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Linear-Quadratic Systems

The document provides examples of solving systems of linear-quadratic equations algebraically and graphically. It presents one example showing the algebraic steps to solve the system 1/4(x-3)^2 = y and 3x - 2y = 13. The solutions are verified using a graphing calculator. Readers are prompted to solve another example system on their own and verify the solution. Real-world contexts involving circus acts and projectile motion are given to demonstrate why linear-quadratic systems are useful.

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103 views11 pages

Linear-Quadratic Systems

The document provides examples of solving systems of linear-quadratic equations algebraically and graphically. It presents one example showing the algebraic steps to solve the system 1/4(x-3)^2 = y and 3x - 2y = 13. The solutions are verified using a graphing calculator. Readers are prompted to solve another example system on their own and verify the solution. Real-world contexts involving circus acts and projectile motion are given to demonstrate why linear-quadratic systems are useful.

Uploaded by

padma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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WARM UP

• Solve each system using substitution

1.

2.
5.2 LINEAR-QUADRATIC
SYSTEMS OF
EQUATIONS
5.2 LINEAR-QUADRATIC SYSTEMS OF
EQUATIONS
Three examples of the intersection of parabolas and lines.
EXAMPLE
• Solve algebraically
EXAMPLE ONE
• Solve algebraically

Substitution

FOIL

Associative property of multiplication

Distribute
{
1 2
𝑦 = ( 𝑥 −3 )
4
EXAMPLE 1 CONTINUED ¿ 3 𝑥 − 2 𝑦=13

Combine Like terms, subtract 13

Multiply by

Factor
OR
Zero Product Property
{
1 2
𝑦 = ( 𝑥 −3 )
4
¿ 3 𝑥 − 2 𝑦=13
EXAMPLE 1 CONTINUED

OR

Substitute 7 into an original equation.


is a solution

Substitute 5 into an original equation.


is a solution
Or
Solutions
{
1 2
𝑦 = ( 𝑥 −3 )
4
¿ 3 𝑥 − 2 𝑦=13
CONFIRM ON GRAPHING CALCULATOR

• First, graph both functions


• TI-84 - 2nd , Calc, Intersection
• TI-Nspire - Menu, Analyze
Graph, Intersection
YOUR TURN
• Solve algebraically and
verify your answer with
graphing calculator.

The solutions are (1, -5) and (5, -1).


WHY DO WE STUDY ABOUT LINEAR-
QUADRATIC EQUATION?

• The owners of a circus are planning a new act. They want to have a trapeze artist catch
another acrobat in mid-air as the second performer comes into the main tent on a zip-line. If
the path of the trapeze can be modeled by the parabola y = + 16 and the path of the zip-line
can be modeled by y = 2x + 12, at what point can the trapeze artist grab the second acrobat?

• A ball is launched into the air from the ground with an initial vertical velocity of 64 ft/sec. At
the same time a balloon is released from a height of 40 feet, and it rises at the rate of 8
ft/sec. Write and solve a system of equations to determine when the ball and the balloon
are at the same height?
WHY DO WE STUDY ABOUT LINEAR-
QUADRATIC EQUATION?

• The owners of a circus are planning a new act. They want to have a trapeze artist catch another acrobat in
mid-air as the second performer comes into the main tent on a zip-line. If the path of the trapeze can be
modeled by the parabola y = + 16 and the path of the zip-line can be modeled by y = 2x + 12, at what
point can the trapeze artist grab the second acrobat?
• Ans-(4,20)

• A ball is launched into the air from the ground with an initial vertical velocity of 64 ft/sec. At the same time
a balloon is released from a height of 40 feet, and it rises at the rate of 8 ft/sec. Write and solve a system
of equations to determine when the ball and the balloon are at the same height?
• h(t) = -16 + 64t
• h(t) = 8t + 40
• t = 2.5 or t = 1

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