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Sampler

2-4

2-4

9 0 0 0 0

online access to

0-13-318603-2.

YS L E A R N I N G

with Pearson Algebra 2

Pearson Algebra 2 Common Core Edition 2015 provides teachers with a wealth

of resources uniquely suited for the needs of a diverse classroom. From extra

practice to performance tasks, along with activities, games, and puzzles, Pearson

is your one-stop shop for flexible Common Core teaching resources.

In this sampler, you will find all the support available for select lessons from

Algebra 2 Chapter 5, illustrating the scope of resources available for the

course. Pearson Algebra 2 Teacher Resources help you help your students

achieve algebra success!

Contents include:

extension activities

intervention and reteaching resources

support for English Language Learners

performance tasks

activities and projects

Contents

Student Companion

Practice G

Practice K

11

13

Reteaching

14

16

Activity 17

Game

18

Puzzle 20

Enrichment 21

Teaching with TI Technology

22

Chapter Quiz

26

Chapter Test

28

30

Performance Tasks

33

Extra Practice

35

Chapter Project

39

Cumulative Review

43

Standards Practice

45

47

Common Core

Readiness Assessment

50

Polynomial Functions

5-1

Vocabulary

Review

1. Write S if the expression is in standard form. Write N if it is not.

5 1 7x 2 13x 2

47y 2 2 2y 2 1

3m2 1 4m

Vocabulary Builder

polynomial

3t rt r 3

monomials

3

2t 4 2 5t 1 t

3x 2 2 5x 1 2

x

7g 3 1 8g 2 2 5

y

4. 6 2 7x 2 1 3x

5. 4b 5 2 3b4 1 7b 3 1 8b 2 2 b

6. 3qr 2 1 q 3r 2 2 q2r 1 7

Chapter 5

118

Degree

Name Using

Degree

Polynomial

Example

Number of

Terms

constant

monomial

linear

x 4

binomial

4x2

monomial

4x32x2x

2x4 5x2

3

2

trinomial

binomial

x 54x 2 2x 1

polynomial of 4 terms

2

3

4

5

quadratic

cubic

quartic

quintic

Name Using

Number of Terms

Got It? Write 3x 3 2 x 1 5x 4 in standard form. What is the classification of the

polynomial by degree? by number of terms?

7. Use the words in the table above to name each monomial based on its degree.

3x 3

5x 4

2x

8. The polynomial is written in standard form below. Underline each term. Then

circle the exponent with the greatest value.

5x 4 1 3x 3 2 x

9. Classify the polynomial.

by degree

by number of terms

of Degree n with Leading Term axn

polynomial function of degree n from the

leading term ax n of the standard form.

n Even

n Odd

a Positive

Up and Up

Down and Up

a Negative

Up and Down

Got It? Consider the leading term of y 5 24x 3 1 2x 2 1 7. What is the end

behavior of the graph?

10. Circle the leading term, ax n , in the polynomial.

y 5 24x 3 1 2x 2 1 7

From Student Companion

119

Lesson 5-1

11. Use your answer to Exercise 10 to identify a and n for the leading term.

a5

n5

13. Circle the graph that illustrates the end behavior of this polynomial.

The end behavior is down and up.

Underline the correct word to complete each sentence.

14. The coefficient of the leading term is positive / negative .

15. The exponent of the leading term is even / odd .

16. The end behavior is down / up and down / up .

17. Circle the graph that shows y 5 2x 3 1 2x 2 2 x 2 2.

there are 1 / 2 / 3 turning points.

Problem 3

Chapter 5

120

Got It? What is the degree of the polynomial function that generates the data

19. Complete the flowchart to find the differences of the y-values.

23

1st differences

16

39

15

1

10

13

12

29

linear

5

2nd differences

quadratic

3rd differences

cubic

4th differences

quartic

3

23

2

16

1

15

10

13

12

29

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21. Underline the correct word(s) to complete each sentence.

The value of a in 22x7 is positive / negative . The exponent in 22x7 is even / odd .

The end behavior is up and up / down and up / up and down / down and down .

Math Success

Check off the vocabulary words that you understand.

polynomial

polynomial function

turning point

end behavior

Rate how well you can describe the graph of a polynomial function.

Need to

review

Now I

get it!

10

121

For review purposes only. Not for sale or resale.

Lesson 5-1

Name

5-1

Class

Date

Polynomial Functions

bottle that consists of a cylindrical base and a hemispherical top.

a. Write an expression for the cylinders volume.

b. Write an expression for the volume of the hemispherical top.

c. Write a polynomial to represent the total volume.

1. What is the formula for the volume of a cylinder? Define any variables

_______________.

, where r is ____________________ and h is

2. Write an expression for the volume of the cylinder using the information in the

diagram.

3. What is the formula for the volume of a sphere? Define any variables you use in your

formula.

where r is________________________.

4. Write an expression for the volume of the hemisphere.

_______________________________________________________________ .

6. Write a polynomial expression to represent the total volume of the bottle.

________________________________________________________________

________________________________________________________________ .

Name

5-1

Class

Date

Practice

Form G

Polynomial Functions

Write each polynomial in standard form. Then classify it by degree and by number of terms.

1. 4x + x + 2

2. 3 + 3x 3x

3. 6x4 1

4. 1 2s + 5s4

5. 5m2 3m2

6. x2 + 3x 4x3

7. 1 + 2x2

8. 5m2 3m3

9. 5x 7x2

10. 2 + 3x3 2

11. 6 2x3 4 + x3

12. 6x 7x

13. a3(a2 + a + 1)

15. p(p 5) + 6

16. (3c2)2

17. (3 b)

18. 6(2x 1)

19.

20.

21.

22. y = 3x4 + 6x3 x2 + 12

24. y = x + x2 + 2

27. y = 2x5 + x2 4

30. y = 6x + 25 + 4x4 x2

Describe the shape of the graph of each cubic function by determining the end

behavior and number of turning points.

31. y = x3 + 4x

32. y = 2x3 + 3x 1

Determine the degree of the polynomial function with the given data.

34.

35.

Name

5-1

Class

Date

Practice (continued)

Form G

Polynomial Functions

Determine the sign of the leading coefficient and the degree of the polynomial

function for each graph.

37.

36.

38.

polynomial with end behavior of down and down. Describe the error the student made.

What is wrong with this statement?

40. The table at the right shows data representing a polynomial function.

a. What is the degree of the polynomial function?

b. What are the second differences of the y-values?

c. What are the differences when they are constant?

Simplify first if necessary.

41. 4x5 5x2 + 3 2x2

44. (x + 2)3

46. 13

and a graph.

48. Writing Explain why finding the degree of a polynomial is easier when the

10

Name

Class

Date

Practice

5-1

Form K

Polynomial Functions

number of terms.

1. 4x3 3 + 2x2

with their degrees in descending order.

4x3 + 2x2 3

2. 8 x5 + 9x2 2x

3. 6x + 2x4 2

4. 6x3

5. 3 + 24x2

6. y = 5x3 2x2 + 1

7. y = 5 x + 4x2

9. y = 3x2 + 9 x3

12. y = 1 + 2x + 4x3 8x4

8. y = x x2 + 10

11. y = 20 x5

14. y = 3x + 10 + 8x4 x2

the end behavior and number of turning points.

15. y = x3 + 2x

sketch the middle part of the graph.

16. y = 3x3 + 4x2 1

Determine the degree of the polynomial function with the given data.

18.

19.

43

65

10

22

25

65

95

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11

x

2

y

12

0

1

0

3

12

Name

5-1

Class

Date

Practice (continued)

Form K

Polynomial Functions

Determine the sign of the leading coefficient and the degree of the polynomial

function for each graph.

20.

21.

22.

23. Error Analysis A student claims the function y = 2x3 + 5x 7 is a 3rd degree

polynomial with ending behavior of down and up. Describe the error the student

made. What is wrong with this statement?

24. The table to the right shows data representing a polynomial function.

a. What is the degree of the polynomial function?

b. What are the second differences of the y-values?

c. What are the differences when they are constant?

3

2

1

0

98

20

6

2

2

3

48

230

Classify each polynomial by degree and by number of terms. Simplify first if necessary.

25. 3x5 6x2 5 + x2

26. a 2a + 3a2

30. x(3x)(x + 2)

32. 5

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12

Name

Class

5-1

Date

Polynomial Functions

Multiple Choice

For Exercises 17, choose the correct letter.

1. Which expression is a binomial?

x

2

2x

3x2 1 2x 1 4

x29

26x7 1 4x2 2 3

6x7 2 4x2 1 3

27x6 1 3x 2 2

7x6 2 3x 1 2

4. What is the degree of the polynomial represented by the data in the table at

the right?

2

5. For the table of values at the right, if the nth differences are constant, what is

212

25

27 1 5x 1 9x2 1 2x3

9x2 1 5x 1 27 1 2x3

9x2 1 5x 1 2x3 1 27

2x3 1 9x2 1 5x 1 27

Short Response

8. Simplify (9x3 2 4x 1 2) 2 (x3 1 3x2 1 1). Then name the polynomial by

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13

3

77

2

24

1

4

3

8

31

Name

Class

5-1

Date

Reteaching

Polynomial Functions

What is the classification of the following polynomial by its degree? by its number of

terms? What is its end behavior? 5x4 3x + 4x6 + 9x3 12 x6 + 3x4

Step 1

Write the polynomial in standard form. First, combine any like terms.

Then, place the terms of the polynomial in descending order from

greatest exponent value to least exponent value.

5x4 3x + 4x6 + 9x3 12 x6 + 3x4

Step 2

exponent. This will be the exponent of the first term when the

polynomial is written in standard form.

3x6 + 8x4 + 9x3 3x 12

3x6

The exponent of the first term is 6.

This is a sixth-degree polynomial.

Step 3

Step 4

To determine the end behavior of the polynomial (the directions of the graph

to the far left and to the far right), look at the degree of the polynomial (n)

and the coefficient of the leading term (a).

If a is positive and n is even, the end behavior is up and up.

If a is positive and n is odd, the end behavior is down and up.

If a is negative and n is even, the end behavior is down and down.

If a is negative and n is odd, the end behavior is up and down.

The leading term in this polynomial is 3x6.

a (+3) is positive and n (6) is even, so the end behavior is up and up.

Exercises

What is the classification of each polynomial by its degree? by its number of

terms? What is its end behavior?

1. 8 6x3 + 3x + x3 2

2. 15x7 7

3. 2x 6x2 9

14

Name

Class

5-1

Date

Reteaching (continued)

Polynomial Functions

X

What is the degree of the polynomial function that generates the data

shown at the right? What are the differences when they are constant?

To find the degree of a polynomial function from a data table, you can

use the differences of the y-values.

Step 1 Determine the values of

y2 y1, y3 y2, y4 y3,

y5 y4, y6 y5, y7 y6.

These are called the first

differences. Make a new

column

using

these

values.

52(y1)

18(y2)

2(y3)

2 (y4)

1

0 (y5)

differences until the y-values

2

2 (y6)

are all equal. The quantity of

3 2 (y7)

differences is the degree of the

polynomial function.

The third differences are all equal so this is a

third degree polynomial function. The value

of the third differences is 6.

Exercises

What is the degree of the polynomial function that generates the data in the table? What

are the differences when they are constant?

4.

5.

216

24

24

216

6.

101

37

11

19

73

10

15

26

34

204

Name

Class

5-1

Date

Polynomial Functions

Column A

Column B

1. cubic

A. 8

2. linear

B. 3x4 + 5x2 1

3. quartic

C. 2x2 2

4. quintic

D. 7x + 3x2 + 4

5. constant

E. x + 10

6. quadratic

F. 6x + 3x + 11x + 3

Column A

Column B

A. trinomial

8. 4x + 6x2 + 3

B. monomial

9. 8x4

C. binomial

7. 5x + 7x

Use the words from the lists below to name each polynomial by its degree and its

number of terms.

Degree

linear

quadratic

cubic

quartic

quintic

Number of Terms

monomial

binomial

trinomial

11. 6x

3 ___________________________________________ .

5

12. 3x + 7x 4 __________________________ .

13. 8x + 3 ____________________________ .

14. 2x4 + 5x2 _____________________________________________ .

16

Name

5-4

Class

Date

Dividing Polynomials

Available

Only Online

& DVD

The polynomial P(x) = x4 + x3 28x2 + 20x + 48 can be factored into exactly four

distinct linear factors involving real numbers only. Write the polynomial in factored

form P(x) = (x a)(x b)(x c)(x d).

Notice that when the value of a polynomial changes from negative to

positive (or from positive to negative) there is a root in between, as

shown in the example at the right.

the roots of the polynomial.

and d. Describe your plan in writing. Some possible strategies

are shown at the right. Consider the advantages and

disadvantages of each approach. Explore the use of repeated

synthetic division on successive quotients.

Write the polynomial in factored form. Show your groups work with your plan. You may

use a combination of methods.

Wrap Up

Summarize your results in a complete logical and informative solution.

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For review purposes only. Not for sale or resale.

17

5-3

Available

Only Online

& DVD

Provide the host with the following equations and their solutions.

Equation

Solution

1.

(x2 9)(x2 + 6x + 9) = 0

3,3

2.

1, 4i

3.

(x2 9)(2x + 9) = 0

3i,

4.

(x2 + 9)(x2 + 4) = 0

3i, 2i

5.

4, 5i, 2

6.

10i, 10

7.

(x2 + 49)(3x 5) = 0

7i,

8.

9, 3

9.

3,2, 3i

10.

11.

5, 3i

12.

i,

13.

14.

2i, 2

15.

2, 0, 2 2

16.

3, 0, 2 2

17.

3,5

18.

1, 5

9

2

5

3

3

2

3

2,

2

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39

18

Name

Class

5-3

Date

Solving Polynomial Equations

Available

Only Online

& DVD

This is a game for three studentsa host and two players. Players alternate turns. The host will ask a

player to solve an equation below in a reasonable amount of time. Players are to write all solutions to

the given equation. Players earn 5 points for a correct answer and lose 3 points for an incorrect or

incomplete answer.

Equation

Player 1

1. (x2 9)(x2 + 6x + 9) = 0

2. (x2 1)(x2 + 16) = 0

3. (x2 + 9)(2x + 9) = 0

4. (x2 + 9)(x2 + 4) = 0

5. (x2 + 100)(x2 4)(x + 4) = 0

6. (x2 + 100)(x2 100) = 0

7. (x2 +49)(3x 5) = 0

8. (x2 81)(3x2 27) = 0

9. (x2 5x + 6)(3x2 + 27) = 0

10. (x2 6x + 9)(9x2 81) = 0

11. (x2 + 10x + 25)(3x2 + 27) = 0

12. (x2 + 1)2(2x + 3)2 = 0

13.

15. (x2 + 2x)(2x2 16) = 0

16. (x2 +3x)(3x2 24) = 0

17. (x2 6x + 9)(x2 10x) + 25 = 0

18. (x2+ 2x + 1)(x2 + 10x + 25) = 0

Total

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40

19

Player 2

Name

Class

Date

5-2

Available

Only Online

& DVD

Find the zeros of each polynomial below. For each corresponding row, shade in each

number that is a zero. The illustration made from shading the squares suggests the answer to

the riddle below.

A. P(x) = x(x2 1)

__________________________

___________________________

D. P(x) = x(x2 25)(x2 + 4x + 3)

___________________________

____________________________

_____________________________

_____________________________

______________________________

______________________________

I. P(x) = x2 6x + 9

________________________________

_______________________________

_______________________________

A

Riddle: This grows above the ground, but the solutions to the polynomials above lie beneath.

And as it grows, it provides shade to those underneath. What is it?

Prentice Hall Algebra 2 Activities, Games, and Puzzles

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38

20

Name

5-1

Class

Date

Enrichment

Polynomial Functions

Mathematicians use precise language to describe the relationships between sets. One

important relationship is described as a function. You have graphed polynomial functions.

Using this one word may not seem important, but it describes a very specific relationship

between the domain and range of a polynomial. The word function tells you that every

element of the domain corresponds with exactly one element of the range.

1. Another important relationship between two sets is described by the word onto. A

function from set A to set B is onto if every element in set B is matched with an

element in set A. Which of the following relations shows a function from set A to

set B that is onto? Explain.

set A to set B is one-to-one if no element of set B is paired with more than one

element of set A. Which of the following relations shows a function from set A to

set B that is one-to-one? Explain.

3. Describe a polynomial function that is onto but not one-to-one.

5. Describe a polynomial function that is both onto and one-to-one.

21

22

23

24

25

Name

Class

Date

Chapter 5 Quiz 1

Form G

Do you know HOW?

Write each polynomial function in standard form. Then classify it by degree and by

number of terms.

1. n = 4m2 m + 7m4

2. f(t) = 4t + 3t3 + 2t 7

3. f(r) = 5r + 7 + 2r2

Find the zeros of each function. State the multiplicity of multiple zeros.

4. y = (x + 2)2(x 5)4

6. y = x2(x + 4)3(x 1)

7. (x3 + 3x2 x 3) (x 1)

9. x4 + 14x2 32 = 0

10. x3 16x = 0

Do you UNDERSTAND?

12. What is P(4) given that P(x) = 2x4 3x3 + 5x2 1?

13. Open-Ended Write the equation of a polynomial function that has zeros at 3 and 2.

14. The product of three integers is 90. The second number is twice the first number.

The third number is two more than the first number. What are the three numbers?

15. Reasoning The volume of a box is x3 + 4x2 + 4x. Explain how you know the box is

not a cube.

1

y = x 2 + x + 6 , your friend says

3

the end behavior of the graph is down and up. What mistake did your friend

make?

91

26

Name

Class

Date

Chapter 5 Quiz 2

Form G

Do you know HOW?

Expand each binomial.

1. (2a 1)4

2. (x + 3)5

Use the Rational Root Theorem to list all possible rational roots for each

equation. Then find any actual rational roots.

3. x3 + 9x2 + 19x 4 = 0

4. 2x3 x2 + 10x 5 = 0

What are all the complex roots of the following polynomial equations?

5. x4 + 3x3 5x2 12x + 4 = 0

6. 2x3 + x2 9x + 18 = 0

7. Describe the transformations used to change the graph of the parent function

y

y = x3 to the graph of=

1

3

( x + 4) .

6

Find a polynomial function whose graph passes through each set of points.

8. (0, 3), (1, 0), (1, 10) and (2, 35)

9. (4, 215), (0, 1), (2, 1), and (3, 16)

Do you UNDERSTAND?

10. The potential energy of a spring varies directly as the square of the stretched length l.

1

The formula is PE = kl 2 , where k is the spring constant. When you stretch a

2

spring to 12 ft, it has 483 ft-lb of potential energy. What is the spring constant for

this spring? How much potential energy is created by stretching a 7 ft section?

11. In the expansion of (4r + s)7, one of the terms contains r4s3. What is the

12. Reasoning For a set of data, you make three models. R2 for the quadratic

model is 0.825. R2 for the cubic model is 0.996. R2 for the quartic model is

0.934. Explain why the cubic model may not be the best for predicting outside

the data.

92

27

Name

Class

Date

Form G

Write each polynomial in standard form. Then classify it by degree and by

number of terms.

1. 4x4 + 6x3 2 x 4

2. 9x2 2x + 3x2

3. 4x(x 5)(x + 6)

Find the real solutions of each equation by graphing. Where necessary, round

to the nearest hundredth.

4. x4 + 2x2 1 = 0

5. x3 3x 2 = 0

6. y = x4 + 4x3 + 3 = 0

7. x3 + 3x + 4 = 0

8. x4 + 2x 3 = 0

9. x3 + 2x2 + 1 = 0

Write a polynomial function with rational coefficients so that P(x) = 0 has the

given roots.

10. 2, 3, 5

11. 1, 1, 1

12.

13. 2 i,

3 , 2i

Find the zeros of each function. State the multiplicity of any multiple zeros.

14. y = (x 1)2(2x 3)3

17. (x 1)(x2 + 5x + 6) = 0

21. (x3 4x2 + x 5) (x + 2)

22. (2x3 4x + 3) (x 1)

24. (3x3 x2 + 2x 5) (x 1)

Use the Rational Root Theorem to list all possible rational roots for each

equation. Then find any actual roots.

25. x3 + 2x2 + 3x + 6 = 0

26. x4 7x2 + 12 = 0

93

28

Name

Class

Date

Form G

28. (x + y)4

29. (4 3x)3

31. (a + 4b)3

32.

a. Find a cubic function to model the data. (Let x = years after 1960.)

b. Estimate the deaths for the year 2006.

Determine the cubic function that is obtained from the parent function y = x3 after

each sequence of transformations.

33. a vertical stretch by a factor of 5, a reflection across the y-axis, and a horizontal

34. a reflection across the x-axis, a horizontal translation 3 units right, and a

Do you UNDERSTAND?

35. Reasoning Would it be a good idea to use the cubic model found in

Exercise 32 to estimate the deaths for the year 2050? Why or why not?

36. Writing How do you use Pascals Triangle when expanding a binomial?

37. Can a function with the complex roots 5,

2 , and 3i be a fourth-degree

polynomial with rational coefficients? Explain.

38. A cubic box is 5 in. on each side. If each dimension is increased by x in., what is the

94

29

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For each exercise, identify the error(s) in planning the solution or solving the

problem. Then write the correct solution.

1. Consider the leading term of the polynomial function. What is the end behavior of the

f (x) 5 23x3 1 2x2 2 x 1 1

There are 4 terms, so the function is even and the first term is negative.

The end behavior of an even negative function is down and down.

2. What are the zeros of f(x) 5 (x 2 8)2(2x 2 3)(x 1 1)? What are their multiplicities?

8 is a zero of multiplicity 2.

2

3

500

400

300

200

100

21 and 23 . It resembles a parabola at x-intercept 8.

2 O

100

200

300

x

2

10

3. What are the real and imaginary solutions of the equation 3x3 2 6x2 2 12x 5 0?

3x(x2 2 2x 2 4) 5 0

Use the Quadratic Formula to solve x2 2 2x 2 4 5 0.

x5

2 4 !20

5

2

2(1)

x 5 1 1 !5

or

x 5 1 2 !5

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For each exercise, identify the error(s) in planning the solution or solving the

problem. Then write the correct solution.

1. Use polynomial division to divide x4 1 x3 2 7x 2 3 by x 1 3 . What is the

x3 2 2x2 2 1 2 7x

x 1 3qx4 1 1x3 2 7x 2 3

x4 1 3x3 2 7x 2 3

22x3 2 7x 2 3

22x3 2 6x 2 3

21x 2 3

21x 2 3

0

The quotient is x3 2 2x2 2 1 with remainder 0.

2. What is a third-degree polynomial function y 5 P(x) with rational coefficients so that

P(x) 5 Ax 2 3 2 !2B Ax 2 3 1 !2B Ax 2 6B

P(x) 5 Ax2 1 9 2 2B Ax 2 6B

P(x) 5 Ax2 1 7B Ax 2 6B

P(x) 5 x3 2 6x2 1 7x 2 42

P(x) 5 x3 2 6x2 1 7x 2 42

Find the zeros of the function.

Fin

has degree 3. There are 3

roots

Step 1

Use

factoring.

fac

41, 47, 412 and 472 .

Step 2

x 1 12 is a factor.

Step 3

1

02211427

2

1 2

Use synthetic division to factor out x 1 2: 02211027

02201420

Step 4

The complex roots are 2 12 , !7, and 2 !7.

27

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Only

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For each exercise, identify the error(s) in planning the solution or solving the

problem. Then write the correct solution.

1. What is the expansion of (p 2 3q)4? Use the Binomial Theorem.

5 p4 2 12p3q 2 18p2q2 2 12pq3 2 3q4

2. The chart shows the number, in thousands, of CDs sold

function best models the data? Use the model to estimate

sales of CDs in the 8th month.

The n 1 1 Point Principle says that a cubic function requires

4 points. Use CUBICREG on a graphing calculator with the

first 4 points.

y 5 ax3 1 bx2 1 cx 1 d and a 5 0.75, b 5 21.5, c 5 22.25,

and d 5 5.

The function is f (x) 5 0.75x3 2 1.5x2 2 2.25x 1 5.

Month

CD sales

(thousands)

0.5

20

42

40

35

f (8) 5 0.75(8)3 2 1.5(8)2 2 2.25(8) 1 5 5 275

During the 8th month, about 275 thousand CDs will be sold.

3. What function do you obtain by applying the following transformations to y 5 x3?

Step 1 y 5 x3

Step 2 y 5 6x3

S y 5 6x3

S y 5 (6x 2 5)3

y 5 (6x 2 5)3 2 4

Multiply by 6 to stretch.

Replace x with x 2 5 to translate

horizontally.

Subtract 4 to translate vertically.

4. What are the real zeros of the function y 5 (x 2 4)3 1 1?

Ax 2 4B 3 1 1 5 0

Ax 2 4B 3 5 21

3

x 2 4 5 "21

x 2 4 5 21 or x 2 4 5 1

x 5 23

2 4x 5 5

The real zeros are 3 and 5.

Prentice Hall Algebra 2 Find the Errors!

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Name

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Date

Task 1

a. Draw the related graph of x2 2 ax 5 bx 2 ab. Determine the multiplicity of

each root.

b. Draw the related graph of (x 2 a)2(x 2 b) 5 0. Determine the multiplicity of

each root.

c. Rewrite the equations found in parts a and b in standard form.

d. Given the equation ax3 1 bx2 5 2cx, find the roots of this equation in terms

of a, b, and c.

Task 2

1

6

4

2

6

2

y

O (2, 0) x

4 6

4

6

y

(4, 0) x

42

6 8

6

8

c. Use the roots found in parts a and b to rewrite the functions in factored form.

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Name

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Date

Task 3

The data in the table at the right shows the times for the Mens

500-m Speed Skating event at the Winter Olympics.

a. Find a quadratic, a cubic, and a quartic model for the data set.

b. Compare the models and determine which one is more

Year

Time (sec)

1984

38.19

1988

36.45

1992

37.14

1994

36.33

1998

35.59

2002

34.42

2006

34.84

SOURCE: www.infoplease.com

Task 4

The power P generated by a circuit varies directly to the square of the current

I times the resistance R.

a. Write quadratic functions that model circuits with a power of 15 watts at

current.

b. Find the zeros of the functions.

c. What does each zero represent?

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34

Name

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Date

Extra Practice

Chapter 5

Lesson 5-1

Write each polynomial in standard form. Then classify it by degree and by

number of terms.

1. a2 + 4a 5a2 a

2. 3x

1

5x

3

3. 3n2+ n3 n 3 3n3

4. 15 y 10y 8 + 8y

6. 3x 2 5x x 2 + x + 4x

7. y = x2 2x + 3

10. y =

8. y = x3 2x

1 4

1

x + 5x 2

2

2

9. y = 7x5+ 3x3 2x

11. y = 15x9

Lesson 5-2

Write each polynomial in factored form. Check by multiplication.

13. x3 + 5x

14. x3 + x2 6x

16. x = 3, 2, 1

17. x= 1, 1, 2

18. x = 2, 1, 1

19. x = 1, 2, 6

20. x = 3, 1, 5

21. x = 0, 0, 2, 3

22, x = 2 ,1, 2, 2

23. x = 2, 4, 5, 7

24. x = 2, 0,

Find the zeros of each function. State the multiplicity of multiple zeros.

25. y = (x 2)(x + 4)

26. y = (x 7)(x 3)

28. y = x (x + 1)(x + 5)

29. y = x (x + 1)

30. y = (x 3)(x 4)

32. A jewelry store is designing a gift box. The sum of the length,

width, and height is 12 inches. If the length is one inch greater the

height, what should the dimensions of the box be to maximize

its volume? What is the maximized volume?

17

35

1

,1

3

Name

Class

Date

Chapter 5

33. Tonya wants to make a metal tray by cutting four identical

she will bend the sides up to make an open tray.

capacity.

Lesson 5-3

Find the real or imaginary solutions of each equation by factoring.

34. x3 + 27 = 0

36. 9 = 4x2 16

40. t3 3t2 10t = 0

41. 4m3 + m2 m + 5 = 0

44. w4 13w2 + 36 = 0

45. x 3 + 2x 2 13x + 10 = 0

46. The product of three consecutive integers is 210. Use N to represent the

middle integer.

b. Find the three integers.

47. The product of three consecutive odd integers is 6783.

a. Write an equation to model the situation.

b. Solve the equation by graphing to find the numbers.

Lesson 5-4

Determine whether each binomial is a factor of x 3 5x 2 2x + 24.

48. x + 2

49. x 3

50. x + 4

Divide.

51. (x3 3x2 + 2) (x 1)

55. (x2 4x + 2) (x 2)

18

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Date

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Chapter 5

Lesson 5-5

Find the roots of each polynomial equation.

57. x3 + 2x2 + 3x + 6 = 0

58. x3 3x2 + 4x 12 = 0

Lesson 5-6

Find all the zeros of each function.

63. f(x) = x3 4x2 + x 6

67. A block of cheese is a cube whose side is x in. long. You cut

of a 1-inch thick piece from the right side. Then you cut of a

3-inch thick piece from the top, as shown at the right. The

volume of the remaining block is 2002 in.3. What are the

dimensions of the original block of cheese?

n 3 3n 2 + 2n

such triangles can be represented as f (n) =

.

6

Find the value of n such that you can construct 84 such

triangles from the polygon.

Lesson 5-7

Use the Binomial Theorem to expand each binomial.

69. (x 1)3

72. (x + 2y)7

74. (x 4y3)4

75. The side length of a cube is given by the expression (2x + 3y2). Write a

76. What is the sixth term in the binomial expansion of (3x 4)8?

19

37

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Class

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Chapter 5

Lesson 5-8

Find a polynomial function whose graph passes through each set of points.

77. (2, 5) and (8, 11)

83. The table shows the annual population of Florida for selected years.

Year

Population (millions)

1970

1980

1990

2000

6.79

9.75

12.94

15.98

b. Use your model to estimate the population of Florida in 2020.

c. Use your model to estimate when the population of Florida will

Lesson 5-9

Determine the cubic function that is obtained from the parent function y = x 3 after

each sequence of transformations.

84. vertical stretch by a factor of 2;

horizontal translation 3 units left

horizontal translation 1 unit right

86. y = 2 x 3 + 2

88. x + 5

3

2

87. 6 x + 3 6

Find a quartic function with the given x-values as its only real zeros.

89. x = 3 and x = 3

90. x = 1 and x = 3

91. x = 0 and x = 4

92. x = 8 and x = 6

93. x = 2 and x = 8

94. x = 3 and x = 5

20

38

Name

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Date

Beginning the Chapter Project

A continuous curve can be approximated by the graph of a polynomial. This fact is

central to modern car design. Scale models are first produced by a designer. Even such

apparently minor parts of the design such as door handles are included in models.

When the modeling process is complete, every curve in the design becomes an

equation that is adjusted by the designer on a computer. Minor changes can

be made through slight changes in an equation. Although in many programs

the computer adjusts the equations, you can do the same thing on a graphing

calculator. When the design has been finalized, the information is used to produce

dies and molds to manufacture the car.

List of Materials

Graphing calculator

Graph paper

Activities

Activity 1: Graphing

A hood section of a new car is modeled by the equation

y 5 0.00143x4 1 0.00166x3 2 0.236x2 1 1.53x 1 0.739. The graph of this

polynomial equation is shown at the right. Use a graphing calculator to

fine-tune the equation. Keep the same window but change the equation.

Pretend you are the designer and produce a curve with a shape more

pleasing to your eye!

Activity 2: Analyzing

Research the design of a car or another object that has curved parts.

On graph paper, sketch a curve that models all or part of the object you chose

to research. Label four points that you think would help identify the curve.

Find the cubic function that fits these four points.

Use the equation y 5 ax3 1 bx2 1 cx 1 d. Solve for the variables

a, b, c, and d using a 4 3 4 inverse matrix.

Activity 3: Graphing

Identify and label ten points on the sketch you made in Activity 2. Do you think

the function that best fits these points will be more accurate than the function you

found using four points? Explain your reasoning. Then find the new function using

a graphing calculator and the CubicReg feature.

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Finishing the Project

The activities should help you to complete your project. Make a poster to display

the sketch and graphs you have completed for the object you have chosen. On the

poster, include your research about the object.

Before completing your poster, check your equations for accuracy, your graph

designs for neatness, and your written work for clarity. Is your poster eye-catching,

exciting, and appealing, as well as accurate? Show your work to at least one adult

and one classmate. Discuss improvements you could make.

Interview someone who uses a computer-assisted design (CAD) program at

work. If possible, arrange to have a demonstration of the program. Find out what

skills, education, or experience helped the person successfully enter the field of

computer-assisted design.

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Name

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Date

Getting Started

Read the project. As you work on the project, you will need a calculator, materials

on which you can record your calculations, and materials to make accurate and

attractive graphs. Keep all of your work for the project in a folder.

Checklist

Suggestions

calculator.

object model

object you chose? Why or why not? How

can you determine the curve that best

models the shape of your object using a

graphing calculator?

Scoring Rubric

4

Your equations and solutions are correct. Graphs are neat and accurate. All

written work, including the poster, is neat, correct, and pleasing to the eye.

Explanations show careful reasoning.

Your equations are fairly close to the graph designs, with some minor errors.

Graphs, written work, and the poster are neat and mostly accurate with

minor errors. Most explanations are clear.

Your equations and solutions contain errors. Graphs, written work, and the

poster could be more accurate and neater. Explanations are not clear.

and shows poor organization and effort.

Your Evaluation of Project Evaluate your work, based on the Scoring Rubric.

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TEACHER INSTRUCTIONS

About the Project

The Chapter Project gives students an opportunity to adjust a polynomial

equation to fit the curve for their designs of the hood section of a car. They

also write cubic equations for curves of objects of their choice by using inverse

matrices and by using their calculators regression feature.

Encourage students to keep all project-related materials in a separate folder.

Ask students if they have ever wondered how car designers change the shapes

of a cars parts. Ask students what they think an equation for a curved section

of a car would look like.

Activity 1: Graphing

Students graph the given polynomial and fine-tune the equation to make the

graph a pleasing shape for a car hood.

Activity 2: Analyzing

Students research the designs of cars or other objects that have curved parts and

use inverse matrices to write equations for one of their curves.

Activity 3: Graphing

Students use their calculators to find more accurate equations to model the curves

for their projects.

You may wish to plan a project day on which students share their completed

projects. Encourage students to explain their processes as well as their results. Ask

students to review their project work and update their folders.

Have students review their methods for finding and recording curves and

equations used for the project.

Ask groups to share their insights that resulted from completing the project,

such as techniques they found to make fitting the equations to the curves

easier or more accurate.

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Multiple Choice

For Exercises 114, choose the correct letter.

1. Which relation is not a function?

y50

y 5 2x

y5x12

x52

{(0, 11), (2, 8), (3, 7), (7, 2), (8, 0)}

{(215, 8), (28, 27), (23, 0), (0, 5), (7, 23)}

{(210, 3.5), (25.5, 6.5), (20.1, 24), (3.5, 27.5), (12, 25)}

{(21, 3.5), (0, 2.5), (2, 6.5), (23, 11.5), (5, 27.5)}

3. Which is a solution of the system of inequalities e

(3, 3)

(21, 2)

y14.0

?

y#x11

(1, 5)

(0, 2)

y 5 ux 1 3 u

y5x21

y 5 x2 1 1

x5y12

y 5 8x

y 5 8x2

x58

y58

x2 2 x 2 6

x2 1 x 2 6

x2 2 5x 1 6

x2 1 5x 1 6

4x 2 5x2

6x3 2 x 1 7

(4, 3)

(24, 25)

(24, 3)

x,3

x.3

x53

1 1 3x 2 5x2

8. Solve the system e

3x2 1 2 1 x3

x1450

.

y5x11

(24, 23)

9. Solve 8x , 12 1 4x.

x,1

y53

x 5 2.5

x53

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43

x55

Name

Class

Date

(continued)

roots 6, !2, and 25i. Which of the following cannot be another complex root

of this polynomial?

5i

i !3

2!2

x 5 3 or x 5 4

x 5 23 or x 5 24

x50

1, 3, 5

21, 3, 5

25, 23, 21

25, 1, 3

Short Response

15. Open-Ended Write the equation of a direct variation in slope-intercept form.

16. Writing Explain how to write a polynomial equation in standard form with

roots x = a, b, c.

17. Evaluate 2a2 2 5a 1 4 for a 5 3.

18. Graph the inequality: 2x 2 3y , 6.

19. Use Pascals Triangle or the Binomial Theorem to expand (x 2 y2)3.

20. Determine the equation of the graph of y 5 x3 under a vertical stretch by a

and a vertical translation 5 units up.

Extended Response

21. An arrow is shot upward. Its height h, in feet, is given by the equation

a. How many seconds does it take until the arrow hits the ground?

b. How high is the arrow after 2 seconds?

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Name

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Week 8

Constructed Response

Selected Response

1. Describe the end behavior of the

deck costs $1 more than a truck. A truck

costs $1 more than a set of wheels. The

product of the cost of the three parts is

5 times the sum of the cost of the parts.

Write a polynomial function to model

the cost of building the skateboard.

B down and up

C up and down

D up and up

Extended Response

3. a. Find all of the solutions of f(x) 5 22x2 2 5x 1 7 by factoring.

b. Explain how to use your solutions from part (a) to graph the polynomial.

y

x

O

8

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45

COMMON

COREPractice

STANDARDS PRACTICE

Common

Core Standards

week 8

For use after Lessons 5-1 through 5-3

Algebra 2

Overview

Looking Back

Looking Ahead

learned the concepts related to

quadratic functions and graphs

(F.IF.C.7.a, F.IF.C.8.a, F.LE.A.3).

the behaviors of polynomial

functions and graphs. Students

need to write a polynomial

function to model a given

situation.

will learn about other ways to

graph and find the roots of

polynomial functions (A.APR.B.2,

A.APR.B.3, F.IF.C.7.c).

F.IF.B.4 For a function that models a relationship between two quantities, interpret key

features of graphs and tables . . .

F.IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand

F.BF.A.1 Write a function that describes a relationship between two quantities.

A.APR.B.3 Identify zeros of polynomials when suitable factorizations are available, and use

the zeros to construct a rough graph of the function defined by the polynomial.

A.SSE.A.2 Use the structure of an expression to identify ways to rewrite it. . . .

A.REI.D.11 Explain why the x-coordinates of the points where the graphs of the equations

y = f (x) and y = g (x) intersect are the solutions of the equation f (x) = g (x); . . .

Mathematical Practice Standards: 1, 2, 4, 5, 6, 7, 8

teAChing nOteS

Selected response

1. Error Analysis: Students describe the shape of the graph of a polynomial function. If the

student answers A, B, or C, he or she does not know the rules for determining end behavior based on the leading term of the polynomial. The leading term x8 has an even degree

and positive coefficient indicating up and up end behavior.

Constructed response

2. Students write a polynomial function that models a real-world situation. Have students

define the variable x to represent the cost of the deck, truck, or set of wheels. Ask students

to define the other two costs in terms of x. Ask students to translate the third sentence into

an equation. Ask students to simplify the equation, and write it as a polynomial function.

Remind students that this polynomial describes the cost of building a skateboard based

on the variable that they defined.

extended response

3. Students solve a quadratic function by factoring and use the solutions to graph the function. Remind students that the real solutions of a polynomial equation are also zeros and

x-intercepts. Suggest that students determine end behavior and make use of symmetry.

T8

46

Name

Class

Date

Complete this performance task in the space provided. Fully answer all parts

of the performance task with detailed responses. You should provide sound

mathematical reasoning to support your work.

You and your friend go to the county fair. There are two Ferris wheels there, like

the ones shown below. For each Ferris wheel, riders travel 24 feet per minute

along the wheels circumference. The wheels are 2 ft above the ground.

20 ft

16 ft

2 ft

2 ft

Not to scale

Task Description

Assume that you start at the bottom of the larger wheel and your friend starts

at the bottom of the smaller wheel at the same time. When will you and your

friend be at the same height above the ground? How high will that be?

a. How long does the larger wheel take to complete 1 revolution? Round to the

nearest hundredth of a minute.

b. Without calculating, how do you know that you and your friend will NOT

reach the top of your wheels at the same time?

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47

Name

Class

Date

c. What is the period for the revolution of the smaller Ferris wheel? Round to

the nearest hundredth of a minute.

d. Write functions to model the heights above the ground of you and your

friend with respect to time.

7 minutes. Use the intersect or trace feature to determine when you

and your friend will first be at the same height after the ride starts. What is

this height?

f. Find the second time and height when you and your friend will be at the

same height.

g. Use the graphs to estimate the times, between 0 and 7 minutes, when the

difference between your heights will be the greatest.

113

48

Name

Class

Date

Modeling Ferris Wheel Rides

The Scoring Rubric proposes a maximum number of points for each of the parts that make

up the Performance Task. The maximum number of points is based on the complexity and

difficulty level of the sub-task. For some parts, you may decide to award partial credit to

students who may have shown some understanding of the concepts assessed, but may not

have responded fully or correctly to the question posed.

Maximum

Points

Task Parts

a. Circumference of the larger wheel: 2(20 ft) 5 40 ft

Since it is traveling at 24 feet per minute, the time it takes to complete 1

revolution is 40 4 24 < 5.23 minutes.

b. It will take more time to reach the top on the larger wheel, because the

distance is greater and the speeds are equal.

Since it is traveling at 24 feet per minute, the period for the revolution is

32 4 24 < 4.19 minutes.

2p

a 5 amplitude,

5 period, and x 5 angle measure in radians.

b

Then shift right and up.

2p

5.23

ax 2

b b 1 22.

5.23

2

4.19

2p

ax 2

b b 1 18.

Your friend: y 5 16cosa

4.19

2

You: y 5 20cosa

e. The graphs first intersect at (1.72, 31.6); you will be at the same height

after 1.72 minutes, and your height above the ground will be 31.6 feet.

f. The graphs intersect next at (4.68, 6.17); you will be at the same height

again after 4.68 minutes, and your height above the ground will be

6.17 feet.

g. The times when the difference between your heights will be greatest are

close to 5.8 minutes after starting the ride.

Total points

20

A19

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49

Name

Class

Date

2x3 2 6x2 1 4x

A

B

C

D

10

9

8

7

6

5

4

3

2

1

2x(x 2 2)(x 2 1)

2x(x 1 2)(x 2 1)

x(2x 1 1)(x 2 2)

x(2x 1 1)(x 1 2)

and 24?

F

G

H

J

(x 1 2)(x 1 5)(x 2 4)

(2x 2 4)(x 1 5)(x 1 4)

(x 2 2)(x 2 5)(x 2 4)

(2x 2 4)(x 2 5)(x 1 4)

A

B

C

D

x

1 2 3 4 5 6 7 8 9

3

0, 6

2, 4

no solution

A

B

C

D

x4 2 2x3 2 15x2 1 36x

x4 2 2x3 1 15x2 1 32x

x4 2 3x3 1 15x2 2 32x

F 22, 2

G 22, 1 1 i "3 , 1 2 i "3

3

J "2, "4, 2

F

G

H

J

24, 23, 1

24, 21, 0

21, 0, 4

0, 1, 4

43

Common Core Readiness Assessment (page 1 of 4)

50

Name

Class

9?R

, where

calculated by the formula E 5

I

E represents the earned run average, R

represents the number of earned runs

allowed, and I represents the number of

innings pitched. Solve the formula for I .

f(x) 5 x4 1 3x3 1 4x 1 12.

A

B

C

D

Date

Up and Up

Down and Down

Down and Up

Up and Down

A I59?R?E

9?E

R

E

C I5

9?R

9?R

D I5

E

B I5

P(x) 5 x3 1 6x2 2 7x 2 60; a 5 3

F

G

H

J

2 60

23

0

3

x is the number of hours worked per week

up to 40 hours, and f(x) 5 24x 2 480,

when x is more than 40 hours in a week.

How long would she have to work to earn

$600 in a week?

"x 1 14 2 2 5 x

A

B

C

D

x

x

x

x

5

5

5

5

2 only

22 only

25 or x 5 2

5 or x 5 22

F

G

H

J

graph shown?

F y 5 1 2 x3

G y5

x3

7

0#x# ?

4

21

H y 5 2x3 2 1

J

50 hours

45 hours

40 hours

25 hours

y 5 (x 2 1)3

A

B

C

D

1.75

3.0625

7.0

11.25

f 21(x)

G f 21(x)

H f 21(x)

J f 21(x)

F

5

5

5

5

5 2 x2 , for x $ 25

x2 1 5, for x $ 0

x2 1 5, for x $ 2 5

(x 2 5)2 , for x $ 0

44

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51

Name

Class

A

B

C

D

Date

expression.

6

10.5

16.5

27

"x 5

"3xy3

A

16. Simplify.

3x2y"x

"0.25x4

F 0.5x2

3y2

3x2"xy

G 20.5x or 0.5x

H 0.0625x

3xy3

J 20.0625x2 or 0.0625x2

"x 5

3y2

x2"3y

3y2

20. Simplify.

17. Simplify.

3

3

4y2 ? 3"20x

5y

2"2x

"x12y16

3

F 224x3y "5

A u x3 u y4

B x3y4

3

G 26x3y "5

3

H 26x9y3 "5

C u x3y4 u

D x 3 u y4 u

3

J 26x3y "40

21. Simplify.

18. Simplify.

1 2

x3 x3

x 21

A x

$#"g

g

F "g

B x3

C x 21

D x2

G "g

3

H "g

6

J "g

22. Simplify.

F 7"xy

G 7 "x 1 "y

H 4 "x 1 3 "y

J 5 1 3 "y

45

Common Core Readiness Assessment (page 3 of 4)

52

Name

Class

Date

23. Simplify.

9"45 1 2"20

What are the domain and range of the

inverse?

B 31"5

F

G

H

J

A "320

C 128"3

D 4805

24. Simplify.

domain: {x: x 5 5}; range: { y: y # 0}

domain: {x: x # 0}; range: { y: y 5 5}

domain: {x: x # 5}; range: { y: y 5 0}

Q 5 1 2 "3 R Q 2 2 "3 R

inverse?

F 5 1 4 "3

G 1 1 3 "3

H 3 2 2 "3

J 4 2 "3

a

1

4

A

x

4

1

3

"c

4

B 2"c

C 2c3

A

B

C

D

1

D 3

c

expression "x8y 26 ?

F xy

G

a

bA2_OK_3eDBT_BM_ta4

c

none of the above

f (x) 5 7x 1 8?

x4

Z y3 Z

1

7

F f 21(x) 5 2 x 1

H x16y 212

8

7

1

8

x2

7

7

1

8

H f 21(x) 5 2 x 2

7

7

1

8

21

J f (x) 5 x 1

7

7

G f 21(x) 5

J 2x4y3

27. Write the expression below using

rational exponents.

4 3 2

"

x y

3 1

A x 4 y2

4

B x3 y2

STOP

C x34 y6

D x12 y8

Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved.

46

For review purposes only. Not for sale or resale.

53

Name

Class

Date

Common Core

State Standards

Test

Items

Algebra 2

Student

Number Proficient?

Edition

Correct Yes or No Lesson(s)

N.CN.A.9 (+) Know the Fundamental Theorem

of Algebra; show that it is true for quadratic

polynomials.

5-6

1, 1623,

25, 26, 27

6-3

system analogous to the integers, namely, they are

closed under the operations of addition, subtraction,

and multiplication; add, subtract, and multiply

polynomials.

24

5-3, 6-1,

6-2, 6-3

For a polynomial p(x) and a number a, the remainder

on division by x a is p(a), so p(a) = 0 if and only if (x

a) is a factor of p(x).

5-4

suitable factorizations are available, and use the zeros

to construct a rough graph of the function defined by

the polynomial.

2, 3, 4

5-2, 5-6

of interest, using the same reasoning as in solving

equations.

11

6-5

in one variable, and give examples showing how

extraneous solutions may arise.

9, 15

6-5

between two quantities, interpret key features of graphs

and tables in terms of the quantities, and sketch graphs

showing key features given a verbal description of the

relationship. Key features include: intercepts; intervals

where the function is increasing, decreasing, positive,

or negative; relative maximums and minimums;

symmetries; end behavior; and periodicity.

5-1, 5-8

graph and, where applicable, to the quantitative

relationship it describes.

12

5-8

change of a function (presented symbolically or as a

table) over a specified interval. Estimate the rate of

change from a graph.

13

5-8

Algebra

A.SSE.A.2 Use the structure of an expression to

identify ways to rewrite it.

Functions

46A

54

Name

Class

Date

Common Core

State Standards

Test

Items

Algebra 2

Student

Number Proficient?

Edition

Correct Yes or No Lesson(s)

show key features of the graph, by hand in simple cases

and using technology for more complicated cases.

10

when suitable factorizations are available, and showing

end behavior.

graph or a table, given that the function has an inverse.

28, 29,

30

6-7

14

6-7

a simple function f that has an inverse, and write an

expression for the inverse.

Student Comments:

46B

For review purposes only. Not for sale or resale.

55

Parent Comments:

Teacher Comments:

46C

56

Notes

57

Notes

58

Notes

59

Common Core Edition 2015

Teacher Resources: Print, DVD, and Online

1 Expressions, Equations,

and Inequalities

1 Foundations for

Algebra

2 Functions, Equations,

and Graphs

2 Solving Equations

3 Linear Systems

3 Solving Inequalities

4 Quadratic Functions

and Equations

4 An Introduction

to Functions

5 Linear Functions

1 Tools of Geometry

and Inequalities

5 Polynomials and

Polynomial Functions

6 Radical Functions and

Rational Exponents

3 Parallel and

Perpendicular Lines

7 Exponents and

Exponential Functions

7 Exponential and

Logarithmic Functions

4 Congruent Triangles

8 Rational Functions

5 Relationships Within

Triangles

9 Quadratic Functions

and Equations

10 Quadratic Relations

and Conic Sections

6 Polygons and

Quadrilaterals

10 Radical Expressions

and Equations

7 Similarity

11 Rational Expressions

nd Functions

12 Data Analysis

and Probability

12 Matrices

Trigonometry

Trigonometry

9 Transformations

14 Trigonometric Identities

and Equations

10 Area

for School

ISBN-13: 978-0-13-328313-6

ISBN-10:

0-13-328313-5

11 Surface Area

and Volume

9 0 0 0 0

ISBN-13: 978-0-13-318602-4

ISBN-10:

0-13-318602-4

9 0 0 0 0

for School

12 Circles

13 Probability

780133 283136

780133 186024

PowerAlgebra.com, order ISBN 0-13-318603-2.

PowerAlgebra.com, order ISBN 0-13-318549-4.

ISBN-13: 978-0-13-318602-4

ISBN-10:

0-13-318602-4

for School

A LWAYS L E A R N I N G

9 0 0 0 0

A LWAYS L E A R N I N G

780133 186024

PowerGeometry.com, order ISBN 0-13-318583-4.

A LWAYS L E A R N I N G

ONLINE

Teachers Edition

Student Companion

Enrichment (Editable)

Reteaching (Editable)

Chapter Project

Performance Tasks

Cumulative Review

Answers

Multilingual Handbook

Common Core Overview and Implementation Guide

x

x

PearsonSchool.com

800-848-9500

International customers: visit PearsonGlobalSchools.com

Copyright Pearson Education, Inc., or its affiliates. All rights reserved.

SAM: 978-0-1332-9033-2

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