Chapter 9 Resource Masters

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 CONSUMABLE WORKBOOKS Many of the worksheets contained in the Chapter Resource Masters
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1 2 3 4 5 6 7 8 9 DOH 16 15 14 13 12 11
 Contents
Teacher’s Guide to Using the Chapter 9 Lesson 9-6
Resource Masters ........................................iv Analyzing Functions with Successive
Differences and Ratios
Chapter Resources Study Guide and Intervention .......................... 35
Chapter 9 Student-Built Glossary...................... 1 Skills Practice .................................................. 37
Chapter 9 Anticipation Guide (English) ............. 3 Practice ........................................................... 38
Chapter 9 Anticipation Guide (Spanish) ............ 4 Word Problem Practice .................................... 39
Enrichment ...................................................... 40
Lesson 9-1
Graphing Quadratic Functions Lesson 9-7
Study Guide and Intervention ............................ 5 Special Functions
Skills Practice .................................................... 7 Study Guide and Intervention .......................... 41
Practice ............................................................. 8 Skills Practice .................................................. 43
Word Problem Practice ...................................... 9 Practice ........................................................... 44
Enrichment ...................................................... 10 Word Problem Practice .................................... 45
Enrichment ...................................................... 46
Lesson 9-2
Solving Quadratic Equations by Graphing Assessment
Study Guide and Intervention ...........................11 Student Recording Sheet ............................... 47
Skills Practice .................................................. 13 Rubric for Scoring Extended Response .......... 48
Practice ........................................................... 14 Chapter 9 Quizzes 1 and 2 ............................. 49
Word Problem Practice .................................... 15 Chapter 9 Quizzes 3 and 4 ............................. 50
Enrichment ...................................................... 16 Chapter 9 Mid-Chapter Test ............................ 51
Chapter 9 Vocabulary Test............................... 52
Lesson 9-3 Chapter 9 Test, Form 1 .................................... 53
Transformations of Quadratic Functions Chapter 9 Test, Form 2A ................................. 55
Study Guide and Intervention .......................... 17 Chapter 9 Test, Form 2B ................................. 57
Skills Practice .................................................. 19 Chapter 9 Test, Form 2C ................................. 59
Practice ........................................................... 20
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Chapter 9 Test, Form 2D ................................. 61

Word Problem Practice .................................... 21 Chapter 9 Test, Form 3 .................................... 63
Enrichment ...................................................... 22 Chapter 9 Extended-Response Test ................ 65
Standardized Test Practice .............................. 66
Lesson 9-4 Unit 3 Test........................................................ 69
Solving Quadratic Equations by Completing
the Square
Study Guide and Intervention .......................... 23 Answers ........................................... A1–A39
Skills Practice .................................................. 25
Practice ........................................................... 26
Word Problem Practice .................................... 27
Enrichment ...................................................... 28

Lesson 9-5
Solving Quadratic Equations by Using the
Quadratic Formula
Study Guide and Intervention .......................... 29
Skills Practice .................................................. 31
Practice ........................................................... 32
Word Problem Practice .................................... 33
Enrichment ...................................................... 34

iii
 Teacher’s Guide to Using the
Chapter 9 Resource Masters
The Chapter 9 Resource Masters includes the core materials needed for Chapter 9. These
materials include worksheets, extensions, and assessment options. The answers for these
pages appear at the back of this booklet.
All of the materials found in this booklet are included for viewing, printing, and
editing at connectED.mcgraw-hill.com.

Chapter Resources Skills Practice This master focuses more

on the computational nature of the lesson.
Student-Built Glossary (pages 1–2) These Use as an additional practice option or as
masters are a student study tool that homework for second-day teaching of the
presents up to twenty of the key vocabulary lesson.
terms from the chapter. Students are to
record definitions and/or examples for each Practice This master closely follows the
term. You may suggest that students types of problems found in the Exercises
highlight or star the terms with which they section of the Student Edition and includes
are not familiar. Give this to students before word problems. Use as an additional
beginning Lesson 9-1. Encourage them to practice option or as homework for second-
add these pages to their mathematics study day teaching of the lesson.
notebooks. Remind them to complete the
appropriate words as they study each lesson. Word Problem Practice This master
includes additional practice in solving word
Anticipation Guide (pages 3–4) This problems that apply the concepts of the
master, presented in both English and lesson. Use as an additional practice or as

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Spanish, is a survey used before beginning homework for second-day teaching of the
the chapter to pinpoint what students may lesson.
or may not know about the concepts in the
chapter. Students will revisit this survey Enrichment These activities may extend
after they complete the chapter to see if the concepts of the lesson, offer a historical
their perceptions have changed. or multicultural look at the concepts, or
widen students’ perspectives on the
Lesson Resources mathematics they are learning. They are
written for use with all levels of students.
Study Guide and Intervention These
masters provide vocabulary, key concepts, Graphing Calculator, TI-Nspire, or
additional worked-out examples and Check Spreadsheet Activities
Your Progress exercises to use as a These activities present ways in which
reteaching activity. It can also be used in technology can be used with the concepts in
conjunction with the Student Edition as an some lessons of this chapter. Use as an
instructional tool for students who have alternative approach to some concepts or as
been absent. an integral part of your lesson presentation.

iv
 Assessment Options Leveled Chapter Tests
The assessment masters in the Chapter 9 • Form 1 contains multiple-choice
Resource Masters offer a wide range of questions and is intended for use with
assessment tools for formative (monitoring) below grade level students.
assessment and summative (final) • Forms 2A and 2B contain multiple-
assessment. choice questions aimed at on grade level
students. These tests are similar in
Student Recording Sheet This master format to offer comparable testing
corresponds with the standardized test situations.
practice at the end of the chapter. • Forms 2C and 2D contain free-response
questions aimed at on grade level
Extended Response Rubric This master
students. These tests are similar in
provides information for teachers and
format to offer comparable testing
students on how to assess performance on
situations.
open-ended questions.
• Form 3 is a free-response test for use
Quizzes Four free-response quizzes offer with above grade level students.
assessment at appropriate intervals in the All of the above mentioned tests include
chapter. a free-response Bonus question.

Mid-Chapter Test This 1-page test

Extended-Response Test Performance
provides an option to assess the first half
assessment tasks are suitable for all
of the chapter. It parallels the timing of the
students. Sample answers and a scoring
Mid-Chapter Quiz in the Student Edition
rubric are included for evaluation.
and includes both multiple-choice and
free-response questions. Standardized Test Practice These three
pages are cumulative in nature. It includes
Vocabulary Test This test is suitable for
three parts: multiple-choice questions with
all students. It includes a list of vocabulary
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

bubble-in answer format, griddable

words and 10 questions to assess students’
questions with answer grids, and
knowledge of those words. This can also be
short-answer free-response questions.
used in conjunction with one of the leveled
chapter tests.
Answers
• The answers for the Anticipation Guide
and Lesson Resources are provided as
reduced pages.
• Full-size answer keys are provided for
the assessment masters.

v
 NAME DATE PERIOD

9 Student-Built Glossary

Chapter Resources
This is an alphabetical list of the key vocabulary terms you will learn in Chapter 9.
As you study the chapter, complete each term’s definition or description.
Remember to add the page number where you found the term. Add these pages to
your Algebra Study Notebook to review vocabulary at the end of the chapter.

Found
Vocabulary Term Definition/Description/Example
on Page
absolute value function

axis of symmetry
(SIH·muh·tree)

common ratio

completing the square

compound interest
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

discriminant

double root

geometric sequence

greatest integer function

maximum

(continued on the next page)

Chapter 9 1 Glencoe Algebra 1

NAME DATE PERIOD

9 Student-Built Glossary (continued)

Found
Vocabulary Term Definition/Description/Example
on Page
minimum

nonlinear function

parabola
(puh·RA·buh·luh)

piecewise-defined function

piecewise-linear function

Quadratic Formula
(kwah·DRA·tihk)

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

quadratic function

step function

transformation

vertex

Chapter 9 2 Glencoe Algebra 1

 NAME DATE PERIOD

9 Anticipation Guide
Quadratic Functions and Equations

Chapter Resources
Step 1 Before you begin Chapter 9

• Read each statement.

• Decide whether you Agree (A) or Disagree (D) with the statement.
• Write A or D in the first column OR if you are not sure whether you agree or
disagree, write NS (Not Sure).

STEP 1 STEP 2
Statement
A, D, o NS AoD
1. The graph of a quadratic function is a parabola.
2. The graph of y = 4x2 – 2x + 7 will be a parabola opening
downward since the coefficient of x2 is positive.
3. A quadratic function’s axis of symmetry is either the x-axis or
the y-axis.
4. The graph of a quadratic function opening upward has no
maximum value.
5. The x-intercepts of the graph of a quadratic function are the
solutions to the related quadratic equation.
6. All quadratic equations have two real solutions.
7. Any quadratic expression can be written as a perfect square by
a method called completing the square.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. The quadratic formula can only be used to solve quadratic

equations that cannot be solved by factoring or graphing.
9. The graph of a step function is a series of disjointed line
segments.
10. It is not possible to identify data as linear based on patterns of
behavior of their y-values.

Step 2 After you complete Chapter 9

• Reread each statement and complete the last column by entering an A or a D.

• Did any of your opinions about the statements change from the first column?
• For those statements that you mark with a D, use a piece of paper to write an
example of why you disagree.

Chapter 9 3 Glencoe Algebra 1

NOMBRE FECHA PERÍODO

9 Ejercicios preparatorios
Funciones y Ecuaciones Cuadráticas
Paso 1 Antes de comenzar el Capítulo 9

• Lee cada enunciado.

• Decide si estás de acuerdo (A) o en desacuerdo (D) con el enunciado.
• Escribe A o D en la primera columna O si no estás seguro(a) de la respuesta,
escribe NS (No estoy seguro(a)).

PASO 1 PASO 2
Enunciado
A, D, or NS A or D
1. La gráfica de una función cuadrática es una parábola.
2. La gráfica de y = 4x2 – 2x + 7 será una parábola que se abre
hacia abajo, puesto que el coeficiente de x2 es positivo.
3. El eje de simetría de una función cuadrática es el eje x o el eje y.
4. La gráfica de una función cuadrática que se abre hacia arriba no
tiene un valor máximo.
5. Las intersecciones x de la gráfica de una función cuadrática son
las soluciones de la ecuación cuadrática relacionada.
6. Todas las ecuaciones cuadráticas tienen dos soluciones reales.
7. Cualquier expresión cuadrática puede escribirse como un
cuadrado perfecto mediante el método denominado completar el
cuadrado.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. La fórmula cuadrática sólo puede usarse para resolver
ecuaciones cuadráticas que no pueden resolverse mediante
factorización o gráficas.
9. La gráfica de una función de paso es una serie de segmentos de
líneas inconexas.
10. No es posible identificar los datos como lineal basado en
patrones de comportamiento de sus valores de y.

Paso 2 Después de completar el Capítulo 9

• Vuelve a leer cada enunciado y completa la última columna con una A o una D.
• ¿Cambió cualquiera de tus opiniones sobre los enunciados de la primera columna?
• En una hoja de papel aparte, escribe un ejemplo de por qué estás en desacuerdo con los
enunciados que marcaste con una D.

Capítulo 9 4 Álgebra 1 de Glencoe

 NAME DATE PERIOD

9-1 Study Guide and Intervention

Graphing Quadratic Functions
Characteristics of Quadratic Functions
Quadratic a function described by an equation of the form f(x) = ax2 + bx + c, Example:
Function where a ≠ 0 y = 2x2 + 3x + 8

The parent graph of the family of quadratic fuctions is y = x2. Graphs of quadratic functions
have a general shape called a parabola. A parabola opens upward and has a minimum
point when the value of a is positive, and a parabola opens downward and has a maximum
point when the value of a is negative.

Lesson 9-1
Example 1 Example 2
a. Use a table of values to graph a. Use a table of values to graph
y = x2 - 4x + 1. y = -x2 - 6x - 7.
x y y x y y

-1 6 -6 -7
0 1 -5 -2 O x
1 -2 -4 1

2 -3 O x -3 2
-2 1
3 -2
-1 -2
4 1
0 -7
Graph the ordered pairs in the table and
connect them with a smooth curve.
Graph the ordered pairs in the table and
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

b. What are the domain and range of connect them with a smooth curve.
this function?
b. What are the domain and range of
The domain is all real numbers. The this function?
range is all real numbers greater than or
equal to -3, which is the minimum. The domain is all real numbers. The
range is all real numbers less than or
equal to 2, which is the maximum.

Exercises
Use a table of values to graph each function. Determine the domain and range.
1. y = x2 + 2 2. y = -x2 - 4 3. y = x2 - 3x + 2
y y y
O x

O x O x

Chapter 9 5 Glencoe Algebra 1

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9-1 Study Guide and Intervention (continued)

Graphing Quadratic Functions

Symmetry and Vertices Parabolas have a geometric property called symmetry. That
is, if the figure is folded in half, each half will match the other half exactly. The vertical line
containing the fold line is called the axis of symmetry. The axis of symmetry contains the
minimum or maximum point of the parabola, the vertex.

Axis of For the parabola y = ax2 + bx + c, where a ≠ 0, Example: The axis of symmetry of
Symmetry b
the line x = - − is the axis of symmetry. y = x2 + 2x + 5 is the line x = -1.
2a

Example Consider the graph of y = 2x2 + 4x + 1.

a. Write the equation of the axis of b. Find the coordinates of the vertex.
symmetry. Since the equation of the axis of
In y = 2x2 + 4x + 1, a = 2 and b = 4. symmetry is x = -1 and the vertex lies
Substitute these values into the equation on the axis, the x-coordinate of the vertex
of the axis of symmetry. is -1.
b y = 2x2 + 4x + 1 Original equation
x=-−
2a y = 2(-1)2 + 4(-1) + 1 Substitute.
4 y = 2(1) - 4 + 1 Simplify.
x=-− = -1
2(2) y = -1
The axis of symmetry is x = -1. The vertex is at (-1, -1).
c. Identify the vertex as a maximum or d. Graph the function.
a minimum. y
Since the coefficient of the x2-term is
x = -1

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

positive, the parabola opens upward, and
the vertex is a minimum point.

O x
(-1, -1)
Exercises
Consider each equation. Determine whether the function has maximum or
minimum value. State the maximum or minimum value and the domain and range
of the function. Find the equation of the axis of symmetry. Graph the function.

1. y = x2 + 3 2. y = -x2 - 4x - 4 3. y = x2 + 2x + 3
y y y

O x

O x O x

Chapter 9 6 Glencoe Algebra 1

 NAME DATE PERIOD

9-1 Skills Practice

Graphing Quadratic Functions
Use a table of values to graph each function. State the domain and the range.

1. y = x2 - 4 2. y = -x2 + 3 3. y = x2 - 2x - 6
y y y

O x

O x
O x

Lesson 9-1
Find the vertex, the equation of the axis of symmetry, and the y-intercept of the
graph of each function.

4. y = 2x2 - 8x + 6 5. y = x2 + 4x + 6 6. y = -3x2 - 12x + 3

Consider each equation.

a. Determine whether the function has a maximum or a minimum value.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

b. State the maximum or minimum value.

c. What are the domain and range of the function?

7. y = 2x2 8. y = x2 - 2x - 5 9. y = -x2 + 4x - 1

Graph each function.

10. f(x) = -x2 - 2x + 2 11. f(x) = 2x2 + 4x - 2 12. f(x) = -2x2 - 4x + 6

f (x) f (x) f (x)

O x
O x

O x

Chapter 9 7 Glencoe Algebra 1

NAME DATE PERIOD

9-1 Practice
Graphing Quadratic Functions
Use a table of values to graph each function. Determine the domain and range.

1. y = -x2 + 2 2. y = x2 - 6x + 3 3. y = -2x2 - 8x - 5
y y y

O x O x
O x

Find the vertex, the equation of the axis of symmetry, and the y-intercept of the
graph of each function.

4. y = x2 - 9 5. y = -2x2 + 8x - 5 6. y = 4x2 - 4x + 1

Consider each equation. Determine whether the function has a maximum or

a minimum value. State the maximum or minimum value. What are the domain
and range of the function?
3 2
7. y = 5x2 - 2x + 2 8. y = -x2 + 5x - 10 9. y = − x + 4x - 9

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2

Graph each function.

10. f(x) = -x2 + 1 11. f(x) = -2x2 + 8x - 3 12. f(x) = 2x2 + 8x + 1

f (x) f(x) f (x)

O x O x

O x

13. BASEBALL The equation h = -0.005x2 + x + 3 describes the path of a baseball hit into
the outfield, where h is the height and x is the horizontal distance the ball travels.
a. What is the equation of the axis of symmetry?
b. What is the maximum height reached by the baseball?
c. An outfielder catches the ball three feet above the ground. How far has the ball
traveled horizontally when the outfielder catches it?

Chapter 9 8 Glencoe Algebra 1

 NAME DATE PERIOD

9-1 Word Problem Practice

Graphing Quadratic Functions
1. OLYMPICS Olympics were held in 4. SOFTBALL Olympic softball gold
1896 and have been held every four years medalist Michele Smith pitches a
except 1916, 1940, and 1944. The curveball with a speed of 64 feet per
winning height y in men’s pole second. If she throws the ball straight
vault at any number Olympiad x can upward at this speed, the ball’s height
be approximated by the equation h in feet after t seconds is given by
y = 0.37x2 + 4.3x + 126. Complete the h = -16t2 + 64t. Find the coordinates of
table to estimate the pole vault heights the vertex of the graph of the ball’s
in each of the Olympic Games. Round height and interpret its meaning.

Lesson 9-1
your answers to the nearest tenth.

Olympiad Height
Year
(x) (y inches)
1896 1

1900 2 5. GEOMETRY Teddy is building the

rectangular deck shown below.
1924 7
x+6
1936 10

1964 15 x-2
2008 26

Source: National Security Agency

a. Write an equation representing the
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

area of the deck y.

2. PHYSICS Mrs. Capwell’s physics class

investigates what happens when a ball is
given an initial push, rolls up, and then
back down an inclined plane. The class
finds that y = -x2 + 6x accurately b. What is the equation of the axis of
predicts the ball’s position y after rolling symmetry?
x seconds. On the graph of the equation,
what would be the y value when x = 4?

c. Graph the equation and label its

vertex.
y
3. ARCHITECTURE A hotel’s main x
-5 -4-3-2 O 1
entrance is in the shape of a parabolic
-4
arch. The equation y = -x2 + 10x models -6
the arch height y for any distance x from -8
one side of the arch. Use a graph to -10
-12
determine its maximum height. -14
-16

Chapter 9 9 Glencoe Algebra 1

NAME DATE PERIOD

9-1 Enrichment
Graphing Cubic Functions
A cubic function is a polynomial written in the form of f(x) = ax3 + bx2 + cx + n,
where a ≠ 0. Cubic functions do not have absolute minimum and maximum values like
quadratic functions do, but they can have a local minimum and a local maximum point.

f (x)

Parent Function: f(x) = x3

Domain: {all real numbers} 0 x
Range: {all real numbers}

Example Use a table of values to graph y = x3 + 3x2 - 1. Then use the graph
to estimate the locations of the local minimum and local maximum points.

x –3 –2 –1 0 1 y
y –1 2 1 –1 2 (-2, 2)

Graph the ordered pairs, and connect them to create a smooth curve.
The end behavior of the “S” shaped curve shows that as x increases, x
y increases, and as x decreases, y decreases. (0, -1)

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

The local minimum is located at (0, –1). The local maximum is
located at (–2, 2).

Exercises
Use a table of values to graph each equation. Then use the graph to estimate the
locations of the local minimum and local maximum points.

1. y = 0.5x3 + x2 - 1 2. y = -2x3 - 3x2 - 1 3. y = x3 + 3x2 + x - 4

y y y

0 x 0 x 0 x

Chapter 9 10 Glencoe Algebra 1

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9-2 Study Guide and Intervention

Solving Quadratic Equations by Graphing
Solve by Graphing
Quadratic Equation an equation of the form ax2 + bx + c = 0, where a ≠ 0

The solutions of a quadratic equation are called the roots of the equation. The roots of
a quadratic equation can be found by graphing the related quadratic function
f(x) = ax2 + bx + c and finding the x-intercepts or zeros of the function.

Example 1 Solve x2 + 4x + 3 = 0 by Example 2 Solve x2 - 6x + 9 = 0 by

graphing. graphing.
Graph the related function f(x) = x2 + 4x + 3. Graph the related function f(x) = x2 - 6x + 9.
The equation of the axis of symmetry is The equation of the axis of symmetry is
4 6
x = - − or -2. The vertex is at (-2, -1). x=− or 3. The vertex is at (3, 0). Graph
2(1) 2(1)
the vertex and several other points on either
Graph the vertex and several other points on
side of the axis of symmetry.

Lesson 9-2
either side of the axis of symmetry.
f(x)
f(x)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

O x
O x

To solve x2 + 4x + 3 = 0, you need to know To solve x2 - 6x + 9 = 0, you need to know

where f(x) = 0. This occurs at the where f(x) = 0. The vertex of the parabola is
x-intercepts, -3 and -1. the x-intercept. Thus, the only solution is 3.
The solutions are -3 and -1.

Exercises
Solve each equation by graphing.

1. x2 + 7x + 12 = 0 2. x2 - x - 12 = 0 3. x2 - 4x + 5 = 0
f(x) f(x) f(x)
4

-8 -4 O 4 8x
-4

-8

O x O x
-12

Chapter 9 11 Glencoe Algebra 1

NAME DATE PERIOD

9-2 Study Guide and Intervention (continued)

Solving Quadratic Equations by Graphing

Estimate Solutions The roots of a quadratic equation may not be integers. If exact
roots cannot be found, they can be estimated by finding the consecutive integers between
which the roots lie.

Example Solve x2 + 6x + 6 = 0 by graphing. If integral roots cannot be found,

estimate the roots by stating the consecutive integers between which the roots lie.

Graph the related function f(x) = x2 + 6x + 6.

f(x)
x f(x) Notice that the value of the function changes
-5 1 from negative to positive between the x-values
of -5 and -4 and between -2 and -1.
-4 -2
O x
-3 -3
-2 -2
-1 1

The x-intercepts of the graph are between -5 and -4 and between -2 and -1.
So one root is between -5 and -4, and the other root is between -2 and -1.

Exercises
Solve each equation by graphing. If integral roots cannot be found, estimate the
roots to the nearest tenth.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. x2 + 7x + 9 = 0 2. x2 - x - 4 = 0 3. x2 - 4x + 6 = 0
f (x) f(x) f(x)

O x
O x

O x

4. x2 - 4x - 1 = 0 5. 4x2 - 12x + 3 = 0 6. x2 - 2x - 4 = 0
f (x) f(x) f(x)

O x
O x O x

Chapter 9 12 Glencoe Algebra 1

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9-2 Skills Practice

Solving Quadratic Equations by Graphing
Solve each equation by graphing.

1. x2 - 2x + 3 = 0 2. c2 + 6c + 8 = 0
f (x) f (c)

O c
O x

3. a2 - 2a = -1 4. n2 - 7n = -10
f (a) f (n)

Lesson 9-2
O n

O a

Solve each equation by graphing. If integral roots cannot be found,

estimate the roots to the nearest tenth.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. p2 + 4p + 2 = 0 6. x2 + x - 3 = 0
f (p) f (x)

O x

O p

7. d2 + 6d = -3 8. h2 + 1 = 4h
f(d) f (h)

O d

O h

Chapter 9 13 Glencoe Algebra 1

NAME DATE PERIOD

9-2 Practice
Solving Quadratic Equations by Graphing
Solve each equation by graphing.

1. x2 - 5x + 6 = 0 2. w2 + 6w + 9 = 0 3. b2 - 3b + 4 = 0
f(x) f(w) f(b)

O x O w O b

Solve each equation by graphing. If integral roots cannot be found, estimate the
roots to the nearest tenth.

4. p2 + 4p = 3 5. 2m2 + 5 = 10m 6. 2v2 + 8v = -7

f(p) f (m) f(v)

O p O m

O v

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. NUMBER THEORY Two numbers have a sum of 2 f(n)
and a product of -8. The quadratic equation
-n2 + 2n + 8 = 0 can be used to determine
the two numbers.

a. Graph the related function f(n) = -n2 + 2n + 8 and

determine its x-intercepts.

b. What are the two numbers? O n

8. DESIGN A footbridge is suspended from a parabolic

1 2 h (x)
support. The function h(x) = - −x + 9 represents 12
25
the height in feet of the support above the walkway,
6
where x = 0 represents the midpoint of the bridge.
-12 -6 O 6 12 x
a. Graph the function and determine its x-intercepts.
-6

-12
b. What is the length of the walkway between the two
supports?

Chapter 9 14 Glencoe Algebra 1

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9-2 Word Problem Practice

Solving Quadratic Equations by Graphing
1. FARMING In order for Mr. Moore to 4. WRAPPING PAPER Can a rectangular
decide how much fertilizer to apply to his piece of wrapping paper with an area of
corn crop this year, he reviews records 81 square inches have a perimeter of
from previous years. His crop yield y 60 inches? (Hint: Let length = 30 – w.)
depends on the amount of fertilizer he Explain.
applies to his fields x according to the
equation y = -x2 + 4x + 12. Graph the
function, and find the point at which
Mr. Moore gets the highest yield possible.
y
16
5. ENGINEERING The shape of a satellite
14
12 dish is often parabolic because of the
10 reflective qualities of parabolas. Suppose
8 a particular satellite dish is modeled by
6
4 the following equation.
2 0.5x2 = 2 + y
O 1 2 3 4 5 x

Lesson 9-2
a. Approximate the zeros of this function
by graphing.
2. LIGHT Ayzha and Jeremy hold a
flashlight so that the light falls on a y
piece of graph paper in the shape of a 4
3
parabola. Ayzha and Jeremy sketch the 2
shape of the parabola and find that the 1
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

equation y = x2 - 3x - 10 matches the -4-3-2 O 1 2 3 4x

shape of the light beam. Determine the -2
zeros of the function. -3
-4
3. FRAMING A rectangular photograph is
7 inches long and 6 inches wide. The
b. On the coordinate plane above,
photograph is framed using a material
translate the parabola so that there is
that is x inches wide. If the area of the
only one zero. Label this curve A.
frame and photograph combined is
156 square inches, what is the width of
the framing material?
c. Translate the parabola so that there
are no zeros. Label this curve B.
x

7 in. x

Photograph 6 in.

Frame

Chapter 9 15 Glencoe Algebra 1

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9-2 Enrichment

Parabolas Through Three Given Points

If you know two points on a straight line, you can find the equation of
the line. To find the equation of a parabola, you need three points on
the curve.
Here is how to approximate an equation of the parabola through the
points (0, -2), (3, 0), and (5, 2).
Use the general equation y = ax2 + bx + c. By substituting the given
values for x and y, you get three equations.
(0, -2): -2 = c
(3, 0): 0 = 9a + 3b + c
(5, 2): 2 = 25a + 5b + c

First, substitute -2 for c in the second and third equations.

Then solve those two equations as you would any system of two equations.
Multiply the second equation by 5 and the third equation by -3.
0 = 9a + 3b - 2 Multiply by 5. 0 = 45a + 15b - 10
2 = 25a + 5b - 2 Multiply by -3. -6 = -75a - 15b + 6
-6 = -30a - 4
1
a= −
1 15
To find b, substitute − for a in either the second or third equation.
15

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1
0=9 − ( 15 )
+ 3b - 2
7
b=−
15
The equation of a parabola through the three points is
1 2 7
y=−x +− x - 2.
15 15
Find the equation of a parabola through each set of three points.

1. (1, 5), (0, 6), (2, 3) 2. (-5, 0), (0, 0), (8, 100)

3. (4, -4), (0, 1), (3, -2) 4. (1, 3), (6, 0), (0, 0)

5. (2, 2), (5, -3), (0, -1) 6. (0, 4), (4, 0), (-4, 4)

Chapter 9 16 Glencoe Algebra 1

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9-3 Study Guide and Intervention

Transformations of Quadratic Functions
Translations A translation is a change in the position of a figure either up, down,
left, right, or diagonal. Adding or subtracting constants in the equations of functions
translates the graphs of the functions.

The graph of g(x) = x2 + k translates the graph of f(x) = x2 vertically.

If k > 0, the graph of f(x) = x2 is translated k units up.
If k < 0, the graph of f(x) = x2 is translated |k| units down.

The graph of g(x) = (x - h) 2 is the graph of f(x) = x 2 translated horizontally.

If h > 0, the graph of f(x) = x 2 is translated h units to the right.
If h < 0, the graph of f(x) = x 2 is translated |h| units to the left.

Example Describe how the graph of each function is related to the graph of
f(x) = x2.
a. g(x) = x2 + 4 b. g(x) = (x + 3) 2

Lesson 9-3
The value of k is 4, and 4 > 0. Therefore, The value of h is –3, and –3 < 0. Thus, the
the graph of g(x) = x2 + 4 is a translation graph of g(x) = (x + 3) 2 is a translation of
of the graph of f(x) = x2 up 4 units. the graph of f(x) = x2 to the left 3 units.
y

g(x)
g(x) f(x)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

O x
f(x)

0 x

Exercises
Describe how the graph of each function is related to the graph of f(x) = x2.

1. g(x) = x2 + 1 2. g(x) = (x – 6) 2 3. g(x) = (x + 1) 2

1
4. g(x) = 20 + x2 5. g(x) = (–2 + x) 2 6. g(x) = - − + x2
2

8
7. g(x) = x2 + − 8. g(x) = x2 – 0.3 9. g(x) = (x + 4) 2
9

Chapter 9 17 Glencoe Algebra 1

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9-3 Study Guide and Intervention (continued)

Transformations of Quadratic Functions

Dilations and Reflections A dilation is a transformation that makes the graph
narrower or wider than the parent graph. A reflection flips a figure over the x- or y-axis.

a >1
The graph of f(x) = ax2 stretches or compresses the graph of f(x) = x2. a =1

If |a| > 1, the graph of f(x) = x2 is stretched vertically.

If 0 < |a| < 1, the graph of f(x) = x2 is compressed vertically.
0<a <1
0 x

The graph of the function –f(x) flips the graph of f(x) = x2 across the x-axis.
f(x) = x 2
The graph of the function f(–x) flips the graph of f(x) = x2 across the y-axis. O x
f(x) = -x 2

Example Describe how the graph of each function is related to the graph of
f(x) = x2.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1 2
a. g(x) = 2x2 b. g(x) = - − x -3
2
The function can be written as f(x) = ax2 The negative sign causes a reflection
where a = 2. Because |a| > 1, the graph of across the x-axis. Then a dilation occurs
y = 2x2 is the graph y 1 y
in which a = − and
of y = x2 that is 2
stretched vertically. a translation in which f(x)
k = –3. So the graph
1 2
f(x) = 2x 2
of g(x) = - − x -3 O x
2
f(x) = x2 is reflected across the
O x x-axis, dilated wider g(x)
than the graph of
f(x) = x2, and translated
down 3 units.
Exercises
Describe how the graph of each function is related to the graph of f(x) = x2.
1 2
1. g(x) = -5x2 2. g(x) = -(x + 1) 2 3. g(x) = - −x -1
4

Chapter 9 18 Glencoe Algebra 1

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9-3 Skills Practice

Transformations of Quadratic Functions
Describe how the graph of each function is related to the graph of f(x) = x2.

1. g(x) = x2 + 2 2. g(x) = (x - 1) 2 3. g(x) = x2 - 8

1 2
4. g(x) = 7x2 5. g(x) = − x 6. g(x) = -6x2
5

1 2
7. g(x) = -x2 + 3 8. g(x) = 5 - − x 9. g(x) = 4(x - 1) 2
2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Match each equation to its graph.

Lesson 9-3
10. y = 2x2 - 2 A. y C. y

1 2
11. y = − x -2 0 x 0 x
2

1 2
12. y = - − x +2
2

B. y D. y
13. y = -2x2 + 2

0 x 0 x

Chapter 9 19 Glencoe Algebra 1

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9-3 Practice
Transformations of Quadratic Functions
Describe how the graph of each function is related to the graph of f(x) = x2.
2
1. g(x) = (10 + x)2 2. g(x) = - − + x2 3. g(x) = 9 - x2
5

3 2 1
4. g(x) = 2x2 + 2 5. g(x) = - − x -− 6. g(x) = -3(x + 4)2
4 2

Match each equation to its graph.

A. y B. y C. y

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

0 x 0 x 0 x

1 2
7. y = -3x2 - 1 8. y = −x -1 9. y = 3x2 + 1
3

List the functions in order from the most vertically stretched to the least
vertically stretched graph.
1 2 1 2 1 2
10. f(x) = 3x2, g(x) = − x , h(x) = -2x2 11. f(x) = − x , g(x) = - − x , h(x) = 4x2
2 2 6

12. PARACHUTING Two parachutists jump at the same time from two different planes as
part of an aerial show. The height h1 of the first parachutist in feet after t seconds is
modeled by the function h1 = -16t2 + 5000. The height h2 of the second parachutist in
feet after t seconds is modeled by the function h2 = -16t2 + 4000.
a. What is the parent function of the two functions given?
b. Describe the transformations needed to obtain the graph of h1 from the parent
function.

c. Which parachutist will reach the ground first?

Chapter 9 20 Glencoe Algebra 1

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9-3 Word Problem Practice

Transformations of Quadratic Functions
1. SPRINGS The potential energy stored in 4. ACCELERATION The distance d in feet
1 2 a car accelerating at 6 ft/s2 travels after
a spring is given by U s = − kx where k is
2 t seconds is modeled by the function
a constant known as the spring constant, d = 3t2. Suppose that at the same time
and x is the distance the spring is the first car begins accelerating, a second
stretched or compressed from its initial car begins accelerating at 4 ft/s2 exactly
position. How is the graph of the function 100 feet down the road from the first car.
for a spring where k = 2 newtons/meter The distance traveled by second car is
related to the graph of the function for a modeled by the function d = 2t2 + 100.
spring where k = 10 newtons/meter?
a. Graph and label each function on the
same coordinate plane.
800
2. BLUEPRINTS The bottom left corner of a 700
rectangular park is located at (–3, 5) on a 600

Distance (ft)
500
construction blueprint. The park is
400
8 units long and has an area of 48 units2
300
on the blueprint. Suppose the park is 200
translated on the blueprint so that the 100
top right corner is now located at the 0
origin. Describe the translation of the 2 4 6 8 10 12 14 16

graph. Time (s)

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

b. Explain how each graph is related to

the graph of d = t2.

Lesson 9-3
3. PHYSICS A ball is dropped from a height
of 20 feet. The function h = -16t2 + 20
models the height of the ball in feet after
t seconds. Graph the function and
compare this graph to the graph of its
parent function.
c. After how many seconds will the first
24
21
car pass the second car?
18
Height (ft)

15
12
9
6
3
0
0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6
Time (s)

Chapter 9 21 Glencoe Algebra 1

NAME DATE PERIOD

9-3 Enrichment
Graphing Polynomial Functions
A polynomial function is a continuous function that can be described by a polynomial
equation in one variable.

Polynomial Function
If n is a nonnegative integer, a0, a1, a2, … , an - 1, an are real numbers,
and an ≠ 0, then
f(x) = anxn + an - 1xn - 1 + … + a2x2 + a1x + a0
is a polynomial function of degree n.
Notice that a quadratic function is a polynomial function of degree 2.

Example Create a table of values and a graph for y = x3 + 2x2 - x. Then

describe its end behavior.
Create a table of values, and graph the ordered pairs. Connect the points with a smooth
curve. Find and plot additional points to better approximate the curve’s shape.
y
x x3 + 2x2 – x y As you move
(−1, 2) right, the graph
-4 3
(-4) + 2(-4) - (-4) -28 2 (1, 2) goes up.
(−2, 2)
-3 (-3)3 + 2(-3)2 - (-3) -6 As x
decreases, O (0, 0) x
3 2
-2 (-2) + 2(-2) - (-2) 2 y decreases As you move
-1 (-1)3 + 2(-1)2 - (-1) 2 left, the graph

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

goes down.
0 (0)3 + 2(0)2 - 0 0 As x
1 3
1 + 2(1) - 1 2
2 increases,
From the table and the graph we
2 3
2 + 2(2) - 2 2
14 y increases.
see that as x decreases, y decreases
3 33 + 2(3)2 - 3 42 and as x increases, y increases.

Exercises
Create a table of values and a graph for each function. Then describe its end
behavior.
1. f(x) = x3 + 3x2 - 1 2. f(x) = -2x5 + 4x3 3. f(x) = 2x4 - 4x3 + 3x

x f(x) f(x) x f(x) f(x) x f(x) f(x)

8 8 8
-4 -2 -2
4 4 4
-3 -1 -1
-2 -0.5 4x -0.5
−4 −2 O 2 4x −4 −2 O 2 −4 −2 O 2 4x
-1 0 −4 0 −4
−4
0 0.5 0.5
−8 −8 −8
1 1 1
2 2

Chapter 9 22 Glencoe Algebra 1

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9-4 Study Guide and Intervention

Solving Quadratic Equations by Completing the Square
Complete the Square Perfect square trinomials can be solved quickly by taking the
square root of both sides of the equation. A quadratic equation that is not in perfect square
form can be made into a perfect square by a method called completing the square.

Completing the Square

To complete the square for any quadratic equation of the form x2 + bx:
Step 1 Find one-half of b, the coefficient of x.
Step 2 Square the result in Step 1.
Step 3 Add the result of Step 2 to x2 + bx.
b 2 2
(2) (
x2 + bx + − b
= x+−
2 )

Example Find the value of c that makes x2 + 2x + c a perfect

square trinomial.

1 2
Step 1 Find − of 2. −
2
=1
2
Step 2 Square the result of Step 1. 12 = 1

Step 3 Add the result of Step 2 to x2 + 2x. x2 + 2x + 1

Thus, c = 1. Notice that x2 + 2x + 1 equals (x + 1)2.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Exercises
Find the value of c that makes each trinomial a perfect square.

1. x2 + 10x + c 2. x2 + 14x + c

3. x2 - 4x + c 4. x2 - 8x + c

Lesson X-4
9-4
5. x2 + 5x + c 6. x2 + 9x + c

7. x2 - 3x + c 8. x2 - 15x + c

9. x2 + 28x + c 10. x2 + 22x + c

Chapter 9 23 Glencoe Algebra 1

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9-4 Study Guide and Intervention (continued)

Solving Quadratic Equations by Completing the Square

Solve by Completing the Square Since few quadratic expressions are perfect
square trinomials, the method of completing the square can be used to solve some
quadratic equations. Use the following steps to complete the square for a quadratic
expression of the form ax2 + bx.
b
Step 1 Find − .
2
b 2
Step 2 (2)
Find − .

b 2
Step 3 Add −
2 ()
to ax2 + bx.

Example Solve x2 + 6x + 3 = 10 by completing the square.

x2 + 6x + 3 = 10 Original equation

x2 + 6x + 3 - 3 = 10 - 3 Subtract 3 from each side.

x2 + 6x = 7 Simplify.
2
x2 + 6x + 9 = 7 + 9 (2)
6
Since − = 9, add 9 to each side.

(x + 3)2 = 16 Factor x2 + 6x + 9.

x + 3 = ±4 Take the square root of each side.

x = -3 ± 4 Simplify.

x = -3 + 4 or x = -3 - 4
=1 = -7
The solution set is {-7, 1}.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Exercises
Solve each equation by completing the square. Round to the nearest tenth if
necessary.

1. x2 - 4x + 3 = 0 2. x2 + 10x = -9 3. x2 - 8x - 9 = 0

4. x2 - 6x = 16 5. x2 - 4x - 5 = 0 6. x2 - 12x = 9

7. x2 + 8x = 20 8. x2 = 2x + 1 9. x2 + 20x + 11 = -8

10. x2 - 1 = 5x 11. x2 = 22x + 23 12. x2 - 8x = -7

13. x2 + 10x = 24 14. x2 - 18x = 19 15. x2 + 16x = -16

16. 4x2 = 24 + 4x 17. 2x2 + 4x + 2 = 8 18. 4x2 = 40x + 44

Chapter 9 24 Glencoe Algebra 1

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9-4 Skills Practice

Solving Quadratic Equations by Completing the Square
Find the value of c that makes each trinomial a perfect square.

1. x2 + 6x + c 2. x2 + 4x + c

3. x2 - 14x + c 4. x2 - 2x + c

5. x2 - 18x + c 6. x2 + 20x + c

7. x2 + 5x + c 8. x2 - 70x + c

9. x2 - 11x + c 10. x2 + 9x + c

Solve each equation by completing the square. Round to the nearest

tenth if necessary.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

11. x2 + 4x - 12 = 0 12. x2 - 8x + 15 = 0

13. x2 + 6x = 7 14. x2 - 2x = 15

15. x2 - 14x + 30 = 6 16. x2 + 12x + 21 = 10

Lesson 9-4
17. x2 - 4x + 1 = 0 18. x2 - 6x + 4 = 0

19. x2 - 8x + 10 = 0 20. x2 - 2x = 5

21. 2x2 + 20x = -2 22. 0.5x2 + 8x = -7

Chapter 9 25 Glencoe Algebra 1

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9-4 Practice
Solving Quadratic Equations by Completing the Square
Find the value of c that makes each trinomial a perfect square.

1. x2 - 24x + c 2. x2 + 28x + c 3. x2 + 40x + c

4. x2 + 3x + c 5. x2 - 9x + c 6. x2 - x + c

Solve each equation by completing the square. Round to the nearest tenth if
necessary.

7. x2 - 14x + 24 = 0 8. x2 + 12x = 13 9. x2 - 30x + 56 = -25

10. x2 + 8x + 9 = 0 11. x2 - 10x + 6 = -7 12. x2 + 18x + 50 = 9

13. 3x2 + 15x - 3 = 0 14. 4x2 - 72 = 24x 15. 0.9x2 + 5.4x - 4 = 0

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1 2 1 2
16. 0.4x2 + 0.8x = 0.2 17. − x - x - 10 = 0 18. − x +x-2=0
2 4

19. NUMBER THEORY The product of two consecutive even integers is 728. Find
the integers.

20. BUSINESS Jaime owns a business making decorative boxes to store jewelry, mementos,
and other valuables. The function y = x2 + 50x + 1800 models the profit y that Jaime
has made in month x for the first two years of his business.

a. Write an equation representing the month in which Jaime’s profit is $2400.

b.Use completing the square to find out in which month Jaime’s profit is $2400.

21. PHYSICS From a height of 256 feet above a lake on a cliff, Mikaela throws a rock out
over the lake. The height H of the rock t seconds after Mikaela throws it is represented
by the equation H = -16t2 + 32t + 256. To the nearest tenth of a second, how long does
it take the rock to reach the lake below? (Hint: Replace H with 0.)

Chapter 9 26 Glencoe Algebra 1

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9-4 Word Problem Practice

Solving Quadratic Equations by Completing the Square
1. INTERIOR DESIGN Modular carpeting is 4. FROGS A frog sitting on a stump 3 feet
installed in small pieces rather than as a high hops off and lands on the ground.
large roll so that only a few pieces need During its leap, its height h in feet is
to be replaced if a small area is damaged. given by h = -0.5d2 + 2d + 3, where d is
Suppose the room shown in the diagram the distance from the base of the stump.
below is being fitted with modular How far is the frog from the base of the
carpeting. Complete the square to stump when it landed on the ground?
determine the number of 1 foot by 1 foot
squares of carpeting needed to finish the
room. Fill in the missing terms in the
corresponding equation below.
5. GARDENING Peg is planning a
2
x x x x x x rectangular vegetable garden using
x
200 feet of fencing material. She only
x needs to fence three sides of the garden
x since one side borders an existing fence.
x
x

x2 + 10x + _____ = (x + _____)2

x

2. FALLING OBJECTS Keisha throws a

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

rock down an old well. The distance

d in feet the rock falls after t seconds
can be represented by d = 16t2 + 64t. If a. Let x = the width of the rectangle. Write
the water in the well is 80 feet below an equation to represent the area A of
ground, how many seconds will it take the garden if Peg uses all the fencing
for the rock to hit the water? material.

Lesson 9-4
3. MARS On Mars, the gravity acting on
an object is less than that on Earth. On b. For what widths would the area of Peg’s
Earth, a golf ball hit with an initial garden equal 4800 square feet if she uses
upward velocity of 26 meters per second all the fencing material?
will hit the ground in about 5.4 seconds.
The height h of an object on Mars that
leaves the ground with an initial velocity
of 26 meters per second is given by the
equation h = -1.9t2 + 26t. How much
longer will it take for the golf ball hit on
Mars to reach the ground? Round your
answer to the nearest tenth.

Chapter 9 27 Glencoe Algebra 1

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9-4 Enrichment
Factoring Quartic Polynomials
Completing the square is a useful tool for factoring quadratic expressions. You can utilize a
similar technique to factor simple quartic polynomials of the form x4 + c.

Example Factor the quartic polynomial x4 + 64.

Step 1 Find the value of the middle term needed to complete the square.
64 )(x2), or 16x2.
This value is (2 √
Step 2 Rewrite the original polynomial in factorable form.

2) )
(x + 16x + (−
2
4 2 16 2
- 16x
Step 3 Factor the polynomials. (x2 + 8) 2 - (4x)2
Step 4 Rewrite using the difference of two squares.
(x2 + 8 + 4x)(x2 + 8 - 4x)
The factored form of x2 + 64 is (x2 + 4x + 8)(x2 - 4x + 8). This could then be factored
further, if needed, to find the solutions to a quartic equation.

Exercises
Factor each quartic polynomial.

1. x4 + 4 2. x4 + 324

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. x4 + 2500 4. x4 + 9604

5. x4 + 1024 6. x4 + 5184

7. x4 + 484 8. x4 + 9

9. x4 + 144 10. x8 + 16,384

11. Factor x4 + c to come up with a general rule for factoring quartic polynomials.

Chapter 9 28 Glencoe Algebra 1

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9-5 Study Guide and Intervention

Solving Quadratic Equations by Using the Quadratic Formula
Quadratic Formula To solve the standard form of the quadratic equation,
ax 2 + bx + c = 0, use the Quadratic Formula.

-b ± √b
2
- 4ac
Quadratic Formula The solutions of ax 2 + bx + c = 0, where a ≠ 0, are given by x = − .
2a

Example 1 Solve x2 + 2x = 3 by Example 2 Solve x2 - 6x - 2 = 0 by

using the Quadratic Formula. using the Quadratic Formula. Round to
the nearest tenth if necessary.
Rewrite the equation in standard form.
x2 + 2x = 3 Original equation For this equation a = 1, b = -6, and c = -2.
2
x + 2x - 3 = 3 - 3 Subtract 3 from each side. -b ± √
b 2 - 4ac
x= −
2
x + 2x - 3 = 0 Simplify. 2a
Now let a = 1, b = 2, and c = -3 in the 6 ± √
(-6) 2 - 4(1)(-2)
= −−
Quadratic Formula. 2(1)

-b ± √
b2 - 4ac 6 + √
44
x= − = −
2a 2

-2 ± √
(2)2 - 4(1)(-3) 6 + √
44 6 - √
44
= −− x = − or x = −
2(1) 2 2
x ≈ 6.3 ≈ -0.3
-2 ± √16

=− The solution set is {-0.3, 6.3}.
2
-2 + 4 -2 - 4
x = − or x= −
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2 2
=1 = -3
The solution set is {-3, 1}.

Exercises
Solve each equation by using the Quadratic Formula. Round to the
nearest tenth if necessary.

1. x2 - 3x + 2 = 0 2. x2 - 8x = -16

3. 16x2 - 8x = -1 4. x2 + 5x = 6

5. 3x2 + 2x = 8 6. 8x2 - 8x - 5 = 0

7. -4x2 + 19x = 21 8. 2x2 + 6x = 5

Lesson 9-5

9. 48x2 + 22x - 15 = 0 10. 8x2 - 4x = 24

11. 2x2 + 5x = 8 12. 8x2 + 9x - 4 = 0

13. 2x2 + 9x + 4 = 0 14. 8x2 + 17x + 2 = 0

Chapter 9 29 Glencoe Algebra 1

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9-5 Study Guide and Intervention (continued)

Solving Quadratic Equations by Using the Quadratic Formula

-b ± √
b 2 - 4ac
The Discriminant In the Quadratic Formula, x = − , the expression
2a
under the radical sign, b2 - 4ac, is called the discriminant. The discriminant can be used
to determine the number of real solutions for a quadratic equation.

Case 1: b2 - 4ac < 0 no real solutions

Case 2: b2 - 4ac = 0 one real solution

Case 3: b2 - 4ac > 0 two real solutions

Example State the value of the discriminant for each equation. Then
determine the number of real solutions of the equation.
a. 12x2 + 5x = 4 b. 2x2 + 3x = -4
Write the equation in standard form. 2x2 + 3x = -4 Original equation
12x2 + 5x = 4 Original equation 2x2 + 3x + 4 = -4 + 4 Add 4 to each side.
2
12x + 5x - 4 = 4 - 4 Subtract 4 from each side. 2x2 + 3x + 4 = 0 Simplify.
2
12x + 5x - 4 = 0 Simplify.
Find the discriminant.
Now find the discriminant. b2 - 4ac = (3)2 - 4(2)(4)
b2 - 4ac = (5)2 - 4(12)(-4) = -23
= 217
Since the discriminant is negative, the

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Since the discriminant is positive, the equation has no real solutions.
equation has two real solutions.

Exercises
State the value of the discriminant for each equation. Then determine the number
of real solutions of the equation.

1. 3x2 + 2x - 3 = 0 2. 3x2 - 7x - 8 = 0 3. 2x2 - 10x - 9 = 0

4. 4x2 = x + 4 5. 3x2 - 13x = 10 6. 6x2 - 10x + 10 = 0

7. 2x2 - 20 = -x 8. 6x2 = -11x - 40 9. 9 - 18x + 9x2 = 0

10. 12x2 + 9 = -6x 11. 9x2 = 81 12. 16x2 + 16x + 4 = 0

13. 8x2 + 9x = 2 14. 4x2 - 4x + 4 = 3 15. 3x2 - 18x = - 14

Chapter 9 30 Glencoe Algebra 1

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9-5 Skills Practice

Solving Quadratic Equations by Using the Quadratic Formula
Solve each equation by using the Quadratic Formula. Round to the nearest tenth
if necessary.
1. x2 - 49 = 0 2. x2 - x - 20 = 0

3. x2 - 5x - 36 = 0 4. x2 + 11x + 30 = 0

5. x2 - 7x = -3 6. x2 + 4x = -1

7. x2 - 9x + 22 = 0 8. x2 + 6x + 3 = 0

9. 2x2 + 5x - 7 = 0 10. 2x2 - 3x = -1

11. 2x2 + 5x + 4 = 0 12. 2x2 + 7x = 9

13. 3x2 + 2x - 3 = 0 14. 3x2 - 7x - 6 = 0

State the value of the discriminant for each equation. Then determine the number
of real solutions of the equation.

15. x2 + 4x + 3 = 0 16. x2 + 2x + 1 = 0
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

17. x2 - 4x + 10 = 0 18. x2 - 6x + 7 = 0

19. x2 - 2x - 7 = 0 20. x2 - 10x + 25 = 0

21. 2x2 + 5x - 8 = 0 22. 2x2 + 6x + 12 = 0

Lesson 9-5

23. 2x2 - 4x + 10 = 0 24. 3x2 + 7x + 3 = 0

Chapter 9 31 Glencoe Algebra 1

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9-5 Practice
Solving Quadratic Equations by Using the Quadratic Formula
Solve each equation by using the Quadratic Formula. Round to the nearest tenth
if necessary.
1. x2 + 2x - 3 = 0 2. x2 + 8x + 7 = 0 3. x2 - 4x + 6 = 0

4. x2 - 6x + 7 = 0 5. 2x2 + 9x - 5 = 0 6. 2x2 + 12x + 10 = 0

7. 2x2 - 9x = -12 8. 2x2 - 5x = 12 9. 3x2 + x = 4

10. 3x2 - 1 = -8x 11. 4x2 + 7x = 15 12. 1.6x2 + 2x + 2.5 = 0

1 2 3 3 1
13. 4.5x2 + 4x - 1.5 = 0 14. − x + 2x + − =0 15. 3x2 - − x=−
2 2 4 2

State the value of the discriminant for each equation. Then determine the number
of real solutions of the equation.

16. x2 + 8x + 16 = 0 17. x2 + 3x + 12 = 0 18. 2x2 + 12x = -7

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

19. 2x2 + 15x = -30 20. 4x2 + 9 = 12x 21. 3x2 - 2x = 3.5

3 2 1 2
22. 2.5x2 + 3x - 0.5 = 0 23. − x - 3x = -4 24. − x = -x - 1
4 4

25. CONSTRUCTION A roofer tosses a piece of roofing tile from a roof onto the ground
30 feet below. He tosses the tile with an initial downward velocity of 10 feet per second.
a. Write an equation to find how long it takes the tile to hit the ground. Use the model for
vertical motion, H = -16t2 + vt + h, where H is the height of an object after t seconds,
v is the initial velocity, and h is the initial height. (Hint: Since the object is thrown
down, the initial velocity is negative.)
b. How long does it take the tile to hit the ground?

26. PHYSICS Lupe tosses a ball up to Quyen, waiting at a third-story window, with an
initial velocity of 30 feet per second. She releases the ball from a height of 6 feet. The
equation h = -16t2 + 30t + 6 represents the height h of the ball after t seconds. If the
ball must reach a height of 25 feet for Quyen to catch it, does the ball reach Quyen?
Explain. (Hint: Substitute 25 for h and use the discriminant.)

Chapter 9 32 Glencoe Algebra 1

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9-5 Word Problem Practice

Solving Quadratic Equations by Using the Quadratic Formula
1. BUSINESS Tanya runs a catering 4. CRAFTS Madelyn cut a 60-inch pipe
business. Based on her records, her cleaner into two unequal pieces, and then
weekly profit can be approximated by the she used each piece to make a square.
function f(x) = x2 + 2x - 37, where x is The sum of the areas of the squares was
the number of meals she caters. If f(x) is 117 square inches. Let x be the length of
negative, it means that the business has one piece. Write and solve an equation to
lost money. What is the least number of represent the situation and find the
meals that Tanya needs to cater in order lengths of the two original pieces.
to have a profit?

5. SITE DESIGN The town of Smallport

plans to build a new water treatment
plant on a rectangular piece of land
75 yards wide and 200 yards long. The
2. AERONAUTICS At liftoff, the space
buildings and facilities need to cover an
shuttle Discovery has a constant
area of 10,000 square yards. The town’s
acceleration of 16.4 feet per second
zoning board wants the site designer to
squared and an initial velocity of
allow as much room as possible between
1341 feet per second due to the rotation
each edge of the site and the buildings
of Earth. The distance Discovery has
and facilities. Let x represent the width
traveled t seconds after liftoff is given by
of the border.
the equation d(t) = 1341t + 8.2t2. How
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

long after liftoff has Discovery traveled 200 yd

40,000 feet? Round your answer to the
nearest tenth. x

x x
75 yd Buildings and Facilities

Border x

3. ARCHITECTURE
a. Use an equation similar to A =  × w
The Golden Ratio
to represent the situation.
appears in the
design of the Greek
Parthenon because b. Write the equation in standard
the width and quadratic form.
height of the façade are related by the
Lesson 9-5

W+H W
equation − = − . If the height of a c. What should be the width of the
W H
model of the Parthenon is 16 inches, border? Round your answer to the
what is its width? Round your answer to nearest tenth.
the nearest tenth.

Chapter 9 33 Glencoe Algebra 1

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9-5 Enrichment

Golden Rectangles
A golden rectangle has the property that its sides satisfy
the following proportion. b
a+b a
− a =− b
Two quadratic equations can be written from the proportion.
These are sometimes called golden quadratic equations. a

1. In the proportion, let a = 1. Use 2. Solve the equation in Exercise 1 for b.

cross-multiplication to write a
quadratic equation.

3. In the proportion, let b = 1. Write 4. Solve the equation in Exercise 3 for a.

a quadratic equation in a.

1 √ 1 √
5. Explain why − ( 5 + 1) and − ( 5 - 1) are called golden ratios.
2 2

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Another property of golden rectangles C
is that a square drawn inside a
golden rectangle creates another,
smaller golden rectangle.

In the design at the right, opposite

vertices of each square have been
connected with quarters of circles.

For example, the arc from point B to

point C is created by putting the
point of a compass at point A. The
radius of the arc is the length BA.
B A

6. On a separate sheet of paper, draw a larger version of the design. Start with a golden
rectangle with a long side of 10 inches.

Chapter 9 34 Glencoe Algebra 1

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9-6 Study Guide and Intervention

Analyzing Functions with Successive Differences and Ratios
Identify Functions Linear functions, quadratic Linear Function y = mx + b

Lesson 9-6
functions, and exponential functions can all be Quadratic Function y = ax2 + bx + c
used to model data. The general forms of the
equations are listed at the right. Exponential Function y = abx

You can also identify data as linear, quadratic, or exponential based on patterns of behavior
of their y-values.

Example 1 Graph the set of ordered Example 2 Look for a pattern in the
pairs {(–3, 2), (–2, –1), (–1, –2), (0, –1), table to determine which model best
(1, 2)}. Determine whether the ordered describes the data.
pairs represent a linear function, a x –2 –1 0 1 2
quadratic function, or an exponential
y 4 2 1 0.5 0.25
function.
y Start by comparing the first differences.
4 -2 2 -1 1 -0.5 0. 5 -0.25 0.25
The first differences are not all equal. The
table does not represent a linear function.
0 x Find the second differences and compare.
-2 + 1 -1 + 0.5 -0.5 + 0.25 -0.25
The table does not represent a quadratic
function. Find the ratios of the y-values.
The ordered pairs appear to represent a 4 × 0.5 2 × 0.5 1 × 0.5 0.5 × 0.5 0.25
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

quadratic function.
The ratios are equal. Therefore, the table
can be modeled by an exponential function.

Exercises
Graph each set of ordered pairs. Determine whether the ordered pairs represent
a linear function, a quadratic function, or an exponential function.

1. (0, –1), (1, 1), (2, 3), (3, 5) 2. (–3, –1), (–2, –4), (–1, –5), (0, –4), (1, –1)
y y

0 x

0 x

Look for a pattern in each table to determine which model best describes the data.

3. x –2 –1 0 1 2 4. x –2 –1 0 1 2
y 6 5 4 3 2 y 6.25 2.5 1 0.4 0.16

Chapter 9 35 Glencoe Algebra 1

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9-6 Study Guide and Intervention (continued)

Analyzing Functions with Successive Differences and Ratios
Write Equations Once you find the model that best describes the data, you can write
an equation for the function.
Linear Function y = mx + b

Basic Forms Quadratic Function y = ax2

Exponential Function y = abx

Example Determine which model best describes the data. Then write an
equation for the function that models the data.
x 0 1 2 3 4
y 3 6 12 24 48

Step 1 Determine whether the data is modeled by a linear, quadratic, or

exponential function.
First differences: 3 + 3 6 +6 12 + 12 24 + 24 48

Second differences: 3 +3 6 +6 12 + 12 24

y-value ratios: 3 ×2 6 ×2 12 ×2 24 ×2 48

The ratios of successive y-values are equal. Therefore, the table of

values can be modeled by an exponential function.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Step 2 Write an equation for the function that models the data. The
equation has the form y = abx. The y-value ratio is 2, so this is the
value of the base.
y = abx Equation for exponential function

3 = a(2)0 x = 0, y = 3, and b = 2

3=a Simplify.

An equation that models the data is y = 3 ․ 2 x. To check the results, you can verify that the
other ordered pairs satisfy the function.

Exercises
Look for a pattern in each table of values to determine which model best
describes the data. Then write an equation for the function that models the data.
1. x –2 –1 0 1 2
y 12 3 0 3 12

2. x –1 0 1 2 3
y –2 1 4 7 10

3. x –1 0 1 2 3
y 0.75 3 12 48 192

Chapter 9 36 Glencoe Algebra 1

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9-6 Skills Practice

Analyzing Functions with Successive Differences and Ratios
Graph each set of ordered pairs. Determine whether the ordered pairs represent

Lesson 9-6
a linear function, a quadratic function, or an exponential function.

1. (2, 3), (1, 1), (0, –1), (–1, –3), (–3, –5) 2. (–1, 0.5), (0, 1), (1, 2), (2, 4)
y y

O x
0 x

3. (–2, 4), (–1, 1), (0, 0), (1, 1), (2, 4) 4. (–3, 5), (–2, 2), (–1, 1), (0, 2), (1, 5)
y y

0 x 0 x
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Look for a pattern in each table of values to determine which model best
describes the data. Then write an equation for the function that models the data.

5. x –3 –2 –1 0 1 2
y 32 16 8 4 2 1

6. x –1 0 1 2 3
y 7 3 –1 –5 –9

7. x –3 –2 –1 0 1
y –27 –12 –3 0 –3

8. x 0 1 2 3 4
y 0.5 1.5 4.5 13.5 40.5

9. x –2 –1 0 1 2
y –8 –4 0 4 8

Chapter 9 37 Glencoe Algebra 1

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9-6 Practice
Analyzing Functions with Successive Differences and Ratios
Graph each set of ordered pairs. Determine whether the ordered pairs represent a
linear function, a quadratic function, or an exponential function.
1. (4, 0.5), (3, 1.5), (2, 2.5), (1, 3.5), (0, 4.5) ( 1
2. –1, −
9 ) ( 3)
1
, 0, − , (1, 1), (2, 3)
y y

0 x
O x

3. (–4, 4), (–2, 1), (0, 0), (2, 1), (4, 4) 4. (–4, 2), (–2, 1), (0, 0), (2, –1), (4, –2)
y y

0 x 0 x

Look for a pattern in each table of values to determine which model best

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

describes the data. Then write an equation for the function that models the data.

5. x –3 –1 1 3 5
y –5 –2 1 4 7

6. x –2 –1 0 1 2
y 0.02 0.2 2 20 200

7. x –1 0 1 2 3
y 6 0 6 24 54

8. x –2 –1 0 1 2
y 18 9 0 –9 –18

9. INSECTS The local zoo keeps track of the number of dragonflies breeding in their insect
exhibit each day.
Day 1 2 3 4 5
Dragonflies 9 18 36 72 144

a. Determine which function best models the data.

b. Write an equation for the function that models the data.

c. Use your equation to determine the number of dragonflies that will be breeding after
9 days.

Chapter 9 38 Glencoe Algebra 1

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9-6 Word Problem Practice

Analyzing Functions with Successive Differences and Ratios
1. WEATHER The San Mateo weather 3. BOATS The value of a boat typically

Lesson 9-6
station records the amount of rainfall depreciates over time. The table shows
since the beginning of a thunderstorm. the value of a boat over a period of time.
Data for a storm is recorded as a series
of ordered pairs shown below, where the Years 0 1 2 3 4
x value is the time in minutes since the
Boat
start of the storm, and the y value is the 8250 6930 5821.20 4889.81 4107.44
Value ($)
amount of rain in inches that has fallen
since the start of the storm.
Write an equation for the function that
(2, 0.3), (4, 0.6), (6, 0.9), (8, 1.2), (10, 1.5) models the data. Then use the equation
Graph the ordered pairs. Determine to determine how much the boat is worth
whether the ordered pairs represent a after 9 years.
linear function, a quadratic function, or
an exponential function.
4. NUCLEAR WASTE Radioactive material
1.6
slowly decays over time. The amount of
1.4
time needed for an amount of radioactive
Total Rainfall (in.)

1.2
1.0
material to decay to half its initial
0.8 quantity is known as its half-life.
0.6 Consider a 20-gram sample of a
0.4 radioactive isotope.
0.2
0 Half-Lives
2 4 6 8 10 12 0 1 2 3 4
Elapsed
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Time (min) Amount of Isotope

20 10 5 2.5 1.25
Remaining (grams)
2. INVESTING The value of a certain parcel
of land has been increasing in value ever a. Is radioactive decay a linear decay,
since it was purchased. The table shows quadratic decay, or an exponential
the value of the land parcel over time. decay?
Year Since b. Write an equation to determine how
0 1 2 3 4
Purchasing
many grams y of a radioactive isotope
Land Value will be remaining after x half-lives.
$1.05 $2.10 $4.20 $8.40 $16.80
(thousands $)

Look for a pattern in the table of values c. How many grams of the isotope will
to determine which model best describes remain after 11 half-lives?
the data. Then write an equation for the
function that models the data.
d. Plutonium-238 is one of the most
dangerous waste products of nuclear
power plants. If the half-life of
plutonium-238 is 87.7 years, how
long would it take for a 20-gram
sample of plutonium-238 to decay
to 0.078 gram?

Chapter 9 39 Glencoe Algebra 1

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9-6 Enrichment

Sierpinski Triangle
Sierpinski Triangle is an example of a fractal that changes exponentially. Start with an
equilateral triangle and find the midpoints of each side. Then connect the midpoints to
form a smaller triangle. Remove this smaller triangle from the larger one.

Repeat the process to create the next triangle in the sequence. Find the midpoints of
the sides of the three remaining triangles and connect them to form smaller triangles to
be removed.

figure 1 figure 2 figure 3

Cut out: 1 Cut out: 1 + 3 or 7
4 4 16 16
1 3 7 9
Area = 1 - 4 or 4 Area = 1 - 16 or 16

1. Find the next triangle in the sequence. How much has been cut out? What is the area of
the fourth figure in the sequence?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Make a conjecture as to what you need to multiply the previous amount cut by to find
the new amount cut.

3. Fill in the chart to represent the amount cut and the area remaining for each triangle in
the sequence.

Figure 1 2 3 4 5 6

0 1 7
Amount Cut − −
4 16

3 9
Area Remaining 1 − −
4 16

4. Write an equation to represent the area that is left in the nth triangle in the sequence.

5. If this process is continued, make a conjecture as to the remaining area.

Chapter 9 40 Glencoe Algebra 1

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9-7 Study Guide and Intervention

Special Functions
Step Functions The graph of a step function is a series of disjointed line segments.
Because each part of a step function is linear, this type of function is called a
piecewise-linear function.
One example of a step function is the greatest integer function, written as f(x) = x, where
f(x) is the greatest integer not greater than x.

Example Graph f(x) = x + 3.

Make a table of values using integer and noninteger values. On the graph, dots represent

Lesson 9-7
included points, and circles represent points that are excluded.
f (x)
x x+3 x + 3
–5 –2 –2
–3.5 –0.5 –1
–2 1 1 0 x

–0.5 2.5 2
1 4 4
2.5 5.5 5

Because the dots and circles overlap, the domain is all real numbers. The range is
all integers.

Exercises
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Graph each function. State the domain and range.

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

f (x) f(x) f(x)

O x O x O x

4. f (x) = x + 4 5. f (x) = x – 3 6. f (x) = 2x

f (x) f (x) f (x)

O x O x O x

Chapter 9 41 Glencoe Algebra 1

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9-7 Study Guide and Intervention (continued)

Special Functions
Absolute Value Functions Another type of piecewise-linear function is the absolute
value function. Recall that the absolute value of a number is always nonnegative. So in
the absolute value function, written as f (x) = |x|, all of the values of the range are
nonnegative.
The absolute value function is called a piecewise-defined function because it can be
written using two or more expressions.

Example 1 Graph f (x) = |x + 2|. Example 2 Graph

State the domain and range.
f (x) cannot be negative, so the minimum
f(x) = {
x + 1 if x > 1
3x if x ≤ 1
. State the domain

point is f (x) = 0. and range.

f (x) = |x + 2| Original function Graph the first expression. When x > 1,
0=x+2 Replace f(x) with 0. f (x) = x + 1. Since x ≠ 1, place an open
-2 = x Subtract 2 from each side. circle at (1, 2).
Make a table. Include values for x > -2 and Next, graph the second expression. When
x < -2. x ≤ 1, f(x) = 3x. Since x = 1, place a closed
circle at (1, 3).
x f(x) f (x)
f (x)
-5 3
-4 2
-3 1
0 x
-2 0 0 x

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

-1 1
0 2
1 3
2 4
The domain and range are both all real
The domain is all real numbers. The range is
numbers.
all real numbers greater than or equal to 0.

Exercises
Graph each function. State the domain and range.

1. f(x) = |x - 1| 2. f(x) = |-x + 2| 3. f(x) = { -xx-+24 ifif xx ≤> 11

f (x) f(x) y

0 x 0 x 0 x

Chapter 9 42 Glencoe Algebra 1

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9-7 Skills Practice

Special Functions
Graph each function. State the domain and range.

1. f (x) = x – 2 2. f (x) = 3x 3. f (x) = 2x

f (x) f(x) f (x)

0 x 0 x 0 x

Lesson 9-7
4. f (x) = |x| – 3 5. f(x) = |2x| 6. f(x) = |2x + 5|
f (x) f(x) f (x)

0 x 0 x 0 x
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. f(x) = {2x–x + 3 ifif xx >≤ 21 {

8. f(x) = x + 4 if x ≤ 1
0.25x + 1 if x > 1
9. f(x) = {
x+2
-0.5x + 1
if x < 0
if x ≥ 0

f(x) f(x) f (x)

0 x 0 x 0 x

Chapter 9 43 Glencoe Algebra 1

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9-7 Practice
Special Functions
Graph each function. State the domain and range.
1
1. f(x) = -2x + 1 2. f(x) = x + 3 - 2 3. f(x) = -|−
2
x| + 1
f (x) f(x)
f (x)

0 x 0 x
0 x

4. f(x) = |2x + 4| - 3 5. f(x) = {2x + 4 ifif xx ≤> -- 11 6. f(x) =

{
–2x + 3 if x > 0
1
−
2
x - 1 if x ≤ 0
f (x) f (x) f (x)

0 x 0 x 0 x

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Determine the domain and range of each function.
7. y 8. y 9. y

x
0 0 x 0 x

10. CELL PHONES Jacob’s cell phone service costs $5 each month 7.50
Monthly Bill ($)

plus $0.35 for each minute he uses. Every fraction of a minute 7

is rounded up to the next minute. 6.50
6
a. Draw a graph to represent the cost of using the cell phone.
5.50
b. What is Jacob’s monthly bill if he uses 124.8 minutes? 5
0
1 2 3 4 5 6
Minutes Used
Chapter 9 44 Glencoe Algebra 1
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9-7 Word Problem Practice

Special Functions
1. BABYSITTING Ariel charges $4 per 4. FUNDRAISING Students are selling
hour as a babysitter. She rounds every boxes of cookies at a fund-raiser. The
fraction of an hour up to the next boxes of cookies can only be ordered by
half-hour. Draw a graph to represent the case, with 12 boxes per case. Draw
Ariel’s total earnings y after x hours. a graph to represent the number of
y cases needed y when x boxes of cookies
30
Ariel’s Earnings ($)

are sold.
25
20 y
15 6

Lesson 9-7
Cases Needed
10 5
5 4
0 3
1 2 3 x
2
Hours Babysitting 1
2. SHIPPING A package delivery service 0
12 24 36 48 60 72 x
determines rates for express shipping by
Boxes Sold
the weight of a package, with every
fraction of a pound rounded up to the 5. WAGES Kelly earns $8 per hour the
next pound. The table shows the cost of first 8 hours she works in a day and
express shipping for packages between $11.50 per hour each hour thereafter.
1 and 9 pounds. Write a piecewise-linear
function representing the cost to ship a a. Organize the information into a table.
package between 1 and 9 pounds. State Include a column for hours worked x,
the domain and range. and a column for daily earnings f (x).
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Weight Rate
(pounds) (dollars)
1 17.40
2 19.30
b. Write the piecewise equation
3 22.40
describing Kelly’s daily earnings
4 25.50
f (x) for x hours.
5 28.60
6 31.70
7 34.80
8 37.90
9 41.00
3. DISEASE PREVENTION Body Mass c. Draw a graph to represent Kelly’s
Index (BMI) is used by doctors to daily earnings.
determine weight categories that may
f x
lead to health problems. According to the
144
Daily Earnings ($)

Centers for Disease Control and 120

Prevention, 21.7 is a healthy BMI for 96
adults. If the BMI differs from the 72
desired 21.7 by more than x, there may 48
be health risk involved. Write an 24
equation that can be used to find the 0
2 4 6 8 10 12 x
highest and lowest BMI for a healthy
Hours Worked
adult. Then solve if x = 3.2.

Chapter 9 45 Glencoe Algebra 1

NAME DATE PERIOD

9-7 Enrichment
Parametric Equations
A parametric equation is a pair of functions x = f (t) and y = g (t) that describe both the
x- and y-coordinates for the graph as a whole. Parametric functions allow the drawing of
many complex curves and figures.

Example Graph the parametric function given by x = t - 2 and

y = t + 1 for -2 ≤ t ≤ 2.

Step 1 Create a table of values for –2 ≤ t ≤ 2 by evaluating x and y for

each value of t.
y
t –2 –1 0 1 2
x –4 –3 –2 –1 0
y –1 0 1 2 3
0 x
Step 2 Plot the points.

Step 3 Draw a line to connect the points between –2 ≤ t ≤ 2.

Exercises
Graph each pair of parametric equations over the given range of t values.

1. x = t + 2 2. x = 2t 3. x = t - 3
1

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

y=t+2 y=− t-1 y = 2t - 1
2
–2 ≤ t ≤ 2 –2 ≤ t ≤ 2 –2 ≤ t ≤ 2
y y y

0 x 0 x 0 x

4. x = 4t 5. x = t2 6. x = t2
y = 2t - 2 y=t+1 y = t2 - t - 1
–1 ≤ t ≤ 1 –2 ≤ t ≤ 2 –2 ≤ t ≤ 2
y y y

0 x 0 x 0 x

Chapter 9 46 Glencoe Algebra 1

 NAME DATE PERIOD

9 Student Recording Sheet

Use this recording sheet with pages 614–615 of the Student Edition.

Assessment
Multiple Choice

Read each question. Then fill in the correct answer.

1. A B C D 3. A B C D 5. A B C D

2. F G H J 4. F G H J 6. F G H J

Short Response/Gridded Response

Record your answer in the blank.

For gridded response questions, also enter your answer in the grid by writing
each number or symbol in a box. Then fill in the corresponding circle for that
number or symbol.

7. (grid in) 7.
. . . . .
8a.
0 0 0 0 0
1 1 1 1 1
8b.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2 2 2 2 2
3 3 3 3 3

8c. 4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
8d. 7 7 7 7 7
8 8 8 8 8
9a. 9 9 9 9 9

9b.

10a.

10b.

Extended Response

Record your answers for Question 11 on the back of this paper.

Chapter 9 47 Glencoe Algebra 1

NAME DATE PERIOD

9 Rubric for Scoring Extended Response

General Scoring Guidelines

• If a student gives only a correct numerical answer to a problem but does not show how
he or she arrived at the answer, the student will be awarded only 1 credit. All extended-
response questions require the student to show work.
• A fully correct answer for a multiple-part question requires correct responses for all parts
of the question. For example, if a question has three parts, the correct response to one or
two parts of the question that required work to be shown is not considered a fully correct
response.
• Students who use trial and error to solve a problem must show their method. Merely
showing that the answer checks or is correct is not considered a complete response for full
credit.

Exercise 11 Rubric

Score Specific Criteria

4 A correct solution that is supported by well-developed, accurate explanations. In
part a, the student correctly factors the polynomial as (x - 2)(x - 5). In part b, x is
found to be 2 and 5. Each step in solving the equations is shown. In part c,
students correctly note that the graph of the equation crosses the x-axis at x = 2
and x = 5, the solutions to the equation (where y = 0).
3 A generally correct solution, but may contain minor flaws in reasoning or
computation.
2 A partially correct interpretation and/or solution to the problem.
1 A correct solution with no evidence or explanation.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

0 An incorrect solution indicating no mathematical understanding of the concept or
task, or no solution is given.

Chapter 9 48 Glencoe Algebra 1

 NAME DATE PERIOD

9 Chapter 9 Quiz 1 SCORE

(Lessons 9-1 through 9-3)

Assessment
1. State the domain and range of y = 2x2 - 8x + 4.
1.
2. Write the equation of the axis of symmetry, and find the
coordinates of the vertex of the graph of y = -x2 - 4x + 5.
Identify the vertex as a maximum or a minimum. 2.

Solve each equation by graphing. If integral roots 3.

cannot be found, estimate the roots by stating the y
consecutive integers between which the roots lie.

3. x2 + x - 2 = 0 4. 3x2 - 5x + 1 = 0 0 x

5. MULTIPLE CHOICE Which is y

an equation for the function
shown in the graph? 4.
y
1 2 1 2
A y = -− x -4 C y=− x -4 0 x
2 2
2
B y = 2x - 4 D y = 2x2 - 2
0 x

5.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

NAME DATE PERIOD

9 Chapter 9 Quiz 2 SCORE

(Lessons 9-4 and 9-5)

1. Find the value of c that makes p2 + 9p + c

a perfect square. 1.
Solve each equation by completing the square. Round
to the nearest tenth if necessary.

2. w2 + 8w - 10 = 10 2.

3. 3x2 - 2x = 27 3.

4. MULTIPLE CHOICE Solve x2 + x - 7 = 0 by using the

Quadratic Formula.
1 ± √
29
A 6, 7 C −
2
-1 ± √
-27 -1 ± √
29
B − D − 4.
2 2
5. State the value of the discriminant for 2x2 - 3x + 8 = 0.
Then determine the number of real solutions of the
equation. 5.

Chapter 9 49 Glencoe Algebra 1

NAME DATE PERIOD

9 Chapter 9 Quiz 3 SCORE

(Lesson 9-6)

1. Graph the set of ordered pairs: {(-3, 3), (-2, 0), (-1, -1), 1. y
(0, 0), (1, 3)}. Determine whether the ordered pairs
represent a linear function, a quadratic function, or an
exponential function. 0 x

2. Determine which model best describes the data. Then

write an equation for the function that models the data.

x -1 0 1 2 3
1
y -27 9 -3 1 -−
3 2.

3. MULTIPLE CHOICE Which equation best models the

data graphed? Daylight in Ocean Water
A y = 0.8x 100
y
90
B y = 100 - 2x 80
x
C y = 100(0.97) 70
Percent of Light

2 60
D y = 0.16x - 2.03x + 98.5 50 3.
40
30
20
10
x
0 10 20 30 40 50 60 70 80 90 100
Depth Below Surface (m)

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

NAME DATE PERIOD

9 Chapter 9 Quiz 4 SCORE

(Lesson 9-7)

1. If f(x) = 2 x - 1, find f (1.5). 1.

2. Graph f(x) = |2x + 1|. 2.

x
O
3. Determine the domain and range of f(x) = |2x + 1|.

4. MULTIPLE CHOICE Mr. Aronsohn wants to rent a car on

vacation. The rate the car rental company charges is $19 per 3.
day or any fraction thereof. How much would it cost for
4.
Mr. Aronsohn to rent a car for 6.4 days?
A $114.00 C $124.00
B $121.60 D $133.00

0 x
5. Graph g (x) = { 2x - 3 if x ≤ 2
x - 1 if x > 2 5.

Chapter 9 50 Glencoe Algebra 1

 NAME DATE PERIOD

9 Chapter 9 Mid-Chapter Test SCORE

(Lessons 9-1 through 9-5)

Part I Write the letter for the correct answer in the blank at the right of each question.

Assessment
1. Which equation corresponds to the graph shown? y

A y = x2 - 1 C y = x2 + 1
B y = -(x - 1)2 D y = -(x + 1)2 1.
0 x
2. Find the coordinates of the vertex of the graph of
y = x2 - 8x + 10. Identify the vertex as a maximum
or a minimum.
F (4, -6); minimum H (4, 6); maximum
G (-4, 58); maximum J (-4, 26); minimum 2.

3. Solve x2 - 24x + 144 = 36 by taking the square root of each side.

A -6, 18 B 6, 18 C 6, 12 D -6, 6 3.

4. Which equation can be used to solve 5b2 + 30b - 10 = 0 by completing

the square? 4.
F (b + 6)2 = 38 G (b + 6)2 = 46 H (b + 3)2 = 11 J (b + 3)2 = 19

5. Which step is not performed in the process of solving r2 + 8r + 5 = 0

by completing the square? 5.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

A Subtract 5 from each side. C Add 16 to each side.

B Factor r2 + 8r. D Take the square root of each side.

Part II

Solve each equation by graphing. If integral roots cannot

be found, estimate the roots by stating the consecutive
integers between which the roots lie.

6. x2 - 7x - 8 = 0 6.

7. x2 + 1 = 5x
7.

For Questions 8 and 9, round to the nearest tenth

if necessary.

8. Solve x2 + 4x = 20 by completing the square. 8.

9. Solve -2x2 + 18 = 7x by using the Quadratic Formula.

9.
10. The base of a rectangle is 4 more than the height. The
area of the rectangle is 15 square inches. What are
the dimensions of the rectangle? 10.

Chapter 9 51 Glencoe Algebra 1

NAME DATE PERIOD

9 Chapter 9 Vocabulary Test SCORE

absolute value function greatest integer function piecewise-defined function transformation

axis of symmetry maximum piecewise-linear function translation
completing the square minimum Quadratic Formula vertex
discriminant nonlinear function quadratic function
double root parabola step function

Choose a term from the vocabulary list above to complete each sentence.
?
1. is a change in the position of a figure either up,
down, or diagonal. 1.
?
2. Symmetry is a geometric property of a(n) . 2.

3. The vertical line containing the fold line when a

?
figure is folded in half is called the . 3.

4. The function f(x) = x + 1 is a special type of step function

called a(n) ? . 4.

5. The ? is the result of solving the standard form

of the quadratic equation for x. 5.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. The of a parabola is a minimum or maximum point. 6.

7. The graph of a(n) ? is a parabola. 7.

8. When the vertex of a parabola lies on the x-axis, the related

quadratic equation has a(n) ? . 8.

Define each term in your own words.

9. axis of symmetry 9.

10. discriminant 10.

Chapter 9 52 Glencoe Algebra 1

 NAME DATE PERIOD

9 Chapter 9 Test, Form 1 SCORE

Write the letter for the correct answer in the blank at the right of each question.

Assessment
1. Consider the equation y = x2 + 3x - 4. Determine whether the function has a maximum
or minimum value. State the maximum or minimum value. What are the domain and
range of the function?
A min.; (0, 0) C max.; (-1.5, -6.25)
D: {all real numbers} D: {x| x ≤ -1.5}
R: {all real numbers} R: {y| y ≥ -6.25}
B max.; (0, 0) D min.; (-1.5, -6.25)
D: {all real numbers} D: {all real numbers}
R: {y|y ≤ 0} R: {y| y ≥ -6.25} 1.

2. What is the equation of the axis of symmetry of the graph of y = x2 + 6x - 7?

F x=6 G x = -3 H x=3 J x = -6 2.

3. Find the coordinates of the vertex of the graph of y = 4 - x2. Identify the
vertex as a maximum or a minimum.
A (2, 0); maximum C (0, 4); maximum
B (0, 4); minimum D (2, 0); minimum 3.
y
4. What are the roots of the quadratic equation whose
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

related function is graphed at the right?

O
F -1, 3 H -3, 1 x
G -1, 1 J 1, 3 4.

5. One root of the quadratic equation whose related function y

is graphed lies between which two consecutive integers?
A 1 and 2 C 0 and -1
O x
B 2 and 3 D 0 and 1 5.

6. Which equation corresponds to the graph shown? y

F y = x2 + 1 H y = x2 - 1
G y = -x2 - 1 J y = x2 O
6.
x
7. Describe how the graph of the function g(x) = -3x2 - 2 is
related to the graph of the function f(x) = -3x2.
A translation of f(x) = -3x2 reflected over the x-axis and down 2 units
B translation of f(x) = -3x2 down 2 units
C translation of f(x) = -3x2 reflected over the x-axis and up 2 units
D translation of f(x) = -3x2 up 2 units 7.

8. Find the value of c that makes x2 - 5x + c a perfect square trinomial.

F -12.25 G -6.25 H 6.25 J 10 8.

Chapter 9 53 Glencoe Algebra 1

NAME DATE PERIOD

9 Chapter 9 Test, Form 1 (continued)

9. Which value of c makes y2 + 8y + c a perfect square trinomial?

A 4 B 16 C 64 D 8 9.

10. Which equation is equivalent to x2 + 2x - 3 = 0?

F (x + 1)2 = 2 G (x - 1)2 = 4 H (x - 1)2 = 2 J (x + 1)2 = 4 10.

11. Solve the equation 2x2 + 3x - 5 = 0 by using the Quadratic Formula.

1 1
A -2 − ,1 B -5, 1 C -1, 2 − D -1, 5 11.
2 2
12. State the value of the discriminant for y = x2 - 8x + 10.
F 4.9 G 24 H 104 J 10.2 12.

13. Determine the number of real solutions of n2 - 5n - 6 = 0.

A 1 real solution C infinitely many real solutions
B 2 real solutions D no real solutions 13.

14. TREE HOUSE Bob tosses his basketball onto the ground
from his tree house. He tosses the basketball with an initial downward
velocity of 8 feet per second. The equation h = -16t2 - 8t + 20 represents
the height h of the basketball after t seconds. How long does the
basketball take to hit the ground?
F 0.9 s H 1.0 s G 9s J 20 s 14.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

15. State the value of the discriminant of 5x2 + 9x = 3
A 5 B 12 C 21 D 141 15.

16. Look for a pattern in the table of values x 0 1 2 3

to determine which model best describes y 0 2 8 18
the data.
F linear G quadratic H exponential J none of these 16.

17. Which function best models the data in Question 16?

A y = 2x B 2x + 1 C y = 2x2 D y = 2x 17.

18. What is the domain of f (x) =

F {all real num.} G {x | x ≥ 3}

{ x+3 if x < 0
-2x + 1 if x ≥ 0
?

H {x | x < 2} J {x | x ≤ −12 } 18.

( 1
19. If f(x) = 2x, find f - −
4
.)
1 1 19.
A -2 B -− C 0 D −
2 2
20. What is the range of y = ⎪3x + 1⎥?
F {all real num.} G {y | y ≥ 0} H {y | y ≥ 1} J {y | y ≥ −13 } 20.

Bonus If b2 - 4ac = 0, determine the number of real solutions

of the equation ax2 + bx + c = 0. B:

Chapter 9 54 Glencoe Algebra 1

 NAME DATE PERIOD

9 Chapter 9 Test, Form 2A SCORE

Write the letter for the correct answer in the blank at the right of each question.

Assessment
1. Consider the equation y = x2 + 5x - 6. Determine whether the function has a maximum
or minimum value. State the maximum of minimum value. What are the domain and
range of the function?
A min.; (0, 0) C min.; (-2.5, -12.25)
D: {all real numbers} D: {all real numbers}
R: {all real numbers} R: {y| y ≥ -12.25}
B max.; (0, 0) D max.; (2.5, -12.25)
D: {all real numbers} D: x| x ≤ 2.5
R: {y| y ≤ 0} R: {all real numbers} 1.

2. Which equation corresponds to the graph shown? y

6
F y = x2 + 7x - 12 H y = x2 + 5x + 12 -12 -6 O 6 12x
G y = x2 - x - 12 J y = x2 + 12x - 1 -6 2.
-12

3. Find the equation of the axis of symmetry and the coordinates of the vertex
of the graph of y = 2x2 - 12x + 6.
A x = -3; (-3, 60) C x = -3; (-3, 78)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

B x = 3; (3, -12) D x = 3; (3, 6) 3.

4. Find the coordinates of the vertex of the graph of y = -2x2 - 8.

Identify the vertex as a maximum or a minimum.
F (-2, -16); minimum H (2, -16); maximum
G (-2, 8); maximum J (0, -8); maximum 4.
y
5. What are the root(s) of the quadratic equation whose
related function is graphed at the right?
A 2 C 0, 4 O x
B 3 D -4, 0 5.

6. One root of the quadratic equation whose related y

function is graphed lies between which two
consecutive integers?
F -3 and -2 H -2 and -1
G 2 and 3 J 1 and 2 O x 6.

7. How is the graph of g(x) = x2 - 3 related to the graph of f(x) = x2?

A translated down 3 units C translated right 3 units
B translated up 3 units D translated left 3 units 7.

8. Find the value of c that makes x2 + 10x + c a perfect square trinomial.

F -25 G -5 H 10 J 25 8.

Chapter 9 55 Glencoe Algebra 1

NAME DATE PERIOD

9 Chapter 9 Test, Form 2A (continued)

9. What value of c makes 3x2 + 24x + c contain a perfect square trinomial?

A 144 B 16 C 64 D 48 9.

10. Which step is not performed in the process of solving n2 - 12n - 10 = 0

by completing the square?
F Add 10 to each side. H Factor n2 - 12n - 10 = 0.
G Add 36 to each side. J Take the square root of each side. 10.

11. Which equation is equivalent to 2x2 - 24x - 14 = 0?

A (x - 6)2 = 50 B (x - 3)2 = 13 C (x - 3)2 = 20 D (x - 6)2 = 43 11.

12. State the value of the discriminant of 3x2 + 8x = 2.

F 3 G 40 H 88 J 100 12.

Solve each equation by using the Quadratic Formula. Round to the

nearest tenth if necessary.

13. 4x2 + 11x - 3 = 0

1 1 13.
A -2.4, -0.3 B -− ,3 C 0.3, 2.4 D -3, −
4 4
14. y2 + 8y = 2
F -8.2, 0.2 G 8.2, -0.2 H 0.3, 7.7 J -7.7, -0.3 14.

15. Determine the number of real solutions of 7x2 - 18x + 12 = 0.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

A 2 B infinitely many C none D 1 15.

16. Look for a pattern in the table of values to x 0 1 2 3

determine which model best describes the data. y 1 7 49 343 16.

F linear H exponential G quadratic J none of these

17. Which function best models the data in Question 16?

A y = 7x B y = 7x 2 C y = 7x D y = 7x + 1 17.

18. If f (x) = x + 2, find f (1.5).

F 0.5 G 3 H 3.5 J 4 18.

19. Which is not true about the graph of f (x) = ⎪3x + 2⎥?
A The range includes all real numbers.
B It includes the point (-3, 7).
C The domain includes all real numbers.
D The graph is “V-shaped.” 19.
1

F (-3, 1) G (0, 1)
{
20. Which point is located on the graph of f (x) = 3
−
1
−
H (2, 0)
x + 2 if x ≤ 1
x + 1 if x > 1
2
?

J (3, 3) 20.

Bonus What is the equation of the axis of symmetry of a parabola

if its x-intercepts are -3 and 5? B:

Chapter 9 56 Glencoe Algebra 1

 NAME DATE PERIOD

9 Chapter 9 Test, Form 2B SCORE

Write the letter for the correct answer in the blank at the right of each question.

Assessment
1. Consider the equation y = -x2 - 7x + 12. Determine whether the function has a
maximum or a minimum value. State the maximum or minimum value. What are the
domain and range of the function?
A min.; (-7, 0) C min.; (3.5, -24.25)
D: {x|x ≤ 12} D: {all real numbers}
R: {all real numbers} R: {y|y ≥ -24.25}

B max.; (-3.5, 24.25) D max.; (12, 0)

D: {all real numbers} D: {x|x ≤ 12}
R: {y|y ≤ 24.25} R: {all real numbers} 1.
2. Which equation corresponds to the graph shown? 6 y

F y = x2 - 3x - 10 H y = x2 - 10x + 6 -12 -6 O 6 12 x
G y = x2 + 7x + 10 J y = x2 - 11x - 10 -6 2.

-12
3. Find the equation of the axis of symmetry and the
coordinates of the vertex of the graph of y = -x2 - 10x + 17.
A x = -5; (-5, -8) C x = 5; (5, 92)
B x = -5; (-5, 42) D x = 5; (5, 32) 3.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. Find the coordinates of the vertex of the graph of y = 3x 2 - 6.

Identify the vertex as a maximum or a minimum.
F (0, -6); maximum H (0, -6); minimum
G (-6, 0); minimum J (6, 0); minimum 4.
y
5. What are the root(s) of the quadratic equation
whose related function is graphed at the right?
A 4, 0 C 2, 3 x
O
B -2, 3 D -4, 0 5.

6. One root of the quadratic equation whose related y

function is graphed lies between which consecutive
integers?
F -4 and -3 H -5 and -4
G 0 and 1 J -3 and -2 O x 6.

7. Describe how the graph of the function g(x) = -5x2 - 2 is

related to the graph of the function f(x) = 5x2 + 1.
A translation of f(x) = 5x2 + 1 reflected over the x-axis and up 3 units
B translation of f(x) = 5x2 + 1 down 2 units
C translation of f(x) = 5x2 + 1 reflected over the x-axis and down 3 units
D translation of f(x) = 5x2 + 1 up 2 units 7.

Chapter 9 57 Glencoe Algebra 1

NAME DATE PERIOD

9 Chapter 9 Test, Form 2B (continued)

8. How is the graph of f(x) = x2 translated to create the graph of g(x) = x2 + 4?

F down 4 units H right 4 units G up 4 units J left 4 units 8.

9. What value of c makes 4x 2 + 24x + c a perfect square trinomial?

A 1 B 36 C 144 D 9 9.

10. Which is not performed when solving r2 + 12r - 6 = 0 by completing the square?
F Add 6 to each side. H Add 36 to each side.
2
G Factor r + 12r - 6. J Take the square root of each side. 10.

11. Which equation is equivalent to 3x2 + 24x + 15 = 0?

A (x + 4)2 = 11 B (x + 4)2 = 1 C (x + 2)2 = -1 D (x + 2)2 = -11 11.

Solve each equation by using the Quadratic Formula. Round to the

nearest tenth if necessary.
12. 3x2 - 11x - 4 = 0
1 1
F -4, − G 0.4, 3.3 H -− ,4 J -3.3, -0.4 12.
3 3
13. d2 + 4 = 6d
A -5.2, -0.8 B -6.6, 0.6 C -0.6, 6.6 D 0.8, 5.2 13.
14. Determine the number of real solutions of 6x2 + 19x + 14 = 0.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

F 2 G infinitely many H 1 J none 14.

15. Determine the number of real solutions of 2x2 + 2x + 3 = 0.

A 2 B infinitely many C 1 D none 15.

16. Look for the pattern in the table of values to x 0 1 2 3

determine which model best describes the data. y 1 5 25 125
F exponential G quadratic H linear J none of these 16.
17. Which function best models the data in Question 16 ?
A y = 5x + 1 B y = 5x C y = 5x2 D y = 5x 17.
18. If f (x) = x - 2, find f (4.5).
F 2 G 2.5 H 3 J 6.5 18.
19. Which is not true about the graph of f (x) = |2x - 1|?
A Domain: all real numbers. C It includes the point (-2, 5).
B Range: all real numbers. D The graph is “V-shaped.” 19.

20. Which point is not located on the graph of f (x) =

F (-1.5, 0) G (-1, 3) H (0, 4)

{ 2x + 3 if x ≤ -1
4 + x if x > -1
J (4, 8)
?

20.

Bonus Find all values of c that make x2 + cx + 64 a perfect

square trinomial. B:

Chapter 9 58 Glencoe Algebra 1

 NAME DATE PERIOD

9 Chapter 9 Test, Form 2C SCORE

Use a table of values to graph each function.

Assessment
1. y = -x2 + 3x + 10 1.
y
12

-12 -6 O 6 12 x
-6

2. y = 2x2 - 3x 2. y

O x

3. Write the equation of the axis of symmetry, and find the

coordinates of the vertex of the graph of y = 2x2 - 8x + 3.
Identify the vertex as a maximum or a minimum. 3.

4. Solve x2 - 6x + 4 = 0 by graphing. If integral roots cannot 4. f (x)

be found, estimate the roots by stating the consecutive
integers between which the roots lie.
O
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. NUMBER THEORY Two numbers have a sum of 1 and a

product of -6. Use the quadratic equation -n2 + n + 6 = 0
to determine the two numbers. 5.

Solve each equation by factoring. 6.

6. 2x2 + x = 10 7. r2 - 11r + 28 = 0
7.

Describe how the graph of each function is related to 8.

the graph of f(x) = x2.
8. g(x) = -2 + x2 9. h(x) = -x2 + 6
9.

Chapter 9 59 Glencoe Algebra 1

NAME DATE PERIOD

9 Chapter 9 Test, Form 2C (continued)

SCORE

Solve each equation by completing the square. Round

to the nearest tenth if necessary.
10. 2x2 + 3x = 20 11. p2 - 12p + 9 = 0 10.
11.

Solve each equation by using the Quadratic Formula.

Round to the nearest tenth if necessary.

12. 15n2 - 3 = 4n 13. r2 + 16r + 21 = 0 12.

13.
State the value of the discriminant for each equation.
Then determine the number of real solutions of the equation.

14. 7m2 + 8m = 3 15. 4p2 = 4p - 1 14.

15.
16. The length of a rectangle is 5 inches more than the width.
The area is 33 square inches. Find the length and width.
Round to nearest tenth if necessary. 16.

Determine an equation that models the data.

17. x 1 2 3 4 17.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

y 4 16 36 64

18. x 0 1 2 3 4 18.
y 2 6 18 54 162

y
19. Determine the domain and
range for the graph shown. 19.

0 x

20. Graph g (x) =

{ x + 2 if x > 1
2x - 1 if x ≤ 1
. 20.

0 x

Bonus Without graphing, determine the x-intercepts of the

graph of f(x) = 7x2 + 9x + 1. B:

Chapter 9 60 Glencoe Algebra 1

 NAME DATE PERIOD

9 Chapter 9 Test, Form 2D SCORE

Use a table of values to graph each function.

Assessment
1. y = x2 - 7x + 12 1. y

28 24 O 4 8x

2. y = 4x2 - 8x 2. y

O x

3. Write the equation of the axis of symmetry, and find

the coordinates of the vertex of the graph of
y = -2x2 + 4x - 5. Identify the vertex as a maximum
or a minimum. 3.

f (x)

O x
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. Solve x2 - 2x - 1 = 0 by graphing. If integral roots

cannot be found, estimate the roots by stating the
consecutive integers between which the roots lie. 4.

5. NUMBER THEORY Two numbers have a sum of 4

and a product of -5. Use the quadratic equation
-n2 + 4n + 5 = 0 to determine the two
numbers. 5.

Solve each equation by factoring.

6. x2 + 6x = 27 7. k2 - 13k + 36 = 0 6.

7.

Describe how the graph of each function is related

to the graph of f(x) = x2.
8. g(x) = 5 + x2 9. g(x) = -x2 - 3 8.

9.

Chapter 9 61 Glencoe Algebra 1

NAME DATE PERIOD

9 Chapter 9 Test, Form 2D (continued)

Solve each equation by completing the square.

Round to the nearest tenth if necessary.
10. 2x2 + 9x = 18 11. t2 + 15t + 11 = 0 10.

11.

Solve each equation by using the Quadratic Formula.

Round to the nearest tenth if necessary.
12. 12v2 - 6 = -v 13. d2 - 14d - 22 = 0 12.

13.
State the value of the discriminant for each equation.
Then determine the number of real solutions of the equation.
14. 3b2 + 10 = -8b 15. 9a2 = 6a - 1 14.

15.

16. The width of a rectangle is 3 inches less than the length.

The area is 50 square inches. Find the length and width.
Round to nearest tenth if necessary. 16.
Determine which model best describes the data. Then

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

write an equation that models the data.

17. x 1 2 3 4 17.
y 2 5 8 11

18. x 1 2 3 4 18.
y 14 28 56 112

19. Determine the domain and y 19.

range for the graph shown.
y

0 x

0 x

20. Graph g (x) =

{ 2x + 1 if x ≤ 2
x - 2 if x > 2
.
20.

Bonus Find the value of a so that the equation

ax2 + 8x + 32 = 0 has 1 real root. B:

Chapter 9 62 Glencoe Algebra 1

 NAME DATE PERIOD

9 Chapter 9 Test, Form 3 SCORE

Use a table of values to graph each function. 1.

Assessment
y
1. y = -2x2 - 3x + 3 2. y = 3x2 - 5x - 2

O x

3. Write the equation of the axis of symmetry, and find 2. y

the coordinates of the vertex of the graph of
y - 1 = 5x2 - 25x + 3. Identify the vertex as a
O x
maximum or a minimum.

4. Two points on a parabola are (-3, 5) and (11, 5). What is

the equation of the axis of symmetry?
3.
4.
5. NUMBER THEORY Two numbers have a sum of -6 and a
product of 9. Use the quadratic equation n2 - 6n + 9 = 0
to determine the two numbers. 5.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Solve each equation by factoring.

6. 12x2 - 5x = 2 7. 18y2 + 39y - 15 = 0 6.

7.

Describe how the graph of each function is related

to the graph of f(x) = x2.
1 2 5 8.
8. g(x) = 4 - 2x2 9. g(x) = -−x +−
6 6

9.
Solve each equation by graphing. If integral solutions
cannot be found, estimate the solutions by stating the
consecutive integers between which the solutions lie.
1 2 10.
10. − x +x−4=0
2

11. x2 + 7 = 6x 11.

12. 4x2 + 6x + 5 = 0 12.

Chapter 9 63 Glencoe Algebra 1

NAME DATE PERIOD

9 Chapter 9 Test, Form 3 (continued)

13. Solve 21u2 = u + 10 by using the Quadratic Formula.

Round to the nearest tenth if necessary. 13.

14. Solve -2x2 = -(5x + 4) by using the Quadratic Formula.

Round to nearest tenth if necessary. 14.

15. PHYSICAL SCIENCE A projectile is shot vertically from

ground level. Its height h, in feet, after t seconds is given
by h = 88t - 16t2. Will the projectile have a height
of 125 feet 0, 1, or 2 times after being shot? 15.

16. Find the values for c so that t2 + ct + 81 = 0 has one

real root. 16.

Determine which model best describes the data. Then

write an equation that models the data.

17. x 0 1 2 3 4
y 0 -4 -16 -36 -64 17.

Graph each function. 18. 2

1
18. f (x) = 2x + 1

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

−2 −1 0 1 2x
−1

−2

19.
19. g (x) = ⎪-x - 1⎪ + 1

0 x

20. h (x) =
{ 2x + 1 if x ≤ 2
x - 2 if x > 2
20.

0 x

Bonus Solve the equation ax2 + 7x - 4 = 0 for x by using

the Quadratic Formula. B:

Chapter 9 64 Glencoe Algebra 1

 NAME DATE PERIOD

9 Chapter 9 Extended-Response Test SCORE

Demonstrate your knowledge by giving a clear, concise solution

Assessment
to each problem. Be sure to include all relevant drawings and
justify your answers. You may show your solution in more than
one way or investigate beyond the requirements of the problem.

1. Write a quadratic function whose graph opens upward. Write

an exponential function. Graph both functions on the same
coordinate plane. Compare and contrast the domains and ranges
of the two functions and any symmetry of the two graphs.

2. a. Write a quadratic equation that has no real roots, and find its
discriminant. Explain how the discriminant shows that a
quadratic equation has no real roots.

b. Write a quadratic equation that has one real root, and find its
discriminant. Explain why the Quadratic Formula yields only
one solution when the discriminant of a quadratic equation is
equal to zero.

c. Write a quadratic equation that has two real roots. Determine

whether completing the square, graphing, or factoring would
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

be the better method to use to solve your quadratic equation.

3. Curt’s Appliance Service charges $125 for the first half hour of each
home visit plus $40 for each additional half-hour block of work.
a. Write and graph a step-function to represent the
total charges for every hour h of work.

b. How much is charged for 76 minutes of work?

c. Laurie was charged $365. How long did it take

the work to get completed?

Chapter 9 65 Glencoe Algebra 1

NAME DATE PERIOD

9 Standardized Test Practice SCORE

(Chapters 1–9)

Part 1: Multiple Choice

Instructions: Fill in the appropriate circle for the best answer.

1. Armando collects baseball cards. He currently has 48 cards, and

buys 5 new cards a week. How many cards will Armando have in
10 weeks? (Lesson 3-5)
A 102 B 98 C 94 D 100 1. A B C D

2. Wesley carves whistles out of wood and sells them at a gift shop.
The equation C = 2n + 15 models his weekly cost C of making
n whistles. The equation R = 5n models his weekly revenue R
from selling n whistles. How many whistles must Wesley make
and sell for his cost and revenue to be equal? (Lesson 6-2)
F 5 G 4 H 25 J 10 2. F G H J

3. Solve 2(5x - 4) ≥ 7(x - 2). (Lesson 5-3)

2
A x ≥ -2 B x≤2 C x≥− D x≤2 3. A B C D
3
4. Find 3mt(2m2 - 3mt + t2). (Lesson 8-2)
F 5m3t - 6m2t + 3mt3 H 6m3t - 9m2t2 + 3mt3
G 6m2t - 3mt + 3mt2 J 2m2 + t2 4. F G H J

5. Which binomial is a factor of 6ut - 9u + 8yt - 12y? (Lesson 8-5)

A 2t + 3 B 3u + 4 C -2t + 3 D 3u + 4y 5.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

A B C D

6. Factor 16 - n4. (Lesson 8-8)

F (4 - n2)(4 + n2) H (2 - n)(2 + n)(n2 + 4)
G (n + 2)(n - 2)(4 + n2) J (2 - n)(2 + n)(2 - n)(2 + n) 6. F G H J

7. Solve 2x2 + 72 = 24x. (Lesson 8-9)

A {2, 6} B {-6, 2} C {6} D {-6} 7. A B C D

8. Find the coordinates of the vertex of the graph of y = 3x2 + 2x.

(Lesson 9-1)
1
F −(3 )
,1 G (- −13 , - −13 ) H (−13 , - −13 ) J (- −13 , 1) 8. F G H J

9. Which equation is equivalent to 2r2 - 28r + 38 = 0? (Lesson 9-4)

A 2(r - 7)2 = 49 C (r - 14)2 = 177
B (r - 14)2 = 60 D (r - 7)2 = 30 9. A B C D

10. What number should be inserted into x 2 3 4 5

the table for the data to display y 8 24 72
exponential behavior? (Lesson 9-6)
F 152 G 186 H 248 J 216 10. F G H J

Chapter 9 66 Glencoe Algebra 1

 NAME DATE PERIOD

9 Standardized Test Practice (continued)

11. A watch is on sale for 30% off the original price. If the original

Assessment
price of the watch is $14, what is the discounted price? (Lesson 2-7)
A $9.80 B $4.20 C $13.70 D $9.33 11. A B C D

n 2
12. Solve the proportion − =− . (Lesson 2-6)
500 40
F 125 G 25 H 16 J 80 12. F G H J

13. Determine the x-intercept and y-intercept of 4x - 2y = 10. (Lesson 3-1)

A 0, 0 B 2.5, 0 C 0, -5 D 2.5, -5 13. A B C D

14. Write a direct variation equation that relates x and y if y = 10

when x = 12. (Lesson 3-4)
6 5
F y=− x G y=− x H y = 12x J 10y = 12x 14. F G H J
5 6
15. Write the slope-intercept form of an equation for the line that
passes through (4, 0) and is parallel to the graph of 3y - 6x = 4.
(Lesson 4-4)
A 2y = -x C y = 2x + 4
B y = 2x - 8 D y = -2x + 8 15. A B C D

16. Which ordered pair is not a solution of 4x - 8y ≥ 24? (Lesson 5-6)

F (-5, -4) G (2, -2) H (7, -1) J (-8, -8) 16. F G H J

17. Which binomial is a factor of 6x2 + x - 12? (Lesson 8-7)

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

A (3x - 4) B (2x + 6) C (3x + 4) D (2x - 3) 17. A B C D

Part 2: Gridded Response

Instructions: Enter your answer by writing each digit of the answer in a column box
and then shading in the appropriate circle that corresponds to that entry.

18. If 3x + 2y = 9 and 3x + 3y = 6, what is 19. State the value of the discriminant for
the value of x? (Lesson 6-3) 4x2 + 17x + 18 = 0. (Lesson 9-5)

. . . . . . . . . .
0 0 0 0 0 0 0 0 0 0

1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5

6 6 6 6 6 6 6 6 6 6

7 7 7 7 7 7 7 7 7 7

8 8 8 8 8 8 8 8 8 8

9 9 9 9 9 9 9 9 9 9

Chapter 9 67 Glencoe Algebra 1

NAME DATE PERIOD

9 Standardized Test Practice (continued)

(Chapters 1–9)

Part 3: Short Response

Instructions: Write your answers in the space provided.

20. Write an equation of the line that passes through (2, 4)

and (1, -2) in slope-intercept form. (Lesson 4-2) 20.

21. Solve 4y - 3(7y - 2) ≤ -14 - 13y. (Lesson 5-3) 21.

22. Solve the system of inequalities by graphing. (Lesson 5-6) 22. y

x+y≤4
y ≤ 2x - 4
x
O

23. Simplify (4xy + 3x2y-5y2) - (3y2 - 5xy+ 7x2y). (Lesson 8-1) 23.

24. Find (3a2 + 2)(3a2 - 2). (Lesson 8-4) 24.

25. Factor x2 + 12x + 35. (Lesson 8-6) 25.

26. Factor 2m2 + 11m + 15. (Lesson 8-7) 26.

1 2
27. Solve 36 - − y = 0 by factoring. (Lesson 8-8) 27.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4
28. Use the formula h = - 16t2 + 250t to model the height h in
feet of a model rocket t seconds after it is launched.
Determine when the rocket will reach a height of 900 feet.
(Lesson 9-5) 28.

29. The population of North Carolina has been increasing at an

annual rate of 1.7%. If the population of North Carolina was
7,650,789 in 1999, predict its population in 2015.
(Lesson 7-6) 29.

30. Consider y = - x2 - 2x + 2. (Lesson 9-1)

a. Find the equation for the axis of symmetry. 30a.

b. Find the coordinates of the vertex and determine if it is a

maximum or minimum. 30b.

c. Graph the equation. 30c. y

x
O

Chapter 9 68 Glencoe Algebra 1

 NAME DATE PERIOD

9 Unit 3 Test SCORE

(Chapters 7–9)

1. Express the area of the triangle as a monomial.

Assessment
1.

8xy2

5x3y4

(3b -4g 3) -2
2. Simplify −2
2.
(4b)

3. Solve 12 3x - 1 = 144. 3.

4. Solve (3.4 × 105)(7.5 × 10-9). Write your answer in both

standard and scientific notation. 4.

5. The population of Las Vegas, Nevada has been increasing

at an annual rate of 7.0%. If the population of Las Vegas
was 478,434 in 1999, predict its population in 2015. 5.

6. A new motor home costs $89,000. It is expected to depreciate

9% each year. Find the value of the motor home in 4 years. 6.

7. Find the total amount of an investment if $1200 is invested

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

at an interest rate of 3.5% compounded quarterly for 7 years. 7.

8. Write an equation for the nth term of the geometric sequence

-5, 15, -45, 135, … . 8.

9. Write a recursive formula for 14, 9, 4, −1, …. 9.

10. Find (4a - 2b + c) - (5c + a - 4b). 10.

11. Solve x(x - 3) = x(x + 5) - 16. 11.

Find each product.

12. (p - 3)(p + 5) 12.

13. (a + 2)(a2 - 3a - 7) 13.

14. (5t + r)2 14.

15. (3k - 1)(3k + 1) 15.

Chapter 9 69 Glencoe Algebra 1

NAME DATE PERIOD

9 Unit 3 Test (continued)

Factor each polynomial.

16. 4p2r - 16pr + 8pr2 16.

17. m2 - 11m + 18 17.

18. 3a2 - 13a + 12 18.

19. 27r2 - 12t2 19.

20. The area of a square is 4p2 - 4p + 1 square inches. What

is the length of the side of the square? 20.
Solve each equation.
21. 22y2 = -11y 21.

22. h2 - 13h + 36 = 0 22.

23. 5a2 - 33a = 14 23.

24. m2 + 81 = -18m 24.

25. Write the equation of the axis of symmetry, and find the 25.
coordinates of the vertex of the graph of y = x2 + 8x + 12.
Then graph y = x2 + 8x + 12. y

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

26. Find the value of c that makes x2 - 20x + c a perfect square
trinomial. O x

27. State the value of the discriminant for 3x2 + 2x + 1 = 0.

26.
28. Solve 6 = 3t2 + 2t by using the Quadratic Formula. Round
to the nearest tenth if necessary. 27.

28.
29. Look for a pattern in the table of values to determine which
model best describes the data. Then write an equation of the
function that models the data. 29.
x 0 1 2 3 y
30.
y 6 12 24 48

30. Graph y = |2x + 1|.

O x

Chapter 9 70 Glencoe Algebra 1

 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9 Anticipation Guide 9-1 Study Guide and Intervention
Quadratic Functions and Equations Graphing Quadratic Functions
Step 1
Characteristics of Quadratic Functions
Before you begin Chapter 9
Quadratic a function described by an equation of the form f(x) = ax2 + bx + c, Example:
• Read each statement. Function where a ≠ 0 y = 2x2 + 3x + 8
• Decide whether you Agree (A) or Disagree (D) with the statement.
The parent graph of the family of quadratic fuctions is y = x2. Graphs of quadratic functions
• Write A or D in the first column OR if you are not sure whether you agree or have a general shape called a parabola. A parabola opens upward and has a minimum
disagree, write NS (Not Sure). point when the value of a is positive, and a parabola opens downward and has a maximum
point when the value of a is negative.

Chapter Resources
STEP 1 STEP 2 Example 1 Example 2
Statement
A, D, o NS AoD
a. Use a table of values to graph a. Use a table of values to graph
1. The graph of a quadratic function is a parabola. A y = x2 - 4x + 1. y = -x2 - 6x - 7.
2. The graph of y = 4x2 – 2x + 7 will be a parabola opening y y
D x y x y
downward since the coefficient of x2 is positive.
Lesson 9-1

-1 6 -6 -7
3. A quadratic function’s axis of symmetry is either the x-axis or
D 0 1 -5 -2 O x
the y-axis.
1 -2 -4 1
4. The graph of a quadratic function opening upward has no
A 2 -3 O x -3 2
maximum value.
-2 1
3 -2
5. The x-intercepts of the graph of a quadratic function are the -1 -2
solutions to the related quadratic equation. A 4 1
0 -7
6. All quadratic equations have two real solutions. D Graph the ordered pairs in the table and

A1
7. Any quadratic expression can be written as a perfect square by connect them with a smooth curve.
A Graph the ordered pairs in the table and
a method called completing the square. b. What are the domain and range of connect them with a smooth curve.
8. The quadratic formula can only be used to solve quadratic this function?
D b. What are the domain and range of
equations that cannot be solved by factoring or graphing. The domain is all real numbers. The this function?
9. The graph of a step function is a series of disjointed line range is all real numbers greater than or
segments. A equal to -3, which is the minimum. The domain is all real numbers. The
range is all real numbers less than or
10. It is not possible to identify data as linear based on patterns of equal to 2, which is the maximum.
behavior of their y-values. A

Exercises
Step 2 After you complete Chapter 9
Use a table of values to graph each function. Determine the domain and range.
• Reread each statement and complete the last column by entering an A or a D. 1. y = x2 + 2 2. y = -x2 - 4 3. y = x2 - 3x + 2
• Did any of your opinions about the statements change from the first column? y y y
O x
• For those statements that you mark with a D, use a piece of paper to write an
Answers (Anticipation Guide and Lesson 9-1)

example of why you disagree.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

O x O x

D: {all real numbers} D: {all real numbers} D: {all real numbers}

1
R: {y | y ≥ 2} R: {y | y ≤ -4} R: y | y ≥ - −
{ }
4

Chapter 9 3 Glencoe Algebra 1 Chapter 9 5 Glencoe Algebra 1

Glencoe Algebra 1
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Answers
 NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-1 Study Guide and Intervention (continued) 9-1 Skills Practice
Graphing Quadratic Functions Graphing Quadratic Functions
Symmetry and Vertices Parabolas have a geometric property called symmetry. That Use a table of values to graph each function. State the domain and the range.
is, if the figure is folded in half, each half will match the other half exactly. The vertical line
containing the fold line is called the axis of symmetry. The axis of symmetry contains the 1. y = x2 - 4 2. y = -x2 + 3 3. y = x2 - 2x - 6
minimum or maximum point of the parabola, the vertex. y y y

2 O x
Axis of For the parabola y = ax + bx + c, where a ≠ 0, Example: The axis of symmetry of
b
Symmetry the line x = - − is the axis of symmetry. y = x2 + 2x + 5 is the line x = -1. O x
2a
O x

Example Consider the graph of y = 2x2 + 4x + 1.

a. Write the equation of the axis of b. Find the coordinates of the vertex.
symmetry. Since the equation of the axis of D = {all real numbers} D = {all real numbers} D = {all real numbers}
In y = 2x2 + 4x + 1, a = 2 and b = 4. symmetry is x = -1 and the vertex lies R = {y | y ≤ 3}
R = {y | y ≥ – 4} R = {y | y ≥ – 7}
Substitute these values into the equation on the axis, the x-coordinate of the vertex
Lesson 9-1

of the axis of symmetry. is -1. Find the vertex, the equation of the axis of symmetry, and the y-intercept of the
b y = 2x2 + 4x + 1 Original equation graph of each function.
x=-−
2a y = 2(-1)2 + 4(-1) + 1 Substitute.
4 y = 2(1) - 4 + 1 Simplify. 4. y = 2x2 - 8x + 6 5. y = x2 + 4x + 6 6. y = -3x2 - 12x + 3
x=-− = -1
2(2) y = -1
The axis of symmetry is x = -1. The vertex is at (-1, -1).
(2, -2); x = 2; (0, 6) (-2, 2); x = -2; (0, 6) (-2, 15); x = -2; (0, 3)
c. Identify the vertex as a maximum or d. Graph the function. Consider each equation.
a minimum. y
a. Determine whether the function has a maximum or a minimum value.

A2
Since the coefficient of the x2-term is
positive, the parabola opens upward, and x = -1
b. State the maximum or minimum value.
the vertex is a minimum point.
c. What are the domain and range of the function?
7. y = 2x2 8. y = x2 - 2x - 5 9. y = -x2 + 4x - 1
O x
(-1, -1)
Exercises minimum; (0, 0); minimum; (1, -6); maximum; (2, 3);
Answers (Lesson 9-1)

Consider each equation. Determine whether the function has maximum or D = {all real numbers}, D = {all real numbers}, D = {all real numbers},
minimum value. State the maximum or minimum value and the domain and range R = {y | y ≥ 0} R = {y | y ≥ -6} R = {y | y ≤ 3 }
of the function. Find the equation of the axis of symmetry. Graph the function. Graph each function.

10. f(x) = -x2 - 2x + 2 11. f(x) = 2x2 + 4x - 2 12. f(x) = -2x2 - 4x + 6

1. y = x2 + 3 2. y = -x2 - 4x - 4 3. y = x2 + 2x + 3
y y y f(x) f(x) f (x)

O O x
x
O x
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

O x O x
O x

min.; (0, 3); max.; (-2, 0); min.; (-1, 2);

D: {all real numbers}, D: {all real numbers}, D: {all real numbers},
R: {y | y ≥ 3}; x = 0 R: {y | y ≤ 0}; x = -2 R: {y | y ≥ 2}; x = -1
Chapter 9 6 Glencoe Algebra 1 Chapter 9 7 Glencoe Algebra 1

Glencoe Algebra 1
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9:42 PM 7 12/23/10 9:42 PM

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-1 Practice 9-1 Word Problem Practice
Graphing Quadratic Functions Graphing Quadratic Functions
Use a table of values to graph each function. Determine the domain and range. 1. OLYMPICS Olympics were held in 4. SOFTBALL Olympic softball gold
1896 and have been held every four years medalist Michele Smith pitches a
1. y = -x2 + 2 2. y = x2 - 6x + 3 3. y = -2x2 - 8x - 5 except 1916, 1940, and 1944. The curveball with a speed of 64 feet per
y y y winning height y in men’s pole second. If she throws the ball straight
vault at any number Olympiad x can upward at this speed, the ball’s height
O x O x be approximated by the equation h in feet after t seconds is given by
O x y = 0.37x2 + 4.3x + 126. Complete the h = -16t2 + 64t. Find the coordinates of
table to estimate the pole vault heights the vertex of the graph of the ball’s
in each of the Olympic Games. Round height and interpret its meaning.
your answers to the nearest tenth. (2, 64); After 2 seconds, the ball
reaches its highest point, 64 feet
D: {all real numbers} D: {all real numbers} D: {all real numbers} Olympiad Height
Year above the ground.
(x) (y inches)
R: {y | y ≤ 2} R: {y | y ≥ -6} R: {y | y ≤ 3}
Lesson 9-1

1896 1 130.7
Find the vertex, the equation of the axis of symmetry, and the y-intercept of the
1900 2 5. GEOMETRY Teddy is building the
graph of each function. 136.1
rectangular deck shown below.
1924 7 174.2
4. y = x2 - 9 5. y = -2x2 + 8x - 5 6. y = 4x2 - 4x + 1
x+6
1936 10 206.0
(0, -9); x = 0; (0, -9) (2, 3); x = 2; (0, -5) (0.5, 0); x = 0.5; (0, 1)
1964 15 273.8 x-2
Consider each equation. Determine whether the function has a maximum or
2008 26 487.9
a minimum value. State the maximum or minimum value. What are the domain
and range of the function? Source: National Security Agency

A3
2 2 3 2 a. Write an equation representing the
7. y = 5x - 2x + 2 8. y = -x + 5x - 10 9. y = − x + 4x - 9
2 area of the deck y.
min.; (0.2, 1.8); max.; (2.5, -3.75); 1 2
min.; -1−
( , -11− ; ) y = (x - 2)(x + 6) or
D: {all real numbers}, D: {all real numbers}, 3 3 2. PHYSICS Mrs. Capwell’s physics class
y = x2 + 4x - 12
R: {y | y ≥ 1.8} R: {y | y ≤ -3.75} D: {all real numbers}, investigates what happens when a ball is
2 given an initial push, rolls up, and then
Graph each function. R: y | y ≥ -11−
{ 3 } back down an inclined plane. The class
finds that y = -x2 + 6x accurately
Answers (Lesson 9-1)

10. f(x) = -x2 + 1 11. f(x) = -2x2 + 8x - 3 12. f(x) = 2x2 + 8x + 1 b. What is the equation of the axis of
predicts the ball’s position y after rolling symmetry? x = -2
f (x) f(x) f (x)
x seconds. On the graph of the equation,
O x O x what would be the y value when x = 4?
8
c. Graph the equation and label its
O x
vertex.
y
3. ARCHITECTURE A hotel’s main x
-5 -4-3-2 O 1
entrance is in the shape of a parabolic
-4
arch. The equation y = -x2 + 10x models -6
13. BASEBALL The equation h = -0.005x2 + x + 3 describes the path of a baseball hit into the arch height y for any distance x from -8
the outfield, where h is the height and x is the horizontal distance the ball travels. -10
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one side of the arch. Use a graph to

-12
a. What is the equation of the axis of symmetry? x = 100 determine its maximum height. -14
25 ft (-2,-16) -16
b. What is the maximum height reached by the baseball? 53 ft
c. An outfielder catches the ball three feet above the ground. How far has the ball
traveled horizontally when the outfielder catches it? 200 ft

Chapter 9 8 Glencoe Algebra 1 Chapter 9 9 Glencoe Algebra 1

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Chapter 9
9-1 Enrichment 9-2 Study Guide and Intervention
Graphing Cubic Functions Solving Quadratic Equations by Graphing
A cubic function is a polynomial written in the form of f(x) = ax3 + bx2 + cx + n, Solve by Graphing
where a ≠ 0. Cubic functions do not have absolute minimum and maximum values like
quadratic functions do, but they can have a local minimum and a local maximum point. Quadratic Equation an equation of the form ax2 + bx + c = 0, where a ≠ 0

The solutions of a quadratic equation are called the roots of the equation. The roots of
f(x)
a quadratic equation can be found by graphing the related quadratic function
f(x) = ax2 + bx + c and finding the x-intercepts or zeros of the function.
Parent Function: f(x) = x3
Domain: {all real numbers} 0 x
Range: {all real numbers}
Example 1 Solve x2 + 4x + 3 = 0 by Example 2 Solve x2 - 6x + 9 = 0 by
graphing. graphing.
Graph the related function f(x) = x2 + 4x + 3. Graph the related function f(x) = x2 - 6x + 9.
The equation of the axis of symmetry is The equation of the axis of symmetry is
4 6
Example Use a table of values to graph y = x3 + 3x2 - 1. Then use the graph x=-− or -2. The vertex is at (-2, -1). x=− or 3. The vertex is at (3, 0). Graph
2(1) 2(1)
to estimate the locations of the local minimum and local maximum points. the vertex and several other points on either
Graph the vertex and several other points on
side of the axis of symmetry.
x –3 –2 –1 0 1 y either side of the axis of symmetry.
y –1 2 1 –1 2 f(x)
(-2, 2) f(x)

Graph the ordered pairs, and connect them to create a smooth curve.
The end behavior of the “S” shaped curve shows that as x increases, x
Lesson 9-2

A4
y increases, and as x decreases, y decreases. (0, -1)

The local minimum is located at (0, –1). The local maximum is O x

O x
located at (–2, 2).

Exercises To solve x2 + 4x + 3 = 0, you need to know To solve x2 - 6x + 9 = 0, you need to know

Use a table of values to graph each equation. Then use the graph to estimate the where f(x) = 0. This occurs at the where f(x) = 0. The vertex of the parabola is
locations of the local minimum and local maximum points. x-intercepts, -3 and -1. the x-intercept. Thus, the only solution is 3.
The solutions are -3 and -1.
1. y = 0.5x3 + x2 - 1 2. y = -2x3 - 3x2 - 1 3. y = x3 + 3x2 + x - 4
y y y Exercises
Solve each equation by graphing.
Answers (Lesson 9-1 and Lesson 9-2)

0 x 0 x 0 x 1. x2 + 7x + 12 = 0 2. x2 - x - 12 = 0 3. x2 - 4x + 5 = 0
f(x) f(x) f(x)
4

-8 -4 O 4 8x
-4
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

local maximum: local maximum: local maximum:

(-1.3, -0.4); (0, -1); (-1.8, -1.9); -8

local minimum: local minimum: local minimum: O x O x

-12
(0, 1) (-1, -2) (-0.2, -4.1)
-3, -4 4, -3 no real roots

Chapter 9 10 Glencoe Algebra 1 Chapter 9 11 Glencoe Algebra 1

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NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-2 Study Guide and Intervention (continued) 9-2 Skills Practice
Solving Quadratic Equations by Graphing Solving Quadratic Equations by Graphing
Estimate Solutions The roots of a quadratic equation may not be integers. If exact Solve each equation by graphing.
roots cannot be found, they can be estimated by finding the consecutive integers between
which the roots lie. 1. x2 - 2x + 3 = 0 ∅ 2. c2 + 6c + 8 = 0 -4, -2
f(x) f (c)
Example Solve x2 + 6x + 6 = 0 by graphing. If integral roots cannot be found,
estimate the roots by stating the consecutive integers between which the roots lie.

Graph the related function f(x) = x2 + 6x + 6.

f(x)
x f(x) Notice that the value of the function changes
O c
-5 1 from negative to positive between the x-values O x
of -5 and -4 and between -2 and -1.
-4 -2
O x
-3 -3 3. a2 - 2a = -1 1 4. n2 - 7n = -10 2, 5
-2 -2 f(a) f(n)
-1 1

The x-intercepts of the graph are between -5 and -4 and between -2 and -1.
So one root is between -5 and -4, and the other root is between -2 and -1.
O n
Exercises O a
Lesson 9-2

Solve each equation by graphing. If integral roots cannot be found, estimate the

A5
roots to the nearest tenth. Solve each equation by graphing. If integral roots cannot be found,
estimate the roots to the nearest tenth.
2 2 2
1. x + 7x + 9 = 0 2. x - x - 4 = 0 3. x - 4x + 6 = 0
f(x)
5. p2 + 4p + 2 = 0 6. x2 + x - 3 = 0
f(x) f(x)
f(p) f (x)

O x
O x
Answers (Lesson 9-2)

O x

O x O p

-6 < x < -5, -2 < x < -1, no real roots

-2 < x < -1 2<x<3 -3.4, -0.6 -2.3, 1.3
4. x2 - 4x - 1 = 0 5. 4x2 - 12x + 3 = 0 6. x2 - 2x - 4 = 0 7. d2 + 6d = -3 8. h2 + 1 = 4h
f(x) f(x) f(x) f (d ) f (h)

O x O d
O x
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O
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

O h

-1 < x < 0, 0 < x < 1, -2 < x < -1,

-5.4, -0.6 0.3, 3.7
4<x<5 2<x<3 3<x<4
Chapter 9 12 Glencoe Algebra 1 Chapter 9 13 Glencoe Algebra 1

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 NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-2 Practice 9-2 Word Problem Practice
Solving Quadratic Equations by Graphing Solving Quadratic Equations by Graphing
Solve each equation by graphing. 1. FARMING In order for Mr. Moore to 4. WRAPPING PAPER Can a rectangular
decide how much fertilizer to apply to his piece of wrapping paper with an area of
2 2 2
1. x - 5x + 6 = 0 2, 3 2. w + 6w + 9 = 0 -3 3. b - 3b + 4 = 0 ∅ corn crop this year, he reviews records 81 square inches have a perimeter of
f (x) f(w) f(b) from previous years. His crop yield y 60 inches? (Hint: Let length = 30 – w.)
depends on the amount of fertilizer he Explain. Yes; solving the equation
applies to his fields x according to the (30 - w)w = 81 gives w = 3 or 27.
equation y = -x2 + 4x + 12. Graph the A 3 in. by 27 in. sheet of paper
function, and find the point at which has area 81 in2 and perimeter
Mr. Moore gets the highest yield possible. 60 in.
O x O w O b y
16 (2,16)
5. ENGINEERING The shape of a satellite
14
12 dish is often parabolic because of the
Solve each equation by graphing. If integral roots cannot be found, estimate the 10 reflective qualities of parabolas. Suppose
roots to the nearest tenth. 8 a particular satellite dish is modeled by
6
4 the following equation.
4. p2 + 4p = 3 5. 2m2 + 5 = 10m 6. 2v2 + 8v = -7 2 0.5x2 = 2 + y
f(p) f(m) f (v) x
O 1 2 3 4 5
a. Approximate the zeros of this function
O p O m
by graphing. -2 and 2
2. LIGHT Ayzha and Jeremy hold a
BA
flashlight so that the light falls on a y
piece of graph paper in the shape of a 4
Lesson 9-2

A6
parabola. Ayzha and Jeremy sketch the 2
O v shape of the parabola and find that the 1
equation y = x2 - 3x - 10 matches the -4-3-2 O 1 2 3 4x
shape of the light beam. Determine the -2
-4.6, 0.6 0.6, 4.4 -2.7, -1.3 zeros of the function. -2 and 5 -3
-4

f(n) 3. FRAMING A rectangular photograph is

7. NUMBER THEORY Two numbers have a sum of 2
7 inches long and 6 inches wide. The
and a product of -8. The quadratic equation b. On the coordinate plane above,
Answers (Lesson 9-2)

photograph is framed using a material

-n2 + 2n + 8 = 0 can be used to determine translate the parabola so that there is
that is x inches wide. If the area of the
the two numbers. only one zero. Label this curve A.
frame and photograph combined is
156 square inches, what is the width of See students’ work.
a. Graph the related function f(n) = -n2 + 2n + 8 and
determine its x-intercepts. -2, 4 the framing material? 3 in.
c. Translate the parabola so that there
O n
are no zeros. Label this curve B.
b. What are the two numbers? -2 and 4
x See students’ work.
8. DESIGN A footbridge is suspended from a parabolic
7 in. x
1 2 h(x)
support. The function h(x) = - −x + 9 represents 12
25
the height in feet of the support above the walkway, Photograph 6 in.
6
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

where x = 0 represents the midpoint of the bridge. Frame

-12 -6 O 6 12 x
a. Graph the function and determine its x-intercepts.
-15, 15 -6

-12
b. What is the length of the walkway between the two
supports? 30 ft

Chapter 9 14 Glencoe Algebra 1 Chapter 9 15 Glencoe Algebra 1

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NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-2 Enrichment 9-3 Study Guide and Intervention
Transformations of Quadratic Functions
Parabolas Through Three Given Points Translations A translation is a change in the position of a figure either up, down,
If you know two points on a straight line, you can find the equation of left, right, or diagonal. Adding or subtracting constants in the equations of functions
translates the graphs of the functions.
the line. To find the equation of a parabola, you need three points on
the curve. The graph of g(x) = x2 + k translates the graph of f(x) = x2 vertically.
Here is how to approximate an equation of the parabola through the If k > 0, the graph of f(x) = x2 is translated k units up.
points (0, -2), (3, 0), and (5, 2).
If k < 0, the graph of f(x) = x2 is translated |k| units down.
Use the general equation y = ax2 + bx + c. By substituting the given
values for x and y, you get three equations. The graph of g(x) = (x - h) 2 is the graph of f(x) = x 2 translated horizontally.
(0, -2): -2 = c If h > 0, the graph of f(x) = x 2 is translated h units to the right.
(3, 0): 0 = 9a + 3b + c If h < 0, the graph of f(x) = x 2 is translated |h| units to the left.
(5, 2): 2 = 25a + 5b + c
First, substitute -2 for c in the second and third equations. Example Describe how the graph of each function is related to the graph of
Then solve those two equations as you would any system of two equations. f(x) = x2.
Multiply the second equation by 5 and the third equation by -3.
a. g(x) = x2 + 4 b. g(x) = (x + 3) 2
0 = 9a + 3b - 2 Multiply by 5. 0 = 45a + 15b - 10
The value of k is 4, and 4 > 0. Therefore, The value of h is –3, and –3 < 0. Thus, the
2 = 25a + 5b - 2 Multiply by -3. -6 = -75a - 15b + 6 the graph of g(x) = x2 + 4 is a translation graph of g(x) = (x + 3) 2 is a translation of
of the graph of f(x) = x2 up 4 units. the graph of f(x) = x2 to the left 3 units.
-6 = -30a - 4
1 y
a= −
15
Lesson 9-3

1 g(x)

A7
To find b, substitute − for a in either the second or third equation. g(x) f(x)
15
1
0=9 − + 3b - 2 O x
15 ( )
f(x)
7
b=−
15
0 x
The equation of a parabola through the three points is
1 2 7
y=−x +− x - 2.
15 15
Find the equation of a parabola through each set of three points.
Exercises
Describe how the graph of each function is related to the graph of f(x) = x2.
1. (1, 5), (0, 6), (2, 3) 2. (-5, 0), (0, 0), (8, 100)
1. g(x) = x2 + 1 2. g(x) = (x – 6) 2 3. g(x) = (x + 1) 2
1 2 1 25 2 125
Answers (Lesson 9-2 and Lesson 9-3)

y = -− x -− x+6 y=− x +− x
2 2 26 26 Translation of Translation of f(x) = x2 Translation of f(x) = x2
3. (4, -4), (0, 1), (3, -2) 4. (1, 3), (6, 0), (0, 0) f(x) = x2 up 1 unit. to the right 6 units. to the left 1 unit.
1 18 1
1 2 3 2 4. g(x) = 20 + x2 5. g(x) = (–2 + x) 2 6. g(x) = - − + x2
y = -− x -− x+1 y=-− x +− x 2
4 4 5 5
Translation of Translation of f(x) = x2 Translation of
5. (2, 2), (5, -3), (0, -1) 6. (0, 4), (4, 0), (-4, 4) 1
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

f(x) = x2 up 20 units. to the right 2 units. f(x) = x2 down − unit.

2
19 2 83 1 2 1 8
y = -− x +− x-1 y = -− x -− x+4 7. g(x) = x2 + − 8. g(x) = x2 – 0.3 9. g(x) = (x + 4) 2
30 30 8 2 9
Translation of Translation of Translation of f(x) = x2
8
f(x) = x2 up − unit. f(x) = x2 down 0.3 unit. to the left 4 units.
9

Chapter 9 16 Glencoe Algebra 1 Chapter 9 17 Glencoe Algebra 1

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Chapter 9
9-3 Study Guide and Intervention (continued) 9-3 Skills Practice
Transformations of Quadratic Functions Transformations of Quadratic Functions
Dilations and Reflections A dilation is a transformation that makes the graph Describe how the graph of each function is related to the graph of f(x) = x2.
narrower or wider than the parent graph. A reflection flips a figure over the x- or y-axis.

1. g(x) = x2 + 2 2. g(x) = (x - 1) 2 3. g(x) = x2 - 8

a >1 Translation of f(x) = x2 Translation of f(x) = x2 Translation of
The graph of f(x) = ax2 stretches or compresses the graph of f(x) = x2. a =1 up 2 units to the right 1 unit f(x) = x2 down 8 units
If |a| > 1, the graph of f(x) = x2 is stretched vertically.
If 0 < |a| < 1, the graph of f(x) = x2 is compressed vertically.
0<a <1
0 x 1 2
4. g(x) = 7x2 5. g(x) = − x 6. g(x) = -6x2
5
y Stretch of f(x) = x2 Compression of f(x) = x2 Stretch of
narrower than the graph wider than the graph of f(x) = x2 narrower than
of f(x) = x2 f(x) = x2 the graph of f(x) = x2
The graph of the function –f(x) flips the graph of f(x) = x2 across the x-axis. reflected over the
f(x) = x 2
The graph of the function f(–x) flips the graph of f(x) = x2 across the y-axis. O x x-axis
f(x) = -x 2 1 2
7. g(x) = -x2 + 3 8. g(x) = 5 - − x 9. g(x) = 4(x - 1) 2
2
Reflection of f(x) = x2 Compression of f(x) = x2 Stretch of
over the x-axis wider than the graph of f(x) = x2 narrower
Example
translated up 3 units f(x) = x2 reflected over than the graph of
Describe how the graph of each function is related to the graph of the x-axis, and translated f(x) = x2 translated

A8
f(x) = x2.
up 5 units to the right 1 unit
1 2
a. g(x) = 2x2 b. g(x) = - − x -3
2 Match each equation to its graph.
The function can be written as f(x) = ax2 The negative sign causes a reflection
where a = 2. Because |a| > 1, the graph of across the x-axis. Then a dilation occurs 10. y = 2x2 - 2 B A. y C. y
y = 2x2 is the graph y 1 y
in which a = − and
of y = x2 that is 2
stretched vertically. a translation in which f(x)
Lesson 9-3
Answers (Lesson 9-3)

k = –3. So the graph 1 2

11. y = − x -2 D 0 x 0 x
1 2 2
f(x) = 2x 2
of g(x) = - − x -3 O x
2
f(x) = x2 is reflected across the
O x x-axis, dilated wider g(x) 1 2
12. y = - − x +2 C
than the graph of 2
f(x) = x2, and translated
down 3 units. B. y D. y
13. y = -2x2 + 2 A
Exercises
Describe how the graph of each function is related to the graph of f(x) = x2.
1 2 0 x 0 x
1. g(x) = -5x2 2. g(x) = -(x + 1) 2 3. g(x) = - −x -1
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4
Compression of Translation of f(x) = x2 Dilation of f(x) = x2
f(x) = x2 narrower than to the left 1 unit and wider than the graph of
the graph of f(x) = x2 reflected over the x-axis. f(x) = x2 reflected over
reflected over the the x-axis translated
x-axis. down 1 unit.

Chapter 9 18 Glencoe Algebra 1 Chapter 9 19 Glencoe Algebra 1

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NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-3 Practice 9-3 Word Problem Practice
Transformations of Quadratic Functions Transformations of Quadratic Functions
Describe how the graph of each function is related to the graph of f(x) = x2. 1. SPRINGS The potential energy stored in 4. ACCELERATION The distance d in feet
1 2 a car accelerating at 6 ft/s2 travels after
2 a spring is given by U s = − kx where k is
1. g(x) = (10 + x)2 2. g(x) = - − + x2 3. g(x) = 9 - x2 2 t seconds is modeled by the function
5 a constant known as the spring constant,
Translation of f(x) = x2 Translation of f(x) = x2 Reflection of d = 3t2. Suppose that at the same time
2 and x is the distance the spring is the first car begins accelerating, a second
to the left 10 units. down − unit. f(x) = x2 across the stretched or compressed from its initial car begins accelerating at 4 ft/s2 exactly
5
x-axis translated up position. How is the graph of the function 100 feet down the road from the first car.
9 units. for a spring where k = 2 newtons/meter The distance traveled by second car is
3 2 1 related to the graph of the function for a modeled by the function d = 2t2 + 100.
4. g(x) = 2x2 + 2 5. g(x) = - − x -− 6. g(x) = -3(x + 4)2
4 2 spring where k = 10 newtons/meter?
Stretch of f(x) = x2 Compression of f(x) = x2 Stretch of 1 a. Graph and label each function on the
The graph of U s = − (10)x2 is a
narrower than the wider than the graph of f(x) = x2 narrower 2 same coordinate plane.
stretch of the other graph.
graph of f(x) = x2 f(x) = x2, reflected over than the graph of 800
d = 3t 2
translated up 2 units. the x-axis, translated f(x) = x2, reflected 2. BLUEPRINTS The bottom left corner of a 700
600 d = 2t 2 + 100
down − 1
unit. over the x-axis rectangular park is located at (–3, 5) on a
500
2 translated to the left construction blueprint. The park is
400
4 units. 8 units long and has an area of 48 units2
300
Distance (ft)

on the blueprint. Suppose the park is 200

Match each equation to its graph. translated on the blueprint so that the 100
top right corner is now located at the 0
A. y B. y C. y origin. Describe the translation of the 2 4 6 8 10 12 14 16

graph. Time (s)

A9
Translated 5 units left and 11 units
0 x 0 x 0 x
down b. Explain how each graph is related to
the graph of d = t2.
3. PHYSICS A ball is dropped from a height
of 20 feet. The function h = -16t2 + 20 d = 3t2 is a stretch of
models the height of the ball in feet after d = t2; d = 2t2 + 100 is a stretch
t seconds. Graph the function and of d = t2 translated up 100 units
1 2
7. y = -3x2 - 1 A 8. y = − x -1 C 9. y = 3x2 + 1 B compare this graph to the graph of its (feet).
Lesson 9-3
Answers (Lesson 9-3)

3
parent function.
c. After how many seconds will the first
List the functions in order from the most vertically stretched to the least 24
21
car pass the second car?
vertically stretched graph.
18 10 seconds
1 2 1 2 1 2 15
10. f(x) = 3x2, g(x) = − x , h(x) = -2x2 11. f(x) = − x , g(x) = - − x , h(x) = 4x2
2 2 6 12
f(x), h(x), g(x) h(x), f(x), g(x)
Height (ft)

9
6
12. PARACHUTING Two parachutists jump at the same time from two different planes as 3
part of an aerial show. The height h1 of the first parachutist in feet after t seconds is 0
0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6
modeled by the function h1 = -16t2 + 5000. The height h2 of the second parachutist in
feet after t seconds is modeled by the function h2 = -16t2 + 4000. Time (s)
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2
a. What is the parent function of the two functions given? h = t
b. Describe the transformations needed to obtain the graph of h1 from the parent
h = -16t2 + 20 is a stretch
function. Stretch of y = x2 narrower than the graph of f(x) = x2, reflected
of h = t2 reflected over the x-axis
and translated up 20 units (feet).
over the x-axis, translated up 5000 units.
c. Which parachutist will reach the ground first? the second parachutist

Chapter 9 20 Glencoe Algebra 1 Chapter 9 21 Glencoe Algebra 1

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Answers
 NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-3 Enrichment 9-4 Study Guide and Intervention
Graphing Polynomial Functions Solving Quadratic Equations by Completing the Square
A polynomial function is a continuous function that can be described by a polynomial Complete the Square Perfect square trinomials can be solved quickly by taking the
equation in one variable. square root of both sides of the equation. A quadratic equation that is not in perfect square
form can be made into a perfect square by a method called completing the square.
Polynomial Function
If n is a nonnegative integer, a0, a1, a2, … , an - 1, an are real numbers, Completing the Square
and an ≠ 0, then To complete the square for any quadratic equation of the form x2 + bx:
f(x) = anxn + an - 1xn - 1 + … + a2x2 + a1x + a0 Step 1 Find one-half of b, the coefficient of x.
is a polynomial function of degree n. Step 2 Square the result in Step 1.

Notice that a quadratic function is a polynomial function of degree 2. Step 3 Add the result of Step 2 to x2 + bx.
2
b 2 b
x2 + bx + − = x+−
(2) ( 2 )
Example 3 2
Create a table of values and a graph for y = x + 2x - x. Then
describe its end behavior.
Example Find the value of c that makes x2 + 2x + c a perfect
Create a table of values, and graph the ordered pairs. Connect the points with a smooth square trinomial.
curve. Find and plot additional points to better approximate the curve’s shape.
1 2
−
y Step 1 Find − of 2. 2
=1
x x3 + 2x2 – x y As you move 2
(−1, 2) right, the graph
-4 (-4)3 + 2(-4)2 - (-4) -28 (1, 2) goes up. Step 2 Square the result of Step 1. 12 = 1
(−2, 2)
-3 (-3)3 + 2(-3)2 - (-3) -6 As x
2
decreases, O (0, 0) x Step 3 Add the result of Step 2 to x + 2x. x2 + 2x + 1
-2 (-2)3 + 2(-2)2 - (-2) 2 y decreases As you move

A10
-1 (-1)3 + 2(-1)2 - (-1) 2 left, the graph Thus, c = 1. Notice that x2 + 2x + 1 equals (x + 1)2.
goes down.
0 (0)3 + 2(0)2 - 0 0 As x
1 13 + 2(1)2 - 1 2 increases, Exercises
From the table and the graph we
2 23 + 2(2)2 - 2 14 y increases. Find the value of c that makes each trinomial a perfect square.
see that as x decreases, y decreases
3 33 + 2(3)2 - 3 42 and as x increases, y increases.
1. x2 + 10x + c 25 2. x2 + 14x + c 49

Exercises
3. x2 - 4x + c 4 4. x2 - 8x + c 16
Create a table of values and a graph for each function. Then describe its end
behavior.
9-4

25 81
5. x2 + 5x + c − 6. x2 + 9x + c −
Answers (Lesson 9-3 and Lesson 9-4)

1. f(x) = x3 + 3x2 - 1 2. f(x) = -2x5 + 4x3 3. f(x) = 2x4 - 4x3 + 3x 4 4

x f(x) f(x) x f(x) f(x) x f(x) f(x)
8 8 8 9 225
Lesson X-4

-2 32
7. x2 - 3x + c − 8. x2 - 15x + c −
-4 -17 -2 58 4 4
4 4 4
-3 -1 -1 -2 -1 3
-2 3 -0.5 -0.4 O O
−4 −2 O 2 4x −4 −2 2 4x -0.5 -0.1 −4 −2 2 4x 9. x2 + 28x + c 196 10. x2 + 22x + c 121
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

-1 1 0 0 −4 0 0 −4
−4
0 -1 0.5 -0.4 0.5 1.1
−8 −8 −8
1 3 1 2 1 1
2 -32 2 6
As x decreases, y decreases and, as As x decreases, y increases, as As x decreases, y increases,
x increases, y increases. x increases, y decreases. as x increases, y increases.

Chapter 9 22 Glencoe Algebra 1 Chapter 9 23 Glencoe Algebra 1

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NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-4 Study Guide and Intervention (continued) 9-4 Skills Practice
Solving Quadratic Equations by Completing the Square Solving Quadratic Equations by Completing the Square
Solve by Completing the Square Since few quadratic expressions are perfect Find the value of c that makes each trinomial a perfect square.
square trinomials, the method of completing the square can be used to solve some
quadratic equations. Use the following steps to complete the square for a quadratic 1. x2 + 6x + c 9 2. x2 + 4x + c 4
expression of the form ax2 + bx.
b
Step 1 Find −
2
.

b 2
3. x2 - 14x + c 49 4. x2 - 2x + c 1
Step 2 Find − .(2)
2
b
Step 3 Add − to ax2 + bx.
(2)
5. x2 - 18x + c 81 6. x2 + 20x + c 100
Example Solve x2 + 6x + 3 = 10 by completing the square.
x2 + 6x + 3 = 10 Original equation
x2 + 6x + 3 - 3 = 10 - 3 Subtract 3 from each side.
7. x2 + 5x + c 6.25 8. x2 - 70x + c 1225
x2 + 6x = 7 Simplify.
2
6
x2 + 6x + 9 = 7 + 9 Since −
(2) = 9, add 9 to each side.
(x + 3)2 = 16 Factor x2 + 6x + 9.
9. x2 - 11x + c 30.25 10. x2 + 9x + c 20.25
x + 3 = ±4 Take the square root of each side.
x = -3 ± 4 Simplify.

x = -3 + 4 or x = -3 - 4
Solve each equation by completing the square. Round to the nearest
=1 = -7 tenth if necessary.

A11
The solution set is {-7, 1}.
11. x2 + 4x - 12 = 0 2, -6 12. x2 - 8x + 15 = 0 3, 5
Exercises
Solve each equation by completing the square. Round to the nearest tenth if
necessary. 13. x2 + 6x = 7 -7, 1 14. x2 - 2x = 15 -3, 5
2 2 2
1. x - 4x + 3 = 0 2. x + 10x = -9 3. x - 8x - 9 = 0
Answers (Lesson 9-4)

1, 3 -1, -9 -1, 9
15. x2 - 14x + 30 = 6 2, 12 16. x2 + 12x + 21 = 10 -11, -1
4. x2 - 6x = 16 5. x2 - 4x - 5 = 0 6. x2 - 12x = 9
-2, 8 -1, 5 -0.7, 12.7
7. x2 + 8x = 20 8. x2 = 2x + 1 9. x2 + 20x + 11 = -8 17. x2 - 4x + 1 = 0 0.3, 3.7 18. x2 - 6x + 4 = 0 0.8, 5.2
-10, 2 -0.4, 2.4 -19, -1
Lesson 9-4

10. x2 - 1 = 5x 11. x2 = 22x + 23 12. x2 - 8x = -7

19. x2 - 8x + 10 = 0 1.6, 6.4 20. x2 - 2x = 5 -1.4, 3.4
-0.2, 5.2 -1, 23 1, 7
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13. x2 + 10x = 24 14. x2 - 18x = 19 15. x2 + 16x = -16

-12, 2 -1, 19 -14.9, -1.1 21. 2x2 + 20x = -2 -9.9, -0.1 22. 0.5x2 + 8x = -7 -15.1, -0.9
16. 4x2 = 24 + 4x 17. 2x2 + 4x + 2 = 8 18. 4x2 = 40x + 44
-2, 3 -3, 1 -1, 11

Chapter 9 24 Glencoe Algebra 1 Chapter 9 25 Glencoe Algebra 1

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 NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-4 Practice 9-4 Word Problem Practice
Solving Quadratic Equations by Completing the Square Solving Quadratic Equations by Completing the Square
Find the value of c that makes each trinomial a perfect square. 1. INTERIOR DESIGN Modular carpeting is 4. FROGS A frog sitting on a stump 3 feet
installed in small pieces rather than as a high hops off and lands on the ground.
1. x2 - 24x + c 144 2. x2 + 28x + c 196 3. x2 + 40x + c 400 large roll so that only a few pieces need During its leap, its height h in feet is
to be replaced if a small area is damaged. given by h = -0.5d2 + 2d + 3, where d is
Suppose the room shown in the diagram the distance from the base of the stump.
9 81 1 below is being fitted with modular How far is the frog from the base of the
4. x2 + 3x + c − 5. x2 - 9x + c − 6. x2 - x + c −
4 4 4 carpeting. Complete the square to stump when it landed on the ground?
determine the number of 1 foot by 1 foot 2 + √
10 or about 5.16 ft
Solve each equation by completing the square. Round to the nearest tenth if
squares of carpeting needed to finish the
necessary.
room. Fill in the missing terms in the
corresponding equation below. 25; 5
7. x2 - 14x + 24 = 0 8. x2 + 12x = 13 9. x2 - 30x + 56 = -25
5. GARDENING Peg is planning a
2, 12 -13, 1 3, 27 2
x x x x x x rectangular vegetable garden using
x
200 feet of fencing material. She only
x needs to fence three sides of the garden
10. x2 + 8x + 9 = 0 11. x2 - 10x + 6 = -7 12. x2 + 18x + 50 = 9 x since one side borders an existing fence.
x
x
-6.6, -1.4 1.5, 8.5 -15.3, -2.7
x2 + 10x + _____ = (x + _____)2
13. 3x2 + 15x - 3 = 0 14. 4x2 - 72 = 24x 15. 0.9x2 + 5.4x - 4 = 0 x
2 2
-5.2, 0.2 -2.2, 8.2 -6 −,−

A12
3 3 2. FALLING OBJECTS Keisha throws a
rock down an old well. The distance
1 2 1 2
16. 0.4x2 + 0.8x = 0.2 17. −
2
x - x - 10 = 0 18. −
4
x +x-2=0 d in feet the rock falls after t seconds
can be represented by d = 16t2 + 64t. If a. Let x = the width of the rectangle. Write
-2.2, 0.2 -3.6, 5.6 -5.5, 1.5 the water in the well is 80 feet below an equation to represent the area A of
ground, how many seconds will it take the garden if Peg uses all the fencing
for the rock to hit the water? material. A = x(200 - 2x)
19. NUMBER THEORY The product of two consecutive even integers is 728. Find
Answers (Lesson 9-4)

the integers.
1 second
26, 28
20. BUSINESS Jaime owns a business making decorative boxes to store jewelry, mementos,
and other valuables. The function y = x2 + 50x + 1800 models the profit y that Jaime 3. MARS On Mars, the gravity acting on
an object is less than that on Earth. On b. For what widths would the area of Peg’s
has made in month x for the first two years of his business.
Earth, a golf ball hit with an initial garden equal 4800 square feet if she uses
upward velocity of 26 meters per second all the fencing material?
a. Write an equation representing the month in which Jaime’s profit is $2400.
will hit the ground in about 5.4 seconds. The area of the garden will be
Lesson 9-4

x2 + 50x + 1800 = 2400 The height h of an object on Mars that 4800 ft 2 for a width of 40 ft and a
leaves the ground with an initial velocity width of 60 ft.
b.Use completing the square to find out in which month Jaime’s profit is $2400. of 26 meters per second is given by the
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

the tenth month equation h = -1.9t2 + 26t. How much

longer will it take for the golf ball hit on
21. PHYSICS From a height of 256 feet above a lake on a cliff, Mikaela throws a rock out Mars to reach the ground? Round your
over the lake. The height H of the rock t seconds after Mikaela throws it is represented answer to the nearest tenth.
by the equation H = -16t2 + 32t + 256. To the nearest tenth of a second, how long does about 8.3 seconds
it take the rock to reach the lake below? (Hint: Replace H with 0.) 5.1 s

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NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-4 Enrichment 9-5 Study Guide and Intervention
Factoring Quartic Polynomials Solving Quadratic Equations by Using the Quadratic Formula
Completing the square is a useful tool for factoring quadratic expressions. You can utilize a Quadratic Formula To solve the standard form of the quadratic equation,
similar technique to factor simple quartic polynomials of the form x4 + c. ax 2 + bx + c = 0, use the Quadratic Formula.

Example Factor the quartic polynomial x4 + 64. -b ± √

b2 - 4ac
Quadratic Formula The solutions of ax 2 + bx + c = 0, where a ≠ 0, are given by x = − .
2a

Step 1 Find the value of the middle term needed to complete the square.
Example 1 Solve x2 + 2x = 3 by Example 2 Solve x2 - 6x - 2 = 0 by
64 )(x2), or 16x2.
This value is (2 √ using the Quadratic Formula. using the Quadratic Formula. Round to
Step 2 Rewrite the original polynomial in factorable form. the nearest tenth if necessary.
2
Rewrite the equation in standard form.
4 16
2 2 For this equation a = 1, b = -6, and c = -2.
- 16x x2 + 2x = 3 Original equation
(x + 16x + (−2) )
Step 3 Factor the polynomials. (x2 + 8) 2 - (4x)2 x2 + 2x - 3 = 3 - 3 Subtract 3 from each side. -b ± √
b 2 - 4ac
x= −
x2 + 2x - 3 = 0 Simplify. 2a
Step 4 Rewrite using the difference of two squares. 2
Now let a = 1, b = 2, and c = -3 in the 
6 ± √(-6) - 4(1)(-2)
(x2 + 8 + 4x)(x2 + 8 - 4x) = −−
Quadratic Formula. 2(1)
The factored form of x2 + 64 is (x2 + 4x + 8)(x2 - 4x + 8). This could then be factored
further, if needed, to find the solutions to a quartic equation. -b ± √
b2 - 4ac 44
6 + √
x= − = −
2a 2
Exercises (2)2 - 4(1)(-3)
-2 ± √ 44
6 + √ 44
6 - √
= −− x = − or x = −
2(1) 2 2
Factor each quartic polynomial. x ≈ 6.3 ≈ -0.3
16
-2 ± √
1. x4 + 4 2. x4 + 324 =− The solution set is {-0.3, 6.3}.
2

A13
-2 + 4 -2 - 4
(x2 + 2x + 2)(x2 - 2x + 2) (x2 + 6x + 18)(x2 - 6x + 18) x = − or x= −
2 2
=1 = -3
3. x4 + 2500 4. x4 + 9604 The solution set is {-3, 1}.
2 2
(x + 10x + 50)(x - 10x + 50) (x2 + 14x + 98)(x2 - 14x + 98) Exercises
4 4
5. x + 1024 6. x + 5184 Solve each equation by using the Quadratic Formula. Round to the
nearest tenth if necessary.
(x2 + 8x + 32)(x2 - 8x + 32) (x2 + 12x + 72)(x2 - 12x + 72)
1. x2 - 3x + 2 = 0 1, 2 2. x2 - 8x = -16 4
7. x4 + 484 8. x4 + 9
3. 16x2 - 8x = -1 −
1 4. x2 + 5x = 6 -6, 1
Answers (Lesson 9-4 and Lesson 9-5)

(x2 + x√
44 + 22)(x2 - x√
44 + 22) (x2 + x √
6 + 3)(x2 - x √
6 + 3) 4
4
9. x4 + 144 10. x8 + 16,384 5. 3x2 + 2x = 8 -2, − 6. 8x2 - 8x - 5 = 0 -0.4, 1.4
3
(x2 + 2x √
6 + 12)(x2 - 2x √6
 + 12) (x4 + 16x2 + 128)(x4 - 16x2 + 128) 7
7. -4x2 + 19x = 21 −, 3 8. 2x2 + 6x = 5 -3.7, 0.7
4
4
11. Factor x + c to come up with a general rule for factoring quartic polynomials.
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3
2 2
9. 48x2 + 22x - 15 = 0 - − −
5, 3 10. 8x2 - 4x = 24 - −, 2
(x + x √
2 √ c
c + √ ) + (x + x √ c + √
2 √ c) 6 8 2
11. 2x2 + 5x = 8 -3.6, 1.1 12. 8x2 + 9x - 4 = 0 -1.5, 0.3
Lesson 9-5

13. 2x2 + 9x + 4 = 0 -4, - −

1 14. 8x2 + 17x + 2 = 0 -2, - −
1
2 8

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Answers
 NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-5 Study Guide and Intervention (continued) 9-5 Skills Practice
Solving Quadratic Equations by Using the Quadratic Formula Solving Quadratic Equations by Using the Quadratic Formula
2
 Solve each equation by using the Quadratic Formula. Round to the nearest tenth
-b ± √b - 4ac
The Discriminant In the Quadratic Formula, x = − , the expression if necessary.
2a
under the radical sign, b2 - 4ac, is called the discriminant. The discriminant can be used 1. x2 - 49 = 0 -7, 7 2. x2 - x - 20 = 0 -4, 5
to determine the number of real solutions for a quadratic equation.

Case 1: b2 - 4ac < 0 no real solutions 3. x2 - 5x - 36 = 0 -4, 9 4. x2 + 11x + 30 = 0 -6, -5

2
Case 2: b - 4ac = 0 one real solution
5. x2 - 7x = -3 0.5, 6.5 6. x2 + 4x = -1 -3.7, -0.3
Case 3: b2 - 4ac > 0 two real solutions

7. x2 - 9x + 22 = 0  8. x2 + 6x + 3 = 0 -5.4, -0.6
Example State the value of the discriminant for each equation. Then
determine the number of real solutions of the equation.
1 1
9. 2x2 + 5x - 7 = 0 - 3 −, 1 10. 2x2 - 3x = -1 −, 1
a. 12x2 + 5x = 4 b. 2x2 + 3x = -4 2 2
Write the equation in standard form. 2x2 + 3x = -4 Original equation 1
11. 2x2 + 5x + 4 = 0  12. 2x2 + 7x = 9 -4 − , 1
12x2 + 5x = 4 Original equation 2x2 + 3x + 4 = -4 + 4 Add 4 to each side. 2
12x2 + 5x - 4 = 4 - 4 Subtract 4 from each side. 2x2 + 3x + 4 = 0 Simplify. 2
13. 3x2 + 2x - 3 = 0 -1.4, 0.7 14. 3x2 - 7x - 6 = 0 - −, 3
12x2 + 5x - 4 = 0 Simplify. 3
Find the discriminant.
Now find the discriminant. b2 - 4ac = (3)2 - 4(2)(4) State the value of the discriminant for each equation. Then determine the number
b2 - 4ac = (5)2 - 4(12)(-4) = -23 of real solutions of the equation.
= 217

A14
Since the discriminant is negative, the 15. x2 + 4x + 3 = 0 16. x2 + 2x + 1 = 0
Since the discriminant is positive, the equation has no real solutions.
equation has two real solutions. 4; 2 real solutions 0; 1 real solution
Exercises 17. x2 - 4x + 10 = 0 18. x2 - 6x + 7 = 0
State the value of the discriminant for each equation. Then determine the number
of real solutions of the equation.
Answers (Lesson 9-5)

-24; no real solutions 8; 2 real solutions

1. 3x2 + 2x - 3 = 0 2. 3x2 - 7x - 8 = 0 3. 2x2 - 10x - 9 = 0
19. x2 - 2x - 7 = 0 20. x2 - 10x + 25 = 0
40, 2 real solutions 145, 2 real solutions 172, 2 real solutions
4. 4x2 = x + 4 5. 3x2 - 13x = 10 6. 6x2 - 10x + 10 = 0 32; 2 real solutions 0; 1 real solution
65, 2 real solutions 289, 2 real solutions -140, no real solutions
21. 2x2 + 5x - 8 = 0 22. 2x2 + 6x + 12 = 0
7. 2x2 - 20 = -x 8. 6x2 = -11x - 40 9. 9 - 18x + 9x2 = 0

161, 2 real solutions -839, no real solutions 0, 1 real solution 89; 2 real solutions -60; no real solutions
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10. 12x2 + 9 = -6x 11. 9x2 = 81 12. 16x2 + 16x + 4 = 0 23. 2x2 - 4x + 10 = 0 24. 3x2 + 7x + 3 = 0
-396, no real solutions 2916, 2 real solutions 0, 1 real solution
-64; no real solutions 13; 2 real solutions
2 2
13. 8x + 9x = 2 14. 4x - 4x + 4 = 3 15. 3x2 - 18x = - 14
Lesson 9-5

145, 2 real solutions 0, 1 real solution 156, 2 real solutions

Chapter 9 30 Glencoe Algebra 1 Chapter 9 31 Glencoe Algebra 1

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NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-5 Practice 9-5 Word Problem Practice
Solving Quadratic Equations by Using the Quadratic Formula Solving Quadratic Equations by Using the Quadratic Formula
Solve each equation by using the Quadratic Formula. Round to the nearest tenth 1. BUSINESS Tanya runs a catering 4. CRAFTS Madelyn cut a 60-inch pipe
if necessary. business. Based on her records, her cleaner into two unequal pieces, and then
1. x2 + 2x - 3 = 0 -3, 1 2. x2 + 8x + 7 = 0 -7, -1 3. x2 - 4x + 6 = 0  weekly profit can be approximated by the she used each piece to make a square.
function f(x) = x2 + 2x - 37, where x is The sum of the areas of the squares was
the number of meals she caters. If f(x) is 117 square inches. Let x be the length of
1
4. x2 - 6x + 7 = 0 1.6, 4.4 5. 2x2 + 9x - 5 = 0 -5, − 6. 2x2 + 12x + 10 = 0 -5, -1 negative, it means that the business has one piece. Write and solve an equation to
2 lost money. What is the least number of represent the situation and find the
1 1 meals that Tanya needs to cater in order lengths of the two original pieces.
7. 2x2 - 9x = -12  8. 2x2 - 5x = 12 -1− ,4 9. 3x2 + x = 4 -1−, 1
to have a profit? 2
2 3 60 - x x 2
6 meals (− + (− = 117;
1 4 ) 4)
10. 3x2 - 1 = -8x -2.8, 0.1 11. 4x2 + 7x = 15 -3, 1− 12. 1.6x2 + 2x + 2.5 = 0 
4 24 in. and 36 in.
1 2 3 3 1
13. 4.5x2 + 4x - 1.5 = 0 14. − x + 2x + − =0 15. 3x2 - − x=−
2 2 4 2 5. SITE DESIGN The town of Smallport
-1.2, 0.3 -3, -1 -0.3, 0.6 plans to build a new water treatment
plant on a rectangular piece of land
State the value of the discriminant for each equation. Then determine the number 75 yards wide and 200 yards long. The
2. AERONAUTICS At liftoff, the space
of real solutions of the equation. buildings and facilities need to cover an
shuttle Discovery has a constant
area of 10,000 square yards. The town’s
acceleration of 16.4 feet per second
16. x2 + 8x + 16 = 0 17. x2 + 3x + 12 = 0 18. 2x2 + 12x = -7 zoning board wants the site designer to
squared and an initial velocity of
allow as much room as possible between
1341 feet per second due to the rotation
0; 1 real solution -39; no real solutions 88; 2 real solutions each edge of the site and the buildings
of Earth. The distance Discovery has
and facilities. Let x represent the width

A15
traveled t seconds after liftoff is given by
of the border.
19. 2x2 + 15x = -30 20. 4x2 + 9 = 12x 21. 3x2 - 2x = 3.5 the equation d(t) = 1341t + 8.2t2. How
long after liftoff has Discovery traveled 200 yd
-15; no real solutions 0; 1 real solution 46; 2 real solutions 40,000 feet? Round your answer to the
nearest tenth. x
3 2 1 2 25.8 seconds
22. 2.5x2 + 3x - 0.5 = 0 23. − x - 3x = -4 24. − x = -x - 1
4 4 x x
75 yd Buildings and Facilities
Answers (Lesson 9-5)

14; 2 real solutions -3; no real solutions 0; 1 real solution

25. CONSTRUCTION A roofer tosses a piece of roofing tile from a roof onto the ground
Border x
30 feet below. He tosses the tile with an initial downward velocity of 10 feet per second.
a. Write an equation to find how long it takes the tile to hit the ground. Use the model for
vertical motion, H = -16t2 + vt + h, where H is the height of an object after t seconds, 3. ARCHITECTURE
a. Use an equation similar to A =  × w
v is the initial velocity, and h is the initial height. (Hint: Since the object is thrown The Golden Ratio
to represent the situation.
down, the initial velocity is negative.) H = -16t2 - 10t + 30 appears in the
design of the Greek 10,000 = (200 - 2x)(75 - 2x)
b. How long does it take the tile to hit the ground? about 1.1 s Parthenon because b. Write the equation in standard
the width and quadratic form.
26. PHYSICS Lupe tosses a ball up to Quyen, waiting at a third-story window, with an height of the façade are related by the
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4x 2 - 550x + 5000 = 0
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

initial velocity of 30 feet per second. She releases the ball from a height of 6 feet. The W+H W
equation − = − . If the height of a c. What should be the width of the
equation h = -16t2 + 30t + 6 represents the height h of the ball after t seconds. If the W H
ball must reach a height of 25 feet for Quyen to catch it, does the ball reach Quyen? model of the Parthenon is 16 inches, border? Round your answer to the
Explain. (Hint: Substitute 25 for h and use the discriminant.) No; the discriminant, what is its width? Round your answer to nearest tenth.
the nearest tenth.
Lesson 9-5

-316, is negative, so there is no real solution. 9.8 yd

25.9 in.

Chapter 9 32 Glencoe Algebra 1 Chapter 9 33 Glencoe Algebra 1

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Answers
 NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-5 Enrichment 9-6 Study Guide and Intervention
Analyzing Functions with Successive Differences and Ratios
Golden Rectangles Identify Functions Linear functions, quadratic Linear Function y = mx + b
functions, and exponential functions can all be Quadratic Function y = ax2 + bx + c
A golden rectangle has the property that its sides satisfy used to model data. The general forms of the
the following proportion. b equations are listed at the right. Exponential Function y = abx
a+b a
− a =− b You can also identify data as linear, quadratic, or exponential based on patterns of behavior
Lesson 9-6

Two quadratic equations can be written from the proportion. of their y-values.
These are sometimes called golden quadratic equations. a
Example 1 Graph the set of ordered Example 2 Look for a pattern in the
1. In the proportion, let a = 1. Use 2. Solve the equation in Exercise 1 for b. pairs {(–3, 2), (–2, –1), (–1, –2), (0, –1), table to determine which model best
cross-multiplication to write a (1, 2)}. Determine whether the ordered describes the data.

−1 ± √5
quadratic equation. b= − pairs represent a linear function, a x –2 –1 0 1 2
2 2 quadratic function, or an exponential
b +b-1=0 y 4 2 1 0.5 0.25
function.
y Start by comparing the first differences.
3. In the proportion, let b = 1. Write 4. Solve the equation in Exercise 3 for a. 4 -2 2 -1 1 -0.5 0. 5 -0.25 0.25
a quadratic equation in a.

1 ± √5 The first differences are not all equal. The
a2 - a - 1 = 0 a=− table does not represent a linear function.
2
0 x Find the second differences and compare.
5. Explain why −
1 √ 1 √
( 5 + 1) and − ( 5 - 1) are called golden ratios. -2 + 1 -1 + 0.5 -0.5 + 0.25 -0.25
2 2
They are the ratios of the sides in a golden rectangle. The first is the ratio The table does not represent a quadratic
function. Find the ratios of the y-values.
of the long side to the short side; the second is short side: long side.

A16
The ordered pairs appear to represent a 4 × 0.5 2 × 0.5 1 × 0.5 0.5 × 0.5 0.25
quadratic function.
The ratios are equal. Therefore, the table
Another property of golden rectangles C
can be modeled by an exponential function.
is that a square drawn inside a
golden rectangle creates another,
smaller golden rectangle. Exercises
In the design at the right, opposite Graph each set of ordered pairs. Determine whether the ordered pairs represent
vertices of each square have been a linear function, a quadratic function, or an exponential function.
connected with quarters of circles.
1. (0, –1), (1, 1), (2, 3), (3, 5) 2. (–3, –1), (–2, –4), (–1, –5), (0, –4), (1, –1)
For example, the arc from point B to y y
point C is created by putting the
0 x
Answers (Lesson 9-5 and Lesson 9-6)

point of a compass at point A. The

radius of the arc is the length BA. linear quadratic
B A 0 x

6. On a separate sheet of paper, draw a larger version of the design. Start with a golden
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

rectangle with a long side of 10 inches.

Look for a pattern in each table to determine which model best describes the data.
3
The short side should be about 6 − inches.
16 3. x –2 –1 0 1 2 4. x –2 –1 0 1 2
y 6 5 4 3 2 y 6.25 2.5 1 0.4 0.16

linear exponential
Chapter 9 34 Glencoe Algebra 1 Chapter 9 35 Glencoe Algebra 1

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NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-6 Study Guide and Intervention (continued) 9-6 Skills Practice
Analyzing Functions with Successive Differences and Ratios Analyzing Functions with Successive Differences and Ratios
Write Equations Once you find the model that best describes the data, you can write Graph each set of ordered pairs. Determine whether the ordered pairs represent
an equation for the function. a linear function, a quadratic function, or an exponential function.
Linear Function y = mx + b
1. (2, 3), (1, 1), (0, –1), (–1, –3), (–3, –5) 2. (–1, 0.5), (0, 1), (1, 2), (2, 4)
Basic Forms Quadratic Function y = ax2
y y
Lesson 9-6

Exponential Function y = abx

Example Determine which model best describes the data. Then write an O x
0 x
equation for the function that models the data.
x 0 1 2 3 4
y 3 6 12 24 48 linear exponential
Step 1 Determine whether the data is modeled by a linear, quadratic, or 3. (–2, 4), (–1, 1), (0, 0), (1, 1), (2, 4) 4. (–3, 5), (–2, 2), (–1, 1), (0, 2), (1, 5)
exponential function. y y
First differences: 3 + 3 6 +6 12 + 12 24 + 24 48

Second differences: 3 +3 6 +6 12 + 12 24
0 x 0 x
y-value ratios: 3 ×2 6 ×2 12 ×2 24 ×2 48

The ratios of successive y-values are equal. Therefore, the table of

values can be modeled by an exponential function.

A17
quadratic quadratic
Step 2 Write an equation for the function that models the data. The Look for a pattern in each table of values to determine which model best
equation has the form y = abx. The y-value ratio is 2, so this is the describes the data. Then write an equation for the function that models the data.
value of the base.
y = abx Equation for exponential function 5. x –3 –2 –1 0 1 2 exponential; y = 4 · (0.5) x
0
3 = a(2) x = 0, y = 3, and b = 2 y 32 16 8 4 2 1
Answers (Lesson 9-6)

3=a Simplify.

An equation that models the data is y = 3 ․ 2 x. To check the results, you can verify that the 6. x –1 0 1 2 3 linear; y = -4x + 3
other ordered pairs satisfy the function. y 7 3 –1 –5 –9

Exercises
Look for a pattern in each table of values to determine which model best 7. x –3 –2 –1 0 1 quadratic; y = -3x2
describes the data. Then write an equation for the function that models the data. y –27 –12 –3 0 –3

1. x –2 –1 0 1 2 quadratic; y = 3x2
y 12 3 0 3 12 8.
1
· 3x
x 0 1 2 3 4 exponential; y = −
2
y 0.5 1.5 4.5 13.5 40.5
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. x –1 0 1 2 3 linear; y = 3x + 1
y –2 1 4 7 10
9. x –2 –1 0 1 2 linear; y = 4x
y –8 –4 0 4 8
3. x –1 0 1 2 3 exponential; y = 3  4x
y 0.75 3 12 48 192

Chapter 9 36 Glencoe Algebra 1 Chapter 9 37 Glencoe Algebra 1

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Answers
 NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-6 Practice 9-6 Word Problem Practice
Analyzing Functions with Successive Differences and Ratios Analyzing Functions with Successive Differences and Ratios
Graph each set of ordered pairs. Determine whether the ordered pairs represent a 1. WEATHER The San Mateo weather 3. BOATS The value of a boat typically
linear function, a quadratic function, or an exponential function. station records the amount of rainfall depreciates over time. The table shows
1 1 since the beginning of a thunderstorm. the value of a boat over a period of time.
1. (4, 0.5), (3, 1.5), (2, 2.5), (1, 3.5), (0, 4.5) 2. –1, − , 0, − , (1, 1), (2, 3)
( 9 ) ( 3) Data for a storm is recorded as a series
y y of ordered pairs shown below, where the Years 0 1 2 3 4
Lesson 9-6

x value is the time in minutes since the

Boat
start of the storm, and the y value is the 8250 6930 5821.20 4889.81 4107.44
Value ($)
amount of rain in inches that has fallen
0 x since the start of the storm.
O x Write an equation for the function that
(2, 0.3), (4, 0.6), (6, 0.9), (8, 1.2), (10, 1.5) models the data. Then use the equation
Graph the ordered pairs. Determine to determine how much the boat is worth
linear exponential whether the ordered pairs represent a after 9 years.
3. (–4, 4), (–2, 1), (0, 0), (2, 1), (4, 4) 4. (–4, 2), (–2, 1), (0, 0), (2, –1), (4, –2) linear function, a quadratic function, or y = 8250  (0.84)x; $1717.78
y y
an exponential function.
4. NUCLEAR WASTE Radioactive material
1.6
slowly decays over time. The amount of
1.4
time needed for an amount of radioactive
1.2
1.0
material to decay to half its initial
0 x 0 x
0.8 linear quantity is known as its half-life.
0.6 Consider a 20-gram sample of a
0.4 radioactive isotope.

Total Rainfall (in.)

quadratic linear 0.2
0 Half-Lives
0 1 2 3 4

A18
Look for a pattern in each table of values to determine which model best 2 4 6 8 10 12 Elapsed
describes the data. Then write an equation for the function that models the data. Time (min) Amount of Isotope
20 10 5 2.5 1.25
Remaining (grams)
3 1
5. x –3 –1 1 3 5 linear; y = − x -− 2. INVESTING The value of a certain parcel
2 2
y –5 –2 1 4 7 of land has been increasing in value ever a. Is radioactive decay a linear decay,
since it was purchased. The table shows quadratic decay, or an exponential
6. x –2 –1 0 1 2 exponential; y = 210 x
the value of the land parcel over time. decay? exponential
y 0.02 0.2 2 20 200
Answers (Lesson 9-6)

Year Since b. Write an equation to determine how

7. x –1 0 1 2 3 quadratic; y = 6x2 0 1 2 3 4
Purchasing
many grams y of a radioactive isotope
y 6 0 6 24 54 Land Value
$1.05 $2.10 $4.20 $8.40 $16.80 will be remaining after x half-lives.
8. x –2 –1 0 1 2 linear; y = -9x (thousands $)
y = 20  (0.5)x
y 18 9 0 –9 –18 Look for a pattern in the table of values c. How many grams of the isotope will
to determine which model best describes remain after 11 half-lives? 0.0098 g
9. INSECTS The local zoo keeps track of the number of dragonflies breeding in their insect
the data. Then write an equation for the
exhibit each day.
function that models the data.
Day 1 2 3 4 5 d. Plutonium-238 is one of the most
exponential; y = 1.05  2n
Dragonflies 9 18 36 72 144 dangerous waste products of nuclear
power plants. If the half-life of
a. Determine which function best models the data. exponential
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

plutonium-238 is 87.7 years, how

long would it take for a 20-gram
b. Write an equation for the function that models the data. y = 9  2 x
sample of plutonium-238 to decay
c. Use your equation to determine the number of dragonflies that will be breeding after to 0.078 gram? 701.8 years
9 days. 4608 dragonflies

Chapter 9 38 Glencoe Algebra 1 Chapter 9 39 Glencoe Algebra 1

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NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-6 Enrichment 9-7 Study Guide and Intervention
Special Functions
Sierpinski Triangle Step Functions The graph of a step function is a series of disjointed line segments.
Sierpinski Triangle is an example of a fractal that changes exponentially. Start with an Because each part of a step function is linear, this type of function is called a
piecewise-linear function.
equilateral triangle and find the midpoints of each side. Then connect the midpoints to
form a smaller triangle. Remove this smaller triangle from the larger one. One example of a step function is the greatest integer function, written as f(x) = x, where
f(x) is the greatest integer not greater than x.
Repeat the process to create the next triangle in the sequence. Find the midpoints of
the sides of the three remaining triangles and connect them to form smaller triangles to
Example Graph f(x) = x + 3.
be removed.
Make a table of values using integer and noninteger values. On the graph, dots represent
included points, and circles represent points that are excluded.
f(x)
x x+3 x + 3
–5 –2 –2
–3.5 –0.5 –1
Lesson 9-7

–2 1 1 0 x

–0.5 2.5 2
1 4 4
figure 1 figure 2 figure 3
2.5 5.5 5
Cut out: 1 Cut out: 1 + 3 or 7
4 4 16 16
1 3 7 9 Because the dots and circles overlap, the domain is all real numbers. The range is
Area = 1 - 4 or 4 Area = 1 - 16 or 16
all integers.

1. Find the next triangle in the sequence. How much has been cut out? What is the area of Exercises

A19
the fourth figure in the sequence? Graph each function. State the domain and range.
3
1 +− 9 37 37 27
See students’ triangles; − +− or − ; 1 - − or − 1–6. D = {all real numbers}; R = {all integers}
4 16 64 64 64 64
1. f(x) = x + 1 2. f(x) = –x 3. f(x) = x – 1
2. Make a conjecture as to what you need to multiply the previous amount cut by to find
3 f(x) f (x) f (x)
the new amount cut. −
4
3. Fill in the chart to represent the amount cut and the area remaining for each triangle in
the sequence. O x O x O x

Figure 1 2 3 4 5 6

1 7
Answers (Lesson 9-6 and Lesson 9-7)

Amount Cut 0 − − 37 175 781

4 16 − − −
64 256 1024
3 9 27 81 243
Area Remaining 1 − −
4 16 − − − 4. f (x) = x + 4 5. f (x) = x – 3 6. f (x) = 2x
64 256 1024
f (x) f(x) f(x)

4. Write an equation to represent the area that is left in the nth triangle in the sequence.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

n
3
A= − (4) O x O x O x

5. If this process is continued, make a conjecture as to the remaining area.

The remaining area gets very close to 0.

Chapter 9 40 Glencoe Algebra 1 Chapter 9 41 Glencoe Algebra 1

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Answers
 NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-7 Study Guide and Intervention (continued) 9-7 Skills Practice
Special Functions Special Functions
Absolute Value Functions Another type of piecewise-linear function is the absolute Graph each function. State the domain and range.
value function. Recall that the absolute value of a number is always nonnegative. So in
the absolute value function, written as f (x) = |x|, all of the values of the range are 1. f (x) = x – 2 2. f (x) = 3x 3. f (x) = 2x
nonnegative.
f (x) f (x) f(x)
The absolute value function is called a piecewise-defined function because it can be
written using two or more expressions.

Example 1 Example 2 0 x 0 x 0 x
Graph f (x) = |x + 2|. Graph
State the domain and range. x + 1 if x > 1
f(x) = . State the domain
f (x) cannot be negative, so the minimum 3x if x ≤ 1
{
point is f (x) = 0. and range.
f (x) = |x + 2| Original function Graph the first expression. When x > 1,
D = {all real numbers}; D = {all real numbers}; D = {all real numbers};
Lesson 9-7

0=x+2 Replace f(x) with 0. f (x) = x + 1. Since x ≠ 1, place an open R = {all integers} R = {all integers evenly R = {all integers}
circle at (1, 2). divisible by 3}
-2 = x Subtract 2 from each side.

Make a table. Include values for x > -2 and Next, graph the second expression. When
x < -2. x ≤ 1, f(x) = 3x. Since x = 1, place a closed 4. f (x) = |x| – 3 5. f(x) = |2x| 6. f(x) = |2x + 5|
circle at (1, 3).
x f(x) f(x) f(x) f (x) f(x)
f(x)
-5 3
-4 2
-3 1
0 x 0 x 0 x 0 x

A20
-2 0 0 x
-1 1
0 2
1 3
2 4 D = {all real numbers}; D = {all real numbers}; D = {all real numbers};
The domain and range are both all real R = {y | y ≥ -3} R = {y | y ≥ 0} R = {y | y ≥ 0}
The domain is all real numbers. The range is
numbers.
Answers (Lesson 9-7)

all real numbers greater than or equal to 0.

if x ≤ 1 x+2 if x < 0
Exercises 7. f(x) = 8. f(x) = x + 4 9. f(x) =
{2x–x + 3 ifif xx >≤ 21 0.25x + 1 if x > 1
{ -0.5x + 1
{ if x ≥ 0
Graph each function. State the domain and range.
f(x) f (x) f (x)
1. f(x) = |x - 1| 2. f(x) = |-x + 2| 3. f(x) = { -xx-+24 ifif xx ≤> 11
f (x) f (x) y

0 x 0 x 0 x

0 x 0 x 0 x
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

y = |x - 1| y =|-x + 2|
D = {x | x ≤ 1, x > 2}; D = {all real numbers}; D = {all real numbers};
D = {all real numbers}; D = {all real numbers}; D = {all real numbers}; R = {y | y ≤ 2} R = {all real numbers} R = {y | y < 2}
R = { y | y > 0} R = { y | y > 0} R = { y | y > -1}

Chapter 9 42 Glencoe Algebra 1 Chapter 9 43 Glencoe Algebra 1

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NAME DATE PERIOD NAME DATE PERIOD

Chapter 9
9-7 Practice 9-7 Word Problem Practice
Special Functions Special Functions
Graph each function. State the domain and range. 1. BABYSITTING Ariel charges $4 per 4. FUNDRAISING Students are selling
1
hour as a babysitter. She rounds every boxes of cookies at a fund-raiser. The
1. f(x) = -2x + 1 2. f(x) = x + 3 - 2 3. f(x) = -|−
2
x| + 1 fraction of an hour up to the next boxes of cookies can only be ordered by
f(x) f(x)
half-hour. Draw a graph to represent the case, with 12 boxes per case. Draw
f(x)
Ariel’s total earnings y after x hours. a graph to represent the number of
y cases needed y when x boxes of cookies
30 are sold.
0 x 25
0 x 0 x
20 y
15 6
10 5

Ariel’s Earnings ($)

5 4
0 3
D = {all real numsbers}; D = {all real numsbers}; D = {all real numbers}; 1 2 3 x
Cases Needed

2
R = {all multiples of 2} R = {all integers} R = {f(x)  f(x) ≤ 1} Hours Babysitting 1
Lesson 9-7

–2x + 3 if x > 0 2. SHIPPING A package delivery service 0

4. f(x) = |2x + 4| - 3 5. f(x) = 6. f(x) = 12 24 36 48 60 72 x
{2x + 4 ifif xx ≤> -- 11 1 determines rates for express shipping by
− x - 1 if x ≤ 0 Boxes Sold
2 the weight of a package, with every
{
f(x) f(x) f(x) fraction of a pound rounded up to the 5. WAGES Kelly earns $8 per hour the
next pound. The table shows the cost of first 8 hours she works in a day and
express shipping for packages between $11.50 per hour each hour thereafter.
1 and 9 pounds. Write a piecewise-linear
0 x 0 x 0 x function representing the cost to ship a a. Organize the information into a table.
package between 1 and 9 pounds. State Include a column for hours worked x,

A21
the domain and range. and a column for daily earnings f (x).

Weight Rate x 0 4 8 12 16
D = {all real numbers}; D = {all real numbers}; D = {all real numbers}; (pounds) (dollars)
R = {f(x)  f(x) ≥ -3} R = {f(x)  f(x) ≤ 3} R = {f(x)  f(x) < 3} f(x) 0 32 64 110 156
1 17.40
Determine the domain and range of each function. 2 19.30 f(x) = 3.1x-1 + b. Write the piecewise equation
3 22.40
7. y 8. y 9. y
16.2; describing Kelly’s daily earnings
4 25.50
Answers (Lesson 9-7)

f (x) for x hours.

5 28.60 D = {x | 1 < x < 9}
6 31.70 ⎧
7 34.80
R = {f(x) | 17.40 ≤
x f(x) = ⎨ 8x if x ≤ 8
0 0 x 0 x 8 37.90 f(x) ≤ 41.00} ⎩ 64 + 11.5(x - 8) if x > 8
9 41.00
3. DISEASE PREVENTION Body Mass c. Draw a graph to represent Kelly’s
Index (BMI) is used by doctors to daily earnings.
D = {all real numbers}; D = {all real numbers}; D = {all real numbers}; determine weight categories that may
f x
R = {y  y ≤ 3} R = {all integers} R = {y  y ≥ -2} lead to health problems. According to the
144
Centers for Disease Control and 120
10. CELL PHONES Jacob’s cell phone service costs $5 each month 7.50
Prevention, 21.7 is a healthy BMI for 96
adults. If the BMI differs from the
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

plus $0.35 for each minute he uses. Every fraction of a minute 7 72

is rounded up to the next minute. 6.50 desired 21.7 by more than x, there may 48
Daily Earnings ($)

6 be health risk involved. Write an 24 (8, 64)

a. Draw a graph to represent the cost of using the cell phone.
5.50 equation that can be used to find the 0
Monthly Bill ($)

2 4 6 8 10 12 x
b. What is Jacob’s monthly bill if he uses 124.8 minutes? 5 highest and lowest BMI for a healthy
Hours Worked
$48.75 0 adult. Then solve if x = 3.2.
1 2 3 4 5 6
Minutes Used
y = ⎪x-21.7⎥; 18.5
Chapter 9 44 Glencoe Algebra 1 Chapter 9 45 Glencoe Algebra 1

Glencoe Algebra 1
041-046_ALG1_A_CRM_C09_CR_660283.indd 44 12/23/10
041-046_ALG1_A_CRM_C09_CR_660283.indd
9:46 PM 45 12/23/10 10:58 AM

Answers
 NAME DATE PERIOD

9-7 Enrichment

Chapter 9
Parametric Equations
A parametric equation is a pair of functions x = f (t) and y = g (t) that describe both the
x- and y-coordinates for the graph as a whole. Parametric functions allow the drawing of
many complex curves and figures.

Example Graph the parametric function given by x = t - 2 and

y = t + 1 for -2 ≤ t ≤ 2.

Step 1 Create a table of values for –2 ≤ t ≤ 2 by evaluating x and y for

each value of t.
y
t –2 –1 0 1 2
x –4 –3 –2 –1 0
y –1 0 1 2 3
0 x
Step 2 Plot the points.

Step 3 Draw a line to connect the points between –2 ≤ t ≤ 2.

Exercises
Graph each pair of parametric equations over the given range of t values.

1. x = t + 2 2. x = 2t 3. x = t - 3

A22
1
y=t+2 y=− t-1 y = 2t - 1
2
–2 ≤ t ≤ 2 –2 ≤ t ≤ 2 –2 ≤ t ≤ 2
y y y

0 x 0 x 0 x
Answers (Lesson 9-7)

4. x = 4t 5. x = t2 6. x = t2
y = 2t - 2 y=t+1 y = t2 - t - 1
–1 ≤ t ≤ 1 –2 ≤ t ≤ 2 –2 ≤ t ≤ 2
y y y
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

0 x 0 x 0 x

Chapter 9 46 Glencoe Algebra 1

Glencoe Algebra 1
041-046_ALG1_A_CRM_C09_CR_660283.indd 46 12/23/10 10:58 AM

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

 Chapter 9 Assessment Answer Key
Quiz 1 (Lessons 9-1 through 9-3) Quiz 3 (Lesson 9-6) Mid-Chapter Test
Page 49 Page 50 Page 51
D = {all real numbers}, 1. y

1.R = {y | y ≥ -4}
x = -2; (-2, 9); 0 x

2. maximum
1. C
-2, 1 quadratic
3.
y
x

2.
exponential; y = 9. (−−13 )
0 x
y = x2 + x - 2
2. F

4.
0 < x < 1, 1 < x < 2
y 3. B
3. C
0 x 4. H
y = 3x 2 - 5x + 1

5. C
Quiz 4 (Lesson 9-7)
5. B
Page 50
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Quiz 2 (Lessons 9-4 and 9-5)

Answers
Page 49

81
− 1. 0
4
1. f (x)
2.
6. -1, 8
x
2, -10 O f (x) = |2x + 1|
0 < x < 1,
2.
7. 4<x<5
3.
3.4, -2.7
D: {all real numbers};
R: {yy ≥ 0}
3.
4. D -2 + 2 √
6
8.
g(x)
- 7 ± √
193
−
D 9. 4
4.
0 x height is 2.4 in.;
10.
base is 6.4 in.
-55, no real solutions 5.
5.

Chapter 9 A23 Glencoe Algebra 1

 Chapter 9 Assessment Answer Key
Vocabulary Test Form 1
Page 52 Page 53 Page 54

9. B

10. J

11. A

1.
translation
12. G
parabola
2. 1. D

13. B
3.
axis of symmetry 2. G

greatest integer
4. function
Quadratic
Formula 3. C
5. F
14.
vertex
6.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

quadratic function 15. D
7.
4. F

8. double root

Sample answer: The 16. H

axis of symmetry of a 5. D
parabola is the line that
divides a parabola into 17. C
9. two matching halves.
6. H
Sample answer: The
discriminant is the 18. F
expression, b2 - 4ac,
that is under the
radical sign in the
19. A
10. quadratic formula.
7. B
20. G

8. H
B: 1 real solution

Chapter 9 A24 Glencoe Algebra 1

 Chapter 9 Assessment Answer Key
Form 2A Form 2B
Page 55 Page 56 Page 57 Page 58

9. D 8. G

9. B

10. H

10. G
11. D

H 11. A
12.
1. C B
1.

2. G 2. F 12. H
13. A

14. H 13. D

3. B
B 15. D 14. F
3.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Answers
16. F 15. D
4. H
4. J

17. C 16. F

5. D
5. C 17. B
18. G

18. F

6. F 6. F C
19. A 19.

7. A 20. G
20. F

8. J x=1 7. C B: -16, 16
B:

Chapter 9 A25 Glencoe Algebra 1

 Chapter 9 Assessment Answer Key
Form 2C
Page 59 Page 60

1. y = -x 2 + 3x + 10
y 10.
2.5, -4
12
11. 0.8, 11.2
6

-12 -6 O 6 12 x
-6
0.6, -0.3
12.
2. y -9.4, -14.6
13.

O x 148; 2 real
y = 2x 2 - 3x 14. solutions
0; 1 real solution
x = 2; (2, -5); 15.
3. minimum
16.
3.8; 8.8
4. f (x)

quadratic; y = 4x2
17.
O
x

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2
exponential;
f (x ) = x -6x +4
18.
y = 2(3) x

0 < x < 1, 5 < x < 6

D: {all real numbers};
R: {y | y ≥ -3}
5. -2, 3 19.

6. 2, -2.5
g(x)
7. 4, 7 20.

shifted 2 units down 0 x

8.
reflected about the
x-axis and shifted
9. 6 units up
about -1.2 and
B: -0.1

Chapter 9 A26 Glencoe Algebra 1

 Chapter 9 Assessment Answer Key
Form 2D
Page 61 Page 62

3
1. y -6, −
10. 2
4
11. -14.2, -0.8
28 24 O 4 8x
y = x 2 - 7x + 12
3 2
2.
-−,−
y
12. 4 3

O x
13.
-1.4, 15.4
y = 4x 2 - 8x
-56; no real
14. solutions
x = 1; (1, -3);
3. maximum 15. 0; 1 real solution

f (x)
length is 8.7 in.;
16. width is 5.7 in.

O x
f(x ) = x 2 - 2x -1
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

linear, y = 3x - 1
17.

Answers
-1 < x <0, 2 < x < 3 exponential,
4. y = 7 · 2n
18.

D: {all real numbers};

-1, 5 19.
R: {y | y ≥ -3}
5.
g (x) y

3, -9
6.
0 x
7. 4, 9

20.

8. translated up 5 units
reflected across the
1
x-axis and translated −
B: 2
9. down 3 units

Chapter 9 A27 Glencoe Algebra 1

 Chapter 9 Assessment Answer Key
Form 3
Page 63 Page 64
1. y = -2x 2 - 3x + 3 2 5
-−, − or -0.7, 0.7
y 13. 3 7

14. -0.6, 3.1

O x

y = 3x 2 - 5x - 2
2. y
15. 0 times
O x

16.
-18 or 18

5 5
x=−; −, - −
2 (2
109
;
4 )
3. minimum
4. x =4 17. 4

18. 2
f(x)
5. -3, -3
1

−2 −1 0 1 2x

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1 2
-− ,− −1
6. 4 3
−2
1 5
− , -−
7. 3 2
19. g (x)

compression of f(x) = x2,

reflected over the x-axis,
translated up 4 units 0 x
8.
dilation of f(x) = x2,
reflected over the x-axis,
translated up − 5
unit
9. 6
20. h(x)

10. -4, -2 0 x

11. -0.3, -9.7


-7 ± √49 + 16a
12. no real solutions −
B: 2a

Chapter 9 A28 Glencoe Algebra 1

 Chapter 9 Assessment Answer Key
Page 65, Extended-Response Test
Scoring Rubric

Score General Description Specific Criteria

4 Superior • Shows thorough understanding of the concepts of

A correct solution that graphing quadratic and exponential functions, solving
is supported by well- quadratic equations, using the discriminant, exponential
developed, accurate growth, and exponential decay.
explanations • Uses appropriate strategies to solve problems.
• Computations are correct.
• Written explanations are exemplary.
• Graphs are accurate and appropriate.
• Goes beyond requirements of some or all problems.

3 Satisfactory • Shows an understanding of the concepts of graphing

A generally correct solution, quadratic and exponential functions, solving quadratic
but may contain minor flaws equations, using the discriminant, exponential growth, and
in reasoning or computation exponential decay.
• Uses appropriate strategies to solve problems.
• Computations are mostly correct.
• Written explanations are effective.
• Graphs are mostly accurate and appropriate.
• Satisfies all requirements of problems.

2 Nearly Satisfactory • Shows an understanding of most of the concepts of

A partially correct graphing quadratic and exponential functions, solving
interpretation and/or quadratic equations, using the discriminant, exponential
solution to the problem growth, and exponential decay.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

• May not use appropriate strategies to solve problems.

• Computations are mostly correct.

Answers
• Written explanations are satisfactory.
• Graphs are mostly accurate.
• Satisfies the requirements of most of the problems.

1 Nearly Unsatisfactory • Final computation is correct.

A correct solution with no • No written explanations or work is shown to substantiate
supporting evidence or the final computation.
explanation • Graphs may be accurate but lack detail or explanation.
• Satisfies minimal requirements of some of the problems.

0 Unsatisfactory • Shows little or no understanding of most of the concepts of

An incorrect solution graphing quadratic and exponential functions, solving
indicating no mathematical quadratic equations, using the discriminant, exponential
understanding of the growth, and exponential decay.
concept or task, or no • Does not use appropriate strategies to solve problems.
solution is given • Computations are incorrect.
• Written explanations are unsatisfactory.
• Graphs are inaccurate or inappropriate.
• Does not satisfy requirements of problems.
• No answer may be given.

Chapter 9 A29 Glencoe Algebra 1

 Chapter 9 Assessment Answer Key
Page 65, Extended-Response Test
Sample Answers
In addition to the scoring rubric found on page A29, the following sample answers
may be used as guidance in evaluating extended-response assessment items.

1. Sample answer: f(x) = x2; f(x) = 2x 2b. Sample answer: x2 + 2x + 1 = 0; 0; The

student should explain that zero has
y only one square root. Thus, when the
determinant is zero the Quadratic
Formula yields only one value when you
y = x2 simplify the numerator of the formula.

y = 2x 2c. Sample answer: x2 + x - 1 = 0; Since

this quadratic equation does not factor
O x and the roots are not integers,
completing the square would be the
The domains of the two functions are better method to use to solve the
the same, all real numbers. The range equation.
of f(x) = x2 is y ≥ 0, while the range
of f(x) = 2 x is y > 0. 3a. C(h) = 125 + 40h
The quadratic function has a vertical
line of symmetry, x = 0, and is Total Charge
500
symmetrical about that line. However,
the exponential function has no
400
symmetry.
Total Charge ($)

300
2a. Sample answer: x2 + x + 1 = 0; -3; The
student should explain that the 200

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

discriminant is the expression under the
radical sign in the Quadratic Formula. 100
Since there is no real square root of a
negative number, there are no real roots 0
1 2 3 4 5
of an equation whose discriminant is
Hours Worked
negative.
3b. $205

3c. 3 ≤ h < 3.5

Chapter 9 A30 Glencoe Algebra 1

 Chapter 9 Assessment Answer Key
Standardized Test Practice
Page 66 Page 67

11. A B C D

12. F G H J

1. A B C D

13. A B C D

14. F G H J

2. F G H J

3. A B C D

15. A B C D

4. F G H J

16. F G H J

5. A B C D
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

17. A B C D

Answers
6. F G H J

7. A B C D

18. 5 19. 1
. . . . . . . . . .
0 0 0 0 0 0 0 0 0 0
8. F G H J 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5

9. A B C D 6 6 6 6 6 6 6 6 6 6
7 7 7 7 7 7 7 7 7 7
8 8 8 8 8 8 8 8 8 8
9 9 9 9 9 9 9 9 9 9

10. F G H J

Chapter 9 A31 Glencoe Algebra 1

 Chapter 9 Assessment Answer Key
Standardized Test Practice
Page 68

20. y = 6x - 8
{y ⎮ y ≥ 5}
21.

22. y

x+y=4
x
O

y = 2x + 4

2 2
23. -4x y + 9xy - 8y

24. 9a 4 - 4

25. (x + 7)(x + 5)

26. (2m + 5)(m + 3)

27. {-12, 12}

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

10 s and about
28. 5.6 s

about 10,019,394
29.
people

30a. x = -1

(-1, 3); maximum

30b.

30c. y = -x 2 - 2x + 2
y

x
O

Chapter 9 A32 Glencoe Algebra 1

 Chapter 9 Assessment Answer Key
Unit 3 Test
Page 69 Page 70

1. 20x4y 6
4pr( p - 4 + 2r)
16.
(m - 2)(m - 9)
17.

18. (3a - 4)(a - 3)

b6
−
2. 144g 6 3(3r - 2t)(3r + 2t)
19.

2p - 1
20.
3. 1

21.
{- −12 , 0}
-3
4. 0.00255, 2.55 × 10
22. {4, 9}

about 1,412,416 people 23.

{- −25 , 7}
5.
24. {-9}
6. about $61,032 x = -4; (-4, -4)
25.
y = x 2 + 8x + 12
y
7. $1531.51
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Answers
an = -5 · (-3)n-1
8. O x
a1 = 14,
an = an − 1 − 5,
9. n ≥ 2
26. 100
10. 3a + 2b - 4c -8
27.
11. 2 {-1.8, 1.1}
28.

exponential,
2
p + 2p - 15 29.
y = 6 · 2x
12.
3 2 30. y
13. a - a - 13a - 14

14. 25t 2 + 10tr + r2

O x
15. 9k 2 - 1

Chapter 9 A33 Glencoe Algebra 1