is the ball in
40. −4x + c = −ax2; two imaginary solutions the air? (See Example 6.)

USING STRUCTURE In Exercises 41–46, use the

Quadratic Formula to write a quadratic equation that
has the given solutions.
— —
−8 ± √−176 15 ± √−215
41. x = —— 42. x = ——
−10 22
— —
62. NUMBER SENSE Suppose the quadratic equation
−4 ± √−124 −9 ± √ 137 ax2 + 5x + c = 0 has one real solution. Is it possible
43. x = —— 44. x = —
−14 4 for a and c to be integers? rational numbers? Explain
your reasoning. Then describe the possible values of
−4 ± 2 2±4
45. x = — 46. x = — a and c.
6 −2

128 Chapter 3 Quadratic Equations and Complex Numbers

63. MODELING WITH MATHEMATICS In a volleyball 67. MODELING WITH MATHEMATICS A gannet is a bird
game, a player on one team spikes the ball over the that feeds on fish by diving into the water. A gannet
net when the ball is 10 feet above the court. The spike spots a fish on the surface of the water and dives
drives the ball downward with an initial velocity of 100 feet to catch it. The bird plunges toward the water
55 feet per second. How much time does the with an initial velocity of −88 feet per second.
opposing team have to return the ball before it
touches the court?

64. MODELING WITH MATHEMATICS An archer is

shooting at targets. The height of the arrow is 5 feet
above the ground. Due to safety rules, the archer must
aim the arrow parallel to the ground.

a. How much time does the fish have to swim away?

b. Another gannet spots the same fish, and it is only
5 ft
3 ft 84 feet above the water and has an initial velocity
of −70 feet per second. Which bird will reach the
fish first? Justify your answer.
a. How long does it take for the arrow to hit a target
that is 3 feet above the ground? 68. USING TOOLS You are asked to find a possible pair
b. What method did you use to solve the quadratic of integer values for a and c so that the equation
equation? Explain. ax2 − 3x + c = 0 has two real solutions. When you
solve the inequality for the discriminant, you obtain
65. PROBLEM SOLVING A rocketry club is launching ac < 2.25. So, you choose the values a = 2 and
model rockets. The launching pad is 30 feet above the c = 1. Your graphing calculator displays the graph of
ground. Your model rocket has an initial velocity of your equation in a standard viewing window. Is your
105 feet per second. Your friend’s model rocket has an solution correct? Explain.
initial velocity of 100 feet per second. 10

a. Use a graphing calculator to graph the equations

of both model rockets. Compare the paths.
b. After how many seconds is your rocket 119 feet
above the ground? Explain the reasonableness of −10 10

your answer(s).
−10

66. PROBLEM SOLVING The number A of tablet

computers sold (in millions) can be modeled by the 69. PROBLEM SOLVING Your family has a rectangular
function A = 4.5t 2 + 43.5t + 17, where t represents pool that measures 18 feet by 9 feet. Your family
the year after 2010. wants to put a deck around the pool but is not sure
how wide to make the deck. Determine how wide
the deck should be when the total area of the pool
and deck is 400 square feet. What is the width of
the deck?

x x
x x
9 ft
a. In what year did the tablet computer sales reach x x
65 million? x x
b. Find the average rate of change from 2010 to 18 ft
2012 and interpret the meaning in the context of
the situation.
c. Do you think this model will be accurate after a
new, innovative computer is developed? Explain.

Section 3.4 Using the Quadratic Formula 129

70. HOW DO YOU SEE IT? The graph of a quadratic 74. THOUGHT PROVOKING Describe a real-life story that
function y = ax2 + bx + c is shown. Determine could be modeled by h = −16t 2 + v0t + h0. Write
whether each discriminant of ax2 + bx + c = 0 is the height model for your story and determine how
positive, negative, or zero. Then state the number and long your object is in the air.
type of solutions for each graph. Explain your reasoning.
a. y b. y 75. REASONING Show there is no quadratic equation
ax2 + bx + c = 0 such that a, b, and c are real
numbers and 3i and −2i are solutions.

76. MODELING WITH MATHEMATICS The Stratosphere

x
Tower in Las Vegas is 921 feet tall and has a “needle”
at its top that extends even higher into the air. A thrill
ride called Big Shot catapults riders 160 feet up the
x needle and then lets them fall back to the launching pad.

c. y

71. CRITICAL THINKING Solve each absolute value

equation.
a. ∣ x2 – 3x – 14 ∣ = 4 b. x2 = ∣ x ∣ + 6
a. The height h (in feet) of a rider on the Big Shot
72. MAKING AN ARGUMENT The class is asked to solve can be modeled by h = −16t2 + v0 t + 921,
the equation 4x2 + 14x + 11 = 0. You decide to solve where t is the elapsed time (in seconds) after
the equation by completing the square. Your friend launch and v0 is the initial velocity (in feet
decides to use the Quadratic Formula. Whose method per second). Find v0 using the fact that the
is more efficient? Explain your reasoning. maximum value of h is 921 + 160 = 1081 feet.

73. ABSTRACT REASONING For a quadratic equation b. A brochure for the Big Shot states that the
ax2 + bx + c = 0 with two real solutions, show ride up the needle takes 2 seconds. Compare
b this time to the time given by the model
that the mean of the solutions is −—. How is this h = −16t2 + v0t + 921, where v0 is the value you
2a
fact related to the symmetry of the graph of found in part (a). Discuss the accuracy
y = ax2 + bx + c? of the model.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the system of linear equations by graphing. (Skills Review Handbook)

77. −x + 2y = 6 78. y = 2x − 1
x + 4y = 24 y=x+1

79. 3x + y = 4 80. y = −x + 2
6x + 2y = −4 −5x + 5y = 10

Graph the quadratic equation. Label the vertex and axis of symmetry. (Section 2.2)
81. y = −x2 + 2x + 1 82. y = 2x2 − x + 3

83. y = 0.5x2 + 2x + 5 84. y = −3x2 − 2

130 Chapter 3 Quadratic Equations and Complex Numbers

 3.5 Solving Nonlinear Systems
Essential Question How can you solve a nonlinear system
COMMON of equations?
CORE
Learning Standards Solving Nonlinear Systems of Equations
HSA-CED.A.3
HSA-REI.C.7 Work with a partner. Match each system with its graph. Explain your reasoning.
HSA-REI.D.11 Then solve each system using the graph.
a. y = x2 b. y = x2 + x − 2 c. y = x2 − 2x − 5
y=x+2 y=x+2 y = −x + 1
d. y = x2 + x − 6 e. y = x2 − 2x + 1 f. y = x2 + 2x + 1
y = −x2 − x + 6 y = −x2 + 2x − 1 y = −x2 + x + 2

A. 6 B. 8

−12 12

−6 6

−2 −8

C. 4 D. 4

−6 6 −6 6

−4 −4

E. 5 F. 5

−9 9
−6 6

−3 −7

MAKING SENSE
OF PROBLEMS Solving Nonlinear Systems of Equations
To be proficient in math, Work with a partner. Look back at the nonlinear system in Exploration 1(f). Suppose
you need to plan a you want a more accurate way to solve the system than using a graphical approach.
solution pathway rather
than simply jumping into a. Show how you could use a numerical approach by creating a table. For instance,
a solution attempt. you might use a spreadsheet to solve the system.
b. Show how you could use an analytical approach. For instance, you might try
solving the system by substitution or elimination.

Communicate Your Answer

3. How can you solve a nonlinear system of equations?
4. Would you prefer to use a graphical, numerical, or analytical approach to solve
the given nonlinear system of equations? Explain your reasoning.
y = x2 + 2x − 3
y = −x2 − 2x + 4
Section 3.5 Solving Nonlinear Systems 131
3.5 Lesson What You Will Learn
Solve systems of nonlinear equations.
Solve quadratic equations by graphing.
Core Vocabul
Vocabulary
larry
system of nonlinear equations, Systems of Nonlinear Equations
p. 132 Previously, you solved systems of linear equations by graphing, substitution, and
Previous elimination. You can also use these methods to solve a system of nonlinear equations.
system of linear equations In a system of nonlinear equations, at least one of the equations is nonlinear. For
circle instance, the nonlinear system shown has a quadratic equation and a linear equation.

y = x2 + 2x − 4 Equation 1 is nonlinear.
y = 2x + 5 Equation 2 is linear.

When the graphs of the equations in a system are a line and a parabola, the graphs
can intersect in zero, one, or two points. So, the system can have zero, one, or two
solutions, as shown.

No solution One solution Two solutions

When the graphs of the equations in a system are a parabola that opens up and a
parabola that opens down, the graphs can intersect in zero, one, or two points. So, the
system can have zero, one, or two solutions, as shown.

No solution One solution Two solutions

Solving a Nonlinear System by Graphing

Solve the system by graphing.

y = x2 − 2x − 1 Equation 1
y = −2x − 1 Equation 2

SOLUTION
Graph each equation. Then estimate the point of y
intersection. The parabola and the line appear to intersect
at the point (0, −1). Check the point by substituting the 3
coordinates into each of the original equations.
1
Equation 1 Equation 2 −3 −1 1 3 x
y = x2 − 2x − 1 y = −2x − 1 (0, −1)
? ?
−1 = (0)2 − 2(0) − 1 −1 = −2(0) − 1

−1 = −1 ✓ −1 = −1 ✓
The solution is (0, −1).

132 Chapter 3 Quadratic Equations and Complex Numbers

 Solving a Nonlinear System by Substitution

Solve the system by substitution. x2 + x − y = −1 Equation 1

x+y=4 Equation 2

SOLUTION
Begin by solving for y in Equation 2.
y = −x + 4 Solve for y in Equation 2.

Next, substitute −x + 4 for y in Equation 1 and solve for x.

x2 + x − y = −1 Write Equation 1.
x2 + x − (−x + 4) = −1 Substitute −x + 4 for y.
x2 + 2x − 4 = −1 Simplify.
x2 + 2x − 3 = 0 Write in standard form.
Check
8 (x + 3)(x − 1) = 0 Factor.
x+3=0 or x−1=0 Zero-Product Property
x = −3 or x=1 Solve for x.
To solve for y, substitute x = −3 and x = 1 into the equation y = −x + 4.
−6 6
Intersection
X=-3 Y=7 y = −x + 4 = −(−3) + 4 = 7 Substitute −3 for x.
−2
y = −x + 4 = −1 + 4 = 3 Substitute 1 for x.

The solutions are (−3, 7) and (1, 3). Check the solutions by graphing the system.

Solving a Nonlinear System by Elimination

Solve the system by elimination. 2x2 − 5x − y = −2 Equation 1

x2 + 2x + y = 0 Equation 2

SOLUTION
Check Add the equations to eliminate the y-term and obtain a quadratic equation in x.
4 2x2 − 5x − y = −2
x2 + 2x + y = 0
3x2 − 3x = −2 Add the equations.
−6 6
3x − 3x + 2 = 0
2 Write in standard form.
—
3 ± √ −15
x=— Use the Quadratic Formula.
6
−4
Because the discriminant is negative, the equation 3x2 − 3x + 2 = 0 has no
real solution. So, the original system has no real solution. You can check this by
graphing the system and seeing that the graphs do not appear to intersect.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Solve the system using any method. Explain your choice of method.

1. y = −x2 + 4 2. x2 + 3x + y = 0 3. 2x2 + 4x − y = −2
y = −4x + 8 2x + y = 5 x2 + y = 2

Section 3.5 Solving Nonlinear Systems 133

 y Some nonlinear systems have equations of the form
x 2 + y2 = r 2.
This equation is the standard form of a circle with center (0, 0) and radius r.
Center When the graphs of the equations in a system are a line and a circle, the graphs
x can intersect in zero, one, or two points. So, the system can have zero, one, or two
Radius: Point on solutions, as shown.
r circle:
(x, y)

No solution One solution Two solutions

Solving a Nonlinear System by Substitution

Solve the system by substitution. x2 + y2 = 10 Equation 1

y = −3x + 10 Equation 2

SOLUTION
Substitute −3x + 10 for y in Equation 1 and solve for x.
COMMON ERROR x2 + y2 = 10 Write Equation 1.
You can also substitute
x2 + (−3x + 10)2 = 10 Substitute −3x + 10 for y.
x = 3 in Equation 1 to find
y. This yields two apparent x2 + 9x2 − 60x + 100 = 10 Expand the power.
solutions, (3, 1) and
10x2 − 60x + 90 = 0 Write in standard form.
(3, −1). However, (3, −1)
is not a solution because it x2 − 6x + 9 = 0 Divide each side by 10.
does not satisfy Equation 2.
(x − 3)2 = 0 Perfect Square Trinomial Pattern
You can also see (3, −1)
is not a solution from x=3 Zero-Product Property
the graph.
To find the y-coordinate of the solution,
substitute x = 3 in Equation 2. Check
y
4
y = −3(3) + 10 = 1
2
The solution is (3, 1). Check the (3, 1)
solution by graphing the system.
You can see that the line and the −2 2 4 x

circle intersect only at the −2

point (3, 1).
−4

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Solve the system.

4. x2 + y2 = 16 5. x2 + y2 = 4 6. x2 + y2 = 1
y = −x + 4 y=x+4 y = —12 x + —12

134 Chapter 3 Quadratic Equations and Complex Numbers

 Solving Equations by Graphing
You can solve an equation by rewriting it as a system of equations and then solving the
system by graphing.

Core Concept
Solving Equations by Graphing
Step 1 To solve the equation f (x) = g(x), write a system of two equations,
y = f (x) and y = g(x).
Step 2 Graph the system of equations y = f (x) and y = g(x). The x-value of each
solution of the system is a solution of the equation f (x) = g(x).

ANOTHER WAY Solving Quadratic Equations by Graphing

In Example 5(a), you can
also find the solutions by Solve (a) 3x2 + 5x − 1 = −x2 + 2x + 1 and (b) −(x − 1.5)2 + 2.25 = 2x(x + 1.5)
writing the given equation by graphing.
as 4x2 + 3x − 2 = 0 and
solving this equation using SOLUTION
the Quadratic Formula.
a. Step 1 Write a system of equations using each side of the original equation.
Equation System
y = 3x2 + 5x − 1
3x2 + 5x − 1 = −x2 + 2x + 1
y = −x2 + 2x + 1
Step 2 Use a graphing calculator to graph the system. Then use the intersect
feature to find the x-value of each solution of the system.
3 3

−6 6 −6 6

Intersection Intersection
X=-1.175391 Y=-2.732324 X=.42539053 Y=1.669824
−5 −5

The graphs intersect when x ≈ −1.18 and x ≈ 0.43.

The solutions of the equation are x ≈ −1.18 and x ≈ 0.43.

b. Step 1 Write a system of equations using each side of the original equation.
3 Equation System
y = −(x − 1.5)2 + 2.25
−(x − 1.5)2 + 2.25 = 2x(x + 1.5)
y = 2x(x + 1.5)
−5 4 Step 2 Use a graphing calculator to graph the system, as shown at the left. Then
use the intersect feature to find the x-value of each solution of the system.
Intersection
The graphs intersect when x = 0.
X=0 Y=0
−3 The solution of the equation is x = 0.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Solve the equation by graphing.

7. x2 − 6x + 15 = −(x − 3)2 + 6 8. (x + 4)(x − 1) = −x2 + 3x + 4

Section 3.5 Solving Nonlinear Systems 135

 3.5 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. WRITING Describe the possible solutions of a system consisting of two quadratic equations.

2. WHICH ONE DOESN’T BELONG? Which system does not belong with the other three? Explain
your reasoning.

y = 3x + 4 y = 2x − 1 y = 3x2 + 4x + 1 x2 + y2 = 4
y = x2 + 1 y = −3x + 6 y = −5x2 − 3x + 1 y = −x + 1

Monitoring Progress and Modeling with Mathematics

In Exercises 3–10, solve the system by graphing. Check In Exercises 15–24, solve the system by substitution.
your solution(s). (See Example 1.) (See Examples 2 and 4.)
3. y = x + 2 4. y = (x − 3)2 + 5 15. y = x + 5 16. x2 + y2 = 49
y = 0.5(x + 2)2 y=5 y= x2 −x+2 y= 7 − x
1
5. y = —3 x + 2 6. y = −3x2 − 30x − 71 17. x2 + y2 = 64 18. x = 3
y= −3x2 − 5x − 4 y = −3x − 17 y = −8 −3x 2 + 4x − y = 8

7. y = x2 + 8x + 18 8. y = −2x2 − 9 19. 2x2 + 4x − y = −3 20. 2x − 3 = y + 5x2

y = −2x2 − 16x − 30 y = −4x −1 −2x + y = −4 y = −3x − 3

1 21. y = x2 − 1 22. y +16x − 22 = 4x2

9. y = (x − 2)2 10. y = —2 (x + 2)2
1 −7 = −x2 − y 4x2 − 24x + 26 + y = 0
y = −x2 + 4x − 2 y = −—2 x2 +2
23. x2 + y2 = 7 24. x2 + y2 = 5
In Exercises 11–14, solve the system of nonlinear x + 3y = 21 −x + y = −1
equations using the graph.
25. USING EQUATIONS Which ordered pairs are solutions
11. y 12. y
of the nonlinear system?
4 6
y = —12 x2 − 5x + —
21
2
2
−4 −2 2 x 1 13
y = −—2 x + —2
−6 −2 x
A (1, 6)
○ B (3, 0)
○
−2
C (8, 2.5)
○ D (7, 0)
○
13. y 14. y
8 26. USING EQUATIONS How many solutions does the
5
system have? Explain your reasoning.
4
y = 7x2 − 11x + 9
4 x
1 y = −7x2 + 5x − 3
−8 4 x A 0
○ B 1
○
C 2
○ D 4
○

136 Chapter 3 Quadratic Equations and Complex Numbers

HSCC_Alg2_PE_03.05.indd 136 5/28/14 11:55 AM

In Exercises 27–34, solve the system by elimination. 41. y = −3(x − 4)2 + 6
(See Example 3.)
(x − 4)2 + 2 − y = 0
27. 2x2− 3x − y = −5 28. −3x2+ 2x − 5 = y
−x + y = 5 −x + 2 = −y 42. −x2 + y2 = 100
y = −x + 14
29. −3x2 + y = −18x + 29
−3x2 − y = 18x − 25 USING TOOLS In Exercises 43–48, solve the equation by
graphing. (See Example 5.)
30. y = −x2 − 6x − 10 1
43. x2 + 2x = −—2 x2 + 2x
y = 3x2 + 18x + 22
44. 2x2 − 12x − 16 = −6x2 + 60x − 144
31. y + 2x = −14 32. y = x2 + 4x + 7
−x2 − y − 6x = 11 −y = 4x + 7 45. (x + 2)(x − 2) = −x2 + 6x − 7

33. y = −3x2 − 30x − 76 46. −2x2 − 16x − 25 = 6x2 + 48x + 95

y = 2x2 + 20x + 44
47. (x − 2)2 − 3 = (x + 3)(−x + 9) − 38
34. −10x2 + y = −80x + 155
5x2 + y = 40x − 85 48. (−x + 4)(x + 8) − 42 = (x + 3)(x + 1) − 1

35. ERROR ANALYSIS Describe and correct the error in 49. REASONING A nonlinear system contains the
using elimination to solve a system. equations of a constant function and a quadratic
function. The system has one solution. Describe the

✗
relationship between the graphs.
y = −2x2 + 32x − 126
−y = 2x − 14 50. PROBLEM SOLVING The range (in miles) of a
0 = 18x − 126 broadcast signal from a radio tower is bounded by
126 = 18x a circle given by the equation
x=7 x2 + y2 = 1620.
A straight highway can be
36. NUMBER SENSE The table shows the inputs and modeled by the equation
outputs of two quadratic equations. Identify the 1
y = −—3 x + 30.
solution(s) of the system. Explain your reasoning.
For what lengths of the
x y1 y2 highway are cars able to
receive the broadcast signal?
−3 29 −11
−1 9 9
51. PROBLEM SOLVING A car passes a parked police
1 −3 21 car and continues at a constant speed r. The police
3 −7 25 car begins accelerating at a constant rate when
it is passed. The diagram indicates the distance
7 9 9
d (in miles) the police car travels as a function of
11 57 −39 time t (in minutes) after being passed. Write and solve
a system of equations to find how long it takes the
police car to catch up to the other car.
In Exercises 37– 42, solve the system using any method.
Explain your choice of method.
t=0 t=?
37. y = x2 − 1 38. y = −4x2 − 16x − 13 r = 0.8 mi/min
−y = 2x2 + 1 −3x2 + y + 12x = 17 d = 2.5t 2
1
39. −2x + 10 + y = —3 x2 40. y = 0.5x2 − 10
y = 10 y = −x2 + 14

Section 3.5 Solving Nonlinear Systems 137

52. THOUGHT PROVOKING Write a nonlinear system 58. HOW DO YOU SEE IT? The graph of a nonlinear
that has two different solutions with the same system is shown. Estimate the solution(s). Then
y-coordinate. Sketch a graph of your system. Then describe the transformation of the graph of the linear
solve the system. function that results in a system with no solution.

y
53. OPEN-ENDED Find three values for m so the system 4

has no solution, one solution, and two solutions. 2

Justify your answer using a graph.
3y = −x2 + 8x − 7 −2 2 x

y = mx + 3

54. MAKING AN ARGUMENT You and a friend solve

the system shown and determine that x = 3 and
x = −3. You use Equation 1 to obtain the solutions
(3, 3), (3, −3), (−3, 3), and (−3, −3). Your friend 59. MODELING WITH MATHEMATICS To be eligible for a
uses Equation 2 to obtain the solutions (3, 3) and parking pass on a college campus, a student must live
(−3, −3). Who is correct? Explain your reasoning. at least 1 mile from the campus center.
x2 + y2 = 18 Equation 1 y
campus center
x−y=0 Equation 2
Oak Lane College
1 mi
Drive
55. COMPARING METHODS Describe two different ways
(0, 0) 1 mi x
you could solve the quadratic equation. Which way do
you prefer? Explain your reasoning. Main 2 mi 5 mi
Street
−2x2 + 12x − 17 = 2x2 − 16x + 31

56. ANALYZING RELATIONSHIPS Suppose the graph of a a. Write equations that represent the circle and
line that passes through the origin intersects the graph Oak Lane.
of a circle with its center at the origin. When you b. Solve the system that consists of the equations
know one of the points of intersection, explain how in part (a).
you can find the other point of intersection without
performing any calculations. c. For what length of Oak Lane are students not
eligible for a parking pass?
57. WRITING Describe the possible solutions of a system
that contains (a) one quadratic equation and one 60. CRITICAL THINKING Solve the system of three
equation of a circle, and (b) two equations of circles. equations shown.
Sketch graphs to justify your answers. x2 + y2 = 4
2y = x2 − 2x + 4
y = −x + 2

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the inequality. Graph the solution on a number line. (Skills Review Handbook)

61. 4x − 4 > 8 62. −x + 7 ≤ 4 − 2x 63. −3(x − 4) ≥ 24

Write an inequality that represents the graph. (Skills Review Handbook)

64. y 65. y 66. y

3 3 1

−3 −1 3x
1 1

−3 −1 1 3x −3 −1 3x −3

−3

138 Chapter 3 Quadratic Equations and Complex Numbers

 3.6 Quadratic Inequalities
Essential Question How can you solve a quadratic inequality?
COMMON
CORE Solving a Quadratic Inequality
Learning Standards
Work with a partner. The graphing 3
HSA-CED.A.1
HSA-CED.A.3 calculator screen shows the graph of
f (x) = x2 + 2x − 3. −6 6

Explain how you can use the graph to

USING TOOLS solve the inequality
−5
STRATEGICALLY x2 + 2x − 3 ≤ 0.
To be proficient in Then solve the inequality.
math, you need to
use technological
tools to explore Solving Quadratic Inequalities
your understanding
of concepts. Work with a partner. Match each inequality with the graph of its related quadratic
function. Then use the graph to solve the inequality.
a. x2 − 3x + 2 > 0 b. x2 − 4x + 3 ≤ 0 c. x2 − 2x − 3 < 0
d. x2 + x − 2 ≥ 0 e. x2 − x − 2 < 0 f. x2 − 4 > 0
A. 4 B. 4

−6 6 −6 6

−4 −4

C. 4 D. 4

−6 6 −6 6

−4 −4

E. 4 F. 4

−6 6 −6 6

−4 −4

Communicate Your Answer

3. How can you solve a quadratic inequality?
4. Explain how you can use the graph in Exploration 1 to solve each inequality.
Then solve each inequality.
a. x2 + 2x − 3 > 0 b. x2 + 2x − 3 < 0 c. x2 + 2x − 3 ≥ 0

Section 3.6 Quadratic Inequalities 139

3.6 Lesson What You Will Learn
Graph quadratic inequalities in two variables.
Solve quadratic inequalities in one variable.
Core Vocabul
Vocabulary
larry
quadratic inequality in Graphing Quadratic Inequalities in Two Variables
two variables, p. 140 A quadratic inequality in two variables can be written in one of the following forms,
quadratic inequality in where a, b, and c are real numbers and a ≠ 0.
one variable, p. 142
Previous
y < ax2 + bx + c y > ax2 + bx + c
linear inequality in y ≤ ax2 + bx + c y ≥ ax2 + bx + c
two variables
The graph of any such inequality consists of all solutions (x, y) of the inequality.
Previously, you graphed linear inequalities in two variables. You can use a similar
procedure to graph quadratic inequalities in two variables.

Core Concept
Graphing a Quadratic Inequality in Two Variables
To graph a quadratic inequality in one of the forms above, follow these steps.
Step 1 Graph the parabola with the equation y = ax2 + bx + c. Make the
parabola dashed for inequalities with < or > and solid for inequalities
with ≤ or ≥ .
Step 2 Test a point (x, y) inside the parabola to determine whether the point is
a solution of the inequality.
Step 3 Shade the region inside the parabola if the point from Step 2 is a solution.
Shade the region outside the parabola if it is not a solution.

Graphing a Quadratic Inequality in Two Variables

Graph y < −x2 − 2x − 1.

SOLUTION
Step 1 Graph y = −x2 − 2x − 1. Because y
the inequality symbol is < , make the
LOOKING FOR parabola dashed. −4 2 x

STRUCTURE −2
Step 2 Test a point inside the parabola, (0,−3)
Notice that testing a point
such as (0, −3).
is less complicated when
the x-value is 0 (the point −6
y < −x2 − 2x − 1
is on the y-axis).
?
−3 < −02 − 2(0) − 1

−3 < −1 ✓
So, (0, −3) is a solution of the inequality.

Step 3 Shade the region inside the parabola.

140 Chapter 3 Quadratic Equations and Complex Numbers

 Using a Quadratic Inequality in Real Life

A manila rope used for rappelling down a cliff can safely support a
weight W (in pounds) provided
W ≤ 1480d 2
where d is the diameter (in inches) of the rope. Graph the inequality and
interpret the solution.

SOLUTION
Graph W = 1480d 2 for nonnegative values Manila Rope
of d. Because the inequality symbol is ≤ ,
W

Weight (pounds)
make the parabola solid. Test a point inside 3000
the parabola, such as (1, 3000). (1, 3000)
2000
W ≤ 1480d 2
? 1000
3000 ≤ 1480(1)2 W ≤ 1480d 2
0
3000 ≤ 1480 0 0.5 1.0 1.5 2.0 d
Diameter (inches)
Because (1, 3000) is not a solution,
shade the region outside the parabola.
The shaded region represents weights that
can be supported by ropes with various diameters.

Graphing a system of quadratic inequalities is similar to graphing a system of

linear inequalities. First graph each inequality in the system. Then identify the
region in the coordinate plane common to all of the graphs. This region is called
the graph of the system.

Graphing a System of Quadratic Inequalities

Graph the system of quadratic inequalities.

y < −x2 + 3 Inequality 1
Check
Check that a point in the y ≥ x2 + 2x − 3 Inequality 2
solution region, such as (0, 0),
SOLUTION
is a solution of the system.
y
Step 1 Graph y < −x2 + 3. The graph is the red
y < −x2 + 3 region inside (but not including) the parabola
? y = −x2 + 3. y < −x 2 + 3
0 < −02 + 3
✓
1
0<3 Step 2 Graph y ≥ x2 + 2x − 3. The graph is the
3 5 x
blue region inside and including the parabola −1
y ≥ x2 + 2x − 3
? y = x2 + 2x − 3.
−3
0 ≥ 02 + 2(0) − 3
✓
Step 3 Identify the purple region where the two
0 ≥ −3 graphs overlap. This region is the graph of −5

the system. y ≥ x 2 + 2x − 3

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Graph the inequality.

1. y ≥ x2 + 2x − 8 2. y ≤ 2x2 − x − 1 3. y > −x2 + 2x + 4

4. Graph the system of inequalities consisting of y ≤ −x2 and y > x2 − 3.

Section 3.6 Quadratic Inequalities 141

 Solving Quadratic Inequalities in One Variable
A quadratic inequality in one variable can be written in one of the following forms,
where a, b, and c are real numbers and a ≠ 0.
ax2 + bx + c < 0 ax2 + bx + c > 0 ax2 + bx + c ≤ 0 ax2 + bx + c ≥ 0
You can solve quadratic inequalities using algebraic methods or graphs.

Solving a Quadratic Inequality Algebraically

Solve x2 − 3x − 4 < 0 algebraically.

SOLUTION
First, write and solve the equation obtained by replacing < with =.
x2 − 3x − 4 = 0 Write the related equation.
(x − 4)(x + 1) = 0 Factor.
x=4 or x = −1 Zero-Product Property
The numbers −1 and 4 are the critical values of the original inequality. Plot −1 and 4
on a number line, using open dots because the values do not satisfy the inequality. The
critical x-values partition the number line into three intervals. Test an x-value in each
interval to determine whether it satisfies the inequality.

−3 −2 −1 0 1 2 3 4 5 6

Test x = −2. Test x = 0. Test x = 5.

(−2)2 − 3(−2) − 4 = 6 < 0 02 − 3(0) − 4 = −4 < 0 ✓5 2 − 3(5) − 4 = 6 < 0

So, the solution is −1 < x < 4.

Another way to solve ax2 + bx + c < 0 is to first graph the related function
y = ax2 + bx + c. Then, because the inequality symbol is < , identify the x-values
for which the graph lies below the x-axis. You can use a similar procedure to solve
quadratic inequalities that involve ≤ , > , or ≥ .

Solving a Quadratic Inequality by Graphing

Solve 3x2 − x − 5 ≥ 0 by graphing.

SOLUTION
The solution consists of the x-values for which the graph of y = 3x2 − x − 5 lies on
y or above the x-axis. Find the x-intercepts of the graph by letting y = 0 and using the
2
Quadratic Formula to solve 0 = 3x2 − x − 5 for x.
−1.14 1.47
——
−4 −2 2 x
−(−1) ± √ (−1)2 − 4(3)(−5)
x = ——— a = 3, b = −1, c = −5
2(3)
—
1 ± √61
x=— Simplify.
6
The solutions are x ≈ −1.14 and x ≈ 1.47. Sketch a parabola that opens up and has
y = 3x 2 − x − 5 −1.14 and 1.47 as x-intercepts. The graph lies on or above the x-axis to the left of
(and including) x = −1.14 and to the right of (and including) x = 1.47.

The solution of the inequality is approximately x ≤ −1.14 or x ≥ 1.47.

142 Chapter 3 Quadratic Equations and Complex Numbers

 Modeling with Mathematics

A rectangular parking lot must have a perimeter of 440 feet and an area of at least
8000 square feet. Describe the possible lengths of the parking lot.

SOLUTION
1. Understand the Problem You are given the perimeter and the minimum area of a
parking lot. You are asked to determine the possible lengths of the parking lot.
2. Make a Plan Use the perimeter and area formulas to write a quadratic inequality
describing the possible lengths of the parking lot. Then solve the inequality.
3. Solve the Problem Letℓrepresent the length (in feet) and let w represent the
width (in feet) of the parking lot.
Perimeter = 440 Area ≥ 8000
ANOTHER WAY
2ℓ+ 2w = 440 ℓw ≥ 8000
You can graph each side
of 220ℓ−ℓ2 = 8000 Solve the perimeter equation for w to obtain w = 220 −ℓ. Substitute this into the
and use the intersection area inequality to obtain a quadratic inequality in one variable.
points to determine when ℓw ≥ 8000 Write the area inequality.
220ℓ−ℓ2 is greater than
or equal to 8000. ℓ(220 −ℓ) ≥ 8000 Substitute 220 −ℓ for w.
220ℓ−ℓ2 ≥ 8000 Distributive Property
−ℓ2 + 220ℓ − 8000 ≥ 0 Write in standard form.
Use a graphing calculator to find theℓ-intercepts of y = −ℓ2 + 220ℓ− 8000.
5000 5000

0 220 0 220

Zero Zero
X=45.968758 Y=0 X=174.03124 Y=0
−5000 −5000
USING
TECHNOLOGY Theℓ-intercepts areℓ ≈ 45.97 andℓ ≈ 174.03. The solution consists of the
Variables displayed when ℓ-values for which the graph lies on or above theℓ-axis. The graph lies on or
using technology may above theℓ-axis when 45.97 ≤ ℓ ≤ 174.03.
not match the variables
used in applications. In So, the approximate length of the parking lot is at least 46 feet and
the graphs shown, the at most 174 feet.
length ℓ corresponds
to the independent
4. Look Back Choose a length in the solution region, such asℓ= 100, and find the
width. Then check that the dimensions satisfy the original area inequality.
variable x and the area
A corresponds to the 2ℓ + 2w = 440 ℓw ≥ 8000
dependent variable y. ?
2(100) + 2w = 440 100(110) ≥ 8000
w = 110 11,000 ≥ 8000 ✓
Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Solve the inequality.

5. 2x2 + 3x ≤ 2 6. −3x2 − 4x + 1 < 0 7. 2x2 + 2 > −5x

8. WHAT IF? In Example 6, the area must be at least 8500 square feet. Describe the
possible lengths of the parking lot.

Section 3.6 Quadratic Inequalities 143

 3.6 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. WRITING Compare the graph of a quadratic inequality in one variable to the graph of a
quadratic inequality in two variables.

2. WRITING Explain how to solve x2 + 6x − 8 < 0 using algebraic methods and using graphs.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, match the inequality with its graph. ERROR ANALYSIS In Exercises 17 and 18, describe and
Explain your reasoning. correct the error in graphing y ≥ x2 + 2.

✗
3. y ≤ x2 + 4x + 3 4. y > −x2 + 4x − 3 17.
y
5. y < x2 − 4x + 3 6. y ≥ x2 + 4x + 3

A. y B. y 1
2
−3 −1 1 3x
2
−2 2 4 6x

✗
−2 18.
−2 4 6x
y

C. y D. y
4 4
1

−3 −1 1 3x

−6 −4 2x −6 −4 2x
19. MODELING WITH MATHEMATICS A hardwood shelf
in a wooden bookcase can safely support a weight
W (in pounds) provided W ≤ 115x2, where x is the
In Exercises 7–14, graph the inequality. (See Example 1.)
thickness (in inches) of the shelf. Graph the inequality
7. y < −x2 8. y ≥ 4x2 and interpret the solution. (See Example 2.)

9. y > x2 − 9 10. y < x2 + 5 20. MODELING WITH MATHEMATICS A wire rope can
safely support a weight W (in pounds) provided
11. y ≤ x2 + 5x 12. y ≥ −2x2 + 9x − 4 W ≤ 8000d 2, where d is the diameter (in inches)
of the rope. Graph the inequality and interpret
13. y > 2(x + 3)2 − 1 14. y ≤ (x − —) 1 2
2
+ —52 the solution.

In Exercises 21–26, graph the system of quadratic

ANALYZING RELATIONSHIPS In Exercises 15 and 16, use
inequalities. (See Example 3.)
the graph to write an inequality in terms of f (x) so point
P is a solution. 21. y ≥ 2x2 22. y > −5x2
15. y 16. y y < −x2 + 1 y > 3x2 − 2
P
x x 23. y ≤ −x2 + 4x − 4 24. y ≥ x2 − 4
y = f(x)
y < x2 + 2x − 8 y ≤ −2x2 + 7x + 4
P
y = f(x) 25. y ≥ 2x2 + x − 5 26. y ≥ x2 − 3x − 6
y < −x2 + 5x + 10 y ≥ x2 + 7x + 6

144 Chapter 3 Quadratic Equations and Complex Numbers

HSCC_Alg2_PE_03.06.indd 144 5/28/14 11:55 AM

In Exercises 27–34, solve the inequality algebraically. 45. MODELING WITH MATHEMATICS The arch of the
(See Example 4.) Sydney Harbor Bridge in Sydney, Australia, can be
modeled by y = −0.00211x2 + 1.06x, where x is the
27. 4x2 < 25 28. x2 + 10x + 9 < 0
distance (in meters) from the left pylons and y is the
height (in meters) of the arch above the water. For
29. x2 − 11x ≥ −28 30. 3x2 − 13x > −10
what distances x is the arch above the road?
31. 2x2 − 5x − 3 ≤ 0 32. 4x2 + 8x − 21 ≥ 0 y

1
pylon
33. —12 x2 − x > 4 34. −—2 x2+ 4x ≤ 1

In Exercises 35–42, solve the inequality by graphing.

(See Example 5.) 52 m
x
35. x2 − 3x + 1 < 0 36. x2 − 4x + 2 > 0

37. x2 + 8x > −7 38. x2 + 6x < −3 46. PROBLEM SOLVING The number T of teams that
have participated in a robot-building competition for
39. 3x2 − 8 ≤ − 2x 40. 3x2 + 5x − 3 < 1 high-school students over a recent period of time x
(in years) can be modeled by
41. —13 x2 + 2x ≥ 2 42. —34 x2 + 4x ≥ 3 T(x) = 17.155x2 + 193.68x + 235.81, 0 ≤ x ≤ 6.
After how many years is the number of teams greater
43. DRAWING CONCLUSIONS Consider the graph of the
than 1000? Justify your answer.
function f(x) = ax2 + bx + c.

x1 x2 x

a. What are the solutions of ax2 + bx + c < 0?

b. What are the solutions of ax2 + bx + c > 0? 47. PROBLEM SOLVING A study found that a driver’s
c. The graph of g represents a reflection in the reaction time A(x) to audio stimuli and his or
x-axis of the graph of f. For which values of x her reaction time V(x) to visual stimuli (both in
is g(x) positive? milliseconds) can be modeled by
A(x) = 0.0051x2 − 0.319x + 15, 16 ≤ x ≤ 70
44. MODELING WITH MATHEMATICS A rectangular
fountain display has a perimeter of 400 feet and an V(x) = 0.005x2 − 0.23x + 22, 16 ≤ x ≤ 70
area of at least 9100 feet. Describe the possible widths where x is the age (in years) of the driver.
of the fountain. (See Example 6.)
a. Write an inequality that you can use to find the
x-values for which A(x) is less than V(x).
b. Use a graphing calculator to solve the inequality
A(x) < V(x). Describe how you used the domain
16 ≤ x ≤ 70 to determine a reasonable solution.
c. Based on your results from parts (a) and (b), do
you think a driver would react more quickly to a
traffic light changing from green to yellow or to
the siren of an approaching ambulance? Explain.

Section 3.6 Quadratic Inequalities 145

48. HOW DO YOU SEE IT? The graph shows a system of 51. MATHEMATICAL CONNECTIONS The area A of the
quadratic inequalities. region bounded by a parabola and a horizontal line
can be modeled by A = —23 bh, where b and h are as
y
8 defined in the diagram. Find the area of the region
determined by each pair of inequalities.

2 4 6 8x h
−4
b
−8 x

a. Identify two solutions of the system.

b. Are the points (1, −2) and (5, 6) solutions of the a. y ≤ −x2 + 4x b. y ≥ x2 − 4x − 5
system? Explain.
y≥0 y≤7
c. Is it possible to change the inequality symbol(s) so
that one, but not both of the points, is a solution of 52. THOUGHT PROVOKING Draw a company logo
the system? Explain. that is created by the intersection of two quadratic
inequalities. Justify your answer.

49. MODELING WITH MATHEMATICS The length L (in

53. REASONING A truck that is 11 feet tall and 7 feet
millimeters) of the larvae of the black porgy fish can
wide is traveling under an arch. The arch can be
be modeled by
modeled by y = −0.0625x2 + 1.25x + 5.75, where
L(x) = 0.00170x2 + 0.145x + 2.35, 0 ≤ x ≤ 40 x and y are measured in feet.
where x is the age (in days) of the larvae. Write and y
solve an inequality to find at what ages a larva’s
length tends to be greater than 10 millimeters.
Explain how the given domain affects the solution.

a. Will the truck fit under the arch? Explain.

50. MAKING AN ARGUMENT You claim the system of
b. What is the maximum width that a truck 11 feet
inequalities below, where a and b are real numbers,
tall can have and still make it under the arch?
has no solution. Your friend claims the system will
always have at least one solution. Who is correct? c. What is the maximum height that a truck 7 feet
Explain. wide can have and still make it under the arch?
y < (x + a)2
y < (x + b)2

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Graph the function. Label the x-intercept(s) and the y-intercept. (Section 2.2)
54. f (x) = (x + 7)(x − 9) 55. g(x) = (x − 2)2 − 4 56. h(x) = −x2 + 5x − 6

Find the minimum value or maximum value of the function. Then describe where the function is
increasing and decreasing. (Section 2.2)
1
57. f (x) = −x2 − 6x − 10 58. h(x) = —2 (x + 2)2 − 1

59. f (x) = −(x − 3)(x + 7) 60. h(x) = x 2 + 3x − 18

146 Chapter 3 Quadratic Equations and Complex Numbers

 4.4 Factoring Polynomials
Essential Question How can you factor a polynomial?
COMMON
CORE
Factoring Polynomials
Learning Standards
HSA-SSE.A.2 Work with a partner. Match each polynomial equation with the graph of its related
HSA-APR.B.2 polynomial function. Use the x-intercepts of the graph to write each polynomial in
HSA-APR.B.3
factored form. Explain your reasoning.
a. x2 + 5x + 4 = 0 b. x3 − 2x2 − x + 2 = 0
c. x3 + x2 − 2x = 0 d. x3 − x = 0
e. x 4 − 5x2 + 4 = 0 f. x 4 − 2x3 − x2 + 2x = 0

A. 4 B. 4

−6 6 −6 6

−4 −4

C. 4 D. 4

−6 6 −6 6

−4 −4

E. 4 F. 4

−6 6 −6 6

MAKING SENSE
OF PROBLEMS −4 −4
To be proficient in math,
you need to check your
answers to problems and Factoring Polynomials
continually ask yourself,
“Does this make sense?” Work with a partner. Use the x-intercepts of the graph of the polynomial function
to write each polynomial in factored form. Explain your reasoning. Check your
answers by multiplying.
a. f(x) = x2 − x − 2 b. f (x) = x3 − x2 − 2x
c. f(x) = x3 − 2x2 − 3x d. f(x) = x3 − 3x2 − x + 3
e. f(x) = x 4 + 2x3 − x2 − 2x f. f(x) = x 4 − 10x2 + 9

Communicate Your Answer

3. How can you factor a polynomial?
4. What information can you obtain about the graph of a polynomial function
written in factored form?

Section 4.4 Factoring Polynomials 179

4.4 Lesson What You Will Learn
Factor polynomials.
Use the Factor Theorem.
Core Vocabul
Vocabulary
larry
factored completely, p. 180 Factoring Polynomials
factor by grouping, p. 181
Previously, you factored quadratic polynomials. You can also factor polynomials
quadratic form, p. 181
with degree greater than 2. Some of these polynomials can be factored completely
Previous using techniques you have previously learned. A factorable polynomial with integer
zero of a function coefficients is factored completely when it is written as a product of unfactorable
synthetic division polynomials with integer coefficients.

Finding a Common Monomial Factor

Factor each polynomial completely.

a. x3 − 4x2 − 5x b. 3y5 − 48y3 c. 5z4 + 30z3 + 45z2

SOLUTION
a. x3 − 4x2 − 5x = x(x2 − 4x − 5) Factor common monomial.
= x(x − 5)(x + 1) Factor trinomial.
b. 3y5 − 48y3 = 3y3(y2 − 16) Factor common monomial.
= 3y3(y − 4)(y + 4) Difference of Two Squares Pattern
c. 5z4 + 30z3 + 45z2 = 5z2(z2 + 6z + 9) Factor common monomial.
= 5z2(z + 3)2 Perfect Square Trinomial Pattern

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Factor the polynomial completely.

1. x3 − 7x2 + 10x 2. 3n7 − 75n5 3. 8m5 − 16m4 + 8m3

In part (b) of Example 1, the special factoring pattern for the difference of two squares
was used to factor the expression completely. There are also factoring patterns that you
can use to factor the sum or difference of two cubes.

Core Concept
Special Factoring Patterns
Sum of Two Cubes Example
a3 + b3 = (a + b)(a2 − ab + b2) 64x3 + 1 = (4x)3 + 13
= (4x + 1)(16x2 − 4x + 1)

Difference of Two Cubes Example

a3 − b3 = (a − b)(a2 + ab + b2) 27x3 − 8 = (3x)3 − 23
= (3x − 2)(9x2 + 6x + 4)

180 Chapter 4 Polynomial Functions

 Factoring the Sum or Difference of Two Cubes

Factor (a) x3 − 125 and (b) 16s5 + 54s2 completely.

SOLUTION
a. x3 − 125 = x3 − 53 Write as a3 − b3.
= (x − 5)(x2 + 5x + 25) Difference of Two Cubes Pattern
b. 16s5 + 54s2 = 2s2(8s3 + 27) Factor common monomial.
= 2s2 [(2s)3 + 33] Write 8s3 + 27 as a3 + b3.
= 2s2(2s + 3)(4s2 − 6s + 9) Sum of Two Cubes Pattern

For some polynomials, you can factor by grouping pairs of terms that have a
common monomial factor. The pattern for factoring by grouping is shown below.
ra + rb + sa + sb = r(a + b) + s(a + b)
= (r + s)(a + b)

Factoring by Grouping

Factor z3 + 5z2 − 4z − 20 completely.

SOLUTION
z3 + 5z2 − 4z − 20 = z2(z + 5) − 4(z + 5) Factor by grouping.
= (z2 − 4)(z + 5) Distributive Property
= (z − 2)(z + 2)(z + 5) Difference of Two Squares Pattern

An expression of the form au2 + bu + c, where u is an algebraic expression, is said to

be in quadratic form. The factoring techniques you have studied can sometimes be
used to factor such expressions.
LOOKING FOR
STRUCTURE Factoring Polynomials in Quadratic Form
The expression 16x 4 − 81 is
Factor (a) 16x4 − 81 and (b) 3p8 + 15p5 + 18p2 completely.
in quadratic form because
it can be written as u2 − 81 SOLUTION
where u = 4x2.
a. 16x4 − 81 = (4x2)2 − 92 Write as a2 − b2.
= (4x2 + 9)(4x2 − 9) Difference of Two Squares Pattern
= (4x2 + 9)(2x − 3)(2x + 3) Difference of Two Squares Pattern
b. 3p8 + 15p5 + 18p2 = 3p2( p6 + 5p3 + 6) Factor common monomial.
= 3p2( p3 + 3)( p3 + 2) Factor trinomial in quadratic form.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Factor the polynomial completely.

4. a3 + 27 5. 6z5 − 750z2
6. x3 + 4x2 − x − 4 7. 3y3 + y2 + 9y + 3
8. −16n4 + 625 9. 5w6 − 25w4 + 30w2

Section 4.4 Factoring Polynomials 181

 The Factor Theorem
When dividing polynomials in the previous section, the examples had nonzero
remainders. Suppose the remainder is 0 when a polynomial f(x) is divided by x − k.
Then,
f(x) 0
— = q(x) + — = q(x)
x−k x−k

⋅
where q(x) is the quotient polynomial. Therefore, f(x) = (x − k) q(x), so that x − k
is a factor of f (x). This result is summarized by the Factor Theorem, which is a special
case of the Remainder Theorem.

READING
In other words, x − k is a Core Concept
factor of f (x) if and only if
k is a zero of f.
The Factor Theorem
A polynomial f(x) has a factor x − k if and only if f (k) = 0.

STUDY TIP Determining Whether a Linear Binomial Is a Factor

In part (b), notice that
direct substitution would Determine whether (a) x − 2 is a factor of f (x) = x2 + 2x − 4 and (b) x + 5 is a factor
have resulted in more of f(x) = 3x4 + 15x3 − x2 + 25.
difficult computations
SOLUTION
than synthetic division.
a. Find f(2) by direct substitution. b. Find f(−5) by synthetic division.
f(2) = 22 + 2(2) − 4 −5 3 15 −1 0 25
=4+4−4 −15 0 5 −25
=4 3 0 −1 5 0

Because f (2) ≠ 0, the binomial Because f(−5) = 0, the binomial

x − 2 is not a factor of x + 5 is a factor of
f(x) = x2 + 2x − 4. f(x) = 3x4 + 15x3 − x2 + 25.

Factoring a Polynomial

Show that x + 3 is a factor of f (x) = x4 + 3x3 − x − 3. Then factor f(x) completely.

SOLUTION
Show that f(−3) = 0 by synthetic division.
ANOTHER WAY −3 1 3 0 −1 −3
Notice that you can factor
−3 0 0 3
f (x) by grouping.
f (x) = x3(x + 3) − 1(x + 3) 1 0 0 −1 0
= (x3 − 1)(x + 3) Because f(−3) = 0, you can conclude that x + 3 is a factor of f (x) by the
= (x + 3)(x − 1)
(x2 + x + 1)
⋅ Factor Theorem. Use the result to write f(x) as a product of two factors and then
factor completely.
f(x) = x 4 + 3x3 − x − 3 Write original polynomial.
= (x + 3)(x3 − 1) Write as a product of two factors.
= (x + 3)(x − 1)(x2 + x + 1) Difference of Two Cubes Pattern

182 Chapter 4 Polynomial Functions

 Because the x-intercepts of the graph of a function are the zeros of the function, you
can use the graph to approximate the zeros. You can check the approximations using
the Factor Theorem.

Real-Life Application h(t) = 4t3 − 21t2 + 9t + 34

h
D
During the first 5 seconds of a roller coaster ride, the 80
ffunction h(t) = 4t 3 − 21t 2 + 9t + 34 represents the
height
h h (in feet) of the roller coaster after t seconds. 40
How
H long is the roller coaster at or below ground
level
l in the first 5 seconds?
1 5 t
SOLUTION
S
11. Understand the Problem You are given a function rule that represents the
height of a roller coaster. You are asked to determine how long the roller coaster
is at or below ground during the first 5 seconds of the ride.
22. Make a Plan Use a graph to estimate the zeros of the function and check using
the Factor Theorem. Then use the zeros to describe where the graph lies below
the t-axis.
33. Solve the Problem From the graph, two of the zeros appear to be −1 and 2.
The third zero is between 4 and 5.
Step 1 Determine whether −1 is a zero using synthetic division.
−1 4 −21 9 34
−4 25 −34
h(−1) = 0, so −1 is a zero of h
4 −25 34 0
and t + 1 is a factor of h(t).
Step 2 Determine whether 2 is a zero. If 2 is also a zero, then t − 2 is a factor of
STUDY TIP the resulting quotient polynomial. Check using synthetic division.
You could also check 2 4 −25 34
that 2 is a zero using 8 −34
the original function, The remainder is 0, so t − 2 is a
but using the quotient 4 −17 0
factor of h(t) and 2 is a zero of h.
polynomial helps you find
the remaining factor. So, h(t) = (t + 1)(t − 2)(4t − 17). The factor 4t − 17 indicates that the zero
17
between 4 and 5 is — 4
, or 4.25.

The zeros are −1, 2, and 4.25. Only t = 2 and t = 4.25 occur in the first
5 seconds. The graph shows that the roller coaster is at or below ground level
for 4.25 − 2 = 2.25 seconds.
4. Look Back Use a table of X Y1
.5 33.75
values to verify the positive zeros zero 1.25 20.25
2 0
and heights between the zeros. 2.75 -16.88
negative
3.5 -20.25
4.25 0
zero 5 54
X=2

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

10. Determine whether x − 4 is a factor of f(x) = 2x2 + 5x − 12.

11. Show that x − 6 is a factor of f (x) = x3 − 5x2 − 6x. Then factor f (x) completely.
12. In Example 7, does your answer change when you first determine whether 2 is a
zero and then whether −1 is a zero? Justify your answer.

Section 4.4 Factoring Polynomials 183

 4.4 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept

p Check
1. COMPLETE THE SENTENCE The expression 9x4 − 49 is in _________ form because it can be written
as u2 − 49 where u = _____.

2. VOCABULARY Explain when you should try factoring a polynomial by grouping.

3. WRITING How do you know when a polynomial is factored completely?

4. WRITING Explain the Factor Theorem and why it is useful.

Monitoring Progress and Modeling with Mathematics

In Exercises 5–12, factor the polynomial completely. In Exercises 23–30, factor the polynomial completely.
(See Example 1.) (See Example 3.)
5. x3 − 2x2 − 24x 6. 4k5 − 100k3 23. y3 − 5y2 + 6y − 30 24. m3 − m2 + 7m − 7

7. 3p5 − 192p3 8. 2m6 − 24m5 + 64m4 25. 3a3 + 18a2 + 8a + 48

9. 2q4 + 9q3 − 18q2 10. 3r 6 − 11r 5 − 20r 4 26. 2k3 − 20k2 + 5k − 50

11. 10w10 − 19w9 + 6w8 27. x3 − 8x2 − 4x + 32 28. z3 − 5z2 − 9z + 45

12. 18v9 + 33v8 + 14v7 29. 4q3 − 16q2 − 9q + 36

In Exercises 13–20, factor the polynomial completely. 30. 16n3 + 32n2 − n − 2

(See Example 2.)
In Exercises 31–38, factor the polynomial
13. x3 + 64 14. y3 + 512
completely. (See Example 4.)
15. g3 − 343 16. c3 − 27 31. 49k 4 − 9 32. 4m4 − 25

17. 3h9 − 192h6 18. 9n6 − 6561n3 33. c 4 + 9c2 + 20 34. y 4 − 3y2 − 28

19. 16t 7 + 250t4 20. 135z11 − 1080z8 35. 16z4 − 81 36. 81a4 − 256

ERROR ANALYSIS In Exercises 21 and 22, describe and 37. 3r 8 + 3r 5 − 60r 2 38. 4n12 − 32n7 + 48n2
correct the error in factoring the polynomial.
In Exercises 39–44, determine whether the binomial is a

✗
21.
factor of the polynomial function. (See Example 5.)
3x 3 + 27x = 3x(x2 + 9) 39. f(x) = 2x3 + 5x2 − 37x − 60; x − 4
= 3x(x + 3)(x − 3)
40. g(x) = 3x3 − 28x2 + 29x + 140; x + 7

✗
22. 41. h(x) = 6x5 − 15x4 − 9x3; x + 3
x 9 + 8x 3 = (x 3)3 + (2x)3
42. g(x) = 8x5 − 58x4 + 60x3 + 140; x − 6
= (x 3 + 2x)[(x 3)2 − (x 3)(2x) + (2x)2]
= (x 3 + 2x)(x6 − 2x 4 + 4x2) 43. h(x) = 6x 4 − 6x3 − 84x2 + 144x; x + 4

44. t(x) = 48x 4 + 36x3 − 138x2 − 36x; x + 2

184 Chapter 4 Polynomial Functions

HSCC_ALG2_PE_04.04.indd 184 5/28/14 12:05 PM

In Exercises 45–50, show that the binomial is a factor of 56. MODELING WITH MATHEMATICS The volume
the polynomial. Then factor the function completely. (in cubic inches) of a rectangular birdcage can be
(See Example 6.) modeled by V = 3x3 − 17x2 + 29x − 15, where x
is the length (in inches). Determine the values of
45. g(x) = x3 − x2 − 20x; x + 4
x for which the model makes sense. Explain your
reasoning.
46. t(x) = x3 − 5x2 − 9x + 45; x − 5
V
47. f(x) = x 4 − 6x3 − 8x + 48; x − 6
2

48. s(x) = x 4 + 4x3 − 64x − 256; x + 4

−2 4 x

49. r(x) = x3 − 37x + 84; x + 7 −2

−4
50. h(x) = x3 − x2 − 24x − 36; x + 2

ANALYZING RELATIONSHIPS In Exercises 51–54, match USING STRUCTURE In Exercises 57–64, use the method
the function with the correct graph. Explain your of your choice to factor the polynomial completely.
reasoning. Explain your reasoning.
51. f(x) = (x − 2)(x − 3)(x + 1) 57. a6 + a5 − 30a4 58. 8m3 − 343

52. g(x) = x(x + 2)(x + 1)(x − 2) 59. z3 − 7z2 − 9z + 63 60. 2p8 − 12p5 + 16p2

53. h(x) = (x + 2)(x + 3)(x − 1) 61. 64r 3 + 729 62. 5x5 − 10x 4 − 40x3

54. k(x) = x(x − 2)(x − 1)(x + 2) 63. 16n 4 − 1 64. 9k3 − 24k2 + 3k − 8

A. y B. y
65. REASONING Determine whether each polynomial is
4 4 factored completely. If not, factor completely.
a. 7z 4(2z2 − z − 6)
−4 4 x −4 4 x
b. (2 − n)(n2 + 6n)(3n − 11)
c. 3(4y − 5)(9y2 − 6y − 4)

C. y D. y 66. PROBLEM SOLVING The profit P

6
4
(in millions of dollars) for a
T-shirt manufacturer can be
modeled by P = −x3 + 4x2 + x,
−4 4 x −4 4 x
where x is the number
−4 (in millions) of T-shirts
produced. Currently the
company produces 4 million
55. MODELING WITH MATHEMATICS The volume T-shirts and makes a profit
(in cubic inches) of a shipping box is modeled of $4 million. What lesser number
by V = 2x3 − 19x2 + 39x, where x is the length of T-shirts could the company produce
(in inches). Determine the values of x for which the and still make the same profit?
model makes sense. Explain your reasoning.
(See Example 6.) 67. PROBLEM SOLVING The profit P (in millions of
dollars) for a shoe manufacturer can be modeled
V by P = −21x3 + 46x, where x is the number (in
40
millions) of shoes produced. The company now
20 produces 1 million shoes and makes a profit of
$25 million, but it would like to cut back production.
2 4 6 8 x What lesser number of shoes could the company
produce and still make the same profit?

Section 4.4 Factoring Polynomials 185

68. THOUGHT PROVOKING Fill in the blank of the divisor 74. REASONING The graph of the function
so that the remainder is 0. Justify your answer. f(x) = x 4 + 3x3 + 2x2 + x + 3
is shown. Can you use y
f(x) = x3 − 3x2 − 4x; (x + ) 4
the Factor Theorem to
factor f(x)? Explain. 2
69. COMPARING METHODS You are taking a test
where calculators are not permitted. One question −4 −2 2 4x
asks you to evaluate g(7) for the function −2
g(x) = x3 − 7x2 − 4x + 28. You use the Factor
Theorem and synthetic division and your friend uses −4
direct substitution. Whose method do you prefer?
Explain your reasoning.
75. MATHEMATICAL CONNECTIONS The standard
equation of a circle with radius r and center (h, k) is
70. MAKING AN ARGUMENT You divide f(x) by (x − a)
(x − h)2 + (y − k)2 = r2. Rewrite each equation of a
and find that the remainder does not equal 0. Your
circle in standard form. Identify the center and radius
friend concludes that f(x) cannot be factored. Is your
of the circle. Then graph the circle.
friend correct? Explain your reasoning.
y
71. CRITICAL THINKING What is the value of k such that (x, y)
x − 7 is a factor of h(x) = 2x3 − 13x2 − kx + 105? r
Justify your answer.
(h, k)

72. HOW DO YOU SEE IT? Use the graph to write an x

equation of the cubic function in factored form.
Explain your reasoning. a. x2 + 6x + 9 + y2 = 25
y b. x2 − 4x + 4 + y2 = 9
4

c. x2 − 8x + 16 + y2 + 2y + 1 = 36

76. CRITICAL THINKING Use the diagram to complete

−4 4x
parts (a)–(c).
−2
a. Explain why a3 − b3 is equal to the sum of the
−4 volumes of the solids I, II, and III.
b. Write an algebraic expression
for the volume of each of
the three solids. Leave II III
73. ABSTRACT REASONING Factor each polynomial
completely. your expressions in a
b
factored form.
a. 7ac2 + bc2 −7ad 2 − bd 2 b b
c. Use the results from I
b. x2n − 2x n + 1 part (a) and part (b) a
c. a5b2 − a2b4 + 2a 4b − 2ab3 + a3 − b2 to derive the factoring a
pattern a3 − b3.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the quadratic equation by factoring. (Section 3.1)

77. x2 − x − 30 = 0 78. 2x 2 − 10x − 72 = 0
79. 3x2 − 11x + 10 = 0 80. 9x 2 − 28x + 3 = 0
Solve the quadratic equation by completing the square. (Section 3.3)
81. x2 − 12x + 36 = 144 82. x 2 − 8x − 11 = 0
83. 3x2 + 30x + 63 = 0 84. 4x 2 + 36x − 4 = 0

186 Chapter 4 Polynomial Functions

 4.5 Solving Polynomial Equations
Essential Question How can you determine whether a polynomial
COMMON equation has a repeated solution?
CORE
Learning Standard Cubic Equations and Repeated Solutions
HSA-APR.B.3
Work with a partner. Some cubic equations have three distinct solutions. Others
have repeated solutions. Match each cubic polynomial equation with the graph of its
related polynomial function. Then solve each equation. For those equations that have
USING TOOLS repeated solutions, describe the behavior of the related function near the repeated zero
using the graph or a table of values.
STRATEGICALLY
To be proficient in a. x3 − 6x2 + 12x − 8 = 0 b. x3 + 3x2 + 3x + 1 = 0
math, you need to use c. x3 − 3x + 2 = 0 d. x3 + x2 − 2x = 0
technological tools to
explore and deepen e. x3 − 3x − 2 = 0 f. x3 − 3x2 + 2x = 0
your understanding
A. 4 B. 4
of concepts.

−6 6 −6 6

−4 −4

C. 4 D. 4

−6 6 −6 6

−4 −4

E. 4 F. 4

−6 6 −6 6

−4 −4

Quartic Equations and Repeated Solutions

Work with a partner. Determine whether each quartic equation has repeated
solutions using the graph of the related quartic function or a table of values. Explain
your reasoning. Then solve each equation.
a. x 4 − 4x3 + 5x2 − 2x = 0 b. x 4 − 2x3 − x2 + 2x = 0
c. x 4 − 4x3 + 4x2 = 0 d. x 4 + 3x3 = 0

Communicate Your Answer

3. How can you determine whether a polynomial equation has a repeated solution?
4. Write a cubic or a quartic polynomial equation that is different from the equations
in Explorations 1 and 2 and has a repeated solution.

Section 4.5 Solving Polynomial Equations 189

4.5 Lesson What You Will Learn
Find solutions of polynomial equations and zeros of polynomial functions.
Use the Rational Root Theorem.
Core Vocabul
Vocabulary
larry Use the Irrational Conjugates Theorem.
repeated solution, p. 190
Previous Finding Solutions and Zeros
roots of an equation You have used the Zero-Product Property to solve factorable quadratic equations. You
real numbers can extend this technique to solve some higher-degree polynomial equations.
conjugates
Solving a Polynomial Equation by Factoring

Solve 2x3 − 12x2 + 18x = 0.

SOLUTION
Check 12 2x3 − 12x2 + 18x = 0 Write the equation.
2x(x2 − 6x + 9) = 0 Factor common monomial.
2x(x − 3)2 = 0 Perfect Square Trinomial Pattern
−2 6
Zero 2x = 0 or (x − 3)2 = 0 Zero-Product Property
X=3 Y=0
−6 x=0 or x=3 Solve for x.

The solutions, or roots, are x = 0 and x = 3.

In Example 1, the factor x − 3 appears more than once. This creates a repeated
solution of x = 3. Note that the graph of the related function touches the x-axis
STUDY TIP (but does not cross the x-axis) at the repeated zero x = 3, and crosses the x-axis at the
zero x = 0. This concept can be generalized as follows.
Because the factor x − 3
appears twice, the root • When a factor x − k of a function f is raised to an odd power, the graph of f crosses
x = 3 has a multiplicity the x-axis at x = k.
of 2.
• When a factor x − k of a function f is raised to an even power, the graph of f
touches the x-axis (but does not cross the x-axis) at x = k.

Finding Zeros of a Polynomial Function

Find the zeros of f(x) = −2x4 + 16x2 − 32. Then sketch a graph of the function.

SOLUTION
(−2, 0) y (2, 0) 0 = −2x4 + 16x2 − 32 Set f(x) equal to 0.
−4 4 x
0 = −2(x4 − 8x2 + 16) Factor out −2.
0 = −2(x2 − 4)(x2 − 4) Factor trinomial in quadratic form.
0 = −2(x + 2)(x − 2)(x + 2)(x − 2) Difference of Two Squares Pattern
0 = −2(x + 2)2(x − 2)2 Rewrite using exponents.

Because both factors x + 2 and x − 2 are raised to an even power, the graph of f
−40
(0, −32) touches the x-axis at the zeros x = −2 and x = 2.
By analyzing the original function, you can determine that the y-intercept is −32.
Because the degree is even and the leading coefficient is negative, f (x) → −∞ as
x → −∞ and f(x) → −∞ as x → +∞. Use these characteristics to sketch a graph of
the function.

190 Chapter 4 Polynomial Functions

 Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Solve the equation.

1. 4x4 − 40x2 + 36 = 0 2. 2x5 + 24x = 14x3

Find the zeros of the function. Then sketch a graph of the function.

3. f(x) = 3x4 − 6x2 + 3 4. f(x) = x3 + x2 − 6x

The Rational Root Theorem

5 3
The solutions of the equation 64x3 + 152x2 − 62x − 105 = 0 are −—2, −—4, and —78 .
Notice that the numerators (5, 3, and 7) of the zeros are factors of the constant term,
−105. Also notice that the denominators (2, 4, and 8) are factors of the leading
coefficient, 64. These observations are generalized by the Rational Root Theorem.

Core Concept
The Rational Root Theorem
If f(x) = an x n + ∙ ∙ ∙ + a1x + a0 has integer coefficients, then every rational
STUDY TIP solution of f (x) = 0 has the following form:
Notice that you can p factor of constant term a
use the Rational Root — = ———0
q factor of leading coefficient an
Theorem to list possible
zeros of polynomial
functions. The Rational Root Theorem can be a starting point for finding solutions of polynomial
equations. However, the theorem lists only possible solutions. In order to find the
actual solutions, you must test values from the list of possible solutions.

Using the Rational Root Theorem

Find all real solutions of x3 − 8x2 + 11x + 20 = 0.

SOLUTION
The polynomial f(x) = x3 − 8x2 + 11x + 20 is not easily factorable. Begin by using
ANOTHER WAY the Rational Root Theorem.
You can use direct
substitution to test Step 1 List the possible rational solutions. The leading coefficient of f(x) is 1 and
possible solutions, but the constant term is 20. So, the possible rational solutions of f (x) = 0 are
synthetic division helps 1 2 4 5 10 20
you identify other factors x = ±—, ±—, ±—, ±—, ±—, ±—.
1 1 1 1 1 1
of the polynomial.
Step 2 Test possible solutions using synthetic division until a solution is found.
Test x = 1: Test x = −1:
1 1 −8 11 20 −1 1 −8 11 20
1 −7 4 −1 9 −20
1 −7 4 24 1 −9 20 0

f(1) ≠ 0, so x − 1 is f(−1) = 0, so x + 1
not a factor of f(x). is a factor of f(x).
Step 3 Factor completely using the result of the synthetic division.
(x + 1)(x2 − 9x + 20) = 0 Write as a product of factors.
(x + 1)(x − 4)(x − 5) = 0 Factor the trinomial.
So, the solutions are x = −1, x = 4, and x = 5.

Section 4.5 Solving Polynomial Equations 191

 In Example 3, the leading coefficient of the polynomial is 1. When the leading
coefficient is not 1, the list of possible rational solutions or zeros can increase
dramatically. In such cases, the search can be shortened by using a graph.

Finding Zeros of a Polynomial Function

Find all real zeros of f(x) = 10x4 − 11x3 − 42x2 + 7x + 12.

SOLUTION
1 2 3 4 6 12
Step 1 List the possible rational zeros of f : ±—, ±—, ±—, ±—, ±—, ±—,
1 1 1 1 1 1
1 3 1 2 3 4 6 12 1 3
±—, ±—, ±—, ±—, ±—, ±—, ±—, ±—, ±—, ±—
2 2 5 5 5 5 5 5 10 10
100
Step 2 Choose reasonable values from the list above
to test using the graph of the function. For f, f
the values −5 5
3 1 3 12
x = −—, x = −—, x = —, and x = —
2 2 5 5
are reasonable based on the graph shown
−100
at the right.
Step 3 Test the values using synthetic division until a zero is found.
3 1
−— 10 −11 −42 7 12 −— 10 −11 −42 7 12
2 2
9 69
−15 39 — −— −5 8 17 −12
2 4
23 21
10 −26 −3 — −— 10 −16 −34 24 0
2 4
1
− — is a zero.
2
Step 4 Factor out a binomial using the result of the synthetic division.

( ) 1
f(x) = x + — (10x3 − 16x2 − 34x + 24)
2
Write as a product of factors.

= ( x + ) (2)(5x − 8x − 17x + 12)

1 3 2
— Factor 2 out of the second factor.
2
= (2x + 1)(5x3 − 8x2 − 17x + 12) Multiply the first factor by 2.

Step 5 Repeat the steps above for g(x) = 5x3 − 8x2 − 17x +12. Any zero of g will
also be a zero of f. The possible rational zeros of g are:
25
1 2 3 4 6 12
g
x = ±1, ±2, ±3, ±4, ±6, ±12, ±—, ±—, ±—, ±—, ±—, ±—
5 5 5 5 5 5
3 3
−5 5 The graph of g shows that — may be a zero. Synthetic division shows that — is
5 5

It follows that:
( 3
5
2
)
a zero and g(x) = x − — (5x − 5x − 20) = (5x − 3)(x − x − 4).
2

−25

⋅
f(x) = (2x + 1) g(x) = (2x + 1)(5x − 3)(x2 − x − 4)
Step 6 Find the remaining zeros of f by solving x2 − x − 4 = 0.
——
−(−1) ± √ (−1)2 − 4(1)(−4) Substitute 1 for a, −1 for b, and −4 for c
x = ———
2(1) in the Quadratic Formula.
—
1 ± √ 17
x=— Simplify.
2
— —
1 3 1 + √ 17 1 − √ 17
The real zeros of f are −—, —, — ≈ 2.56, and — ≈ −1.56.
2 5 2 2

192 Chapter 4 Polynomial Functions

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

5. Find all real solutions of x3 − 5x2 − 2x + 24 = 0.

6. Find all real zeros of f(x) = 3x4 − 2x3 − 37x2 + 24x + 12.

The Irrational Conjugates Theorem

—
In Example
—
4, notice that the irrational zeros are conjugates of the form a + √ b and
a − √b . This illustrates the theorem below.

Core Concept
The Irrational Conjugates Theorem
Let f be a polynomial function —
with rational coefficients,
—
and let a and b be
rational
—
numbers such that √ b is irrational. If a + √ b is a zero of f, then
a − √ b is also a zero of f.

Using Zeros to Write a Polynomial Function

Write a polynomial function f of least degree

—
that has rational coefficients, a leading
coefficient of 1, and the zeros 3 and 2 + √ 5 .

SOLUTION
— —
Because the coefficients are rational and 2 + √5 is a zero, 2 − √ 5 must also be a zero
by the Irrational Conjugates Theorem. Use the three zeros and the Factor Theorem to
write f(x) as a product of three factors.
— —
f(x) = (x − 3)[x − ( 2 + √ 5 )][x − ( 2 − √5 )] Write f(x) in factored form.
— —
= (x − 3)[(x − 2) − √ 5 ][ (x − 2) + √5 ] Regroup terms.
= (x − 3)[(x − 2)2 − 5] Multiply.
= (x − 3)[ (x2 − 4x + 4) − 5] Expand binomial.
= (x − 3)(x2 − 4x − 1) Simplify.
= x3 − 4x2 −x− 3x2 + 12x + 3 Multiply.
= x3 − 7x2 + 11x + 3 Combine like terms.

Check
You can check this result by evaluating f at each of its three zeros.
f(3) = 33 − 7(3)2 + 11(3) + 3 = 27 − 63 + 33 + 3 = 0 ✓
— — 3 — 2 —
f ( 2 + √ 5 ) = ( 2 + √ 5 ) − 7( 2 + √ 5 ) + 11( 2 + √ 5 ) + 3
— — —
= 38 + 17√ 5 − 63 − 28√ 5 + 22 + 11√ 5 + 3
=0 ✓
—
Because f ( 2 + √5 ) = 0, by the Irrational Conjugates Theorem f ( 2 − √5 ) = 0.
—
✓

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

7. Write a polynomial function f of least degree that has

—
rational coefficients, a
leading coefficient of 1, and the zeros 4 and 1 − √ 5 .

Section 4.5 Solving Polynomial Equations 193

 4.5 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept

p Check
1. COMPLETE THE SENTENCE If a polynomial function f has integer coefficients, then every rational
p
solution of f(x) = 0 has the form — , where p is a factor of the _____________ and q is a factor of
q
the _____________.

2. DIFFERENT WORDS, SAME QUESTION Which is different? Find “both” answers.

Find the y-intercept of the graph Find the x-intercepts of the graph
of y = x3 − 2x2 − x + 2. of y = x3 − 2x2 − x + 2.

Find all the real solutions of Find the real zeros of

x3 − 2x2 − x + 2 = 0. f(x) = x3 − 2x2 − x + 2.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–12, solve the equation. (See Example 1.) 21. USING EQUATIONS According to the Rational Root
Theorem, which is not a possible solution of the
3. z3 − z2 − 12z = 0 4. a3 − 4a2 + 4a = 0
equation 2x4 − 5x3 + 10x2 − 9 = 0?
5. 2x4 − 4x3 = −2x2 6. v3 − 2v2 − 16v = − 32 1 5
A −9
○ B −—2
○ C
○ —2 D 3
○
7. 5w3 = 50w 8. 9m5 = 27m3
22. USING EQUATIONS According to the Rational Root
9. 2c4 − 6c3 = 12c2 − 36c Theorem, which is not a possible zero of the function
f (x) = 40x5 − 42x4 − 107x3 + 107x2 + 33x − 36?
10. p4 + 40 = 14p2 2 3 3 4
A −—3
○ B −—8
○ C
○ —4 D
○ —5

11. 12n2 + 48n = −n3 − 64

ERROR ANALYSIS In Exercises 23 and 24, describe and
12. y3 − 27 = 9y2 − 27y correct the error in listing the possible rational zeros of
the function.

✗
In Exercises 13–20, find the zeros of the function. Then
23.
sketch a graph of the function. (See Example 2.)
f(x) = x3 + 5x2 − 9x − 45
13. h(x) = x4 + x3 − 6x2
Possible rational zeros of f :
1, 3, 5, 9, 15, 45
14. f(x) = x4 − 18x2 + 81

✗
15. p(x) = x6 − 11x5 + 30x4 24.
f(x) = 3x3 + 13x2 − 41x + 8
16. g(x) = −2x5 + 2x4 + 40x3 Possible rational zeros of f :
1 1 1 3 3 3
17. g(x) = −4x4 + 8x3 + 60x2 ±1, ±3, ±—2, ±—4, ±—8 , ±—2, ±—4 , ±—8

18. h(x) = −x3 − 2x2 + 15x In Exercises 25–32, find all the real solutions of the
equation. (See Example 3.)
19. h(x) = −x3 − x2 + 9x + 9
25. x3 + x2 − 17x + 15 = 0
20. p(x) = x3 − 5x2 − 4x + 20
26. x3 − 2x2 − 5x + 6 = 0

194 Chapter 4 Polynomial Functions

HSCC_ALG2_PE_04.05.indd 194 5/28/14 12:05 PM

27. x3 − 10x2 + 19x + 30 = 0 49. PROBLEM SOLVING At a factory, molten glass is
poured into molds to make paperweights. Each mold
28. x3 + 4x2 − 11x − 30 = 0 is a rectangular prism with a height 3 centimeters
greater than the length of each side of its square base.
29. x3 − 6x2 − 7x + 60 = 0 Each mold holds 112 cubic centimeters of glass. What
are the dimensions of the mold?
30. x3 − 16x2 + 55x + 72 = 0
50. MATHEMATICAL CONNECTIONS The volume of the
31. 2x3 − 3x2 − 50x − 24 = 0 cube shown is 8 cubic centimeters.
a. Write a polynomial
32. 3x3 + x2 − 38x + 24 = 0 equation that you can
x−3
use to find the value of x.
In Exercises 33–38, find all the real zeros of the
function. (See Example 4.) b. Identify the possible
x−3
rational solutions of the
33. f(x) = x3 − 2x2 − 23x + 60 x−3
equation in part (a).

34. g(x) = x3 − 28x − 48 c. Use synthetic division to find a rational solution of

the equation. Show that no other real solutions exist.
35. h(x) = x3 + 10x2 + 31x + 30 d. What are the dimensions of the cube?

36. f(x) = x3 − 14x2 + 55x − 42 51. PROBLEM SOLVING Archaeologists discovered a

huge hydraulic concrete block at the ruins of Caesarea
37. p(x) = 2x3 − x2 − 27x + 36 with a volume of
945 cubic meters.
38. g(x) = 3x3 − 25x2 + 58x − 40 The block is
x meters high by
USING TOOLS In Exercises 39 and 40, use the graph to 12x − 15 meters
shorten the list of possible rational zeros of the function. long by 12x − 21
Then find all real zeros of the function. meters wide. What
39. f(x) = 4x3 − 20x + 16 40. f(x) = 4x3 − 49x − 60 are the dimensions
of the block?
y y

40
−4 2 x
52. MAKING AN ARGUMENT Your friend claims that
when a polynomial function has a leading coefficient
of 1 and the coefficients are all integers, every
−80 possible rational zero is an integer. Is your friend
−4 2 4x correct? Explain your reasoning.
−20 −120
53. MODELING WITH MATHEMATICS During a 10-year
period, the amount (in millions of dollars) of athletic
In Exercises 41–46, write a polynomial function f of equipment E sold domestically can be modeled by
least degree that has a leading coefficient of 1 and the E(t) = −20t 3 + 252t 2 − 280t + 21,614, where t is
given zeros. (See Example 5.) in years.
41. −2, 3, 6 42. −4, −2, 5 a. Write a polynomial equation to find the year
— — when about $24,014,000,000 of athletic
43. −2, 1 + √ 7 44. 4, 6 − √ 7 equipment is sold.
— —
45. −6, 0, 3 − √ 5 46. 0, 5, −5 + √ 8 b. List the possible whole-number solutions of the
equation in part (a). Consider the domain when
47. COMPARING METHODS Solve the equation making your list of possible solutions.
x3 − 4x2 − 9x + 36 = 0 using two different methods. c. Use synthetic division to find when
Which method do you prefer? Explain your reasoning. $24,014,000,000 of athletic equipment is sold.

48. REASONING Is it possible for a cubic function to have

more than three real zeros? Explain.

Section 4.5 Solving Polynomial Equations 195

54. THOUGHT PROVOKING Write a third or fourth degree 58. WRITING EQUATIONS Write a polynomial function g
3
polynomial function that has zeros at ±—4 . Justify of least degree that has rational coefficients,
—
a leading
—
your answer. coefficient of 1, and the zeros −2 + √ 7 and 3 + √2 .

In Exercises 59– 62, solve f(x) = g(x) by graphing and

55. MODELING WITH MATHEMATICS You are designing a algebraic methods.
marble basin that will hold a fountain for a city park.
The sides and bottom of the basin should be 1 foot 59. f(x) = x 3 + x2 − x − 1; g(x) = −x + 1
thick. Its outer length should be twice its outer width
and outer height. What should the outer dimensions of 60. f(x) = x 4 − 5x3 + 2x2 + 8x; g(x) = −x2 + 6x − 8
the basin be if it is to hold 36 cubic feet of water?
61. f(x) = x3 − 4x2 + 4x; g(x) = −2x + 4
1 ft
62. f(x) = x 4 + 2x3 − 11x2 − 12x + 36;
x g(x) = −x2 − 6x − 9

x 63. MODELING WITH MATHEMATICS You are building

2x a pair of ramps for a loading platform. The left ramp
is twice as long as the right ramp. If 150 cubic feet
of concrete are used to build the ramps, what are the
56. HOW DO YOU SEE IT? Use the information in the dimensions of each ramp?
graph to answer the questions.
y f
6 3x
3x

4 x
21x + 6
2

64. MODELING WITH MATHEMATICS Some ice sculptures

−4 −2 2 4 x are made by filling a mold and then freezing it. You
are making an ice mold for a school dance. It is to be
a. What are the real zeros of the function f ? shaped like a pyramid with a
b. Write an equation of the quartic function in height 1 foot greater than the
factored form. length of each side of its x+1
square base. The volume of the
ice sculpture is 4 cubic feet. x
57. REASONING Determine the value of k for each What are the dimensions x
equation so that the given x-value is a solution. of the mold?

a. x3 − 6x2 − 7x + k = 0; x = 4 65. ABSTRACT REASONING Let an be the leading

b. 2x 3 + 7x 2 − kx − 18 = 0; x = −6 coefficient of a polynomial function f and a0 be the
constant term. If an has r factors and a0 has s factors,
c. kx3 − 35x2 + 19x + 30 = 0; x = 5 what is the greatest number of possible rational
zeros of f that can be generated by the Rational Zero
Theorem? Explain your reasoning.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Decide whether the function is a polynomial function. If so, write it in standard form and
state its degree, type, and leading coefficient. (Section 4.1)
—
66. h(x) = −3x 2 + 2x − 9 + √ 4 x3 67. g(x) =2x3 − 7x2 − 3x−1 + x
1 — —
68. f(x) = —3 x2 + 2x 3 − 4x 4 − √ 3 69. p(x) = 2x − 5x3 + 9x 2 + √
4
x+1

Find the zeros of the function. (Section 3.2)

70. f(x) = 7x 2 + 42 71. g(x) = 9x 2 + 81 72. h(x) = 5x 2 + 40 73. f(x) = 8x 2 − 1

196 Chapter 4 Polynomial Functions

 4.6 The Fundamental Theorem of Algebra
Essential Question How can you determine whether a polynomial
COMMON equation has imaginary solutions?
CORE
Learning Standards Cubic Equations and Imaginary Solutions
HSN-CN.C.8
HSA-CN.C.9 Work with a partner. Match each cubic polynomial equation with the graph of its
HSA-APR.B.3 related polynomial function. Then find all solutions. Make a conjecture about how you
can use a graph or table of values to determine the number and types of solutions of a
cubic polynomial equation.
a. x3 − 3x2 + x + 5 = 0 b. x3 − 2x2 − x + 2 = 0
c. x3 − x2 − 4x + 4 = 0 d. x3 + 5x2 + 8x + 6 = 0
e. x3 − 3x2 + x − 3 = 0 f. x3 − 3x2 + 2x = 0

A. 2 B. 6

−6 6

−6 6

−6 −2

C. 4 D. 6

−6 6

−6 6

−4 −2

E. 4 F. 6

−6 6

−6
USING TOOLS 6

STRATEGICALLY −4 −2
To be proficient in math,
you need to use
technology to enable you Quartic Equations and Imaginary Solutions
to visualize results and
explore consequences. Work with a partner. Use the graph of the related quartic function, or a table of
values, to determine whether each quartic equation has imaginary solutions. Explain
your reasoning. Then find all solutions.
a. x4 − 2x3 − x2 + 2x = 0 b. x4 − 1 = 0
c. x4 + x3 − x − 1 = 0 d. x4 − 3x3 + x2 + 3x − 2 = 0

Communicate Your Answer

3. How can you determine whether a polynomial equation has imaginary solutions?
4. Is it possible for a cubic equation to have three imaginary solutions? Explain
your reasoning.

Section 4.6 The Fundamental Theorem of Algebra 197

4.6 Lesson What You Will Learn
Use the Fundamental Theorem of Algebra.
Find conjugate pairs of complex zeros of polynomial functions.
Core Vocabul
Vocabulary
larry Use Descartes’s Rule of Signs.
complex conjugates, p. 199
Previous The Fundamental Theorem of Algebra
repeated solution The table shows several polynomial equations and their solutions, including
degree of a polynomial repeated solutions. Notice that for the last equation, the repeated solution x = −1
solution of an equation is counted twice.
zero of a function
conjugates Number of
Equation Degree Solution(s)
solutions
1
2x − 1 = 0 1 —2 1
—
x2 − 2 = 0 2 ±√ 2 2
—
x3 − 8 = 0 3 2, −1 ± i √ 3 3
x3 + x2 − x − 1 = 0 3 −1, −1, 1 3

In the table, note the relationship between the degree of the polynomial f(x)
and the number of solutions of f (x) = 0. This relationship is generalized by the
Fundamental Theorem of Algebra, first proven by German mathematician
Carl Friedrich Gauss (1777−1855).

Core Concept
The Fundamental Theorem of Algebra
Theorem If f(x) is a polynomial of degree n where n > 0, then the equation
STUDY TIP f(x) = 0 has at least one solution in the set of complex numbers.
The statements “the
Corollary If f(x) is a polynomial of degree n where n > 0, then the equation
polynomial equation
f(x) = 0 has exactly n solutions provided each solution repeated
f (x) = 0 has exactly n
twice is counted as two solutions, each solution repeated three times
solutions” and “the
is counted as three solutions, and so on.
polynomial function f
has exactly n zeros”
are equivalent.
The corollary to the Fundamental Theorem of Algebra also means that an nth-degree
polynomial function f has exactly n zeros.

Finding the Number of Solutions or Zeros

a. How many solutions does the equation x3 + 3x2 + 16x + 48 = 0 have?

b. How many zeros does the function f (x) = x4 + 6x3 + 12x2 + 8x have?

SOLUTION
a. Because x3 + 3x2 + 16x + 48 = 0 is a polynomial equation of degree 3, it has
three solutions. (The solutions are −3, 4i, and −4i.)
b. Because f(x) = x4 + 6x3 + 12x2 + 8x is a polynomial function of degree 4, it has
four zeros. (The zeros are −2, −2, −2, and 0.)

198 Chapter 4 Polynomial Functions

 Finding the Zeros of a Polynomial Function

Find all zeros of f(x) = x5 + x3 − 2x2 − 12x − 8.

SOLUTION
Step 1 Find the rational zeros of f. Because f is a polynomial function of degree 5,
it has five zeros. The possible rational zeros are ±1, ±2, ±4, and ±8. Using
synthetic division, you can determine that −1 is a zero repeated twice and 2
STUDY TIP is also a zero.
Notice that you can use Step 2 Write f (x) in factored form. Dividing f(x) by its known factors x + 1, x + 1,
imaginary numbers to and x − 2 gives a quotient of x2 + 4. So,
write (x2 + 4) as
(x + 2i )(x − 2i ). In general, f(x) = (x + 1)2(x − 2)(x2 + 4).
(a2 + b2) = (a + bi )(a − bi ). Step 3 Find the complex zeros of f. Solving x2 + 4 = 0, you get x = ±2i. This
means x2 + 4 = (x + 2i )(x − 2i ).
f (x) = (x + 1)2(x − 2)(x + 2i )(x − 2i )

From the factorization, there are five zeros. The zeros of f are
−1, −1, 2, −2i, and 2i.
The graph of f and the real zeros are shown. Notice that only the real zeros appear
as x-intercepts. Also, the graph of f touches the x-axis at the repeated zero x = −1
and crosses the x-axis at x = 2.
5 5

−5 5 −5 5

Zero Zero
X=-1 Y=0 X=2 Y=0
−25 −25

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. How many solutions does the equation x 4 + 7x2 − 144 = 0 have?

2. How many zeros does the function f (x) = x3 − 5x2 − 8x + 48 have?
Find all zeros of the polynomial function.

3. f(x) = x3 + 7x2 + 16x + 12

4. f(x) = x5 − 3x4 + 5x3 − x2 − 6x + 4

Complex Conjugates
Pairs of complex numbers of the forms a + bi and a − bi, where b ≠ 0, are called
complex conjugates. In Example 2, notice that the zeros 2i and −2i are complex
conjugates. This illustrates the next theorem.

Core Concept
The Complex Conjugates Theorem
If f is a polynomial function with real coefficients, and a + bi is an imaginary
zero of f, then a − bi is also a zero of f.

Section 4.6 The Fundamental Theorem of Algebra 199

 Using Zeros to Write a Polynomial Function

Write a polynomial function f of least degree that has rational coefficients, a leading
coefficient of 1, and the zeros 2 and 3 + i.

SOLUTION
Because the coefficients are rational and 3 + i is a zero, 3 − i must also be a zero by
the Complex Conjugates Theorem. Use the three zeros and the Factor Theorem to
write f(x) as a product of three factors.
f(x) = (x − 2)[x − (3 + i)][x − (3 − i)] Write f(x) in factored form.
= (x − 2)[(x − 3) − i][(x − 3) + i] Regroup terms.
= (x − 2)[(x − 3)2 − i2] Multiply.
= (x − 2)[(x2 − 6x + 9) − (−1)] Expand binomial and use i 2 = −1.
= (x − 2)(x2 − 6x + 10) Simplify.
= x3 − 6x2 + 10x − 2x2 + 12x − 20 Multiply.
= x3 − 8x2 + 22x − 20 Combine like terms.

Check
You can check this result by evaluating f at each of its three zeros.
f(2) = (2)3 − 8(2)2 + 22(2) − 20 = 8 − 32 + 44 − 20 = 0 ✓
f(3 + i) = (3 + i)3 − 8(3 + i)2 + 22(3 + i) − 20
= 18 + 26i − 64 − 48i + 66 + 22i − 20
=0 ✓
Because f (3 + i) = 0, by the Complex Conjugates Theorem f (3 − i) = 0. ✓

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Write a polynomial function f of least degree that has rational coefficients, a

leading coefficient of 1, and the given zeros.
— — —
5. −1, 4i 6. 3, 1 + i√ 5 7. √ 2 , 1 − 3i 8. 2, 2i, 4 − √ 6

Descartes’s Rule of Signs

French mathematician René Descartes (1596−1650) found the following relationship
between the coefficients of a polynomial function and the number of positive and
negative zeros of the function.

Core Concept
Descartes’s Rule of Signs
Let f(x) = an x n + an−1x n−1 + ⋅ ⋅ ⋅ + a2 x2 + a1x + a0 be a polynomial function
with real coefficients.
• The number of positive real zeros of f is equal to the number of changes in
sign of the coefficients of f(x) or is less than this by an even number.
• The number of negative real zeros of f is equal to the number of changes in
sign of the coefficients of f(−x) or is less than this by an even number.

200 Chapter 4 Polynomial Functions

 Using Descartes’s Rule of Signs

Determine the possible numbers of positive real zeros, negative real zeros, and
imaginary zeros for f (x) = x6 − 2x5 + 3x4 − 10x3 − 6x2 − 8x − 8.

SOLUTION
f(x) = x6 − 2x5 + 3x4 − 10x3 − 6x2 − 8x − 8.

The coefficients in f(x) have 3 sign changes, so f has 3 or 1 positive real zero(s).
f(−x) = (−x)6 − 2(−x)5 + 3(−x)4 − 10(−x)3 − 6(−x)2 − 8(−x) − 8
= x6 + 2x5 + 3x4 + 10x3 − 6x2 + 8x − 8

The coefficients in f (−x) have 3 sign changes, so f has 3 or 1 negative zero(s).

The possible numbers of zeros for f are summarized in the table below.

Positive real zeros Negative real zeros Imaginary zeros Total zeros
3 3 0 6
3 1 2 6
1 3 2 6
1 1 4 6

Real-Life Application

A tachometer measures the speed (in revolutions per minute, or RPMs) at which an
engine shaft rotates. For a certain boat, the speed x (in hundreds of RPMs) of the
engine shaft and the speed s (in miles per hour) of the boat are modeled by
50
0 60
40 70
s(x) = 0.00547x3 − 0.225x2 + 3.62x − 11.0.
30
0
80 What is the tachometer reading when the boat travels 15 miles per hour?
20
RPM
10
0
x100 SOLUTION
Substitute 15 for s(x) in the function. You can rewrite the resulting equation as
0 = 0.00547x3 − 0.225x2 + 3.62x − 26.0.
The related function to this equation is 40
f(x) = 0.00547x3 − 0.225x2 + 3.62x − 26.0. By
Descartes’s Rule of Signs, you know f has 3 or
1 positive real zero(s). In the context of speed, negative −10 40

real zeros and imaginary zeros do not make sense,

so you do not need to check for them. To approximate Zero
X=19.863247 Y=0
the positive real zeros of f, use a graphing calculator. −60
From the graph, there is 1 real zero, x ≈ 19.9.

The tachometer reading is about 1990 RPMs.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Determine the possible numbers of positive real zeros, negative real zeros, and
imaginary zeros for the function.

9. f(x) = x3 + 9x − 25 10. f(x) = 3x4 − 7x3 + x2 − 13x + 8

11. WHAT IF? In Example 5, what is the tachometer reading when the boat travels
20 miles per hour?

Section 4.6 The Fundamental Theorem of Algebra 201

 4.6 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE The expressions 5 + i and 5 − i are _____________.

2. WRITING How many solutions does the polynomial equation (x + 8)3(x − 1) = 0 have? Explain.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–8, identify the number of solutions or 19. Degree: 2 20. Degree: 3
zeros. (See Example 1.)
y y
3. x 4 + 2x3 − 4x2 + x = 0 4. 5y3 − 3y2 + 8y = 0 40 40

20 20
5. 9t 6 − 14t3 + 4t − 1 = 0 6. f(z) = −7z4 + z2 − 25
−4 −2 2 4x −4 −2 4x
7. g(s) = 4s5 − s3 + 2s7 − 2
−20 −20

8. h(x) = 5x 4 + 7x8 − x12

In Exercises 21–28, write a polynomial function f of
In Exercises 9–16, find all zeros of the polynomial
least degree that has rational coefficients, a leading
function. (See Example 2.)
coefficient of 1, and the given zeros. (See Example 3.)
9. f(x) = x 4 − 6x3 + 7x2 + 6x − 8
21. −5, −1, 2 22. −2, 1, 3
10. f(x) = x4 + 5x3 − 7x2 − 29x + 30
23. 3, 4 + i 24. 2, 5 − i
11. g(x) = x4 − 9x2 − 4x + 12 —
25. 4, −√ 5 26. 3i, 2 − i
12. h(x) = x3 + 5x2 − 4x − 20
— —
27. 2, 1 + i, 2 − √ 3 28. 3, 4 + 2i, 1 + √ 7
13. g(x) = x 4 + 4x3 + 7x2 + 16x + 12
ERROR ANALYSIS In Exercises 29 and 30, describe and
14. h(x) = x 4 − x3 + 7x2 − 9x − 18 correct the error in writing a polynomial function with
rational coefficients and the given zero(s).
15. g(x) = x 5 + 3x 4 − 4x3 − 2x2 − 12x − 16
29. Zeros: 2, 1 + i

✗
16. f(x) = x5 − 20x3 + 20x2 − 21x + 20
f(x) = (x − 2)[ x − (1 + i ) ]
ANALYZING RELATIONSHIPS In Exercises 17–20, = x(x − 1 − i ) − 2(x − 1 − i )
determine the number of imaginary zeros for the
function with the given degree and graph. Explain = x2 − x − ix − 2x + 2 + 2i
your reasoning. = x2 − (3 + i ) x + (2 + 2i )

17. Degree: 4 18. Degree: 5

30. Zero: 2 + i

✗
y y
40 40

20 20
f(x) = [ x − (2 + i ) ][ x + (2 + i ) ]
= (x − 2 − i )(x + 2 + i )
−4 4x −4 2 4x = x2 + 2x + ix − 2x − 4 − 2i − ix − 2i − i 2
−20 −20 = x2 − 4i − 3

202 Chapter 4 Polynomial Functions

HSCC_ALG2_PE_04.06.indd 202 5/28/14 12:15 PM

31. OPEN-ENDED Write a polynomial function of degree 44. MODELING WITH MATHEMATICS Over a period of
6 with zeros 1, 2, and −i. Justify your answer. 14 years, the number N of inland lakes infested with
zebra mussels in a certain state can be modeled by
32. REASONING Two zeros of f(x) = x3 − 6x2 − 16x + 96
N = −0.0284t4 + 0.5937t3 − 2.464t2 + 8.33t − 2.5
are 4 and −4. Explain why the third zero must also be
a real number. where t is time (in years). In which year did the
number of infested inland lakes first reach 120?
In Exercises 33–40, determine the possible numbers of
positive real zeros, negative real zeros, and imaginary
zeros for the function. (See Example 4.)
33. g(x) = x 4 − x2 − 6

34. g(x) = −x3 + 5x2 + 12

35. g(x) = x3 − 4x2 + 8x + 7

36. g(x) = x5 − 2x3 − x2 + 6

45. MODELING WITH MATHEMATICS For the 12 years
37. g(x) = x5 − 3x3 + 8x − 10 that a grocery store has been open, its annual
revenue R (in millions of dollars) can be modeled
38. g(x) = x5 + 7x 4 − 4x3 − 3x2 + 9x − 15 by the function
R = 0.0001(−t 4 + 12t 3 − 77t 2 + 600t + 13,650)
39. g(x) = x6 + x5 − 3x 4 + x3 + 5x2 + 9x − 18
where t is the number of years since the store opened.
40. g(x) = x7 + 4x 4 − 10x + 25 In which year(s) was the revenue $1.5 million?

41. REASONING Which is not a possible classification of

zeros for f(x) = x5 − 4x3 + 6x2 + 2x − 6? Explain.
A three positive real zeros, two negative real
○
zeros, and zero imaginary zeros
B three positive real zeros, zero negative real
○
zeros, and two imaginary zeros
C one positive real zero, four negative real zeros,
○
and zero imaginary zeros
D one positive real zero, two negative real zeros,
○ 46. MAKING AN ARGUMENT Your friend claims that
and two imaginary zeros
2 − i is a complex zero of the polynomial function
f (x) = x3 − 2x2 + 2x + 5i, but that its conjugate is
42. USING STRUCTURE Use Descartes’s Rule of Signs
not a zero. You claim that both 2 − i and its conjugate
to determine which function has at least 1 positive
must be zeros by the Complex Conjugates Theorem.
real zero.
Who is correct? Justify your answer.
A f(x) = x 4 + 2x3 − 9x2 − 2x + 8
○
47. MATHEMATICAL CONNECTIONS A solid monument
B f(x) = x 4 + 4x3 + 8x2 + 16x + 16
○ with the dimensions shown is to be built using
C f(x) = −x 4 − 5x2 − 4
○ 1000 cubic feet of marble. What is the value of x?
D f(x) = x 4 + 4x3 + 7x2 + 12x + 12
○ x

43. MODELING WITH MATHEMATICS From 1890 to 2000, x

the American Indian, Eskimo, and Aleut population
3 ft
P (in thousands) can be modeled by the function
P = 0.004t3 − 0.24t2 + 4.9t + 243, where t is the 2x
number of years since 1890. In which year did the 3 ft
population first reach 722,000? (See Example 5.) 3 ft 2x 3 ft

Section 4.6 The Fundamental Theorem of Algebra 203

48. THOUGHT PROVOKING Write and graph a polynomial 52. DRAWING CONCLUSIONS Find the zeros of each
function of degree 5 that has all positive or negative function.
real zeros. Label each x-intercept. Then write the
f(x) = x2 − 5x + 6
function in standard form.
g(x) = x3 − 7x + 6
49. WRITING The graph of the constant polynomial h(x) = x 4 + 2x3 + x2 + 8x − 12
function f(x) = 2 is a line that does not have any
k(x) = x 5 − 3x 4 − 9x3 + 25x2 − 6x
x-intercepts. Does the function contradict the
Fundamental Theorem of Algebra? Explain. a. Describe the relationship between the sum of the
zeros of a polynomial function and the coefficients
of the polynomial function.
50. HOW DO YOU SEE IT? The graph represents a
polynomial function of degree 6. b. Describe the relationship between the product
of the zeros of a polynomial function and the
y coefficients of the polynomial function.

y = f(x) 53. PROBLEM SOLVING You want to save money so you

can buy a used car in four years. At the end of each
summer, you deposit $1000 earned from summer jobs
x into your bank account. The table shows the value of
your deposits over the four-year period. In the table,
g is the growth factor 1 + r, where r is the annual
interest rate expressed as a decimal.
a. How many positive real zeros does the function
have? negative real zeros? imaginary zeros?
Deposit Year 1 Year 2 Year 3 Year 4
b. Use Descartes’s Rule of Signs and your answers
1st Deposit 1000 1000g 1000g2 1000g3
in part (a) to describe the possible sign changes in
the coefficients of f(x). 2nd Deposit − 1000

3rd Deposit − − 1000

51. FINDING A PATTERN Use a graphing calculator to
graph the function f(x) = (x + 3)n for n = 2, 3, 4, 5, 4th Deposit − − − 1000
6, and 7.
a. Compare the graphs when n is even and n is odd. a. Copy and complete the table.

b. Describe the behavior of the graph near the zero b. Write a polynomial function that gives the value v
x = −3 as n increases. of your account at the end of the fourth summer in
terms of g.
c. Use your results from parts (a) and (b) to describe
the behavior of the graph of g(x) = (x − 4)20 near c. You want to buy a car that costs about $4300.
x = 4. What growth factor do you need to obtain this
amount? What annual interest rate do you need?

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Describe the transformation of f(x) = x2 represented by g. Then graph each function. (Section 2.1)
54. g(x) = −3x2 55. g(x) = (x − 4)2 + 6
56. g(x) = −(x − 1)2 57. g(x) = 5(x + 4)2
Write a function g whose graph represents the indicated transformation of the graph of f.
(Sections 1.2 and 2.1)
1
58. f(x) = x; vertical shrink by a factor of —3 and a reflection in the y-axis
59. f(x) = ∣ x + 1 ∣ − 3; horizontal stretch by a factor of 9
60. f(x) = x2; reflection in the x-axis, followed by a translation 2 units right and 7 units up

204 Chapter 4 Polynomial Functions

 4.7 Transformations of Polynomial
Functions
COMMON Essential Question How can you transform the graph of a
CORE polynomial function?
Learning Standards
HSF-IF.C.7c Transforming the Graph of the Cubic Function
HSF-BF.B.3
Work with a partner. The graph of the cubic function 4

f
f(x) = x3
is shown. The graph of each cubic function g −6 6
represents a transformation of the graph of f.
Write a rule for g. Use a graphing calculator
to verify your answers. −4

a. 4 b. 4
g g

−6 6 −6 6

−4 −4

c. 4 d. 4
g g

−6 6 −6 6

−4 −4

Transforming the Graph of the Quartic Function

Work with a partner. The graph of the quartic function 4

f(x) = x4 f

is shown. The graph of each quartic function g −6 6

represents a transformation of the graph of f.
Write a rule for g. Use a graphing calculator
to verify your answers. −4

a. 4 b. 4
g
LOOKING FOR
STRUCTURE −6 6 −6 6
To be proficient in
math, you need to see g
complicated things, −4 −4
such as some algebraic
expressions, as being
single objects or as Communicate Your Answer
being composed of 3. How can you transform the graph of a polynomial function?
several objects.
4. Describe the transformation of f(x) = x4 represented by g(x) = (x + 1)4 + 3.
Then graph g(x).

Section 4.7 Transformations of Polynomial Functions 205

4.7 Lesson What You Will Learn
Describe transformations of polynomial functions.
Write transformations of polynomial functions.
Core Vocabul
Vocabulary
larry
Previous Describing Transformations of Polynomial Functions
polynomial function
You can transform graphs of polynomial functions in the same way you transformed
transformations
graphs of linear functions, absolute value functions, and quadratic functions. Examples
of transformations of the graph of f(x) = x4 are shown below.

Core Concept
Transformation f(x) Notation Examples
Horizontal Translation g(x) = (x − 5)4 5 units right
f(x − h)
Graph shifts left or right. g(x) = (x + 2)4 2 units left
Vertical Translation g(x) = x 4 + 1 1 unit up
f(x) + k
Graph shifts up or down. g(x) = x 4 − 4 4 units down
Reflection f(−x) g(x) = (−x)4 = x 4 over y-axis
Graph flips over x- or y-axis. −f (x) g(x) = −x4 over x-axis

Horizontal Stretch or Shrink g(x) = (2x)4 shrink by —12

f(ax)
Graph stretches away from ( )
g(x) = —12x
4
stretch by 2
or shrinks toward y-axis.
Vertical Stretch or Shrink g(x) = 8x 4 stretch by 8
Graph stretches away from ⋅
a f (x) g(x) = 1
—4 x 4 shrink by —14
or shrinks toward x-axis.

Translating a Polynomial Function

Describe the transformation of f(x) = x3 represented by g(x) = (x + 5)3 + 2.

Then graph each function.

SOLUTION
Notice that the function is of the form y
g(x) = (x − h)3 + k. Rewrite the function
4
to identify h and k. g

g(x) = ( x − (−5) )3 + 2 2
f
h k
−4 −2 2 x

Because h = −5 and k = 2, the graph of g −2

is a translation 5 units left and 2 units up
of the graph of f.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. Describe the transformation of f(x) = x 4 represented by g(x) = (x − 3)4 − 1.

Then graph each function.

206 Chapter 4 Polynomial Functions

 Transforming Polynomial Functions

Describe the transformation of f represented by g. Then graph each function.

1
a. f(x) = x4, g(x) = −—4 x4 b. f(x) = x5, g(x) = (2x)5 − 3

SOLUTION
a. Notice that the function is of b. Notice that the function is of
the form g(x) = −ax4, where the form g(x) = (ax)5 + k, where
a = —14. a = 2 and k = −3.

So, the graph of g is a So, the graph of g is a

reflection in the x-axis and a horizontal shrink by a factor of
1
vertical shrink by a factor of —2 and a translation 3 units down
1
—4 of the graph of f. of the graph of f.

y y
2
f
4
f
−2 2 x
−2 2 x
g
−4
g

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2. Describe the transformation of f(x) = x3 represented by g(x) = 4(x + 2)3. Then

graph each function.

Writing Transformations of Polynomial Functions

Writing Transformed Polynomial Functions

Let f(x) = x3 + x2 + 1. Write a rule for g and then graph each function. Describe the
graph of g as a transformation of the graph of f.
a. g(x) = f(−x) b. g(x) = 3f (x)

SOLUTION
a. g(x) = f (−x) b. g(x) = 3f (x)
= (−x)3 + (−x)2 + 1 = 3(x3 + x2 + 1)
= −x3 + x2 + 1 = 3x3 + 3x2 + 3
y y
4 8
g f
REMEMBER 4
g f
Vertical stretches and
shrinks do not change the
x-intercept(s) of a graph. −2 2 x 2 x

You can observe this using −2 −4

the graph in Example 3(b).
The graph of g is a reflection The graph of g is a vertical stretch
in the y-axis of the graph of f. by a factor of 3 of the graph of f.

Section 4.7 Transformations of Polynomial Functions 207

 Writing a Transformed Polynomial Function

Let the graph of g be a vertical stretch by a factor of 2, followed by a translation 3

units up of the graph of f (x) = x4 − 2x2. Write a rule for g.

SOLUTION
Step 1 First write a function h that represents the vertical stretch of f.
Check
5
g
⋅
h(x) = 2 f(x) Multiply the output by 2.
= 2(x 4 − 2x2) Substitute x 4 − 2x2 for f(x).
f
= 2x 4 − 4x2 Distributive Property
−2 2
h Step 2 Then write a function g that represents the translation of h.

−3 g(x) = h(x) + 3 Add 3 to the output.

= 2x4 − 4x2 + 3 Substitute 2x 4 − 4x2 for h(x).

The transformed function is g(x) = 2x 4 − 4x2 + 3.

Modeling with Mathematics

(x − 3) ft The function V(x) = —13 x3 − x2 represents the volume (in cubic feet) of the square
pyramid shown. The function W(x) = V(3x) represents the volume (in cubic feet) when
x is measured in yards. Write a rule for W. Find and interpret W(10).
x ft SOLUTION
x ft 1. Understand the Problem You are given a function V whose inputs are in feet
and whose outputs are in cubic feet. You are given another function W whose inputs
are in yards and whose outputs are in cubic feet. The horizontal shrink shown by
W(x) = V(3x) makes sense because there are 3 feet in 1 yard. You are asked to write
a rule for W and interpret the output for a given input.
2. Make a Plan Write the transformed function W(x) and then find W(10).
3. Solve the Problem W(x) = V(3x)
= —13 (3x)3 − (3x)2 Replace x with 3x in V(x).
= 9x3 − 9x2 Simplify.
Next, find W(10).
W(10) = 9(10)3 − 9(10)2 = 9000 − 900 = 8100

When x is 10 yards, the volume of the pyramid is 8100 cubic feet.

4. Look Back Because W(10) = V(30), you can check that your solution is correct
by verifying that V(30) = 8100.

V(30) = —13 (30)3 − (30)2 = 9000 − 900 = 8100 ✓

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3. Let f(x) = x5 − 4x + 6 and g(x) = −f(x). Write a rule for g and then graph each
function. Describe the graph of g as a transformation of the graph of f.
4. Let the graph of g be a horizontal stretch by a factor of 2, followed by a
translation 3 units to the right of the graph of f (x) = 8x3 + 3. Write a rule for g.
5. WHAT IF? In Example 5, the height of the pyramid is 6x, and the volume (in cubic
feet) is represented by V(x) = 2x3. Write a rule for W. Find and interpret W(7).

208 Chapter 4 Polynomial Functions

 4.7 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE The graph of f (x) = (x + 2)3 is a ____________ translation of the
graph of f(x) = x3.

2. VOCABULARY Describe how the vertex form of quadratic functions is similar to the form
f(x) = a(x − h)3 + k for cubic functions.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, describe the transformation In Exercises 11–16, describe the transformation
of f represented by g. Then graph each function. of f represented by g. Then graph each function.
(See Example 1.) (See Example 2.)
3. f(x) = x 4, g(x) = x4 + 3 11. f(x) = x 4, g(x) = −2x 4

4. f(x) = x 4, g(x) = (x − 5)4 12. f(x) = x 6, g(x) = −3x 6

5. f(x) = x5, g(x) = (x − 2)5 − 1 13. f(x) = x3, g(x) = 5x3 + 1

1
6. f(x) = x6, g(x) = (x + 1)6 − 4 14. f(x) = x 4, g(x) = —2 x 4 + 1

3
ANALYZING RELATIONSHIPS In Exercises 7–10, match 15. f(x) = x5, g(x) = —4 (x + 4)5
the function with the correct transformation of the
graph of f. Explain your reasoning. 16. f(x) = x4, g(x) = (2x)4 − 3

y In Exercises 17–20, write a rule for g and then

f graph each function. Describe the graph of g as a
transformation of the graph of f. (See Example 3.)
x
17. f(x) = x4 + 1, g(x) = f (x + 2)

18. f(x) = x5 − 2x + 3, g(x) = 3f(x)

7. y = f(x − 2) 8. y = f (x + 2) + 2 19. f(x) = 2x3 − 2x2 + 6, g(x) = −—2 f(x)

1

9. y = f(x − 2) + 2 10. y = f (x) − 2 20. f(x) = x4 + x3 − 1, g(x) = f (−x) − 5

A. y B. y 21. ERROR ANALYSIS Describe and correct the error in

graphing the function g (x) = (x + 2)4 − 6.

x x
✗ 4
y

2 4 x
C. y D. y
−4

x x

Section 4.7 Transformations of Polynomial Functions 209

HSCC_ALG2_PE_04.07.indd 209 5/28/14 12:16 PM

22. ERROR ANALYSIS Describe and correct the error in 30. THOUGHT PROVOKING Write and graph a
describing the transformation of the graph of f (x) = x5 transformation of the graph of f(x) = x5 − 3x4 + 2x − 4
represented by the graph of g(x) = (3x)5 − 4. that results in a graph with a y-intercept of −2.

✗ The graph of g is a horizontal shrink by

a factor of 3, followed by a translation
4 units down of the graph of f.
31. PROBLEM SOLVING A portion of the path that a
hummingbird flies while feeding can be modeled by
the function
1
f (x) = −—5 x(x − 4)2(x − 7), 0 ≤ x ≤ 7
In Exercises 23–26, write a rule for g that represents
where x is the horizontal distance (in meters) and f(x)
the indicated transformations of the graph of f.
is the height (in meters). The hummingbird feeds each
(See Example 4.)
time it is at ground level.
23. f(x) = x3 − 6; translation 3 units left, followed by a
a. At what distances does the hummingbird feed?
reflection in the y-axis
b. A second hummingbird feeds 2 meters farther
24. f(x) = x4 + 2x + 6; vertical stretch by a factor of 2, away than the first hummingbird and flies twice
followed by a translation 4 units right as high. Write a function to model the path of the
second hummingbird.
1
25. f(x) = x3 + 2x2 − 9; horizontal shrink by a factor of —3
and a translation 2 units up, followed by a reflection
in the x-axis

26. f(x) = 2x5 − x3 + x2 + 4; reflection in the y-axis

and a vertical stretch by a factor of 3, followed by a
translation 1 unit down

27. MODELING WITH MATHEMATICS The volume V

(in cubic feet) of the right triangle pyramid
is given by V(x) = x3 − 4x. The
x ft
function W(x) = V(3x) gives 32. HOW DO YOU SEE IT? y
the volume (in cubic feet) 8
Determine the f g
of the pyramid when x is real zeros of each 4
measured in yards. (2x − 4) ft (3x + 6) ft function. Then describe
Write a rule for W. the transformation of the −8 −4 8x
Find and interpret W(5). (See Example 5.) graph of f that results
in the graph of g.
28. MAKING AN ARGUMENT The volume of a cube with
side length x is given by V(x) = x3. Your friend claims
that when you divide the volume in half, the volume
decreases by a greater amount than when you divide
each side length in half. Is your friend correct? Justify 33. MATHEMATICAL CONNECTIONS
your answer. Write a function V for the volume (x + 3) yd
(in cubic yards) of the right
29. OPEN-ENDED Describe two transformations of the circular cone shown. Then
graph of f(x) = x5 where the order in which the 3x yd
write a function W that gives
transformations are performed is important. Then the volume (in cubic yards)
describe two transformations where the order is not of the cone when x is
important. Explain your reasoning. measured in feet. Find and interpret W(3).

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Find the minimum value or maximum value of the function. Describe the domain and range of the
function, and where the function is increasing and decreasing. (Section 2.2)
34. h(x) = (x + 5)2 − 7 35. f(x) = 4 − x2 36. f(x) = 3(x − 10)(x + 4)
1
37. g(x) = −(x + 2)(x + 8) 38. h(x) = —2 (x − 1)2 −3 39. f(x) = −2x2 + 4x − 1

210 Chapter 4 Polynomial Functions

 4.8 Analyzing Graphs of Polynomial
Functions
Essential Question How many turning points can the graph of a
polynomial function have?
y
A turning point of the graph of
turning point
a polynomial function is a point 1
on the graph at which the
function changes from
1.5 x
• increasing to decreasing, or
−1
• decreasing to increasing. turning point

Approximating Turning Points

Work with a partner. Match each polynomial function with its graph. Explain
your reasoning. Then use a graphing calculator to approximate the coordinates of
the turning points of the graph of the function. Round your answers to the nearest
ATTENDING hundredth.
TO PRECISION a. f(x) = 2x2 + 3x − 4 b. f(x) = x2 + 3x + 2
To be proficient in math,
c. f(x) = x3 − 2x2 − x + 1 d. f(x) = −x3 + 5x − 2
you need to express
numerical answers with e. f(x) = x 4 − 3x2 + 2x − 1 f. f(x) = −2x5 − x2 + 5x + 3
a degree of precision
appropriate for the A. 4 B. 2
problem context.
−6 6
−6 6

−4 −6

C. 2 D. 3

−6 6 −6 6

−6 −7

E. 6 F. 4

−6 6

−6 6

−2 −4

Communicate Your Answer

2. How many turning points can the graph of a polynomial function have?
3. Is it possible to sketch the graph of a cubic polynomial function that has no
turning points? Justify your answer.

Section 4.8 Analyzing Graphs of Polynomial Functions 211

hsnb_alg2_pe_0408.indd 211 2/5/15 11:09 AM

 4.8 Lesson What You Will Learn
Use x-intercepts to graph polynomial functions.
Use the Location Principle to identify zeros of polynomial functions.
Core Vocabul
Vocabulary
larry Find turning points and identify local maximums and local minimums
local maximum, p. 214 of graphs of polynomial functions.
local minimum, p. 214 Identify even and odd functions.
even function, p. 215
odd function, p. 215
Graphing Polynomial Functions
Previous
In this chapter, you have learned that zeros, factors, solutions, and x-intercepts are
end behavior closely related concepts. Here is a summary of these relationships.
increasing

Concept Summary
decreasing
symmetric about the y-axis
Zeros, Factors, Solutions, and Intercepts
Let f (x) = an x n + an−1x n−1 + ⋅ ⋅ ⋅ + a1x + a0 be a polynomial function.
The following statements are equivalent.
Zero: k is a zero of the polynomial function f.
Factor: x − k is a factor of the polynomial f(x).
Solution: k is a solution (or root) of the polynomial equation f (x) = 0.
x-Intercept: If k is a real number, then k is an x-intercept of the graph of the
polynomial function f. The graph of f passes through (k, 0).

Using x-Intercepts to Graph a Polynomial Function

Graph the function

f(x) = —16 (x + 3)(x − 2)2.

SOLUTION
Step 1 Plot the x-intercepts. Because −3 and 2 are zeros y
4
of f, plot (−3, 0) and (2, 0). (−3, 0)
2
Step 2 Plot points between and beyond the x-intercepts.

x −2 −1 0 1 3 −4 −2 (2, 0) 4 x
8 2 −2
y —3 3 2 —3 1
−4

Step 3 Determine end behavior. Because f(x) has three factors of the form x − k and
a constant factor of —16 , f is a cubic function with a positive leading coefficient.
So, f(x) → −∞ as x → −∞ and f (x) → +∞ as x → +∞.
Step 4 Draw the graph so that it passes through the plotted points and has the
appropriate end behavior.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Graph the function.

1 1
1. f(x) = —2 (x + 1)(x − 4)2 2. f(x) = —4 (x + 2)(x − 1)(x − 3)

212 Chapter 4 Polynomial Functions

hsnb_alg2_pe_0408.indd 212 2/5/15 11:09 AM

 The Location Principle
You can use the Location Principle to help you find real zeros of
polynomial functions.

Core Concept
The Location Principle
If f is a polynomial function, and a and b are two real numbers such that f(a) < 0
and f (b) > 0, then f has at least one real zero between a and b.

To use this principle to locate real zeros of a polynomial y

function, find a value a at which the polynomial function
is negative and another value b at which the function is f(b)
positive. You can conclude that the function has at least
one real zero between a and b. a b x
f(a) zero

Locating Real Zeros of a Polynomial Function

Find all real zeros of

f(x) = 6x3 + 5x2 − 17x − 6.

SOLUTION
Step 1 Use a graphing calculator to make a table. X Y1
0 -6
1 -12
Step 2 Use the Location Principle. From the table 2 28
shown, you can see that f(1) < 0 and 3 150
4 390
f (2) > 0. So, by the Location Principle, 5 784
6 1368
f has a zero between 1 and 2. Because f is a X=1
polynomial function of degree 3, it has
three zeros. The only possible rational zero
between 1 and 2 is —32 . Using synthetic division,
you can confirm that —32 is a zero.
Step 3 Write f (x) in factored form. Dividing f (x) by its known factor x − —32 gives a
quotient of 6x2 + 14x + 4. So, you can factor f(x) as

Check ( )
f (x) = x − —32 (6x2 + 14x + 4)
20
( )
= 2 x − —32 (3x2 + 7x + 2)

= 2( x − — ) (3x + 1)(x + 2).

3
2
−5 5

Zero
From the factorization, there are three zeros. The zeros of f are
X=1.5 Y=0 3 1
−20 —2 , −—3 , and −2.

Check this by graphing f.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

3. Find all real zeros of f(x) = 18x3 + 21x2 − 13x − 6.

Section 4.8 Analyzing Graphs of Polynomial Functions 213

hsnb_alg2_pe_0408.indd 213 2/5/15 11:09 AM

 Turning Points
Another important characteristic of graphs of polynomial functions is that they have
turning points corresponding to local maximum and minimum values.
• The y-coordinate of a turning point is a y
local maximum of the function when the function is
READING decreasing
function is
point is higher than all nearby points. increasing
Local maximum and local
• The y-coordinate of a turning point is a local maximum
minimum are sometimes
referred to as relative local minimum of the function when the
x
maximum and relative point is lower than all nearby points.
minimum. local minimum
The turning points of a graph help determine function is
the intervals for which a function is increasing increasing
or decreasing.

Core Concept
Turning Points of Polynomial Functions
1. The graph of every polynomial function of degree n has at most n − 1
turning points.
2. If a polynomial function has n distinct real zeros, then its graph has
exactly n − 1 turning points.

Finding Turning Points

Graph each function. Identify the x-intercepts and the points where the local
maximums and local minimums occur. Determine the intervals for which each
function is increasing or decreasing.
a. f(x) = x3 − 3x2 + 6 b. g(x) = x 4 − 6x3 + 3x2 + 10x − 3

SOLUTION
25 a. Use a graphing calculator to graph the function. The graph of f has one x-intercept
and two turning points. Use the graphing calculator’s zero, maximum, and minimum
features to approximate the coordinates of the points.
The x-intercept of the graph is x ≈ −1.20. The function has a local maximum
−3 5 at (0, 6) and a local minimum at (2, 2). The function is increasing when
Maximum
X=0 Y=6 x < 0 and x > 2 and decreasing when 0 < x < 2.
−10
b. Use a graphing calculator to graph the function. The graph of g has four
40
x-intercepts and three turning points. Use the graphing calculator’s zero, maximum,
and minimum features to approximate the coordinates of the points.

−4 6 The x-intercepts of the graph are x ≈ −1.14, x ≈ 0.29, x ≈ 1.82, and

x ≈ 5.03. The function has a local maximum at (1.11, 5.11) and local
minimums at (−0.57, −6.51) and (3.96, −43.04). The function is increasing
Minimum
X=-0.569071 Y=-6.50858 when −0.57 < x < 1.11 and x > 3.96 and decreasing when x < −0.57 and
−70 1.11 < x < 3.96.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

4. Graph f(x) = 0.5x3 + x2 − x + 2. Identify the x-intercepts and the points where
the local maximums and local minimums occur. Determine the intervals for which
the function is increasing or decreasing.

214 Chapter 4 Polynomial Functions

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 Even and Odd Functions

Core Concept
Even and Odd Functions
A function f is an even function when f (−x) = f(x) for all x in its domain. The
graph of an even function is symmetric about the y-axis.
A function f is an odd function when f(−x) = −f(x) for all x in its domain. The
graph of an odd function is symmetric about the origin. One way to recognize
a graph that is symmetric about the origin is that it looks the same after a 180°
rotation about the origin.
Even Function Odd Function
y y

(x, y)
(−x, y) (x, y)

x x

(−x, −y)

For an even function, if (x, y) is on the For an odd function, if (x, y) is on the
graph, then (−x, y) is also on the graph. graph, then (−x, −y) is also on the graph.

Identifying Even and Odd Functions

Determine whether each function is even, odd, or neither.

a. f(x) = x3 − 7x b. g(x) = x 4 + x2 − 1 c. h(x) = x3 + 2

SOLUTION
a. Replace x with −x in the equation for f, and then simplify.
f (−x) = (−x)3 − 7(−x) = −x3 + 7x = −(x3 − 7x) = −f(x)
Because f(−x) = −f(x), the function is odd.
b. Replace x with −x in the equation for g, and then simplify.
g(−x) = (−x)4 + (−x)2 − 1 = x 4 + x2 − 1 = g(x)
Because g(−x) = g(x), the function is even.
c. Replacing x with −x in the equation for h produces
h(−x) = (−x)3 + 2 = −x3 + 2.
Because h(x) = x3 + 2 and −h(x) = −x3 − 2, you can conclude that
h(−x) ≠ h(x) and h(−x) ≠ −h(x). So, the function is neither even nor odd.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

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

5. f(x) = −x2 + 5 6. f(x) = x 4 − 5x3 7. f(x) = 2x5

Section 4.8 Analyzing Graphs of Polynomial Functions 215

hsnb_alg2_pe_0408.indd 215 2/5/15 11:09 AM

 4.8 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE A local maximum or local minimum of a polynomial function occurs at
a ______________ point of the graph of the function.

2. WRITING Explain what a local maximum of a function is and how it may be different from the
maximum value of the function.

Monitoring Progress and Modeling with Mathematics

ANALYZING RELATIONSHIPS In Exercises 3–6, match the ERROR ANALYSIS In Exercises 15 and 16, describe and
function with its graph. correct the error in using factors to graph f.
3. f(x) = (x − 1)(x −2)(x + 2) 15. f(x) = (x + 2)(x − 1)2

4. h(x) = (x + 2)2(x + 1)

5. g(x) = (x + 1)(x − 1)(x + 2)

✗ −4 −2
y

4x
−2
6. f(x) = (x − 1)2(x + 2)
−4
A. y B. y

2
3

2 x 16. f(x) = x2(x − 3)3

1

✗
−2
−3 −1 3x
y

4
C. y D. y
2

2 −2 2 4 6x
2 x
−2
2 x

In Exercises 17–22, find all real zeros of the function.

(See Example 2.)
In Exercises 7–14, graph the function. (See Example 1.)
17. f(x) = x3 − 4x2 − x + 4
7. f(x) = (x − 2)2(x + 1) 8. f(x) = (x + 2)2(x + 4)2
18. f(x) = x3 − 3x2 − 4x + 12
9. h(x) = (x + 1)2(x − 1)(x − 3)
19. h(x) = 2x3 + 7x2 − 5x − 4
10. g(x) = 4(x + 1)(x + 2)(x − 1)

1
20. h(x) = 4x3 − 2x2 − 24x − 18
11. h(x) = —3 (x − 5)(x + 2)(x − 3)

1
21. g(x) = 4x3 + x2 − 51x + 36
12. g(x) = —
12
(x + 4)(x + 8)(x − 1)
22. f(x) = 2x3 − 3x2 − 32x − 15
13. h(x) = (x − 3)(x2 + x + 1)

14. f(x) = (x − 4)(2x2 − 2x + 1)

216 Chapter 4 Polynomial Functions

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 In Exercises 23–30, graph the function. Identify the 38. • The graph of f has x-intercepts at x = −3, x = 1,
x-intercepts and the points where the local maximums and x = 5.
and local minimums occur. Determine the intervals for
• f has a local maximum value when x = 1.
which the function is increasing or decreasing.
(See Example 3.) • f has a local minimum value when x = −2 and
when x = 4.
23. g(x) = 2x3 + 8x2 − 3
In Exercises 39–46, determine whether the function is
24. g(x) = −x 4 + 3x
even, odd, or neither. (See Example 4.)
25. h(x) = x 4 − 3x2 + x 39. h(x) = 4x7 40. g(x) = −2x 6 + x2

26. f(x) = x5 − 4x3 + x2 + 2 41. f(x) = x 4 + 3x2 − 2

27. f(x) = 0.5x3 − 2x + 2.5 42. f(x) = x5 + 3x3 − x

28. f(x) = 0.7x 4 − 3x3 + 5x 43. g(x) = x2 + 5x + 1

29. h(x) = x5 + 2x2 − 17x − 4 44. f(x) = −x3 + 2x − 9

30. g(x) = x 4 − 5x3 + 2x2 + x − 3 45. f(x) = x 4 − 12x2

In Exercises 31–36, estimate the coordinates of each 46. h(x) = x5 + 3x 4

turning point. State whether each corresponds to a local
maximum or a local minimum. Then estimate the real 47. USING TOOLS When a swimmer does the
zeros and find the least possible degree of the function. breaststroke, the function
31. y 32. y S = −241t7 + 1060t 6 − 1870t 5 + 1650t 4
2
− 737t 3 + 144t 2 − 2.43t
4
models the speed S (in meters per second) of the
−2 2 x −4 4 x swimmer during one complete stroke, where t is the
number of seconds since the start of the stroke and
0 ≤ t ≤ 1.22. Use a graphing calculator to graph
the function. At what time during the stroke is the
swimmer traveling the fastest?
33. y 34. y
10
2 4 x
−2 2 x
−2

−4

−6

35. y 36. y
6

2 x
2
−4
−3 −1 1 3x 48. USING TOOLS During a recent period of time, the
number S (in thousands) of students enrolled in public
schools in a certain country can be modeled by
S = 1.64x3 − 102x2 + 1710x + 36,300, where x is
OPEN-ENDED In Exercises 37 and 38, sketch a graph of time (in years). Use a graphing calculator to graph the
a polynomial function f having the given characteristics. function for the interval 0 ≤ x ≤ 41. Then describe
how the public school enrollment changes over this
37. • The graph of f has x-intercepts at x = −4, x = 0, period of time.
and x = 2.
49. WRITING Why is the adjective local, used to describe
• f has a local maximum value when x = 1.
the maximums and minimums of cubic functions,
• f has a local minimum value when x = −2. sometimes not required for quadratic functions?

Section 4.8 Analyzing Graphs of Polynomial Functions 217

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 50. HOW DO YOU SEE IT? The graph of a polynomial 53. PROBLEM SOLVING Quonset huts are temporary,
function is shown. all-purpose structures shaped like half-cylinders.
You have 1100 square feet of material to build a
y quonset hut.
y = f(x) 10 a. The surface area S of a quonset hut is given by
S = πr 2 + πrℓ. Substitute 1100 for S and then
write an expression forℓ in terms of r.
−4 −2 2 x
b. The volume V of a quonset hut is given by
−10
V = —12 πr 2ℓ. Write an equation that gives V as a
function in terms of r only.

a. Find the zeros, local maximum, and local c. Find the value of r that maximizes the volume of
minimum values of the function. the hut.

b. Compare the x-intercepts of the graphs of y = f(x)

and y = −f(x).
c. Compare the maximum and minimum values of
the functions y = f(x) and y = −f(x).

51. MAKING AN ARGUMENT Your friend claims that the

product of two odd functions is an odd function. Is
your friend correct? Explain your reasoning.

52. MODELING WITH MATHEMATICS You are making a

rectangular box out of a 16-inch-by-20-inch piece of
cardboard. The box will be formed by making the cuts 54. THOUGHT PROVOKING Write and graph a polynomial
shown in the diagram and folding up the sides. You function that has one real zero in each of the intervals
want the box to have the greatest volume possible. −2 < x < −1, 0 < x < 1, and 4 < x < 5. Is there a
maximum degree that such a polynomial function can
x x have? Justify your answer.
x x

16 in. 55. MATHEMATICAL CONNECTIONS A cylinder is

inscribed in a sphere of radius 8 inches. Write an
x x
equation for the volume of the cylinder as a function
x x of h. Find the value of h that maximizes the volume of
20 in. the inscribed cylinder. What is the maximum volume
of the cylinder?
a. How long should you make the cuts?
b. What is the maximum volume?
c. What are the dimensions of the finished box?
h

8 in.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

State whether the table displays linear data, quadratic data, or neither. Explain. (Section 2.4)
56. 57.
Months, x 0 1 2 3 Time (seconds), x 0 1 2 3
Savings (dollars), y 100 150 200 250 Height (feet), y 300 284 236 156

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 4.9 Modeling with Polynomial Functions
Essential Question How can you find a polynomial model for
real-life data?

Modeling Real-Life Data

Work with a partner. The distance a baseball travels after it is hit depends on the
angle at which it was hit and the initial speed. The table shows the distances a
baseball hit at an angle of 35° travels at various initial speeds.

Initial speed, x
80 85 90 95 100 105 110 115
(miles per hour)

Distance, y (feet) 194 220 247 275 304 334 365 397

a. Recall that when data have equally-spaced x-values, you can analyze patterns in the
differences of the y-values to determine what type of function can be used to model
the data. If the first differences are constant, then the set of data fits a linear model.
If the second differences are constant, then the set of data fits a quadratic model.

Find the first and second differences of the data. Are the data linear or quadratic?
Explain your reasoning.
USING TOOLS
STRATEGICALLY 194 220 247 275 304 334 365 397
To be proficient in
math, you need to use
technological tools to
explore and deepen
your understanding
of concepts. b. Use a graphing calculator to draw a scatter plot of the data. Do the data appear
linear or quadratic? Use the regression feature of the graphing calculator to find a
linear or quadratic model that best fits the data.
400

75 120
190

c. Use the model you found in part (b) to find the distance a baseball travels when it
is hit at an angle of 35° and travels at an initial speed of 120 miles per hour.

d. According to the Baseball Almanac, “Any drive over 400 feet is noteworthy.
A blow of 450 feet shows exceptional power, as the majority of major league
players are unable to hit a ball that far. Anything in the 500-foot range is
genuinely historic.” Estimate the initial speed of a baseball that travels a
distance of 500 feet.

Communicate Your Answer

2. How can you find a polynomial model for real-life data?
3. How well does the model you found in Exploration 1(b) fit the data? Do you
think the model is valid for any initial speed? Explain your reasoning.

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 4.9 Lesson What You Will Learn
Write polynomial functions for sets of points.
Write polynomial functions using finite differences.
Core Vocabul
Vocabulary
larry Use technology to find models for data sets.
finite differences, p. 220
Previous Writing Polynomial Functions for a Set of Points
scatter plot You know that two points determine a line and three points not on a line determine
a parabola. In Example 1, you will see that four points not on a line or a parabola
determine the graph of a cubic function.

Writing a Cubic Function

Write the cubic function whose graph is shown. y

(−4, 0) (3, 0)
SOLUTION −2 2 4 x
(1, 0)
Step 1 Use the three x-intercepts to write the −4
function in factored form. (0, −6)
f(x) = a(x + 4)(x − 1)(x − 3)
Check Step 2 Find the value of a by substituting the
coordinates of the point (0, −6). −16
Check the end behavior of f.
The degree of f is odd and −6 = a(0 + 4)(0 − 1)(0 − 3)
a < 0. So, f(x) → +∞ as
x → −∞ and f(x) → −∞ as −6 = 12a
x → +∞, which matches 1
−—2 = a
the graph. ✓ 1
The function is f (x) = −—2 (x + 4)(x − 1)(x − 3).

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Write a cubic function whose graph passes through the given points.
1. (−4, 0), (0, 10), (2, 0), (5, 0) 2. (−1, 0), (0, −12), (2, 0), (3, 0)

Finite Differences
When the x-values in a data set are equally spaced, the differences of consecutive
y-values are called finite differences. Recall from Section 2.4 that the first and
second differences of y = x2 are:
equally-spaced x-values

x −3 −2 −1 0 1 2 3
y 9 4 1 0 1 4 9

first differences: −5 −3 −1 1 3 5

second differences: 2 2 2 2 2
Notice that y = x2 has degree two and that the second differences are constant and
nonzero. This illustrates the first of the two properties of finite differences shown on
the next page.

220 Chapter 4 Polynomial Functions

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 Core Concept
Properties of Finite Differences
1. If a polynomial function y = f(x) has degree n, then the nth differences of
function values for equally-spaced x-values are nonzero and constant.
2. Conversely, if the nth differences of equally-spaced data are nonzero and
constant, then the data can be represented by a polynomial function of
degree n.

The second property of finite differences allows you to write a polynomial function
that models a set of equally-spaced data.

Writing a Function Using Finite Differences

Use finite differences to

x 1 2 3 4 5 6 7
determine the degree of the
polynomial function that fits f (x) 1 4 10 20 35 56 84
the data. Then use technology
to find the polynomial function.

SOLUTION
Step 1 Write the function values. Find the first differences by subtracting
consecutive values. Then find the second differences by subtracting
consecutive first differences. Continue until you obtain differences that
are nonzero and constant.

f (1) f (2) f (3) f (4) f (5) f(6) f(7) Write function values for
1 4 10 20 35 56 84 equally-spaced x-values.

3 6 10 15 21 28 First differences

3 4 5 6 7 Second differences

1 1 1 1 Third differences

Because the third differences are nonzero and constant, you can model the
data exactly with a cubic function.
Step 2 Enter the data into a graphing calculator and use CubicReg
cubic regression to obtain a polynomial function. y=ax3+bx2+cx+d
a=.1666666667
b=.5
Because —16 ≈ 0.1666666667, —12 = 0.5, and c=.3333333333
1
—3 ≈ 0.333333333, a polynomial function that d=0
R2=1
fits the data exactly is

f(x) = —16 x3 + —12 x2 + —13 x.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

3. Use finite differences to

determine the degree of the x −3 −2 −1 0 1 2
polynomial function that fits f (x) 6 15 22 21 6 −29
the data. Then use technology
to find the polynomial function.

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 Finding Models Using Technology
In Examples 1 and 2, you found a cubic model that exactly fits a set of data. In many
real-life situations, you cannot find models to fit data exactly. Despite this limitation,
you can still use technology to approximate the data with a polynomial model, as
shown in the next example.

Real-Life Application

T table shows the total U.S. biomass energy consumptions y (in trillions of
The
British thermal units, or Btus) in the year t, where t = 1 corresponds to 2001. Find
B
a polynomial model for the data. Use the model to estimate the total U.S. biomass
energy
e consumption in 2013.

t 1 2 3 4 5 6
y 2622 2701 2807 3010 3117 3267

t 7 8 9 10 11 12
y 3493 3866 3951 4286 4421 4316

SOLUTION
S
Step 1 Enter the data into a graphing
S Step 2 Use the cubic regression feature.
calculator and make a scatter The polynomial model is
plot. The data suggest a
y = −2.545t3 + 51.95t2 − 118.1t + 2732.
cubic model.
According to the U.S. Department
4500 CubicReg
of Energy, biomass includes
y=ax3+bx2+cx+d
“agricultural and forestry a=-2.545325045
residues, municipal solid wastes, b=51.95376845
industrial wastes, and terrestrial c=-118.1139601
and aquatic crops grown solely d=2732.141414
R2=.9889472257
for energy purposes.” Among the
0 13
uses for biomass is production of 2500
electricity and liquid fuels such
as ethanol. Step 3 Check the model by graphing Step 4 Use the trace feature to
it and the data in the same estimate the value of the
viewing window. model when t = 13.
4500 5000
Y1=-2.5453250453256x^3+_

0 13 0 X=13 Y=4384.7677 14
2500 2000

The approximate total U.S. biomass energy consumption in 2013 was about
4385 trillion Btus.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use a graphing calculator to find a polynomial function that fits the data.

4. 5.
x 1 2 3 4 5 6 x 0 2 4 6 8 10
y 5 13 17 11 11 56 y 8 0 15 69 98 87

222 Chapter 4 Polynomial Functions

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 4.9 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE When the x-values in a set of data are equally spaced, the differences of
consecutive y-values are called ________________.

2. WRITING Explain how you know when a set of data could be modeled by a cubic function.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, write a cubic function whose graph is 11. (−2, 968), (−1, 422), (0, 142), (1, 26), (2, −4),
shown. (See Example 1.) (3, −2), (4, 2), (5, 2), (6, 16)
3. 4.
12. (1, 0), (2, 6), (3, 2), (4, 6), (5, 12), (6, −10),
y y
4 (−2, 4) (7, −114), (8, −378), (9, −904)
4
(0, 2)
(2, 0) 13. ERROR ANALYSIS Describe and correct the error in
(−1, 0) (2, 0) −4 −2 4x writing a cubic function whose graph passes through
−4 −2 4x the given points.
(1, 0) (−3, 0) (−1, 0)

5. 6.
−8

✗ (−6, 0), (1, 0), (3, 0), (0, 54)

54 = a(0 − 6)(0 + 1)(0 + 3)

y (−3, 0) y 54 = −18a
(−5, 0)
(−6, 0) 4 a = −3
(3, 0) f (x) = −3(x − 6)(x + 1)(x + 3)
(4, 0) −8 −4 4 8x
−8 8x
−4 (2, −2) 14. MODELING WITH MATHEMATICS The dot patterns
(1, 0) (0, −9) show pentagonal numbers. The number of dots in the
−8
nth pentagonal number is given by f(n) = —12 n(3n − 1).
Show that this function has constant second-order
In Exercises 7–12, use finite differences to determine differences.
the degree of the polynomial function that fits the data.
Then use technology to find the polynomial function.
(See Example 2.)

7. x −6 −3 0 3 6 9
15. OPEN-ENDED Write three different cubic functions
f (x) −2 15 −4 49 282 803 that pass through the points (3, 0), (4, 0), and (2, 6).
Justify your answers.
8. x −1 0 1 2 3 4
16. MODELING WITH MATHEMATICS The table shows
f (x) −14 −5 −2 7 34 91 the ages of cats and their corresponding ages in
human years. Find a polynomial model for the data
9. (−4, −317), (−3, −37), (−2, 21), (−1, 7), (0, −1), for the first 8 years of a cat’s life. Use the model to
(1, 3), (2, −47), (3, −289), (4, −933) estimate the age (in human years) of a cat that is 3
years old. (See Example 3.)
10. (−6, 744), (−4, 154), (−2, 4), (0, −6), (2, 16),
(4, 154), (6, 684), (8, 2074), (10, 4984) Age of cat, x 1 2 4 6 7 8
Human years, y 15 24 32 40 44 48

Section 4.9 Modeling with Polynomial Functions 223

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 17. MODELING WITH MATHEMATICS The data in the 20. MAKING AN ARGUMENT Your friend states that it
table show the average speeds y (in miles per hour) is not possible to determine the degree of a function
of a pontoon boat for several different engine speeds given the first-order differences. Is your friend
x (in hundreds of revolutions per minute, or RPMs). correct? Explain your reasoning.
Find a polynomial model for the data. Estimate the
average speed of the pontoon boat when the engine 21. WRITING Explain why you cannot always use finite
speed is 2800 RPMs. differences to find a model for real-life data sets.

x 10 20 25 30 45 55
22. THOUGHT PROVOKING A, B, and C are zeros of a
y 4.5 8.9 13.8 18.9 29.9 37.7 cubic polynomial function. Choose values for A, B,
and C such that the distance from A to B is less than
or equal to the distance from A to C. Then write the
18. HOW DO YOU SEE IT? The graph shows typical function using the A, B, and C values you chose.
speeds y (in feet per second) of a space shuttle
x seconds after it is launched.
23. MULTIPLE REPRESENTATIONS Order the polynomial
Space Launch functions according to their degree, from least
to greatest.
(feet per second)

y
Shuttle speed

2000 A. f(x) = −3x + 2x2 + 1

1000 B. y g
2
0
20 40 60 80 100 x
Time (seconds) −2 2 4x
−2
a. What type of polynomial function models the
data? Explain.
b. Which nth-order finite difference should be C.
x −2 −1 0 1 2 3
constant for the function in part (a)? Explain.
h(x) 8 6 4 2 0 −2

19. MATHEMATICAL CONNECTIONS The table shows the D.

number of diagonals for polygons x −2 −1 0 1 2 3
diagonal
with n sides. Find a polynomial k(x) 25 6 7 4 −3 10
function that fits the data. Determine
the total number of diagonals in
the decagon shown. 24. ABSTRACT REASONING Substitute the expressions
z, z + 1, z + 2, ⋅ ⋅ ⋅ , z + 5 for x in the function
f(x) = ax3 + bx2 + cx + d to generate six equally-
Number of
3 4 5 6 7 8 spaced ordered pairs. Then show that the third-order
sides, n
differences are constant.
Number of
0 2 5 9 14 20
diagonals, d

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the equation using square roots. (Section 3.1)

25. x2 − 6 = 30 26. 5x2 − 38 = 187
27. 2(x − 3)2 = 24 28. —43 (x + 5)2 = 4
Solve the equation using the Quadratic Formula. (Section 3.4)
1
29. 2x2 + 3x = 5 30. 2x2 + —2 = 2x
31. 2x2 + 3x = −3x2 + 1 32. 4x − 20 = x2

224 Chapter 4 Polynomial Functions

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