Algebra Book 8

M O D U L A R S Y S T E M
Class 8
ALGEBRA
Ali Lafcýoðlu
Ýsmail Ersözoðlu
Ertuðrul Tarhan
Cem Giray
Murat Kol
Ersoy Osanç
K. Kozhahmetov
B. Kulmagambetov
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CHAPTER 1 CHAPTER 3
SECTION 1: RATIONAL NUMBERS
SECTION 1: SOLVING QUADRATIC
A. RATIONAL NUMBERS: THE SET Q . . . .6 EQUATIONS
1. Understanding Rational Numbers . . . . . . . . . . . .6
2. The Set of Positive Rational Numbers . . . . . . . . . .6
A. SOLVING EQUATIONS OF THE
3. The Set of Negative Rational Numbers . . . . . . . . .6 FORM ax2 = 0 . . . . . . . . . . . . . . .47
SECTION 2: REAL NUMBERS B. SOLVING EQUATIONS OF THE
A. THE SET OF REAL NUMBERS . . . . . . . .7 FORM ax2+bx=0 . . . . . . . . . . . . .48
1. Understanding Real Numbers . . . . . . . . . . . . . .7 C. SOLVING EQUATIONS OF THE
SECTION 3: SQUARE ROOTS . . . . . . . . . . . . . . . .9 FORM ax2+c=0 . . . . . . . . . . . . . .48
1. Understanding Square Roots . . . . . . . . . . . . . . . . . . .9
D. SOLVING EQUATIONS OF THE
2. Properties of Square Roots . . . . . . . . . . . . . . . . . . .11
FORM ax2+bx+c=0 . . . . . . . . . . .49
3. Working with Pure and Mixed Radicals . . . . . . . . . .13 1. Factoring . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
4. Multiplying Square Roots . . . . . . . . . . . . . . . . . . . .18 2. Completing the Square . . . . . . . . . . . . . . . . . .50
3. The Quadratic Formula . . . . . . . . . . . . . . . . . .52
5. Rationalizing Denominators . . . . . . . . . . . . . . . . . .20
4. Discriminant of a Quadratic Equation . . . . . . .54
A. SQUARE ROOT FUNCTION . . . . . . . .23 EXERCISES 3.1 . . . . . . . . . . . . . . . . . . . . . . . . . . .60
EXERCISES 1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . .24
SECTION 2: VIETA'S THEOREM
EXERCISES 3.2 . . . . . . . . . . . . . . . . . . . . . . . . . . .66
CHAPTER 2
SECTION 3: DERIVING QUADRATIC
SECTION 1: PROBABILITY
EQUATIONS
A. BASIC CONCEPTS AND EXERCISES 3.3 . . . . . . . . . . . . . . . . . . . . . . . . . . .70
DEFINITIONS . . . . . . . . . . . . . . . . . .28 SECTION 4: EQUATIONS REDUCIBLE TO

EXERCISES 2.1 . . . . . . . . . . . . . . . . . . . . . . . . . . .34 QUADRATIC FORM
SECTION 2: STATISTICS A. WRITING EQUATIONS IN QUADRATIC
A. BASIC CONCEPTS . . . . . . . . . . . . . . .35 FORM . . . . . . . . . . . . . . . . . . . . .72
1. What is Statistics? . . . . . . . . . . . . . . . . . . . . . .35 B. EQUATIONS INVOLVING PRODUCTS AND
2. Collecting Data . . . . . . . . . . . . . . . . . . . . . . . .36 QUOTIENTS . . . . . . . . . . . . . . . . . . .75
3. Summarizing Data . . . . . . . . . . . . . . . . . . . . .37
C. EQUATIONS INVOLVING RADICALS .78
B. PRESENTING AND INTERPRETING D. EQUATIONS INVOLVING AN ABSOLUTE
DATA . . . . . . . . . . . . . . . . . . . . . .39 VALUE . . . . . . . . . . . . . . . . . . . . . . .82
1. Bar Graph . . . . . . . . . . . . . . . . . . . . . . . . . . .39
EXERCISES 3.4 . . . . . . . . . . . . . . . . . . . . . . . . . . .85
2. Line Graph . . . . . . . . . . . . . . . . . . . . . . . . . . .40
EXERCISES 2.2 . . . . . . . . . . . . . . . . . . . . . . . .43 SECTION 5: SYSTEMS OF QUADRATIC
EQUATIONS
EXERCISES 3.5 . . . . . . . . . . . . . . . . . . . . . . . . . . .90
CHAPTER 4
SECTION 1: GRAPHS OF QUADRATIC

FUNCTIONS
A. GRAPHING y=ax2 . . . . . . . . . . . . . . .97
B. GRAPHING y=ax2 + bx + c . . . . . . . .99

1. Vertex Point . . . . . . . . . . . . . . . . . . . . . . . . . . .99
2. Intercepts . . . . . . . . . . . . . . . . . . . . . . . . . . .102
3. Sketching a Graph . . . . . . . . . . . . . . . . . . . .104
4. Shifting Graphs . . . . . . . . . . . . . . . . . . . . . . .107
5. Parabolas with Absolute Value . . . . . . . . . . .108
С. EQUATION OF A PARABOLA . . . . . . . .111

EXERCISES 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . .117
CHAPTER 5
SECTION 1: LINEAR INEQUALITIES

EXERCISES 5.1 . . . . . . . . . . . . . . . . . . . . . . . . . .126
SECTION 2: QUADRATIC INEQUALITIES

EXERCISES 5.2 . . . . . . . . . . . . . . . . . . . . . . . . . .137
SECTION 3: SYSTEMS OF INEQUALITIES

EXERCISES 5.3 . . . . . . . . . . . . . . . . . . . . . . . . . .144
ANSWERS TO EXERCISES . . . . . . . . . . . . . . . . . . .149

A. RATIONAL NUMBERS: THE SET Q
1. Understanding Rational Numbers
Definition
The ratio of an integer to a non-zero integer is called a rational number. The set of rational
numbers is denoted by Q. Q = { | a, b ∈ Z, b ≠ 0}
2. The Set of Positive Rational Numbers

If a rational number represents a point on the number line on the right side of zero, then it
is called a positive rational number.
In short, is a positive rational number if a and b are both positive integers or both nega-
tive integers.
For example, are positive rational numbers, and denoted by .
Definition
The set of positive rational numbers is denoted by Q+.
Q+ = { and a, b ∈ , b ≠ 0}
3. The Set of Negative Rational Numbers

If a rational number represents a point on the number line on the left side of zero, then it is
called a negative rational number.
In short, is a negative rational number if a is a positive integer and b is a negative integer,

or if a is a negative integer and b is a positive integer.
For example, are negative rational numbers. We can write negative rational
numbers in three ways:
Definition
The set of negative rational numbers is denoted by Q–.
Q– = { and a, b ∈ , b ≠ 0}
6 Algebra 8
A. THE SET OF REAL NUMBERS
1. Understanding Real Numbers
In algebra we use many different sets of numbers. For example, we use the natural numbers
to express quantities of whole objects that we can count, such as the number of students in
a class, or the number of books on a shelf.
The set of natural numbers is denoted by N.
N = {1, 2, 3, 4, 5, ...}
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
Natural numbers
The set of whole numbers is the set of natural numbers together with zero. It is denoted by
W.
W = {0, 1, 2, 3, 4, 5, ...}
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
Whole numbers
The set of integers is the set of natural numbers, together with zero and the negatives of the
natural numbers. It is denoted by Z.
Z = {..., –5, –4, –3, –2, –1, 0, 1, 2, 3, 4, 5, ...}
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
Integers
We use integers to express temperatures below zero, distances above and below sea level, and
increases and decreases in stock prices, etc. For example, we can write ten degrees Celsius
below zero as –10°C.
To express ratios between numbers, and parts of wholes, we use rational numbers.
For example, are rational numbers.
The set of rational numbers is the set of numbers that can be written as the quotient of two
integers. It is denoted by Q.
Q={ | a, b ∈ and b ≠ 0}
7 1 2 5 13
2 2 3 4 2
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
Some rational numbers
Radicals 7
We can write every rational number as a repeating or terminating decimal. Conversely, we
can write any repeating or terminating decimal as a rational number.
For example, = 0.324242424...

––
0.6 is a terminating decimal, and 0.324 is a repeating decimal.
There are some decimals which do not repeat or terminate.
For example, the decimals 0.1012001230001234000 ...
3.141592653 ... = π
2.71828 ... =e
R = R+ ∪ {0} ∪ R–
R+ is the set of positive 1.4142135 ... = ñ2
real numbers
R– is the set of negative do not terminate and do not repeat. Therefore, we cannot write these decimals as rational
real numbers numbers. We say that they are irrational.
Definition
A number whose decimal form does not repeat or terminate is called an irrational number.
The set of irrational numbers is denoted by Q′ or I.
Definition
The union of the set of rational numbers and the set of irrational numbers forms the set of
all decimals. This union is called the set of real numbers.
The set of real numbers is denoted by R.
R = Q ∪ Q′
Real Numbers For every real number there is a point on the number line. In
other words, there is a one-to-one correspondence between
the real numbers and the points on the number line.
-2.35 -0.5 0.6 e p
-5 -4 -3 -2 -1 0 1 2 3 4 5
Some rational numbers
The real numbers fill up the number line.

We can summarize the relationship between the different sets
of numbers that we have described in a diagram. As we know,
the set of natural numbers is a subset of the set of whole
numbers, the set of whole numbers is a subset of the set of
integers, the set of integers is a subset of the set of rational
numbers, and the set of rational numbers is a subset of the
N⊂W⊂Z⊂Q⊂R
Q′ ⊂ R set of real numbers. This relationship is shown by the dia-
gram on the left.
8 Algebra 8
1. Understanding Square Roots
Remember that we can write a ⋅ a as a2. We call a2 the square of a, and multiplying a number
by itself is called squaring the number. The inverse operation of squaring a number is called
finding the square root of the number.
Objectives
After studying this section you will be able to:
1. Understand the concepts of square root and radical number.
2. Use the properties of square roots to simplify expressions.
3. Find the product of square roots.
4. Rationalize the denominator of a fraction containing square roots.
Definition
If a2 = b then a is the square root of b (a ≥ 0, b ≥ 0).

We use the symbol ñ to denote the square root of a number. ñb is read as ‘the square root of
b’. So if a2 = b then a = ñb (a ≥ b, b ≥ 0).
Here are the square roots of all the perfect squares from 1 to 100.
12 = 1 ⇒ ñ1 = 1 62 = 36 ⇒ ò36 = 6
2
2 =4 ⇒ ñ4 = 2 2
7 = 49 ⇒ ò49 = 7
2
3 =9 ⇒ ñ9 = 3 2
8 = 64 ⇒ ò64 = 8
2
4 = 16 ⇒ ò16 = 4 2
9 = 81 ⇒ ò81 = 9
2
5 = 25 ⇒ ò25 = 5 2
10 = 100 ⇒ ó100 = 10
The equation x2 = 9 can be stated as the question, ‘What number multiplied itself is 9?’
There are two such numbers, 3 and –3.
Rule
If x ∈ R then
In other words, if x is a non-negative real number, then
if x is a negative real number, then
Radicals 9
For example,
We can conclude that the square root of any real number will always be greater than or equal
to zero. ò–9 is undefined. Negative numbers have no square root because the square of any
real number cannot be negative.
ò–9 ≠ 3, since 32 is 9, not (–9).
ò–9 ≠ –3, since (–3)2 is 9, not (–9).
Note
x = ñ9 and x2 = 9 have different meanings in the set of all real numbers.
• ñ9 = = |3| = 3
• If x2 = 9 then x = 3 or x = –3.
EXAMPLE 1 Evaluate each square root.

a. ò81 b. ñ1 c. ñ0 d. ò64 e. ñ9 f. ó0.64
g. –ó100 h. –ó0.09 i. ò–4 j. k.
Solution a. ò81 = 9 b. ñ1 = 1 c. ñ0 = 0
d. ò64 = 8 e. f. ó0.64 = 0.8
g. –ó100 = –10 h. –ó0.09 = –0.3 i. ò–4 is undefined
j. k.
EXAMPLE 2 Evaluate each square root.

a. ó100 b. ó121 c. ó144 d. ó169 e. ó225 f. ó361
g. ó400 h. ó625 i. j.
Solution a. ó100 = 10 b. ó121 = 11 c. ó144 = 12

d. ó169 = 13 e. ó225 = 15 f. ó361 = 19
g. ó400 = 20 h. ó625 = 25 i.
j.
10 Algebra 8
2. Properties of Square Roots
Property
For any real number a and b, where a ≥ 0, and b ≥ 0,
ña⋅ñb = óa⋅b.
For example,
Note b≥0 óa . 6 =
If a ≥ 0 then a≥0
⇒ ña . ñ6
ña ⋅ ña = óa ⋅ a =
Mathematics is a universal language.
EXAMPLE 3 Simplify each of the following.

a. ñ2 ⋅ñ8 b. ñ7 ⋅ñ7 c. ò50⋅ñ2 d. ò25⋅ñ1 e. ó576 f. ò10⋅ò90
Solution a. ñ2⋅ñ8 = ó2⋅8 = ò16 = 4 b.
c. ò50⋅ñ2 = ó50⋅2 = ó100 = 10 d.
e.
f.
Property
For any real numbers a and b, where a ≥ 0, and b > 0,
For example,
If a > 0 then
Radicals 11
EXAMPLE 4 Simplify the expressions.
a. b. c. d. e. f.
g. h. i.
Solution a. b.
c. d.
e. f.
g.
h.
i.
Property
For any real number a and n ∈ Z, (a ≥ 0).
Proof
n factors of ña n factors of a
For example,
12 Algebra 8
EXAMPLE 5 Evaluate
(ñ2)4 + (ñ5)4 – (ñ5)2 – (ñ2)6.
Solution
3. Working with Pure and Mixed Radicals

Definition
A radical expression is an expression of the form
index radical sign

ña
n
radicand
Square roots have index 2. However, we usually write square roots in their shorter form, ña:
Definition
A mixed radical is a radical of the form
(x ∈ Q, x ∉ {–1, 0, 1})
For example, 3ñ2, 6ñ7, and 9ó115 are mixed radicals.

ò55, ò99, and ò27 are not mixed radicals. We say that they are pure radicals.
We can convert between mixed and pure radical numbers to simplify radical expressions.
Property
For any real numbers a and b, where a ≥ 0 and b ≥ 0,
For example,
Radicals 13
EXAMPLE 6 Simplify the expressions.
a. ñ8 + 2ò32 – ò18 + ò72 – ò98
b. 2ò48 + 3ò27 – ó108 + ó243
Solution a.
b.
EXAMPLE 7 Write the numbers as pure radicals.

a. 2ñ2 b. 3ñ5 c. 5ñ3 d. 10ò10 e. xñy
Solution a.
b.
c.
d.
e.
Property
For any non-zero real numbers a, b, c, and x,
añx + bñx – cñx = (a + b – c)ñx .
Note
ña + ñb ≠ óa+b
For example,
ñ9 + ò16 = 3 + 4 = 7, but ó9 + 16 = ò25 = 5.
14 Algebra 8
EXAMPLE 8 Perform the operations.
a. ñ3 + ñ3 b. 2ñ5 + ñ5 c. 3ñ6 + 4ñ6 d. 10ñ5 – 3ñ5

e. ò50 + ò98 + ó162 f. 5ñx – ò9x + ó64x
Solution a. ñ3 + ñ3 = (1 + 1)ñ3 = 2ñ3

b. 2ñ5 + ñ5 = (2 + 1)ñ5 = 3ñ5
c. 3ñ6 + 4ñ6 = (3 + 4)ñ6 = 7ñ6
d. 10ñ5 – 3ñ5 = (10 – 3)ñ5 = 7ñ5
e. ò50 + ò98 + ó162 = ó25⋅2 + ó49⋅2 + ó81⋅2 = 5ñ2 + 7ñ2 + 9ñ2
= (5 + 7 + 9)ñ2 = 21ñ2
f. 5ñx – ò9x + ó64x = 5ñx – 3ñx + 8ñx = (5 – 3 + 8)ñx = 10ñx
EXAMPLE 9 Compare the following numbers.
a. ñ7 ... 3 b. 3ñ5 ... 2ò10 c. 2ñ7 ... 3ñ3 d. –2ñ3 ... –3ñ2
Solution a. b. c. d.
Property
Let a, b, m, and n be four real numbers, satisfying a = m + n and b = m ⋅ n. Then,
1. 2.
Proof
1. In order to verify these expressions, suppose that t = ò m + ñn.
t2 = (ò m + ñn)2 = (ò m + ñn) ⋅ (ò m + ñn)
= (ò m ⋅ ñn) + (ò m ⋅ ñn) + (ñn ⋅ ò m ) + (ñn ⋅ ñn)
(by the distributive property)
= m + (ò m ⋅ ñn) + (ñn ⋅ ò m ) + n
= m + n + 2óm⋅n (by the commutative property)
a b
⇒ t2 = a + 2ñb ⇒ t =
2. We can prove the second part in the same way. Try it yourself.
Radicals 15
EXAMPLE 10 Simplify the expressions. Use the property to help you.
a. b. c. d.
e. f.
Solution a. b.
2+1 2⋅1 3+2 3⋅2
c.
4+2 4⋅2
d.
4+2 4⋅2
e. We need a 2 in front of ò21 before we can use the property. Therefore, let us multi-
ply the expression by
7+3 7⋅3
3+1 3⋅1
f.
Check Yourself 1
1. Simplify the expressions.
a. ñ2 ⋅ ñ2 b. ñ8 ⋅ ò32 c. ò3x ⋅ ó12x d. ñ2 ⋅ ò18
e. f. g. h.
2. Evaluate the following.
a. (ñ3)2 + (ñ4)4 – (ñ5)2 – (ñ2)4 b. (ña)4 + (ñb)2 – (ñc)6

a. ò18 b. ò50 c. ò48 d. ò20 e. 5ñ3 – 2ñ3 + ñ3
f. 2ñ2 + 3ñ2 – 4ñ2 g. ò50 – ò18 – ò32 h. ó12x + ó27x – ó48x
16 Algebra 8
4. Write each number as a pure radical.
a. 5ñ3 b. 3ñ5 c. 4ñ2 d. 2ñ5 e. añb
5. Perform the operations.
a. b. 5ñ2 – ñ8 c. ò27 – ò48 d.
6. Compare the numbers.
a. 3ñ5 and 2ò10 b. c. –2ñ5 and –3ñ3
7. Write each expression in its simplest form.
a. b. c. d. e. f.
g. h. i.
Answers
1. a. 2 b. 16 c. 6x d. 6 e. 4 f. 2 g. h. 2. a. 10 b. a2 + b – c3 3. a. 3ñ2 b. 5ñ2
c. 4ñ3 d. 2ñ5 e. 4ñ3 f. ñ2 g. –2ñ2 h. ò3 x 4. a. ò75 b. ò45 c. ò32 d. ò20 e.
5. a. 3ò30 b. 3ñ2 c. –ñ3 d. 3ñ3 6. a. 3ñ5 > 2ò10 b. c. –2ñ5 > –3ñ3 7. a. ñ2 – 1
b. 2 + ñ2 c. ñ5 – ñ2 d. ñ2 + 1 e. ñ5 – 2 f. 2 – ñ3 g. 4 h. 6 i. 2
EXAMPLE 11 Simplify the following.
a. b. c.
Solution Start from the radical on the ‘inside’ of the expression and move outwards.
a. Start with ñ9, on the inside, and work outwards.
b.
c.
Radicals 17
EXAMPLE 12 a. Evaluate b.
c.
Solution a.
(take the square of both sides)
(remove a square root)
b. c.
4. Multiplying Square Roots

To multiply expressions containing square roots, we used the product property of square
roots: ña ⋅ ñb = óa ⋅ b. We can also use the distributive property of multiplication over
addition and subtraction to simplify the products of expressions that contain radicals.
For example,
2ñ8 ⋅ 3ñ2 = 2 ⋅ 3 ⋅ ñ8 ⋅ ñ2 Multiply the rational part by the rational
= 6ò16 part and the radical part by the radical
part.
= 6⋅4
= 24
ñ2 ⋅ (ñ3 + 2ñ2) = ñ2 ⋅ ñ3 + ñ2 ⋅ 2 ⋅ ñ2
= ñ6 + 2 ⋅ ñ2 ⋅ ñ2
= ñ6 + 2 ⋅ 2
= ñ6 + 4
18 Algebra 8
EXAMPLE 13 Perform the operations.
a. ñ2(ñ5 + ñ3) b. ñ3(3ñ3 + 2ñ2) c. 2ñ5(ñ3 + ñ2 + 2ñ5 – ñ7)
Solution a. ñ2(ñ5 + ñ3) = ñ2 ⋅ ñ5 + ñ2 ⋅ ñ3 = ó2 ⋅ 5 + ó2 ⋅ 3 = ò10 + ñ6

b. ñ3(3ñ3 + 2ñ2)= ñ3 ⋅ 3ñ3 + ñ3 ⋅ 2ñ2 = 3 ⋅ ó3 ⋅ 3 + 2 ⋅ ó3 ⋅ 2
= 3 ⋅ 3 + 2 ⋅ ñ6 = 9 + 2ñ6
c. 2ñ5(ñ3 + ñ2 + 2ñ5 – ñ7)= 2ñ5 ⋅ ñ3 + 2ñ5 ⋅ ñ2 + 2ñ5 ⋅ 2ñ5 – 2ñ5 ⋅ ñ7
= 2ò15 + 2ò10 + 4ò25 – 2ò35
= 2ò15 + 2ò10 + 20 – 2ò35
EXAMPLE 14 Multiply and simplify.
a. (ñ2 + ñ3) ⋅ (ñ2 + ñ3) b. (5 + ñ5) ⋅ (5 + ñ5)
Solution a. (ñ2 + ñ3) ⋅ (ñ2 + ñ3) = ñ2 ⋅ ñ2 + ñ2 ⋅ ñ3 + ñ3 ⋅ ñ2 + ñ3 ⋅ ñ3

= ñ4 + ñ6 + ñ6 + ñ9 = 2 + 2ñ6 + 3 = 5 + 2ñ6
b. (5 + ñ5) ⋅ (5 + ñ5)= 52 + 2 ⋅ 5 ⋅ ñ5 + (ñ5)2

= 25 + 10ñ5 + 5 = 30 + 10ñ5
a. (ñ2 + 1) ⋅ (ñ2 – 1) b. (ñ5 + ñ3) ⋅ (ñ5 – ñ3) c. (1 – 2ñ2) ⋅ (1 + 2ñ2)

d. (ña + 1) ⋅ (ña – 1) e. (ña + ñb) ⋅ (ña – ñb)
Solution a. (ñ2 + 1) ⋅ (ñ2 – 1) = ñ2 ⋅ ñ2 – ñ2 ⋅ 1+1 ⋅ ñ2 – 1 ⋅ 1 = (ñ2)2 ⋅ 12 = 2 – 1 = 1

b. (ñ5 + ñ3) ⋅ (ñ5 – ñ3) = (ñ5)2 – (ñ3)2 = 5 – 3 = 2
c. (1 – 2ñ2) ⋅ (1 + 2ñ2) = 12 – (2ñ2)2 = 1 – 4 ⋅ 2 = 1 – 8 = –7
d. (ña + 1) ⋅ (ña – 1) = (ña)2 – 12 = a – 1 (a ≥ 0)
e. (ña + ñb) ⋅ (ña – ñb) = (ña)2 – (ñb)2 = a – b (a, b ≥ 0)
a. b. c.
Solution a.
b.
c.
Radicals 19
a. (ñ3 + ñ2) ⋅ (ñ5 – 1) b. (ñ5 + ñ3) ⋅ (ñ7 + ñ2)

c. (2ñ3 + 1) ⋅ (ñ5 + 1) d. (3ñ2 – 2) ⋅ (ñ5 – ñ3)
Solution a. (ñ3 + ñ2) ⋅ (ñ5 – 1)= (ñ3 ⋅ ñ5) – (ñ3 ⋅ 1) + (ñ2 ⋅ ñ5) – (ñ2 ⋅ 1)
= ò15 – ñ3 + ò10 – ñ2
b. (ñ5 + ñ3) ⋅ (ñ7 + ñ2) = (ñ5 ⋅ ñ7) + (ñ5 ⋅ ñ2) + (ñ3 ⋅ ñ7) + (ñ3 ⋅ ñ2)
= ò35 + ò10 + ò21 + ñ6
c. (2ñ3 + 1) ⋅ (ñ5 + 1) = (2ñ3 ⋅ ñ5) + (2ñ3 ⋅ 1) + (1 ⋅ ñ5) + 1
= 2ò15 + 2ñ3 + ñ5 + 1
d. (3ñ2 – 2) ⋅ (ñ5 – ñ3)= (3ñ2 ⋅ ñ5) – (3ñ2 ⋅ ñ3) – (2ñ5 + 2ñ3)
= 3ò10 – 3ñ6 – 2ñ5 + 2ñ3
5. Rationalizing Denominators
Look at the numbers They are all fractions, and each fraction
has an irrational number as the denominator. In math, it is easier to work with fractions that
have a rational number as the denominator.

Definition
Changing the denominator of a fraction from an irrational number to a rational number is
called rationalizing the denominator of the fraction. Rationalizing the denominator does not
change the value of the original fraction.
To rationalize the denominator, we multiply the numerator and denominator of the fraction
by a suitable factor. For example, if the fraction is in the form we multiply both the
numerator and the denominator by ñb.
So, Note that and have the same value: they are
equivalent fractions.
Look at some more examples:
20 Algebra 8
Definition
An expression with exactly two terms is called a binomial expression. Two binomial expressions
whose first terms are equal and last terms are opposite are called conjugates, i.e. a + b and
a – b are conjugates.
If a ≥ 0 and b ≥ 0, then the binomials xña + yñb and xña – yñb are conjugates. We can use
conjugates to rationalize denominators that contain radical expressions.
For example, let us rationalize ñ3 – ñ2 is the conjugate of ñ3 + ñ2.
Therefore, we multiply the numerator and the denominator by ñ3 – ñ2 to rationalize the

denominator.
Remark
(a + b)(a – b) = a2 – b2
(ña + ñb)(ña – ñb) = a – b where a ≥ 0 and b ≥ 0.
EXAMPLE 18 Rationalize the denominators.
a. b. c. d.
Solution a.
b.
c.
d.
Radicals 21
EXAMPLE 19 Rationalize the denominators to find the sum.
Solution
Check Yourself 2
1. Rationalize the denominators and simplify.
a. b. c. d. e. f.
g. h. i. j.
a. b. c. d. e. f.
g. h. i. j. k.
a. b. c.
d. e.
Answers
1. a. b. c. ñ2 d. –ò15 e. ò15 f. g. h. i. j. ab 2. a. ñ2 + 1
b. ñ6 – 2 c. d. e. f. g. 5ñ2 – ò10 + 3 ñ5 – 3 h.
i. j. k. –9ñ3 – 6ñ7 3. a. b. ñ2 c. d. e.
22 Algebra 8
D. FUNCTION OF THE FORM
Let us plot the graph of y = x. Since we do not have any ideaabout what they look
like, we will construct a table of the values for certain x-values:
x –4 –1 –0.25 0 0.25 1 4
y = ñx undefined undefined undefined 0 0.5 1 2
Using these data graphs will be as shown below:

y
y=ñx
2
-3 -2 -1 1 2 3 4 x
-1
-2
Investigating the graphs above we can derive the following results:
ncttion y =
Properties of the func x
GRAPH OF y = ñx
The domain is [0, ∞).
y
The range is [0, ∞).
y=ñx
The graph passes through
(1,1)
(0, 0), (1, 1).
(0,0) x
For |x| > 1; the bigger n is, the closer
are the arms of the graph to the x-axis.
For |x| < 1; the bigger n is, the closer
are the arms of the graph to the y-axis.
Radicals 23
EXERCISES 1 .1
1. Evaluate the square roots. 5. Perform the operations.
a. ò36 b. ó100 c. –ó121 a. 3ñ3 + 2ñ3 b. 6ñ5 + ñ5
d. e. f. c. –5ñx + 5ñx d. ñ6 – 3ñ6
e. 3ò18 + 2ò72 f. ò80 – ó125 + ò45
g. ò75 + ó108 – ò48 + ò27
h.
a. ñ3 ⋅ ñ3 b. ñ5 ⋅ ñ5 i.
c. ñ3 ⋅ ò12 d. ñ3 ⋅ ò27
e. ò2x ⋅ ò8x f. j.
g. h.
a. b. c. 6. Write each expression in its simplest form.
a. b.
d. e. f.
c. d.
e. f.
g. h.
4. Write each number as a mixed radical.
i. f.
a. ñ8 b. ò72 c. ó243
d. e. ó125 f. k.
24 Algebra 8
7. Simplify the expressions. 10. Rationalize the denominators.
a.
a. b. c.
b.
d. e. f.
c. g. h. i.
d. j. k. l.
8. Find x in each equation.
a. b.
11. Perform the operations.
c. a.
b.
9. Find the products.
a. ñ5 ⋅ (ñ2 + ñ3)
c.
b. ñ7 ⋅ (1 + ñ7)
c. –ñ2 ⋅ (ñ3 – ñ8 + 1) d.
d. ñ2 ⋅ (ñ8 + ò32)
e. ñ6 ⋅ (2ñ3 + 3ñ2)
f. (3 + ñ5) ⋅ (3 – ñ5)
g. (2ñ2 – 3) ⋅ (2ñ2 + 3) 12. Perform the operations.

h. (2ñ3+2) ⋅ (2ñ3 – 2)
a.
i. (ò12 + ñ8) ⋅ (ñ3 – ñ2)
j. (–ò12 + 2ñ2) ⋅ (ñ2 + ñ3)

b.
k.
l.
c.
m.
Radicals 25
PROBABILITY
Definition experiment, outcome, sample space, event, simple event
An experiment is an activity or a process which has observable results. For example, rolling a
die is an experiment.
The possible results of an experiment are called outcomes. The outcomes of rolling a die once are
1, 2, 3, 4, 5, or 6.
The set of all possible outcomes of an experiment is called the sample space for the experiment.
The sample space for rolling a die once is {1, 2, 3, 4, 5, 6}.
An event is a subset of (or a part of) a sample space. For example, the event of an odd number
being rolled on a die is {1, 3, 5}.
If the sample space of an experiment with n outcomes is S = {e1, e2, e3, e4, … , en} then the
events {e1}, {e2}, {e3}, …, {en} which consist of exactly one outcome are called simple events.
EXAMPLE 1 What is the sample space for the experiment of

tossing a coin?
Solution There are two possible outcomes: tossing heads

and tossing tails. So the sample space is {heads,
tails}, or simply {H, T}.
2
A B
EXAMPLE Write the sample space for tossing a coin three
times. S
A and B are mutually exclusive events.
Solution The sample space is {HHH, HHT, HTH, HTT, THH, THT, TTH, TTT}.
EXAMPLE 3 The sample space for an experiment is {1, 2, 3, 4, 5, 6, 7, 8, 9}. Write the event that the result
is a prime number.
Solution The event is {2, 3, 5, 7}.
28 Algebra 8
Definition union and intersection of events, complement of an event
The union of two events A and B is the set of all outcomes which are in A and/or B. It is
denoted by A ∪ B.
The intersection of two events A and B is the set of all outcomes in both A and B. It is
denoted by A ∩ B.
The complement of an event A is the set of all outcomes in the sample space that are not in
the event A. It is denoted by A′ (or AC ).
A B A B A
S S S
AÈB AÇB A¢
(union of A and B) (intersection of A and B) (complement of A)
EXAMPLE 4 Consider the events A = {1, 2, 3, 4} and B = {4, 5, 6} in the experiment of rolling a die.
Write the events A ∪ B, A ∩ B and A′.
Solution The sample space for this experiment is {1, 2, 3, 4, 5, 6}. Therefore,
A ∪ B = {1, 2, 3, 4, 5, 6} (the set of all outcomes in events A and/or B);
A ∩ B = {4} (the set of all common outcomes in A and B);
A′ = {5, 6} (the set of all outcomes in the sample space that are not in event A).
Definition mutually exclusive events

Two events which cannot occur at the same time are called mutually exclusive events. In
other words, if two events have no outcome in common then they are mutually exclusive
events.
A B
A and B are mutually exclusive events.
Statistics and Graphics 29

For example, consider the sample space for rolling a
die. The event that the number rolled is even and the
event that the number rolled is odd are two mutual-
ly exclusive events, since E = {2, 4, 6} and
O = {1, 3, 5} have no outcome in common.
Now we are ready to define the concept of probability of
an event.
Definition probability of an event
Let E be an event in a sample space S in which all the outcomes are equally likely to occur.
Then the probability of event E is where n(E) is the number of outcomes in
event E and n(S) is the number of outcomes in the sample space S.
EXAMPLE 5 A coin is tossed. What is the probability of

obtaining a tail?
Solution The sample space for this experiment is {H, T}

and the event is {T}, so n(S) = 2 and n(E) = 1.
So the desired probability is
EXAMPLE 6 I roll a die. What is the probability that the

number rolled is odd?
Solution The sample space is S = {1, 2, 3, 4, 5, 6} and the
event that the number is odd is E = {1, 3, 5}.
So the probability is
EXAMPLE 7 A coin is tossed three times. What is the

probability of getting only one head?
Solution The sample space is

S = {HHH, HHT, HTH, HTT, THH, THT, TTH, TTT} and the desired event is
E ={HTT, THT, TTH}. So the probability is
30 Algebra 8
EXAMPLE 8 The integers 1 through 15 are written on separate cards. You are asked to pick a card at
random. What is the probability that you pick a prime number?
Solution There are fifteen numbers in the sample space. The primes in the set are 2, 3, 5, 7, 11 and
13. So the desired probability is
Remark
Since the number of outcomes in an event is always less than or equal to the number of
outcomes in the sample space, is always less than or equal to 1.
Also, the smallest possible number of outcomes in an event is zero. So the smallest possible
probability ratio is .
In conclusion, the probability of an event always lies between 0 and 1, i.e. 0 ≤ P(E) ≤ 1.
EXAMPLE 9 A child is throwing darts at the board shown

in the figure. The radii of the circles on the
board are 3 cm, 6 cm and 9 cm respectively.
What is the probability that the child’s dart
lands in the red circle, given that it hits the
board?
Solution We know from geometry that the area of a circle with radius r is πr2. Hence the area of the
red circle is π32 = 9π cm2 and the area of the pentire board is π92 = 81π cm2.
We can consider the area of each region as the number of outcomes in the related event.
So the probability that the dart lands in the red circle is
As the probability of an event gets closer to 1, the event is more likely to occur. As it gets
closer to zero, the event is less likely to occur. In the previous example, the probability is close
to zero so the event is not very likely. However, note that does not tell us anything about
what will actually happen as the child is throwing the darts. The child will not necessarily hit
the red circle once every nine darts. He might hit it three times with nine darts, or not at all.
But if the child played for a long time and we looked at the ratio of the red hits, to the other
hits we would find that it is close to .

Definition certain event, impossible event
An event whose probability is 1 is called a certain event. An event whose probability is zero is
called an impossible event.
EXAMPLE 10 A student rolls a die. What is the probability of each event?

a. the number rolled is less than 8
b. the number rolled is 9
Solution The sample space is S = {1, 2, 3, 4, 5, 6}.

a. We can see that every number in the sample space is less than 8.
So the event is E = {1, 2, 3, 4, 5, 6}.
Therefore the probability that the number is less than 8 is
which means the event is a certain event.
b. Since it is not possible to roll a 9 with a single die, the event is an
empty set (E = ∅). So the probability is which
means the event is an impossible event.
EXAMPLE 11 A card is drawn from a deck of 52 cards. What is the

probability that the card is a spade?
Solution Since there are 13 spades in a deck of 52 cards, the number of
outcomes is 13. So the probability is
EXAMPLE 12 A small child randomly presses all the switches in the 1 2 3

circuit shown opposite. What is the probability that the
bulb lights?
Solution Each switch can be either open or closed. Let us write O to
mean an open switch and C to mean a closed switch. Then +
the sample space contains 2 ⋅ 2 ⋅ 2 = 8 outcomes, namely
The bulb only lights when all the switches are closed. So the desired probability is
32 Algebra 8
EXAMPLE 13 In a game, a player bets on a number from 2 to 12 and rolls two dice. If the sum of the spots
on the dice is the number he guessed, he wins the game. Which number would you advise
the player to bet on? Why?
Solution There is no difference between rolling a die twice and rolling two dice
together. Let us make a table of the possible outcomes of rolling the
dice:
15
Probability (%)
10
0
1 2 3 4 5 6 7 8 9 10 11 12
We can see that there are six ways of rolling 7 with two dice. This is the most frequent
outcome of the game, so the player should bet on 7. As there are 6 ⋅ 6 = 36 outcomes in the
sample space, the probability of rolling 7 is , which is the highest probability in the
game.
Check Yourself 1
1. A family with three children is selected from a population and the genders (male or
female) of the children are written in order, from oldest to youngest. If M represents a
male child and F represents a female child, write the sample space for this experiment.
2. A student rolls a die which has one white face, two red faces and three blue faces. What is
the probability that the top face is blue?
3. Two dice are rolled together. What is the probability of obtaining a sum less than 6?
4. A box contains 15 light bulbs, 4 of which are defective. A bulb is selected at random. What
is the probability that it is not defective?
5. Three dice are rolled together. What is the probability of rolling a sum of 15?
Answers
1. {MMM, MMF, MFM, FMM, MFF, FMF, FFM, FFF} 2. 3. 4. 5.

EXERCISES 2 .1
1. A coin is flipped three times. Specify the 7. A pair of dice are rolled. What is the probability
outcomes in each event. that their sum is greater than 6?
a. the same face occurs three times
b. at least two tails occur
8. Two dice are rolled. What is the probability that
their sum is a prime number?
2. A pair of dice is rolled. Specify the outcomes in

each event. 9. Two dice are rolled. What is the probability that
a. the dice show the same number their sum is divisible by 4?
b. the sum of the numbers is greater than 7

c. the dice show two odd numbers
10. 1
3
3. There are 9 girls and 12 boys in a class. A student
is called at random. Find the probability that the
student is a boy.
+
A monkey is trained to press the switches in the

circuit shown above. It presses all the switches
4. A bag contains 3 red marbles, 4 blue marbles and many times. Find the probability that the bulb
2 green marbles. Fýrat takes a marble from the lights.
bag. Find the probability that he takes a red marble.
11. One-quarter of the Earth’s surface is land and the

rest is sea. A meteor hits the Earth. Find the
5. A continent name is chosen at random. What is probability that it lands in the sea.
the probability that the name begins with A?
(The American continent is considered in two different parts.)
12. A point is selected at random from the interior

region of a circle with radius 4 cm. What is the
6. A number is drawn at random from the set probability that the distance between the selected
{1, 2, 3, …, 100}. What is the probability that the point and the center of the circle is less than or
number is divisible by 3? equal to 2 cm?
34 Algebra 8
Objectives
After studying this section you will be able to:
1. Define statistics as a branch of mathematics and state the activities it involves.
2. Describe some different methods of collecting data.
3. Present and interpret data by using graphs.
4. Describe and find four measures of central tendency: mean, median, mode, and range.
A. BASIC CONCEPTS
1. What is Statistics?
Statistics is the science of collecting, organizing, summarizing and analyzing data, and draw-
ing conclusions from this data. In every field, from the humanities to the physical sciences,
research information and the ways in which it is collected and measured can be inaccurate.
Statistics is the discipline that evaluates the reliability of numerical information, called data.
We use statistics to describe what is happening, and to make projections concerning what will
happen in the future. Statistics show the results of our experience.
Many different people such as economists, engineers, geographers, biologists, physicists,
meteorologists and managers use statistics in their work.
Definition statistics
Statistics is a branch of mathematics which deals with the collection, analysis, interpretation,
and representation of masses of numerical data.
The word statistics comes from the Latin word statisticus, meaning ‘of the state’.
The steps of statistical analysis involve collecting information, evaluating it, and drawing con-
clusions.
For example, the information might be about:
• what teenagers prefer to eat for breakfast;
• the population of a city over a certain period;
• the quality of drinking water in different countries of the world;
• the number of items produced in a factory.

The study of statistics can be divided into two main areas: descriptive statistics and inferential
statistics.
Descriptive statistics involves collecting, organizing, summarizing, and presenting data.
Inferential statistics involves drawing conclusions or predicting results based on the data
collected.
2. Collecting Data
We can collect data in many different ways.
a. Questionnaires
A questionnaire is a list of questions about a given topic. It is usually printed on a piece of
paper so that the answers can be recorded.
For example, suppose you want to find out about the television viewing habits of teachers.
You could prepare a list of questions such as:
• Do you watch television every day?

• Do you watch television: in the morning?
in the evening?
• What is your favourite television program?

• etc.
Some questions will have a yes or no answer. Other questions might ask a person to choose
an answer from a list, or to give a free answer.
When you are writing a questionnaire, keep the following points in mind:
1. A questionnaire should not be too long.

2. It should contain all the questions needed to cover the subject you are studying.
3. The questions should be easy to understand.
4. Most questions should only require a ‘Yes/No’ answer, a tick in a box or a circle round a
choice.
In the example of a study about teachers’ television viewing habits, we only need to ask the
questions to teachers. Teachers form the population for our study. A more precise population
could be all the teachers in your country, or all the teachers in your school.
36 Algebra 8
b. Sampling
A sample is a group of subjects selected from a population.
population
Suppose the population for our study about television is all
the teachers in a particular city. Obviously it will be very
Xdifficult to interview every teacher in the city individually. sample
Instead we could choose a smaller group of teachers to
interview, for example, five teachers from each school.
A sample is a subset of a population.
These teachers will be the sample for our study. We could
say that the habits of the teachers in this sample are
probably the same as the habits of all the teachers in the city.
The process of choosing a sample from a population is called sampling.

The process of choosing a sample from a population is called sampling.
When we sample a population, we need to make sure that the sample is an accurate one. For
example, if we are choosing five teachers from each school to represent all the teachers in a
city, we will need to make sure that the sample includes teachers of different ages in different
parts of the city. When we have chosen an accurate sample for our study, we can collect the
data we need and apply statistical methods to make statements about the whole population.
c. Surveys
One of the most common method of collecting data is the use of surveys. Surveys can be car-
ried out using a variety of methods. Three of the most common methods are the telephone
survey, the mailed questionnaire, and the personal interview.
3. Summarizing Data
In order to describe a situation, draw conclusions, or make predictions about events, a
researcher must organize the data in a meaningful way. One convenient way of organizing the
data is by using a frequency distribution table.
A frequency distribution table consists of two rows or columns. One row or column shows the
data values (x) and the other shows the frequency of each value (f). The frequency of a value
is the number of times it occurs in the data set.
For example, imagine that 25 students took a math test and received the following marks.
8 7 9 3 5
10 8 10 6 8
7 7 6 5 9
4 5 9 6 4
9 3 8 8 6

The following table shows the frequency distribution of these marks. It is a frequency distri-
bution table.
mark (x) 1 2 3 4 5 6 7 8 9 10
frequency (f) 0 0 2 2 3 4 3 5 4 2
Note
The sample size is the number of elements in a sample. It is denoted by n.
We can see from the table that the frequency of 7 is 3 and the frequency of 8 is 5.
The sum of the frequencies is equal to the total number of marks (25).
The number of students took test is called the sample size (n). In this example the sample
size is 25.
The sum of the frequencies and the sample size are the same.
EXAMPLE 1 Twenty-five students were given a blood test to determine their blood type. The data set was
as follows:
A B AB B AB
A O O AB A
B O O O B
AB A O B O
O B AB B O
Construct a frequency distribution table of the data and find the percentage of each blood
type.
Solution There are four blood types: A, B, O, and AB. These types will be used as the classes for the
distribution. The frequency distribution table is:
class frequency percent

We can use the following formula to find the
percentage of values in each class:
A 4 16 %
where
B 7 28 %
f = frequency, and
O 9 36 %
n = total number of values (25).
AB 5 20 %
For example, in the class for type A blood, the
Total 25 Total 100 percentage is
38 Algebra 8
B. PRESENTING AND INTERPRETING DATA
When we have collected, recorded and summarized our data, we have to present it in a form
A graph is a diagram
that people can easily understand.
that relates two or more
Graphs are an easy way of displaying data. There are three kinds of graph: a line graph, a bar
different types of
information. graph, and a circle graph (also called a pie chart).
1. Bar Graph
The most common type of graph is the bar graph (also called a histogram). A bar graph uses
rectangular bars to represent data. The length of each bar in the graph shows the frequency
or size of a cooresponding data value.
EXAMPLE 2 The following table shows the marks that a student Subject Mark
received at the end of the year in different school subjects.
Maths 9
Draw a vertical bar graph for the data in table.
Physics 7
Chemistry 7
Biology 8
Computer 10
History 5
Music 6
Solution We begin by drawing a vertical scale 10

to show the marks and a horizontal 9
8
scale to show the subjects. 7
Then we can draw bars to show the 6
5
Marks
marks for each subject. 4

3
2
1
0
History
Mathematics
Chemistry
Music
Computer
Physics
Biology
Lessons

2. Line Graph
We can make a line graph (also called a broken-line graph) by drawing line segments to join
the tops of the bars in a bar graph.
For example, look at the line graph of the data from Example 5.2.
10 10
9 9
8 8
7 7
6 6
5 5
Marks
Marks
4 4
3 3
2 2
1 1
0 0
History
History
Mathematics
Mathematics
Chemistry
Music
Chemistry
Music
Computer
Computer
Physics
Physics
Biology
Biology
Lessons Lessons
To draw the line graph, we mark the middle point of the top of each bar and join up the points
with straight lines.
EXAMPLE 3 The following table shows the number of cars produced

Car Production
by a Turkish car company between 1992 and 2000.
Draw a bar graph and a line graph of the data in this Year Production
table. 1992 110 659
1993 133 006
1994 99 326
1995 74 862
1996 65 007
1997 91 326
1998 88 506
1999 125 026
2000 140 159
40 Algebra 8
160
Solution First we need to choose the axes.
140
Let us put the years along the
Number of cars (10 000)

120
horizontal axis and the production 100
along the vertical axis of the graph. 80
It will be difficult to show large 60
40
numbers such as 133 006 on the
20
vertical axis. Instead, we can 0
choose a different unit for the
2000
1999
1992
1993
1994
1995
1996
1997
1998
vertical axis, for example: one unit
on the axis means 10 000 cars. We Year
write this information when we 160

140
label the axis.
Number of cars (10 000)

120
100
80
60
40
20
0
2000
1999
1992
1993
1994
1995
1996
1997
1998
Year
EXAMPLE 4 The gross domestic product (GDP) of a country is

8
Share of education expenditures as a percentage of GDP in
selected countries *
the total value of new goods and services that the 7%
7 6.4%
country produces in a given year. 6 6% 6%
5.3%
5.2%
5
The graph below shows the amount of money 4
3.4%
that seven different countries spend on education 3
2
in 2003, as a percentage of each country’s gross
1
domestic product. Look at the graph and answer 0
the questions.
Australia
Turkey
USA
Norway
Germany
United
Kingdom
Canada
a. Which country spent the largest percentage of
its GDP on education? * Source: Education at a Glance 2003 - OECD indicators
b. Which country spent the smallest percentage of

its GDP on education?
c. Find the percentage difference between the
countries which spent the largest and smallest
percentage of their GDP on education.
d. Which countries spent the same percentage of
their GDP on education?

Solution a. The USA spent the largest percentage (7% of its GDP).
b. Turkey spent the smallest percentage (3.4% of its GDP).
c. 7 – 3.4 = 3.6%
d. Norway and Australia spent the same percentage: both countries gave 6% of their GDP.
Practice Problems
1. The bar graph below compares different causes of death in the United States for the year
1999. Look at the graph and answer the questions.
Comparative causes of annual deaths in the United States (1999)*
Cause
* Source: World Health Organization
a. What was the most common cause of death?

b. What was the least common cause of death?
c. What is the ratio of the number of deaths caused by smoking to the number of deaths
caused by alcohol?
d. How many deaths are shown in the graph?
e. On avarage, how many people died per day from each canse in 1999? (Hint: There
were 365 days in 1999.)
Answers
1. a. Smoking b. Drug Induced c. d. 632000 e. 1732
42 Algebra 8
EXERCISES 2 .2
1. The set of quiz scores in a class is as follows. 4. The following table shows the amount of sea fish
8 5 6 10 4 7 2 7 6 3 1 7 caught in Turkey in 2003.
Fish Quantity (1000 tons)
5 9 2 6 5 4 6 6 8 4 10 8
Anchovy 416
Construct a frequency distribution table for this Horse Mackerel 295
data. Scad 16
Gray mullet 12
Blue fish 11
Pilchard 11
Whiting 12
Hake 8
Other 32
Source: Turkey’s Statistical Yearbook 2004
2. A student’s expenses can be categorized as shown
Present this information in a circle graph.
in the table.
Expenses Percent of total income.
Food 30%
Rent 27%
Entertainment 13%
Clothing 10%
Books 15%
Other 5%
Present this information in a bar graph.

5. The following bar graph shows the hazelnut
production in Turkey from 1999 to 2003. Use the
graph to answer the questions.
Hazelnut production in Turkey (tons)
700 000
600 000
500 000
3. The following table shows the favorite sport 400 000
300 000
chosen by each of forty students in a class.
200 000
Sport Number of class members 100 000
1999
2000
2001
2002
Football 8 2003
Basketball 5
Volleyball 7 a. Estimate the total production for all five years.
Swiming 12
b. Which year had the highest production?
Wrestling 3
Karate 2 c. Find the combined production for 2002 and
Judo 4 2003.
Present this information in a circle graph. d. Draw a broken line graph of the data.

Definition
An equation that can be written in the form
ax2 + bx + c = 0, a≠0
is called a quadratic equation.
In the equation, a, b, and c are real number coefficients and x is a variable. A quadratic equa-
I’m sick of being tion written in the form ax2 + bx + c = 0 is said to be in standard form. Sometimes, a quad-
an unknown
ratic equation is also called a second degree equation.
3 x6 3
For example,
3 3
6 x6 x2 + 3x – 5 = 0, 2x2 – x – 1 = 0 and ñ2x2 – x+3=0

3 3
3 x6 3 are all quadratic equations. By the definition of a quadratic equation, a cannot be zero.
However b or c or both may be zero. For instance,
3x2 + 5x = 0, 2x2 = 0 and x2 – 9 = 0
are also quadratic equations.
We can see that quadratic equations are formed by second-degree polynomials. Polynomials
of a different degree do not form quadratic equations.
Let us look at the coefficients a, b, and c of some quadratic equations.
Equation a b c
3x2 + 5x – 9 = 0 3 5 –9
1 – x + 3x2 = 0 3 –1 1
ñ2x2 + 5x = 0 ñ2 5 0
–1 0
1 – x2 = 0 –1 0 1
(ñ3 + 1)x2 = 0 ñ3 + 1 0 0
EXAMPLE 1 Determine whether the following equations are quadratic or not.
a. x2 + 1 = 0 b. c. 2x2 – 3x = 5
d. x2 – 2x–1 + 3 = 0 e. (x – 1)(x + 2) = 0 f. (x – 2)x2 = 0
46 Algebra 8
Solution a, b, c, and e are quadratic equations. Equation d is not quadratic, since the power of x is –1,
which does not meet the requirements for a quadratic. Equation f is a third degree equation,
so it is not quadratic.
To the best of our
knowledge, the origin of
the term ‘quadratic’ is
Latin. It is derived from To solve a quadratic equation we must find the values of the unknown x which make the
quadratus which is the
past participle of quadrare
left-hand and right-hand sides equal. Such values are called the solutions or roots of the
which means ‘to make quadratic equation. A number of techniques are available to help us obtain a solution to any
square’. From this it is
clear that part of the quadratic equation.
word is connected to the
Latin word for ‘four’: it
refers to squaring, and
a square is a regular
four-sided figure.
A. SOLVING EQUATIONS OF THE FORM ax2 = 0

We have seen that the solutions (or roots) of a quadratic equation are the values of x that make
the two sides of the equation equal. Let us find the roots of the simple quadratic ax2 = 0.
ax2 = 0 (a ≠ 0)
x2 = 0
x⋅x=0
x = 0 or x = 0
x1 = x2 = 0
If A ⋅ B = 0, then We can see that this equation has two equal roots. When the roots of a quadratic equation
A = 0 or B = 0. are the same, we say that the equation has a double root.
EXAMPLE 2 Solve the equation
Solution
Quadratic Equations 47
B. SOLVING EQUATIONS OF THE FORM ax2 + bx = 0
Let us look at the solution of this more complex quadratic.
ax2 + bx = 0
x(ax + b) = 0
x = 0 or ax + b = 0, so
x1 = 0 and x2 =
This kind of quadratic equation has two roots and one of them is always zero.
EXAMPLE 3 Solve the equations.

a. x2 + x = 0 b. –4x2 + 5x = 0 c. ñ3x2 – 2x = 0
Solution a. x2 + x = 0 b. –4x2 + 5x = 0 c. ñ3x2 – 2x = 0

x(x + 1) = 0 x(–4x + 5) = 0 x(ñ3x – 2) = 0
x = 0 or x + 1 = 0 x = 0 or –4x + 5 = 0 x = 0 or ñ3x – 2 = 0
x1 = 0 or x2 = –1 x1 = 0 or x2 = x1 = 0 or x2 =
C. SOLVING EQUATIONS OF THE FORM ax2 + c = 0

Look at the calculation.
Here the sign of is important.
If > 0, the equation has no real solution, because we cannot find the square root of a
negative number.
If < 0, the equation has two real solutions. These roots are symmetric, i.e. they are the
same numeral with opposite signs.
Note
All positive real numbers have two square roots. One root is the positive square root and the
other root is the negative square root, i.e. if a2 = b and a is a positive real number, then a = ±ñb.
48 Algebra 8
EXAMPLE 4 Solve the equations.
a. 3x2 – 27 = 0 b. 2x2 + 6 = 0 c. 7 – 4x2 = 2
Solution a. 3x2 – 27 = 0 b. 2x2 + 6 = 0 c. 7 – 4x2 = 2

3x2 = 27 2x2 = –6 4x2 = 5
x2 = 9 x2 = –3 x2 =
x = ±3 no real solution
(x2 cannot be negative) x=
Check Yourself 1
Solve the equations.
1. –3x2 = 0 2. 5x2 – 20x = 0 3. 7x2 + 35 = 0 4. 2x2 – 8 = 0
Answers
1. 0 2. 0, 4 3. no real solution 4. ±2
FIND THE MISTAKE!
Let a and b be two arbitrary numbers such that a ≠ b. Then

(a – b)2 = a2 – 2ab + b2 = b2 – 2ab + a2
(a – b)2 = (b – a)2
a–b=b–a
2a = 2b
a = b.
Can you find the mistake in this working?
D. SOLVING EQUATIONS OF THE FORM ax2 + bx + c = 0

There are three basic methods for solving a quadratic equation of the form ax2 + bx + c = 0:
1. factoring,
2. completing the square, and
3. using the quadratic formula.
1. Factoring
If we can write ax2 + bx + c = 0 as the product of two linear factors, then we can easily solve
the equation.
To solve a quadratic equation by factoring, follow the steps.
1. Write the equation in standard form, ax2 + bx + c = 0, a ≠ 0.
2. Factor the left side of the equation.
3. Apply the zero product property, that is, set each factor equal to zero.
4. Solve each equation to obtain the roots.
EXAMPLE 5 Solve by factoring.
a. x2 + 3x + 2 = 0 b. 6x2 – 19x – 7 = 0 c. 2x2 = x + 3
Solution a. x2 + 3x + 2 = 0 b. 6x2 – 19x – 7 = 0

(x + 2)(x + 1) = 0 (2x – 7)(3x + 1) = 0
x + 2 = 0 or x + 1 = 0 2x – 7 = 0 or 3x + 1 = 0
x1 = –2, x2 = –1 x1 = , x2 =
c. 2x = x + 3
2
2x2 – x – 3 = 0
(x + 1)(2x – 3) = 0
x + 1 = 0 or 2x – 3 = 0
x1 = –1, x2 =
Note
When you are solving an equation, do not divide both sides by an expression containing
the variable for which you are solving. You may be dividing by zero. For example, to solve
x2 – 2x = 0, do not divide both sides by x, because x may be zero and you will also lose one
of the solutions.
Check Yourself 2
Solve the following equations.
1. 3x2 = 5x + 2 2. (5x – 1)(x + 2) = x + 2 3. 4x(x + 1) = 3
Answers
1. 2 2. 3.
2. Completing the Square

The idea behind this method is to adjust the left side of the equation ax2 + bx + c = 0 so that it
becomes a perfect square, that is, the square of a first-degree polynomial. Expressions in the
form x2 + 2xy + y2 and x2 – 2xy + y2 are perfect square polynomials.
Numbers whose square For example, x2 + 6x + 9 and x2 – 4x + 4 are perfect squares, because
roots are integers or
quotients of integers x2 + 6x + 9 = (x + 3)2 and x2 – 4x + 4 = (x – 2)2.
are perfect squares.
To write a quadratic equation as a perfect square, follow the steps,
50 Algebra 8
1. Make sure a = 1 in the quadratic. If it isn’t 1, x+2
divide each term by a. x 1 1
2. Rewrite the equation so that the constant term is
alone on one side of the equation.
3. Take half of the coefficient of the x term and square x
x+2
it.
4. Add this number to both sides of the equation.
1
5. Factor the left-hand side into a perfect square. 1
2 2
6. Solve for x by using the square root property.
Let us look at some examples of completing the square. x2 + 4x

4
(x + 2)2 = x2 + 4x + 4
Start
_____________ Add
_____________ Result
___________________________
x2 + 4x 4 x2 + 4x + 4 = (x + 2)2
x2 + 12x 36 x2 + 12x + 36 = (x + 6)2
x2 – 6x 9 x2 – 6x + 9 = (x – 3)2
x2 + x x2 + x + = (x + )2
Note
The expression x2 + 2bx is equivalent to (x + b)2 – b2.
EXAMPLE 6 Solve by completing the square.
a. x2 + 6x – 7 = 0 b. 2x2 – 4x + 1 = 0
Solution a. x2 + 6x – 7 = 0 b.
x2 + 6x = 7
x2 + 6x + 9 = 7 + 9
(x + 3)2 = 16
x + 3 = ±ò16
x1 = –7, x2 = 1
Check Yourself 3
1. x2 + 8x – 3 = 0 2. 2x2 – 5x – 3 = 0 3. 2x2 – 2 = 4x
Answers
1. –4 ± ò19 2. 3. 1 ± ñ2
3. The Quadratic Formula

The final method will work on any quadratic equation. Therefore, we can use it when the other
easier methods fail or are not easy to apply. Look at the derivation of the quadratic formula.
QUADRATIC FORMULA
If ax2 + bx + c = 0, a ≠ 0, then
EXAMPLE 7 Solve x2 + 2x – 8 = 0 using the quadratic formula.
52 Algebra 8
Solution First we identify the coefficients a, b, and c. For this equation a = 1, b = 2, and c = –8.
Let us substitute the values of a, b, and c into the quadratic formula.
Make sure that you write

a quadratic equation in
standard form before
you identify the values
a, b, and c.
EXAMPLE 8 Solve 3x2 + 2x – 4 = 0.
Solution For this equation a = 3, b = 2, and c = –4.
EXAMPLE 9 Find the real solutions of the equation
Solution In its present form, the equation is not a quadratic equation. However,
we can make it quadratic by multiplying each side by x2, since x ≠ 0. The result is
9x2 + 3x – 2 = 0, x ≠ 0. Now, a = 9, b = 3, and c = –2.
Check Yourself 4
1. 4x2 + 3x – 1 = 0 2. 3. 2x2 – 4x = 5
Answers
1. 2. 3.
4. Discriminant of a Quadratic Equation
Definition discriminant of a quadratic equation
The quantity b2 – 4ac is called the discriminant of a quadratic equation.
The discriminant tells us whether the equation has real solutions, and also tells us how many
roots of an equation exist. The discriminant is denoted by Δ (delta).
For a quadratic equation ax2 + bx + c = 0, the value of Δ determines the number of real roots.
1. If Δ > 0, there are two distinct real roots.
2. If Δ = 0, there is one real root (a double root).
3. If Δ < 0, there is no real root.
Use the discriminant to check the number of roots before you solve a quadratic equation.
EXAMPLE 10 Solve x2 + 6x + 7 = 0.
Solution First, find Δ.

Δ = b2 – 4ac = 36 – 4 ⋅ 7 ⋅ 1 = 8
So Δ is positive.
We can see that Δ > 0 and there are two real roots.
EXAMPLE 11 Solve x2 – 4x + 4 = 0.
Solution First, check Δ.

Δ = b2 – 4ac = 16 – 4 ⋅ 4 ⋅ 1 = 0
So Δ = 0 and
Hence x1 = x2 = 2.
We can see that Δ = 0 and there is only one real root (a double root).
EXAMPLE 12 Solve x2 – 2x + 5 = 0.
Solution Δ = b2 – 4ac = 4 – 4 ⋅ 1 ⋅ 5 = –16

Δ is negative, so there is no real root.
54 Algebra 8
EXAMPLE 13 For which values of k does the equation 3x2 – 4x + k = 0 have no real solution?
Solution If there is no real solution, the discriminant must be negative. Therefore,
So the equation has no real solution for .
EXAMPLE 14 For what values of m does the equation x2 + 3mx – 5m – 1 = 0 have a double root?
Solution A quadratic equation has a double root if its discriminant is 0. Therefore,

Δ = (3m)2 – 4 ⋅ 1 ⋅ (–5m – 1) = 0.
9m2 + 20m + 4 = 0
(9m + 2)(m + 2) = 0
9m + 2 = 0 or m + 2 = 0.
EXAMPLE 15 The equation mx2 + (2m + 1)x + m – 1 = 0 has two real roots. Find m.
Solution If the quadratic equation has two real roots, then its discriminant is positive.
Therefore, the equation has two real roots if
EXAMPLE 16 Prove that (a2 + b2)x2 + 2(a + b)x + 2 = 0 has no real root if a and b are unequal.
Solution Δ = 4(a + b)2 – 4(a2 + b2) ⋅ 2
= 4(a2 + 2ab + b2) – 8(a2 + b2)
= 4a2 + 8ab + 4b2 – 8a2 – 8b2
= –4a2 + 8ab – 4b2
= –4(a – b)2
But (a – b)2 is always non-negative, and it is also non-zero, since a ≠ b. So Δ < 0.
Thus the equation (a2 + b2)x2 + 2(a + b)x + 2 = 0 has no real roots if a and b are unequal.
EXAMPLE 17 From each corner of a square piece of sheet metal, a man removes a square of side 3 cm. He
turns up the edges to form an open box. If the box holds 48 cm3, what are the dimensions of
the piece of sheet metal?
Solution Let x be the length of a side of the square.
3 x6 3
3 3
x6 x6
3 3
3 x6 3
Since the volume of the box is 48 cm3, we have

3(x – 6)2 = 48
(x – 6)2 = 16
x – 6 = ±4
x1 = 10, x2 = 2.
We discard the solution x = 2 since length cannot be negative. So the sheet of metal is
10 cm by 10 cm.
56 Algebra 8
EXAMPLE 18 A ladder 5 m long is leaning against a house.
The distance from the bottom of the ladder to
the house is 1 m less than the distance from
the top of the ladder to the ground. How far is
the bottom of the ladder from the house?
Solution Let us use x to represent the distance from the top of the ladder to the ground. The ladder
then forms the right triangle shown in the diagram. By using the Pythagorean Theorem, we
get the equation
x2 + (x – 1)2 = 52
x2 + x2 – 2x + 1 = 25
5
2x2 – 2x – 24 = 0 x
x2 – x – 12 = 0
(x + 3)(x – 4) = 0
x1
x = –3 or x = 4.
Since the length cannot be negative, x = 4. So the distance from the bottom of the ladder to
the house is 3 m.
EXAMPLE 19 A motorboat heads upstream a distance of 48 km on a river whose current is running at 3 km per
hour (km/h). Then the motorboat returns. The trip upstream and back takes 12 hours. Assuming
that the motorboat maintained a constant speed relative to the water, what was its speed?
Solution We use x to represent the constant speed of the motorboat relative to the water. Then
the true speed going upstream is x – 3 km/h, and the true speed going downstream is
x + 3 km/h. Since Distance = Velocity ⋅ Time, we can write Time = Distance / Velocity.
Therefore, the boat takes hours to 48 km
travel upstream and hours to travel

downstream.
x 3 km/h
Since the total time is 12 hours,
x + 3 km/h
Multiply both sides by (x – 3)(x + 3):
48(x – 3) + 48(x + 3) = 12(x – 3)(x + 3)
x2 – 8x – 9 = 0
(x – 9)(x + 1) = 0
x = 9 or x = –1.
Since the speed cannot be negative, the speed of the boat is 9 km/h.
Check Yourself 5
1. Evaluate the discriminant of the equation 2x2 – x – 3 = 0, and describe the roots.
2. The sum of two numbers is 10 and sum of their squares is 68. Find the numbers.
3. For which value(s) of m does the equation mx2 + mx – 1 = 0 have a double root?
Answers
1. Δ = 25, two real roots 2. 2, 8 3. –4
M AT H F U N
A mathematician, a physicist, and an engineer were traveling through Scotland when they
saw a black sheep through the window of the train.
‘Aha,’ said the engineer, ‘I see that Scottish sheep are black.’
‘Hmm,’ said the physicist, ‘You mean that some Scottish sheep are black. We
haven’t seen all the sheep yet.’
‘No,’ said the mathematician, ‘All we know is that there is at least one sheep
in Scotland, and that at least one side of that one sheep
is black! We haven’t seen the other
side of the sheep yet.’
58 Algebra 8
T HE G OLDEN RATIO
The Golden Ratio appears again and again in art, architecture, music and nature. Its origins go back to the days
of the ancient Greeks, who thought that a rectangle with sides in the Golden Ratio, called a golden rectangle,
exhibited the most aesthetically pleasing proportion. The use of the Golden Ratio has been of interest to artists
and architects since before the building of the Parthenon in Greece in the fifth century B.C. The rectangle drawn
around the Parthenon with its upper triangular structure intact, as shown in Figure 1, is a golden rectangle.
1 x1
1 P 1 Q
x
Figure 1 Figure 2
Figure 2 shows the dimensions of a golden rectangle. The ratio of length to width
in the rectangle is x to 1. A square P with sides of 1 unit has been marked, leaving
a smaller rectangle Q. For the smaller rectangle Q, the ratio of length to width is 1
to x – 1. In order for the larger rectangle to be a golden rectangle, the two ratios
need to be equal, creating a proportion:
When we apply cross multiplication to this proportion, we obtain a quadratic

equation:
x(x –1) = 1 ; x2 – x = 1 ; x2 – x – 1 = 0.
Since we cannot factor this equation, we apply the quadratic formula.
The solutions are
Because x represents the length of a rectangle, the negative solution is discarded
and the positive solution is This is the Golden Ratio.
The Golden Ratio occurs in nature as well as in art. For example, in sunflowers,
the ratio of the number of clockwise spirals to the number of counterclockwise
spirals approximates the Golden Ratio.
EXERCISES 3 .1
A. Solving Equations of the Form ax2 = 0 D.Solving Equations of the Form
1. Solve the equations. ax2 + bx + c = 0
9. Solve by factoring.
a. ñ2x2 = 0 b. (ñ3 – 2)x2 = 0
a. x2 – x = 0 b. –3x2 + x = 0
c. d. 0.07x = 0
2
c. x2 – 49 = 0 d. x2 – 25 = 0
e. x2 – x – 2 = 0 f. x2 + 3x + 2 = 0
B. Solving Equations of the Form g. x2 – 2x + 1 = 0 h. 6x2 + x – 15 = 0
ax2 + bx = 0 i. 10x2 – 19x + 6 = 0 j. 12x2 – 5x – 2 = 0
2. Solve the equations. 10. Solve by factoring.
2 2
a. 2x + 5x = 0 b. –7x + 3x = 0
a. x2 + (a + 1)x + a = 0
c. 3x2 – 8x = 0 d. b. (x + 1)2 – 2(x + 1)(x – 3) + (x – 3)2 = 0

c. 2ax2 + (5b – 2a)x – 5b = 0
3. Solve (x + 2)2 = 2(x + 2). 11. Solve by completing the square.

a. x2 – 4x – 1 = 0 b. x2 + 4x = 3
4. Solve (2x – 1)(x + 3) = –3. c. x2 – 6x – 13 = 0 d. 3x2 – 2x + 4 = 0
e. 4x2 + 8x + 15 = 0 f. 2x2 + 7x + 11 = 0
5. Solve (x + 1) – 3(x + 1) = 0.
2
g. h.
C. Solving Equations of the Form

12. Solve by using the quadratic formula.
ax2 + c = 0
a. x2 – 4x + 2 = 0 b. 2x2 + x – 1 = 0
6. Solve the equations.
c. 4x2 + 12x + 9 = 0 d. 3x2 – 5x + 1 = 0
a. x2 – 16 = 0 b. 7x2 + 3 = 0
e. 5x2 + 4x + 7 = 0 f. 3x2 – 7 = 2 – 2x
c. 9x2 – 25 = 0 d. 0.6x2 – 15 = 0
g. x2 + x + 1 = 0
e. –5x2 + 4 = 0 f. h. 25x2 + 40x + 16 = 0
i. (2x – 3)2 = 11x – 19
7. Solve the equations. j.

a. (x – 2)2 – 9 = 0 b. (x + 3)2 + 7 = 0
k.
c. (x + 1)2 = 5 d. (1 – x)2 – 1 = 8
l.
8. Solve (4x + 1)(x – 1) = (x – 1)(x + 1) – 3(x – 3).
60 Algebra 8
13. Solve by using the quadratic formula. 17. For which values of k does the equation
x2 – (4k + 2)x + 7k + 2 = 0 form a perfect square?
a.
b.
c. 18. The longest side of a right triangle is 6 cm less

than twice the length of the medium side. The
d. shortest side is 6 cm. Find the length of the two
other sides.
14. Use the discriminant to determine whether each

19. A wire that is 32 cm long is cut into two pieces,
quadratic equation has two real solutions, a
and each piece is bent to form a square. The total
double root, or no real solution, without solving
area enclosed by the two squares is 34 cm2. Find
the equation.
the length of each piece of wire.
a. 2x2 + 3x + 1 = 0 b. x2 + 5x – 6 = 0
c. 4x2 + 12x + 9 = 0 d. 25x2 – 20x + 4 = 0
e. x2 + 4x + 7 = 0 f. 2x2 – x + 2 = 0
Mixed Problems
20. a, b, c, and d are four consecutive even natural

numbers. The sum of a and c is one fifth of the
15. Consider the equation ax2 + 3x + 10 = 0. For
product of b and d. Find a, b, c, and d.
which values of a does the equation have
a. two distinct real roots?

b. one double root?
c. no solution?
21. Two squares have sides (x + 6) cm and (2x + 1)

cm respectively. The sum of their areas is
697 cm2. Find the areas of the squares.
16. For which values of m does the equation

2x2 + 2x + m + 4 = 0 have
a. two real solutions? 22. A year ago, a father was eight times as old as his
b. one solution?
son. Now his age is the square of his son’s age.
c. no real solutions? How old are they now?
We have seen that the roots of an equation depend on its coefficients. Therefore, there exist
certain relations between the coefficients and the roots of an equation.
In this section we will consider the relations between the roots and the coefficients a, b and
c of a quadratic equation.
We know that the roots of the quadratic equation ax2 + bx + c = 0, a ≠ 0 are
François Viète
(or Vieta)
1540-1603, French Let us use these formulas above to find the sum of the roots of a quadratic equation.
mathematician. Vieta
was a founder of
modern algebra, who
introduced the use of
letters as algebraic
symbols and correlated
algebra with geometry
and trigonometry.
Vieta presented
methods for solving
equations of second,
third and fourth
degree. He knew the Therefore,
connection between
the positive roots of
equations and the
coefficients of the
different powers of the We can use the same expressions for x1 and x2 to find the product of the roots of a quadratic
unknown quantity. equation.
The word ‘coefficient’
is actually due to Vieta.
When Vieta applied
numerical methods to
solve equations, he
used methods which
were similar to those
used by earlier Arabic
mathematicians.
Therefore,
These relations were discovered by François Vieta, a French mathematician, and so they are
together called Vieta’s theorem.
62 Algebra 8
Theorem Vieta’s theorem
Let x1 and x2 be the roots of the quadratic equation of the form ax2 + bx + c = 0, a ≠ 0. Then
By using Vieta’s theorem we can now find the sum and product of the roots of a quadratic
equation without calculating the roots.
Note
By using Vieta’s theorem we can also see the following.
1. (sum of the reciprocals of the roots)
2. (sum of the squares of the roots)
3. (sum of the cubes of the roots)
EXAMPLE 20 Derive a formula for the difference of the roots of a quadratic equation in standard form.
Solution Let us consider the two differences. First,
EXAMPLE 21 Find the sum and product of the roots of the given equations, without solving the equations.
a. 2x2 + 6x + 5 = 0 b. x2 – 3x – 5 = 0
Solution a. b.
Note
The quadratic equation 2x2 + 6x + 5 = 0 has no real root. However, by Vieta’s theorem, the
sum of the roots is –3 and the product of the roots is which are real numbers. Can you
say why?
Check Yourself 6
1. Find the sum and the product of the roots of the following equations, using Vieta’s theorem.
a. 3x2 + 5x – 1 = 0 b. x2 – 4x + =0 c. –x2 + 7x – 1 = 0
2. For the previous equations, find

a. b. x12 + x22. c. x13 + x23.
Answers
1. a. b. c. 7, 1 2. a. 5 b. 9 c. 322
EXAMPLE 22 x1 and x2 are the non-negative roots of the equation 3x2 + 2mx + 1 = 0. Given x1 = 3x2, find
x1, x2, and m.
Solution
EXAMPLE 23 x1 and x2 are the roots of the equation x2 – 3x + 1 = 0. Find the value of
Solution Since and both x1 and x2 are positive.
64 Algebra 8
EXAMPLE 24 x2 + x – 6m = 0 and x2 – 2mx + 3 = 0 have a common root. Find m.
Solution Let x1 and x2 be the roots of x2 + x – 6m = 0 and

x1 and x3 be the roots of x2 – 2mx + 3 = 0, then
From (1) we get x2 – x3 = –1 – 2m.
From (2) we get = –2m ; x2 = –2mx3.
From (1) and (2),
If we substitute 1 for x in the second equation, we have

4 – 2m = 0, so m = 2.
Note
We can apply Vieta's theorem to a cubic polynomial equation.
Let x1, x2 and x3 be the roots of the equation ax3 + bx2 + cx + d = 0. Then,
1. 2. 3.
Check Yourself 7
1. One of the roots of the equation 2x2 – mx + 8 = 0 is 3 more than the other root. Find m.
2. x1 and x2 are the roots of the equation x2 + x – m + 1 = 0. x1 – x2 = 5 is given. Find m,
x1, and x2.
Answers
1. ±10 2. 7, 2, –3
Mathematics is one component of any plan for liberal education.

Mother of all the sciences, it is a builder of the imagination, a weaver
of patterns of sheer thought, an intuitive dreamer, a poet. The study
of mathematics cannot be replaced by any other activity.
EXERCISES 3 .2
1. Find the sum and the product of the roots of each 6. One of the roots of the equation
equation, without solving it.
6x2 + 13x + n2 + 2n – 2 = 0 is Find n and
2
a. 10x – 11x – 12 = 0
the other root of the equation.
b.
c. (x – 2)(3x – 4) = 13
d. x + 7 = (2x – 1)(3x – 2) 7. Let x1 and x2 be the roots of the equation
2 2
e. (4x + 3) = (3x + 1) 4x2 + 5x = 0. Find x12x2 + x1x22.
f. x2 = ñ2(3x – ñ2x)
2. The sum of the roots of the equation 8. Consider the equation

(5k + 2)x2 + 7kx – 8k = 0 is 3. Find the product (m + 2n)x2 – (m + 2n)x + m – n = 0.
of the roots. If the arithmetic and the geometric means of the
roots of the equation are equal, find the relation
between m and n.
3. The product of the roots of the equation

(4m2 – 1)x2 + (2m + 1)x + 2m – 1 = 0 is 5.
Find m. 9. Let x1 and x2 be the roots of the equation
x2 – 8x + 5k = 0. x1 = 2x2 – 1 is given. Find k.
4. Find the sum of the squares of the roots of the

following quadratic equations.
a. 2x2 + 5x + 1 = 0 10. Let x1 and x2 be the roots of the equation

b. –x2 + 7x + 2 = 0 x2 + (m + 1)x + m + 2 = 0.
c. 3(x + 2)(x – 1) = 4(x – 2) – 1 2x1 + 3x2 = –13 is given. Find m.
d. 4x(3 – 4x) = x – 1
5. One of the roots of the equation 11. Let x1 and x2 be the roots of the equation
20x2 + (2m2 + 2m + 1)x + 20 = 0 is Find (k + 1)x2 – kx + k – 4 = 0. is given.
m and the other root of the equation. Find k.
66 Algebra 8
12. Consider the equation x2 – (3k + 1)x + 8 = 0. 18. Let p and q be the roots of the equation

x12 + x22 = 20 is given. Find k. 2x2 – 5x + p2 + q2 = 0. Find the discriminant of
the equation.
13. Consider the equation x2 + (m + 1)x – m = 0.

19. Find if x1 is the root of the equation
x12 + x22 = 13 is given. Find m.
14. Let x1 and x2 be the roots of the equation

kx2 + (k – 1)x – 2 + k = 0.
20. Consider the equation x3 + cx + 1 = 0.
is given. Find k.
is given. Find the roots of the
equation and c.
15. Consider the equation x2 + (k – 2)x + k – 6 = 0.

If the equation has two negative roots, find all the 21. The roots of the equation x2 – 5x + p = 0 are also

possible values of k. the roots of the equation x3 + qx + 30 = 0. Find
p + q.
16. Find two positive consecutive numbers such that 22. The sum of the two roots of the equation
the sum of their squares is 85. 2x3 – x2 – 7x – 3 = 0 is 1. Find the roots of the
equation.
23. From each corner of a square piece of sheet

metal, a man removes a square of side 2 cm. He
17. Find the product of the roots of the equation turns up the edges to form an open box which

holds 24 cm3. What are the dimensions of the
piece of sheet metal?
Let x1 and x2 be the roots of the equation ax2 + bx + c = 0.
We can write the equation ax2 + bx + c = 0 as
So we can write the equation again as x2 – (x1 + x2)x + (x1 ⋅ x1) = 0.

In other words, if we know the sum and product of the roots of a quadratic equation then we
can write the equation as x2 – Sx + P = 0 where S = x1 + x2 and P = x1 ⋅ x2. This means
that we can derive (find) a quadratic equation if we know its roots.
Note
If the roots of a quadratic equation are x1 and x2, then (x – x1) ⋅ (x – x2) = 0.
EXAMPLE 25 Find a quadratic equation whose roots are –1 and 5.
Solution x1 = –1 and x2 = 5
S = x1 + x2 = –1 + 5 = 4
P = x1 ⋅ x2 = (–1) ⋅ 5 = –5
Hence, the equation is
x2 – Sx + P = 0
x2 – 4x – 5 = 0.
EXAMPLE 26 Find a quadratic equation whose only root is
Solution
68 Algebra 8
EXAMPLE 27 Find the equation whose roots are 2 + ñ3 and 2 – ñ3.
Solution x1 = 2 + ñ3, x2 = 2 – ñ3
S = x1 + x2 = 4
P = x1 ⋅ x2 = (2 + ñ3) ⋅ (2 – ñ3) = 1
Hence, the equation is x2 – 4x + 1 = 0.
EXAMPLE 28 Find the equation whose roots are 1 more than the roots of x2 – 3x – 4 = 0.
Solution Let the roots of x2 – 3x – 4 = 0 be x1 and x2. Let the roots of the equation we are looking for
be x3 and x4.
x1 + x2 = 3, x1 ⋅ x2 = –4
x3 = x1 + 1, x4 = x2 + 1
S = x3 + x4 = (x1 + 1) + (x2 + 1) = x1 + x2 + 2 = 3 + 2 = 5
P = x3 ⋅ x4 = (x1 + 1) ⋅ (x2 + 1) = x1 ⋅ x2 + x1 + x2 + 1 = (–4) + (3) + 1 = 0
Hence the equation is x2 – 5x = 0.
EXAMPLE 29 The equation x2 + (k + 4)x + k – 4 = 0 has symmetric roots. Find them.
Solution x1 = t, x2 = –t (symmetric roots)
t = ±2ñ2
Therefore, x1 = 2ñ2, x2 = –2ñ2.
Check Yourself 8
1. Find a quadratic equation whose roots are –2 and 3.
2. The roots of the equation x2 – x – 2 = 0 are x1 and x2. Find the equation whose roots are
x3 and x4, where x3 = 2x1 + 1 and x4 = 2x2 + 1.
Answers
1. x2 – x – 6 = 0 2. x2 – 4x – 5 = 0
Mathematics has beauty but not everyone sees it.
EXERCISES 3 .3
1. Find the equation with the given roots. 6. The roots of the equation x2 – kx – 3k + 1 = 0
are two more than the roots of the equation
a. –1, 1 b. x2 – (k – 4)x – 4k = 0. Find k.
c. 0, 4 d. 2 + ñ2, 2 – ñ2
7. Find three consecutive integers a, b, c, such that
e. ñ3 – ñ2, ñ3 + ñ2 f. a2 + b2 + c2 = 110.
8. Find the number that is 3 more than twice its

2. Find the quadratic equation whose sum of the square root.
roots is –2 and product of the roots is 5.
9. A swimming pool can be filled by two pipes
together in six hours. If the larger pipe alone
3. The roots of the equation x2 – 4x – 3 = 0 are
takes five hours less than the smaller pipe alone
x1 and x2. Find the equation whose roots are x3
to fill the pool, find the time in which each pipe
and x4, such that x3 = 2x1 and x4 = 2x2.
alone would fill the pool.
4. Find the equation whose roots are 2 less than the 10. Alex can do a job in one hour less than Jane. If
2
roots of the equation 2x – 6x + 58 = 0. Alex and Jane work together the job takes
hours. How long would it take each person working
5. The roots of each given equation are x1 and x2. alone?
Write a new equation with roots x3 and x4.
a. x2 – 2x – 3 = 0 b. x2 + 5x + 4 = 0 11. A man completed a job for $156. It took him

x3 = x1 – 1 x3 = 2x1 + 1 seven hours longer than he expected and so he
earned $14 an hour less than he anticipated.
x4 = x2 – 1 x4 = 2x2 + 1
How long did the man expect the job to take?
c. 6x2 – 9x – 6 = 0 d.
x3 = x1 – x2 12. The sum of the numerator and denominator of a
x4 = x2 – x1 certain positive fraction is 11. If 1 is added to both

the numerator and the denominator, the fraction
is increased by Find the fraction.
e. x2 – 2mx + 3m – 2 = 0 f. mx2 – 2mx – 1 = 0

x3 = x1 – 2x2 x3 = 2x1 – x2 13. The area of an isosceles right triangle is 81 m2.
x4 = x2 – 2x1 x4 = 2x2 – x1 Find the perimeter of the triangle.
70 Algebra 8
14. The distance between two cities A and B is 19. Two painters working together can paint the front
of a house in 16 hours. One of the painters alone
140 km. A car driving from A to B left at the same
time as a car driving from B to A. The cars met can finish this job in 24 hours less time than the
after one hour, then the first car reached city other painter alone. How much time does each
B 35 minutes later than the second car reached worker need to do this job alone?
city A. Find the speed of each car.
20. A motorcyclist traveled at a constant speed for 60
km. If he had gone 10 km/h faster, he would have
15. An aeroplane traveled a distance of 400 km at an
shortened his traveling time by one hour. Find the
average speed of x km/h. Write down an expression
speed of the motorcyclist.
for the time taken. On the return journey, the
speed increased by 40 km/h. Write down an
expression for the time for the return journey. If 21. The area of a triangle is 36 m2. The length of the
the return journey took 30 minutes less than the base is twice the height. Find the length of the
outward journey, write down an equation in x and base and the height of the triangle.
solve it.
22. A jeweler wishes to mix an alloy of 25% silver with
another alloy of 40% silver. How much of each
16. A car drove from one city to another and returned should he use to produce 60 kg of an alloy which

by a different route. The outward journey was 48 is 30% silver?
km and the return journey was 8 km shorter. The
speed of the car on the return journey increased
23. One of two pipes can fill a pool 24 hours faster
by 4 km/h. The return journey took one hour less
than the other one. The slower pipe filled the pool
time. Find the speed of the car on the outward
for eight hours, then the other pipe was opened.
journey.
The pipes filled together for twenty hours and
filled of the pool. Find the time that each pipe

17. A group of women plan to share equally in the requires to fill the pool alone.
$14,000 cost of a boat. At the last minute three of
the women decide not to pay. This raises the
24. A worker can clean a pool in four hours less time
share for each of the remaining women by $1500.
How many women were in the original group? than it takes another worker. If the men work
together the job takes hours. How long would
it take each man working alone?
18. A car drove from a city A to a city B. The distance
between the two cities is 350 km. After 200 km,
the speed of the car decreased by 20 km/h. The 25. The length of a rectangle is 2 m more than its
total trip took 5 hours. Find the speed of the car width and the area is 48 m2. Find the length and
in the first part of the journey. width of the rectangle.
A. WRITING EQUATIONS IN QUADRATIC FORM
Definition standard form of an equation
An equation is in standard form if the only term on the right-hand side of the equation is zero.
For example, the equations 6x2 + 2x – 3 = 0 and x4 – 5 = 0 are both in standard form. The
equation 6x2 + 2x = 3 and x4 = 5 are not in standard form.
Certain equations that are not quadratic can be expressed in quadratic form using
substitutions. These equations can be recognized because when they are written in standard
form, the exponent of the variable in one term is half the exponent of variable in the other term.
For example, we can write standard form equations such as
x4 + 17x2 + 72 = 0
2x8 + 4x4 = 0
x – ñx – 12 = 0
as quadratic equations, because the exponent of the first variable is twice the exponent of the
second variable.
Look at the steps to write an equation as a quadratic.

1. Let t be a variable term with the half exponent.
2. Substitute t in all the terms with the variable.
3. Solve for t.
4. Back substitute for the original variable.
EXAMPLE 30 Solve x4 – 13x2 + 36 = 0.
Solution 1 The equation x4 – 13x2 + 36 = 0 is not a quadratic equation but we can write it as
(x2)2 – 13x2 + 36 = 0. For this reason, it is a quadratic in x2. Let x2 = t.
First we solve for t, then solve the resulting equations for x.
(x2)2 – 13x2 + 36 = 0
x2 = t, so t2 – 13t + 36 = 0. By factoring,
(t – 4)(t – 9) = 0
t = 4 or t = 9.
Since t = x2
x2 = 4 x2 = 9
or .
x = ±2 x = ±3
72 Algebra 8
Solution 2 Alternatively, we can directly factorize the equation.
x4 – 13x2 + 36 = 0
(x2 – 4)(x2 – 9) = 0
x2 = 4 x2 = 9
or
x = ±2 x = ±3
In both solutions, the roots of the given equation are –3, –2, 2, 3.
EXAMPLE 31 Solve (5x – 1)2 + 4(5x – 1) – 5 = 0.
Solution For the equation (5x – 1)2 + 4(5x – 1) – 5 = 0, we let t = 5x – 1 so that t2 = (5x – 1)2. Then
the original equation becomes t2 + 4t – 5 = 0. First solve for t:
(t + 5)(t – 1) = 0, so
t = –5 or t = 1.
Now, solve for x.
5x – 1 = –5 5x – 1 = 1
or
5x = –4 5x = 2
x2 =
Hence, the roots of the equation are and .
EXAMPLE 32 Solve (a2 – a)2 – 2(a2 – a) = 0.
Solution Let t = a2 – a.
The equation becomes
t2 – 2t = 0
t(t – 2) = 0
t = 0 or t = 2.
Now, solve for a.
1. a2 – a = 0
a(a – 1) = 0
a = 0 or a = 1
2. a2 – a = 2
a2 – a – 2 = 0
(a – 2)(a + 1) = 0
a = 2 or a = –1
Hence, the roots of the equation are –1, 0, 1, 2.
EXAMPLE 33 Solve
Solution
How can we write the right-hand side in terms of t?

Let’s take the square of t:
Check Yourself 9
1. (x + 15)2 – 3(x + 15) – 18 = 0.

2. (x + 5)4 – 6(x + 5)2 – 7 = 0.
3. x – 9ñx + 14 = 0.
Answers
1. –18, –9 2. –5 ± ñ7 3. 4, 49
74 Algebra 8
B. EQUATIONS INVOLVING PRODUCTS AND QUOTIENTS
If the product of two or more numbers is zero, then at least one of the factors must be zero.
If the quotient of a division is zero, then the dividend must be zero.
Note
1. P ⋅ Q = 0 if and only if P = 0 or Q = 0, where P = P(x) and Q = Q(x).
2. if and only if P = 0 and Q ≠ 0.
EXAMPLE 34 Solve (x2 – 1)(x2 – 2x – 8) = 0.
Solution Try to factorize each part if possible:
(x – 1)(x + 1)(x – 4)(x + 2) = 0.
If the product is zero then at least one of the factors is zero.
x–1=0; x=1
x+1=0; x = –1
x–4=0; x=4
x+2=0; x = –2
Thus, the roots of the equation are –2, –1, 1, 4.
EXAMPLE 35 Solve (x2 – 4x + 10)(x2 – 5x + 2) = 0.
Solution We cannot factorize the parts.

Let us try to solve x2 – 4x + 10 = 0 and x2 – 5x + 2 = 0 as two different quadratic
equations.
x2 – 4x + 10 = 0; Δ = 16 – 4 ⋅ 1 ⋅ 10 = –24 < 0.
Therefore, this equation has no real root.
x2 – 5x + 2 = 0 ; Δ = 25 – 4 ⋅ 1 ⋅ 2 = 17
This time, by the quadratic formula, the roots are
EXAMPLE 36 Solve x3 – x2 – 4x + 4 = 0.
Solution First try to factorize the expression.

x3 – x2 – 4x + 4 = x2(x – 1) – 4(x – 1) = (x – 1)(x2 – 4) = (x – 1)(x – 2)(x + 2).
Now, the question becomes:
solve (x – 1)(x – 2)(x + 2) = 0.
So the solution is
x–1=0; x1 = 1
x–2=0; x2 = 2
x+2=0; x3 = –2.
EXAMPLE 37 Solve
Solution The denominator of a fraction cannot be equal to zero, so x + 2 ≠ 0, x ≠ –2.

We need to solve x2 – 5x – 6 = 0.
x2 – 5x – 6 = (x – 6)(x + 1)
(x – 6)(x + 1) = 0
x1 = –1 or x2 = 6
Since these roots are not equal to –2, x1 = –1 and x2 = 6 are both solutions to the equation.
EXAMPLE 38 Solve
Solution First solve x2 – 3x + 2 ≠ 0: x ≠ 2, x ≠ 1.

x2 + 7x – 8 = (x – 1) ⋅ (x + 8) = 0
So x1 = 1 and x2 = –8 are the roots of the numerator.
We know that x ≠ 1, so the only solution is –8.
Note
It is very important to check the roots of the numerator to see whether they make the
denominator zero or not. We can do this either by substituting the roots of the numerator in
the denominator, or by finding the roots of the denominator directly and checking whether
they are common or not.
76 Algebra 8
EXAMPLE 39 Solve
Solution x – 4 ≠ 0, and x + 4 ≠ 0, so x ≠ 4, and x ≠ –4 (since the denominators cannot be zero).
Now we have
Let us make the denominators common:
–x2 – 2x = 0 ; –x(x + 2) = 0 ; x1 = 0 and x2 = – 2.
EXAMPLE 40 Solve
Solution In its present form, the equation is not a quadratic equation. However,
we can make it quadratic by multiplying each side by x2 – 1 since (x2 – 1 ≠ 0 ; x ≠ ±1). The result is
4(x – 1) – (x + 1)2 = x2 – 5
4x – 4 – x2 – 2x – 1 = x2 – 5
–2x2 + 2x = 0
–2x(x – 1) = 0
x1 = 0 or x2 = 1, but x ≠ ±1, so x = 0 is the only possible solution.
EXAMPLE 41 Solve
Solution x + 2 ≠ 0 ; x ≠ –2
then the equation becomes
t2 – 5t + 6 = 0
(t – 3)(t – 2) = 0
t1 = 2 or t2 = 3.
Now, solve for x:
So the roots are –4 and –3.
Check Yourself 10
1. Solve
2. Solve
Answers
1. 2. no real solution
C. EQUATIONS INVOLVING RADICALS

When the variable in an equation occurs in a square root, cube root, and so on, that is, when
it occurs in a radical, the equation is called a radical equation. For example, the equations
and are radical equations. Sometimes a suitable operation will
change a radical equation to an equation that is linear or quadratic.
To solve a radical equation, follow the procedure.
1. Isolate the radicals
Isolating a radical means putting the radical on one side of the equation and everything else
on the other side, using inverse operations. If there are two radicals in the equation, isolate
one of the radicals.
2. Get rid of the radical sign
Raise both sides of the equation to a power equal to the index of the isolated radical.
3. If there is still a radical sign left, repeat steps 1 and 2.
4. Solve the remaining equation
78 Algebra 8
5. Check for extraneous solutions
When you solve a radical equation, extra solutions may come up when you raise both sides
to an even power. These extra solutions are called extraneous solutions. In radical equations
you check for extraneous solutions by putting the values you found into the original
equation. If the left side of the equation does not equal the right side then you have an
extraneous solution.
Note
1. If a value is an extraneous solution, it is not a solution to the original problem.
2. It is very important to check your results in the original equation. In many equations, one
of the results may not satisfy the original equation. However, sometimes it is possible that
all results that you have found will be acceptable.
EXAMPLE 42 Solve the radical equation
Solution Here the radicand is already alone; we do not need to isolate it. So take the square of both sides:
2x + 5 = 49 ; 2x = 44 ; x = 22.
Now let us check to see if x = 22 is an extraneous solution:
Since the last statement is true, x = 22 is not an extraneous solution. Therefore, there is one
solution to this radical equation, x = 22.
EXAMPLE 43 Solve
Solution First we isolate the radical:
Now take the squares of both sides to eliminate the square root:
2x – 5 = 16 – 8x + x2.
The new equation is x2 – 10x + 21 = 0
(x – 3) ⋅ (x – 7) = 0
x = 3 or x = 7.
Let us check the results in the original equation:
x=7; x=3;
This is true, so x = 3 is a solution.

This is false, so 7 is an extraneous solution.
Hence, the only solution to the equation is x = 3.
EXAMPLE 44 Solve
Solution In this question there are two radical expressions. We can isolate only one expression, so it
is better to isolate the more complex one. So we have
Take the squares of both sides:
This is a new equation involving radical expressions. Follow the same steps again to isolate
the second radical.
x = –4 , x = –2
Now, check these results in the original equation.
This is true!
This is true!
Hence, both –4 and –2 are solutions to the equation.
80 Algebra 8
Solution
x = –11. We do not need to check for extraneous solutions because this is an odd power.
Therefore, –11 is the only solution to the equation.
Solution
Now, check these results in the orijinal equation.
Check Yourself 11
1. 2. 3.
4.
Answers
1. 2. 2, 4 3. 7 4.
D. EQUATIONS INVOLVING AN ABSOLUTE VALUE

On the real number line, the absolute value of x is the distance from the origin to the point
x. For example, there are two points whose distance from the origin is three units, –3 and 3.
So the equation |x| = 3 has two solutions, 3 and –3. Let us first remember the mathematical
definition of absolute value.
Definition absolute value of a function

For all real numbers x,
We can use this information to begin solving equations involving one or more absolute values.
EXAMPLE 47 Solve the equation |x – 2| = 5.
Solution Case 1
__________________ Case 2
_________________
x–2≥0; x≥2 x–2<0; x<2
The absolute value of a x–2=5 –(x – 2) = 5
number is never negative. x=7 x = –3
|a| ≥ 0
So the solutions are –3 and 7.
EXAMPLE 48 Solve |2x – 3| = x + 1.
Solution 1 Case 1
__________________ Case 2
____________________
So the solutions are 4 and
82 Algebra 8
Solution 2 Let us take the square of both sides:
4x2 – 12x + 9 = x2 + 2x + 1
3x2 – 14x + 8 = 0
|f(x)|2=f 2(x)= f(x). f(x)
(x – 4) ⋅ (3x – 2) = 0.
So the solutions are 4 and
EXAMPLE 49 Solve x2 – 2|x + 2| + 1 = 0.
Solution Case 1
_______________________ Case 2
________________________
x + 2 ≥ 0 ; x ≥ –2 x + 2 < 0 ; x < –2
x2 – 2(x + 2) + 1 = 0 x2 – 2(–(x + 2)) + 1 = 0
x2 – 2x – 3 = 0 x2 + 2x + 5 = 0
(x – 3)(x + 1) = 0 Δ = –16
x = 3 or x = –1 Since Δ < 0, there are no real roots.
Both 3 and –1 are greater than –2, so the solutions to the equation are –1 and 3.
EXAMPLE 50 Solve the equation |x2 – 5x + 3| = 3.
Solution Case 1
_______________________ Case 2
________________________
x2 – 5x + 3 ≥ 0 x2 – 5x + 3 < 0
x2 – 5x + 3 = 3 –(x2 – 5x + 3) = 3
x2 – 5x = 0 x2 – 5x + 6 = 0
x(x – 5) = 0 (x – 3)(x – 2) = 0
x = 0 or x = 5 x = 3 or x = 2
These values satisfy the inequality, so they These values also satisfy the inequality, so
are solutions. they are also solutions.
Hence, the solutions to the equation are 0, 2, 3, 5.
Solution Remember that x2 – 4x + 4 = (x – 2)2. Hence, the expression becomes
For any real number x,
Case 1
_______________________ Case 2
________________________
x–2≥0; x≥2 x–2<0; x<2
2
x – 3x + 1 = x – 2 –(x2 – 3x + 1) = x – 2
x2 – 4x + 3 = 0 x2 – 2x – 1 = 0
(x – 3)(x – 1) = 0 x1 = 1 – ñ2, x2 = 1 + ñ2
x = 3 or x = 1 Since (1 + ñ2) is greater than 2,
Since 1 ≤ 2, x = (1 – ñ2) is the only solution.
x = 3 is the only solution.
Hence, the solutions to the equation are (1 – ñ2) and 3.
EXAMPLE 52 Solve the equation |2x – 3| = |x – 7|.
Solution 1 Let’s take the square of both sides. Then,

4x2 – 12x + 9 = x2 – 14x + 49
3x2 + 2x – 40 = 0
(3x – 10)(x + 4) = 0
Therefore, both –4 and are solutions to the equation.
Solution 2 2x – 3 = x – 7 or 2x – 3 = –(x – 7)
x = –4 x=
If |f(x)| = |g(x)|
then f(x) = ±g(x). So both –4 and are solutions to the equation.
Check Yourself 12
1. |2 – x| = 2x + 1 2. x|x + 1| – 2 = 2x
Answers
1. 2. –2, –1, 2
Algebraic symbols are used when you do not know what you are talking
about.
84 Algebra 8
The following problem is posed and solved in the Chiu Chang Suan-Shu,
a Chinese mathematical treatise which is over two thousand years old.
A tree of height 20 m has a circumference of 3 m. An arrowroot vine

winds seven times around the tree before it reaches the top. What is the
length of the vine?
Can you solve this puzzle?
EXERCISES 3 .4
A. Writing Equations in Quadratic
d.
Form
1. Solve the equations. e. (x + 1)(x + 2)(x + 3)(x + 4) = 120
4 2
a. x – 13x + 36 = 0 B. Equations Involving Products and
b. 3x – 8x – 3 = 0
4 2
Quotients
c. (x2 – 9)2 – 4(x2 – 9) + 3 = 0 3. Solve the equations.
d. (x + 5)4 – 6(x + 5)2 – 7 = 0 a. (16x3 – x)(x2 – 6x + 5) = 0
e. b. (x2 + 8x)(x2 + 8x – 6) = 280

c. x3 + 4x2 – 24 = 0
f. d. x3 – 5x2 + 9x – 45 = 0
g.
e.
h.
f. (x2 – 5x + 6)2 – (2x2 – 5x + 1)2 = 0
i. g. (6x2 – 5x – 4)2 + (10x2 – 29x + 21)2 = 0
2. Solve the equations. h.
a.
i.
2 2 2
b. (x – 2x – 5) – 2(x – 2x – 3) – 4 = 0
c. j.
C. Equations Involving Radicals D.Equations Involving an Absolute
Value
a. a. |x| = x + 2
b. ñx + x = 5 b. |2x – 5| = x – 2
c. x ⋅ |x – 1| = 2
c.
d. |x2 – 4x| = 5
d. e. |x2 – 2x + 3| = 6
f. x2 + |x – 1| + 1 = 0
e.
g. x2 + |2x – 1| + 3 = 4x + 2
f. h.
g. i.
h. 7. Solve the equations.

i. a. |x| + x2 = 0
j. b.
c. (x + 1)2 – 2|x + 1| + 1 = 0
d. |x – x2 – 1| = |2x – 3 – x2|
a.
e.
b.
f. |x + |3 – 2x|| = 3 – x
c.
Mixed Problems
d.

e.
a.
f. b.
g. c.
h. d.
86 Algebra 8
Sometimes we need to solve two or more equations simultaneously. A set of equations like
this is called a system of equations. There are no concrete rules that we can follow to solve
systems of equations, but let us look at some general strategies.
EXAMPLE 53 Solve the system of equations.

x+y=5
xy = 6
Solution We can write y = 5 – x. Now substitute this value of y in the second equation.
x(5 – x) = 6
x2 – 5x + 6 = 0
(x – 2)(x – 3) = 0
x = 2 or x = 3
If x = 2 then y = 3.
If x = 3 then y = 2.
Therefore, the solutions of the system are (2, 3) and (3, 2).
EXAMPLE 54 Solve the system.

x2 + y2 = 65
x ⋅ y = 28
Solution 1 Multiply the second equation by 2 and then add and subtract the resulting equations.
x2 + y2 = 65 x2 + y2 = 65
2x ⋅ y = 56 2x ⋅ y = 56
+
________________________ –______________________
x2 + 2xy + y2 = 121 x2 – 2xy + y2 = 9
(x + y)2 = 121 (x – y)2 = 9
x + y = ±11 x – y = ±3
Therefore, we have four cases.
Case 1
__________ Case 2
__________ Case 3
__________ Case 4
__________
x + y = 11 x + y = 11 x + y = –11 x + y = –11
+x–y=3
____________ + x – y = –3
_____________ + x–y=3
_____________ + x – y = –3
_____________
2x = 14 2x = 8 2x = –8 2x = –14
x=7 x=4 x = –4 x = –7
y=4 y=7 y = –7 y = –4
The solutions of the system are therefore (7, 4), (4, 7), (–7, –4), (–4, –7).
Solution 2
By substituting these x values in we get the y values.
The solutions of the system are (7, 4), (–7, –4), (4, 7), (–4, –7).

x2 = 13x + 4y
y2 = 4x + 13y
88 Algebra 8
Solution Let us subtract the two equations side by side.
x2 – y2 = 9x – 9y
(x – y)(x + y) = 9(x – y)
x – y = 0 or x + y = 9
Case 1
______________________________________________________
x–y=0; x=y
Let us substitute x in the equation y2 = 4x + 13y.
y2 = 4y + 13y
y2 – 17y = 0
y1 = 0 or y2 = 17
x1 = 0 or x2 = 17
Therefore we have two solutions, (0, 0), (17, 17).
Case 2
______________________________________________________
x+y=9; x=9–y
Let us substitute x in the equation y2 = 4x + 13y.
y2 = 4(9 – y) + 13y
y2 – 9y – 36 = 0
(y – 12)(y + 3) = 0
y3 = 12 or y4 = –3
x3 = –3 or x4 = 12
Therefore we have two more solutions, (–3, 12), (12, –3).
Hence, the solutions of the system are (0, 0), (17, 17), (–3, 12), (12, –3).
Solution x – y ≠ 0 ; x ≠ y and x + y ≠ 0 ; x ≠ –y.

Let us multiply both sides of the equation by 2(x – y)(x + y).
2(x + y)2 + 2(x – y)2 = 5(x – y)(x + y)
2x2 + 4xy + 2y2 + 2x2 – 4xy + 2y2 = 5x2 – 5y2
–x2 + 9y2 = 0.
Let us add these two equations side by side.
10y2 = 20
y2 = 2 ; y = ±ñ2
x2 = 18 ; x = ±3ñ2
Hence, the solutions of the system are (3ñ2, ñ2), (–3ñ2, ñ2), (3ñ2, –ñ2), (–3ñ2, –ñ2).
Check Yourself 13
Solve the systems of equations.
1. 2.
Answers
1. (2, 2), (–3, 7) 2. (4, 2), (–4, –2), (5ñ2, –ñ2), (–5ñ2, ñ2)
One person’s constant is another person’s variable.
EXERCISES 3 .5
1. Solve each system of equations. 2. Solve each system of equations.
a. b.
a. b.
c. d.
c. d.
e. f.
e. f.
g. h.
g. h.
90 Algebra 8
CHAPTER REVIEW TEST 3A
1. Find the solutions of the quadratic equation 5. The sum and product of the roots of the equation
2
2x + 5x + 3 = 0. 2x2 – hx + 2k = 0 are 4 and –3, respectively.
Find the values of h and k.
A) B) C)
A) 8 and –6 B) 4 and –3 C) –3 and 4
D) E) D) –3 and 8 E) 8 and –3
6. What is the sum of the roots of the equation

2. –1 is a root of x2 + mx + n = 0 and
x4 – 13x2 + 36 = 0?
m + n = 5. Find m.
A) 13 B) 18 C) 1 D) 0 E) –13
A) 1 B) –1 C) 2 D) –2 E) 3
3. Which one of the following is false for the 7. Which one of the following equations has roots
equation x2 – 7x + 1 = 0? –2 and 3?
A) 2x2 – x – 6 = 0 B) x2 + x – 6 = 0
A) The roots are not integer.
B) The roots have the same sign. C) x2 – x – 6 = 0 D) x2 + x + 6 = 0
C) The roots are rational. E) 2x2 + x – 6 = 0
D) The roots are both positive.

E) The sum of the roots is positive.
8. The sum of a number and its reciprocal is

Find the number.
4. Find the discriminant of x2 – 2ñ5x + 4 = 0.
A) 1 B) –1 C) D) E) –3
A) 2 B) 4 C) 36 D) 16 E) 24
Chapter Review Test 3A 91

9. What are the roots of the equation 13. What is the solution of the equation x = ñx + 6?
A) –9 B) 4 C) –4 D) 16 E) 9
A) B) C)
D) E) –1 and 1
14. Which one of the following is not a solution of the
system
A) (2, 3) B) (–2, –3) C) (–2, 3)
10. One of the roots of the equation ax2 + bx + c = 0 D) (3, 2) E) (–3, –2)
is twice the other root. What is the relation
between the coefficients a, b, and c?
A) 4b2 = 4c B) 2b2 = 9ac C) 2b2 = 9a

D) b2 = 8ac E) 9b2 = 2ac 15. Two technicians can complete a mailing job in 12
hours while working together. Alone, the first
technician can complete the mailing job seven
hours faster than the other technician. How long
will it take each technician to complete the mailing
alone?
11. The diagonal of a rectangle is 5 cm, and the area A) 14 and 21 B) 21 and 28 C) 7 and 14
2
is 12 cm . Find the perimeter of the rectangle. D) 11 and 18 E) 15 and 22
A) 12 B) 24 C) 10 D) 14 E) 15
16. The equations 6x2 – 18x + 12 = 0 and

mx2 – nx + 1 = 0 have the same solution. Find
m and n.
A) B) C)
12. Find the value of 4x.
D) E)
A) 5 B) 4 C) 0 D) 16 E) –4
92 Algebra 8
CHAPTER REVIEW TEST 3B
1. x1 and x2 are roots of the equation 5. The longest side of a right triangle is 3 cm less
x2 + (2 – x1)x + 7x2 = 0. What is x1 + x2? than twice the length of the medium side. The
shortest side is 3 cm. Find the lengths of the other
A) –2 B) 5 C) 7 D) 10 E) –14 two sides.
A) 8 and 15 B) 7 and 14 C) 8 and 10
D) 4 and 5 E) 6 and 8
2. Which one of the following is true for the

equation |x|2 + |x| – 6 = 0?
A) There is only one root. 6. A triangle has area of 2 cm2. The base of the
triangle is 3 cm longer than its height. Find the
B) The product of the roots is –3.
length of the base and the height of the triangle.
C) The product of the roots is 4.
D) The sum of the roots is 0. A) 5 and 2 B) 4 and 1 C) 6 and 3
E) The sum of the roots is 1. D) 7 and 4 E) 8 and 5
7. Which one of the following equations has roots

3. The sum of the squares of the roots of the equation 1 – ñ3 and 1 + ñ3?
x2 + 2hx = 3 is 10. Find the value of h. A) x2 – 2x – 2 = 0 B) x2 + 2x – 2 = 0
A) B) –3 C) D) E) –1 or 1 C) x2 – x – ñ3 = 0 D) x2 – 2x + 2 = 0
E) x2 – 6 = 0
8. The sum and product of two numbers are 21 and

4. Find the discriminant of 2x2 – 2x + 5 = 0. 104, respectively. What is the bigger number?
A) –36 B) 4 C) 25 D) –16 E) 9 A) 16 B) 22 C) 13 D) 14 E) 19
Chapter Review Test 3B 93

9. What are the roots of the equation
13. What is the solution to the equation
A) 9 B) 1 C) –4 D) 4 E) 16
A) B) C)
D) E) –1 and 2
14. Which one of the following is not a solution of the
system
A) (1, –5) B) (–5, –1) C) (–5, 1)
10. Which number is a solution to the equation D) (5, 1) E) (5, –1)
x2 + |x – 1| – 3 = 0?
A) 3 B) C) D) 0 E) –1
15. A pipe can fill a pool four hours faster than another
pipe. The slower pipe filled the pool for seven
hours, then the other pipe was opened. The pipes
then filled the pool in two hours, working together.
How long would each pipe take to fill the pool
alone?
11. x – y = 12 and x ⋅ y = 108 are given. Find x + y.
A) 14 and 18 hours B) 8 and 12 hours
A) ±20 B) ±24 C) ±28 D) ±30 E) ±32 C) 11 and 15 hours D) 9 and 13 hours
E) 10 and 14 hours
16. The roots of the equation x3 – 3x + 7 = 0 are p,

12. is given. Find the value of x. q, and r. What is the product (p + 1)(q + 1)(r + 1)?
A) 5 B) –7 C) 1 D) 7 E) –4 A) –8 B) –9 C) 7 D) 8 E) 9
94 Algebra 8
Definition quadratic function
A function f(x) is a quadratic function if
y = f(x) = ax2 + bx + c, a≠0
where a, b, and c are real numbers.
For example, f(x) = 2x2 + 3x + 1, y = x2 – 1, y = –ñ2x2 and f(x) = 2x – x2 are all quadratic
functions. y = 3x – 4 is not a quadratic function, because a = 0.
The domain of a quadratic function is the set of all real numbers.
The graph of a quadratic function f(x) = ax2 + bx + c is called a parabola.
a>0 a<0
y axis of symmetry y V
c
The sign of a has no
effect on the size or
shape of the parabola,
the sign of a determines x-intercept
whether the parabola x1 x2
opens upward or x1 x2 x x
downward.
x-intercept
a>0
y axis of symmetry
c
vertex
x-intercept
x1 x2 x
-intercept
y-intercept V
c
vertex
y-intercept V
a>0 a<0 When a > 0, the parabola opens upward. When a < 0, the parabola opens downward.
The point V in the parabolas above is called the vertex of the parabola. The vertex is the
lowest or the highest point of the parabola.
The vertical line drawn through the vertex is called the axis of symmetry. It divides the curve
into two symmetrical halves.
The points x1 and x2 are called the x-intercepts of the parabola. They are the zeros of the
function.
The point c is called the y-intercept of the parabola.
96 Algebra 8
A. GRAPHING y = ax2
How can we find the graph of the quadratic function y = ax2? If we have the function, we can
plot the graph by making a table of values. To find the values, we substitute different values
of x into the equation to obtain the corresponding y values. These x and y values provide the
coordinates for points which we can plot to form the shape of the graph.
Let us graph the function y = ax2.
If a > 0, we get the table of
x –∞ –2 –1 0 1 2 +∞
ordered pairs opposite.
y +∞ 4a a 0 a 4a +∞
Then we plot the points
on a graph and draw a
parabola through them.
y
4a
3a
2a
-2 -1 1 2 x
y = ax2, a > 0
We can see that the vertex of the parabola is at the origin (0, 0), and the axis of symmetry
lies along the y-axis (the line x = 0).
If a < 0, we get a different
x –∞ –2 –1 0 1 2 +∞
set of ordered pairs.
y –∞ 4a a 0 a 4a –∞
-2 -1 1 2 x
a
2a
3a
4a
Quadratic Functions 97
EXAMPLE 1 Sketch the graphs of the functions.
a. b.
Solution a.
x –∞ –2 –1 0 1 2 ∞
As |a| increases, the y = x2 ∞ 4 1 0 1 4 ∞

parabola becomes
narrower. As |a|
decreases, the parabola y = 2x2 ∞ 8 2 0 2 8 ∞
becomes wider.
∞ 2 0 2 ∞
y ax2 x2
1 x2
2 x2 2x2 y
3
a>1 x
y x2 ax2 2
-4 -3 -2 -1 1 2 3 4 x
0<a<1 x
b.
x –∞ –2 –1 0 1 2 ∞
y = –x2 –∞ –4 –1 0 –1 –4 –∞
y= ax2 + bx
y y y = –2x2 –∞ –8 –2 0 –2 –8 –∞
–∞ –2 0 –2 –∞
b x b x
a a
a>0
y
y y -4 -3 -2 -1 1 2 3 4
x
b x b x
a a
a<0
x2 1 x2
2x2 2
98 Algebra 8
Check Yourself 1
Graph the functions.
1. y = 3x2 2. 3. y = –3x2 4.
B. GRAPHING y = ax2 + bx + c
1. Vertex Point
Let x1 and x2 be zeros of the polynomial ax2 + bx + c.
a>0 a<0
b

2a
b

2a
b

2a
b

2a
b

2a
b

2a
This is called the completed square form of the quadratic function.

If a quadratic function has
two known x-intercepts,
we can find the COMPLETED SQUARE FORM
x-coordinate of the vertex
point by averaging them. The completed square form of a quadratic function is f(x) = a(x – h)2 + k.
The vertex of a parabola of a function in complete square form is the point (h, k).
At the vertex point V(h, k), and k = f(h) or

Since (h, k) is the vertex of a parabola, then the x-coordinate of the vertex point is the equa-
tion of the axis of symmetry, x = h.
If a > 0, then the y-coordinate of the vertex is the minimum value of the function. If a < 0,
then the y-coordinate of the vertex is the maximum value of the function.
a>0 a<0
maximum value of
y y the function
D V(h,k)

4a
b

2a
x
The trajectory of a shell
fired from a cannon is a
parabola. To reach the b x

maximum value range with 2a
a cannon, it is shown in D
calculus that the barrel of
4a V(h,k)
the cannon must be set at
45°. minumum value
of the function
EXAMPLE 2 Find the coordinates of the vertex point of each function. Write the equation of the axis of
symmetry, and determine the maximum or minimum value of the function.
a. y = x2 – 2x – 3 b. y = –x2 + 4x + 5 c. y = x2 + 3x + 1
Solution a. V(h, k) is the vertex point.
k = f(h) = 12 – 2 ⋅ 1 – 3 = –4
So the vertex is V(1, –4).
The equation of the axis of symmetry is x = 1.
Since a = 1 > 0, the vertex is the minimum value and k = –4 is the minimum value of
the function.
b.
k = f(h) = –22 + 4 ⋅ 2 + 5 = 9
So the vertex is V(2, 9).
The equation of the axis of symmetry is x = 2.
Since a = –1 < 0, the vertex is the maximum value and k = 9 is the maximum value of
the function.
100 Algebra 8
c.
So the vertex point is V
The equation of the axis of symmetry is x =
Since a = 1 > 0, the vertex is the minumum value and y = is the minimum value of
the function.
EXAMPLE 3 The line 3x + 1 = 0 is the axis of symmetry of the parabola y = –2x2 + mx – 1.

Find the maximum value of the function.
Solution 3x + 1 = 0 ; x = is the equation of axis of symmetry.
Since a = –2 < 0, the vertex is the maximum value.
So k = is the maximum value.
EXAMPLE 4 The minimum value of the function y = x2 – 8x + n is –4. What is the value of n?
Solution
Check Yourself 2
Find the vertex of each parabola.
1. y = x2 – 10x + 20 2. 3. y = 4 – x2 4. y = 4x + x2
Answers
1. (5, –5) 2. (–1, –8.5) 3. (0, 4) 4. (–2, –4)

2. Intercepts
Consider the function y = f(x) = ax2 + bx + c, a ≠ 0.
If x = 0, then y = c. The point (0, c) is called the y-intercept of the graph. We mean that the
parabola intersects the y-axis at this point.
If y = 0, then ax2 + bx + c = 0. Let x1 and x2 be roots of this equation. The points (x1, 0)
and (x2, 0) are called the x-intercepts of the graph. We mean that the parabola intersects the
x-axis at these points. There are three possibilities for the x-intercepts.
1. If Δ > 0, the parabola intersects the x-axis at two distinct points.
2. If Δ = 0, the parabola is tangent to the x-axis.
3. If Δ < 0, the parabola does not intersect the x-axis.
D<0
D=0 a<0
D>0
x
D>0
a>0 D=0
D<0
EXAMPLE 5 Find the x- and y-intercepts of each function.
a. y = x2 – 9 b. y = –4x2 + 5x c. y = 3x2 + 4x – 2
d. y = x2 + 3x + 7 e. y = 4x2 + 20x + 25
Solution a. x = 0 ; y = –9
So (0, –9) is the y-intercept.
y = 0 ; x2 – 9 = 0
x1 = –3, x2 = 3
So (–3, 0) and (3, 0) are the x-intercepts.
b. x = 0 ; y = 0
So (0, 0) is the y-intercept.
y = 0 ; –4x2 + 5x = 0 ;
102 Algebra 8
c. x = 0 ; y = –2
So (0, –2) is the y-intercept.
y = 0 ; 3x2 + 4x – 2 = 0
Δ = 42 – 4 ⋅ 3 ⋅ (–2) = 40
d. x = 0 ; y = 7
y = 0 ; x2 + 3x + 7 = 0
Δ = 32 – 4 ⋅ 1 ⋅ 7 = –19 < 0
So the parabola does not cut the x-axis, i.e. there are no x-intercepts.
e. x = 0 ; y = 25
y = 0 ; 4x2 + 20x + 25 = 0
Δ = 202 – 4 ⋅ 4 ⋅ 25 = 0
Δ = 202 – 4 ⋅ 4 ⋅ 25 = 0
So the parabola is tangent to the x-axis at the point
EXAMPLE 6 The function y = x2 – (m + 2)x + 5 + m is given. Find the value(s) of m for which the
parabola
a. does not cut the x-axis. b. is tangent to the x-axis.

c. intersects the x-axis at two distinct points.
Solution Δ = (m + 2)2 – 4(5 + m)

= m2 – 16
Δ = m2 – 16 = 0 ; m = ±4
Let us consider the sign of Δ.
m ¥ 4 4 ¥
m2 16 + +

a. If m ∈ (–4, 4), the parabola does not cut the x-axis.
b. If m = ±4, the parabola is tangent to the x-axis.
c. If m ∈ (–∞, –4) ∪ (4, ∞), the parabola cuts the x-axis at two distinct points.
Check Yourself 3
Find the x- and y-intercepts of each parabola.
1. y = –x2 + 3x – 4 2. y = 3x2 – 6x + 3 3. y = 3x – x2
Answers
1. no x-intercepts, (0, –4) 2. (1, 0), (0, 3) 3. (0, 0), (3, 0)
3. Sketching a Graph
To sketch the parabola y = ax2 + bx + c, follow the steps.
1. Check a.
When a > 0, the graph has a minimum point and the parabola opens upward.
When a < 0, the graph has a maximum point and the parabola opens downward.
2. Find the coordinates of the vertex point, V(h, k).
3. Find the x- and y-intercepts.
4. Sketch the graph of the parabola.
EXAMPLE 7 Graph the functions.
a. y = x2 – 3x – 10 b. y = –2x2 – 8x c. y = x2 + 4x + 5
d. y = –3x2 + 12 e. y = x2 – 2ñ2x + 2
Solution a. a = 1 > 0, so the parabola opens upward. y

3
2
-2 5 x
f(x)=x2 3x 10
-10
49
-
4 V
x = 0 ; y = –10, (0, –10) is the y-intercept.
y = 0 ; x2 – 3x – 10 = 0 ; x = –2, x = 5 ;
(–2, 0) and (5, 0) are the x-intercepts.
104 Algebra 8
b. a = –2 < 0, so the parabola opens downward. y
V
8
f(x)=2x2 8x
x = 0 ; y = 0, (0, 0) is the y-intercept.

y = 0 ; –2x2 – 8x = 0 ;
x = 0, x = –4 ; (–4, 0) and (0, 0) are the x-intercepts. -4 -2 x
c. a = 1 > 0, so the parabola opens upward. y
f(x)=x2+4x+5
5
x = 0 ; y = 5, (0, 5) is the y-intercept. 1

V
2
y = 0 ; x + 4x + 5 = 0 ; -2 x
Δ = 42 – 4 ⋅ 1 ⋅ 5 = –4 < 0 ; the parabola does not cut the x-axis.
d. a = –3 < 0, so the parabola opens downward. y

V 12
f(x)=3x2+12
y = 0 ; –3x2 + 12 = 0 ;
x = ±2 ; (–2, 0) and (2, 0) are the x-intercepts.
-2 2 x
e. a = 1 > 0, so the parabola opens upward. y
f(x)=x2 2ñ2x+2
2
V
x = 0 ; y = 2, (0, 2) is the y-intercept. ñ2 x
y = 0 ; x2 – 2ñ2 + 2 = 0 ;
x1 = x2 = ñ2 ; the parabola is tangent to the x-axis at the point (ñ2, 0).

EXAMPLE 8 Sketch the graph of the function y = –x2 – 2x + 8 for |x| ≤ 3. Find the range of the function.
Solution a = –1 < 0, so the parabola opens downward. y
9
8

y = 0 ; –x2 – 2x + 8 = 0 ; -4 3
-3 -1 2 x
x1 = –4, x2 = 2 ; (–4, 0) and (2, 0) are the x-intercepts.
|x| ≤ 3 ; –3 ≤ x ≤ 3
x = –3 ; y = –9 + 6 + 8 = 5, so (–3, 5) is on the parabola.
x = 3 ; y = –9 – 6 + 8 = –7, so (3, –7) is on the parabola. -7
So the range of the function is [–7, 9].
EXAMPLE 9 Find the values of p for which px2 + 4x + p is greater than zero for all real values of x.
Solution px2 + 4x + p > 0 for all real numbers x. y = px2+ 4x+p

This is possible only if p > 0 and Δ < 0.
p>0 (1)
42 – 4p2 < 0 (2)
x
(1) p > 0
(2) 42 – 4p2 < 0 ; 42 – 4p2 = 0 ; p = ±2
p ¥ 2 0 2 ¥
(1) + +
(2) + +
system
So p ∈ (2, ∞).
Check Yourself 4
Sketch the graph of each function.
1. y = x2 – 5x + 4 2. y = –x2 + 4x – 3 3. y = 4x2 – 20x + 25 4. y = 3x2 – 2x
106 Algebra 8
Answers
1. y 2. y 3. y 4. y
4 25
1 3 x
2/3 x
-3
1 4 x 5/2 x
4. Shifting Graphs
Let y = f(x) be a function.
Vertical Shifting
shift the graph of y = f(x) k units upward. (see Figure 1)
shift the graph of y = f(x) |k| units downward. (see Figure 1)
Horizontal Shifting
shift the graph of y = f(x) h units to the left. (see Figure 2)
shift the graph of y = f(x) |h| units to the right. (see Figure 2)
Reflection
y = –f(x) Reflect the graph of y = f(x) in the x-axis. (see Figure 3)
Horizontal and Vertical Shifting
y = f(x + h) + k Shift the graph of y = f(x) |k| units upward or downward and |h| units
to the left or to the right.
k>0 h>0
y x2+k y y
x2 (x+h)2 x2 (x h)2 x2
k x2 k
0 x -h 0 h x 0 x
-k
x2
Figure 1 Figure 2 Figure 3
EXAMPLE 10 Sketch the graph of the each function using the shifting method.
a. y = x2 + 3 b. y = x2 – 3 c. y = (x – 3)2 d. y = (x + 3)2
e. y = –(x – 4)2 f. y = (x + 2)2 – 3 g. y = –(x – 2)2 + 1

Solution a. y b. y c. y d. y
x2+3
x2 x2 x2 (x 3)2 (x+3)2 x2
3 x2 3
0 x 0 x 0 3 x -3 0 x
-3
e. y f. y g. y
x2 (x+2)2 x2
x2
(x+2)2 3 1
4
0 x -2 0 x 0 2 x
-3
(x 4)2
x2 (x 2)2+1
y
Check Yourself 5
Sketch the graph of the each function by shifting.
1. y = x2 + 4 2. y = –(x + 1)2 3. y = (x – 2)2 – 2 4. y = –(x + 2)2 + 1

Answers
1. y 2. y 3. y 4. y
x2+4 x2 (x2)2
-1 1
x2 -1 x
4 (x2)22 -2 x
4 -3
2 (x+2)2+1
(x+1)2 x2 2 -4
x x
-2
(x+2)2 x2
5. Parabolas with Absolute Value (Optional)
EXAMPLE 11 Sketch the graph of each function.

a. y = |x2 – 3x + 2| b. y = –x2 + 2|x| + 3
c. y = x|x + 2| d. y = |2x2 – 12x + 16| + 2
108 Algebra 8
Solution a. First graph the function y = x2 – 3x + 2. y
Then, take above the part of the graph which is below 2
the x axis, symmetric with respect to x-axis. f(x)=|x2 3x+2|

a = 1 > 0, so the parabola opens upward. 1
1/4
1 3/2
-1/4 2 x
x = 0 ; y = 2, (0, 2) is the y-intercept

y = 0 ; x2 – 3x + 2 = 0 ;
x = 1, x = 2 ; (1, 0) and (2, 0) are the x-intercepts.
b. y = –x2 + 2|x| + 3
Case 1
____________________________________________________________________
If x ≥ 0, |x| = x ; y = –x2 + 2x + 3
a = –1 < 0, so the parabola opens downward.

y = 0 ; –x2 + 2x + 3 = 0 ;
x = –1, x = 3 ; (–1, 0) and (3, 0) are the x-intercepts.
Case 2
____________________________________________________________________
If x < 0, |x| = –x ; y = –x2 – 2x + 3 y
4 f(x)=x2+2|x|+3
a = –1 < 0, so the parabola opens downward.
3
-3 -1 1 3 x

y = 0 ; –x2 – 2x + 3 = 0 ; x = –3, x = 1 ; (–3, 0) and (1, 0) are the x-intercepts.

c. y = x|x + 2|
Case 1
________________________________________________________________________
If x + 2 ≥ 0, x ≥ –2, |x + 2| = x + 2 ; y = x2 + 2x
a = 1 > 0, so the parabola opens upward.

y = 0 ; x2 + 2x = 0 ; x = –2, x = 0 ; (–2, 0) and (0, 0) are the x-intercepts.
Case 2
________________________________________________________________________
If x + 2 < 0 ; x < –2, |x + 2| = –(x + 2) ; y
2
y = –x – 2x
2 f(x)=x|x+2|
a = 1 > 0, so the parabola opens upward.
1
-2 -1 x
-3
-1
V(–1, 1) is the vertex point.

y = 0 ; –x2 – 2x = 0 ; x = –2, x = 0 ; (–2, 0) and (0, 0) are the x-intercepts.
d. y = |2x2 – 12x + 16| + 2 y

2 f(x)=|2x2 12x+16|+2
First graph the function y = |2x – 12x + 16|. 18
Then shift this graph 2 units up. 16
a = 2 > 0, so the parabola opens upward. y=|2x2 12x+16|
x = 0 ; y = 16, (0, 16) is the y-intercept. 4
y = 0 ; 2x2 – 12x + 16 = 0 ; 2
x = 2, x = 4 ; 2 3 4 x
(2, 0) and (4, 0) are the x-intercepts. -2
110 Algebra 8
Check Yourself 6
Sketch the graph of each function.
1. y = |x2 – 6x + 5| 2. y = –x|x| + 4
Answers
1. y 2. y
4 4
2
x
1 3 5 x
C. EQUATION OF A PARABOLA
We have learned how to construct a parabola if we are given its equation. But if we are given
the graph of a parabola, how can we write its equation?
There are three different approaches to finding the equation of a parabola. The approach we
use depends on the information we know.
1. If we know the vertex point of the parabola, V(h, k) then we use the formula y = a(x – h)2 + k
to write the equation of the parabola. We need to know another point on the parabola to
write the equation.
2. If we know the x-intercepts of the parabola then we use the formula y = a(x – x1)(x – x2)
to write the equation of the parabola. We need to know another point on the parabola to write
the equation.
3. If we know any three points on the parabola, then we use the formula y = ax2 + bx + c
to write the equation of the parabola.
EXAMPLE 12 Write the equation of each parabola.
a. y b. y c. y
4 y=g(x)
2 y=f(x)
3 y=h(x)
2 x 2
-3 1 x 3 4 x

Solution a. The vertex point of the parabola is V(2, 2), so y = a(x – 2)2 + 2.
Also, the parabola passes through the origin (0, 0), so this point satisfies the equation of
the parabola.
This is the equation of the parabola.
b. Let y = ax2 + bx + c.
Since the points (0, 3), (–3, 3) and (1, 4) are on the graph of the parabola, these points
satisfy the equation of the parabola.
c. Let y = a(x – 3)(x – 4)
(0, 2) is on the parabola.
112 Algebra 8
EXAMPLE 13 x1 and x2 are the roots of the parabola below. Find the value of x1 + x2.
y
3 y=g(x)
-6 x1 x2 2 x
-2
Solution y g(2) = g(–6) = 3
B 3 y=g(x) AB = BC, so the x-coordinate of the vertex point is

A C
-6 x1 x2 2 x
-2
EXAMPLE 14 A parabolic concrete bridge support needs

to pass through the points (–50, 0),
(0, 30), and (50, 0). Write the equation of
the parabola formed by the bridge.
Solution Let y = ax2 + bx + c. Since the points (–50, 0), (0, 30), and (50, 0) are on the graph of the
parabola, these points satisfy the equation of the parabola.
(0, 30), c = 30
(–50, 0), 0 = 2500a – 50b + 30 ; 250a – 5b = –3 (1)
(50, 0), 0 = 2500a + 50b + 30 ; 250a + 5b = –3 (2)
From (1) and (2),

EXAMPLE 15 The shape of the famous “Gateway to the West” arch, which is
the spirit of the City of St. Lois can be modeled by a parabola.
The equation for the parabola is .
a. Sketch the graph of the arch's equation on a coordinate axis.

b. What is the distance from one side of the arch to the other?
Solution a. so the parabola opens downward. y

V
661.5
630
315 x
x = 0 ; y = 0 (0, 0) is the y-intercept.
x = 0, x = 630 ; (0, 0) and (630, 0) are the x-intercepts.

b. From the x-intercepts, we can see that the distance along the bridge is 630 m.
EXAMPLE 16 A farmer has 120 m of fencing. He wants to put

a fence around three sides of a rectangular plot of
land, with the side of a barn forming the fourth
side. Find the maximum area the farmer can
enclose. What dimensions give this area?
Solution Let x represent the width of the plot. Then, since

there are 120 m of fencing,
x + x + length = 120 ; length = 120 – 2x.
The area of the plot is A = (120 – 2x) ⋅ x = 120x – 2x2.
We can see that a < 0, so the graph of the function of the area has its maximum value at the
vertex point.
To make the area as large as possible, let us therefore find the vertex of the graph of the function
A = –2x2 + 120x.
The x-coordinate of the vertex is This is the width of the plot at its maximum
area. Now we have the solution: A = –2 ⋅ 302 + 120 ⋅ 30 = 1800 m2 and the dimensions of
the plot are 30 m by (120 – 2 ⋅ 30)m, i.e. 30 m by 60 m.
114 Algebra 8
EXAMPLE 17 Find the maximum vertical distance d between the parabola and the line in the figure.
The distance between the vertex point of the parabola y

Solution f(x)=2x2+4x+3
and the midpoint of the AB line segment in the figure 5
will be the maximum distance. 4

f(x)=x 2
3
2 d
B
1
Let us find the coordinates of point A and point B. -2 -1 1 2 3 4 5 x

-1
-2
A -3
-4
A M B
(1, 3) ( 5 , 1)
2 2
Check Yourself 7
Write the equation of each parabola.
1. y 2. y 3. y
3 4
3
x
2
-3 -2 x
-1 3 x
-4
-1
Answers
1. 2. 3.
The things of this world cannot be made known without a knowledge of mathematics.

P ARABOLIC R EFLECTORS
Parabolic curves are used in the design of lighting systems, telescopes, and radar antennas, mainly because of the
reflective property you can see in the figures below.
axis axis
Figure a. A reflecting telescope: Figure b. A parabolic flashlight:

light rays parallel to the a light source at the focus
axis are concentrated at sends out beams of light
the focus. parallel to the axis.
Figure a shows the application of the reflective property of a parabola to create a reflecting telescope. The eyepiece
of the telescope is placed at the focus F of a parabolic mirror. Light enters the telescope in rays that are parallel to
the axis of the parabola. We know from physics that when light is reflected, the angle of incidence equals the angle
of reflection. Hence, the parallel rays of light strike the parabolic mirror so that they all reflect through the focus,
which means that all the parallel rays are concentrated at the eyepiece. This maximizes the light-gathering ability of
the mirror.
Flashlights and automobile headlights (see Figure b) simply reverse this process. A light source is placed at the focus
of a parabolic mirror. The light rays strike the mirror with an angle of incidence equal to the angle of reflection, and
each ray is reflected along a path parallel to the axis. As a result, the light emits a light beam of parallel rays.
Radar utilizes both of these properties. First, a pulse is transmitted from the
focus to a parabolic surface. As with a reflecting telescope, parallel pulses are
transmitted in this way. The reflected pulses then strike the parabolic surface and
are sent back to be received at the focus.
116 Algebra 8
EXERCISES 4 .1
A. Graphing y = ax2 6. The equation of the axis of symmetry of the
1. Graph each set of functions in the same plane. parabola y = 2x2 + (m + 1)x – 4 is 4x – 3 = 0.
Find the minimum value of the function.
a. y = 2x2, y – 4x2 = 0, 2x2 = 3y
b. y = –3x2, y + 4x2 = 0, –3x2 = 2y
c. y = 3x2, 3y = x2, 2y + x2 = 0, y + 2x2 = 0
7. is the minimum value of the function
2. Determine whether each point lies on the graph y = 3x2 + 2x – n. Find the value of n.
of the function 4y + 5x2 = 0.
a. b. c. (–2, –5) d. (4, 10)

8. The vertex point of the parabola
y = –3x2 – 2(2k + 5)x + 4 is on the y-axis.
3. If the parabola y = px2 passes through the following Find k.
points, find p.
a. (–3, 3) b. c. (3, –7) d.

9. Find the x- and and y-intercepts of each function.
a. y = –x2 + 4x b. y = (x – 3)2
4. Graph the function c. y = 8(x + 7)2 + 4 d. y = x2 – 8

e. y = 2x2 + 5x + 3 f. y = –x2 – 4x – 5
g. y = 16x2 + 24x + 9 h.
B. Graphing y = ax + bx + c 2
5. Find the coordinates of the vertex point of each

function. Write the equation of the axis of symmetry
and determine the maximum or minimum value 10. The function y = –x2 + (m – 2)x + m – 3 is given.
of the function. Find the values of m for which the parabola
a. does not cut the x-axis.

a. b. y = –3x2
b. is tangent to the x-axis.
c. y = 3x2 + 2 d. y = –x2 – 1
c. cuts the x axis at two distinct points.
e. y = –2x2 + 5x f. y = 0, 7x2 + 0,8x
g. y = 3x2 – 4x + 3 h. y = –x2 + x + 1
i. y = 3(x + 1)(x – 4) j. y = –2(x + 4)2 11. The parabola y = mx2 – (m + 1)x + 2m – 1 passes
k. y = –(x + 3)2 – 5 l. y = (x – 1)2 + 3 through the point A(2, 9). Find the value of m.

12. Sketch the graph of each function. 22. Sketch the graph of each function by shifting.
a. y = 3x2 – 9 b. y = 2x2 + 5 a. y = x2 + 4 b. y = x2 – 2
c. y = –3(x + 4)2 d. y = 2(x + 7)2 c. y = –x2 – 2 d. y = –(x + 5)2
e. y = x2 – 2x – 3 f. y = –x2 – 4x e. y = (x – 4)2 f. y = –(x – 3)2
g. y = x2 – 4x + 1 h. y = x2 – 5 g. y = –(x + 1)2 – 2 h. y = (x – 2)2 + 3
i. y = (x – 3)2 + 4 j. y = (x + 3)(4 – x)
23. Sketch the graph of each function.

13. Sketch the graph of the function
y = x2 – 2x – 8 if –1 < x < 5. a. y = |x2 – 4x + 3| b. y = –2x2 + 4|x| + 1
c. y = x|x – 2| d. y = |x2 – 6x + 8| – 1
14. Sketch the graph of the function
y = –2x2 + 4x + 1 if |x – 1| < 2.
C. Equation of a Parabola
15. Find the minimum and the maximum values of 24. Write the equation of each parabola.
the function y = x2 + 4x + 7 if x ∈ [–4, 1].
a. y b. y
3
2
16. Find the minimum or the maximum value of the 1
function if m + n = 16. 5
1 x 6 x
17. Find the minimum or the maximum value of the

function y = m2 + n if m – 2 = n. c. y d. y
3 4
3
18. The parabola y = 2ax2 + bx – 3b passes through
the points (1, –3) and (2, –5). Find the values of
-3 x -1 x
a and b.
19. Write the equation of the parabola which is e. y f. y

symmetric to y = 3(x + 1)2 with respect to the 3 5 3
line x = 2. x
-3
-3 3 x
20. Given f(x) = –3(x – 1)2 + 2, show that f(x) ≤ f(1).
21. f(x) = x2 + 3mx + 4m and f(x) ≥ 0 are given.

Find m. -8
118 Algebra 8
25. Write the equation of the parabola through each 30. The figure shows the graph y
set of points.
of the function
a. A(–1, 0), B(0, 4), C(1, 2) y = mx2 – 7mx + 5.
b. A(0, –4), B(2, 0), C(4, –4) If |AB| = 3, find m.
A B x
26. Write the equation of the parabola through each

vertex point V and point A.
a. V(0, –4), A(3, 5) b. V(2, 0), A(4, 4) 31. Find the area of the y
y=2x2+6x
trapezoid OABC in
c. V(–1, –4), A(2, 5) d. A(0, –4) C
the figure. 5 B
2
A
O x
27. In the figure, y
3 ⋅ |OB| = |AO|.
y=x2 4x c
Find c.
A B
O x
32. Find the area of the y

square OABC in the figure.
24
28. In the figure, y B
C
V
|OB| = 5 ⋅ |AO| and k
O A 2 x
V is the vertex point
2
of the parabola.
A B
Find k.
O 2 x
33. Find the area y

of the
29. The figure shows the y rectangle D C
y=x2 6x+5
graph of the function ABCD in
y = ax2 + bx + c. the figure.
-5 1 x O A B x
Find the value of
a + b + c.

Mixed Problems 39. The figure shows the y
y=x2+bx+1
graph of the function 5
34. x1 and x2 are the x-intercepts of the function y = –x2 + bx + 1.

c
Find the value of
y = mx2 – 4x – 2m – 2. If x1 ⋅ x1 < 0, find the
a + b + c + d.
possible values of m.
a 2 d x
35. The perimeter of a rectangle is 32 cm. Find its

maximum possible area.
40. In the figure, y

36. The function y = 5x – 3x + k is tangent to the
2
the area of the y=k(x2+5x+4)

line y = 2. Find k. triangle ABC is
C
6 cm2.
Find k. A B O x
37. 3 is the minimum value of the function

y = mx2 – 2mx + 2m + 1. Find m.
38. The figure shows the y

6
41. In the figure, the y
graph of the function
maximum value of the C
y = –x2 + bx + c.
Find the coordinates function is A B
-2 O 5 x
of the point A. 2
Find the area of the
A B x triangle ABC.
120 Algebra 8
An equation is a statement that says two expressions are equal. For example, a = b is an
equation. An inequality is a statement that says two expressions may or may not be equal. For
example, a > b, a ≤ b, and a < b are all inequalities. An equation usually has a finite number of
solutions, but an inequality may have an infinite number of solutions.
We can show the solutions of an inequality as an interval and as a graph. Look at the following
examples of intervals and their graphs.
Interval Inequality Graph
the interval (–∞, a) x<a a
the interval (–∞, a] x≤a a
the interval (a, ∞) x>a a
the interval [a, ∞) x≥a a

Trichotomy Property:
For any two real numbers
a and b, exactly one of the open interval (a, b) a<x<b a b
the following is true:
a < b, a = b or a > b. the closed interval [a, b] a≤x≤b a b
the half-open interval [a, b) a≤x<b a b
the half-open interval (a, b] a<x≤b a b
the interval (–∞, ∞) 1
Notice in the table that an open circle on a graph shows an open interval, i.e. a line segment
with an open endpoint (a point which is not included in the segment). A filled circle shows
a closed endpoint (a point which is included in the segment).
EXAMPLE 1 Write each inequality using interval notation and show it as a graph.
a. 1 ≤ x < 5 b. x > 7 c. –3 < x < 4 d. x ≤ 9

1 5
Solution a. The interval notation is [1, 5) and the graph is .
7 3 4 9
b. (7, ∞) c. (–3, 4) d. (–∞, 9]
122 Algebra 8
Definition linear inequality
A linear inequality is an inequality that can be written in one of the forms
ax + b > 0, ax + b < 0
ax + b ≥ 0, ax + b ≤ 0
for the real numbers a and b, a ≠ 0.
Property If both sides of an inequality are multiplied or divided by a negative number, the direction of
the resulting inequality must be reversed.
For example, if we multiply both sides of the inequality a < b by –2, we obtain –2a > –2b.
The order of the inequality is reversed.
EXAMPLE 2 Solve the inequality 2x + 3 ≤ 5x and graph this solution.
Solution 2x + 3≤ 5x
–3x ≤ –3
1≤x
1
Therefore, x ∈ [1, ∞), or .
EXAMPLE 3 Solve the inequality 2 < 3x – 1 ≤ 8 and graph this solution.
Solution 2 < 3x – 1 ≤ 8
3 < 3x ≤ 9
1<x≤3
1 3
Therefore, x ∈ (1, 3], or .
Property For k > 0, the following statements are true.

1. |x| ≤ k means –k ≤ x ≤ k.
2. |x| > k means x < –k or x > k.
EXAMPLE 4 Solve the inequality |2x – 1| < 5 and graph this solution.
Solution |2x – 1| < 5

–5 < 2x – 1 < 5
–4 < 2x < 6
–2 < x < 3
Therefore, x ∈ (–2, 3), or 2 3 .
Quadratic Inequalities 123

Check Yourself 1
Solve the inequalities.
1. –x + 7 > 2x + 1
2.
3. |2x – 1| + 2 ≤ 7
Answers
1. x < 2 2. –47 ≤ x ≤ 65 3. –2 ≤ x ≤ 3
FIND THE MISTAKE!
a>4
4a > 16
4a – a2 > 16 – a2
a(4 – a) > (4 – a)(4 + a)
a>4+a
0>4
Can you find the mistake in this working?
Sign Chart
In general, to solve a linear inequality such as ax + b > 0 or ax + b ≤ 0 we need to know the
sign of the polynomial ax + b, a ≠ 0.
Look at the steps.
First we find the zero of the polynomial:
Then we construct a sign chart.

b
x ¥ x0= ¥
a
ax+b ax+b has sign opposite to a ax+b has the same sign as a
This sign chart shows us:
the sign of the polynomial is opposite to the sign of a,
the sign of the polynomial is the same as the sign of a.
124 Algebra 8
EXAMPLE 5 Solve the inequality 3x – 2 ≥ 0.
Solution
2
x ¥ x0= ¥
3
3x 2 +
EXAMPLE 6 Solve the inequality 6 – 2x ≥ 0 by using a sign chart.
Solution 6 – 2x = 0 ; x = 3
x ¥ 3 ¥
6 2x +
Since 6 – 2x ≥ 0, the sign is positive. So x ∈ (–∞, 3].
Check Yourself 2
Solve the inequalities by using a sign chart.
1. 5 – 2x < 0 2. 3. 6x + (x – 2)(x + 2) ≥ (x + 4)2
Answers
1. 2. x ≤ –20 3. x ≤ –10
Mathematics, of course, is not the only cornerstone of opportunity in today’s

world. Reading is even more fundamental as a basis for learning and for life. What
is different today is the great increase in the importance of mathematics to so
many areas of education, citizenship, and careers.

A rectangular room has dimensions 30 m × 12 m × 12 m. A spider is in the horizontal center of one end wall,
one unit away from the ceiling. A fly is in the horizontal center of the opposite wall, one unit away from the floor.
What is the shortest distance the spider needs to travel (without leaving a surface) to get to the fly (which
remains stationary)?
EXERCISES 5 .1
1. Write each inequality using interval notation. 3. Solve and graph the inequalities.
a. x > –2 b. x ≤ 6 a. –2x + 3 < 4
c. x < –7 d. x ≥ 4
e. 2 ≤ x < 4 f. –1 < x ≤ 0 b.
g. h.
c.
d.
2. Determine the sign of each polynomial.
e. (3x + 1)2 – (x + 2)(4x – 1) > 5(x – 1)2 + 6x
a. 4x + 1 b. –3x – 5
f. (a + 3)x – 5 ≤ 1 (a > –3)
c. d. ñ3x – 6
g. (a + 4)x + 3 > 0 (a ∈ )
4
126 Algebra 8
Definition quadratic inequality
A quadratic inequality is an inequality that can be written in one of the forms
ax2 + bx + c > 0, ax2 + bx + c < 0,
ax2 + bx + c ≥ 0, ax2 + bx + c ≤ 0,
for the real numbers a, b, and c, a ≠ 0.
We have seen how to solve linear inequalities such as

We will never
be equals. 2(x + 3) + 3 ≤ 5(x – 1).
But how do we solve quadratic inequalities such as
x2 – 5x ≥ –6?
First we write the inequality in standard form, leaving only zero on the right side:
x2 – 5x + 6 ≥ 0.
In this example, we are looking for values of x that will make the quadratic on the left side
greater than or equal to zero.
Note
If ≤ and ≥ are used in the inequality, then remember that the zeros of the polynomial are
included in the solution set.
First, let us find the zeros of the polynomial x2 – 5x + 6:
(x – 2)(x – 3) = 0
positive⋅positive=positive x = 2 or x = 3.
positive⋅negative=negative
negative⋅negative=positive Then we construct a sign chart for each linear factor of the polynomial, and their product.
x ¥ 2 3 ¥
x2 + +
x3 +
(x 2)(x 3) + +
Since x2 – 5x + 6 ≥ 0, we need to take the positive intervals.

Therefore, the solution is the union of intervals (–∞, 2] and [3, –∞), i.e. x ∈ (–∞, 2] ∪ [3, ∞).

We can also construct the sign chart in one step. The zeros of the polynomial divide the real
number line into three intervals, (–∞, 2], [2, 3] and [3, ∞). We know that the polynomial has
constant sign in each of these three intervals. If we select a test number in each interval and
evaluate the polynomial at that number, then the sign of the polynomial at this test number
must be the sign for the whole interval.
Let us try testing each interval in our problem. Choose a number from each interval, and
substitute for x in the original inequality. For example, we could choose the numbers 1, 2.5,
and 4.
Test number 1 2.5 4
Value of the polynomial 2 –0.25 5
Sign of the polynomial + – +
With this information, we can draw the sign chart.
x ¥ 2 3 ¥
x2 5x + 6 + +
This is the same as the last line of the previous chart.

We can also use the discriminant of a quadratic to help complete the sign chart. We have
already seen that the discriminant Δ of a quadratic equation ax2 + bx + c = 0 tells us it the
equation has two real roots (Δ > 0), one double root (Δ = 0), or no real solutions (Δ < 0).
If Δ < 0, then the polynomial ax2 + bx + c always has the same sign as a.
x ¥ ¥
ax2 + bx + c same sign as a
If Δ = 0, then of the polynomial ax2 + bx + c has the same sign as a but we must consider
the zero of the polynomial.
b
x ¥ x1=x2= ¥
2a
ax2 + bx + c same sign as a same sign as a
If Δ > 0, the polynomial ax2 + bx + c has the opposite sign to a between the zeros of the
polynomial and the same sign as a in other intervals.
x ¥ x1 x2 ¥
ax2 + bx + c same sign as a opposite sign to a same sign as a
128 Algebra 8
EXAMPLE 7 Solve the inequality –x2 – 4 < –5x.
Solution –x2 – 4 < –5x

–x2 + 5x – 4 < 0
(–x + 4)(x – 1) = 0
x = 4 or x = 1
x ¥ 1 4 ¥
x2 + 5x 4 +
Therefore, x ∈ (–∞, 1) ∪ (4, ∞).
EXAMPLE 8 Solve the inequalities.
a. 3x + 4 ≥ x2 b. x(x + 2) > 35 c. 9x2 – 12x + 4 ≤ 0 d.
Solution a. 3x + 4 ≥ x2 ; –x2 + 3x + 4 ≥ 0
Δ = 9 + 16 = 25 ; x1 = –1, x2 = 4
x ¥ 1 4 ¥
x2 + 3x + 4 +
So x ∈ [–1, 4].
Plot the roots in the sign
chart line in ascending b. 35 < x(x + 2) ; –x2 – 2x + 35 < 0
order.
Δ = 4 + 140 = 144 ; x1 = –7, x2 = 5
x ¥ 7 5 ¥
x2 + 3x + 4 +
So x ∈ (–∞, –7) ∪ (5, ∞).
c. 9x2 – 12x + 4 ≤ 0
Δ = 144 – 144 = 0 ; x1 = x2 =
2
x ¥ 3 ¥
9x2 12x + 4 + +
So the only solution is

c. ; 4x2 – 2x + 1 < 0
Δ = 4 – 16 = –12 < 0.
x ¥ ¥
4x2 2x + 1 + + + + +
4x2 – 2x + 1 is always positive, so there is no solution.
EXAMPLE 9 Consider the equation x2 – 2(m + 1)x + 1 = 0. For which values of m does the equation have
a. no real root?
b. one double root?
c. two distinct real roots?
Solution Let us check the sign of discriminant.

Δ = 4(m + 1)2 – 4 = 4m2 + 8m + 4 – 4 = 4m2 + 8m
4m2 + 8m = 0
m = –2 or m = 0
m ¥ 2 0 ¥
4m2 + 8m + +
Now we can answer the question.
a. For Δ < 0, there is no real root, and m ∈ (–2, 0).

b. For Δ = 0, there is one double root, and m = –2 or m = 0.
c. For Δ > 0, there are two real roots, and m ∈ (–∞, –2) ∪ (0, ∞).
EXAMPLE 10 Solve the inequalities.
a. (3 – x)(x3 – 2x2 – 8x)(x2 + 3) < 0
b.
c.
130 Algebra 8
Solution a. First we find all the zeros of the polynomials, then we determine the sign for each poly-
nomial and multiply the signs of each polynomial.
(3 – x)(x3 – 2x2 – 8x)(x2 + 3) = (3 – x)x(x2 – 2x – 8)(x2 + 3)
3–x=0; x=3
x=0
x2 – 2x – 8 = 0 ; x = –2 or x = 4
x2 + 3 = 0 ; no real solution.
x ¥ 2 0 3 4 ¥
3x + + +
x + + +
x2 2x 8 + +
x2 + 3 + + + + +
(3 x)x(x2 2x 8)(x2 + 3) + +
We need a value less than zero, so x ∈ (–∞, –2) ∪ (0, 3) ∪ (4, ∞).
b. First we find all the zeros of the polynomials. The equality part of the original inequality is satisfied
for these zeros and they must be included in the final solution set. On the other hand, since
division by zero is never allowed, the zeros of x4 – x must not be included in the solution set.
2

x ¥ 3 0 1 5 ¥
3x + 2 + + + +
x5 +
x + + +
x1 + +
x2 + x + 1 + + + + +
(3x + 2)(x 5)
+ + +
x4 x
We need a value greater than or equal to zero, so

c.
x2 – x – 6 = 0 ; x = –2 or x = 3
(x – 1)17 = 0 ; x – 1 = 0 ; x = 1
x8 = 0 ; x = 0 (double root)
(1 – x2)55 = 0 ; 1 – x2 = 0 ; x = 1 or x = –1 (1 is also a double root)
If the power is an odd
number, you can ignore x ¥ 2 1 0 1 3 ¥
it when you calculate the
zero. If the power is an x2 x 6 + +
even number, consider it
just as 2 when you calculate (x 1)17 + +
the zero.
x8 + + + + + +
(1 x2)55 + +
(x2 x 6)(x 1)17
+ + + +
x8(1 x2)55
We need a value less than or equal to zero, so x ∈ [–2, –1) ∪ [3, ∞).
The signs of M ⋅ N and Let us summarize the key steps to solving any inequality.
, N ≠ 0 are the same. 1. Write the polynomial inequality in standard form.
2. Find all zeros of the polynomial(s).
3. Determine the character of the roots.
4. Determine the sign of the coefficient of leading term of the polynomial(s).
5. Construct a sign chart.
6. In the sign chart, from right to left start with the sign of the coefficient of the leading term
a. After each root change the sign, but if there is a double root do not change the sign.
Let us solve Example 10c in another way.
EXAMPLE 11 Solve the inequality
Solution x2 – x – 6 = 0 ; x = –2 or x = 3
(x – 1)17 = 0 ; x – 1 = 0 ; x = 1
x8 = 0 ; x = 0 (double root)
(1 – x2)55 = 0 ; 1 – x2 = 0 ; x = 1 or x = –1 (1 is also a double root)
132 Algebra 8
x ¥ 2 1 0 1 3 ¥
(x2 x 6)(x 1)17
+ + + +
x8(1 x2)55
Therefore, x ∈ [–2, –1) ∪ [3, ∞).
EXAMPLE 12 Solve the inequality (x2 – 2x – 8)(x2 + x – 12) ≤ 0.
Solution Find the zeros of the polynomials.

x2 – 2x – 8 = 0 ; x = 4 or x = –2
x2 + x – 12 = 0 ; x = –4 or x = 3
x ¥ 4 2 3 4 ¥
(x2 2x 8)(x2 + x 12) + + +
So, x ∈ [–4, –2] ∪ [3, 4].
EXAMPLE 13 Find the domain of the function
Solution 3x – 12x2 > 0

3x – 12x2 = 0
x = 0 or x =
1
x ¥ 0 4 ¥
3x 12x2 +
EXAMPLE 14 Solve the inequality (x – 1)2(x – 2)3(x – 3)4(x – 4)5 ≥ 0.
Solution (x – 1)2 = 0 ; x – 1 = 0 ; x = 1 (double root)

(x – 2)3 = 0 ; x – 2 = 0 ; x = 2
(x – 3)4 = 0 ; x – 3 = 0 ; x = 3 (double root)
(x – 4)5 = 0 ; x – 4 = 0 ; x = 4
x ¥ 1 2 3 4 ¥
(x 1)2(x 2)3(x 3)4(x 4)5 + + +
So x ∈ (–∞, 2] ∪ {3} ∪ [4, ∞].

Solution
x = 0 (double root)
x = 1, x = 2, x = 5
x ¥ 0 1 2 5 ¥
x4 3x3 + 2x2
+ +
x3 5x2
So x ∈ (–∞, 0) ∪ (0, 1) ∪ (2, 5).
Solution
1
x ¥ 1 0 2 1 ¥
2x2 x + 1
+ +
x(x 1)
134 Algebra 8
Solution
x + 1 = 0 ; x = –1 (double root)
x2 – x + 1 = 0 ; no real solution
x ¥ 1 2 ¥
x2 x2
+
(x + 1)(x2 x + 1)
So x ∈ (–∞, –1) ∪ (–1, 2].
Solution Since |2x2 + 3x – 2| and |x – 2| are non-negative, just check their roots.
2x2 + 3x – 2 = 0 ; x = –2, x =
x–2=0; x=2
The absolute value of a
number is never negative.
–2 and satisfy the inequality, so these values are in the solution set. However, 2 is not in
|x| ≥ 0, x ∈ the solution set because it makes the denominator zero.
1 – x2 = 0 ; x = –1, x = 1
x2 + 3x = 0 ; x = 0, x = –3
x ¥ 3 1 0 1 ¥
|2x2 + 3x 2|(1 x2)
+ +
(x2 + 3x)|x 2|
So x ∈ (–∞, –3) ∪ [–1, 0) ∪ {–2, } ∪ [1, 2) ∪ (2, ∞).

EXAMPLE 19 Find the domain of the function if y is a real number.
Solution is a real number for all values of x because the index is an odd number.
x ¥ 2 1 8 11 ¥
x2 6x 16
+ + +
x2 12x + 11
So x ∈ (–∞, –2] ∪ (1, 8] ∪ (11, ∞).
Solution
If ab < ac then b < c.
136 Algebra 8
5 7
x ¥ 1 3 3 ¥
12x 20
+ +
(3x 3)(3x 7)
Check Yourself 3
Solve the inequalities.
1. x2 + 5x – 6 > 0 2. (x + 3)3(x – 1)2(x – 4) ≥ 0 3.
4. 5.
Answers
1. (–∞, –6) ∪ (1, ∞) 2. (–∞, –3] ∪ {1} ∪ [4, ∞) 3. (–2, 2) ∪ [6, ∞)
4. (–2, –ñ2) ∪ (ñ2, 2) 5. (–∞, 0] ∪ [ , ∞)
‘Obvious’ is the most dangerous word in mathematics.
EXERCISES 5 .2
1. Determine the sign of each polynomial. 3. For which values of k does the equation
a. x2 – 5x + 4 b. 2x2 + x – 6 x2 + 2(1 – k)x + 1 = 0 have
c. 2x2 – 3x + 4 d. –16x2 + 8x – 1 a. no real solution? b. one double root?

2 2
e. –4x + 10x – 25 f. 12x + 4ñ3x + 1 c. two distinct real roots?
4. For which values of b does the equation

3x2 + (b + 1)x + 1 = 0 have two distinct real
roots?
2. Solve the inequalities.
a. x2 < 9x – 20 b. 4x – 7x2 > 0 5. For which values of a does the equation
c. x(6x + 7) ≥ 0 d. 2x – 6 < 3x2 ax2 + (a + 1)x + 2 = 0 have no real root?
e. f. 6. The product of a number and four plus the

number is less than 15. Find all possible integer
g. (2x – 1)2 > (x – 5)2 values of the number.

7. Solve the inequalities. 8. Solve the inequalities.

a. x(x – 1)2 > 0
a.
b. (2 – x)(3x + 1)(2x – 3) > 0
c. (3x – 2)(x – 3)3(x + 1)3(x + 2)4 < 0 b.
d.
c.
e.
d.
f.
g.
9. Find the domain of each function.

h.
a.
i.
b.
j.
c.
k.
d.
l.
m.
n. |6x2 – 2x + 1| ≤ 1 10. Solve the inequality

o.
p.
q. 11. Solve the inequality

138 Algebra 8
We saw in Chapter 1 that a set of simultaneons equations to solve is called a system of equations.
A system that of equations includes more than one inequality is called an inequality system.
To find the solution of a system, we solve each inequality separately and then find the
intersection of the solutions.
EXAMPLE 21 Solve the inequality system
Solution First find the zeros of each polynomial.

(1) x2 – 7x – 8 > 0
x2 – 7x – 8 = 0 ; x = –1, x = 8
(2) x2 – 4x + 3 > 0
x2 – 4x + 3 = 0 ; x = 1, x = 3
We need to find values so that both polynomials are greater than zero. Let us check the chart.
x ¥ 1 1 3 8 ¥
(1) + +
(2) + + + +
system
We can see that both polynomials are greater than zero when x ∈ (–∞, –1) ∪ (8, ∞). This
is the intersection of the solutions.
Solution (1)
x2 – 4 = 0 ; x = ±2 ; x = 0
(2) x2 < 64 ; x2 – 64 < 0
x2 – 64 = 0 ; x = ±8
b
x ¥ x0= ¥
a
ax+b ax+b has sign opposite to a ax+b has the same sign as a
This time, both polynomials need to be less than zero, so x ∈ (–8, –2) ∪ (0, 2).

Solution (1) x5 ≥ 100x3

x5 – 100x3 ≥ 0 ; x3(x2 – 100) = 0
x = 0, x = ±10
(2)
x + 9 = 0 ; x = –9
5x – x2 – 18 = 0 ; no solution
x2 – 18x + 45 = 0 ; x = 3, x = 15
x ¥ 10 9 0 3 10 15 ¥
(1) + + + +
(2) + + + +
system
So x ∈ [–10, –9] ∪ [10, 15).
Solution
(1) 2x – 1 ≥ 0 (2) x + 2 > 0 (3) 2x – 1 < x2 + 4x + 4

2x – 1 = 0 x+2=0 x2 + 2x + 5 > 0
x = –2 x2 + 2x + 5 = 0
x=
since Δ < 0, there is no real solution
1
x ¥ 2 2 ¥
(1) +
(2) + +
(3) + + +
system
So x ∈ [ , ∞).
140 Algebra 8
Solution Case 1
__________________ Case 2
__________________
(1) x < 0 (1) x ≥ 0

(2) x + x – 2 = 0 ;
2
(2) x – 2 > 0 ;
x1 = –2, x2 = 1 x – 2 = 0, x = 2
x ¥ 2 0 1 2 ¥
(1) + + +
Case 1 (2) + + +
system
(1) + + +
Case 2 (2) +
system
So x ∈ (–∞, –2] ∪ (2, ∞).
EXAMPLE 26 Solve the inequality (x2 + x + 1)2 – 4(x2 + x + 1) + 3 < 0.
Solution For the inequality, we let t = x2 + x + 1. Then the original inequality becomes
t2 – 4t + 3 < 0. First let us solve the inequality for t.
t2 – 4t + 3 = 0 ; t = 1, t = 3
x ¥ 1 3 ¥
t2 4t + 3 + +
So 1 < t < 3. Now solve for x.

1 < x2 + x + 1 < 3
0 < x2 + x < 2, which gives us the system of inequalities

(1) x2 + x > 0
x2 + x = 0 ; x = 0, x = –1
(2) x2 + x – 2 < 0
x2 + x – 2 = 0 ; x = –2, x = 1
x ¥ 2 1 0 1 ¥
(1) + + + +
(2) + +
system
So x ∈ (–2, –1) ∪ (0, 1).
EXAMPLE 27 Solve the inequality |x2 – 3x + 2| ≤ 2x – x2.
Solution Case 1
________________________________________
(1) x2 – 3x + 2 ≥ 0
x2 – 3x + 2 = 0 ; x = 1, x = 2
(2) x2 – 3x + 2 ≤ 2x – x2 ; 2x2 – 5x + 2 ≤ 0
2x2 – 5x + 2 = 0 ; x = , x=2
Case 2
_______________________________________
(1) x2 – 3x + 2 < 0
x2 – 3x + 2 = 0 ; x = 1, x = 2
(2) –(x2 – 3x + 2) ≤ 2x – x2
–x2 + 3x – 2 ≤ 2x – x2
x–2≤0
x–2=0; x=2
142 Algebra 8
1
x ¥ 2 1 2 ¥
(1) + + +
Case 1 (2) + +
system
(1) + + +
Case 2 (2) +
system
Check Yourself 4
Solve the systems.
1. 2. 3.
Answers
1. [4, ∞) 2. x ≠ 0, x ≠ 7, (–∞, 1) ∪ (3, ∞) 3.
In the center of a square pond whose side measures 10 m

grows a plant whose top reaches 1 m above the water level. If
we pull the plant toward the bank, its top becomes even with
the waters surface. What is the depth of the pond and the
length of the plant?
Do not worry about your difficulties in mathematics. I can assure

you that mine are still greater. Einstein

EXERCISES 5 .3
1. Solve the inequality systems. 4. Solve the inequalities.
a. b.
a. b.
c. d.
c. d.
e. f.

e. f.
a.
b.
g. h.
c.
d.
2. Solve the inequality systems.
e.

a. b. 4x – 2 < x2 + 1 < 4x + 6 a. b.
c.
c. 7. Solve the inequality


a. |4 – 3x| ≥ 2 – x 8. For which values of m are the following inequalities

satisfied for any real number x?
b. |x2 – 3x – 15| < 2x2 – x
c. |2x2 + x + 11| > x2 – 5x + 6 a. 2x2 + 5x + m > x2 – x – 7
d. |x – 4| + |2x + 6| > 10 b. 2x2 + mx2 – 2x + m – 1 > (1 + m)x2 – 4x – m
c. (m + 2)x2 – 3x + m – 2 < 0
e.
d. x2 – 6x + 4m2 > 7
f. |2x + 1| – |5x – 2| ≥ 1
9. Solve the inequality

g.
(x2 + 6x + 14)2 – 9 ⋅ (x2 + 6x + 15) + 9 < 0.
144 Algebra 8
CHAPTER REVIEW TEST 6A
1. What is the solution of the inequality 5. What is the solution of the inequality
2 – 3(1 – x) < x + 1.8?
A) x > 1.4 B) x < 0.4 C) x > 0.7

A) x < 0 or x > 2 B) –2 < x < 1
D) x > –0.7 E) x < 1.4
C) x < –2 or x > 1 D) 0 < x < 2
E) –2 < x < 2
2. What is the solution of the inequality

x2 + 5x – 14 ≤ 0?
A) [–2, 7] B) [–7, 2] C) (–7, 2)

D) [2, 7) E) (–2, 7]
6. What is the greatest integer value of x which satisfies
the inequality x2 – 13x + 36 < 0?
A) 13 B) 7 C) –8 D) 8 E) –13
A) (–∞, –2) ∪ (1, ∞) B) (–∞, –2) ∪ (2, ∞)

C) (–∞, –1) ∪ (1, ∞) D) – {–1, 1}
E) (–∞, –2) ∪ (–1, 1) ∪ (2, ∞)
A) (–∞, 0) B) (0, ∞) C) D) ∅ E) {0}

A) B)
C) D)
8. How many integer values of x are there which
satisfy the inequality |x + 2| ≤ ?
E)
A) 1 B) 3 C) 4 D) 5 E) 7
Chapter Review Test 6A 145

9. What is the solution of the inequality 13. What is the domain of the function
A) x > –2 B) x < –2 C) x < 3 A) [–1, 7] B) [–10, 2] C) (–10, 2)

D) x > 3 E) –2 < x < 3 D) [5, 4) E) (–2, 10]
14. What is the solution of the inequality system

10. The equation 2x(ax – 4) – x + 6 = 0 has no real
2
roots. What is the smallest possible integer value

of a?
A) (2, 3) B) [2, 3] C) (–2, 3)
A) –1 B) 2 C) 3 D) 4 E) 5
D) [3, 2) E) (–3, –2)
11. What is the solution of the inequality 15. What is the solution of the inequality system
A) (–2, –1) ∪ (1, 3) B) (–2, –1) C) (1, 3)

D) (–5, –1) ∪ (1, ∞) E) (–1, 1) ∪ (5, ∞) A) (–2, 2) B) [2, 3] C) (–2, 3)
D) [3, 2) E) (–3, –2)
12. What is the sum of the integer values of x which 16. What is the solution of the inequality
satisfy the inequality

A) (–2, 2) B) (1, ∞) C) (–2, –3)
A) 32 B) 28 C) 24 D) 20 E) 16 D) (–∞, 2) E) (2, ∞)
146 Algebra 8
CHAPTER REVIEW TEST 6B
1. What is the solution of the inequality 5. What is the solution of the inequality
A) x > 1 B) x < –3 C) x < 3 A) (–2, 4) B) C) (–∞, 2)

D) x < 1 E) x > 6
D) [2, ∞) E)

(x – 6)(x + 3) ≤ 2 – 2x?
6. What is the smallest possible integer value of x
A) [–5, 4] B) [–4, 5] C) (–4, 2) which satisfies the inequality (x + 7)2(x – 4) ≥ 0?
D) [–5, 4) E) (–4, 5]
A) 3 B) 4 C) –8 D) 8 E) –13

(x2 + 8x – 9)(x2 – 4) ≥ 0?
A) (–∞, –2) ∪ [1, ∞) B) (–∞, –2] ∪ (2, ∞)

A) B) C) (–∞, –1] ∪ [1, ∞) D) R – {–1, 1}
E) (–∞, –9] ∪ [–2, 1] ∪ [2, ∞)
C) (–∞, 1) D) – {–1, 1}
E) (–1, 1) ∪ (3, ∞)
8. Which inequality is represented in this sign

chart?
4. What is the solution of the inequality -2 5
+ +
A) [–∞, –1) ∪ (1, 3) B) [3, ∞] A) x2 – 3x + 10 < 0 B) x2 > 3x – 10

C) (–∞, –2) ∪ (2, ∞) D) (1, 3) C) x2 < 3x + 10 D) x2 – 2x + 5 ≥ 0
E) (1, 3) E) x2 < 2x + 5
Chapter Review Test 6B 147

9. What is the solution of the inequality 13. What is the domain of the function
A) (–∞, 1) B) [2, ∞] C) [1, 2]

A) (–2, 4] B) [–1, 2] C) (–4, 2)
D) [–1, 2) E) (2, ∞)
D) [2, 4) E) (2, 4]
14. What is the solution of the inequality system

10. The equation 3x2 + bx + 12 = 0 has real roots.
What are the possible values of b?
A) [–12, 12] B) (–∞, –12] C) [12, ∞)

D) (–∞, –12] ∪ [12, ∞) E) (–1, 1) ∪ (5, ∞)
A) (2, 3) B) [–7, 3] C) (–7, –3)

D) [–3, 3) E) (7, –2)

15. How many integer values of x are there which
satisfy the inequality (x + 8)(x - 1)2(x – 5) < 0?
A) B) (–2, –1) C) (1, 3)
A) 8 B) 9 C) 10 D) 11 E) 16
D) E) (–1, 1)
16. x1 and x2 are the roots of x2 – 3mx + m – 3 = 0.
is given.
12. What is the sum of the integer values of x which What are the possible values of m?
satisfy the inequality

A) (–∞, ∞) B) [2, ∞] C) (–∞, –3)
A) 8 B) 9 C) 10 D) 11 E) 16 D) (3, 12) E) (0, 12)
148 Algebra 8
EXERCISES 1 .1
1. a. 6 b. 10 c. –11 d. 4x e. 5y f. 11a2 2. a. 3 b. 5 c. 6 d. 9 e. 4x f. 12xy g. aò15 h. 72xy 3. a. 5 b. 3
2 3xy y
c. 2 d. 3x e. f. 4. a. 2ñ2 b. 6ñ2 c. 9ñ3 d. 10ò10 e. 5ñ5 f. xyñx 5. a. 5ñ3 b. 7ñ5 c. 0 d. –2ñ6
3 2x
4
e. 21ñ2 f. 2ñ5 g. 10ñ3 h. –13xñx i. 1 j. 6. a. ñ2 + 1 b. ñ3 – ñ2 c. ñ2 + ñ6 d. 2ñ2 + ñ3 e. ñ7 – 1
3
f. ñ3 + ñ2 g. 2 – ñ3 h. 2ñ2 i. ñ6 j. ñ2 k. ñ3 + 1 7. a. 6 b. 2 c. 4 d. 4 8. a. 2 b. 9 c. 24 9. a. ò15 + ò10
3 2 2 3
b. 7 + ñ7 c. 4 – ñ6 – ñ2 d. 12 e. 6(ñ3 + ñ2) f. 4 g. –1 h. 8 i. 2 j. –2 k. 1 l. ñ3 m. ò13 10. a. ñ3 b.
6
– 11 6 3 12 3 – 8 2 70 5 10
c. d. e. –1 – ñ2 f. 2ñ3 – 4 g. 2 + ñ3 h. i. j. 3 – ñ6 k. ñ5 + 1 l. 1
11 12 23 3
2 33 2 5 3 –1 22
11. a. b. c. 6ñ3 + 7ò11 d. 12. a. ñ2 b. 1 c. 9
6 2 5
EXERCISES 1 .2
1 1 2 1 6 1
– 2
1. a. 212 b. 7 c. 5 7 d. xa 3 e. 215 f. 3 5 g. 3 3 2. a. ña b. 3 b2 c. ( )3 d. c xab e. 4 a 3. a. 6 3 b. 10 a
3
1 27
c. 100 d. ñ5 e. 3 f. 5 g. –3 h. 2x i. a2 6 a j. 2 k. 3 l. 9 m. n. 12 3 o.p. 24 313 q. 24 231
3 4. a. 1
5 5
5 17 39
b. 6 24 33 c. 2 d. e. ñ2 + 1 f. –2 5. a. 4 b. 26 c. 0 d. 54 e. 44 f. 17 g. h. i. 2 j. {–4, 4} k. 10
4 5 2
18
l. 7 m. 9 n. 9 o. ñ6 + 1 p. 16 q. –1 r. s. 2 6. a. 27 b. 55 c. 46 d. 24 e. 32x+1 f. 30x g. y – x h. 2100
7
1 a
7. a. 4 b. c. a d. ( )x 1 e. –2 f. 5 8. a. 256 b. –729 c. –4 d. 64 e. a9 f. a 9. a. 2x+1 b. 0 c. 110 3x – 2
5 b
89 4
d. 2x e. 81 f. g. 1 h. 18 10. a. 6 b. 8 c. 5 d. 9 e. 4 f. { , 4} g. 3 h. 4 i. 3 j. –3 11. 2 12. 268
30 3
1 16
13. ax+2y 14. – 15. –2 16. 128 17. 2 18. x – 2 19. –4 20. 21. a. 7 b. 8ñ3 c. 2.8 d. ñ5 e. 3
4 5
22 2
f. 20 g. 2ñ7 h. 2ñ3 i. 2ñ2 j. 0 k. l. 0 m. ò14 22. 15 23. 0 24. 3 25. r3ñ2 26. 8 –
3 2
19
27. 9 28. 57122 – 57121 29. 30. 2651 31. –121
8
Answers to Exercises 149

EXERCISES 2 .1
EXERCISES 2 .2
1. scores (x) frequency (f) 2. Percent 3.
1 judo
1
35 karate 10%
2 2 5% football
3 1 30 20%
wrestling
4 3 25 7%
5 3 20 basketball
6 5 12%
15
7 3
swiming
8 3 10 29% volleyball
9 1 17%
5
10 2
0 Expenses
Entertaiment
Other
Clothing
Rent
Books
Food
4. 5. a. 2705000 tons b. 2001 c. 1080000 tons

Anchocy
Horse mackerel d. Hazelnut production in Turkey (tons)
700 000
Scad
600 000
Gray mullet
500 000
Blue fish
400 000
Pichard
300 000
Whiting
200 000
Hake
100 000
1999
2000
2001
2002
2003
Other
150 Answers to Exercises

EXERCISES 3 .1
1
1. a. 0 b. 0 c. 0 d. 0 2. a. 0, b. 0, c. 0, d. 0, 3. a. 0, –2 4. 0, 5. –1, 2 6. a. r4 b. no real solution
2
5 4
c. r d. r5 e. r 2 5 f. r 7. a. –1,5 b. no real solution c. (–1 – ñ5), (–1 + ñ5) d. –2, 4 8. rñ3 9. a. 0, 1
3 5 5
1 5 2 3 1 5b
b. 0, c. r7 d. r5 e. –1, 2 f. –1, –2 g. 1 h. , i. , j. , 10. a. –a, –1 b. no real solution c.
3 2 5 4 3 2
11. a. (2 + ñ5), (2 – ñ5), b. (ñ7 – 2), (–ñ7 – 2) c. (3 r ò22) d. no real solution e. no real solution f. no real solution
3
g. 3 r 2ñ2 h. –1 r 7 12. a. 2 r ñ2 b. 1, c. x d. 5 r 1 e. no real root f. 1 r 2 7 g. no real root
6 2 2 6 3
4 7 2 1 8
h. x i. , 4 j. k. , l. –1, 23 13. a. 1 r 3 b. 3 r 7 c. 1, 5 d. , 5 14. a. two real roots
5 4 3 26 5
9
b. two real roots c. one double root d. one double root e. no real solution f. no real solution 15. a. a !
40
9 9 1
b. a c. a ! 16. a. m ! b. m ! c. m ! 17. – , 1 18. 8 cm, 10 cm
40 40 2 2 2 4
19. 12 cm, 20 cm 20. 4, 6, 8, 10 21. 256 cm2, 441 cm2 22. 7, 49
EXERCISES 3 .2
11 6 72 40 10 5 4 5 18 8 24 2 21 17
1. a. , b. , c. , d. , e. , f. (3ñ2 – 2), 0 2. 3. 4. a. b. 53 c.
10 5 49 21 3 3 3 6 7 7 7 5 4 9
153 5 2
d. 5. m1 = –5, m2 = 4, x2 6. n1 = –4, n2 = 2, x2 7. 0 8. m = 2n 9. k = 3
256 4 3
14 7 5
10. ,4 11. 5 12. , 13. –6, 2 14. 1 15. k > 6 16. 6, 7 17. a b 18. 0
3 3 3
1r 5
19. 7 20. c = 2, 1, 21. –13 22. 1 , 1 r 13 23. 4 + 2ñ3 cm
2 2 2
EXERCISES 3 .3
1. a. x2 – 1 = 0 b. 4x2 – 8x + 3 = 0 c. x2 – 4x = 0 d. x2 – 4x + 2 = 0 e. x2 – 2ñ3x + 1 = 0 f. p2q2x2 – (p2+q2)x+1=0
2. x2 + 2x + 5 = 0 3. x2 – 8x – 12 = 0 4. x2 + x + 27 = 0 5. a. x2 – 4 = 0 b. x2 + 8x + 7 = 0
c. 4x2 – 25 = 0 d. x2 – 2x + 1 = 0 e. x2 + 2mx – 8m2 + 27m – 18 = 0 f. mx2 – 2mx – 8m – 9 = 0 6. 5
4
7. –7, –6, –5 or 5, 6, 7 8. 9 9. 15 hours, 10 hours 10. 3 hours, 2 hours 11. 6 hours 12.
13. 18(ñ2 + 1)
7
14. from A to B 60 km/h, from B to A 80 km/h 15. 160 km/h 16. 16 km/h 17. 7 women 18. 80 km/h
19. 24 hours, 48 hours 20. 20 km/h 21. height = 6 m, base = 12 m 22. 40 kg 25%, 20 kg 40%
23. 60 hours, 84 hours 24. 4 hours, 8 hours 25. 6 m, 8 m
EXERCISES 3 .4
3r 5
1. a. r2, r3 b. rñ3 c. rò10, r2ñ3 d. –5 rñ7 e. –5 f. 79 g. 4 h. 2 rñ3 i. 2 rñ2 2. a. b. (1 rò10), –1, 3
2
1 6r 42 7
c. –2, –1, 0, 1 d. 1, 2 e. –6, 1 3. a. 0, r , 1, b. –10, (–4 r ñ2), 2 c. 2 d. 5 e. f. r 5, , g. no solution
4 3 3
11 – 21
h. r1, 2, 4 i. 0 j. –3 rò15 4. a. 2 b. c. –7 d. 1, 2 e. 12 f. 3 g. –1, 2 h. 0 i. –1, 7 j. no solution
2
8 7
5. a. 7, 8 b. 2 c. 0 d. 0, 2 e. 0 f. no solution g. – , h. 2 6. a. –1 b. , c. 2 d. –1, 5 e. –1, 3 f. no solution
3
1 2 1
g. 3 – ñ7, 2 h. 2 i. no solution 7. a. 0 b. r c. –2, 0 d. 2 e. – , , 2 f. x (– f, 8. a. 1 b. 0, 3 c.
2 3 2 2
d. –1, 4
EXERCISES 3 .5
5 7
1. a. (–6, –18), (18, 6) b. ( , – ) c. (–3, 6), (10, –7) d. (10, 15), (15, 10) e. (4, –1), (–4, 1) f. (3, 3), (–3, –3)
2 2
g. (–3, –4) h. (0, –5), (1, –4)
3
2. a. (–4, –4), (–6, –2) b. (0, 0), ( , 3) c. (0, 0) d. (1, 0) e. (2, 4), (4, 2), (ò22 – 4, –ò22 – 4), (–ò22 – 4, ò22 – 4)
2
7 7 7 7
f. (0, –2), (2, 0) g. (0, ñ2), (0, –ñ2) h. (2, 1), (–2, –1), ( ,– )(– , )
2 2 2 2
E X E R C I S E S 4. 1
y y y
1. a. b. -1 0 1 c.
4 3 y=3x2
y 4x2=
3 2y=3x
-
2
2 y=2x2 y=3x2
-3 1
3 3y=x2
2
3 2x2=3y -4 y+4x2= -1 1 x
1
- 2y+x2=0
1 0 1 2
7 2 2 y+2x2=0
2. a. yes b. no c. yes d. no 3. a. b. c. – d. –
8

y
4. a. 5. a. V(0, 0), x = 0, ymin = 0 b. V(0, 0), x = 0, ymax = 0
-4 -3 -2 -1 0 1 2 3 4
-
1 x c. V(0, 2), x = 0, ymin = 2 d. V(0, –1), x = 0, ymax = –1
2
-2 5 25 5 25 6 6 6 6
e. V( , ), x = , ymax = f. V( , ), x = , ymin =
4 8 4 8 7 5 7 5
9 1 5 1 5
- 2 5 2 5
2 g. V( , ), x = , ymin = h. V( , ), x = , ymax =
3 3 3 3 2 4 2 4
-8 3 75 3 75
i. V( , – ), x = , ymin = – j. V(–4, 0), x = –4, ymax = 0
2 4 2 4
41 5
k. V(–3, –5), x = –3, ymax = –5 l. V(1, 3), x = 1, ymin = 3 6. – 7. 1 8. – 9. a. (0, 0), (4, 0)
8 2
3 3
b. (3, 0), (0, 9) c. (0, 396) d. (–2ñ2, 0), (2ñ2, 0), (0, –8) e. (– , 0), (–1, 0), (0, 3) f. (0, –5) g. (– , 0), (0, 9)
2 4
h. (0, –4) 10. a. m (–2ñ2, 2ñ2) b. m = r2ñ2 c. m (–f,
–2ñ2) (2ñ2, f) 11. 3
y y y y y y
12. a. b. 7 c. -4 d. e. 1 f.
4
-ñ3 ñ3 x x 98 -1 3 x
5 -4
-2 x
-3
-1 1 x -48 -4
-9 -7 x
y
y y y y
g. h. i. j. 13. 7 f(A)= [9, 7)
13 12
1
2 ñ2 2+ñ2 x -ñ5 ñ5 x -1 1
-3 4 -2 4 5 x
-5
3 x -3 4 x -5
-8
-9
y
9 1
14. 3 15. a. ymax = 12, ymin = 3 16. ymax = 64 17. ymin = – 18. a = – , b =1
4 2
16
-1 3 19. y = 3(x – 5)2 20. –3(x – 1)2 + 2 d 2; –3(x – 1)2 d 0; 3(x – 1)2 t 0 21. m [0, ]
1 x 9
-5

y y y y
22. a. y=x2+4 b. y=x2 c. d.
-5
y=x2 y=x2 2 x
-2 x
4
-ñ2 ñ2 x
y=x2
x -2 -25
y=x2 2
y=(x+5)2 y=x2
y y y y
e. y=x2 f. g. h. y=(x 2)2+3
-1
16 3
y=(x 4)2 x
x y=(x 2)2
-1 7
y=x2
-2 y=x2
-9
4 x 4
y=x2 y=(x+1)2
y=(x 3)2
y=(x+1)2 2 x
2
y y y y
23. a. b. 3
c. d.
1 7
3
1
1 1 2 x
-1 1 x
1 2 3 x -1
2 3 4
x
-1
1 1
24. a. y = –(x – 1)2 + 3 b. y = x(x – 5) c. y = (x + 3)2 d. y = (x + 1)2 + 3 e. y = –x2 + 4x – 3
6 3
1
f. y = – (x – 3)(x + 3) 25. a. y = –3x2 + x + 4 b. y = –x2 + 4x – 4 26. a. y = x2 – 4 b. y = (x – 2)2
3
18 1 25 9
c. y = (x + 1)2 – 4 d. y = –x2 – x – 4 27. –12 28. 29. 0 30. 31. 32. square units
5 2 4 4
49
33. 10 square units 34. m (–f, –1) (0, f) 35. 64 square units 36. 37. 2 38. (–3, 0) 39. 9 40. 1
20
41. 35 square units

1 3
1. a. (–2, f) b. (–f, 6] c. (–f, –7) d. [4, f) e. [2, 4) f. (–1, 0] g. (–5, ) h. [0.5, ]
2 2
2. a. x ¥ -1/4 b. x ¥ -5/3 c. x ¥ 14/3

x 7
4x + 1 + 3x 5 + - +
2 3
+
1 1/2 0
d. x ¥ 6/ñ3 3. a. x > – ; b. x t 0;
2 x x
ñ3x 6 +
c. x > 2; 2
d. x t 3; 3
e. x > 2 ; 2/3
x x 3 x
3
6 6/(a+3) –3 a4+4
f. x d ; g. x > 4 ;
a+ 3 x a +4 x
1. a. x ¥ 1 4 b. x ¥ -2 3/2 c. x
x2 5x+4 + + 2x2+x 6 + + 2x2 3x+4 + + + + + +
d. x ¥ 1/4 e. x f. x ¥ ñ3/6
16x2+8x 1 4x2+10x 25 12x2+4ñ3x+1 + +
4 7 4 4
2. a. (4, 5) b. (0, ) c. (– f, – ] [0, f) d. \ e. x = – f. ( , 1) g. (–f, –4) (2, f) 3. a. (0, 2) b. 0, 2
7 6 3 5
c. (–f, 0) (2, f) 4. (–f, –2ñ3 – 1) (2ñ3 – 1, f) 5. (3 – 2ñ2, 3 + 2ñ2) 6. {–6, –5, –4, –3, –2, –1, 0 1, 2}
1 3 2 2 5
7. a. (0, f), x z 1 b. (– f, – ) ( , 2) c. x z –2, (– f, –1) ( , 3) d. (– f, ) (1, )
3 2 3 3 2
1 3 7
e. (–4, –3) (–2, – 1) ( , 3) f. (–1, 5) g. (– f, ) ( , f) h. (–8, –1) i. \ – {2} j. (–f, –7] (–1, 0) (0, 1] (3, f)
2 2 3
– 6 6 4 1 11
k. (– f, ] [–1, 0) [1, ] l. (– f, 1) ( , 2) m. (–f, 2) – {–4, –2} n. [0, ] o. (– f, 1) ( , f)
2 2 3 3 5
1 3
p. (–f, –2) (–2, –1) (–1, 0) q. [– , 0] [1, f) 8. a. (0, 1) b. (0, 1) c. d. [ , 2) 9. a. \ – {7, –7}
2 2
b. (0, 16) (16, f) c. (–f, –2) [2, f) d. [2, 3] [–1, 1] 10. a. (0, ñ3 – 1) (–4, –3) (–ñ3 – 1, –2) (1, 2)
11. x z 0, (–2, 1)

3
1. a. (–2, ) b. (1, 3) c. (–6, –5) d. (–1, 1) e. (1, 2) f. [1, 2) g. (2, 4) h. (0, 1) 2. a. (0, 1) b. (–1, 1) (3, 5)
2
13 3 5
c. (–8, – ) (0, 5) 3. a. (– f, 1] [ , f ) b. (– f, – ) (3, f) c. (–f, –5) (–1, f) d. (–f, –4) (0, f)
2 2 3
3 2 2 13 5 3
e. [ , 2) f. [ , ] g. (–f, 3) 4. a. (3, f) b. [ , 4) c. [4, f) d. (–3, 1) e. [3, f) f. (9, f) 5. a. [3, f) b. [–2, – ]
2 7 3 5 10 2
13 – 5 417 – 5 –1 13 + 3 – 11 – 1 11+1
c. [2, 3] d. [–15, ) e. [3, ) 6. a. [ , ] b. [–1, 3] c. [– 6, ) ( , 6]
2 64 2 2 2 2
5
7. [1, 5) (10, f) 8. a. (2, f) b. (1, f) c. (– f, – ) d. (–f, –2) (2, f) 9. (–5, –1)
2
TEST 1A TEST 1B TEST 3A TEST 3B

1. B 11. B 1. C 11. D 1. C 9. B 1. B 9. A
2. D 12. B 2. D 12. C 2. E 10. B 2. D 10. E
3. A 13. C 3. B 13. C 3. C 11. D 3. E 11. B
4. D 14. B 4. C 14. B 4. B 12. A 4. A 12. D
5. B 15. C 5. B 15. A 5. E 13. E 5. D 13. B
6. B 16. D 6. D 16. C 6. D 14. C 6. B 14. B
7. C 17. C 7. C 17. C 7. C 15. B 7. A 15. S
8. C 18. D 8. B 18. D 8. C 16. D 8. C
9. C 19. A 9. D 19. B
10. C 20. B 10. D 20. C
TEST 6A TEST 6B
1. E 9. E 1. D 9. C
2. B 10. B 2. B 10. D
3. E 11. D 3. A 11. A
4. A 12. D 4. C 12. B
5. C 13. C 5. E 13. E
6. D 14. B 6. B 14. C
7. A 15. A 7. E 15. D
8. D 16. B 8. C 16. D
15 6 Answers to Exercises

Algebra Book 8

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M O D U L A R S Y S T E M

DEFINITIONS . . . . . . . . . . . . . . . . . .28 SECTION 4: EQUATIONS REDUCIBLE TO

SECTION 1: GRAPHS OF QUADRATIC

A. GRAPHING y=ax2 . . . . . . . . . . . . . . .97

B. GRAPHING y=ax2 + bx + c . . . . . . . .99

3. Sketching a Graph . . . . . . . . . . . . . . . . . . . .104

4. Shifting Graphs . . . . . . . . . . . . . . . . . . . . . . .107

5. Parabolas with Absolute Value . . . . . . . . . . .108

С. EQUATION OF A PARABOLA . . . . . . . .111

SECTION 1: LINEAR INEQUALITIES

SECTION 2: QUADRATIC INEQUALITIES

SECTION 3: SYSTEMS OF INEQUALITIES

ANSWERS TO EXERCISES . . . . . . . . . . . . . . . . . . .149

2. The Set of Positive Rational Numbers

For example, are positive rational numbers, and denoted by .

The set of positive rational numbers is denoted by Q+.

3. The Set of Negative Rational Numbers

In short, is a negative rational number if a is a positive integer and b is a negative integer,

numbers in three ways:

For example, = 0.324242424...

The real numbers fill up the number line.

If a2 = b then a is the square root of b (a ≥ 0, b ≥ 0).

In other words, if x is a non-negative real number, then

if x is a negative real number, then

EXAMPLE 1 Evaluate each square root.

g. –ó100 h. –ó0.09 i. ò–4 j. k.

d. ò64 = 8 e. f. ó0.64 = 0.8

g. –ó100 = –10 h. –ó0.09 = –0.3 i. ò–4 is undefined

EXAMPLE 2 Evaluate each square root.

Solution a. ó100 = 10 b. ó121 = 11 c. ó144 = 12

Mathematics is a universal language.

EXAMPLE 3 Simplify each of the following.

Solution a. ñ2⋅ñ8 = ó2⋅8 = ò16 = 4 b.

c. ò50⋅ñ2 = ó50⋅2 = ó100 = 10 d.

For any real number a and n ∈ Z, (a ≥ 0).

3. Working with Pure and Mixed Radicals

A radical expression is an expression of the form

index radical sign

For example, 3ñ2, 6ñ7, and 9ó115 are mixed radicals.

EXAMPLE 7 Write the numbers as pure radicals.

a. ñ3 + ñ3 b. 2ñ5 + ñ5 c. 3ñ6 + 4ñ6 d. 10ñ5 – 3ñ5

Solution a. ñ3 + ñ3 = (1 + 1)ñ3 = 2ñ3

EXAMPLE 9 Compare the following numbers.

2+1 2⋅1 3+2 3⋅2

ply the expression by

2. Evaluate the following.

a. (ñ3)2 + (ñ4)4 – (ñ5)2 – (ñ2)4 b. (ña)4 + (ñb)2 – (ñc)6

a. b. 5ñ2 – ñ8 c. ò27 – ò48 d.

6. Compare the numbers.

a. 3ñ5 and 2ò10 b. c. –2ñ5 and –3ñ3

7. Write each expression in its simplest form.

c. 4ñ3 d. 2ñ5 e. 4ñ3 f. ñ2 g. –2ñ2 h. ò3 x 4. a. ò75 b. ò45 c. ò32 d. ò20 e.

EXAMPLE 11 Simplify the following.

(take the square of both sides)

(remove a square root)

4. Multiplying Square Roots

a. ñ2(ñ5 + ñ3) b. ñ3(3ñ3 + 2ñ2) c. 2ñ5(ñ3 + ñ2 + 2ñ5 – ñ7)

Solution a. ñ2(ñ5 + ñ3) = ñ2 ⋅ ñ5 + ñ2 ⋅ ñ3 = ó2 ⋅ 5 + ó2 ⋅ 3 = ò10 + ñ6

EXAMPLE 14 Multiply and simplify.