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# Teacher Resource

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

## Go beyond the textbook

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:

## rigorous practice worksheets

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

## Additional Vocabulary Support

16

Activity 17
Game

18

Puzzle 20
Enrichment 21
Teaching with TI Technology

22

Chapter Quiz

26

Chapter Test

28

## Find the Errors!

30

Performance Tasks

33

Extra Practice

35

Chapter Project

39

Cumulative Review

43

## Weekly Common Core

Standards Practice

45

## Performance Based Assessment

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

## Write the number of terms in each polynomial.

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

## You can classify a polynomial by its degree or by its number of terms.

Degree

Name Using
Degree

Polynomial
Example

Number of
Terms

constant

monomial

linear

x 4

binomial

4x2

monomial

4x32x2x
2x4 5x2

3
2

trinomial
binomial

x 54x 2 2x  1

polynomial of 4 terms

2
3
4
5

quadratic
cubic
quartic
quintic

Name Using
Number of Terms

## Problem 1 Classifying Polynomials

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.

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

5x 4 1 3x 3 2 x
9. Classify the polynomial.
by degree

by number of terms

## End Behavior of a Polynomial Function

of Degree n with Leading Term axn

## You can determine the end behavior of a

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

## Problem 2 Describing End Behavior of Polynomial Functions

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

## For review purposes only. Not for sale or resale.

119

Lesson 5-1

11. Use your answer to Exercise 10 to identify a and n for the leading term.
a5

n5

## 12. In this polynomial, a is positive / negative , and n is even / odd .

13. Circle the graph that illustrates the end behavior of this polynomial.
The end behavior is down and up.

## Got It? What is the graph of y 5 2x 3 1 2x 2 2 x 2 2? Describe the graph.

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.

## 18. The end behavior of y 5 2x 3 1 2x 2 2 x 2 2 is down / up and down / up , and

there are 1 / 2 / 3 turning points.

Problem 3

Chapter 5

120

## Problem 4 Using Differences to Determine Degree

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

## shown in the table at the right?

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

## Lesson Check Do you UNDERSTAND?

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

## Vocabulary Describe the end behavior of the graph of y 5 22x7 2 8x.

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

## From Student Companion

121
For review purposes only. Not for sale or resale.

Lesson 5-1

Name

5-1

Class

Date

## Think About a Plan

Polynomial Functions

## Packaging Design The diagram at the right shows a cologne

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

## you use in your formula.

_______________.
, 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.

## 5. How can you find the total volume of the bottle?

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

## 7. Is the polynomial expression you wrote in simplest form? Explain.

________________________________________________________________
________________________________________________________________ .

## For review purposes only. Not for sale or resale.

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.

## Determine the end behavior of the graph of each polynomial function.

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

## 23. y = 50 3x3 + 5x2

24. y = x + x2 + 2

## 26. y = 12x4 x + 3x7 1

27. y = 2x5 + x2 4

## 29. y = 20 5x6 + 3x 11x3

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

## 33. y = 5x3 + 6x2

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

34.

35.

## For review purposes only. Not for sale or resale.

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.

## 39. Error Analysis A student claims the function y = 3x4 x3 + 7 is a fourth-degree

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?

## Classify each polynomial by degree and by number of terms.

Simplify first if necessary.
41. 4x5 5x2 + 3 2x2

44. (x + 2)3

46. 13

## 47. Open-Ended Write a third-degree polynomial function. Make a table of values

and a graph.

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

10

## For review purposes only. Not for sale or resale.

Name

Class

Date

Practice

5-1

Form K

Polynomial Functions

number of terms.
1. 4x3 3 + 2x2

## To start, write the terms of the polynomial

with their degrees in descending order.

4x3 + 2x2 3

2. 8 x5 + 9x2 2x

3. 6x + 2x4 2

4. 6x3

5. 3 + 24x2

## Determine the end behavior of the graph of each polynomial function.

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

## 13. y = 15 5x6 + 2x 22x3

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

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

the end behavior and number of turning points.
15. y = x3 + 2x

## To start, make a table of values to help you

sketch the middle part of the graph.
16. y = 3x3 + 4x2 1

## 17. y = 4x3 + 2x2 x

Determine the degree of the polynomial function with the given data.
18.

19.

43

65

10

22

25

65

95

## Prentice Hall Foundations Algebra 2 Teaching Resources

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

## For review purposes only. Not for sale or resale.

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

## Prentice Hall Foundations Algebra 2 Teaching Resources

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Name

Class

5-1

Date

## Standardized Test Prep

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

## 3. What is the degree of the polynomial 5x 1 4x2 1 3x3 2 5x?

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

## 6. What is the standard form of the polynomial 9x2 1 5x 1 27 1 2x3 ?

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

## 7. What is the number of terms in the polynomial (2a 2 5)(a2 2 1)?

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

## Prentice Hall Algebra 2 Teaching Resources

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13

3

77

2

24

1

4

3

8

31

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Class

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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

## The degree of the polynomial is equal to the value of the greatest

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 first term is 3x6.

The exponent of the first term is 6.
This is a sixth-degree polynomial.

Step 3

## Count the number of terms in the simplified polynomial. It has 5 terms.

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

## For review purposes only. Not for sale or resale.

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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)

## Step 2 Continue determining

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

## Additional Vocabulary Support

Polynomial Functions

## Match each word in Column A with the matching polynomial in Column B.

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

## Match each polynomial in Column A with the matching word in Column B.

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

## 10. 4x2 2x + 3 __________________________ .

11. 6x

3 ___________________________________________ .
5

12. 3x + 7x 4 __________________________ .
13. 8x + 3 ____________________________ .
14. 2x4 + 5x2 _____________________________________________ .

16

Name

5-4

Class

Date

## Activity: Researching the Factors

Dividing Polynomials

Available
Only Online
& DVD

## Work in small groups for this activity.

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.

## Complete the following table to help find possible values for

the roots of the polynomial.

## P(x) = (x a)(x b)(x c)(x d). Devise a plan to find a, b, c,

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.

## Prentice Hall Algebra 2 Activities, Games, and Puzzles

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For review purposes only. Not for sale or resale.

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5-3

Available
Only Online
& DVD

## Solving Polynomial Equations

Provide the host with the following equations and their solutions.
Equation

Solution

1.

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

3,3

2.

## (x2 1)(x2 + 16) = 0

1, 4i

3.

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

3i,

4.

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

3i, 2i

5.

4, 5i, 2

6.

## (x2 + 100)(x2 100) = 0

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

## Prentice Hall Algebra 2 Activities, Games, and Puzzles

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39

18

Name

Class

5-3

Date

## Game: Discovering Your Roots

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.

## 14. (x2 + 2)(2x 4)2 = 0

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

## Prentice Hall Algebra 2 Activities, Games, and Puzzles

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19

Player 2

Name

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Date

5-2

Available
Only Online
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## Polynomials, Linear Factors, and Zeros

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)

## B. P(x) = x(x + 2)(x + 1)(x2 + 2x 3)

__________________________

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

## C. P(x) = x(x + 4)(x + 3)(x + 1)(x 1)

___________________________

____________________________

## F . P(x) = (x2 9)(x2 25)

_____________________________

_____________________________

## H. P(x) = (x2 5x + 6)(x2 9x + 20)

______________________________

______________________________

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

## J. P(x) = (x2 4x + 4)(x2 4x + 4)

________________________________

_______________________________

## K. P(x) = x(x 2x + 1)(x 2)

_______________________________
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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## For review purposes only. Not for sale or resale.

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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.

## 2. Another relationship between two sets is described as one-to-one. A function from

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.

## Describe each polynomial function. If it is not possible, explain why.

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

## 4. Is there a polynomial function that is one-to-one but not onto?

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

21

22

23

24

25

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Chapter 5 Quiz 1

Form G

## Lessons 5-1 through 5-4

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

## 5. y = (3x + 2)3(x 5)5

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

## Divide using synthetic division.

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

## Find all the imaginary solutions of each equation by factoring.

9. x4 + 14x2 32 = 0

10. x3 16x = 0

## 11. 6x3 2x2 + 4x = 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.

## 16. Error Analysis For the polynomial function

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

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Chapter 5 Quiz 2

Form G

## Lessons 5-5 through 5-9

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

## coefficient of this term?

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.

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Form G

## Do you know HOW?

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

## Solve each equation.

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

## Divide using synthetic division.

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

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

## 23. (x3 + 5x2 x + 1) (x + 2)

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

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Form G

28. (x + y)4

29. (4 3x)3

## 30. (2r + q)5

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

## translation 2 units left

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

## vertical translation 7 units down

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

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Only
Online

## For use with Lessons 5-1 through 5-3

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

## graph? Check your answer with a graphing calculator.

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?

## How does the graph behave at these zeros?

8 is a zero of multiplicity 2.
2
3

500
400
300
200
100

## The graph looks close to linear at the x-intercepts

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 use with Lessons 5-4 through 5-6

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

## quotient and remainder?

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

## Since 3 1 !2 is a root, then 3 2 !2 is also a root.

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

## 3. What are all the complex roots of 2x3 1 x2 1 14x 1 7 5 0?

Find the zeros of the function.
Fin

## The polynomial equation

has degree 3. There are 3
roots

Step 1

Use
factoring.
fac

## The polynomial is in standard form. The possible rational roots are

41, 47, 412 and 472 .

Step 2

## Substitute 2 12 for x. The value of f (x) is 0. So, 2 12 is a root and

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

## Q x 1 2 R A2x2 1 14B 5 2 Q x 1 2 R Ax2 1 7B

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

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## For use with Lessons 5-7 through 5-9

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.

## (p 2 3q)4 5 p4 1 4p3(23)q 1 6p2(23)q2 1 4p(23)q3 1 1(2 3)q4

5 p4 2 12p3q 2 18p2q2 2 12pq3 2 3q4
2. The chart shows the number, in thousands, of CDs sold

## by a local band during the first 7 months. What cubic

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

## Use the model to estimate CD sales in the 8th month.

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

## Step 3 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.

## The transformed cubic function is y 5 (6x 2 5)3 2 4.

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.
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## Chapter 5 Performance Tasks

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

## b. Use division to find the remaining roots of y 5 x3 2 4x2 2 x 1 4.

y

(4, 0) x
42

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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## Chapter 5 Performance Tasks (continued)

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.

## Let x be the number of years since 1980.

b. Compare the models and determine which one is more

## appropriate. Explain your choice.

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

## 6 amps current, of 30 watts at 12 amps current, and of 60 watts at 24 amps

current.
b. Find the zeros of the functions.
c. What does each zero represent?

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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

## 5. 6c2 4c+ 7 8c2

4. 15 y 10y 8 + 8y

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

## Determine the end behavior of the graph of each polynomial function.

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

## 12. y = x12+ 6x6 36

Lesson 5-2
Write each polynomial in factored form. Check by multiplication.
13. x3 + 5x

14. x3 + x2 6x

## Write a polynomial function in standard form with the given zeros.

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)

## 27. y = (x + 1)(x 8)(x 9)

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

29. y = x (x + 1)

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

## of f(x) = x3 3x2 + 2. Then graph the function.

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?

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## Extra Practice (continued)

Chapter 5
33. Tonya wants to make a metal tray by cutting four identical

## square corner pieces from a rectangular metal sheet. Then

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

## b. Find the dimensions of a tray that would have a 384-in.3

capacity.

Lesson 5-3
Find the real or imaginary solutions of each equation by factoring.
34. x3 + 27 = 0

36. 9 = 4x2 16

## Solve each equation.

40. t3 3t2 10t = 0

41. 4m3 + m2 m + 5 = 0

## 43. 2c3 7c2 4c = 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.

## a. Write the product as a polynomial function of P(N).

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)

## 54. (x4 + x2 6) (x2 + 3)

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

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## Extra Practice (continued)

Available
Only
Online

Chapter 5
Lesson 5-5
Find the roots of each polynomial equation.
57. x3 + 2x2 + 3x + 6 = 0

58. x3 3x2 + 4x 12 = 0

## 62. 8x4 66x3 + 175x2 132x 45 = 0

Lesson 5-6
Find all the zeros of each function.
63. f(x) = x3 4x2 + x 6

## 66. f(x) = 2x4 12x3 + 21x2 + 2x 33

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?

## convex polygon with n sides. The number of all possible

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

## 73. (5x y)5

74. (x 4y3)4

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

## binomial expression for the volume of the cube.

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

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## Extra Practice (continued)

Chapter 5
Lesson 5-8
Find a polynomial function whose graph passes through each set of points.
77. (2, 5) and (8, 11)

## 82. (4, 13), (1, 2), (0, 1), and (1, 2)

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

## a. Find a polynomial function that best models the data.

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

## reach 20.59 million.

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;

## reflection across the x-axis;

horizontal translation 3 units left

## vertical translation down 2 units;

horizontal translation 1 unit right

## Find all the real zeros of each function.

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

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## Chapter 5 Project: Curves by Design

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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## Chapter 5 Project: Curves by Design (continued)

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.

## Reflect and Revise

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.

## Extending the Project

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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## Chapter 5 Project Manager: Curves by Design

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

## Is a cubic function the best model for the

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.

## Major concepts are misunderstood. Project satisfies few of the requirements

and shows poor organization and effort.

## Major elements of the project are incomplete or missing.

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

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TEACHER INSTRUCTIONS

## Chapter 5 Project Teacher Notes: Curves by Design

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.

## Introducing the Project

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.

## Finishing the Project

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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## Chapter 5 Cumulative Review

Multiple Choice
For Exercises 114, choose the correct letter.
1. Which relation is not a function?

y50

y 5 2x

y5x12

x52

## 2. For which of the following sets of data is a linear model reasonable?

{(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

## 7. Which polynomial is written in standard form?

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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x55

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(continued)

## 11. A sixth-degree polynomial function with rational coefficients has complex

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

## 14. Find the roots of x3 1 x2 2 17x 1 15 5 0.

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.

## Write the x-and y-intercepts.

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

## factor of 8, a reflection across the x-axis, a horizontal translation 3 units left,

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

## h 5 216t2 1 32t 1 5, where t is the time in seconds. The arrow is released at t 5 0 s.

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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## Common Core Standards Practice

Week 8

Constructed Response

Selected Response
1. Describe the end behavior of the

## and a deck to build a skateboard. A

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.

## A down and down

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

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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

## In Chapter 4, students have

learned the concepts related to
quadratic functions and graphs
(F.IF.C.7.a, F.IF.C.8.a, F.LE.A.3).

## Students need to understand

the behaviors of polynomial
functions and graphs. Students
need to write a polynomial
function to model a given
situation.

## Later in this chapter students

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).

## COMMOn COre COntent StAndArdS

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

## in simple cases and using technology for more complicated cases.

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

## Performance Task: Modeling Ferris Wheel Rides

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?

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

112
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47

Name

Class

Date

## Performance Task: Modeling Ferris Wheel Rides (continued)

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.

## e. Use a graphing calculator to graph the functions over the domain 0 to

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

## Performance Task 2 Scoring Rubric

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.

## c. Circumference of the smaller wheel: 2(16 ft) 5 32 ft

Since it is traveling at 24 feet per minute, the period for the revolution is
32 4 24 < 4.19 minutes.

## d. Use a cosine function of the form y 5 a cos bx, with

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

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

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)

## 2. Which polynomial has zeros of 2, 5,

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 1 2x3 2 13x2 1 36x

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

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

43
Common Core Readiness Assessment (page 1 of 4)

50

Name

Class

## 11. A pitchers earned run average is

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 .

## graph of the polynomial function

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

## remainder theorem to find P(a).

P(x) 5 x3 1 6x2 2 7x 2 60; a 5 3
F
G
H
J

2 60
23
0
3

## the piecewise function f(x) 5 12x, where

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

## function f(x) 5 "x 2 5?

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

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

44
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51

Name

Class

## 15. Solve. "6x 2 18 2 9 5 0

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

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

45
Common Core Readiness Assessment (page 3 of 4)

52

Name

Class

Date

23. Simplify.

9"45 1 2"20

## {x: x # 0} and the range is { y: y 5 5}.

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

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}

## 29. The graph of y 5 2x2 2 2 is the solid

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

## 26. Which expression is equivalent to the

expression "x8y 26 ?
F xy
G

a
bA2_OK_3eDBT_BM_ta4
c
none of the above

## 30. Which equation describes the inverse of

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
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46
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53

Name

Class

Date

## Common Core Readiness Assessment 3 Report

Common Core
State Standards

Test
Items

Algebra 2
Student
Number Proficient?
Edition
Correct Yes or No Lesson(s)

## Number and Quantity

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

## A.APR.A.1 Understand that polynomials form a

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

## A.APR.B.2 Know and apply the Remainder Theorem:

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

## 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.

2, 3, 4

5-2, 5-6

## A.CED.A.4 Rearrange formulas to highlight a quantity

of interest, using the same reasoning as in solving
equations.

11

6-5

## A.REI.A.2 Solve simple rational and radical equations

in one variable, and give examples showing how
extraneous solutions may arise.

9, 15

6-5

## F.IF.B.4 For a function that models a relationship

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

## F.IF.B.5 Relate the domain of a function to its

graph and, where applicable, to the quantitative
relationship it describes.

12

5-8

## F.IF.B.6 Calculate and interpret the average rate of

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 Readiness Assessment 3 Report

Common Core
State Standards

Test
Items

Algebra 2
Student
Number Proficient?
Edition
Correct Yes or No Lesson(s)

## F.IF.C.7 Graph functions expressed symbolically, and

show key features of the graph, by hand in simple cases
and using technology for more complicated cases.

10

## F.IF.C.7.c Graph polynomial functions, identifying zeros

when suitable factorizations are available, and showing
end behavior.

## F.BF.B.4.c* (+) Read values of an inverse function from a

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

28, 29,
30

6-7

14

6-7

## F.BF.B.4.a Solve an equation of the form f(x) = c for

a simple function f that has an inverse, and write an
expression for the inverse.

Student Comments:

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

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55

Parent Comments:

Teacher Comments:

46C

56

Notes

57

Notes

58

Notes

59

## Pearson Algebra 1, Geometry, Algebra 2

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

## 2 Reasoning and Proof

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 Polynomials and Factoring

8 Rational Functions

5 Relationships Within
Triangles

9 Quadratic Functions
and Equations

## 9 Sequences and Series

10 Quadratic Relations
and Conic Sections

6 Polygons and
Quadrilaterals

10 Radical Expressions
and Equations

## 11 Probability and Statistics

7 Similarity

11 Rational Expressions
nd Functions
12 Data Analysis
and Probability

12 Matrices

Trigonometry

## 13 Periodic Functions and

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

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## For Student Edition with 6-year online access to

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## For Student Edition with 6-year online access to

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

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## For Student Edition with 6-year online access to

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

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Print

ONLINE

Teachers Edition

Student Companion

## Find the Errors!

Enrichment (Editable)

## Homework Video Tutors

Reteaching (Editable)

Chapter Project

Performance Tasks

Cumulative Review

Answers

## Common Core Standards Practice and Review

Multilingual Handbook
Common Core Overview and Implementation Guide

x
x

## Virtual Nerd SmartPhone Application

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800-848-9500
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