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Topic 1

Lesson 1-1 moment the jumper is at the height

of the frame of the trampoline. The
1. The domain and range of a function
y-intercept is −0.5 and represents
give information about all the possible
the sag of the trampoline when the
inputs and outputs for the relationship.
jumper pushes down at the start of the
The x- and y-intercepts of the function’s
first jump.  b. (0.05, 0.7), (0.8, 1.45),
graph give information about what
and (1.55, 2.2); The positive intervals
happens to the relationship when one
represent the times when the jumper is
of the quantities is 0. The graph also
above the frame of the trampoline. 
shows whether the quantities in the
c. (0, 0.05), (0.7, 0.8), (1.45, 1.55), and
relationship are positive or negative,
(2.2, 2.25); The negative intervals
whether one is increasing or decreasing
represent the times when the jumper is
with respect to the other, and what the
below the frame of the trampoline. 
rate of that increase or decrease is. 
d. 6 feet per second; The average rate
3. Lonzell confused positive with
of change over the interval [0.75, 1.125]
increasing and negative with
represents the average speed of the
decreasing. The function is positive on
jumper on the upward part of a jump. 
the intervals (–∞, –4) and (2, ∞) and
31. a. No  b. Yes  c. No  d. Yes 
negative on the interval (−4, 2). 
33. Part A −2,000 gallons per
5. ​[−1, 3]​  7. ​y = 1​  9. ​(–4, –2) and
hour; Over the interval [0, 4], the water
(2, 4)​  11. 0  13. The zeros, or values
in the cistern is being used at a rate of
along the x-axis, are neither positive
2,000 gallons per hour. 1,500 gallons
nor negative. These values should not
per hour; Over the interval [6, 10], the
be included in the interval over which
cistern is being filled with water at a
the function is positive. The function
rate of 1,500 gallons per hour. 
is positive on the interval (−1, 3) and
Part B The water in the cistern is not
negative on the intervals (−∞, −1)
being used, and the cistern is not
and (3, ∞).  15. No; linear functions
being filled with water. Therefore,
can also be constant, which means
the amount of water in the cistern
neither increasing nor decreasing. 
is constant.  Part C −200 gallons per
17. When the graph is increasing, the
hour; From 0 hours to 10 hours, the
speed is increasing. When the graph is
water in the cistern is being used at a
decreasing, the speed is decreasing. 
rate of 200 gallons per hour. No, this
19. x-intercepts: −4, 2; y-intercept: −8 
rate of change shows the change in the
21. decreasing: (−∞, −1); increasing:
starting amount of water at 0 hours
(−1, ∞)  23. domain: [−5, 5];
and the ending amount of water at
range: [−1, 2]  25. positive: (−5, 3);
10 hours, but it does not indicate that
negative: (3, 5]  27. −​​ __12 ​​  
the amount of water decreased from
29. a. The x-intercepts are
0 hours to 4 hours, remained the same
approximately 0.05, 0.7, 0.8, 1.45, 1.55,
from 4 hours to 6 hours, and increased
and 2.2. The x-intercepts represent the
from 6 hours to 10 hours.

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Topic 1

Lesson 1-2 13. g(x) = (x − 3​​)​​ 2​​ − 6  15. Multiplying

the y-values of the points on the graph
1. From the equations, you can see
of f by 4 results in points on the graph
whether the graph of the parent
of g. So, g(x) is a vertical stretch of f(x)
function will be shifted up or down,
by a scale factor of 4 and can be written
reflected over an axis, or stretched or
as g(x) = 4|x|. Dividing the x-values of
compressed to create the graph of the
the points on the graph of f also results
new function.  3. g(x) is a horizontal
in points on the graph of g. So g(x) is
translation of f (x) left 1 unit, not up 1
a horizontal compression of f(x) by a
unit, because h < 0.
scale factor of 4 and can be written as
5. y g(x) = |4x|. A vertical stretch is the same
4
f as a horizontal compression.
g
2 17. g(x) = |2x − 4| is equivalent to
x g(x) = 2|x − 2|. So, g(x) is a horizontal
−4 −2 O 2 4 translation of f(x) right 2 units and a
−2 vertical stretch of f(x) by a factor of 2. 
−4
19. y
g 4
f
7. 4
y
2
g f
x
2
−4 −2 O 2 4
x
−4 −2 O 2 4 −2
−2 −4
−4
The range values of f and g are the
same, but the domain values of g are
9. y
4
f 1 unit less than the domain values of
2 f at corresponding range values. 
g
x
21. y
−4 −2 O 2 4 4 g
f
−2
2
−4 x
−4 −2 O 2 4
11. y −2
4
g
f −4
2
x The domain values of f and g are the
−4 −2 O 2 4
same, but the range values of g are
−2
2 units greater than the range values
−4 of f.  23. f(x) = ​​x​​  2​​ + 1 

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Topic 1

25. y 7. 8
y
4 g
f
2 6
x 4
−4 −2 O 2 4
−2 2
x
−4 0
0 2 4 6 8

27. y ⎧    3, if −2 < x ≤ 0

g 4 ⎪
9. f(x) = ⎨
f  1 ​ , if     0 < x ≤ 2​​​​​
​  __
      ​ 
​​   
2 ⎪ 2
x ⎩−2, if      2 < x ≤ 4
−4 −2 O 2 4
11. {x ∣ x ≠ 3}  13. Answers may vary.
−2
Samples: x = 2 and x = 8 
−4
15.

{0.20x + 25, when

29. translation left 1 unit and then 25, when 0 < x ≤ 250
C(x) = ​​ ​     ​  ​  ​​​​
vertical stretch by a factor of 2  x > 250

{ −2, when x > 1   

31. reflection across the x-axis and x + 5, when x < −1
then translation down 6 units  17. y = ​​ ​    ​  ​  ​​​​
33. y = (x − 3​​)​​ 2​​ + 9

{ 2x + 6, if x ≥ −3 
35. y = −​​(x − 1)​​ 2​​​ + 1; (1, 1)  37. A −2x − 6, if x < − 3
19. f(x) = ​​ ​    ​  ​  ​​​​
Lesson 1-3
1. Model each part of its domain 21. Parking Cost
20
separately, and then combine them y
into one function using a brace, 16
Cost (dollars)

including information that details 12

what models goes with that part
of the domain.  3. There is an open 8

circle on the piece of the function 4

for y = –4x – 7, but there is a closed x
circle on the piece of the function for 0
0 2 4 6 8 10 12
y = 2x + 5.  5. No; Sample: Over the Hours
interval [−2, 2) for x, each input to the
rule gives two outputs, so this is not a
function.

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Topic 1

23. a. no message plan: f(x) = 0.10x; 15. Both; Gregory’s formula can be
500 message plan: simplified to get Felipe’s formula. 

{0.10x − 42.01, when x > 500

7.99, when 0 ≤ x ≤ 500 17. a. ​​a​  n​​ = 2 + 0.3(n − 1)​  b. day 38 
f(x) = ​​    
​ ​ ​​​
19. yes; −11; 53  21. yes; 4; 19 
1,200 message plan: 23. ​​a​  n​​​ = 

{​a​  n−1​​ + 7, if n > 1; ​a​  n​​ = 2 + 7(n – 1)

          −2, if n = 1
{0.10x − 106.01, when x > 1200
13.99, when 0 ≤ x 1200 ​   
​ ​ ​​​
f(x) = ​​    
​ ​ ​​​

unlimited message plan: f(x) = 24.99  25. ​​a​  n​​​ = 

{​  a​  n−1​​ − 4, if n > 1; ​a​  n​​ = –4 − 4(n – 1)

b. no message plan: $150; 500 message           −4, if n = 1
​​   ​ ​ ​​​
plan: $107.99; 1,200 message plan:
$43.99; unlimited message plan: 27. 175  29. 165  31. 3,815 seats 
$24.99  c. no message plan: x < 80; 33. 6409 ft  35. a. ​​a​  n​​​ = 18 + 3(n − 1) 
500 message plan: 80 ≤ x ≤ 560; b. ​​a​  1​​​ = 18; ​​a​  n​​​ = ​​a​  n−1​​​ + 3  c. 63 push-ups 
1,200 message plan: 560 ≤ x ≤ 1310; d. 648 push-ups  37. B
unlimited message plan: x ≥ 1310 
Lesson 1-5
25. a. yes b. no c. yes d. no
1. To solve an equation by graphing,
         20x,  0 ≤ x ≤ 40

{40x − 1,100, 70 ≤ x ≤ 100

write two new equations by setting y
27. y = ​​    30x
​    − 400,​ ​  40 ≤ x ≤ 70​​ ​​​
equal to the expression on either side
of the equals sign. Then graph the
two equations and identify the points
Lesson 1-4
of intersection.  3. No; Ben found the
1. If a problem has a set of numbers solution of the inequality ​​−x​​  2 ​​+ 9 < 0.
with a common difference, you can The correct solution is −3 < x < 3. 
create and use an explicit formula in 5. no solution; Subtracting 3x from
order to solve the question.  3. The both sides of the original equation
pattern is + 1, + 2, + 3, … . While gives −5 = 2, which is false, so there is
this is a pattern, there is no common no solution.  7. 2x + 3 = −|x + 1| − 1;
difference between consecutive terms. The graph shows the solution is at
This is not an arithmetic sequence.  x = −3. Substitute −3 for x in the
5. ​​ __14 ​​ ; __
​​  3 ​​ , __
​​  74 ​​ , 2  7. 12; 263, 275, 287  9. 2.2; equation: 2(−3) + 3 = −|(−3) + 1| − 1.
2
12.9, 15.1, 17.3  11. $294  13. The Simplify the equation to see if it results
common difference is the constant in a true statement: −3 = −3.  9. ​x = 2​ 
change between consecutive terms in 11. ​x = 1​  13. ​x = 8​  15. ​x < −1​or ​x > 8​ 
an arithmetic sequence. Sample: In the 17. ​−3 < x < 2​  19. ​x ≤ −5​or ​x ≥ 3​ 
arithmetic sequence 2, 4, 6, 8, …, the 21. 4x > 2x + 6; Tamira will pass Cindy
common difference is a positive 2.  after 3 hours.  23. ​x ≈ − 0.554​ and
​x ≈ 1.804​  25. ​x ≈ 1.857​  27. ​x ≈ 0.3​and ​
x ≈ 7.7​  29. ​x ≈ − 4.3​and ​x ≈ 1.3​ 
31. a. ​−​16t​​  2​ + 24t = 3​ b. about 1.36 s 

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Topic 1

33. y 7. y
4
2
2
x x
−2 O 2 4 −2 O 2
−2
−2
x = −2 and x = 3
35. Part A 9. Two lines that intersect at one point
y have one solution. Two lines that never
8
intersect have no solutions. Two lines
that always intersect have infinitely
4 many solutions.  11. −24 in the second
x equation was not multiplied by 2. −24
−8 −4 O 4 8 should be −48. The solution is (−6, 3). 
−4 13. Answers may vary. Sample:
−8 ⎧x + y + z = 6
⎨
⎪
x​  + y − z = 0​​​​;​ (1, 2, 3);
​​   
⎩x − y + z = 2
⎪

Part B parallelogram  Part C 50 ​​ft​​  3​​

Start with the solution. Then write
Lesson 1-6 3 equations that are true for the
solution.
15. (−1, 2); [​​ ​ ​  ​ 
0 1 2]
1. Graphs of the equations can be 1 0 −1
 
​ ​​  17. (2, 7) 
shown on a coordinate plane. The point
of intersection of the lines can show 19. (−2, −1)
the solution of the system. Graphs of
21. y
the inequalities can also be shown on 12
a coordinate plane. The overlapping 8
regions of the shaded sections can
show the solution of the system.  4
3. A system of linear inequalities has x
O 2 4 6
to be solved graphically to see the
regions of overlap.  5. A coefficient −4
matrix only includes the coefficients of
23. (−2, 3, − 1)  25. [​​ ​ ​ 
4 −1 9]
the variables in a system of equations. −2 1 0
​  ​ 
​​
However, an augmented matrix also

{  −x + 4y = 2
27. ​​[   ​]​​  29. ​​   
includes the constant terms. 1 −7 −1 0.5x + y = 0
​  ​  ​  ​ ​​​​
−1 −1 −1

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Topic 1

31. Let x represent the number of 1 1 1 180 1 0 0 40

[2 −1 0 −15] [0 0 1 45]
triangular tiles and y represent the 27. ​​   
​
0 ​  ​ 
1 −2​  ​ ​ ​  1​  0​  95​ ​​;
5 ​​, ​​ 0
  
number of square tiles.

{3x + 4y =170
​​ ​  ​​​​;  ​​[​ ​  ​ 
3 4 170]
  x + y = 50 1 1 50 A = 40°; B = 95°; C = 45°
​ 
​​
29. $19  31. 1 0 0 2
33. more than 10 memberships per 0 1 0 –3
week  35. 2 mL of the 50% saline 0 0 1 1
solution and 8 mL of the 25% saline

{2x + y = 30
solution  37. B y = 2x
33. Part A ​​ ​ ​  ​​​
Lesson 1-7

Part B ​[​ ​  ​  ] ​​  Part C [​ ​ ​  ​ 

0 1 15]
1. A system of equations can be written −2 1 0 1 0 7.5
​  ​ 
​​
as a matrix, and then row operations 2 1 30
can be applied so that the matrix Part D The length of side x is 7.5 cm
transforms into reduced row echelon and the length of side y is 15 cm.
form. This form reveals the solution of
Topic Review
the system of equations.  3. The row at
the bottom did not need to be altered 1. Check students’ work. See Teacher’s
any further—a row of all zeros at the Edition for details.  3. maximum 
bottom can be part of an rref matrix.  5. zero of the function  7. domain:
1  0 (−5, ∞); range: [−4, 1]; zeros: x = 1 and
[0  0]
​ 1 ​ )​​  7. ​​[1  0  2
5. ​​(3, __ ​ ​​]  9. ​​ ​0  1​ ​​
​  x = 3; positive: (1, 3); negative: (−5, 1)
2 0  1  8
and (3, ∞) 
11. Yes; write the equation of each
line. Then write a matrix to represent 9. y
4
the system. Write the matrix in reduced
row echelon form. The last column 2
gives the point of intersection of x
−4 −2 O 2 4
the f(x) and g(x).  13. Multiplying or
dividing a row in a matrix is related to −2
writing an equivalent equation.  −4
15. When a system has three equations
in three variables, technology should 11. y
f
be used to find a matrix in reduced row x
echelon form.  17. (5, −3)  19. (2, −2, 3)  −4 −2 O 2 4
−2
1 0 0 2
[0 0 1 −6]
21. ​​[​ ​  ​  ​ 
​​]  23. ​​   
1 0 4
​ ​  1​  0​  4​ ​​
0 −4 g
0 1 8
−6
25. infinitely many solutions

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Topic 1

13. y 21. Yes; The graph of every absolute

4
value function is composed of two
f
2 branches, one of which is increasing and
x the other decreasing.  23. d = 12; 51 
−2 O 2 4 6

{​a​  n − 1​​ + 4, if n > 1;

5, if n = 1
−2 g  ​  n​​​ = ​​ ​
25. ​​a  
​
−4 ​​​
​a​  n​​ = 5 + 4(n − 1)
15. Let f(x) = |x|. When k > 0, 27. 304  29. 144  31. 81 cubes 
g(x) = kf(x) represents a vertical 33. x = −11 and x = 5  35. (−1, 8) 
stretch of the absolute value function. 37. The car is ahead of the truck when
For every x-value, each y-value of 63x > 55x + 30, or after 3.75 h.
g is k times farther from the x-axis 400
y
than the corresponding y-value for
f. The function h(x) = ​​ __ | |
​  14 ​ x ​​ produces Distance (mi) 300

a horizontal stretch by a factor of k. 200

For every y-value, each x-value of h is k
100
times farther from the y-axis than the
corresponding x-value for f. x
0
0 2 4 6 8
17. y Time (h)
4 g
f
39. x = 2, y = −2
⎧12x + 20y ≤ 320
2
x
41. ⎨
​​ x​   
⎪

−4 −2 O 2 4 ≥ 5 
​
 ​​ ​
⎩y ≥ 8
⎪

−2
​

−4 5 tables and 13 chairs or 7 tables

and 10 chairs
19. y 43. 5x + 2y = 6
4
6x − 7y = −4
2
x 45. red: 2 points; white: 5 points; blue:
−4 −2 O 2 4 10 points
−2

−4

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Topic 2

Lesson 2-1 19. The graph of y

the function is a 6
1. From the vertex form
reflection in the
​f(x) = a(x − h​)​​  2​ + k​, you can find the 4
x-axis, translated
vertex (h, k) and see whether the
1 unit right and 7 2
parabola opens upward (if ​a > 0​) or
units up from the x
downward (if ​a < 0​). From a graph, you
graph of ​f(x) = ​x​​  2​​. −4 −2 O 2 4
can read the coordinates of the vertex
and substitute into the vertex form.
21. The graph of y
With the coordinates of one other
the function is a 8
point, you can solve the equation to
translation 2 units
find a and write the equation of the 6
right and 3 units up
quadratic function in vertex form.
with a vertical 4
3. A quadratic function has the shape
compression of the
of a parabola.  5. The graph of the 2
graph of ​f(x) = ​x​​  2​​.
function g is a reflection across the x
x-axis and a translation 5 units to the −2 O 2 4 6
left and 2 units up.  7. y = −12(x + 3​)​​  2​ + 7  23. Vertex: (1, 2); axis of symmetry: x = 1;
9. y = −2(x + 4​)​​  2​ + 6 maximum: y = 2; domain: (−∞, ∞);
11. ​g(x) = (x + 1​)​​  2​ + 3​  range: (−∞, 2]  25. Vertex: (−2, −1);
13. ​y = −2(x + 3​)​​  2​ + 4​  axis of symmetry: x = −2; minimum:
15. a. The ball is 18 ft away from y = −1; domain: (−∞, ∞); range: [−1,
Amaya when it is at its maximum ∞)  27. ​y = −​ __49 ​  (x − 3​)​​  2​ + 6​ 
height. Use the x-coordinate of the 29. ​y = 2(x + 1​)​​  2​ − 6; y = 2​x​​  2​ + 4x − 4​ 
vertex.  b. Substitute 30 for the variable 31. ​g(x) = −(x − 3​)​​  2​  33. Answers will
x in the equation. The ball’s height is vary: Sample: ​(2, −5)​, ​(3, −14), (−1, −14)​ 
9.12 ft. 35. ​y = −(​x ​− 2​)​​  2​ + 9​  37. B
17. The graph of y Lesson 2-2
4
the function is
translated 1 unit 2 1. axis of symmetry, vertex point, and
left and 3 units x y-intercept  3. any quadratic function in
down from the −4 −2 O 2 4 standard form; Sample: y = 2​​x​​  2​​ + 6x −1 
graph of ​f(x) = ​x​​  2​​. −2 5. vertex: (2, 28); y-intercept: (0, 40) 
7. Maximum: 52  9. y = −​​x​​  2​​ − 6x + 6
−4
11. 8
y

4
x
−8 −4 O 4 8

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Topic 2

13. Find the y-coordinate of the vertex. 7. x ​= 2, x = 10  9. 5 seconds  11. The
15. Micah forgot to use the sign student misapplied the Zero Product
associated with the value of b. Property. The student should have
b −47.5 factored 2x(x + 1) + 5(x + 1) as
x = −​​ __  ​​  
  x = −​​ ______  ​​   ​​  47.5
  x = ____  ​​ 
2a 2(−9.5) −19 (2x + 5)(x + 1) first, and then applied
x = −2.5 the Zero Product Property. Then
2x + 5 = 0 leads to x = −​__ ​  52 ​​ , and x + 1 = 0
y = −9.5(−2.5​​)​​  2​​ − 47.5(−2.5) + 63 leads to x = −1. 
= −59.375 + 118.75 + 63 13. for all values of x except 4 
15. the factored expression ​​(x + 5)​​  2​​ =
= 122.375 (x + 5)(x + 5) = ​​x​​  2​​ + 5x + 5x + 25 =
17. (−2, −17)  19. vertex: (4, −5); ​​x​​  2​​ + 10x + 25; The expression ​​x​​  2​​ + 25
y-intercept: (0, 11)  21. vertex: (−3, 13); does not factor over the real numbers. 
y-intercept: (0, −5)  23. y = − ​​x​​  2​​ + 2x + 8  17. (x − 5)(x + 2)  19. (x + 8) (x + 7) 
25. y = −16​​x​​  2​​ + 10x + 35 21. 3(x + 2)(x ​−​8)  23. 5, −​4  25. 2, 3 
27. ​−3, ​​ __35 ​​​  29. −​​ __32 ​​ , __
​​  32 ​​   31. x < ​−​6, x > ​−​3 
27. a. y
33. x < ​−​3, x > 8  35. x ≠ ​−​3 
20000
37. y = ​​2x​​  2​​ − 4x − 6 or y = 2(x + 1)(x − 3) 
x
O 50 100 150
39. y = ​​(__ 11
​  27  ​ )​​(x − 1)(x − 11) 
−20000 41. a. y = 0.1(x − 5)(x − 10)
b. 5 seconds and 10 seconds;
−40000
The drone’s height will be 0, so use
the factored form of the equation
and the Zero Product Property to find
b. 75 admission counselors  c. $21,250 
that x − 5 = 0 and x − 10 = 0, or
29. A, C, D  31. Part A y = −5.0​x​​  2​ +
x = 5 and x = 10.  c. 15 seconds  43. B, C 
10.2x + 24.9  Part B. 24.9 ft; 30.1 ft 
45. Part A y = −​16x​​  2​​ + 72x; The zeros
Part C. about 2.75 seconds; Diving
of the function are at 0 and 4.5, and
from the halfway point to the water is
the peak is halfway between, since it is
faster.
a quadratic function, so the point
Lesson 2-3 (2.25, 81) represents its peak;
y = ax(x − 4.5); 81 = 2.25a(2.25 − 4.5);
1. The factored form is helpful because 81 = −5.0625a; −16 = a;
you can use it and the Zero Product y = −16x(x − 4.5); y = −​16x​​  2​​ + 72x 
Property to find the zeros of quadratic Part B The pumpkin will reach 100 feet
equations.  3. When a quadratic at 2.5 seconds.
equation is written in factored form,
each factor can be set equal to zero
to find the zeros, because of the Zero
Product Property.  5. (x ​−​ 8)(x + 3) 

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Topic 2

Lesson 2-4 ​​  a + bi ​​ 

13. (a + bi) ÷ (c + di) = _____
c + di
1. Numbers that are not on the real
(​ 
​​  a + bi ​​  )​​
c − di
= _____ _____  ​ 
number line are not real numbers. c + di c − di
However,___ by defining the imaginary
​​  ac − adi2 + cbi
_______________
=    + bd
 ​​  
unit i = ​​  −1 ​​ 
√ , we can work with a larger 2 ​c​​  ​+ ​d​​  ​
set of numbers. We call these complex ________________ (ac + bd) + (cb − ad)i
numbers. They are written in the form =   
​​    
2 2
 ​​
​c​​  ​ + ​d​​  ​
a + bi, where a and b are real numbers 15. ​±0.1i​  17. 1  19. ​−1 + 2i​  21. ​9 − 6i​ 
and i is the imaginary unit. Complex 23. ​−2 + 8i​  25. ​12 + 15i​  27. ​55 + 48i​ 
numbers represented in this way can be 3 ​  − ​ __
1 ​  i​  33. ​−​ __ 8 ​  i​ 
4 ​  − ​ __
29. 53  31. ​​ __
added, subtracted, multiplied, divided, 4 4 5 5
35. ​(x + i  )(x − i  )​  37. ​2(3y − 2i  )(3y + 2i  )​ 
and otherwise operated on even
though they are not necessarily real 39. ​(x + yi  )(x − yi )​  41. __ ​​  3 ​ i, −​ __
3 ​ i​  43. __
​​  2 ​​​ i, −​ __
2 ​ i ​
5 5 7 7
numbers on the real number line.  ​​  1 ​​​ i, −​ __
45. __ 1 ​ i​  47. a. 3 + 2i  b. i(3 + 2i) = 3i
2 2
3. She correctly multiplied the quotient
+ 2​​i​​  2​​
= 3i − 2 = −2 + 3i. −2 + 3i can be
by one, but she used ____​​  3 − i 
 ​​ where she
3−i interpreted as the point (−2, 3). 
3+i
should have used ​​ ____  ​​. The idea is c. Multiplication by i reverses the
3+i
to use the complex conjugate of the coordinates of the original point and
denominator.  5. 8 + 4i  7. 4i, −4i  then multiplies the x-coordinate by −1.
9. 2 − 4i V  11. The student has In other words, the point (a, b) always
multiplied both the numerator becomes (−b, a). This is a rotation of 90°
and denominator by their complex counterclockwise.  49. B
conjugates, which is an invalid
operation. It changes the quotient Lesson 2-5
rather than just reducing it to a different
form. He or she should have multiplied 1. Completing the square is used to
the quotient by the complex conjugate rewrite a quadratic equation to make it
of the denominator over itself. Since this easier to solve. Once the quadratic
is equivalent to multiplying the quotient is a perfect square form, you can
by one, it is a valid operation: solve it by taking the square root of
each side of the equation and then
(​  )​​ = ​​ 
2
3 + 4i + ​i​​  ​ __
1+i
​​ ____ ​​  1 + i ​​​​ 
 ​​ = ____ 3+i
____  ​  _________  ​​   = ​​  1 ​​  + ​​ __
2 ​​ i
isolating the variable.  3. Find half of b,
3 − i 3 – i 3 + i 2
9 − ​i​​  ​ 5 5
then square that result.  5. −1, −11
___ ___
(−3 + √ (−3 − √
​  37 ​)  __________
​  37 ​) 
7. __________
​​   ​​,   ​​   ​​   
2 2
9. ​y = −2(x − ​ )​​  2​
+ 8​; maximum (5, 8) 
5
11. You can compare the zeros of
the graph to the solutions that you
calculated and, because completing the
square rearranges the equation to vertex
form, you can also compare the vertices.
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Topic 2

​​  49 ​​ ; Half of ​​ __

13. ___ 7 ​​  is ​​ __
7 ​​ , and 5. 2 non-real solutions 
16 2 4
2
7. 6.7 seconds  9. Sample: The
( ​  7 ​ )​​​  ​ = ___
​​​ __
4
​  49 ​​ .  15. The student forgot to
16
Quadratic Formula provides the
solutions of the equation. If h and k
divide the b-term by 2 before squaring
are solutions of a quadratic equation,
it. He or she should have added 16 to
then the quadratic expression can
each side of the equation to complete
be factored as ​(x − h)(x − k)​.  11. The
the square.  17. Answers may vary.
Quadratic Formula tells you whether
Sample: The vertex form of the
the graph of a quadratic function
equation is more helpful because you
crosses the x-axis and, if it does, where
can immediately identify the __ vertex of
the x-intercepts are.  13. Kelsey can use
​​  5 ​ ​​  
the graph.  19. 1, 9  21. 6 ±  ​  __
√3 the Quadratic Formula with ​a = 1​,
23. −7 ± 2i  25. (x + 11​​)​​  2​​ = 0.5  ​b = 5​, and ​c = −5​to find values for ​x​​  2​
2 that solve the equation. The square
27. ( ​  1 ​ )​​​  ​ = ___
​​​ x + __ ​  15 ​​   29. (x + 0.3​​)​​  2​​ = 19.19  roots of these values will solve the
2 4 __

___
​  134
31. −17, 3  33. − 4 ± ​​   __  ​ ​​  
  √ 7 ___
original equation.  15. Remind Sage
to set the equation equal to 0 before
​​   1.24 ​​  37. −​​ __
35. 0.2 ± √ 3 ​​   39. −3 ± 3​​√ 2 ​​   
7 ​​ , ​​ __
2 2 identifying a, b, and c. Setting the
___
41. −9 ± 7​​√ 2 ​​   43. ​y = (x + 2​​​)​​​​  2​​​ − 17​​; equation equal to 0 shows that c = 2,
minimum (−2, −17) not −2. When using the correct values
45. ​y = −2(x + 5​)​​  2​ − 8​; maximum for a, b, and c, the solutions will check. 
(−5, −8)  47. y = 6(x − 3.5​​)​​ 2​​ + 1; minimum 17. x = −1 ± ___i  19. x = −3 
√ ​  23 ​ 
(3.5, 1)  49. 5.98 seconds; 254 feet ​  3 ​  ± ​ ____
21. ​x = __  ​  
 i​  23. 2 real solutions 
2 2
51. 2002  53. C 25. 2 non-real solutions 
Lesson 2-6 27. No; when written in standard
form, ​−5​t​​  2​ + t − 1 = 0​, the
1. The Quadratic Formula provides discriminant is negative, so there are no
the solutions to a quadratic equation real solutions. The ball will not reach a
in the form ​a​x​​  2​ + bx + c = 0​. The height of 5 meters.  29. ​x = 8​or ​x = −12​ 
___
discriminant in the formula, ​​b​​  2​ − 4ac,​ √
​  17 ​ 
1 ​  ± ​ ____
lets you predict the number and type 31. ​x = −​ __  i​  33. k < 12
 ​  
6 6
of solutions. If ​​b​​  2​ − 4ac > 0​, there will 35. a. C = 44.5​​x​​  2​​ − 3.9x + 9013.6 where
be 2 real solutions. If ​​b​​  2​ − 4ac = 0​, x represents the number of years after
the equation has 1 real solution. 2012−13.  b. 2017–2018  37. a. Yes 
If ​​b​​  2​ − 4ac < 0​, then the equation has b. No  c. No  d. Yes  e. No  39. Part A 
2 nonreal solutions.  3. Rick may be V(w) = ​​7w​​  2​​ − 112w + 196, where w
looking at the graph for real solutions. represents the width of the original
The discriminant for this equation is ​​ piece of cardboard  Part B 17.9 in. by
5​​  2​ − 4(1)(9) = 25 − 36 = −11​. There 29.9 in.
are no real-number solutions for this
equation, but there are 2 nonreal
solutions.
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Topic 2

Lesson 2-7 Topic Review

1. You can solve a linear-quadratic 1. Check students’ work. See Teacher’s
system of equations by graphing the Edition for details.  3. vertex form 
two equations and finding their 5. complex number  7. completing the
points of intersection, or by using square  9. The graph is to be translated
substitution to create one quadratic 1 unit right and 5 units up. It will open
equation and solving it.  3. no solutions  downward and be vertically stretched. 
5. (5.83, 132.76) (​−​1.83, ​−​12.76)  y
7. Both methods are correct, since 4
both reduce the system to one f(x) 2
quadratic equation which can then x
be solved for x.  9. The system must −4 −2 O 2
have no solutions, since all y-values −2
will be positive for the first equation h(x)
−4
but ​y = −1​for all x’s in the second
equation.  11. 1 solution  13. Answers
may vary. Sample: m = 1, b = 2  11. vertex: (4, −3), axis of symmetry:
15. Answers may vary. Sample: ​x = 4​, minimum: ​y = −3​, domain:
m = 0, b = 0  17. (3, 15) (−∞, ∞), range: (−3, ∞)
13. ​f(x) = −1.5(x − 1​)​​  2​ + 5​ 
19. y 15. Sample: (3, 11), (4, 5), (6, 5)
6 17. vertex: (1.875, −5.063),
y-intercept: (0, 9)
4

2 y
x 2
−4 −2 O 2 4 x
−4 −2 O 2 4
21. x ≈ −0.61, x ≈ 2.45  23. x ≈ −1.53, −2
x ≈ 2.28  25. (−4, −3) and (3, 4); I −4
substituted x + 1 for y in the second
equation, solved for x, then found the
corresponding y values. This method
was straightforward because the
quadratic equation was factorable. 
27. a. no b. exactly one c. exactly
one d. exactly one e. no  29. Part A
bounce  Part B 17.5 yards  Part C Yes;
if you measure 180 yards along the hill,
that is a smaller distance horizontally
than 180.

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Topic 2
___
√
19. ​y = 3​x​​  2​− 19x + 14​ ​​  5 ± ​  253 ​
47. x = _________  
 ​​   49. 2 nonreal solutions
6
21. y 51. According to the discriminant, the
120
equation has no real roots, so it does
80 not cross the x-axis. The graphs of all
quadratic functions eventually cross the
40
y-axis.
x
O 2 4 6 8 53. 2
y
23. ​x = 2 or x = 5​  25. ​x = 0.8 or x = 3​ 
4
27. ​x < −7 or x > −4​
29. y = 2(x − 2.5)(x − 8) or 2
y = 2​​x​​  2​​ − 21x + 40  31. 13i  x
O 1 2 3 4
​ 4 ​​  ​−​​​ __
33. ​−__ 7 ​​  i  35. 5.625 − 3.125i amps
5 5 ___ 55. (−3, 0), (1, 8)  57. about 1.62 meters
37. ​(x − 3.5​)​​  2​ =______
22.75​  39. x = −7 ± √
​  43 ​  
above the archer, 3.49 seconds later
41. x = 7.5 ​±​​​√  44.25 ​​  43. about $51.39
___
​​  −5 ± ​ ​​
√ 17 ​ 
or $408.61  45. x = ________   
2

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Topic 3

Lesson 3-1 25. zeros: x = –4, x = −1, x = 1, x = 5;

turning points between –4 and −1,
1. The degree and leading coefficient
between −1 and 1, between 1 and 5
of a polynomial function help
determine its end behavior. The y
end behavior, turning points, and 40
x-intercepts help you sketch a graph.  x
3. Write the polynomial function in −2 O 2 4
standard form. The leading coefficient −40
is the coefficient of the first term when −80
written in standard from.  5. 5  7. 1 
9. between −4 and −2, between −2 and −120
1, between 1 and 3  11. approximately
(−3, −25), (2, −25)  13. Check students’ 27. According to the y

graphs.  15. No; the end behavior of graph, the depth of

60
the function when x approaches infinity the lake should reach
is negative infinity. The revenue earned a relative minimum
by the company will be negative.  between x = 4 and 40
17. average rates of change: 1, 17; The x = 5, within the year
average rate of change is much greater 2020.
20
over the interval [2, 4].
19. f(x) = 10​​x​​  7​​ − ​​x​​  4​​ − 7​​x​​  3​​ + 8​​x​​  2​​;
7; 4; 10  21. The leading coefficient, –1, x
is negative, so the graph falls to the O 5

right. The degree is 5, which is odd, so 29. The x-intercepts 0 and 7.5 are
the end behaviors are different. As x values of x for which the volume is 0.
becomes infinitely positive, the y-values The function has a maximum when x is
approach −∞. As x becomes infinitely approximately 4. So the container has a
negative, the y-values approach maximum volume when height ≈ 4 in.,
+∞.  23. The leading coefficient is length ≈ 14 in., and width ≈ 7 in.
negative, so the graph opens downward.
The degree is 6, which is even, so the end y
behaviors are the same. As x approaches 300
positive or negative infinity, the y-values 200
approach −∞.
100
x
O 2 4 6

31. E

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Topic 3

Lesson 3-2 27. c. The y-coordinate of the relative

maximum represents the maximum
1. To add polynomials, group like terms
volume that can result from cutting
and combine like terms. To subtract
four squares from the corners of the
polynomials, distribute the factor of
sheet metal, and the x-coordinate of
−1 and combine like terms. To multiply
the relative maximum represents the
polynomials, apply the Distributive
measure of the side of the squares that
Property and then combine like
could be cut from the sheet metal in
terms.  3. Polynomials are written in
order to produce the maximum volume.
standard form to make it easier to see
29. S(x) = 0.028x + 18  31. d
if two polynomials are equal.
5. −2​a​​  3​ − ​a​​  2​ − 5a + 3  Lesson 3-3
7. 14​a​​  3​ − 31​a​​  2​ + 11a + 6 
1. First determine if an expression
9. V = 3​w​​  3​ + 12​w​​  2​
contains a difference of squares, square
11. As x → ∞, y → −∞, and as x → −∞,
of a sum, difference of cubes, or sum
y → ∞; Answers may vary. Sample: For
of cubes. Then identify the squares or
example, if f(x) = 3​​x​​  2​​ + 2 and
cubes. Finally, substitute the squares
g(x) = −4​​x​​  3​​ + 2​​x​​  2​​ − 8, then
or cubes into the identity to simplify a
P(x) = −4​​x​​  3​​ + 5​​x​​  2​​ − 6.  13. 2, 1, or 0;
calculation.  3. The coefficients of the
If the second-degree terms have the
terms of the binomial expansion follow
same coefficient, the degree of the
the pattern in Pascal’s Triangle.  5. 10,
difference depends on the
because the first term of expansion
remaining first- or zero-degree
is ​​C​  0​​​​​a​​  5​​, the expansion will use the
terms.  15. Sample: no; (6​​y​​  4​​ – 8​​y​​  3​​ + 24y)
fifth row of Pascal’s Triangle. Since ​​C​  3​​​
​​  32 ​​  ​​y​​  2​​ – 2y + 6​​y​​  −1​​. The quotient is
÷ 4​​y​​  2​​ = __
represents the coefficient of the fourth
not a polynomial by definition, because
term in the expansion, it is the fourth
the exponent of the variable in the last
number in the fifth row of Pascal’s
term is not a whole number.  17. If the
Triangle, 10.  7. 4​x​​  2​ − 64​y​​  2​
leading coefficient is positive, then as
9. (​​6a​​  3​​ + 2b)(6​​a​​  3​​ − 2b)
​x → ∞​, ​y → ∞​, and as ​x → −∞​, ​y → −∞​.
11. (​​m​​  3​​ + 3​​n​​  2​​)(​​m​​  6​​ − 3​​m​​  3​​​​n​​  2​​ + 9​​n​​  4​​)
If the leading coefficient is negative,
13. 135​a​​  4​  15. ​​a​​  6​​ − 6​​a​​  5​​b + 15​​a​​  4​​​​b​​  2​​ −
then as ​x → ∞​, ​y → −∞​, and as ​x → −∞​, ​
20​​a​​  3​​​​b​​  3​​ + 15​​a​​  2​​​​b​​  4​​ − 6a​​b​​  5​​ + ​​b​​  6​​
y → ∞​.  19. ​6​y​​  4​ + 3​y​​  3​ − 7​y​​  2​ + 7y + 15​ 
17. ​​x​​  7​​ + 7​​x​​  6​​y + 21​​x​​  5​​​​y​​  2​​ + 35​​x​​  4​​​​y​​  3​​ +
21. ​−20​x​​  3​y + 36​x​​  2​​y​​  2​ + 4x​y​​  3​​
35​​x​​  3​​​​y​​  4​​ + 21​​x​​  2​​​​y​​  5​​ + 7x​​y​​  6​​ + ​​y​​  7​​  19. Emma
23. ​​−z​​  3​ + 5​z​​  2​ + 41z − 45​ 
took the square root of the exponents.
25. R(x) = (13,500 – 500x)(8 + x) =
She should have divided the exponents
−500​​x​​  2​​ + 9,500x + 108,000 
by 2. Factored correctly, 625​​g​​  16​​ − 25​​h​​  4​​ =
(25​​g​​  8​​ + 5​​h​​  2​​)(25​​g​​  8​​ − 5​​h​​  2​​).  21. 1 

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Topic 3

23. ​n = 6​  25. n + 1 terms; based on Lesson 3-4

the pattern in Pascal’s Triangle, each
1. You can use long division or
row has 1 more term than the row
synthetic division to divide polynomials.
number.  27. ​​x​​  4​​ − ​​y​​  4​​ =
The process is similar to long division
(x − y)(x + y) (​​x​​  2​​ + ​​y​​  2​​) Multiply the first
with numbers: ask how many times the
two factors using the Difference of
divisor goes into the quotient, write
Squares.= (​​x​​  2​​ − ​​y​​  2​​) (​​x​​  2​​ + ​​y​​  2​​)
the partial quotient, multiply, and
Multiply remaining factors using the
subtract. Then bring down the next
Difference of Squares.
term(s) and repeat the process until
= ​​x​​  4​​ − ​​y​​  4​​
what is left after subtraction has a
29. ​​x​​  2​​ + 12x + 36  31. 4​​x​​  2​​ − 25 
smaller degree than the divisor. That is
33. ​​x​​  4​​ + 2​​x​​  2​​​​y​​  6​​ + ​​y​​  12​​  35. 36 − 12​​y​​  3​​ + ​​y​​  6​​ 
then the remainder.
37. 9,991  39. 225
3. The dividend, P(x), is equal to the
41. (​​x​​  3​​ − 2)(​​x​​  6​​ + 2​​x​​  3​​ + 4)  43. (​​x​​  2​​ − 3y)
product of the quotient, Q(x), and the
(​​x​​  4​​ + 3​​x​​  2​​y + 9​​y​​  2​​) 
divisor, D(x), plus the remainder, R(x).
45. (6 + 3​​y​​  4​​)(36 − 18​​y​​  4​​ + 9​​y​​  8​​) 
So, ​P(x) = Q(x) ∙ D(x) + R(x)​.
47. ( ​  1 ​  ​x​​  3​ + 5​y​​  2​)​​​​(__
​​ __
4
​  1 ​  ​x​​  3​ − 5​y​​  2​)​​  49. 1,125 
4 ​​  23  ​​  
5. ​x​​  2​ − 5x − 6 − _____
x−3
51. 504  53. 32​​a​​  5​​ − 80​​a​​  4​​b + 80​​a​​  3​​​​b​​  2​​ − 7. The remainder is 0, so x + 9 is a
40​​a​​  2​​​​b​​  3​​ + 10​​ab​​  4​​ − ​​b​​  5​​  55. ​​x​​  8​​ + 4​​x​​  6​​ + factor of P(x) = ​​x​​  3​​ + 11​​x​​  2​​ + 15x − 27;
6​​x​​  4​​ + 4​​x​​  2​​ + 1  57. ​​x​​  18​​ + 6​​x​​  15​​​​y​​  2​​ + P(x) = (x + 9)(​​x​​  2​​ + 2x − 3)  9. First use
15​​x​​  12​​​​y​​  4​​ + 20​​x​​  9​​​​y​​  6​​ + 15​​x​​  6​​​​y​​  8​​ + 6​​x​​  3​​​​y​​  10​​ synthetic division to divide
+ ​​y​​  12​​  59. 64​​m​​  6​​ + 384​​m​​  5​​n + 960​​m​​  4​​​​n​​  2​​ + ​​x​​  4​​ + 2​​x​​  3​​ − 16​​x​​  2 ​​− 2x + 15 by x − 3. The
1,280​​m​​  3​​​​n​​  3​​ + 960​​m​​  2​​​​n​​  4​​ + 384m​​n​​  5​​ + remainder is 0, so x − 3 is a factor of
64​​n​​  6​​  61. 27​​x​​  3​​ − 5.4​​x​​  2​​ + 0.36x − 0.008  ​​x​​  4​​ + ​​2x​​  3​​ − 16​​x​​  2​​ − 2x + 15. The quotient
2
​  32 ​​ m​​  4​n + __
63. ​​m​​  6​ + __ ​​  34 ​ m​​  ​​n​​  2​ + __
​  18 ​​ n​​  3​​  is ​​x​​  3​​ + 5​​x​​  2​​ − x − 5. Now use synthetic
division to divide ​​x​​  3​​ + 5​​x​​  2​​ − x − 5 by
65. ​x​​  3​ − 27
x + 5.
67. yes; yes; no
69. Part A 25%  Part B  To find the −5 1 5 −1 −5
probability that the basketball player −5 0 5
will make exactly 7 out of 10 free
throws, find ​​C​  3​​​​​p​​  7​​​​q​​  3​​, where ​​C​  3​​​ is the 1 0 −1 0
fourth term of the tenth row of Pascal’s The remainder is 0, so x + 5 is a factor
Triangle; p is the probability of success, of ​​x​​  3​​ + 5​​x​​  2​​ − x − 5, and therefore is a
0.8; and q is the probability of failure, factor of ​​x​​  4​​ + 2​​x​​  3​​ − 16​​x​​  2​​ − 2x + 15. 
0.2. The expression is 120(0.8​​)​​  7​​(0.2​​)​​  3​​.  11. If the degree of R(x) is greater than
Part C 20% or equal to the degree of d(x), then you
are not finished dividing. If the degree
of R(x) is less than the degree of d(x),
then the division is complete.  13. n = 5 

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Topic 3

+9
​  28x
15. ​​x​​  2​ + 6x + 5​  17. ​3x + 7 + _______
2
 ​​   Lesson 3-5
​x​​  ​ − 3x
19. ​​x​​  3​ + 4​x​​  2​ − 9x − 36​  21. ​​x​​  4​ − 3​x​​  2​ + 1. The zeros of polynomial functions
​  21  ​​  
6x − 11 + _____ show where the polynomial either
x+2 crosses or touches the x-axis. The sign
23. f(9) = (9​​)​​  4​​ − 6(9​​)​​  3​​ − 33(9​​)​​  2​​ + 46(9) + of the values of the function between
75 = 3 the intervals created by the zeros
9 1 −6 −33    46   75 determines whether the function is
above or below the x-axis. Additionally,
9   27 −54 −72
the signs of the values of the function
 1   3 −6   −8    3 to the left and right of the least and
The remainder is 3, and since f(9) = 3, greatest zeros determine the end
the Remainder Theorem is verified. behavior of the graph.  3. Graph
25. 52  27. 135  29. The remainder is the function using a graphing
not 0, so x + 4 is not a factor of calculator or graphing program. Use
P(x) = 4​​x​​  4​​ − 9​​x​​  3​​ − 7​​x​​  2​​ − 2x + 25. the graph to estimate one of the
31. The remainder is 0, so ​2x + 3​is a zeros of the function. Use synthetic
factor of ​P(x) = 2​x​​  3​ + 3​x​​  2​ − 8x − 12; division to confirm that value is a
P(x) = (2x + 3)(​x​​  2​ − 4)​  33. Use synthetic zero and to factor the polynomial.
division to divide ​​x​​  3​​ + 14​​x​​  2​​ + 57x + 72 Use the Quadratic Formula to find
by x + 3. The quotient is ​​x​​  2​​ + 11x + 24. the remaining zeros.  5. P(x) > 0 for
Factor ​​x​​  2​​ + 11x + 24 to get 3 < x < 7, so the company should
(x + 3)(x + 8). So, x + 3 and x + 8 are make between 30,000 and 70,000
possible dimensions for the length and LED light bulbs.  7. Tonya neglected
height of the DVD stand.  35. B, D to use synthetic division to factor the
37. Part A ​​x​​  3​ + ​x​​  2​ + x + 1​; polynomial in order to find its complex
​​x​​  4​ + ​x​​  3​ + ​x​​  2​ + x + 1​; roots, −1 + 2i and −1 − 2i.  9. When a
​​x​​  5​ + ​x​​  4​ + ​x​​  3​ + ​x​​  2​ + x + 1​  Part B When ​​ graph has a multiplicity of a zero that
x​​  n​− 1​is divided by ​x − 1​, the quotient is even, the graph only touches the
is ​​x​​  n​− 1 + ​x​​  n​− 2 + ​x​​  n − 3​ + … + x + 1​.  x-axis, and turns back without crossing.
Part C ​x​​  9​ + ​x​​  8​ + ​x​​  7​ + ​x​​  6​ + ​x​​  5​ + ​x​​  4​ + ​x​​  3​ That never occurs in the graph of this
+ ​x​​  2​ + x + 1 polynomial function.  11. (–4, –12),
(2, –12), (4, –12)

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Topic 3

13. y 3. By the Conjugate

__ Root Theorems,
40
√
−2i and −​​  7 ​​ are also roots. A quintic
function has 5 roots. Because 4 roots
x have been accounted for, there is
−4 −2 O 2 4 1 more root.  5. possible roots: ± ​​ __11 ​​ , ± ​​ __12 ​​ ,
−20
± ​​ __31 ​​ , ± ​​ __41 ​​ , ±  ​​ __61 ​​ , ± ​​ __91 ​​ , ± ​​ __
12
1
18
 ​​ , ± ​​ __
1
36
 ​​ , ± ​​ __
1
 ​​ ; rational
−40 roots: −4, −3, 3  7. possible roots: ± ​​ __11 ​​ ,
± ​​ __12 ​​ , ± ​​ __14 ​​ , ± ​​ __21 ​​ , ± ​​ __22 ​​ , ± ​​ __24 ​​ ; rational roots:
15. ​−​5, 1, 5; The graph crosses the ___ ___
x-axis at ​−5​, 1, and 5.  17. The zeros of −2, −​​ __12 ​​ , __
​​  12 ​​   9. 1 − ​√ 11 ​ and −3 − √
​  17 ​  
___
the polynomial function are 3, ​−1 + i​, 11. 12 − 5i and 6 + ​√ 13 ​   13. sometimes;
and ​−1 − i​.  19. x = –5, x = 2  21. x = 0, The factors of ​​a​  0​​​, or 6, are 1, 2, 3, and
x = 3, x = 2i, x = –2i  23. x < −2 or 6. The factors of ​​a​ n​​​, or 5, are 1 and 5.
−​​ __12 ​​  < x < ​​ __12 ​​   25. a. The domain is So, one possible factor is  ​​ __31 ​​ , or 3. 
​0 < t ≤ 10​.  b. The zeros are 0 and 10. 15. Irrational roots come in pairs. Either __
They represent the times when the the student incorrectly calculated √ ​​  3 ​​ 
projectile is on the ground.  c. The to be a root, or __ one of the real roots
vertex is (5, 122.5), which means at √
should be − ​​  3 ​​.    17. The equation
t = 5 seconds, the height of the ​​2x​​  2​​ − 10 = 0 can be written as
projectile was 122.5 meters. 2​​(​x​​  2​ − 5__)​​ = 0, which __ has ___ two irrational ___
27. a. x(​​x​​  2​​ + 2x − 8) = x(x + 4)(x − 2) roots, √ ​​  5 ​​  and −​​√ 5 ​​,  not √
​​  10 ​​ and −​​√ 10 ​​. 
b. The zeros are x = 0, x = −4, and 19. When ​​b​​  2​​ − 4ac > 0, there are two
x = 2.  c. (x − 2) represents the height, distinct real roots. When ​​b​​  2​​ − 4ac = 0,
and (x + 4) represents the length. there is one real root with
d. width = 6 in., height = 4 in., and multiplicity 2.
length = 10 in.  29. C When ​​b​​  2​​ − 4ac < 0, there are two
Lesson 3-6 distinct complex roots.  21. ± ​​ __11 ​​ , ± ​​ __21 ​​ , ± ​​ __31 ​​ ,
1. The possible rational roots, or zeros, ± ​​ __32 ​​ , ± ​​ __51 ​​ , ± ​​ __52 ​​ , ± ​​ __91 ​​ , ± ​​ __92 ​​ , ± ​​ __
15
1
15
 ​​ , ± ​​ __
2
45
 ​​ , ± ​​ __
1
45
 ​​ , ± ​​ __
2
 ​​  
of a polynomial equation with integer 23. ​​ __11 ​​ , ± ​​ __12 ​​ , ± ​​ __14 ​​ , ± ​​ __18 ​​ , ± ​​ __21 ​​ , ± ​​ __22 ​​ , ± ​​ __24 ​​ , ± ​​ __28 ​​ , ± ​​ __31 ​​ ,
coefficients must come from the list of
± ​​ __32 ​​ , ± ​​ __34 ​​ , ± ​​ __38 ​​ , ± ​​ __61 ​​ , ± ​​ __62 ​​ , ± ​​ __64 ​​ , ± ​​ __68 ​​ 
all numbers of the form
factor of constant term
± ​______________________
​    
    ​. The degree 25. ​​{4, −2 + 3i, −2 − 3i}​​ 
factor of leading coefficient __ __
27. ​​{6i, −6i, √ 2  −​√  
​   ​,
   ​ }​​  29. yes 
2
of a polynomial gives the number of
31. P(x) = ​​x​​  ​​ − 6​​x​​  ​​ + 79​​x​​  2​​ − 486x − 162 
4 3
roots, but that might include irrational
33. a. 0 = 2​​x​​  3​​ + 7​​x​​  2​​ + 7x − 268 
or complex roots in addition to rational 67 67
roots.  b. ± ​​ __11 ​​ , ± ​​ __12 ​​ , ± ​​ __21 ​​ , ± ​​ __22 ​​ , ± ​​ __41 ​​ , ± ​​ __42 ​​ , ± ​​ __
1
 ​​ , ± ​​ __
2
 ​​ ,
134 134 268 268
± ​​ ___
1
 ​​,   ± ​​ ___ 2
 ​​,   ± ​​ ___ 1
 ​​,   ± ​​ ___ 2
 ​​   

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Topic 3

c. 4; By using synthetic division, 11. Because g(x) ≠ g(−x), the

another factor can be found after function is not even. Because
dividing the polynomial by x − 4. g(−x) ≠ −g(x), the function is not
There are no real zeros for the factor, odd.  13. odd  15. neither  17. parent
which is a quadratic factor, because function: ​y = ​x​​  3​​; Adding 1 (before
the discriminant is negative. calculating the cube) shifts the
d. length: 5 in.; width:6 in.; height: graph to the left 1 unit; multiplying
9 in.  35. 9 video game consoles  37. A by 3 stretches the translated graph
vertically; subtracting 2 shifts the graph
Lesson 3-7
down 2 units.  19. ​f(x) = −(x − 1​)​​  3​​ 
1. If the function is even, then its 21. ​V(x) = 81​x​​  3​ + 108​x​​  2​​ 
graph will be symmetric about the 23. V(x) = 1,728​x​​  3​ + 288​x​​  2​ + 12x
y-axis, and if the function is odd, its
25. I vertical stretch A. 7
graph will be symmetric about the
II shift to the left B. 5
origin. The transformations can be
III shift to the right C. 3
used to determine a function’s
IV shift upward D. 2
dilation, reflection, and horizontal
V shift downward E. 1
and vertical translations.  3. The
function is shifted to the right 1 unit.  27. Part A vertex: maximum altitude
5. odd  7. Substitute points from the (in feet) reached by the ball;
graph into the equation to verify that y-intercept: the height from which the
they satisfy the equation. ball is thrown; x-intercept: the time
9. To determine a translation, look (in seconds) it took the ball to hit the
at the point where the graph is least ground  Part B It will shift the graph
steep. That point is at the origin in the up by 4 units, or 4 ft.  Part C 0.102 s
parent graph, so the coordinates of
Topic Review
that point in the new graph show the
translation. To determine a reflection, 1. Check students’ work. See Teacher’s
look at the end behaviors. If the end Edition for details.  3. leading
behavior of the new function matches coefficient  5. Pascal’s Triangle 
that of the parent function, there is no
reflection. If not, look to see whether
the reflection is across the x- or y-axis.
To determine a stretch or compression,
look at the y-values of a pair of points
one x-unit apart in the parent and in
the new function. If the ratio of the
y-values in the parent is different from
the ratio of y-values in the new graph,
then there is a stretch or compression.
The ratio of the two ratios gives its value. 

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Topic 3

7. Binomial Theorem  9. zeros: ​x = −3​, 29. 40

y
​x = −2​, ​x = −1​, ​x = 1​, ​x = 3​; turning
points between −3 and −2, between 20
−2 and −1, between −1 and 1, between x
1 and 3 −4 −2 O 2 4
−20
y
−40
20
x 31. The inequality is true for −3 < x < −2
−4 −2 O 2 4
and x > 2.
−20 33. Q(x) = ​​x​​  4​​ − 2​​x​​  3​​ + 45​​x​​  2​​ −
−40 98x − 196  35. length: 6 ft, width: 11 ft,
height: 12 ft  37. odd 
−60
39. V(x) = 10x(10x + 10)(10x − 20)
= (100​​x​​  2​​ + 100x)(10x − 20)
= 1000​​x​​  3​​ − 2000​​x​​  2​​ + 1000​​x​​  2​​
11. The polynomial function has an
−2000x
odd degree and a negative leading
= 1000​​x​​  3​​ − 1000​​x​​  2​​ − 2000x
coefficient.  13. −3​​x​​  3​​ + 10​​x​​  2​​ − x − 10 
15. 63​​x​​  3​​ + 326​​x​​  2​​ + 53x − 10 
17. 49​​x​​  2​​ − 16 
19. (3x + ​​y​​  2​​)(9​​x​​  2​​ – 3x​​y​​  2​​ + ​​y​​  4​​) 
2​1​. ​​x​​  5​ + 25​​x​​  4​​y + 250​​x​​  3​​​​y​​  2​​ + 1,250​​x​​  2​​​​y​​  3​​ +
3,125x​​y​​  4​​ + 3,125​​y​​  5​​ 
23. ​4​​x​​  3​ + 8​​x​​  2​​ + 18x + 8 
2​5​. ​​​x​​  3​ + 8​x​​  2​ + 31x + 91, R290 
27. 4​​x​​  2​​ + 2x − 6 in.

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Topic 4

Lesson 4-1 c.  y

400 (1, 320)
1. Sample: Inverse variation can be
200 (2, 160)
represented in tables, equations,
x
and graphs. Transformations of the
−4 −2 O 2 4
reciprocal function have the form (−2, −160) −200
​​  a   ​​ + k. When graphing them,
y = _____ (−1, −320)
x − h
be sure to identify the x- and −400
y-asymptotes. 3. At the x-axis x = 0, but
y = ​​ __1x ​​ is undefined at x = 0. 5. When 23. B  25. Part A  d = 66.5t; 465.5 mi
x = 4, y = __
1,215
​​  12 ​​ .  7. y = ​​ _____ ​ 18 ​ ; ≈ 2.57 gal
Part B  g = ___
x ​​ 
 ; 5.4 gallons t
left after 225 mi  9. As the x-values Lesson 4-2
increase, the y-values also increase. 
1. Vertical asymptotes may occur
11. The points (2, 4) and (−2, −4) are
when the denominator equals 0. Use
not correct. The labels of these points
long division to rewrite the function.
should be (2, 2.5) and (−2, −2.5). 
Use the quotient to identify the
13. k = xy 15. Yes; as the x-values
horizontal asymptotes. Sketch the
increase, the y-values decrease. Also the
asymptotes. Then make a table of
product of each pair of x- and y-values
values to determine behavior near the
is 60. 17. 800 kHz/s  19. vertical
asymptotes. 3. Ashton found the ratio
asymptote: x = 2; horizontal asymptote:
of the leading terms. But the degree of
y = 6; domain: the set of real numbers
the numerator and denominator are not
with x ≠ 2; range: the set of real
the same, so the horizontal asymptote is
numbers with y ≠ 6
not the ratio of the leading terms. The
y horizontal asymptote is at ​y = 0​. 
12 5. vertical asymptote: x = 3;
horizontal asymptote: y = 1 
8
y
4 4
x 2
O 2 4 6 x
−2 O 2 4 6
​ 320
21. a. n = ____  ​  −2
5
b. Game size −4
1.0 2.5 3.0 4.0
(GB), s
Number of
320 128 106.7 80
games, n

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Topic 4

2
7. y 15. f(x) = 2 −  ​​ ______
2
   ​​; vertical asymptote:
2 3​x​​  ​ + 1
none; horizontal asymptote: y = 2 
1 y
x 4
−20 −10 O 10 20 2
−1
x
−2 −4 −2 O 2 4
−2

9. Juanita incorrectly used the zeros of −4

the numerator to find the horizontal
asymptote. The horizontal asymptote is 17. vertical asymptote: x = −​​ __12 ​​  and
the ratio of the leading terms. Because x = ​​ __21 ​​ ; horizontal asymptote: y = ​​ __34 ​​  
the numerator and denominator are 19. vertical asymptote: x = −2 and
polynomials with the same degree, the x = 2; horizontal asymptote: y = 0 
horizontal asymptote is at y = 1. 21. y
4
11. a. Sample:  f(x) =  
​​  3​x​​ 2​  ​​ 
__________
2
​ ​​ 2​ + 2x − 3
x
b. x
y −4 −2 O 2 4
8
−2
4
x −4
−8 −4 O 4 8
−4 23. y
4
−8
2
x
c. Yes, if a graph has other vertical or −4 −2 O 2 4
horizontal asymptotes in additional −2
to those given, the graph would be
8
different.  13. f(x) = 2 −  ​​ ____
x+4
   ​​;  −4

vertical asymptote: x = −4; 25. day 2 and day 64 

horizontal asymptote: y = 2  27. y
8
y
8
4
4 x
x −8 −4 O 8
−8 −4 O 4 8 −4
−4
−8
−8

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Topic 4

29. y 3. The student was supposed to

80
multiply by the reciprocal. The student
40 also did not place any restrictions on
x the domain.
x − 6
−20 −10 O 10 20 5. ____
​​  x − 3  ​​ for all x except −6 and 3
−40
3(x + 1)
7. ​​ _______ ​​ 
for all x > 0  9. The student
−80 2(x + 2)
cannot cancel the x’s in x + 2 and
0.1x + 500,000 x − 1 because only common factors,
31. a.  f(x) = _____________
  
​​   ​​  
x − 200 not terms, can be canceled.  11. Graph
b. vertical asymptote: x = 200 them as functions and see that they are
c. horizontal asymptote: y = 0.1 the same. When x = 0, the function
2​ + 21x
d.    y ​​  ​−6x​​  3x
y = _________  ​​   
is undefined because the
40000
denominator of the first expression
20000 equals 0. 13. never; when you cross
x multiply, you get 30x + 66 = 30x + 55;
−100 O 100 200 300 since 66 ≠ 55, there is no real number x
−20000 for which that equation is true. 
−40000 15. Yes; even though the factor of x
was canceled out, the original fractions
e. The vertical asymptote means that cannot be undefined, so the restriction
if 200 or fewer CDs are downloaded, is necessary. 
17. ______
no CDs will be sold, since the first x(x − 2)
​​  for all x except 5 and −6
 ​​ 
200 downloads were for testers. The (x − 5)

19. _____
(y − 8)
horizontal asymptote means that the ​​  y ​​   for all y except 0 and −3
average cost will never be less than
$0.10 since this is the manufacturing ​​  x + 5 ​​ 
21. _____ ​​  xx +
, x ≠ − 3, 4  23. ____ 4
 ​​ for all x
x−4 +1
cost of each CD.  33. A, D 35. Part A  y except −3, −2, and −1
= 0, y = 0, none, none  Part B When
the degree of the numerator is less 25. 2x − 1 for all x except 0, −5, and 5
27. ​​ __________
than the degree of the denominator, (y + 4)(y + 2)
 ​​ 
 
for all y except 4 and 5
there is a horizontal asymptote at y = 0.  3(y − 5)
Part C  When the degree of the 29. _____
​​  5x + 2
 ​​ 
for all x except −3, __
​​  25 ​​ , and 3
x−3
numerator is greater than the degree 31. The height of the prism is 3x + 1
of the denominator, there is no units.  33. The length of the base of the
horizontal asymptote. parallelogram is ​​ __35 ​​  units.  35. B,C
Lesson 4-3 37. Part A 9%  Part B 4.6%

1. The steps and operations used to

multiply and divide rational expressions
are similar to those used with fractions.
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Topic 4

Lesson 4-4 Lesson 4-5

1. Find a common denominator, 1. Begin by finding the LCD of all the
add or subtract the numerators, and terms, then multiply each term by the
simplify, eliminating common factor(s) LCD, then simplify. Lastly, substitute the
shared by both the numerator and solution into the original equation to
denominator of the sum or difference. see if any of the terms are undefined
3. The student incorrectly used the as a result. If so, that solution cannot
polynomial expression x + 7 as the be an element of the domain and is
common denominator, when x(x + 7) considered extraneous.  3. The student
should have been used. The correct did not ensure that the solution is
5x(x) 7(x + 7) valid. This solution is extraneous, and
​​  5x  ​​ 
method is _____ 7 ​​  = _______
+ ​​ __ ​​  + ​​ _______ ​​ 
  ​​ 
x + 7 x x(x + 7) x(x + 7) there is no solution to this equation. 
2
​5x​​  ​ + 7x + 49
= ​​ ____________
    ​​.  
5. LCD stands for least 5. x = − 4 7. 12 km/h 9. The rate must
x(x + 7) be positive.  11. Verify that students’
common denominator. The sum or
answers are correct. 13. Sample:
difference will not be in simplest form 31 ​​ 
​​  1   ​​ 
_____ 2   ​​ 
+ ​​ _____ = 10  15. x = ​​ ___
if you multiply the numerator and x−2 x+6 10
denominator of each expression by 16
17. x = ​​ __ ​​  2 ​​  hours
 ​​   19. 2 __
3 5
more factors than necessary.
21. no solution  23. x = 10 
​15x​​  2​ – ​2y​​  3​
7. (x + y)​​(x − y)​​  2​​  9. _________
​​  2
 ​​ 
  25. The speed of the current is 1 mi/h.
2 ​20xy​​  ​
​​  ​9x​​  ​+ ​​
11. _______ 5
 
 units  13. When rewriting 27. a.
3x Distance Rate Time
the second expression with a common
denominator, the student should With 1500
1500 550 + r 550 + r
Wind
have had 2x(x + 2) in the numerator
Against 1000
rather than x(x + 2). The correct 1000 550 – r 550 – r
Wind
2
​2x​​  ​ + 4x + 3
___________
answer is   
​​      ​​.  15. When
3(x + 2)(x + 1)
x = −y, the denominator is zero, ​​  1500  ​​ 
b. _______ 1000 
= ​​ _______ r = 110 mi/h
 ​​; 
550 + r 550 − r
+9
which is undefined.  17. ​​  4x
______ ​​ 
  29. 40 and 50 mi/h 31. B, E 
x + 7
33. Part A 150 gallons  Part B Using the
19. (x – 6)(x + 1)(x – 1)  21. ​​  8   ​​  
_____
x−8 graphing function of your calculator,
−4
___________ 30(r − 1)
________ enter 2.5 + 0.05x for ​​y​  1​​​, and 1 + 0.06x
23. ​​        ​​ 25. ​​   ​​ 
; 2.75 h 
(x + 1)(x − 1) r(r − 2) for ​​y​  2​​​. Then use the TABLE function to
3x + 7y (z − 4)(z − 7) find the y-values of the function that
27. ______
​​   ​​  ___________
 29.   
​​   ​​ 
x − 2y (z − 5)(z + 6) are equivalent when x = 150.
31. (x − 5)(x + 4) or ​​x​​  2​​ − x − 20 
33. A, D 35. Part A f = 4 cm
Part B x ≈ 3.2 inches

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Topic 4

Topic Review 21. y

4
1. Check students’ work. See Teacher’s
2
Edition for details.  3. rational
x
function  5. rational expression 
−4 −2 O 2 4
1 ​​  
7. compound fraction  9. −​​ __
2 −2
11. domain: all real numbers,
−4
x ≠ 0; range: all real numbers, y ≠ 0;
A horizontal asymptote of the graph ​​  5 ​​ , x = −​__
vertical asymptote: x = __ ​  5 ​​ ;
is y = 0. A vertical asymptote of the 2 __ 3 2
horizontal asymptote: y = ​​   ​​ 
graph is x = 0.  4
y 23. 1; x ≠ −4, −2, 3
4
​​  x + 4 ​​ 
25. _____ ; x ≠ −6, −4, −3, 4, 6
2 x−4
−2(2x + 5) −y + 3x
x 27. 5x units  29. ​​ ___________
     ​​  31.​​ _______ ​​ 
 
(x + 2)(x − 2) 4y − 5x
−4 −2 O 2 4 12(c + 1)
33. ​​ __
     5 ​​  
 ​​  35. x = 4  37. x = − ​​ __
−2 (c + 4)(c − 2) 3
−4 39. x = 15  41. Stacy: 15 hours;
Diego: 7.5 h
13. 10 ​​cm​​  3​​  15. vertical asymptotes:
x = −6, x = 1; horizontal asymptote:
y = 0  17. vertical asymptotes: x = –2,
x = 8; horizontal asymptote: y = 16
19. y
4

2
x
−4 −2 O 2 4
−2

−4

vertical asymptote: x = 2;
horizontal asymptote: y = 0

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Topic 5
__
√ ​  __
Lesson 5-1 17. Sample: ​ ___ ​ 2​  5 
2__   ​= ____ ​   19. 12x 6​√  x ​   21. ​x​​  3​ 
  
√
_____ ​  5 ​  5 __
1. A radical can be rewritten as a 23. 5z 3​√  2​y​ 2​z ​  25. ___ ​  4x
y  ​  27. 6 ​√  m  ​ 
3

___ __
fractional exponent, where the index  2y ​ ​   31. 3​​x​​  23​​​​ √  x ​  
29. 3​x​ 6​y​ 5​√_________
___
is the denominator of the exponent. 33. 2pq​__ √  128 ​p__​ 7​q​ 7​   
10
35. 2​ 3√
  12 ​   __
Rational exponents can be used to __
3√ 3√
  9 ​   39. 41​  3 ​ − 3​√ 6 ​  
37. 10​  3 ​ − 4​___ √
solve equations with exponents. 
41. 3p + 14​√__ 5p  ​− 25  43. −46  __
3. The index is 5 and the radicand is −11 − 8​√ 2 ​ 
_________
√
45. − 2 − 2​  3 ​   47. ​      ​  
125.  5. No; Anastasia did not apply the __ 14 __
Power of a Power Property correctly; ​ 49. a. 600 __+ 200​√ 3 ​ + 200​√ 6 ​ m 
​ 14 ​
_ __ b. 20,000​√ 3 ​ + __60,000 ​m​ 2​ 
(​x​  ​)​  = ​x​ 8 ∙ ​ 4 ​= ​x​ 2​  7. 5​​ √  a ​​   9 ​​b​​  ​  3 ​ ​​  11. one 
8 _1 _1

51. (23 + 10​​​√​  5 ​)  yz  53. no; yes; yes; no;
13. x ≈ 4.33  15. 3​x​​ 4​y​​ 2​​  17. 27  ___ _____
√
√
3
π​​  ​V ​  2
19. Use the volume formula to solve ​  3V
yes  55. Part A  r = 3​​   ___4π
​​  ​  6​2π
 ​ ​​  r = _____     ​​ 
for r. Divide 4,186 ​__  23 ​ by __ ​ 34 ​ and the result Part B  about 9.8 in. Part C  about 33.5
by π ≈ 3.14. This leaves 1,000 ≈ ​r​​ 3​. The in. tall
cube root of 1,000 is 10, so the radius is
approximately Lesson 5-3
___ 10 in.  21. Yes, they
__
are equal; ​√  ​x​  ​  and (​3√  x ​)  ​ 2​can both
3 2
1. Vertical stretches and horizontal and
_2
be written as ​x​ ​ 3 ,​ so they must be vertical translations have the same effect
equal.  23. The negative root can be on square root and cube root functions
ignored because the interest rate must as they have on other types of functions,
be a positive number. 25. ±3  27 4  so you can use what you know about
​ 2 
__ ​ 1 ​
__
​ 2 ​
__ transforming those functions to graph
29. ​16​​ 4 ​ = ​16​​ 2   31  ​x​​ 7   33. ±5  35. 2​y​​ 3​ 
radical functions.  3. When a is positive,
37. ±3​a​​ 4​​​b​​ 3​  39. 5  41. 3  43. ≈ 205 i​n.​​ 3​​  __
​ 1 ​
_ the graph of f(x) = a​√ x ​ is stretched
45. 12 in. 47. ( HW 2
____
​ ​ 3,600    )
​ ​​​  ​  49. D  vertically by a factor of a. When a is
__
negative, the graph of f(x) = a​√ x ​ is
Lesson 5-2
reflected over the x-axis and then
1. Radicals can be rewritten in stretched vertically by a factor of |a|. 
fractional form, and the laws of
5.  4
y
exponents can be used to simplify the
resulting expressions.  3. Sample: You 2
can take the cube root of a negative x
number, but not the square__root.  5. 7  −4 −2 O 2 4
___ __ √
​ ​  6  ​​    13. 112 
7. 4​x​ 2​y​ 34​√  4x ​   9. ​−​11​√ 7  ​  11. ___ −2
2
15.The exponent ​ __12 ​applies only to the
−4
5 inside the parentheses; the fractional
exponent must be applied before __
domain: all real numbers;
multiplying; correct answer: 20 − 5​√ 5 ​ 
range: all real numbers

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Topic 5

7.  4
y 17. y
4

2 2
x x
−2 O 2 4 6 −4 −2 O 2 4
−2 −2
−4 −4

domain: all real numbers; Domain: x ≥ 0

range: all real numbers Range: y ≥ 2
The function is increasing.
9. y
4 19. y
4
2
x 2
−4 −2 O 2 4 x
O 4 8 12
−2
−2
−4
−4
domain: all real numbers; range: all Domain: all real numbers
real numbers Range: all real numbers
11. The_____ graph of the radical function The function is increasing.
h(x) = √ ​  x + a   ​+ a ​​ + b is a shift a units 21. y
left and b units up of the parent 4
__ f
function
_____
f(x) = √ ​  x ​,  so the domain of h(x) x
O
=√ ​  x + a ​ 
+ a ​​ + b is x ≥ −a and the range −8 −4 4
is y ≥ b. The function is increasing over −4
g
the entire domain.  13. Helena did
f
not consider the vertical stretch by a ​ __ g  ​
−8
factor of ______
2. The correct radical function
__
is f(x) = 3​√  2x − 1 .​ 
  15. g(x) = −​√ x ​​  The graph of f is being compressed
vertically by a factor of 3 to create the
graph of g. The graph of f is shifted 9
units to the left and 8 units down to
create the graph of g. The domain and
the range are still all real numbers.

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Topic 5
__
23. f(x) = 5  ​√ x + 3; ​ 
Vertical stretch by a Lesson 5-4
factor of 5 and __ translation 3 units left  
1. You have to square or cube both
25. f(x) = 2​√ x − 6  ​− 3; vertical stretch
sides, use graphs, and be sure to check
by a factor of 2, translation 6 units
solutions since solving equations with
right, and translation
__ 3 units down 
√ rational exponents can give extraneous
27. f(x) = ​  x − 1  ​+ 1
solutions.  3. Squaring both sides of
29. a.  4
y an equation when solving sometimes
produces an extraneous solution. 
2 5. Raise both sides to the power; cube
x both sides and then find the square
−4 −2 O 2 4 root of the result.  7._x = 3,125 
−2 9. x = −6  11. x = 23.​3​   13. x = 7 or
−4 x = 3  15. Substitute each potential
solution into the original equation. If
b. The domain of the function is all real it makes the equation true, it is a real
numbers. The range of the function solution.  17. The student squared x
is all real numbers. c. In this situation, only instead of 1.98 and x. Here is the
neither the radius nor the volume can correct work:
be negative, so the domain of this ______
1.98x = ​√ 58 + y  ​
function should be restricted to r ≥ 0 2
and the range should be restricted 3.92​x​  ​= 58 + y
to V ≥ 0. d. about 4.75 in.  3.92​x​ 2​− 58 = y

31. a. No  b. Yes  c. No  d. Yes  e. No  19. Only if the denominator of the
33. Part A When n = 4, the domain is rational exponent is even can there be
x ≥ 0 and the range is y ≥ 0. When extraneous solutions. Taking an even
n = 5, the domain is all real numbers root of a negative number gives an
and the range is all real numbers. extraneous solution, so if the root isn’t
When n = 6, the domain is x ≥ 0 and even, there can’t be an extraneous
the range is y ≥ 0. When n = 7, the solution.  21. 125  23. 325 
3
domain is all real numbers and the ​ ​x​  ​   
25. y = ___ ​− 15  27. y = 0.0025​x​ 2​+ 14.2
27
range is all real numbers. When n = 8, 29. x = 3  31. x = 1  33. x = 27 and
the domain is x ≥ 0 and the range is x = −32   35. There are no solutions. 
y ≥ 0. Part B  The domain and range
37. x = −1 and x = −​___  5 ​  39. 87.27 kg 
are all real numbers when n is a 9
41. about 16.61 hours  43. ≈ 3,000 ft 
positive, odd integer. Part C The
45. D
domain is x ≥ 0 and the range is y ≥ 0
when n is a positive, even integer.

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Topic 5

Lesson 5-5 31. a. 600h + 500 b. $5,300 c. During

an 8-hour period of manufacturing,
1. To perform an arithmetic operation
the cost for the factory to manufacture
on a pair of functions, substitute their
240 shovels is $5,300.  33. a. subtraction
rules and perform the operation on
b. p(x) = b(x) − d(x) = −15x + 295; the
them. The domain of the resulting
domain is the set of all real numbers x
function will be the set of all real
such that 0 ≤ x ≤ 15.  35. C
numbers for which the original two
functions and the resulting function are Lesson 5-6
defined. To compose functions, apply
1. In a table, switch the columns x and y.
one function to the rule of the other.
Similarly, in an equation, exchange x
The domain of the resulting function
and y and solve for y. Graphically, the
will be the set of all real numbers for
inverse of a function is its reflection
which both the composite function and
over the line y = x. To verify that an
the inner function (the first function
inverse function has been found,
applied) are defined.  3. The domain
use composition: f (​ ​f​ −1(​ x))​ ​= x and ​​​ ​
is all real numbers except x = −3, for
f​ −1(​ f​(x))​ ​= x.  3. No; the inverse of
which g(x) is undefined when it is in
a function is only a function if each
the denominator.  5. 3​​x​​  2​​ + 7x 
2 independent value is paired with only
​ ​x​  ​+x −
7. −3​​x​​  2​​ − 3x – 2  9. _________ 2x + 1
4
     
​for all real one dependent value. 
numbers x, such that x ≠ 4  11. 18​​x​​  2​​ + 5   1 ​(−2x + 10) + 5 =
5. f (​ ​f​ −1(​ x))​ ​= −​__
13. because there are restrictions 2
x − 5 + 5 = x, ​f​  −1​(f​(x)​)​=
on the x-values in the denominator 1 ​x + 5) + 10 = x − 10 + 10 = x 
of a fraction such that it cannot be −2 (−​ __
2
defined  15. Answers may vary. Sample: 7. f(x) and ​f​  −1​(x) are reflections of each
When f(x) = 2x and g(x) = 5x, other over the line y = x. Therefore, f(x)
(f ° g)(x) = 10x and (g ° f)(x) = 10x.  and ​f​ −1​(x) are inverses.  9. The range of ​​​
17. When evaluating the nested f​ −1​(x) is______
the same as the domain of
parentheses in both arithmetic f(x) = √ is 2x − 3 ≥ 0 or x ≥ __
​​  2x − 3 ​​  ​​  32 ​.
operations and composition of ​​  32 ​.
So, the range of ​​f​​  −1​​(x) is x ≥ __
functions, work inside out.  19. It is 11. The inverse of a number raised
possible; Sample: If the graphs of the to the 4th power is the 4th root of a
two linear functions are parallel, then number. To find the inverse of f(x), add
their difference will be a horizontal 1 to both sides. To undo x raised to the
line; f(x) = 3x − 4 and 4th power, take the 4th root of both
_____
 
− 1 √
sides. The inverse is ​f​  ​(x) = ​   x + 1 ​. The
4
g(x) = 3x + 2, so f(x) − g(x) = −6, which
represents a horizontal line.  inverse is not a function because each
21. f − g = 2​x​ 2​+ 2x − 3  23. __ ​ gf  ​= x − 4 independent value is not paired with
for all real numbers x, such that only one dependent value. 
x ≠ −7  25. −28x – 5 27. −28x + 35 
29. −2​x​ 2​− 2x + 9 

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Topic 5
__
13. ​a​ −1​(b) = 2​√ b ​;  23. f(x) = ​x​ 2​− 6x + 9 = ​(x − 3)​ 2​, so the
__ 2
​ 14 ​(2​√ b ​)  ​  ​= __
a(​a​ −1​(b)) = __ ​ 14 ​(4b) = b; graph of the parabola has its vertex at
____ (3, 0). Restrict the domain of f to x ≥ 3.
​14 ​b​ 2​  = 2​(__
​a​ −1​(a(b)) = 2​  __√ ​ 1 ​b)​= b  Then ​f​  −1​(x) = √
__
​  x ​ + 3, x ≥ 0. 
2
25. f(x) = ​x​ 2​+ 5, so the graph of the
15. x-intercept: (  12 ​, 0)​, y-intercept:
​ −​__
parabola has its vertex at (0, 5).
(0, 1); x-intercept of the inverse: (1, 0), Restrict the domain _____of f to x ≥ 0.
y-intercept of the inverse: (  12 )
​ 0, −​__ ​ ​;  −1
Then ​f​  ​(x) = √ ​  x − 5  ​, x ≥ 5. 
Sample: the x-intercept of the original  −1 2
27. ​f​  ​(x) = ​x​  ​− 6; domain x ≥ 0 
function becomes the y-intercept of the
29. ​f​  −1​(x) = ​x​ 2___________
​+ 9; domain is___ x ≥ 0. 
inverse by reversing the coordinates,
and the y-intercept of the original √ (3​x​  ​− 4) + 4 √
31. f(g(x)) = ​     3
 
2
​__________ 
 
_____ 2
3
2
3​x​  ​
​ ​= ​  ​___     ​ =
function becomes the x-intercept of the ___
inverse by reversing the coordinates. x; g(f(x)) = 3​(​  ​x +3 4 
√​  ​x​ 2​  = √
____
)​  ​− 4 =
 ​  
3​(____  )
​ x +3 4 ​ ​− 4 = x + 4 − 4 = x, so f and g
17. x −7 6 8 −1 3 7
are inverses.  33. C = __
___  9 ​ F + 32; 132.8°C 
​5
y −2 1 0 1 2 3
√ 𝜋h
​ v   ​   b. h > 0 and V > 0
35. a. r = ​  ___
The inverse is a function. because division by 0 is not possible
19. ​f​ −1​(x) ​ x +4 1 
= ____  ​; The inverse of f is a and the height and volume of a coffee
function.  can cannot be negative. c. 3 in.  37. B

y f(x) Topic Review

4
y=x 1. Check students’ work. See Teacher’s
2
Edition for details.  3. radicand 
x
−4 −2 O 2 4
5. radical function  7. extraneous
f −1(x) −2 solution  9. composite function  11. −625 ​
13. ​2a​ 6​b​ 2​  15.________
z = 4  17. about 5.53
−4 ​√  2,187​m​​  3​ ​ 
3

seconds  19. ​​ ________  21. ​7a​ 3​23. ​81x​ 2 ​+

 ​​  
__ 3m __ __
21. ​f​  −1​(x) = ​x​ 2​− 5; The inverse of f is 18x​√ 2 ​ + 2  25. 12 − 3​√  4 ​   27. −10 − 5​√ 5 ​  
__
a function. 29. −9​√ x  ​  31. 4 cans

y
4

f(x) 2
x
−4 −2 O 2 4
y=x −2
f −1(x)
−4

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Topic 5

33. y 37. y
4 4

2 2
x x
−4 −2 O 2 4 −4 −2 O 2 4
−2 −2

−4 −4

The domain of the function is all real The domain of the function is
numbers. The range of the function is x ≥ −4. The range of the function
all real numbers. is y ≥ −2. The function is increasing over
The function is increasing over the entire domain.
the entire domain.
39. 50 s
35. y
4 40

2 30
x
20
−2 O 2 4 6
−2 10
d
−4 0
0 20 40 60 80 100
___________
The domain of the function is all real When d = 40, s = √ 30 ∙ 0.5(40) ​≈ 24.49
​    
numbers. The range of the mi/h, which is less than 25 mi/h. So, the
function is all real numbers. car was not speeding.
The function is increasing over 41. x = 72  43. x = 81  45. x = 4
the entire domain. (extraneous), x = 14  47. about 10.5
tons  49. −6x + 6  51. 11 
53. f(g(78)) = 82.4; 78 represents the
original test score. Two bonus points
were added to the original test score.
Then a 3% increase was applied to the
test score. The new test score is 82.4. 
55. ​f​ −1​(x) = ​x​ 2​+ 4 
57. ​f​ −1​(x) = ​(x + 1)​ 2​– 7 
C − 50
59. C = 40h + 50; h = ​ _____     
​; 2.5 h
40

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Topic 6

Lesson 6-1 25. ​​P(t) = 50(4)​​  x​​; 51,200 bacteria 

27. Yes; After 2 years, there will be
1. The values of equations determine
about 271 zebras left and about
what the key features will be. Graphs
256 lions left. 29. C
​​  32 ​​  is greater
illustrate these features. 3. __
than 1, so the graph represents Lesson 6-2
exponential growth.
1. Sample: Exponential models
5. y can be used to represent how the
8
balances in investment accounts
6 change as they increase. 3. Sample:
Both are exponential functions. For
4
continuously compounded interest,
2 the base is always e, whereas the base
x of a compound interest function varies. 
−6 −4 −2 O 2 5. 0.25%; 0.74%  7. $2,323.23 
domain: all real numbers; range: 9. y = 26.9(1.27​)​​  x​ 11. $8,069.41 
{y | y > 0}; y-intercept: 4; 13. a. Substitute one of the given
asymptote: x-axis; end behavior: points into the model to find the
As x → −∞, ​y → 0​. As ​x → ∞​, ​y → ∞​.  value of a; ​​y = 7.39e​​  x​​  b. Substitute
7. The graph of g(x) is shifted 3 units to 8 into the model to find ​y = 22,029​. 
the right. 9. 4 11. The rate is 0.3, so the 15. exponential model: ​​
decay factor is 0.7. 13. The graph of g(x) y = 1.414(2.462)​​  x​​; power model: ​​
is shifted 4 units down and 1 unit to y = 3.125(1.837)​​  x​​; exponential model:
the left. 15. domain: all real numbers; 314.9; power model: 120.1; The
range: {y | y > 0}; y-intercept 0.75; exponential model is a better fit.
asymptote: x-axis; end behavior: 60
y
As ​x → –∞​, ​y →∞​. As ​x →∞​, ​y → 0​. 
40
17. domain: all real numbers; range:
{y | y > 0}; y-intercept 7; asymptote: 20
x
x-axis; end behavior: As ​x → –∞​, ​y → 0​. O 2 4 6
As ​x → ∞​, y → ∞. 19. decay; 1 − __ ​​  2 ​​ ; __
​​  2 ​​ ;
5 5
40%  21. growth; 1 + 1; 1; 100% 
23. g(x) = −6(2) 17. 7,543.88 19. 1,716.79 
21. 43,492.51  23. ​y = 53.0(1.082)​​  x​ 
y
8 25. Multiply the exponent by __ ​​ 44 ​​  so that
4 the model compounds quarterly. 
x 27. Jacinta; Continuously compounded
−4 O 4 8 interest increases at a faster rate. 
−4 29. $4,905.04; $1,405.04  31. B, D 

−8

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Topic 6

33. Part A $455.38 Part B $541.78  Lesson 6-4

Part C  Each month of the second
1. The domain of the logarithmic
year, she continues to pay interest on
function is the same as the range of
more interest.
the exponential function, and the
Lesson 6-3 range of the logarithmic function is the
same as the domain of the exponential
1. Logarithms are exponents.
function. The logarithmic function
Logarithms can be evaluated by
has an x-intercept of 1, while the
rewriting them in exponential form. 
exponential function has a y-intercept
3. Common logarithms use the base 10.
of 1. 3. The graph of g(x) is the
Natural logarithms use the base e.
reflection of the graph of f(x) across
5. ​log​  2​​ ​(__ 1
​  64  ​ )​ = −6  7. ​10​​  2.301​ ≈ 200  the x-axis.  5. ​g(x) = ln x + __ ​  12 ​​  
7. no; The x-intercept of the blue
9. 3 11. 5  13. Graph ​y = ​e​​  x​and use function is not equal to the y-intercept
the graph to find an approximate value of the red function.  9. When rewriting
of x for which y is equal to 65. 15. 3.5; ​ in logarithmic form, the student
log​ 3​50​is an expression equivalent should have placed the expression
to ​3​ x​= 50​, so you need to find the x – 2 in parenthesis. The correct inverse
value of x for which ​y = 50​. function is ​​f​​  −1​(x) = ​log​  5​​ (x −2) + 6​. 
1 11. ​g(x) = ​log​  3​​ (x − 2) + 1​
17. yes; ​3​ −3​= __
​ 27   ​  19.​ log​  4​​  y = x
21. ​log​  7​​  y = x  23. ​log​  3​​ 6561 = 8 13. y

​  1   ​ 
25. ​log​  5​​ 1 = 0  27. 10​​  −2​ = ____ 2
100
1
29. ​e​​  5​ = 148.41  31. ​−3​ 33. 4 
x
35. 3 37. undefined 39. 1.8949  O 10 20
41. undefined 43. 1.0792 
45. 142 47. 2.7964 49. 2.8904 
domain: {x | ​x > 0​}; range: all real
51. 22 years 53. a. magnitude 7.9 
numbers; x-intercept 1; asymptote:
b. 31,009,857,350 kWh  c. 16,705 kWh 
y-axis; As ​x → 0​, ​y → −∞​. As ​x → ∞​,
55. C, D, E 57. Part A Account 1:
​y → ∞​.
​A = 400​e​​  0.08t​; Account 2: ​A = 500 + 75t​ 
Part B yes; Account 2 is increasing
at a constant rate while Account 1 is
increasing at an increasing rate, so after
a certain point the amount of money
in Account 1 will exceed the amount of
money in Account 2; in about 20 years.

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Topic 6

15. y 29. C, D, F 31. Part A magnitude 10

x (M − 2)
______
O 20 40 60 80 Part B ​d = ​10​​  5 ​
 
​​  Part C Astronomers
−1 can use this function when the limiting
magnitude of a telescope is known to
−2
find the diameter of the lens of the
−3 telescope.
Part D 199.5 mm
domain: {x | ​x > 0​}; range: all real Lesson 6-5
numbers; x-intercept: 1; asymptote:
y-axis; end behavior: As 1. The properties of logarithms help
​x → 0​, ​y → ∞​. As ​x → ∞​, ​y → −∞​.  to simplify complex logarithmic
expressions. 3. Amanda used the
17. reflection over the y-axis; wrong exponent for c. The expression
asymptote: y-axis (same as parent should be 2 ​​log​  4​​​ c + 5 ​​log​  4​​​ d. 
function); x-intercept: −1 (different 5. ln  (​​​​​s​​​​  5​​​​​​​​​​t​​​​  6​​​​​)  7. Expand the expression
from parent function) and then substitute the approximate
19. ​​f​​  −1​(x) = ​log​  5​​ x + 3​ values into the expression to find that
21. ​​f​​  −1​(x) = ​log​  6​​ x − 7​  the approximate value of log3 ​​(__ ​  25 ​ )​​ is
−0.834. 9. ​y = log ​(__
​  1x ​ )​ = log 1 − log
(y − 8,000)
_________
23. ​​f​​  −1​(x) = ​e​​  x + 1​ − 3​  25. ​t = ​2e​​  5,000 ​
 
​​; 
Use this new equation when the x = 0 − log x = −log x  ​11. The student
altitude of the plane is known but the used 2 as an exponent instead of __ ​​ 12 ​​ .
1
__
time since takeoff is not.  27. a. Check The correct expression is log3 ​​2y ​​  ​ 2 ​ ​​. 
students’ work. 13. Let ​logb (mn) = x​.
x y
r
bx = mn
9 65 1
__ 1
__
100 ​ (bx)​​  ​  n  ​​   = ​(mn)​​  ​  n  ​​
99 40 x
__
200 32.5 50 ​ b​​  ​  n  ​​ = m
x
300 28
O 100 200 300 400 t ​ __
n  ​ = logbm
400 24.9   ​ x = nlogbm​

(r − 90)
______
logb(mn) = nlogb (m)n
b.  t = ​​ 0​​  ​  (−25) ​ 
1  
​​ −
1; the number of
months since taking the course at 15. lo​​g​  6​​​ 2 + 5 lo​​g​  6​​​m + 3 lo​​g​  6​​​n
which a student has a retention, r  17. lo​​g​  2​​​  x − lo​​g​  2​​​ 5 − lo​​g​  2​​​  y
19. log5 ​​(​6y​​  ​  2 ​ ​)​​ 21. _____
1
__
​​  In 3 
3
 ​​ 
ln 8​y​​  ​
23. pH = log (​​ ​  +   ​)
1
____  ​​ = log 1 − log [H+] =
[H ]
0 − log [H+] = −log [H+]

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Topic 6

25. 0.898 27. 2.807 29. 3.135 3. A common difference and common

31. ​​(_____ )​​; 1.490 33. ​​(​  )
log 11 log 30
_____ ​ ​​; 4.907 ratio are both the repeated pattern
​   ​ 
log 5 log 2 in a sequence of numbers. A common
35. ​​(_____ )​​; 2.891  37. a. ​A = log (5​t​​  ​)​
log 55 2 difference is added, while a common
​   ​ 
log 4 ratio is multiplied.  5. −2; 32, −64,
b.  4,325 people 39. D 128  7. 3; 64.8, 194.4, 583.2 
9. 0.5; 6.25, 3.125, 1.5625  11. True; If
Lesson 6-6
the first two terms are positive, the
1. Properties of logarithms and common ratio must be positive. 
exponents help to solve equations in 13. Check students’ answers. 15. 59,049 

{−5​a​​  n−1​, if n > 1

which the terms do not have matching 3, if n = 1
17. yes; ​​a​  n​​​ = ​​ ​  
​ ​​​
bases.  3. Use the power property
to move the exponent outside the
24, if n = 1
{__
logarithm, divide both sides by the
19. yes; ​​a​  n​​​ = ​​ ​ ​ ​​​
 
exponent, then rewrite the equation in ​  1 ​​ a​  n−1​​, if n > 1
3
exponential form and solve. 

{4​a​  n−1​​, if n > 1

5. −8.84 7. 6 9. 13,308 rabbits  10, if n = 1
21. yes; ​​a​  n​​​ = ​​ ​  
​ ​​​
11. The terms in the first equation
do not have equivalent bases. The
23. ​​a​  n​​ = 2(−2​)​​  n−1​
terms in the second equation can

{−3​a​  n−1​​, n > 1

be manipulated to have the same −6,    n=1
25. ​​a​  n​​ = ​   
​ ​​​
base. 13. To solve the equation
when ​A = 0​, Thomas would need to 27. 800 bacteria 29. 6,291,450
6
find the natural log of 0, which is 31. ≈ −3,355,443  33. ​​  ∑  ​  7(6​)​​  n−1​;
 ​​−
undefined.  15. −5 is extraneous  −65,317​ n=1
17. 0.6833  19. −0.4286  21. 5  7
23. 4.5101 25. −3.1699  27. 7  35. ​  ∑ 
 ​​4(−3​​
​  )​​  n−1​​; 2,188 37. $156.94
n=1
29. −1; 5 31. −1.2749; 6.2749  39. a. 155 people  b. 1,562 people
33. 1.266; −2.766 (extraneous)  41. 7 43. Part A  $476.72 
35. 4; −1 (extraneous) 37. 1.303 Part B  $3,162.00
(extraneous); −2.303 (extraneous) 
39. x ≈ 0.003 and x ≈ 2.153 41. 2045  Topic Review
43. a. 500  b. 1,000,000 acres  45. B 1. Check students’ work. See Teacher’s
Lesson 6-7 Edition for details. 3. exponential
function  5. Change of Base Formula
1. If a sequence has a set of numbers 7. logarithmic function  9. domain: all
with a common ratio, you can create real numbers; range: ​y > 0​; y-intercept
and use an explicit formula in order 2; asymptote: ​y = 0​; end behavior:
to extend the sequence or solve a As ​x → –∞​, ​y → 0​. As ​x → ∞​, ​y → ∞​.
problem.

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Topic 6

31. ​f   –1(x) = log8​ ​x + 2​  33. log ( ​  r 2t ​ )​​ 

3
11. $13,784.20  13. $13,849.69 ​​ ___
s
15. $8,801.33  17. ​f(x) = 21.01(1.37)x​ log 200
______
35. 1.792  37. ​​   3.292  39. ​–2​ 
 ​​; 
19. ​log4 64 = 3​  21. ​63 = 216​ log 5
9
23. ​–2​  25. 2.798  27. 9 41. ​–1.151​  43. 9  45. ​–4​; ​​ __ ​​   47. no
2
29. domain: ​x > 0​; range: all real n−1
​​  1 ​​​​​ (__
8 2)
49. ​​a​  n​​​ = __ ​  3 ​  ​​​  ​​  51. 1,530
numbers; x-intercept: 1; asymptote:
​x = 0​; as x → 0, y → −​∞​; as x → ​∞​, 53. −10,230; of the ten terms in each
y → ​∞​ series, the last nine terms in the first
y series and the first nine terms in the
4
second series are the same, so their
2 difference is 0. This leaves the first
x term in the first series minus the last
O 2 4 6 term in the second series, which is
−2 10 − 10,240 = −10,230. 
−4

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Topic 7

10
Lesson 7-1 23. sin θ = __ ​​  24
26
 ​​ , cos θ = ​​ __
26
24
 ​​ , tan θ = ​​ __
10
 ​​ ,
__ 26 26
__ 10
__
1. Knowing the ratios allows for finding csc θ = ​​  24 ​​ , sec θ = ​​  10 ​​ , cot θ = ​​  24 ​​  
any angle measure or side length in a 25. sin θ = ​​ __35 ​​ , tan θ = ​​ __34 ​​ , csc θ = ​​ __53 ​​ , sec θ = ​​ __54 ​​ ,
right triangle when one angle measure 15 8
cot θ = ​​ __43 ​​   27. sin θ = ​​ __ ​​ , cos θ = ​​ __  ​​, 
and one side length or no angle measures 17 17
and two side lengths are known.  3. An ​​  15
tan θ = __ 8
​​  17
 ​​ , sec θ = __ 8
 ​​ , cot θ = __ 8
​​  15  ​​   29. 7 ft 
__
identity is a rule that is always true. The ​   
 ​
3 √
opposite
31. sin 𝜃 = ​​ ___21 ​​ , cos 𝜃 = ​​ ____
2
 ​​  
tangent of an angle θ is __________
​​    ​​. 
No 33. cos 𝜃 = sin(90° − 𝜃) 
hypotenuse
matter the angle measure, that must 35. tan 75° = 3.7, which is approximately
1 1
always be equal to ​​ _________ or ​​ ____
   ​​, 
hypotenuse
    
cot θ
​​. 4. So, if someone uses the rule, he or
__________
​   ​
 
 
opposite she will have about a 75° angle. A
5. Knowing one ratio makes known person could have up to a 76° angle
the lengths of two out of three sides by using the rule, which would be just
in the right triangle. The Pythagorean above what is safe.  37. 195 ft  39. E
Theorem can be used to find the length
of the third side. Once all the side Lesson 7-2
lengths are known, all of the ratios can
12 ​​ , 1. by plotting angles on a unit circle
​​  37 ​​   9. sin θ = ​​ ___
be found.  7. sin 𝜃 = __
13 and identifying their reference angles
13 ​​ , sec θ = ​​ ___
​​  12 ​​ , csc θ = ​​ ___
tan θ = ___ 13 ​​ ,
5 12 5 3. A unit circle’s center is at the origin,
5  ​​   11. ​cos 𝜃 = ​ _____
cot θ = ​​ ___ 1   ​​   and its radius is 1.  5. Since radian
12 sec 𝜃
measures of angles are usually less than
13. csc 𝜃 = sec(90° − 𝜃)  15. 20 m 
or equal to 2π, if the answer is very
17. Yes, if you have one side and
small or written in terms of π, it is likely
one non-right angle, you can use a
in radian mode.  7. 35°  9. Quadrant IV 
trigonometric ratio to find the other sides 8π ​​   17. Since
and angles. If you have two sides, you 11. −250°  13. 315°  15. ​​ ___
3
can use the Pythagorean Theorem to find the radius of a unit circle is always 1,
the third side and then use trigonometric the angle measure in radians is equal
ratios to find the angle measures. to the length of the intercepted arc,
19. The student was given the adjacent divided by 1. Therefore, the angle
side, not the opposite side, so he or she measure in radians is always equal to
25 the length of the intercepted arc.
should have used cosine: cos 41° = ​​ __x ​​ ;
33.1 in. ≈ x.  21. If the angles are known, 19. The sum of the positive angle and
there are infinitely many side lengths the absolute value of the negative
that make any of the trigonometric angle is 360° or 2π, so
ratios true. For example, sin 30° equals |negative angle| + positive angle = 360°
any opposite side and hypotenuse that or 2π.  21. 135°, −225°, 495°  23. 165° 
have a ratio of 0.5. However, if the side 25. 188°
lengths are known, each angle can be
precisely identified using the appropriate
trigonometric ratio.
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Topic 7

27. y 41. Substitute the formula for

converting radians to degrees into the
arc length formula:
x length of intercepted arc
​  π   ​ × angle measure in degrees)​​
= ​​(____
180°
× radius.
43.
I. 60° 𝝅 ​​ 
A. ​​ __
29. y 8
II. −15° 𝝅  ​​ 
B. −​​ ___
12
III. −200° 4𝝅 ​​ 
C. ​​ ___
x 3
IV. −108° 10𝝅
D. −​​ ____
 ​​ 
9
V. 22.5° 3𝝅 ​​ 
E. −​​ ___
5
VI. 240° 𝝅 ​​ 
F. ​​ __
3
31. y
45. Part A ≈ 94 m  Part B ≈ 0.224
radians
x Lesson 7-3
1. The unit circle can be used to
evaluate the trigonometric functions.
3. If an angle is in standard position,
the reference triangle for 𝜃 includes
33. y the acute angle formed by the x-axis
and the terminal side of 𝜃. A reference
triangle helps you relate all angles
x
to an angle in Quadrant I.
__ __
√
​   
5𝜋 ​​ = −​​ ___2
 ​ √
​   
5𝜋 ​​ = −​​ ___ ​
2
5. sin  ​​ ___  ​​;  cos  ​​ ___  ​​ 
4 2 4 __ 2
3 ​​   9. ​tan ​ __ √
π  ​ = ​ ___
​  3
 
 ​
7. ​sin 𝜃 = ​ __  ​​ 
5 __
6 3 __
11. ​sec 135° = −​√ 2 ​;  csc 135° = √​   
 ​;
2
35. 2.58  37. 120°  39. 6,911.5 km
tan 135° = −1​  13. Multiply the number
(using 𝜋); 6,908 km (using 3.14)  180°
of radians by ​​ ____
π   
 ​​.  15. in Quadrant
I, because that is the only quadrant
in which the x-coordinate and the
y-coordinate of the terminal point are
both positive 

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Topic 7

17. Infinitely many since any given 3. The period is the interval of
angle can have an infinite number the domain before it repeats. The
of coterminal angles. If the angle is amplitude is the distance between the
measured in degrees, you can keep midline and the minimum or maximum.
adding multiples of 360° or −360°; ​​  1 ​​ 
5. period: 𝜋; amplitude: 3  7. __
2
if the angle is measured in radians, 9. The sine function is a periodic function
you can keep adding multiples of
y because the outputs repeat after a
2π or −2π to it.  19. ​tan θ = __ 4 ​​ 
​  x ​  = −​ __
__ 3
__ constant interval of inputs, 2π radians.
√ ​√ 2 ​  11. zero-min-zero-max-zero
​  ​  2  ​ ​ ; cos 225° = −​​ ___
21. sin 225° = −​___  ​ 
__2 __ 2 13. domain: ​−∞ < x < ∞​;
29π √
​  2 ​  29π √
​  2 ​ 
23. sin ​​ ___
4
 ​​ = −​ ___
​  2
 ​
 ; cos ___
​​  4
 ​​ = ___
−​
​  2
 ​  range: ​−1 ≤ y ≤ 1​; period: 2𝜋 
25. ​cos θ = ​ ___7  ​​   27. ​tan 405° = 1​ 15. amplitude: 5; period: 8π 
25 𝜋 ​​  x; ​​ __
𝜋 ​​ 
13π
__ __ 17. y = 14 cos  ​​ __
29. sec ​​ ____ ​​  13π ​​ = −​√ 2 ​​; 
 ​​ = −​√ 2 ​​;  csc ____ 3 3
4 4 𝜋 ​​   b.  1  c.  h(t) = sin (4t)
​​  −2π
​​  13π ​​ = 1  31. sec ____
cot ____  ​​ = −2; 19. a. ​​ __
2
4 __ 3 __
2π
___ 2​√  
____ 3
 ​ 2π ​​ =
  cot ​−​ ___ ___ √3
​​  ​   
 ​ d.  1 h
csc ​−​   ​​ = −​​   ​​;   ​​ 
3 3 3 3
33. about 38 ft  35. 1 2π
___
​ 20°; ​   ​​ radians 0.5
3
37. D t
−π O π
39. Part A  −0.5
y North
−1
20 30° ship location
e.  8
10
21. amplitude: 8; period: 12;
West East
x
​​ 1  ​​;  midline: y = 0
frequency: ___
−20 −10 O 10 20 12
lighthouse
23. Part A 
y = sin 2x y
−20 1
South 0.5
x
Part B 60° __ Part C  The coordinates are −π O π
√
(10, 10​​  3 ​​)  . −0.5
Lesson 7-4 −1
y = −sin 2x

1. For the functions y = a sin bx and
y = a cos bx, the parameter a affects Part B y = sin (2x) and y = −sin (2x)
the amplitude and the parameter b are reflections of each other over
affects the period and frequency.  the x-axis.

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Topic 7

Part C  9. That is where its reciprocal function,

y = sin 2x y sine, is 0.  11. The period for the
1 tangent and cotangent functions is π,
0.5 whereas the other four trigonometric
x functions have a period of 2π.
−π O π 13. y = tan 3x;
−0.5 y
4

−1 2
y = sin −2x
x
Part D y = sin (2x) and y = sin (−2x) −π −π O π π
2 2
are reflections of each other over the −2
x-axis.  Part E When a or b is replaced −4
with its opposite, the graph is reflected
over the x-axis. 15. y
4
Lesson 7-5 2
x
1. Where a function (like sine) is 0, its
−π −π O π π
reciprocal, cosecant, is undefined and 2 2
−2
has a vertical asymptote. Wherever sine
reaches its maximum value at 1, the −4
cosecant will reach its local minimum
value of 1; wherever the sine reaches its 17. y
4
minimum value of −1, the cosecant will
reach its local maximum value of −1. 2
Wherever sine is positive and less than 1, x
−π −π O π π
the cosecant will be positive and 2 2
greater than 1; wherever the sine is −2
negative greater than −1, the cosecant −4
will be negative but less than −1. The
same reasoning can be used to describe There is a vertical compression that
the cosine function and its reciprocal, makes the graph look more bent than
secant, as well as the tangent function the parent function y = tan x. The
and its reciprocal, cotangent.  horizontal compression changes the
3. The graph of y = tan x does not have period of the function from π (for
a maximum or minimum value.  ​​ 3π  ​​. 
y = tan x) to __
​​  π  ​​  7. y = tan​​(__
5. __ ​  1 ​  x)​​ or
3 2
y = tan​​(−​ __ )
1 ​  x ​​ 
2

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Topic 7

19. a. h = 20 tan θ  11. When ​c > 0​, the phase shift is left
b. domain: (​​ 0, __
​  2π  ​)​​;  c. about 20 ft c units. When ​c < 0​, the phase shift is
right c units. When ​d > 0​, the vertical
400
shift is up d units. When ​d < 0​, the
vertical shift is down d units.  13. ​y = d​
300 15. Answers may vary. Sample: The
y-intercept is always affected by the
200
value of d. When ​c ≠ 0​, the phase
100 shift means that a, b, and c can also
affect the y-intercept by changing the
0
0 π π π π amplitude and period.
6 3 2
17. y
21. a. h = 12 tan θ
1
b.   x
12
−π O π
6 −1
0 π π
0
7 5 19. y
4
​​  𝜋2 ​​   b. all real numbers 
c. ≈ 3.9 ft  23. a. __
2
c. −𝜋; 3𝜋  d. −​​ __ ​​ ; ​​  𝜋 ​​   25. Part A  L(𝜃) = 4
3𝜋 __
2 2 x
−2π O 2π
csc θ + 6 sec θ  Part B  14 ft
−2
Lesson 7-6
1. You can analyze the graphs of sine 21. amplitude: __ ​​  12 ​​ ; period: π; phase shift:
and cosine functions to find changes
right ​​ __4π  ​​units; vertical shift: down 1 unit;
in amplitude, period, phase shift, and
vertical shift.  3. The value of c in the maximum: −​​ __12 ​​ ; minimum: −1​​ __12 ​​  
function is positive, which means the 23. y = 50 cos ​​(__ ​  15 𝜋
  ​  x)​+ 50; The average
phase shift is to the left, not to the amount of moon visible during the
right. The phase shift is left __ ​​ 4π  ​​ units. 8 moon phases, 50%, is the same
5. amplitude: 4; period: 2π; phase shift: as the midline value, 50. 
right ​​ __6π  ​​units; vertical shift: up 2 units
7. y = 2 cos ( ​  𝜋 ​ )​​ − 1
​​ x + __
2
9. y​ = sin​(x + __ 3)
 ​  ​​ and ​y = cos​(x + __
​  2π ​  6π  ​)​​

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Topic 7
__
√3
25. a. Answers may vary. Sample: ​​  ​   
29. sin 420° = ___  ​
​1 ​​ 
 ​​;  cos 420° = ​ __
2 2
​  π  ​(x − 2.75)]​ + 4.015​
​y = 3.855 cos​[__
6 π  ​​ = −1  33. sec ​​ ___
8π ​​ = −2;
b. The average of the 12 rainfall 31. tan −​​ __
4__ __3
amounts, about 3.236 inches, is close 8π ​​ =
csc ​​ ___ 8π
____√ 
​​    ​
2​ 3 √
​  
 
 ​
3
​​ ___ ​​ = −​​ ____ ​​   35. Answers
 ​​; 
  cot
to the midline value, 4.015 inches. 3 3 3 3 __ __
c. y may vary. Sample: The point ​​(3​√ ​,     )​​
  −3​√ ​
2 2
 
represents a position that is about
8 4.2 miles east and 4.2 miles south of
6 the camp.  37. amplitude: 3; period:
1   ​​  39. amplitude: 2;
4π; frequency: ​​ ___
4 4π
​​  π  ​​; frequency: __
period: __ ​​ 3π ​​   41. The graph
2 3
is compressed vertically which makes
0
x
the graph look more straight than
0 4 8 12 16
the parent function y = tan x. The
27. B horizontal compression changes the
period of the function from π to ​​ __2π  ​​.
Topic Review
y
1. Check students’ work. See Teacher’s
Edition for details.  3. terminal side x
5. frequency  7. reference angle −π −π O π π
2 2
​​  bc ​​ ; cos 𝜃 = ​​ __
9. sin 𝜃 = __ a ​​ ; tan 𝜃 = ​​ __
c
b ​​ ;
a
​​  c  ​​;  sec 𝜃 = ​​ __
csc 𝜃 = __ c a
__
a  ​​; cot 𝜃 = ​​    ​​
b b
33 56 33 ​​ ; 43. domain: {x: x ≠ nπ where n is an
11. sin 𝜃 = ___
​​   ​​ ; cos 𝜃 = ​​ ___ ​​ ; tan 𝜃 = ​​ ___
65 65 56 integer}; range: (−∞, ∞); period: π;
65
___ 65
___ 56
___
csc 𝜃 = ​​   ​​ ; sec 𝜃 = ​​   ​​ ; cot 𝜃 = ​​   ​​  asymptotes: any multiple of π; zeros:
33 56 33
​​  π  ​​ + nπ, where n is an integer}.
{x; x = __
13. 6.34 ft  15. 297°  17. 194°  19. 120° 2
21. −60° or 300°  23. 30° in Quadrant IV 45. 6.39 ft  47. amplitude: ​​ __14 ​​ ; period: ​​ __3π  ​​;
25. about 1,539__ft __
​​  2π  ​​units to the left; vertical
phase shift: __
√ √
​​  ​   
27. sin 135° = ___  ​
2 ​   
 ​​;  cos 135° = −​​ ___2
 ​
 ​​  shift: 2 units up
2 2

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Topic 8

Lesson 8-1 Lesson 8-2

1. You can use inverse functions and 1. You can use the Law of Sines and the
their graphs to find the measures of Law of Cosines in non-right triangles
angles that have a given value of the to find the measures of sides and
trigonometric function.  3. The student angles when you have a side and its
wrote the measures of the angles for corresponding angle as well as another
which the sine is equal to 0.  side or angle.  3. The negative square
sin (0 + 𝜋x) = sin (𝜋x) = 0 where x is an root is not valid because a is a side
integer. The measures of the angles for length and side lengths cannot be
which the sine is equal to 1 are negative.  5. about 40.3° 
sin (​​ ____
​  𝜋2 ​  + 2𝜋x)​​, where x is an integer.  7. about 32.3  9. about 10.9 
5. 45° or ​​ __ 𝜋 ​​   7. ± 42.27° + (360°)k, where 11. about 97.6°  13. Angle-Side-Side 
4 15. Neither student is incorrect; they
k is an integer  9. 𝜃 = 0.25 radians and
2.89 radians  11. There is no angle θ reported their answers to different
with cosine −1.5 because −1.5 is not an degrees of precision. Since the given
element of the domain of cosine.  values are in integers, 20 in. is probably
13. The student gave values for precise enough.  17. Inverse sine gives
θ = co​​s​​  −1​​​​(__
​  12 ​ )​​, rather than sine. The an acute angle, and the supplement
to that angle will always be obtuse.
correct answer is θ = ​​ __𝜋6 ​​  + 2𝜋n or
This causes a problem when the known
5𝜋
​ ​__
6
 ​​ + 2𝜋n.  15. se​​c​​  −1​​​​(__ ​  12 ​ )​​does not exist, angle is acute because both the acute
1
since sec x = ​​ ____    ​​ and cos x cannot
cos x angle and its obtuse supplement
equal 2.  17. sin 𝜃 = ±1  19. 0 ≤ x ≤ 𝜋  could be valid options for the
21. 60° or __ ​​  𝜋 ​​   23. 120 or ​​ ___ 2𝜋 ​​   missing angle. However, if the known
3 3 angle is obtuse, only the acute
25. 129.0° + (360°)k, 231.0° + (360°)k,
solution is valid because a triangle
where k is an integer 
cannot contain two obtuse angles. 
27. −32.2° + (180°)k, 147.8° + (360°)k,
19. Draw the altitude from E, label its
where k is an integer
length x.
​​  4𝜋 ​​ , ​​ ___
29. ___ 𝜋 ​​ , ​​ ___
5𝜋 ​​   31. ​​ __ 5𝜋 ​​ , ​​ ___
3𝜋 ​​  sin F = __ x  ​​ and sin G = ​​ __
​​  g x ​​  
3 3 6 6 2 f
g sin F = x and f sin G = x 
(​  2 ​ )​​
33. a. t = __
​​  𝜋 h − 6 
1  ​​ ​​cos​​  −1​​​​ _____   g sin F = f sin G. Therefore,
sin F
​​ __ ​​  sin G
 = __
 ​​ 
b. 0.67 s  35. angle of elevation = 42°
f g ​​  
 
37. a. no b. yes c. yes d. yes e. yes
f. no  39. Part A θ = 65.4°
Part B d = 610.5 ft  Part C ℓ ≈ 254.3 ft

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Topic 8
__ __
√   ​ − √
21. about 6.9  23. two: m∠E ≈ 61.7° ​​  ​  2
9. tan θ  11. _______ ​  6
 ​​  
 ​
 
 13. Yes; cos 2θ
4
or 118.3°  25. Sample: Student draws = cos(θ + θ) = cos θ ∙ cos θ − sin θ ∙ sin θ
altitude outside triangle from vertex L.  = ​​cos​​  2​​ θ − ​​sin​​  2​​ θ  15. The student
cos(180° − K) = −cos K = __ ​​  x ​​   applied the cosine of sums formula
j
x = −j cos K rather than the cosine __of differences. __
​√  
 ​ + √
​​x​​  2​​ + ​​h​​  2​​ = ​​j​​  2​​  and  (l + x​​)​​  2​​ + ​​h​​  2​​ = ​​k​​  2​​  The correct answer is ​​  4 2 ​   6
______ ​   
 ​​.  
​​l​​  2​​ + 2lx + ​​x​​  2​​ + ​​h​​  2​​ = ​​k​​  2​​  ​​
17. a. ​​sin​​  2​​ 𝜃 + ​​cos​​  2​​ 𝜃 = 1
k​​  2​​ = ​​l​​  2​​ + 2l(−j cos K) + ​​j​​  2​​ 
2
​sin​​  ​ 𝜃  2
​​k​​  2​​ = ​​l​​  2​​ + ​​j​​  2​​ − 2lj(cos K)  ​ ​_____ 2
   ​​  ​cos​​  2​ 𝜃  
​​ + _____   ​​  1 
​​ = ______
2
  
​​
27. about 96.4°  29. about 58.7°  ​cos​​  ​ 𝜃 ​cos​​  ​ 𝜃 ​cos​​  ​ 𝜃
31. about 93.6 in.  33. about 55.6°  ​tan​​  2​​ 𝜃 + 1 = ​sec​​  2​​ 𝜃
35. no; no; no; yes; yes; no b. ​​sin​​  2​​ 𝜃 + ​​cos​​  2​​ 𝜃 = 1
37. Part A 240 ft  Part B about 2 2
55.2º  Part C about 282.6 ft ​​  ​sin​​  ​ 𝜃  
_____   ​​  ​cos​​  ​ 𝜃 ​​ 
​​ + _____ 1    
= ​​ _____
  ​​
​sin​​  2​ 𝜃 ​sin​​  2​ 𝜃 ​sin​​  2​ 𝜃
Lesson 8-3 1 + ​​cot​​  2​​ 𝜃 = ​​csc​​  2​​ 𝜃
1. Relationships that exist between 19. sin ​(90° − x) = cos x;
trigonometric functions can be verified cos (90° − x) = sin x​; ​sin 15° = cos 75°;
and applied through the use of the unit cos 60° = sin 30°​ 
circle and its definitions of sine, cosine, ​​  1   ​​ 
21. sec(−𝜃) = ______ 1    
= ​​ _____ ​​ = sec 𝜃;
cos(−𝜃) cos 𝜃
and tangent.  3. Because the equation therefore secant is an even
cos(−x) = cos x is true for all values of function.  23. 1 
the variable for which both sides of the sin(𝛼 + 𝛽)
25. tan(𝛼 + 𝛽) = _________
​​   
 ​​  
equation are defined.  5. The value of cos(𝛼 + 𝛽)
the tangent is undefined if the cosine is sin 𝛼  cos 𝛽 + sin 𝛽  cos 𝛼
= ​​ ________________
   ​​ 
zero. The cosine is zero for  𝜃 = __​​  𝜋2   ​+ k𝜋, cos 𝛼  cos 𝛽 − sin 𝛼  sin 𝛽
where k is an integer. sin 𝛼  cos 𝛽 + sin 𝛽  cos 𝛼
_________________
  
​       ​
_______________cos 𝛼  cos 𝛽
7. sec θ ∙ cot θ ≟ csc θ = ​​ 
    ​​ 
cos 𝛼  cos 𝛽
________________ − sin 𝛼  sin 𝛽
  
​       ​
1    
​​ _____ ​​  cos θ ​​ ≟ csc θ
​​ ∙ _____ cos 𝛼  cos 𝛽
cos θ sin θ
sin 𝛼  cos 𝛽 ________
________ sin 𝛽  cos 𝛼
​     
​+ ​   
  
​
1   ​​ 
​​ ____ ​​cos  θ​ ​​ ≟ csc θ
∙ ​ _____ cos 𝛼  cos 𝛽 cos 𝛼  cos 𝛽
________________
= ​​    ​​ 
​cos  θ​ sin θ cos 𝛼  cos 𝛽 ________
sin 𝛼  sin 𝛽
________
​    ​− ​     
​
​​  1    
____ ​​ = csc θ  ✓ cos 𝛼  cos 𝛽 cos 𝛼  cos 𝛽
sin θ
sin 𝛼 
​ ____ ​  sin 𝛽 
+ ____
 ​   ​ 
cos 𝛼 cos 𝛽
__________
=   
​​     ​​ 
sin 𝛼 sin 𝛽 
1 − ​ ________  ​ 
cos 𝛼 cos 𝛽
tan 𝛼 + tan 𝛽
= _____________
  
​​     ​​ 
1 − tan 𝛼 tan 𝛽

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Topic 8
__
__ √ 
27. −2 − √ ​​  −​   ​;
​​  3 ​;  −3.73​  29. ​​ _______ 2
 ​
  −0.707​
  3. The complex plane and the standard
2
xy-plane both have two axes. Instead
31. Yes; since the sum of the sound
of the standard x- and y-axes, the
waves is 0 for all values of x, the noises
complex plane has real (horizontal) and
cancel one another.
__ __ imaginary (vertical) axes.  5. (14, –7) 
33. ( ​ 5 ​   cos 𝜃)​​
√ ​ √ ​ ___
​ 5​  ​ 
​​ ____ 3 
 
​ 5​  ​ 
  cos  𝜃 − ​ __5 ​   sin 𝜃,  ____ 3 
 
  sin 𝜃 + __ 7. √
​​  10 ​​   9. 6.5 – 2.5i  11. (4, –6)  13. The
2 2 2 2
h sin(90° − 𝜃) student added 9 and 4i to get 13i, but
__________
35. s = ​​      ​​  
sin 𝜃 9 and 4i can’t be added since they are
​  𝜋 ​  − 𝜃)​
h sin​(__ not like terms.
2
= ​​ ___________
       ​​  (5 + 8i) + (4 − 4i)
______________
sin 𝜃 midpoint =   
​​   ​​ 
2
​​  h cos 𝜃
= _____    
 
​​  (5 + 4) + (8 − 4)i
_____________
sin 𝜃
midpoint =    ​​   ​​  
2
9 + 4i
= h cot 𝜃  37. A midpoint = ​​ _____  ​​   
2
midpoint = ​​ __ 9 ​​  + ​​ __
4i ​​ = 4.5 + 2i 
Lesson 8-4 2 2
15. Yes, the modulus of a + bi________and the
1. To model the complex number a + bi, modulus of a – bi are both ​​√ ​a​​  ​ + ​b​​  2​. ​​ 
2
graph the ordered pair (a, b) in the
complex plane. To model complex 17. i
4i
conjugates, use reflection images of
2i 9+i
their corresponding points over the
R
real axis. To model the modulus of a
O 2 4 6 8
complex number, find its distance from 9−i
−2i
the origin on the complex plane. To
model r + s, where r and s are complex −4i
numbers, graph the points for r, the
origin, and s as three vertices of a 19. (–1, –3)  21. (–8.5, 0.5)
parallelogram. The fourth vertex of ___
the parallelogram represents r + s. To 23. √
​​  82 ​​ ≈ 9.06 
model r – s, graph the points for r, the 25. i 7 + 5i
origin, and the opposite of s as three 4i
vertices of a parallelogram. The fourth 11 + 2i
vertex of the parallelogram represents 2i
r – s.  R
O 2 4 6 8 10
−2i

−4i 4 − 3i

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Topic 8

27. −3 + 9i i 23. y
8i 4

4i 2
7 + 2i
R (−3, 0) x
−4 O 4 8 12 −4 −2 O 2 4
−4i −2

−8i 10 − 7i −4

___ __
____ ​​  5π
25. 2i  27. 2​​√ 3 ​​  − 2i  29. 2 cis __  ​​  
29. √
​​  101 ​​ ≈ 10.05  31. ​​ √ ​  45
 __ 32
 ​ ​​  ≈ 1.19 units 11π √
31. 6.4 cis 0.9  33. 6 cis ​​ __
6
 ​​;  3​​  3 ​​  − 3i
__
33. (9, –14)  35. C  __6 __
35. ​​z​  1​​​ = 2​​√ 2 ​​  cis ___ ​​ 7𝜋
4
​​ 3𝜋
 ​​ ; ​​z​  2​​​ = 3​​√ 2 ​​  cis ___ 4
 ​​ ;
Lesson 8-5 __
​​z​  1​​​​​z​  2​​​ = 12 cis ​​ 2 ​​ ; 12i  37. 16​​√ 2 ​​  cis ​​  9π
5𝜋
___ __
4
 ​​ ;
__
1. You can use trigonometric functions ​​ 13𝜋
16 + 16i  39. 6 cis ___  ​​ = 3​​√ 3 ​​  + 3i volts
to convert the complex numbers to 6
41. Answers may vary. Sample: r = 5
both rectangular and polar form. Then cos(9θ). It appears as through when
you can represent and operate with the n is even, the number of petals is 2n
numbers in these forms.  and when n is odd, the number of
3. The argument of a complex number petals is n.  43. A
is the measure of the angle 𝜃 between
the segment and the real axis.  Topic Review
​​  6π  ​​  7. −5  9. 12 cis π 
5. 4 cis __ 1. Check students’ work. See Teacher’s
11. 6 cis __ ​​  2π  ​​  13. −112 − 384i  15. –7 + 24i; Edition for details.  3. complex plane 
the results are the same; student 5. imaginary axis  7. argument 
preferences will vary  17. The student 𝜋 ​​    11. 120° or ​​ ___
2π ​​   13. ___
5𝜋 9. 45° or ​​ __ ​​  3𝜋 ​​ , ​​ ___
5𝜋 ​​ 
found the argument θ to be ​​ __ 6
 ​​ , when it 4 3 4 4
11𝜋
___
should have been ​​  6 ​​ , so the answer 15. 51°  17. 8.5  19. 92.9°  21. 43.8°
__ __ 1− cos x 
23. sec x csc x  25. ​​ ________ ​​ 
should be 2cis ​​(___ 6 )
3​√  
2
 ​ ____ √  ​
​  11𝜋  ​​.  19. −​​ ____
 ​  − ​​  3​  2
 ​​   
 ​​  
 i __ __ __ 1+ __
cos x
2 2 √  ​ − √
​   
2 ​   
 ​
6 √6  ​ + √
27. ​​ _______ ​​  ​​  ​   
 29. _______
  ​  2
 ​​  ​
 
 
 
21. y (2, 2√3 ) 4 4
4 31. No; the sum of the sound waves is
___
2sin(1,500πx). 
____ 33. (6, 4i)  35. √
​​  
10 ​​ 
__  
2
x 37. ​​√ 941 ​​  39. (1, i )  41. −3 + 3​​√ 3  ​​i
   
43. 2.24 cis 4.25  45. 46 − 9i  47. 6 cis ​​ ____ 7𝜋 ​​ 
−4 −2 O 2 4 12
−2

−4

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Topic 9

Lesson 9-1 13. The circle is translated 2 units left

and 2 units up, not 2 units right and
1. A parabola is the set of all points for
2 units down.  15. a. (6, 0) and (−6, 0) 
which the distance between the point
b. (0, 6) and (0, −6)  17. No; a circle
and the focus point and the distance cannot have a radius of 0. 
from the point and the directrix line
are equal. Algebraically, this results in 19. ​x​​  2​​ + ​​y​​  2​​ = 4; 
an equation in degree 2 for either x or y
4
y, and in degree 1 for the other. 
3. The parabola ​​y​​  2​​ = −9x has the x-axis 2
as its line of symmetry, and it opens x
−4 −2 O 2 4
to the left.  5. It is measured by the
−2
perpendicular from the point to the
line.  7. x = −​ __ 1 ​ ​ y​​  2​  9. focus: (3, −0.75);
4 −4
directrix: y = −1.25  11. the way in
which the plane intersects the double- 21. (x + 1​​)​​  2​​ + (y − 3​​)​​  2​​ = 25;
right cone  13. The parabola will
y
appear very long and narrow.  12
15. a. focus: (−3, −4.75); 8
directrix: y = 5.25  b. x = −3 
c. (−7, 11)  17. x = ​y​​  2​ 4
1  ​ ​ x​​  2​  21. a. vertex (1, 3);
19. y = −​ __ x
32 −8 −4 O 4 8
focus ( ​ 98 ​, 3)​; directrix: x = __
​ __ ​ 78 ​  −4
b. vertex (4, 0) focus (4, −6);
directrix y = 6  23. y = ___ ​​  1  ​​ ​​ x​​  2​​  23. ​​x​​  2​​ + (y + 3​​)​​  2​​ = 7;
12
​​  1 ​​ ​​ y​​  2​​
25. C, D  27. Part A x = __ y
4
​​  9 ​​ cm deep
Part B __ 4
2
x
Lesson 9-2 −4 −2 O 2 4
−2
1. A circle is a round plane figure
that has a circumference with points −4
equidistant from the center. The
−6
formula (x − h​​)​​  2​​ + (y − k​​)​​  2​​ = ​​r​​  2​​ gives
the center (h, k) and the radius r. 
25. (x − 3)2​​ + ( y − 5)2​​ = 100 
3. In the equation ​​r​​  2​​ = 6, Cole squared
27. The equation of this circle in
6 to find the radius instead of taking
standard form is (x + 5​​)​​  2​​ + (y − 1​​)​​  2​​ = 25.
the square root of 6 to find __ the radius.
The circle has center (−5, 1) and radius 5. 
The length of the radius __
is √ ​​  6 ​​.   
29. The equation of this circle in
5. (0, 0); 5  7. (1, −6); ​√    ​  9. ​​x​​  ​2​​​​ + ​​y​​  ​2​​​​ = 64
5
standard form is (x − 2​​)​​  2​​ + (y − 4​​)​​  2​​ = 25.
11. (x − 2)​  2​​ + (y + 3)​  2​​ = 25  The circle has center (2, 4) and radius 5. 

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Topic 9

31. (2, 3) and (−2, −3)  33. (4, −2)___ and 9. When the values of a and b are
(−4, 2)  35. 2 2 √
___ a. x​  ​​ + y​  ​​ = 36 b. (–3​  (3)  
​​, –3) equal, the vertices and co-vertices will
and (3​√ (3)  ​​, –3)  37. Write the equation be the same distance from the center
of the circle given by the equation of the ellipse, which forms a circle. 
​​x​​  2​​ + ​​y​​  2​​ + 2x − 14y − 6 = 8 in standard 11. Kendall incorrectly thought the
form. Identify the center and radius. ellipse was centered at the origin.
Then sketch the graph. Standard form: The vertices are located at (4, −1) and
(x − ___ ​​ −1 )​​  2​​ + (y − ___ ​​ 7 )​​  2​​ = ___ 
64 (4, −11). The co-vertices are located at
Center: ( ___, −1 ___ ) 
7 Radius: ___  8 (7, −6) and (1, −6). The foci are located
39. Part A Circle 1: ​x​  ​+ ​y​  ​= 16; 2 2 at (4, −2) and (4, −10).  13. When c is
Circle 2: (x − 1​)​ 2​+ (y + 2​)​ 2​= 25; close to 0, the values of a and b are
Circle 3: (x + 3​)​ 2​+ (y − 6​)​ 2​= 36; close to the same. This means the area
Circle 4: (x + 4​)​ 2​+ (y + 7​)​ 2​= 256 of the ellipse can be written as
2 A = 𝜋(a)(a) or A = 𝜋​​a​​  2​​. This formula is
Part B (x – h)​  2​​ + (y – k)​  2​​ = ​​​(__
​  d )
​ ​​​  ​​
2 the same as the area of a circle with a
Lesson 9-3 radius of a. 
2 2
​y​​  ​
1. The equation in standard form of ​​  x​ ​​  ​  ​ + ​ ___  ​ = 1​
15. ___
36 27
​(y − k)​​  2​
(​ x − h)​​  2​ ______
_______
an ellipse is ​​  2 ​​   + ​​   = 1.
 ​​  The 17. y
​a​​  ​ ​b​​  2​
coordinates (h, k) give the center 4
of the ellipse. The length of the x
−8 −4 O 8
horizontal axis is 2a and the length of
−4
the vertical axis is 2b. When a > b, the
horizontal axis is the major axis, the −8
vertices are located at (h ± a, k),
the co-vertices are located at (h, k ± b),
and the foci are located at (h ± c, k), 19. y
where ​​a​​  2 ​​= ​​c​​  2​​ + ​​b​​  2​​. When a < b, 4
the vertical axis is the major axis, the
vertices are located at (h, k ± b), the
co-vertices are located at (h ± a, k), x
−4 −2 O 2
and the foci are located at (h, k ± c ),
where​​ b​​  2​​ = ​​c​​  2​​ + ​​a​​  2​​.  3. Darren found
the coordinates of the co-vertices; the
vertices are at (9, −1) and (−1, −1). 
5. vertices: (0, 8) and (0, −8); 2 y​ ​​  2​
​​  ​x​​  ​  ​ + ​ ___ ​ = 1​
21. ___
co-vertices: (7, 0) and__(−7, 0)  73 9
__
7. (0, ​  6 ​)  and (0, −​√  
√  ​), or
6
approximately (0, 2.4) and (0, −2.4) 

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Topic 9

23. a.   y 7. (11, 0) and (–11, 0)  9. (0, 5) and

(−1, 3) 4 (−1+√‾
2 , 1) 1 ​x 
(−1−√‾
2 , 1) (0, –5)  11. y = ±​ __
2 3
(−1+√‾ 6 , 1) 13. a. The coefficients A and C in the
(−1−√‾
6 , 1) (−1, 1) x
equation have opposite signs, so it is a
−4 −2 O 2 4
hyperbola.  b. Divide each side of the
(−1, −1) 2 ​y​ 2​
equation by 225; __ ​ ​x9​  ​​ − ​ __
25
  ​= 1  c. (–3, 0)
−4 ___
5 ​​  x  e. (−​√  34 ​​,  0)
0),  d. y = ±​​ __
and (3,___
3
and (​√ 34 ​​,  0)  f. The transverse axis is
b. y (2, 7)
horizontal because the vertices and foci
(2, 3 + 2√‾
3)
6 lie along the x-axis. 
4 g. y
(2, 3) (4, 3) 4
(0, 3)
2
(2, 3 − 2√‾
3) 2
x
x
O 4 6
−4 −2 O 2 4
(2, −1)
−2
(x − 2​)​​  2​ (y +2​)​​  2​
25. _______
​​  + ​​ _______
 ​​ 
  = 1  27. A, C, E
 ​​ 
  −4
36 64
29. Part A 88.7 in. or 7.4 ft
15. The equation shows that there is a
Part B 430 in. or 35.8 ft
vertical transverse axis, so the vertices
Lesson 9-4 are at (0, −12) and (0, 12), not (−12, 0)
and (12, 0). Also, because the transverse
1. For a horizontal hyperbola in the axis is vertical, the asymptotes are at
2
​x​​  ​ ___ ​y​​  2​
form ​​ __ 2
  ​​ − ​​  2   ​​ = 1, the vertices are y = ±​__ ​  34 ​​ x, not y = ±​​ __43 ​​ x. Finally,
​a​​  ​ ​b​​  ​
located at (±a, 0), the asymptotes are ​​c​​  2​​ = 144 + 256 = 400, so c = 20.
b
located at y = ± ​​ __
a ​​ x, and the foci are
_______ This means the foci are at (0, −20) and
located at (±c, 0), where c =​​√ ​a​​  ​ + ​b​​  2​ ​​. 
2 (0, 20), not (0, −400) and (0, 400). 
3. The line that goes from one vertex 17. The equation
to the other vertex, through the center, __ ​x​​  2​ ​ ​​  2​
y
​​  18   ​​ − ​​ __
32
  ​​ = −2 is a hyperbola because
is the transverse axis.  5. Write the
second-degree equation in general after dividing both sides of the
form A​x​ 2​+ C​y​ 2​+ Dx + Ey + F = 0. If equation by − 2, the result is
2
​x​​  ​ __ ​y​​  2​
A or C (but not both) is zero, then −​​ __
36
  ​​ + ​​  64  ​​ = 1. Then the ​​x​​  2​​- and ​​y​​  2​​-terms
the equation represents a parabola. can be switched using the Commutative
If the A and C are equal, then the Property of Addition. The result is
equation represents a circle. If A and C ___ ​y​​  2​ ​x​​  2​
​​  64 ​​ − __
​​  36  ​​ = 1, which is in the standard
are both positive, but different, then
the equation represents an ellipse. If form of the equation of a hyperbola.
​y​​  ​ ____ 2
A and C have opposite signs, then the 19. ​​ ___ ​x​​  2​
81  ​​ − ​​  144  ​​ = 1 
equation represents a hyperbola. 
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Topic 9

23.  y Topic Review

8
1. Check students’ work. See Teacher’s
4 Edition for details  3. center  5. conic
x section  7. y = __ ​​  1 ​​​​ x​​  2​​  9. x = −​___
​  1 ​​​​ y​​  2​​ 
1 4 8
−8 −4 O 4 8 11. y = ​​ __ ​​ x​​  2​​ 
3 2
−4 13. ​​(x + 4)​​  ​​ + ​​(y − 1)​​  2​​ = 6.25
−8 y
4

2 y​ ​​  2​ 2
​​  ​x​​  ​  ​​ − ​​ ____  ​​ = 1  27. ellipse 
25. ___ x
81 144
29. parabola  −6 −4 −2 O
​x​​  2​   ​​
33. ​​ ___________
  
−2
6,400,000,000
​y​​  2​
− __________
​​        ​​ = 1; 20,089 km  35. E
22,500,000,000
15. ​​(x − 2)​​  2​​ + ​​(y − 2.4)​​  2​​ = 1.81
​y​​  2​ 2 2 y​ ​ 2​
​​  ​x​​  ​  ​​ = 1  19. ​ _____
17. ​​ ___ ​​ − ____ ​x​  ​    
​+ ____ ​= 1;
​     
9 576 1,600 700
26.5 ft

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Topic 10

⎢ ⎥
Lesson 10-1 ⎡0 1 0 1 0⎤
1 0 0 0 0
1. Each element in a matrix is in a ​  ​  0​  0​  1​  1​ ​​  
33. C = ​​   
0
particular row and a particular column.
1 0 1 0 1
Use the meaning of each row and ⎣0 0 1 1 0⎦
each column to interpret the element.
35. C
Adding and subtracting with matrices
involves adding and subtracting pairs Lesson 10-2
of corresponding elements. Scalar
multiplication involves multiplying all 1. To multiply two matrices means
elements by a single number. The result to multiply all of their corresponding
of addition, subtraction, and scalar columns and rows.  3. Because it is similar
multiplication is a matrix with the same to the Identity Property of Multiplication;
dimensions.  3. The two matrices must when you multiply a matrix A by 1 (or in
have the same dimensions. If they have this case the identity matrix), the product
the same dimensions, you can add is the matrix A itself.
5. AB = ​​[​  ​ 
−1 −2] [ 3 −4]
3 0 −2 1
corresponding elements.  5. 5   
​ ​​ ​​ ​ ​  ​  ​​ =

7. ​​[​ ​  ] ​​  9. ​​[​ ​  ]​ ​​  11. ​​[​ ​ 

2 10]
3 5 12 −8 6 14
[−1(−2) + −2(3) −1(1) + − 2(−4)]
​    ​ ​​  3(−2) + 0(3) 3(1) 0(−4)
3 13 28 4 ​​ ​     ​  ​ ​​
7
[1]
= [​​ ​ ​   
−4 7]
13. ​​ ​2​​  ​​  15. To find A + B, you −6 3
​ ​​

BA = [​​ ​ ​ 
3 −4 −1 −2]
]
​ ​​ ​​[​  ​ 
−2 1 3 0
would add corresponding elements.   ​ ​​ =
To find A − B, you would subtract

[3(3) + −4(−1) 3(0) + −4(−2)]

corresponding elements. To find C, find −2(3) + 1(−1) −2(0) + 1(−2)
​​ ​    ​  ​ ​​
the additive inverse of A. 
= ​​[−7
13 8]
17. If the sum of two matrices is the ​ ​  −2​  ​​
zero matrix, then the two matrices are
7. ​​[​ ​  ​ 
8 2]
additive inverse matrices.   5 0
​​  9. The product also has
19. d22 = 6 means 6 senior girls;
dimensions n × n.  11. The student
d12 = 5 means 5 junior girls; d11 = 4 − 4
multiplied each pair of corresponding
junior boys 
21. not possible  23. [​​ ​ ​ 
5 −5 12]
7 5 8 values instead of multiplying the first
​  ​ 
​​  row by the first column, and so on.
25. ​​[​ ​ ]​​27. [ −4 7 8 −9 ]  The correct product is [​​ ​  ​ ​ ​ 
23 −10]
−3 2 −4
​ ​​. 
−2
29. Y(10, −2); Z(11, 10)  31. Check 13. F = [81.5 87.5]  15. Yes; they both
equal ​​[​ 
−32 14]
students’ work. 12 −18
​   
​ ​​.

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Topic 10

17. a. A = [​​   
−2 −2 −4 −5]
1 −4 3  −1 Lesson 10-3
​  ​  ​  ​  ​ ​​
1. To perform arithmetic operations on
b. y
2 vectors, you perform the operations
x to each of the components (the
−4 −2 O 2 4 magnitude and direction) of the
−3 −2
4 vector.  3. You add the opposite of the
−4 vector.  5. Quadrant II  7. ⟨​​ ​​​−12, 1​​⟩​​​ 
−21 2 9. ​​⟨​​​−3.4, −4.9​​⟩​​​  11. You can use the
−6 Distance Formula or the Pythagorean
The graph is reflected across the x-axis Theorem.  13. Because the magnitude
and then rotated 90° clockwise. is a distance measure, it must be
positive.  15. ⟨​​ ​​​2___ , −6​​⟩​​​  17. ⟨​​ ​​​−5, −2​​⟩​​​;
√
magnitude = ​​  29 ​​ ≈ 5.4;
19. ​​[​ ​ 
50 15] [25] [1375]
45 20 20 1400
​​ ∙ ​​ ​  ​ ​​ = ​​ ​
​  ​ ​​ direction ≈ 201.8°  ___ 19. ⟨​​ ​​​7, 3​​⟩​​​;
magnitude = ​​√ 58 ​​ ≈ 7.6;
The baseball park stand made
direction ≈ 23.2°  21. ⟨​​ ​​​7, 4​​⟩​​​ 
$1,400 in sales, and the football
23. ​​⟨​​​7, 1​​⟩​​​  25. ⟨​​ ​​​14, 4​​⟩​​​; magnitude ≈ 14.6;
stadium stand made $1,375 in sales.
direction ≈ 16.0°  27. ⟨​​ ​​​−3, 7​​⟩​​​; magnitude
21. ​[​ 
−21 2]
−3 4 ≈ 7.6; direction ≈ 113.2°  29. ​​⟨​​​−24, −72​​⟩​​​ 
​  ​ 
​​ ⇀
31. Multiply ​​ EF​​  = ⟨​​ ​​​8, 4​​⟩​​​ by the matrix ​​

⎢ ⎥ ⎢ ⎥
⎡0.50⎤ ⎡  1⎤
[​ 0​  1​  ]​​ to get ⟨​​ ​​​−8, 4​​⟩​​​. ⟨​​ ​​​−8, 4​​⟩​​​ is the
−1 0
23. Part A C = ​​ ​   ​
​  ​  ​​; P = ​​ ​  ​  ​​;
1   2 ⇀
5 12 image of ​​ EF​​  after reflection across
⎣7 ⎦ ⎣15⎦ the y-axis.  33. a. ⟨​​ ​​​40, 600​​⟩​​​ 
20 15 40 30 b. 40 represents the wind speed of 40

[15 20 60 45]
S = ​​   
​25​  20​  50​  35​ ​​ mph; 600 represents the plane speed of
600 mph.  c. 601 mph represents

⎢ ⎥
⎡0.50⎤ the speed of the plane relative to
the ground.  d. 3.8°  __ 35. B, D 
Part B X = P – C; X = ​​ ​   ​ ​  ​ ​​ 
1 __
7 37. Part A ​​⟨​​​3, 3​​√ 3 ​​​​⟩  ​​​  Part B ​​⟨​​​5, 3​​√ 3 ​​​​⟩  ​​​ 
⎣8 ⎦ Part C  7.2 mi
545   
[807.5]
Part C SX =​​ ​662.5​ ​​ Lesson 10-4
1. The multiplicative inverse of a square
Each element represents Paula’s matrix A is the unique matrix ​​A​​  −1​​ such
business profits for each of the that A ∙ ​​A​​  −1​​ = I and ​​A​​  −1​​ ∙ A = I. For
a 2 × 2 matrix A = [​​ ​ ​  ]​ ​​, the inverse
three years. a b
c d

det A [−c a]
−1 1
_____ ​​ ​  d​  −b 
matrix is ​​A​​  ​​ = ​​     ​​  ​ ​​. If A is an
n × n matrix with n ≥ 3, use technology
to calculate the inverse matrix. 
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Topic 10

3. The value of the determinant is Part C The credit card number would
3(8) – 6(4) = 0. Because the determinant have to be in a matrix that has 3 rows.
is equal to 0, the matrix does not have The matrix would have to have 6 columns

⎢ ⎥
an inverse. to allow for the 16 digits, but there
⎡ −​ __
1 ​  0 1  ​ ⎤
___ would be 2 blank spaces. A designation
6 12 of a specified number, such as –1, would
5. ​​[​ ​ 
−1 −1]
​​  7. ​​ ​     1 ​ ​ ​​ 
1.5 2 __ 7 ​ ​  −​ __
1 ​ ​ ​ −​ __
​  −​ 
   have to be made and used to represent
6 2 6
the lack of a digit in that place.
⎣−​   ​  −1 −​    ​⎦ 
11
___ 1
___
6 12
9. 10 square units  11. Sample: [​​ ​ ​  ​ 
3 6]
1 2 Lesson 10-5
​​;
The value of the determinant is 0, so 1. Express the linear system of
the matrix does not have an inverse.  equations as a matrix equation. Then,
13. Leah found the area of a triangle find the determinant of the coefficient
with one vertex at the origin, defined matrix, A. If det A ≠ 0, solve the matrix
by the vectors ​​⟨​​​3, 6​​⟩​​​ and ⟨​​ ​​​−4, −10​​⟩​​​. The equation using the inverse of the
area of the parallelogram is coefficient matrix. If det A = 0, solve
​​| det  T |​​ = |​​  −6 |​​ = 6 square units.  the original system with an alternative
15. a = ±1, b = 0, c = 0, d = ±1  method. Use substitution, elimination,
17. b = −2, when b = −2, the or matrix row reduction.  3. Write all
determinant of the matrix is 0. If the equations in standard form. Create
det A = 0, the matrix has no inverse. a matrix with the same number of rows
7 2 1 as equations and the same number of

[−3 4 −2]
19. ​​[​  ​  ​]​​  21. ​​R​​  −1​​ = ​​ ​  0​  3​  −1​ 
3 −1 columns as variables. For each position
   ​​
−2 2 in the matrix, enter the coefficient
1 2 3
[5 6 0]
−1
of the corresponding variable in the
23. ​​S​​  ​​ = ​​ 0 ​ ​  1​  4​  ​​  25. DETERMINANTS corresponding equation, including a
1 ​​  square units  29. 16 square units zero for any variable that does not
27. 13 ​​ __ appear in a particular equation.
2
31. a. ​​[​ ​ 
80 10]
5. ​​[ ​ ] ​​ ∙ [​​  ​y​  ]​​ = ​​[ ​
−24 ]
20 50 5  3 x −21
​ 
​​ b. 1,900 square feet  ​ ​  ​ ​  ​​

⎢ ⎥
2  −4
c. $125.86; divide to find the number ⎡   ​ __2 ​     ​ __ 27 ​       ​ __1  ​ ⎤
of bags of grass seed that will cover 7 70 70
−2
[ 1]
the area of the park: 1,900 ÷ 300 ≈ 7. ​​A​​  −1​​ ​​ ​   
−​ __1 ​ ​  −​ __ 11 ​ ​​  ​​;  x = ​​  ​ ​  ​​
17 ​ ​    −​ __
2
7 70 70
6.3. Since partial bags of grass seed
⎣ −​  7 ​   −​  35  ​     −​  35  ​ ⎦
2
__ 3
__ __4
cannot be purchased, the landscaping
company will need to purchase 7 bags 9. Matrix multiplication is not
of grass seed: $17.98 × 7 = $125.86.  commutative. To get X on the left side
33. a. yes b. yes c. yes d. no  of the equation, you have to multiply
35. Part A 9999 4630 1057 2258 by ​​A​​  −1​​on the left, so you must multiply
Part B Check students’ work. both sides of the equation by ​​A​​  −1​​ on
the left. 

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Topic 10

23. a. ​[ ​ ] ​​ ∙ [​​  ​y​  ]​​ = ​​[ ​

0   ]
0.25 0.1 x 2.55
11. The student incorrectly multiplied ​   ​ ​  ​ ​  ​​
     1 −3
both sides of the matrix equation by b. 9 quarters and 3 dimes 
​​[ ​ ​ 
2 −3 ]
5   9
 
​​  ​​instead of multiplying both 25. 2 servings of cereal A, 4 servings of
cereal B, 5 servings of cereal C  27. D
sides of the matrix equation by

​​​[ ​ ​ 
5   9 −1
2 −3 ]
Topic Review
 
​​  ​​​  ​​. The correct solution is
1. Check students’ work. See Teacher’s
[​​  ​y​  ]​​ = ​​[ ​ −4​  ​]​​. 
x 2 Edition for details.  3. identity matrix 
5. magnitude  7. coefficient matrix 
13. Answers will vary. Sample:
9. ​​[​
5 −4]
−16 6
2w + x − 3y + 4z = −13 ​   
​ ​​ 
       w + x − y − z = 0
11. ​​[​  5​  2]​ 
−7 −7] [−10 3]
​​      
        4w + 3x − 2z = 5
​ ​ ​​ ; ​​ + ​​[​  3​  3 
​ ​​ = ​​ ​  8​  5​ 
,​ ​
−3 4
          6x − 4y + 5z = −24
Y(8, ​−​10), Z(5, ​−​3) 

⎢ ⎥ ⎢ ⎥
⎡ 2 1 −3   4 ⎤ ⎡ w ⎤ ⎡ −13 ⎤
⎢ ⎥ 13. ​​[​ ​​ ]​​ + [​​ ​ ​ ]​​ = ​​[​ ​ ]​; ​24 women,
x 6 18 24
    ​​  ​​ ∙ ​​  ​
 y ​ ​   ​ ​​  = ​​  ​
  ​ ​  ​​; 
1 1 −1 −1 0
​​  ​ ​  ​  ​  8 12 20
4 3    0 −2 5
⎣ 0 6 −4    5 ⎦ ⎣ z ⎦ ⎣ −24 ⎦ 20 men  15. [​​ ​ ​ 
18 −18]
​​  17. ​​[​
−20 24]
18  2 −28 93
​  ​  ​ 
​​

⎢ ⎥
⎡w⎤ ⎡ 1⎤
⎢ ⎥ 19. ​​[​
−4 14]
x −37 47
​​   ​y ​ ​  ​  ​​ = ​​  ​   ​ ​  ​​ 
−1 ​   
​ ​​  21. Matrices can be
2
⎣z ⎦ ⎣
−2 ⎦
multiplied when the number of columns
in the first matrix is equal to the number

[z] [
x −3

−2 ]
15. ​​  ​y​  ​​ = ​​  ​ 5​  ​ ​​ of rows in the second matrix.  23. ⟨​​ ​​​5, 12​​⟩​​​;

⎢ ⎥
​​⟨​​​11, 8​​⟩​​​  25. ⟨​​ ​​​52, −12​​⟩​​​  27. 38.7°  29. 6
⎡−​ __
10
 ​  −​ __3 ​  __4 ​ ⎤

[  6 −1   0 ] [ z ] [ 30 ]
  2   3    7 x 4 7 2 7
17. ​​ 10 ​  
   ​  ​   ​  y
​    8 −2​ ​​ ∙ ​​  ​ ​  ​​ = ​​ −12 ​  ​  ​  ​​
31. ​​  ​ ​  57 ​ ​ ​ __12 ​ ​ 
__ ​ ​​   33.
​  −​ __27 ​   22 square units 
19. x = 0, y = –7, z = 5 
⎣ ​  17 ​  0 __17 ​ ⎦
__
21. x = –2, y = 3, z = –6 35. x = −9, y = −7, z = 3  37. $1 for
each folder and $5 for each notebook

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Topic 11

Lesson 11-1 19. a. The sample is the students

whose names were randomly drawn. 
1. Statistics can be used to study
b. The population is all of Ms. Lee’s
variables among entire populations,
students.  21. C
or groups (samples) within the
populations, that can pertain Lesson 11-2
to qualities or quantities.  3. A
categorical variable (also referred to 1. Try to conduct a study where objects
as a qualitative variable) is used to are selected randomly, and without
study data that can be classified into bias.  3. Water sampled from only
groups, whereas a quantitative variable one pond cannot possibly reflect all
is a numeric data value that can be pond water in the city. This was an
counted, added, subtracted, and so example of convenience sampling. 
on.  5. The question is not a statistical 5. a self-selected sample  7. a. No; it
question because it can be answered would be biased because they will
using one piece of information.  ultimately benefit from the increased
7. Statistic; the data were collected traffic flow.  b. No; it would be
from a sample, not the entire biased because they will welcome
population.  9. This is a parameter neither the disruption of caused by
because it involves the entire the construction nor the increased
population of the restaurant’s traffic flow.  c. This is unbiased, and
customers during that month and each homeowner within the city has
because the restaurant wanted to an equal chance of being selected for
know only about that one month.  the sample.  9. While it is a systematic
11. a. Sample: What is your favorite sampling method, it is biased towards
primary color?  b. Sample: What is dogs because all the members of
your hourly wage?  13. The statistical the sample are ticket holders to a
variable is categorical because the dog show.  11. a. observational 
values belong to a limited set of b. sample survey  13. a. This is a
possible qualitative responses.  15. The stratified random sample. It is unbiased
data summary shown in the histogram as long as the samples chosen within
represents a parameter because it each unit are chosen randomly. 
shows all the numbers of participants b. This is a cluster sample. It is unbiased
within different age brackets in a as long as the slips of paper were
5K.  17. No; this is a response to the selected at random.  15. The bias is
question “What is the recommended in the question. The experimenters
amount of Vitamin C people of varying only provided those surveyed with a
ages should consume per day?” This is benefit of offshore drilling; however,
a question that is answered with one they failed to inform the participants of
predetermined piece of information.  the costs.  17. observational study 

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Topic 11

19. Calling between the hours of 5:00 b. There are 7 data values below the
and 7:00 may exclude households with median and 7 data values above the
people who work during that time. median. The median is 85.5, so the 7th
Calling numbers from a phone registry and 8th data values could be 85 and 86.
will exclude households that are not The minimum value is 80 and the first
listed.  21. B quartile is 82. So, the 1st data value is
80 and the 4th data value could be 82.
Lesson 11-3 There are two data values greater than
1. Look at the shape of a data or equal to the minimum value and less
distribution to determine if it is skewed than or equal to the first quartile. So,
left, skewed right, or symmetrically the 2nd and 3rd data values could be
distributed. Use mean and standard 81 and 81. There are two data values
deviation to determine center and greater than or equal to the first
spread for symmetric distributions, and quartile and less than or equal to the
use median and interquartile range to median. So, the 5th and 6th data values
determine center and spread for could be 83 and 85. The third quartile is
skewed distributions.  3. When the 93 and the maximum value is 100. So,
mean is approximately equal to the the 11th data value could be 93 and the
median, the data set is more likely to 14th data value is 100. There are two
be symmetric. This means the mean data values greater than or equal to
should be used to describe the center the median and less than or equal to the
and the standard deviation should be third quartile. So, the 9th and 10th data
used to describe the spread.  values could be 91 and 92. There are
5. mean: 8; standard deviation: ≈ 2.97; two data values greater than or equal
minimum: 3; 1st quartile: 5.5; median: 8; to the third quartile and less than or
3rd quartile: 9.5; maximum: 14  equal to the maximum value. So, the
7. The data are symmetric and 12th and 13th data values could be
approximately normally distributed 96 and 98. Therefore, a possible data
with a mean of about 5.  9. Sample: set is 80, 81, 81, 82, 83, 85, 85, 86, 90,
The probability of drawing each of 92, 93, 96, 98, 100.  13. mean: 30.4;
6 colored marbles from a hat, standard deviation: 10.1; minimum: 12;
replacing the marble for each draw.   first quartile: 25; median: 33;
11. a. approximate values for the five- third quartile: 35; and maximum: 48 
number summary: minimum: 80; 15. Normal distribution, so the mean
first quartile: 82; median: 85.5; and standard deviation best represent
third quartile: 93; and maximum: 100  the data set; mean: 43.1; standard
deviation: 15.3  17. Normal distribution,
so the mean and standard deviation
best represent the set; mean: 8;
standard deviation: 4.1  19. skewed
right  21. normally distributed 

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Topic 11

23. normal distribution; mean = 18; 7. Determine how many standard

standard deviation = 5.3  deviations away from the mean the
25. skewed left; median = 47.5; endpoints of the interval are, then use
interquartile range = 21  27. a. The the corresponding percentage from
distribution is skewed right with a large the Empirical Rule.
outlier.  b. center = median: $67,500; 9. Answers may vary. Sample: To find
spread = interquartile range: $42,500; Use the z-score, use the formula
these because the distribution is skewed. z =    data value – mean
_______________
​​      ​​,
29. no; yes; yes; no standard deviation

31. Part A  Both graphs show a ​​  mean − data value ​​.

not z = _______________
  
standard deviation
distribution that is skewed right The z-score is –1.5.
because most of the data are on the 11. The mean is the value at the peak
left and the long tail is to the right, so of the graph, or 46.5. Subtract the
the median age will likely be less than value of one standard deviation above
the mean age.  Part B  The second the mean, where the curvature of the
graph would be the best to convince graph changes, from the mean:
students to continue their lessons into 55 – 46.5 = 8.5. So, the standard
their 20s, because it makes it look like deviation is 8.5.  13. between
there is a steep increase in contestants 35,000 miles and 65,000 miles 
starting at age 20 and dropping off at 15. 99.7%  17. 16%  19. 0.9842, or
age 30. The first graph would be the 98.42%  21. 0.2676, or 26.76% 
best to convince students to continue 23. 0.9177, or 91.77%  25. 1.5  27. −2 
lessons into their 30s because it makes 29. a. between 20 min and
it look like the number of contestants 40 min b. less than 10 min c. 30.85% 
does not drop off sharply until age 35.
31. Anna’s z-score = ​​  89 − 68
_____
10
 = 2.1;
 ​​ 
Lesson 11-4 Damian’s z-score = ​​  95 −  76
_____
12
 ​​  ≈1.6; Anna’s
1. The area under the normal score is better relative to her exam than
distribution curve tells what percent Damian’s. Although her raw score is
of the data is one, two, three, or more lower, she scored more than 2 standard
standard deviations away from the deviations above the mean.  33. D
mean.  3. You can use your calculator
Lesson 11-5
or a spreadsheet to find the area under
the curve to the left of any z-score 1. Calculate the margin of error, which
in the standard normal distribution, creates a range of reasonable values
but it is more complicated to find used to estimate the population
the area under the curve to the left parameter based on a sample statistic.
of a data value in a general normal 3. A sampling distribution is the
distribution.  5. 95%  distribution of sample statistics such as
means or proportions from different
samples of the same population. 

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Topic 11

5. 11%; ±4%  7. ±1.9  9. 87% Lesson 11-6

11. 625; Substitute 0.04 for margin of
1. You write an alternative hypothesis
error in the formula Margin of
to state what you think or might want
​​  √1__  ​​:  0.04 = ___
Error = ___ ​​  √1__  ​​.  Multiply both to show to be true. A null hypothesis
​  n ​__  ​  n ​ 
__
sides by ​​  n ​​: 
0.04
√
__
​​  n ​​ = 1.
√ Divide is basically the opposite, that the
both sides by 0.04: ​​  n ​​ = 25. Square
√ alternative hypothesis is not true.
both sides: n = 625.  13. Sample E; A You decide which hypothesis the data
smaller sample size has more variability supports by sampling, creating random
and a greater standard deviation.  data simulations, and examining the
15. 7 samples had an average time to evidence to see which hypothesis
get ready for school between 11 and it supports.  3. The null hypothesis
20 minutes. The parameter, average states there is no difference between
time to get ready for school, is likely the parameter and the benchmark,
to fall between 11 and 50 minutes. whereas the alternative hypothesis
(Answers may vary slightly. Accept all states that there is a difference
reasonable responses.)  17. About 95% between them.  5. Null hypothesis:
of random samples with 100 test scores The work with the batting coach
did not improve the player’s batting
will have mean values within
2(12) average, ​​H​  0​​​: b ≤ 0.278. Alternative
​​ _____ = 2.4 points of the population
____ ​​ 
hypothesis: The work with the batting
√
​  100 ​ 
parameter, 72. The range of reasonable coach improved the player’s batting
means is between 69.6 and 74.4. Since average, ​​H​  a​​​: b > 0.278.  7. The means
Hailey’s sample mean is above the for the original samples are 10.42 for
range of the reasonable means, she can TomTom and 12.1 for Hugemato, with
conclude that students from her school a difference of 1.68. Answers may vary;
scored better than the state average.  Sample: After randomization, one
19. a. Sample: 1– 40  b. Sample: group is {12.1, 11, 10.4, 12.9, 10.1} and
41–100  c. 36%; This one simulation the other is {13.1, 11.2, 10.5, 9.9, 11.4}.
does not refute Mike’s claim, as 36% The means are 11.3 and 11.22 with
is relatively close to the observed a difference of 0.08. This difference
percentage of 34%.  21. a. 77% is much smaller and suggests that
b. ±13% c. 64%; 90%  23. Part A Check Hugemato tomatoes may actually be
students’ work.  Part B Check students’ larger.  9. The number 230 should have
work.  Part C Check students’ work. been used instead of 250 in both the
null and alternative hypotheses. 

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Topic 11

11. a. The process of randomizing Part D The mean weight of 16 ounces

samples, or rearranging data values in claimed by the bread company is
random order, allows you to estimate outside the range of reasonable means,
the difference between groups that so the evidence does not support
arises due to natural variability. Then their claim.
you can decide whether the data gives
you enough evidence to support your Topic Review
hypothesis.  b. The red vertical line 1. Check students’ work. See Teacher’s
is in an area of the distribution with Edition for details.  3. experiment 
many data values. Many samples have 5. statistical question  7. no 
a larger difference between means, 9. Answers may vary. Sample: A
so the difference in the means of the parameter is a measure that applies
original sample groups is likely to be to an entire population. A statistic is
due solely to natural variation.  a measure that applies to a sample
13.
_ a. sample mean without vitamins: ​​ of the population.  11. observational
x​​_ =16.6; sample mean with vitamins: ​​ study  13. An experimenter imposes
x​​ = 16.2; The difference in the sample a treatment on one group, called
means is 16.2 – 16.6 = −0.4.  the experimental group, but not on
b. 18, 19, _ 16, 16, 14  c. first sample the other group, called the control
group:
_ x​​​​  = 16.2; second sample group: ​​ group.  15. mean: 27.2;
x​​ =16.6; The difference in the sample standard deviation: 6.3; minimum: 18;
means is 16.6 – 16.2 = 0.4.  15. m = 0.12  first quartile: 23; median: 26.5;
17.
_ a. sample mean new group 1: third quartile: 33; and maximum: 38 
​​x​​_ = 45.0; sample mean new group 2: ​​ 17. measure of center: mean;
x​​ = 44.8; The difference in the sample measure of spread: standard deviation 
means is 45 − 44.8 = 0.2.  b. The results 19. Answers may vary. Sample: the
of the randomization do not provide age of children at a day care center 
evidence that the difference in the 21. 0.6141, or 61.41%  23. 0.8133, or
original two sample means is due to 81.33%  25. 0.7486, or 74.86% 
the effects of the fertilizer. Since the 27. between 61 and 85 beats per
difference between the two random minute  29. 0.76, or 76%  31. ±3.5 
groups is as great as the difference 33. Answers may vary. Sample: range:
between the two original groups, the 14% to 27%  35. The original difference
original difference could be due to of 2.8 points for the sample means
chance.  19. C, D  21. Part A ​H​  0​​​: of the exam scores is very unusual
μ = 16 ounces; ​​H​  a​​​: μ < 16 ounces  for the randomized scores. Only one
Part B m = 0.07  of the pairs of random groups had a
Part C 15.53 ≤ μ ≤ 15.67  difference of means in the range from
2 to 3. You can conclude that the study
group was likely responsible for the
higher scores.

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Topic 12

Lesson 12-1 27. Part A 36%  Part B 64% 

Part C  Yes, because even though the
1. Knowing whether events are
chance of rain on any one day is 50% or
mutually exclusive or independent can
less, it is more likely than not to rain at
help you choose appropriate formulas
some point during her visit.
for calculating probabilities. If events
A and B are mutually exclusive, then Lesson 12-2
P(A or B) = P(A) + P(B). If A and B are
1. For any two events A and B, find
independent events, then
P(B | A) and P(B) and compare them. If
P(A and B) = P(A) ∙ P(B). 3. Because
they are equal, then events A and B are
Deshawn is likely to talk to his friends
independent; if not, then A and B are
while playing basketball, the two
dependent events.
events are not mutually exclusive. So, P(A and B)
he cannot find the probability of one or 3. By definition P(B | A) = ​​ _________
 ​​. 
 
P(A)
the other happening by simply adding Division by 0 is undefined, so P(A)
the probabilities of the two events. cannot equal 0.  5. Taylor divided
5. a. 0.25, 25%, or __ 3 ​​ 
​​ 1 ​​   b. 0.75, 75%, or ​​ __ P(red and blue) by P(blue) and found
_ _ 4 4 P(red | blue) instead of P(blue | red).
​​  1 ​​ , 0.1​​6​​ , or 16.​​6​​  %  9. Answers may
7. __ 0.05
6
vary. Sample: One situation in which P(blue | red) = ​​ ____
0.8
 ​​ = 0.0625
every outcome is equally likely and ​​  29 ​​   b. P(A | B) = ​​ __14 ​​ 
7. a. P(B | A) = __
every outcome is mutually exclusive is 9. No; P(B and T) = __ ​​  13 ​​ , P(T) = __
​​  21 ​​ , and
rolling a standard number cube. If you ​​  12 ​​ . For the events to
P(B) = __
add the probabilities for getting each
side of a number cube, 1, 2, 3, 4, 5, or 6, be independent,
P(B and T)
P(B | T) = ________
​​   ​​  = P(B) has to be true.
 
the sum is ​​ __16 ​​  + ​​ __16 ​​  + ​​ __16 ​​  + ​​ __16 ​​  + ​​ __16 ​​  + ​​ __16 ​​  = ​​ __66 ​​  = 1. P(T)
 ​ __13 ​  
So, if you add all of the probabilities in But ​​ __ __ 1
​​  3 ​​  ≠ ​​ __12 ​​ ,
 ​​ = __ 2
​  2 ​ 
an experiment where every outcome
is both equally likely and mutually so the events are not independent. 
exclusive, the sum of the probabilities 11. The events are not independent,
should be 1.  11. No; two events so P(red second | red first) is not
A and B are independent if and only the same as P(red first).
if P(A) ∙ P(B) = P(A and B) and P(red second and red first)
(0.10)(0.15) ≠ 0.05.  13. no  15. yes = P(red first) ∙ P(red second | red first)
3 __
17. 0.72 or 72%  19. 0.28 or 28% = __
​​  10  ​​ ∙ ​​  29 ​​  ≈ 0.067.  13. a. ​​ __29 ​​ ;
25 ​​ ,  b. independent 
21. a. ​​ ____ P(left crate | vegetable) =
49  ​ __ 2
  ​  
P(left crate and vegetable)
23. a. ​​  18 ​​   b. ​​ ____
___ 1   ​​   c. ​​ __ 9   ​​  25. 25% 
1 ​​   d. ​​ ____ _____________________
​​       __
 ​​ = ​​  __ 20
 ​​ = ​​ __29 ​​ 
25 100 2 100 P(vegetable) 9
​  20  ​ 

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Topic 12

b. __ 8
​​  13  ​​;  P(left crate | vegetable) = 28 ​​  15. ___
9. 1320 11. 70 13. ​​ ___ ​​  28 ​​  
91 91
8
P(left crate and vegetable)
_____________________
 ​ __
__
  ​   8 17. 24,360; the arrangements are
  
​​      ​​ = ​​  __ 20
 ​​ = ​​ __
13
  ​​  permutations because locks are specific,
P(vegetable) 13
​  20 ​ 
and if you enter the numbers in the
15. about 0.52 or 52% 17. 0.45 or 45%  wrong order, locks will not open.
19. 0.08 or 8% 21. dependent  19. The order is important in this
1
23. 0.225 or 22.5%  25. __
​​  12  ​​ or about 0.08 problem. The number of ways to select
or 8%  27. A, D 1 and 6 to form 16 is given by
29. Part A  ​​ ​  6​​​P​  2​​, not​ ​  6​​​C​  2​​; ​  ​P(16) = ____ 1  ​. ​
​  1   ​ = ​ ___
​ ​ 6​​​P​  2​​ 30
Student Exercise Survey 21. 12; because the people are sitting
Exercises Does Not around a circular table, the first
Daily Exercise Daily Total
position is determined and the order
Male 28 22 50
of the remaining 11 people is 11!.
Female 32 18 50 23. permutation; 3,628,800 
Total 60 40 100 25. permutation; 40,320 
8 27. combination(s); 630 
Part B  P(female | exercise) = __ ​​ 15  ​​ ≈ 0.53; 29. a. Use a permutation because order
__ 7
P(male | exercise) = ​​ 15  ​​ ≈ 0.47  ​  ​​  1​P ​   ​ 
matters. ​P(DEB) = ____ ​= ___1
​ 720    
​
Part C  Answers may vary. Sample: Of the 10 3

students surveyed, 64% of females and b. Use combinations because order

56% of males exercise daily. This suggests does not matter.
​​  ​C​  ​
that females are somewhat more likely ​P(all vowels) = _____
​  3 3 
   ​  1    
​= ____ ​
​​ 10​C​ 3​ 120
to exercise regularly than males. 31. ___ 1
​​  114
   ​​ 
; there are​​ ​  5​​​​​C​  3​​​ ways to select
Lesson 12-3 the tickets he wants and​​​ 20​​​​​C​  3​​​ ways
to select 3 tickets. So
1. They provide formulas for finding ​P(3 winning baseball cap tickets)
the total number of outcomes needed ​ ​  5​​​C​  3​​ 10 1
to compute probabilities.  3. There =  ​ ____
​ ​  20​​​C​  3​​
  ​ = ​ _____
1,140
= ​ ___
  ​     ​. ​
114
are more permutations of n items ​ ​  ​​​P​  ​​
1   ​​ 
33. a.​​ _____
6 6
​= ​​ ______
  ​ 
taken r at a time than there are ​ ​  20​​​P​  6​​ 38,760
combinations because the order of the ​_____​   ​​​1​   ​​ 1   ​​  
b. ​​  ​= ​​ __________
  ​  35. D
items distinguishes between multiple ​ ​  20​​​P​  6​​ 27,907,200 
permutations that contain the same
items.  5. No; the compound fraction
is simplified incorrectly. 2! should
appear in the numerator instead of
the denominator, and the correct
1
answer is ​​ __
10
  ​​.   7. combination

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Topic 12

Lesson 12-4 17. 0.5

1. A probability distribution for an 0.4

Probability
experiment shows how probabilities are 0.3
assigned to each outcome of a sample 0.2
space for the experiment. It can show
0.1
whether the probability distribution is a
uniform probability distribution or not, 0.0
Y R G B
and if not, which outcomes are more Color
likely or less likely. 3. Rochelle rounded
19. 0.5
each probability to the nearest tenth.
0.4
The sum of the probabilities should

Probability
be 1, not 1.2. A correct distribution is 0.3
P such that ​P(A) = 0.25, P(B) = 0.25, 0.2
P(C) = 0.25​, and ​P(D) = 0.25​. 0.1

5. 0.5 0.0
0 1 2 3 4
0.4 Score
Probability

0.3
21. No; the results of the two selections
0.2 are not independent. Since the first
0.1 card is not returned, the sample space
0.0 is smaller for the next selection, so the
0 1 2 3 probability changes. 23. 5.6% 
Number of Heads
25. 28.2%  27. a. Let P be the function,
7. 13% 9. 20%  11. When you flip a defined on the set
fair coin, the probability of heads and {Rock, Hip-Hop, Pop, Country, Other}
the probability of tails are each __ ​​ 12 ​​ . such that P(Rock) = 30%,
13. No; the results of the two selections P(Hip-Hop) = 22%, P(Pop) = 19%,
are not independent. The teacher will P(Country) = 10%, P(Other) = 19%.
not choose the same student twice,
therefore the second selection is being b.     Most Popular Music Genres
0.5
made from fewer students, so the 0.4
probability of success is different.
Probability

0.3
15. a.  Sample: There are 6 ways to
select 2 green marbles in 4 trials: GGRR, 0.2
GRGR, GRRG, RGGR, RGRG, RRGG. That 0.1
is, there are​​ ​  4​​​C​  2​​ = 6​ways to choose 2 0.0
things out of 4.  b.    ​​​  5​​​​​C​  3​​​ =​​ ​  5​​​​​C​  2​​​; choosing
ck

r
he
tr
Ho

Po
Ro

un

3 out of 5 items is the same as not

Ot
p-

Co
Hi

choosing those 3 items from the Genre

5 items, or choosing 2 out of the c. rock 29. 1.7% 31. D
remaining 5 items.
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Topic 12

Lesson 12-5 21. In the next year, if the company

makes no changes, about
1. Expected value provides a way to
​0.01 ∙ 30,000 = 300​panels will be
create a mean value for a variable that
defective, incurring a cost of ​300 ∙
follows a probability distribution. 
$600 = $180,000.​If they make the
3. Yes; the carnival will lose an average
manufacturing changes, the expected
of ​$1.12 − $1 = $0.12​each time the
total cost is ​$200,000 + 0.002 ∙ 30,000 ∙
game is played. The expected payout
$600 = $236,000​. So, for the next year, it
must be less than $1 for the carnival to
makes sense to not improve the process.
earn money. 
But the company also predicts that sales
5. when there are equal numbers of
will increase by 5,000 per year. Yearly
each kind of item. 7. 7 
costs of defective panels:
9. a. $960  b. no; Expected value
tells you the average cost if you Cost (in $1000s)
were booking many such flights.  With With
11. The student incorrectly calculated No Improved
the probabilities for each outcome. Year Sales Change Process
The area of the entire dartboard is 49𝜋 1 30,000 $180 $236
and the area of the inner circle is 4𝜋. 2 35,000 $210 $242
So, the area of the outer region is 3 40,000 $240 $248
​49𝜋 − 4𝜋 = 45𝜋​. 4 45,000 $270 $254
Therefore, the probability that a dart 5 50,000 $300 $260
4𝜋 4
lands in the inner circle is ___
​​ 49𝜋 ​​ = __
    ​​  49  ​​,  the 6 55,000 $330 $266

probability that it lands in the outer 7 60,000 $360 $272

45𝜋 45 8 65,000 $390 $278
region is ​​ ___
49𝜋
​= __
    ​  49  ​​ , and the expected
9 70,000 $420 $284
4 45 61
value is __
​​ 49  ​( 4) + ​ __
49
 ​ (1) = ​ __
49
 ​ ≈ 1.24​. 10 75,000 $450 $290
13. a. The cost of the policy with no
deductible is $600, so the policy with For 3 years it is less costly to make no
the $1,000 deductible costs less.  change. After 3 years, improving the
b. Despite the fact that the policy process becomes a better option.
with a deductible is less expensive, the 23. No warranty, because the expected
consumer might choose the policy with cost for 3 years is less with no extended
no deductible to avoid an unexpected warranty than with a 2-year or 3-year
expense of $1,000 sometime during warranty. Expected costs for 3 years:
the year. 15. $0.04 per dozen  No extended warranty:
17. $76.89 19. 328.5 days  ​$599 + $278(0.05) + $278(0.08) =
$635.14​
2-year extended warranty: ​$599 + $55 +
$278(0.08) = $676.24​  3-year extended
warranty: ​$599 + $80 = $679.00​

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Topic 12

25. 14; 1 27. Part A  Each side of the 5. Answers may vary. Sample:
center square should be __ ​​ 13 ​​  the side Inspecting the graph of a probability
length of the large square. The ratio of distribution or a tree diagram makes
the areas of the squares is 1:9, so the it easier to see how likely or unlikely
two regions have areas in the ratio 1:8. certain outcomes are, and inform your
Part B  3 points; Let x be the point value decisions. 7. student 9, then student 4 
in the outer region. The probability of 9. Yes; they each have a ​​ __16 ​​  chance
a chip landing in the center square is ​​ __19 ​​  of winning.  11. Answers may vary.
while the probability of landing in the Sample: a. Roll your dice. If the product
outer region is ​​ __89 ​​ . Since a chip in the is even you get one point, if the
center square is worth 20 points, the product is odd you lose two points.
expected value is __ ​​ 19 ​ (20) + ​ __89 ​ (x)​. For an b. Roll your dice. If the sum is a prime
expected value close to 5, solve this number you get two points, if the sum
equation. is composite you lose one point. 
​​ __ 8 ​ (x) = 5​
1 ​ (20) + ​ __ 13. The error is in the exponents for
9 9 the probability terms. The correct
20 ​ + ​ ___
​​ ___ 8x ​ = 5​
9 9 formula is
​20 + 8x = 45​ (12)(0.80​​)​​  11​​(0.2​​0)​​  1​​ + (1)(0.80​​)​​  12​​(0.20​​)​​  0​​ .
​8x = 25 The correct probability is 27%.  15. Fair;
even numbers have the same number
​​x = 3.125​ of chances, {2, 4, 6}, as odd numbers
So, making the outer region worth {1, 3, 5}. 17. $33,875 19. a. about
3 points solves the problem. 0.00025, or 0.025%  b. No; the
Part C  The expected score is increased probability is 0.025% that 2 or more
but not necessarily doubled. The people selected at random from a
amount of increase in the expected group of 5 people with an AGI between
score depends on the point value of $50,000 and $75,000 will be audited.
landing in each area. However, 2 out of 5 people in that tax
bracket whose returns were prepared
Lesson 12-6
by ABC Tax Guys were audited, which is
1. The probability of an outcome 40%. So I would not recommend ABC Tax
multiplied by its value can help you Guys to a friend. 21. a. 40% (rounded to
decide whether a game is fair, find the the nearest whole percent)  b. Based
costs and benefits for a risky business on the test of 50 new components, the
venture, and make rational decisions experimental probability for failure is 2%.
based on expected values and returns However, 50 is a relatively small sample,
rather than guesses.  3. No; how the so I think that it is not reasonable to
numbers are assigned or what meaning conclude that the new components have
is attributed to them is a separate a lower failure rate than 4%.  c. Further
factor that determines whether a game testing of the new parts is recommended
is fair.  since 50 is a relatively small sample. 23. E

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Topic 12

Topic Review 29. The player’s calculation is correct:

3 points times 0% is 0. However, the
1. Check students’ work. See Teacher’s
player is basing the expected value on
Edition for details.  3. mutually
very few trials, so the value is likely to
exclusive events 5. complement
be inaccurate. If the player takes 20,
7. not mutually exclusive 
50, or 100 shots and bases her expected
9. not mutually exclusive  11. 0.58 
value calculation on the number of
13. 0.40 15. dependent events 
those shots that are successful, her
17. 0.0075 or 0.75% 19. permutation;
estimate is likely to be better.
720  21. Permutations and
combinations are ways to count
an arrangement of items. The
arrangements cannot occur in a
fractional number of ways.  23. 6.73% 
25. 0.30%  27. 423.75

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