Algebra 1 Unit 5

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Quadratic
Functions 5
ESSENTIAL QUESTIONS
Unit Overview
In this unit you will study a variety of ways to solve quadratic How are quadratic functions
functions and systems of equations and apply your learning to used to model, analyze, and
analyzing real world problems. interpret mathematical
relationships?
Key Terms Why is it advantageous to
As you study this unit, add these and other terms to your math know a variety of ways to
notebook. Include in your notes your prior knowledge of each solve and graph quadratic
word, as well as your experiences in using the word in different functions?
mathematical examples. If needed, ask for help in pronouncing
new words and add information on pronunciation to your math
notebook. It is important that you learn new terms and use them
EMBEDDED ASSESSMENTS
correctly in your class discussions and in your problem solutions.
This unit has three embedded
Math Terms assessments, following Activities 30,
• quadratic function • reflection 33, and 35. They will allow you to
• standard form of a quadratic • factored form demonstrate your understanding of
function • zeros of a function graphing, identifying, and modeling
quadratic functions, solving
• parabola • roots quadratic equations and solving
© 2014 College Board. All rights reserved.
• vertex of a parabola • completing the square nonlinear systems of equations.

• maximum • discriminant
Embedded Assessment 1:
• minimum • imaginary numbers
• parent function • imaginary unit Graphing Quadratic
• axis of symmetry • complex numbers Functions p. 453
• translation • piecewise-defined function Embedded Assessment 2:
• vertical stretch • nonlinear system of Solving Quadratic
• vertical shrink equations Equations p. 493
• transformation
Embedded Assessment 3:
Solving Systems of
Equations p. 519
421
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UNIT 5
Getting Ready
Write your answers on notebook paper. The following graph compares calories burned
Show your work. when running and walking at constant rates of
10 mi/h and 2 mi/h, respectively.
1. Determine each product.
Calories Burned with Excercise
a. (x − 2)(3x + 5)
b. 2y(y + 6)(y − 1) 1000
900
2. Factor each polynomial. Running
800
a. 2x2 + 14x
Calories Burned
700
b. 3x2 − 75 600
c. x2 + 7x + 10 500
3. If f(x) = 3x − 5, find each value. 400
300
a. f(4) Walking
200
b. f(−2) 100
4. Solve the equation. 4x − 5 = 19
0.5 1 1.5 2 2.5 3
5. Solve the inequality. Hours
1 x + 9 > 13
3 7. What does the ordered pair (1.5, 300)
6. Explain how to graph 2x + y = 4. represent on this graph?
8. How many calories would be burned after four
hours when running and after four hours
when walking?
422 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions

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Introduction to Quadratic Functions ACTIVITY 29

Touchlines
Lesson 29-1 Modeling with a Quadratic Function
My Notes
Learning Targets:
• Model a real-world situation with a quadratic function.
• Identify quadratic functions.
• Write a quadratic function in standard form.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Interactive Word Wall, Marking the Text, Look for a Pattern, Discussion
Groups
Coach Wentworth coaches girls’ soccer and teaches algebra. Soccer season is
starting, and she needs to mark the field by chalking the touchlines and goal
lines for the soccer field. Coach Wentworth can mark 320 yards for the total
length of all the touchlines and goal lines combined. She would like to mark
the field with the largest possible area.
Touchline
Goal line
Goal line
Goal
Goal
Touchline
FIFA regulations require that all soccer fields be rectangular in shape.

CONNECT TO SPORTS
1. How is the perimeter of a rectangle determined? How is the area of a
rectangle determined? FIFA stands for Fédération
Internationale de Football
Association (International
Federation of Association
Football) and is the international
governing body of soccer.
Activity 29 • Introduction to Quadratic Functions 423

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ACTIVITY 29 Lesson 29-1

continued Modeling with a Quadratic Function
My Notes
2. Complete the table below for rectangles with the given side lengths. The
first row has been completed for you.
Length Width Perimeter

Area (square yards)
(yards) (yards) (yards)
10 150 320 1500
20 320
40 320
60 320
80 320
100 320
120 320
140 320
150 320
l 320
3. Express regularity in repeated reasoning. Describe any

patterns you observe in the table above.

4. Is a 70-yd by 90-yd rectangle the same as a 90-yd by 70-yd rectangle?
Explain your reasoning.
5. Graph the data from the table in Item 2 as ordered pairs.
7000
6000
Area of Rectangle (yd2)
5000
4000
3000
2000
1000
20 40 60 80 100 120 140 160

Length of Rectangle (yd)

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Lesson 29-1 ACTIVITY 29

Modeling with a Quadratic Function continued
My Notes
6. Use the table and the graph to explain why the data in Items 2 and 5 are
not linear.
7. Describe any patterns you see in the graph above.
8. What appears to be the largest area from the data in Items 2 and 5?
9. Write a function A(l) that represents the area of a rectangle whose

length is l and whose perimeter is 320.
The function A(l) is called a quadratic function because the greatest degree
of any term is 2 (an x2 term). The standard form of a quadratic function is
y = ax2 + bx + c or f(x) = ax2 + bx + c, where a, b, and c are real numbers
and a ≠ 0.
10. Write the function A(l) in standard form. What are the values of a, b,
and c?


continued Modeling with a Quadratic Function
My Notes
Check Your Understanding
11. For the function f(x) = x2 + 2x + 3, create a table of values for

x = −3, −2, −1, 0, 1. Then sketch a graph of the quadratic function
on grid paper.
12. Barry needs to find the area of a rectangular room with a width that is
2 feet longer than the length. Write an expression for the area of the
rectangle in terms of the length.
13. Critique the reasoning of others. Sally states that the equation
g(x) = x3 + 10x2 − 3x represents a quadratic function. Explain why
Sally is incorrect.
14. Write the quadratic function f(x) = (3 − x)2 in standard form.
LESSON 29-1 PRACTICE

15. Create tables to graph y = 3x and y = 3x2 on grid paper. Explain the
differences between the graphs.
16. Pierre uses the function r(t) = t + 2 to model his rate r in mi/h
t minutes after leaving school. Complete the table and use the data
points to graph the function.
t r(t)
0
1
2
3

4
17. Pierre uses the function d(t) = t(t + 2) to model his distance d in miles
from home. Add another column to your table in Item 16 to represent
d(t). Sketch a graph of d(t) on the same coordinate plane as the graph
of r(t).
18. What types of functions are represented in Items 16 and 17?
19. Write each quadratic function in standard form.
a. g(x) = x(x − 2) + 4 b. f(t) = 3 − 2t2 + t
20. Attend to precision. Determine whether each function is a quadratic
function. Justify your responses.
2
a. S(r) = 2πr2 + 20πr b. f (a) = a + 4a − 3
2
c. f(x) = 4x2 − 3x + 2 d. g(x) = 3x−2 + 2x − 1
e. f(x) = 42x − 3 f. h(x) = 42 − 3x + 2
x


Graphing and Analyzing a Quadratic Function continued
My Notes
Learning Targets:
• Graph a quadratic function.
• Interpret key features of the graph of a quadratic function.
SUGGESTED LEARNING STRATEGIES: Interactive Word Wall,
Create Representations, Construct an Argument, Marking the Text,
Discussion Groups
1. Use a graphing calculator to graph A(l) from Item 9 in Lesson 29-1.

Sketch the graph on the grid below.
A
7000 TECHNOLOGY TIP
6000 Be sure that the RANGE on your
5000
calculator’s graph matches the
range shown in the grid.
4000
3000
2000
1000
I
20 40 60 80 100 120 140 160
The graph of a quadratic function is a curve called a parabola. A parabola

has a point at which a maximum or minimum value of the function occurs.
That point is called the vertex of a parabola. The y-value of the vertex is
the maximum or minimum of the function.
2. Identify the vertex of the graph of A(l) in Item 1. Does the vertex
represent a maximum or a minimum of the function? CONNECT TO AP
AP Calculus students find these

same maximum or minimum
values of functions in optimization
problems.
3. Examine the graph of A(l). For what values of the length is the area
increasing? For what values of the length is the area decreasing?


continued Graphing and Analyzing a Quadratic Function
My Notes
4. Describe the point where the area changes from increasing to
decreasing.
5. Use the table, the graph, and/or the function to determine the
reasonable domain and range of the function A(l). Describe each using
words and an inequality.
FIFA regulations state that the length of the touchline of a soccer field must
be greater than the length of the goal line.
6. Reason abstractly. Can Coach Wentworth use the rectangle that
represents the largest area of A(l) for her soccer field? Explain why or
why not.


Graphing and Analyzing a Quadratic Function continued
My Notes
FIFA regulations also state that the length of the touchlines of a soccer field
must be at least 100 yds, but no more than 130 yds. The goal lines must be at
least 50 yds, but no more than 100 yds.
7. Construct viable arguments. Determine the dimensions of the
FIFA regulation soccer field with the largest area and a 320-yd
perimeter. Support your reasoning with multiple representations.
8. Consider the quadratic function f(x) = x2 − 2x − 3.

a. Write the function in factored form by factoring the
polynomial x2 − 2x − 3.
b. To find the x-intercepts of f(x), use the factored form of f(x) and
solve the equation f(x) = 0.
c. A parabola is symmetric over the vertical line that contains the

vertex. How do you think the x-coordinate of the vertex relates to the
x-coordinates of the x-intercepts? Use the symmetry of a parabola to
support your answer.
d. Write the vertex of the quadratic function.


continued Graphing and Analyzing a Quadratic Function
My Notes
9. Complete the table for the quadratic function f(x) = −x2 − 4x − 3.

Then graph the function.
x f(x)
−4
−3
−2
−1
0
10. Identify the maximum or minimum value of the quadratic function

in Item 9.
11. Consider the quadratic function y = −x2 + 2x − 3.
a. Create a table of values for the function for domain values 0, 1, 2, 3,
and 4.
b. Sketch a graph of the function. Identify and label the vertex. What
is the maximum value of the function?
c. Use inequalities to write the domain, range, and values of x for
which y is decreasing.

12. Write the quadratic function g(x) = x(x − 2) + 4 in standard form.

For Items 13–16, use the quadratic function f(x) = x2 + 6x + 5.
13. Create a table of values and graph f(x).
14. Use your graph to identify the maximum or minimum value of f(x).
15. Write the domain and range of f(x) using inequalities.
16. Determine the values of x for which f(x) is increasing.
17. Make use of structure. Sketch a graph of a quadratic function with
a maximum. Now sketch another graph of a quadratic function with a
minimum. Explain the difference between the increasing and decreasing
behavior of the two functions.

Introduction to Quadratic Functions ACTIVITY 29

Touchlines continued
ACTIVITY 29 PRACTICE Use the following information for Items 4–8.

Write your answers on notebook paper. Jenna is in charge of designing the screen for a new
Show your work. smart phone. The design specs call for a rectangular
Lesson 29-1 screen that has an outside perimeter of 12 inches.
1. The base of a rectangular window frame must be 4. Complete the table for the screen measurements.
1 foot longer than the height. Which of the
following is an equation for the area of the Width, w Length, l Area, A(w)
window in terms of the height? 1 5 5
A. A(h) = h + 1
2
B. A(h) = (h + 1)h
C. A(h) = h2 − 1 3
D. A(h) = h2 + h + 1
4
2. Which of the following is an equation for the area
of an isosceles right triangle, in terms of the base? 5
w
b b
5. Write a function A(w) for the area of the screen
in terms of the width.
6. Graph the function A(w). Label each axis.
A. A(b) = b2
7. Determine the domain and range of the function.
B. A(b) = 1 b2 8. Determine the maximum area of the screen that
2
2 Jenna can design. What are the dimensions of
C. A(b) = b this screen?
2
1 9. Samantha’s teacher writes the function
D. A(b) = b
2 f(x) = 2x3 − 2x(3 − x + x2) + 3.
3. Ben is creating a triangle that has a base that is a. Barry tells Samantha that the function cannot
twice the length of the height. be quadratic because it contains the term 2x3.
a. Write an expression for the base of the triangle What should Barry do to the function before
in terms of the height. making this assumption?
b. Write a function for the area, A(h), of the b. Is the function a quadratic function? Explain.
triangle in terms of the height.
c. Complete the table and then graph the
function.
h A(h)
1
2
3
4
5

ACTIVITY 29 Introduction to Quadratic Functions

continued Touchlines
10. Identify whether each function is quadratic. b. y = −x2 + 8x − 13

a. y = 2x − 32
b. y = 3x2 − 2x x y
c. y = 2 − 32 + x 2
x
11. State whether the data in each table are linear. 3
Explain why or why not. 4
x y x y 5
0 5 0 5 6
1 2 1 2 c. y = x2 − 1
2 −1 2 1
x y
3 −4 3 2
0
4 −7 4 5
−1
Lesson 29-2 −2
12. Write each quadratic function in standard form. −3

a. y = 3x − 5 + x2 −4
b. y = 6 − 5x2
c. y = −0.5x + 3 x 2 − π 14. Use your graphing calculator to graph several
4
functions y = ax2 + b using positive and negative
13. For each function, complete the table of values. values of a and b. Do the signs of a and b appear
Graph the function and identify the maximum or to affect whether the function has a minimum or
minimum of the function. maximum value? Make a conjecture.
a. y = x2 + 4x − 1
x y
MATHEMATICAL PRACTICES

Construct Viable Arguments and Critique the
−3 Reasoning of Others
−2 15. As part of her math homework, Kylie is graphing
a quadratic function. After plotting several
−1 points, she notices that the dependent values are
0 increasing as the independent values increase.
She reasons that the function will eventually
1 reach a maximum value and then begin to
decrease. Is Kylie correct? Why or why not?

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Graphing Quadratic Functions ACTIVITY 30

Transformers
Lesson 30-1 Translations of the Quadratic Parent Function
My Notes
Learning Targets:
• Graph translations of the quadratic parent function.
• Identify and distinguish among transformations.
SUGGESTED LEARNING STRATEGIES: Look for a Pattern, Create
Representations, Sharing and Responding, Quickwrite, Think-Pair-Share
The function y = x2 or f(x) = x2 is the quadratic parent function. MATH TERMS
1. Complete the table for y = x2. Then graph the function.
A parent function is the most
y basic function of a particular
x y 10 category or type. For example, the
−3 linear parent function is y = x or
8 f(x) = x.
−2
6
−1
0 4
1 2
2 x
–5 5
3
–2
2. Use words such as vertex, maximum, minimum, increasing, and

decreasing to describe the graph of y = x2.
3. The line that passes through the vertex of a parabola and divides the
parabola into two symmetrical parts is the parabola’s axis of symmetry.
a. Draw the axis of symmetry for the graph of y = x2 as a dashed line on
the graph in Item 1.
b. Write the equation for the axis of symmetry you drew in Item 1.
Activity 30 • Graphing Quadratic Functions 433


continued Translations of the Quadratic Parent Function
My Notes
4. Complete the second and third columns of the table below. (Leave the
fourth column blank for now.) Use your results to explain why the
function y = x2 is not linear.
Difference Between
2 “Second
x y=x Consecutive y-Values
Differences”
(“First Differences”)
−3
−2
−1
0
1
2
3
5. The fourth column in the table in Item 4 is titled “Second Differences.”

Complete the fourth column by finding the change in consecutive
values in the third column. What do you notice about the values?
6. a. Complete the table for f(x) = x2 and g(x) = x2 + 3. Then graph each
function on the same coordinate grid.
y
12
x f(x) = x2 g(x) = x2 + 3
10
−3

8
−2
6
−1
0 4
1 2
2 x
–5 5
3
–2
b. Identify the vertex, domain, range, and axis of symmetry for each
function.
f(x) = x2 g(x) = x2 + 3
Vertex
Domain
Range
Axis of symmetry


Translations of the Quadratic Parent Function continued
My Notes
7. a. Complete the table for f(x) = x2 and h(x) = x2 − 4. Then graph each
function on the same coordinate grid.
y
x f(x) = x2 h(x) = x2− 4
6
−3
4
−2
2
−1
0 x
–5 5
1 –2
2 –4
3
–6
function.
f(x) = x2 h(x) = x2 − 4
Vertex
Domain
Range
Axis of symmetry
8. Compare the functions g(x) and h(x) in Items 6 and 7 to the parent
function f(x) = x2. Describe any patterns you notice in the following.
a. equations
b. tables
c. graphs


My Notes
d. vertices
e. domain and range
f. axes of symmetry
The changes to the parent function in Items 6 and 7 are examples of vertical
translations. A translation of a graph is a change that shifts the graph
horizontally, vertically, or both. A translation does not change the shape of
the graph.
9. Make use of structure. How does the value of k in the equation
g(x) = x2 + k change the graph of the parent function f(x) = x2?
For Items 10 and 11, predict the translations of the graph of f(x) = x2 for

each function. Confirm your predictions by graphing each equation on the
same coordinate grid as the graph of the parent function.
10. g(x) = x2 − 2 11. h(x) = x2 + 4
12. The graphs of two functions are shown below, along with the graph of
the parent function. Determine the value of c for each function.
a. g(x) = x2 + c b. h(x) = x2 + c
y y
8
2
6
g(x)
x
4 –4 –2 2 4
–2
h(x)
2
–4
x
–4 –2 2 4 –6
–2


My Notes
13. a. Complete the table for f(x) = x2 and k(x) = (x + 3)2. Then graph
both functions on the same coordinate grid.
x f(x) = x2 k(x) = (x + 3)2

−3
−2
−1
0
function.
f(x) = x2 k(x) = (x + 3)2

Vertex
Domain
Range
Axis of symmetry
14. a. Complete the table for f(x) = x2 and p(x) = (x − 4)2. Then graph
both functions on the same coordinate grid.
x f(x) = x2 p(x) = (x − 4)2

−1
0
1
2
3
4
5


My Notes
function.
f(x) = x2 p(x) = (x − 4)2

Vertex
Domain
Range
Axis of symmetry
15. Compare the functions k(x) and p(x) in Items 13 and 14 to the parent
function f(x) = x2. Describe any patterns you notice in the following.
a. equations
b. graphs
c. vertices

d. domain and range
e. axes of symmetry


My Notes
The changes to the parent function in Items 13 and 14 are examples of
horizontal translations.
16. Express regularity in repeated reasoning. How does the value of
h in the equation k(x) = (x + h)2 change the graph of the parent
function k(x) = x2?
For Items 17 and 18, predict the translations of the graph of f(x) = x2 for
each equation. Confirm your predictions by graphing each equation on the
same coordinate grid as the graph of the parent function.
17. k(x) = (x − 2)2 18. p(x) = (x + 1)2
19. The graphs of two functions are shown below, along with the graph of
the parent function. Determine the value of h for each function. Then
write each function in standard form.
a. k(x) = (x + h)2 b. p(x) = (x + h)2
y y
8 8
6 6
4 4
k(x) p(x)
2 2
x x
–4 –2 2 4 6 8 10 –10 –8 –6 –4 –2 2 4
–2 –2

20. The graph of g(x) is a vertical translation 2 units up from the graph of
f(x) = x2. Which of the following equations describes g(x)?
A. g(x) = x2 + 2 B. g(x) = x2 − 2
C. g(x) = (x + 2)2 D. g(x) = (x − 2)2
21. For each function, use translations to graph the function on the same
coordinate grid as the parent function f(x) = x2. Then identify the
vertex, domain, range, and axis of symmetry.
a. g(x) = x2 + 1 b. h(x) = x2 − 1
2
c. k(x) = (x + 1) d. n(x) = (x − 1)2
22. Attend to precision. Write an ordered pair that represents the vertex
of the graph of each quadratic function.
a. f(x) = x2 + c b. f(x) = (x − k)2


continued Stretching and Shrinking the Quadratic Parent Function
My Notes
Learning Targets:
• Graph vertical stretches and shrinks of the quadratic parent function.
Look for a Pattern, Sharing and Responding, Think-Pair-Share,
Discussion Groups
1. Complete the table for f(x) = x2 and g(x) = 2x2.
x f(x) = x2 g(x) = 2x2

−2
−1
0
1
2
a. The graph of f(x) = x2 is shown below. Graph g(x) = 2x2 on the same
coordinate grid.
y
12
10
2
f(x) = x2

x
–5 5
–2
function.
f(x) = x2 g(x) = 2x2

Vertex
Domain
Range
Axis of symmetry


Stretching and Shrinking the Quadratic Parent Function continued
My Notes
2. Complete the table for f(x) = x and h(x ) = 1 x 2.
2
2
x f(x) = x2 h(x) = 1 x2
2
−2
−1
a. The graph of f(x) = x2 is shown below. Graph h(x) = 1 x2 on the

2
same coordinate grid.
y f(x) = x2
10
x
–5 5
–2
function.
f(x) = x2 1 x2
h(x) = 2
Vertex
Domain
Range
Axis of symmetry
3. Compare the functions g(x) and h(x) in Items 1 and 2 to the parent
function f(x)= x2. Describe any patterns you notice in the following.
a. equations


continued Stretching and Shrinking the Quadratic Parent Function
My Notes
b. tables
c. graphs
d. vertex, domain and range, and axes of symmetry
The change to the parent function in Item 1 is a vertical stretch by a

factor of 2 and the change in Item 2 is a vertical shrink by a factor of 1 .
2
A vertical stretch or shrink changes the shape of the graph.
4. Reason quantitatively. For a > 0, how does the value of a in the
equation g(x) = ax2 change the graph of the parent function f(x) = x2?
5. A change in the position, size, or shape of a parent graph is

a transformation. Identify the transformations that have been
introduced so far in this activity.

For Items 6 and 7, predict the change from the graph of f(x) = x2 for each
function. Confirm your predictions by graphing each function on the same
coordinate grid as the graph of the parent function.
6. g(x) = 3x2 7. h(x ) = 1 x 2
4
Write the equation for each transformation of the graph of f(x) = x2.
8. a vertical stretch by a factor of 5
9. a vertical shrink by a factor of 1
5


Stretching and Shrinking the Quadratic Parent Function continued
My Notes
10. The graph of g(x) is a vertical stretch of the graph of f(x) = x2 by a factor
of 7. Which of the following equations describes g(x)?
A. g(x) = x2 + 7 B. g(x) = 7x2
C. g(x) = (x + 7)2 D. g (x ) = 1 x 2
7
11. For each function, use transformations to graph the function on the
same coordinate grid as the parent function f(x) = x2.
a. g(x) = 4x2 b. h(x ) = 1 x 2
4
c. k(x) = 0.5x 2
d. p(x ) = 3 x 2
4
12. Reason abstractly. Chen begins with a quadratic data set, which
contains the vertex (0, 0). He multiplies every value in the range by 3 to
create a new data set. Which of the following statements are true?
A. The function that represents the new data set must be y = 3x2.
B. The graphs of the original data set and the new data set will have the
same vertex.
C. The graph of the new data set will be a vertical stretch of the graph of
the original data set.
D. The graph of the new data set will be translated up 3 units from the
graph of the original data set.


continued Multiple Transformations of the Quadratic Parent Function
My Notes
Learning Targets:
• Graph reflections of the quadratic parent function.
• Compare functions represented in different ways.
Representations, Predict and Confirm, Sharing and Responding,
Think-Pair-Share
1. The quadratic parent function f(x) = x2 is graphed below. Graph

g(x) = −x2 on the same coordinate grid.
y
6
2
f(x) = x2
x
–5 5
–2
–4
–6
2. Compare g(x) and its graph to the parent function f(x) = x2.

The change to the parent function in Item 1 is a reflection over the x-axis. A
reflection of a graph is the mirror image of the graph over a line. A reflection
preserves the shape of the graph.
3. How does the sign of a in the function g(x) = ax2 affect the graph?
A graph may represent more than one transformation of the graph of the
parent function. The order in which multiple transformations are performed
is determined by the order of operations as indicated in the equation.


Multiple Transformations of the Quadratic Parent Function continued
My Notes
4. How is the graph of f(x) = x2 transformed to produce the graph of
g(x) = 2x2 − 5?
5. Use the transformations you described in Item 4 to graph the function

g(x) = 2x2 − 5.
y
6
x
–5 5
–2
–4
–6
6. How would you transform of the graph of f(x) = x2 to produce the

graph of the function h(x ) = − 1 x 2 + 4?
2

h(x ) = − 1 x 2 + 4. Identify the vertex and axis of symmetry of the

2
parabola.
y
6
x
–5 5
–2
–4
–6


My Notes
8. How would you transform of the graph of f(x) = x2 to produce the
graph of the function k(x ) = − 1 (x + 4)2?
2

k(x ) = − 1 (x + 4)2. Identify the vertex and axis of symmetry of the
2
parabola.
y
2
x
–8 –6 –4 –2 2
–2
–4
–6
–8
10. Reason abstractly. The graph of g(x) = a(x − h)2 + k represents

multiple transformations of the graph of the parent function, f(x) = x2.
Describe how each value transforms the graph of g(x) from the graph
of f(x).

a. k
b. h
c. |a|
d. the sign of a


My Notes
11. Examine the function r(x) = 2(x − 4)2 + 3.
a. Describe the transformations from the graph of f(x) = x2 to the
graph of r(x) = 2(x − 4)2 + 3.
b. Use the transformations you described in Part (a) to graph the

function.
y
10
x
–2 2 4 6 8
c. Identify the vertex and axis of symmetry of the parabola.
12. The vertex of the graph of f(x) = x2 is (0, 0).

a. Describe how transformations can be used to determine the vertex of
the graph of g(x) = a(x − h)2 + k without graphing.
b. Identify the vertex of the graph of y = 3(x − 4)2 + 7.

13. Without graphing, determine the vertex of the graph of each function.
a. y = x2 + 6
b. y = 3x2 − 8
c. y = (x − 4)2
d. y = (x − 2)2 + 1
e. y = 2(x + 2)2 − 5


My Notes
Example A y
8
For the quadratic function shown in the
graph, write the equation in standard form. 6
Step 1: Identify the vertex. 4

(h, k) = (−1, 1)
2
Step 2: Choose another point on the
graph. x
–6 –4 –2 2 4
(x, y) = (0, 3) –2
Step 3: Substitute the known values.
y = a(x − h)2 + k
3 = a(0 − (−1))2 + 1
Step 4: Solve for a.
3 = a(1)2 + 1
3 = a +1
2=a
Step 5: Write the equation of the function by substituting the values of
a, h, and k.
y = a( x − h)2 + k
y = 2( x + 1)2 + 1
Step 6: Multiply and combine like terms to write the equation in
standard form.
y = 2( x + 1)2 + 1
y = 2( x 2 + 2 x + 1) + 1
y = 2x 2 + 4 x + 2 +1
y = 2x 2 + 4 x + 3
Solution: y = 2x2 + 4x + 3

Try These A
For each quadratic function, write its equation in standard form.
a. y b. y
10 10
8 8
6 6
4 4
(–1, 1) 2
2
(1, 2)
x x
–8 –6 –4 –2 2 4 –4 –2 2 4 6
–2
(–2, –2)


My Notes
The vertex of a parabola represents the minimum value of the quadratic
function if the parabola opens upward. The vertex of a parabola represents
the maximum value of the quadratic function if the parabola opens
downward.
14. Make sense of problems. The equation and graph below represent
two different quadratic functions.
Function 1: y = x2 − 3
Function 2: y
7
6
5
4
3
2
1
x
-4 -3 -2 -1 1 2 3 4
-1
-2
-3
-4
Which function has the greater minimum value? Justify your response.
15. The verbal description and the table below represent two different
quadratic functions.
Function 1: The graph of function 1 is the graph of the

parent function stretched vertically by a factor
of 4 and translated 1 unit up.
Function 2: x y
−5 4
−4 1
−3 0
−2 1
−1 4
Which function has the greater minimum value? Justify your response.


My Notes
16. Which of the following represents a quadratic function whose minimum

value is less than the minimum value of the function y = 3x2 + 4?
A. y = 2(x + 1)2 + 6
B. The function whose graph is translated right 1 unit and up 4 units
from the graph of the parent function
C. y D.
8
x y
6
−3 9
4 −2 6
2 −1 5
x 0 6
–4 –2 2 4
1 9
–2

17. For each function, identify how its graph has been transformed from
the graph of the parent function f(x) = x2. Then graph each function.
a. g (x ) = 1 x 2 + 3 b. h(x) = −x2 + 4
2
18. Write the equation of the function whose graph has been transformed
from the graph of the parent function as described.
a. Translated up 9 units and right 2 units
b. Stretched vertically by a factor of 5 and translated down 12 units
19. Write an equation for each function.

a. y b. y
6 4
4 2
2 x
–5 5
x –2
–5 5
–2 –4
–4 –6
20. Critique the reasoning of others. Kumara graphs a quadratic

function, and the vertex of the graph is (2, 3). Phillip states that his
function y = −x2 + 7 has a greater maximum value than Kumara’s.
Is Phillip correct? Justify your response.

Graphing Quadratic Functions ACTIVITY 30

Transformers continued
ACTIVITY 30 PRACTICE 10. Write the equation of each quadratic function.

Write your answers on notebook paper. Show a. y
your work. 6
Lesson 30-1 4
2
For each quadratic function, describe the
transformation of its graph from the graph of the x
2 4
parent function f(x) = x2. –4 –2
–2
1. g(x) = x2 + 7
–4
2. y = x 2 − 3
5
3. h(x) = (x + 4)2 b. The quadratic function whose graph is
2 translated 10 units to the left from the graph
(
4. y = x − 1
2) of the parent function f(x) = x2
5. The graph of which of the following has a vertex c.
x y
at the point (0, 8)?
−2 4.5
A. y = x2 + 8
B. y = x2 − 8 −1 1.5
C. y = (x + 8)2 0 0.5
D. y = (x − 8)2 1 1.5
6. Identify the range of the function y = x2 − 3. 2 4.5
7. Determine the equation of the axis of symmetry
of the graph of y = x2 − 3.
8. Identify the range of the function y = (x − 11)2.
9. Determine the equation of the axis of symmetry
of the graph of y = (x − 11)2.

ACTIVITY 30 Graphing Quadratic Functions

continued Transformers
Lesson 30-2 Lesson 30-3

11. The graph of which function shares a vertex with 15. Identify the transformations from the graph of
the graph of y = 5x2 + 3? the parent function f(x) = x2 to the graph of each
A. y = 3x2 + 5 function. Then graph the function.
B. y = x2 + 3 a. y = 2x2 + 1
C. y = (x + 3)2 b. y = −(x + 3)2
D. y = (x − 5)2 c. y = (x + 1)2 + 4
12. Identify the transformations from the graph of d. y = − 1 ( x − 1)2 + 1
2
f(x) = x2 to the graph of each function.
16. Write the equation of the quadratic function
a. y = 12x2
whose graph has the given vertex and passes
b. y = 2 x 2 through the given point.
5
13. Write the equation of the function whose graph a. vertex: (0, −1); point (1, 0)
has been transformed from the graph of the b. vertex: (2, 0); point (0, 4)
parent function as described. c. vertex: (−1, 5); point (2, −4)
a. a vertical stretch by a factor of 6
b. a vertical shrink by a factor of 1 MATHEMATICAL PRACTICES
2
14. Write the equation of the quadratic function Construct Viable Arguments and Critique the
shown in the graph. Reasoning of Others
y 17. Explain why the domains of the functions y = x2
8 and y = x2 + c, for any real number c, are the
6
same. Then write a statement about the ranges of
the functions y = x2 and y = (x + c)2.
4
(3, 3)
2
x
–4 –2 2 4
–2

453-454_SB_AG1_SE_U05_EA1.indd Page 453 06/07/13 3:46 PM user-s068a wgf /103/SB00001_DEL/work/indd/SE/M01_Middile_School/Algebra_01/Application_files/SE_ ...
Graphing Quadratic Functions Embedded Assessment 1

PARABOLIC PATHS Use after Activity 30
In 1680, Isaac Newton, scientist, astronomer, and mathematician, used a

comet visible from Earth to prove that some comets follow a parabolic path
through space as they travel around the sun. This and other discoveries like it
help scientists to predict past and future positions of comets.
1. Assume the path of a comet is given by the function y = −x2 + 4. y
6
a. Graph the path of the comet. Explain how you graphed it.
b. Identify the vertex of the function. 4
c. Identify the maximum or minimum value of the function.
2
d. Identify the domain and range.
e. Write the equation for the axis of symmetry. x
–5 5
2. Identify the table that represents a parabolic comet path. Explain and –2
justify your choice. –4
A. x y B.
x y
–6
−2 −1 −2 4
−1 −4 −1 −3
0 −5 0 −5
1 −4 1 −3
2 −1 2 4
3. The graph at right shows a portion of the path of a comet represented by y

8
a function in the form y = a(x−h)2 + k. Determine the values of a, h,
and k and write the equation of the function. 6
4. The equation and graph below represent two different quadratic 4

functions for the parabolic paths of comets.
2
Function 1: Function 2:
x
y = −3x2 + 4 y –5 5
8 –2
6 –4
x
–4 –2 2 4
Identify the maximum value of each function. Which function has the
greater maximum value?
Unit 5 • Quadratic Functions 453

453-454_SB_AG1_SE_U05_EA1.indd Page 454 7/29/13 9:22 PM deepaksharma 000
Embedded Assessment 1 Graphing Quadratic Functions

Use after Activity 30 PARABOLIC PATHS
Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates the following characteristics:
Mathematics • Clear and accurate • Largely correct • Difficulty determining • Inaccurate or incomplete
Knowledge and understanding of how to understanding of how to whether a table of values understanding of how to
Thinking determine whether a table determine whether a table represents a quadratic determine whether a table
(Items 2, 3) of values represents a of values represents a function of values represents a
quadratic function quadratic function • Partial understanding of quadratic function
• Effective understanding of • Adequate understanding of quadratic functions as • Little or no understanding
quadratic functions as quadratic functions as transformations of y = x2 of quadratic functions as
transformations of y = x2 transformations of y = x2 transformations of y = x2
Problem Solving • Appropriate and efficient • Strategy that may include • Strategy that results in a • No clear strategy when
(Items 2, 4) strategy that results in unnecessary steps but partially incorrect answer solving problems
a correct answer results in a correct answer
Mathematical • Fluency in using tables, • Little difficulty using tables, • Some difficulty using tables, • Significant difficulty using
Modeling / equations, and graphs equations, and graphs equations, and/or graphs tables, equations, and/or
Representations to represent quadratic to represent quadratic to represent quadratic graphs to represent
(Items 1–4) functions functions functions quadratic functions
• Effective understanding of • Largely correct • Partial understanding of • Inaccurate or incomplete
how to graph a quadratic understanding of how to how to graph a quadratic understanding of how to
function and identify key graph a quadratic function function and/or identify key graph a quadratic function
features from the graph and identify key features features from the graph and/or identify key features
from the graph from the graph
Reasoning and • Precise use of appropriate • Adequate explanation of • Misleading or confusing • Incomplete or inaccurate
Communication math terms and language how to graph a quadratic explanation of how to graph explanation of how to graph
(Items 1a, 2) to explain how to graph function and whether a a quadratic function and/or a quadratic function and/or
a quadratic function and table of values represents a whether a table of values whether a table of values
whether a table of values quadratic function represents a quadratic represents a quadratic
represents a quadratic function function
function
454 SpringBoard® Mathematics Algebra 1

Solving Quadratic Equations by Graphing and Factoring ACTIVITY 31

Trebuchet Trials
Lesson 31-1 Solving by Graphing or Factoring
My Notes
Learning Targets:
• Use a graph to solve a quadratic equation.
• Use factoring to solve a quadratic equation.
• Describe the connection between the zeros of a quadratic function and
the x-intercepts of the function’s graph.
SUGGESTED LEARNING STRATEGIES: Visualization, Summarizing,
Paraphrasing, Think-Pair-Share, Quickwrite
Carter, Alisha, and Joseph are building a trebuchet for an engineering
competition. A trebuchet is a medieval siege weapon that uses gravity to
launch an object through the air. When the counterweight at one end of the
throwing arm drops, the other end rises and a projectile is launched through
the air. The path the projectile takes through the air is modeled by a
parabola.
To win the competition, the team must build their trebuchet according to the
competition specifications to launch a small projectile as far as possible.
After conducting experiments that varied the projectile’s mass and launch
angle, the team discovered that the ball they were launching followed the
path given by the quadratic equation y = − 1 x 2 + 2 x .
8
y Projectile Path CONNECT TO PHYSICS
10
The throwing arm of a trebuchet is
9
an example of a class I lever.
8
7
Height (m)
6
5
4
3
2
1
x
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Distance From Launch Point (m)
1. Make sense of problems. How far does the ball land from the
launching point?
2. What is the maximum height of the ball?
3. What are the x-coordinates of the points where the ball is on the
ground?
Activity 31 • Solving Quadratic Equations by Graphing and Factoring 455


continued Solving by Graphing or Factoring
My Notes
To determine how far the ball lands from the launching point, you can solve
the equation − 1 x 2 + 2 x = 0 , because the height y equals 0.
8
4. Verify that x = 0 and x = 16 are solutions to this equation.
5. Without the graph, could you have determined these solutions? Explain.
The factored form of a polynomial equation provides an effective way to

MATH TERMS determine the values of x that make the equation equal 0.
A polynomial is in factored form
when it is expressed as the product Zero Product Property
of one or more polynomials.
If ab = 0, then either a = 0 or b = 0.
Example A
Solve − 1 x 2 + 2 x = 0 by factoring.
8
Step 1: Factor.
8 (
x −1 x +2 = 0 )
Step 2: Apply the Zero Product Property. x = 0 or − 1 x + 2 = 0
8
Step 3: Solve each equation for x. x = 0 or − 1 x = −2
8
( )
(−8) − 1 x = −2(−8)
8

x = 16
Solution: x = 0 or x = 16
Try These A
Solve each quadratic equation by factoring.
a. x2 − 5x − 14 = 0
b. 3x2 − 6x = 0
c. x2 + 3x = 18


Solving by Graphing or Factoring continued
My Notes
6. How do the solutions to the projectile path equation − 1 x 2 + 2 x = 0
8
in Example A relate to the equation’s graph?
The graph of the function y = x2 − 6x + 5 is shown below.

y
8
x
–2 –1 1 2 3 4 5 6 7 8
–2
–4
–6
7. Identify the x-intercepts of the graph.
8. What is the x-coordinate of the vertex?

9. Describe the x-coordinate of the vertex with respect to the two

x-intercepts.
10. Solve the related quadratic equation x2 − 6x + 5 = 0 by factoring.
11. How do the solutions you found in Item 10 relate to the x-intercepts of
the above graph?


continued Solving by Graphing or Factoring
My Notes
The x-coordinates of the x-intercepts of a quadratic function y = ax2 + bx + c
are the zeros of the function. The solutions of a quadratic equation
ax2 + bx + c = 0 are the roots of the equation.
12. The quadratic function y = ax2 + bx + c is related to the equation
MATH TIP ax2 + bx + c = 0 by letting y equal zero.
The relationship described in Item a. Why do you think the x-coordinates of the x-intercepts are called the
12b is between the real roots of a zeros of the function?
quadratic equation and the zeros of
the related quadratic function. Later
in this unit you will see quadratic b. Describe the relationship between the real roots of a quadratic
equations that have non-real roots. equation and the zeros of the related quadratic function.
The same relationship does not
exist between non-real roots and
zeros of the related function.
Solve by factoring.
13. x2 − 81 = 0 14. 1 x 2 − 2 x = 0
2
Identify the zeros of the quadratic function.
15. y = x2 + 8x + 7 16. y = x2 − 3x + 2

17. Make use of structure. Use the graph of y
4
the quadratic function y = 2x2 + 6x shown
to determine the roots of the quadratic 2

equation 0 = 2x2 + 6x.
x
–4 –2 2 4
Solve by factoring.
–2
18. x2 − 2x + 1 = 0
–4
19. 2x2 − 7x − 4 = 0
–6
20. x2 + 5x = 0
21. Write a quadratic equation whose roots are 3 and −6.
22. A whale jumps vertically from a pool at Ocean World. The function
y = −16x2 + 32x models the height of a whale in feet above the surface
of the water after x seconds.
a. What is the maximum height of the whale above the surface of the
water?
b. How long is the whale out of the water? Justify your answer.
23. Construct viable arguments. Is it possible for two different
quadratic functions to share the same zeros? Use a graph to justify your
response.


The Axis of Symmetry and the Vertex continued
My Notes
Learning Targets:
• Identify the axis of symmetry of the graph of a quadratic function.
• Identify the vertex of the graph of a quadratic function.
SUGGESTED LEARNING STRATEGIES: Close Reading, Marking the
Text, Think-Pair-Share, Predict and Confirm, Discussion Groups
The axis of symmetry of the parabola Axis of Symmetry
determined by the function y x=– b
2a
y = ax2 + bx + c is the vertical line 8
that passes through the vertex.
6
The equation for the axis of symmetry (0, 5) (6, 5)
4 MATH TIP
is x = − b .
2a 2 Substitute the x-coordinate of the
The vertex is on the axis of symmetry. vertex into the quadratic equation
Therefore, the x-coordinate of the vertex –2 –1 1 2 3 4 5 6 7 8
x
to find the y-coordinate of the
is − b . –2 vertex.
2a
–4
Vertex
Each point on a quadratic graph will have a mirror image point with the
same y-coordinate that is equidistant from the axis of symmetry. For
example, the point (0, 5) is reflected over the axis of symmetry to the point
(6, 5) on the graph.
1. Give the coordinates of two additional points that are reflections over
the axis of symmetry in the graph above.
2. For each function, identify the zeros graphically. Confirm your answer
by setting the function equal to 0 and solving by factoring.

a. y = x2 + 2x − 8 b. y = −x2 + 4x + 5
y y
10
4
8
2
6
x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 4
–2
2
–4
x
–6 –3 –2 –1 1 2 3 4 5 6 7
–2
–8
–4


continued The Axis of Symmetry and the Vertex
My Notes
3. For each graph in Item 2, determine the x-coordinate of the vertex by
finding the x-coordinate exactly in the middle of the two zeros. Confirm
your answer by calculating the value of − b .
2a
a. y = x2 + 2x − 8
b. y = −x2 + 4x + 5
4. For each graph in Item 2, determine the y-coordinate of the vertex from
the graph. Confirm your answer by evaluating the function at x = − b .
2a
a. y = x2 + 2x − 8
b. y = −x2 + 4x + 5
5. Reason quantitatively. For each graph in Item 2, determine the

maximum or minimum value of the function.
a. y = x2 + 2x − 8
b. y = −x2 + 4x + 5

For the function y = −x2 + x + 6, use the value of − b to respond to the

2a
following.
6. Identify the vertex of the graph.
7. Write the equation of the axis of symmetry.


The Axis of Symmetry and the Vertex continued
My Notes
Use the value of − b to determine the vertex and to write the equation for
2a
the axis of symmetry for the graph of each of the following quadratic
functions.
8. y = x2 − 10x
9. y = x2 − 4x − 32
10. y = x2 + x − 12
11. y = 6x − x2
12. Describe the graph of a quadratic function that has its vertex and a zero
at the same point.
13. Model with mathematics. An architect is designing a tunnel and is
considering using the function y = −0.12x2 + 2.4x to determine the
shape of the tunnel’s entrance, as shown in the figure. In this model, y is
the height of the entrance in feet and x is the distance in feet from one
end of the entrance.
y
y = -0.12x2 + 2.4x
a. How wide is the tunnel’s entrance at its base?

b. What is the vertex? What does it represent?
c. Could a truck that is 14 feet tall pass through the tunnel? Explain.


continued Graphing a Quadratic Function
My Notes
Learning Targets:
• Use the axis of symmetry, the vertex, and the zeros to graph a quadratic
function.
• Interpret the graph of a quadratic function.
Close Reading, Note Taking, Identify a Subtask
If a quadratic function can be written in factored form, you can graph it by
finding the vertex and the zeros.
Example A
Graph the quadratic function y = x2 − x − 12.
Step 1: Determine the axis of symmetry using y = x2 − x − 12
x =− b . a = 1, b = −1
2a
(−1) 1
The axis of symmetry is x = 0.5. x =− = = 0. 5
2(1) 2
Step 2: Determine the vertex. y = (0.5)2 − (0.5) − 12
The x-coordinate is 0.5. = 0.25 − 0.5 −12
Substitute 0.5 for x to find = −12.25
the y-coordinate.
The vertex is (0.5, −12.25).
Step 3: Determine the zeros of the function. x2 − x − 12 = 0
Set the function equal to 0 and solve. (x − 4)(x + 3) = 0
The zeros are −3 and 4. x − 4 = 0 or x + 3 = 0
x = 4 or x = −3
Step 4: Graph the function.

Plot the vertex (0.5, −12.25) and the points where the function crosses the
x-axis (−3, 0) and (4, 0). Connect the points with a smooth parabolic curve.
y
10
8
6
4
(–3, 0) 2 (4, 0)
x
–4 –3 –2 –1 –2 1 2 3 4 5 6
–4
–6
–8
–10
–12
–14 (0.5, –12.25)


Graphing a Quadratic Function continued
My Notes
Try These A
a. Check the graph in Example A by plotting two more points on the graph.
First choose an x-value, and then find the y-value by evaluating the
function. Plot this point. Then plot the reflection of the point over the axis
of symmetry to get another point. Verify that both points are on the graph.
Graph the quadratic functions by finding the vertex and the zeros. Check
your graphs.
b. y = x2 − 2x − 8
c. y = 4x − x2
d. y = x2 + 4x − 5
CONNECT TO AP
Joseph, Carter, and Alisha tested a new trebuchet designed to launch the
projectile even further. They also refined their model to reflect a more In AP Calculus, you will represent
projectile motion with special
accurate launch height of 1 m. The new projectile path is given by the
types of equations called
function y = − 1 ( x 2 −18 x −19).
19 parametric equations.
1. Graph the projectile path on the coordinate axes below.
Distance Projectile Path
10
9
8
7
Height (m)
6
5
4
3
2
1
–2 –1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Distance From Launch Point (m)


continued Graphing a Quadratic Function
My Notes
2. Make sense of problems. Last year’s winning trebuchet launched a
projectile a horizontal distance of 19.5 m. How does the team’s trebuchet
compare to last year’s winner?
Graph each quadratic function.

3. y = x2 − 11x + 30
4. y = x2 − 9

Graph the quadratic functions. Label the vertex, axis of symmetry, and zeros
on each graph.
5. y = x2 + 5x
6. y = −x2 + 2x
7. y = −x 2 + 1
4
8. y = x2 − 3x − 4
9. y = −x2 + 3x + 4
10. Attend to precision. Describe the similarities and differences
between the graphs of the functions in Items 8 and 9. How are these

similarities and differences indicated by the functions themselves?

Solving Quadratic Equations by Graphing and ACTIVITY 31

Factoring continued
Trebuchet Trials
ACTIVITY 31 PRACTICE
Write your answers on notebook paper. 5. Which of the following functions has zeros at
Show your work. x = 2 and x = −3?
A. y = x2 + x − 6 B. y = −x2 + 5x + 6
Lesson 31-1 C. y = 2x2 + x − 3 D. y = x2 + 2x − 3
Use the graphs to determine the zeros of the quadratic 6. What are the solutions to the equation
functions. x2 − 6x = −5?
1. y = 0.5x2 A. −1, 5 B. 2, 3
y C. 1, 5 D. −2, 3
8
Solve by factoring.
6
7. 0 = x2 − 25
4
8. 0 = x2 + 17x
2
9. 0 = x2 − 5x − 66
x
–4 –2 2 4 10. 0 = x2 + 99x − 100
–2
11. 0 = −x2 − 4x + 32
2
2. y = x − 4
12. 0 = x2 + 10x + 25
y
4 13. 0 = x2 + 8x + 7
2
14. A fountain at a city park shoots a stream of water
vertically from the ground. The function
–4 –2 2 4
x y = −8x2 + 16x models the height of the stream
–2 of water in feet after x seconds.
a. What is the maximum height of the stream of
–4
water?
–6 b. At what time does the stream of water reach
its maximum height?
3. y = −x2 + 4x − 3
c. For how many seconds does the stream of
y water appear above ground?

4 d. Identify a reasonable domain and range for
2 this function.
x 15. Write a quadratic equation whose roots are −4
–4 –2 2 4 and 8.
–2
16. Write a quadratic function whose zeros
–4
are 2 and 9.
–6
4. Identify the zeros of the quadratic function

y = (x − a)(x − b).

ACTIVITY 31 Solving Quadratic Equations by Graphing and

continued Factoring
Trebuchet Trials
Lesson 31-2 27. Which of these is the equation of the parabola

graphed below?
17. If a quadratic function has zeros at x = −4 and
x = 6, what is the x-coordinate of the vertex? y
18. What is the vertex of the quadratic function 8

y = x2 + 8x + 15?
6
19. Write the equation for the axis of symmetry of
4
the graph of the quadratic function
y = 2x2 + 4x − 1. 2
x
Use the following information for Items 20−24. –5 5
–2
A diver in Acapulco jumps from a cliff. His height y, in
meters, as a function of x, his distance from the cliff A. y = 2x2 − 2x + 8 B. y = −2x2 + 8
base in meters, is given by the quadratic function C. y = −x2 − 8x − 15 D. y = −x2 − 8
y = 100 − x2, for x ≥ 0. 28. DeShawn’s textbook shows the graph of the
20. Graph the function representing the cliff diver’s function y = x2 + x − 6. Which of these is a true
height. statement about the graph?
a. Identify the vertex of the graph A. The axis of symmetry is the y-axis.
b. Identify the x-intercepts of the graph. B. The vertex is (0, −6).
C. The graph intersects the x-axis at (−3, 0).
21. Determine the solutions of the equation
D. The graph is a parabola that opens downward.
100 − x2 = 0.
29. Kim throws her basketball up from the ground
22. How do the solutions to the equation in Item 21
toward the basketball hoop from a distance of 20
relate to the x-intercepts of the graph in Item 20?
feet away from the hoop. The ball follows a
23. How high is the cliff from which the diver jumps? parabolic path and returns back to the gym floor
24. How far from the base of the cliff does the diver 5 feet from the hoop. Write one possible equation
hit the water? to represent the path of the basketball. Explain
your answer.
25. Which of these functions has a graph with the

axis of symmetry x = −2?
A. y = x2 + 4x − 2 MATHEMATICAL PRACTICES
Use Appropriate Tools Strategically
B. y = x2 − 4x + 2
C. y = 2x2 + 2x − 3 30. Consider the quadratic function y = x2 − x − 3.
D. y = 2x2 − 2x + 3 a. Is it possible to find the zeros of the function
by factoring? Explain.
Lesson 31-3 b. Use your calculator to graph the function.
26. Lisa correctly graphed a quadratic function and Based on the graph, what are the approximate
found that its vertex was in Quadrant I. Which zeros of the function?
function could she have graphed? c. Use the zero function of your calculator to
A. y = x2 + 4x + 2 find more accurate approximations for the
B. y = x2 − 4x + 2 zeros. Round to the nearest tenth.
C. y = x2 − 4x + 6
D. y = x2 + 4x + 6

Algebraic Methods of Solving Quadratic Equations ACTIVITY 32

Keeping it Quadratic
Lesson 32-1 The Square Root Method
My Notes
Learning Targets:
• Solve quadratic equations by the square root method.
• Provide examples of quadratic equations having a given number of
real solutions.
SUGGESTED LEARNING STRATEGIES: Guess and Check, Simplify
the Problem, Think-Pair-Share, Create Representations
Nguyen is trying to build a square deck around his new hot tub. To decide
how large a deck he should build, he needs to determine the side length, x, of
different sized decks given the possible area of each deck. He knows that the
area of a square is equal to the length of a side squared. Using this
information, Nguyen writes the following equations to represent each of the
decks he is considering.
1. Solve each equation. Be prepared to discuss your solution methods with
your classmates. MATH TIP
a. x2 = 49 b. x2 = 100 A solution of an equation makes
the equation true. For example,
x + 5 = 7 has the solution x = 2
c. x2 = 15 d. 2x2 = 18 because 2 + 5 = 7.
e. x2 − 4 = 0 f. x2 + 2 = 0
g. x2 + 3 = 3
2. Refer to the equations in Item 1 and their solutions.

a. What do the equations have in common?
b. What types of numbers are represented by the solutions of these

equations?
c. How many solutions do the equations have?
d. Reason quantitatively. Which solutions are reasonable for side

lengths of the squares? Explain.
Activity 32 • Algebraic Methods of Solving Quadratic Equations 467


continued The Square Root Method
My Notes
To solve a quadratic equation of the form ax2 + c = 0, isolate the x2-term and
then take the square root of both sides.
MATH TIP
Example A
Solve 3x2 − 6 = 0 using square roots.
Every positive number has two
Step 1: Add 6 to both sides. 3x2 − 6 = 0
square roots, the principal square
root and its opposite. For example, 3x2 = 6
5 is the principal square root of 5 Step 2: Divide both sides by 3. 3x 2 = 6
and − 5 is its opposite. 3 3
2
x =2
Step 3: Take the square root of both sides. x2 = ± 2
x = + 2 or − 2
Solution: x = + 2 or x = − 2
READING MATH
The ± symbol is read “plus or Try These A
minus.” Solve each equation using square roots.
a. x2 − 10 = 1
2
b. x = 1
4
c. 4x2 − 6 = 14

3. Quadratic equations can have 0, 1, or 2 real solutions. Fill in the table
below with equations from the first page that represent the possible
numbers of solutions.
MATH TIP Number of

Result When x2 is Isolated Example(s)
Solutions
The square root of a negative
number is not a real number, so Two x2 = positive number
equations of the form x2 = c where
c < 0 have no real solutions.
One x2 = 0
No real solutions x2 = negative number


The Square Root Method continued
My Notes
4. Reason abstractly. A square frame has a 2-in. border along two sides
as shown in the diagram. The total area is 66 in2. Answer the questions
to help you write an equation to find the area of the unshaded square.
2
a. Label the sides of the unshaded square x.

b. Fill in the boxes to write an equation for the total area in terms of x.
Area in terms of x Area in square in.

=
You can solve quadratic equations like the one you wrote in Item 4 by
isolating the variable.
Example B
Solve (x + 2)2 = 66 using square roots. Approximate the solutions to the
nearest hundredth.
Step 1: Take the square root of (x + 2)2 = 66
both sides. (x + 2)2 = ± 66
x + 2 = ± 66
Step 2: Subtract 2 from both sides. x = −2 ± 66

x = −2 + 66 or x = −2 − 66
Step 3: Use a calculator to approximate the solutions.
Solution: x ≈ −10.12 or x ≈ 6.12
5. Are both solutions to this equation valid in the context of Item 4?

Explain your response.
Try These B
Solve each equation using square roots.
a. (x − 5)2 = 121 b. (2x − 1)2 = 6 c. x2 − 12x + 36 = 2


continued The Square Root Method
My Notes
Solve each equation using square roots.

6. x2 + 12 = 13 7. (x − 4)2 = 1 8. 3x2 − 6 = 15
9. Give an example of a quadratic equation that has
a. one real solution.
b. no real solutions.
c. two real solutions.

10. If the length of a square is decreased by 1 unit, the area will be 8 square
units. Write an equation for the area of the square.
11. Calculate the side length of the square in Item 10.
Solve each equation.

12. x2 − 22 = 0 13. (x + 5)2 − 4 = 0
14. x2 − 4x + 4 = 0 15. (x + 1)2 = 12
16. Model with mathematics. Alaysha has a square picture frame with
an area of 100 square inches. The width of the frame is x inches.

a. Write an equation in terms of x for the area A of the picture inside
the frame.
b. If the area of the picture inside the frame is 64 square inches, what
are the possible values for x?
c. If the area of the picture inside the frame is 64 square inches, how
wide is the picture frame? Justify your response.


Completing the Square continued
My Notes
Learning Targets:
• Solve quadratic equations by completing the square.
• Complete the square to analyze a quadratic function.
SUGGESTED LEARNING STRATEGIES: Note Taking, Graphic
Organizer, Identify a Subtask
As shown in Example B in Lesson 32-1, quadratic equations are more easily
solved with square roots when the side with the variable is a perfect square.
When a quadratic equation is written in the form x2 + bx + c = 0, you can
complete the square to transform the equation into one that can be solved
using square roots. Completing the square is the process of adding a term
to the variable side of a quadratic equation to transform it into a perfect
square trinomial.
Example A
Solve x2 + 10x − 6 = 0 by completing the square.
Step 1: Isolate the variable terms. x2 + 10x − 6 = 0
Add 6 to both sides. x2 + 10x = 6
Step 2: Transform the left side into a perfect square trinomial.
Divide the coefficient of the MATH TIP
x-term by 2. 10 ÷ 2 = 5 Use a graphic organizer to help
Square the 5 to determine you complete the square.
the constant. 52 = 25 x 5
Complete the square by x2 + 10x + =6+ x x 2
5x
adding 25 to both sides x2 + 10x + 25 = 6 + 25 5 5x 25
of the equation. x2 + 10x + 25 = 31
Step 3: Solve the equation. x2 + 5x + 5x + 25 = (x + 5)(x + 5)
Write the trinomial in x2 + 10x + 25 = (x + 5)2

factored form. (x + 5)(x + 5) = 31
Write the left side as a
square of a binomial. (x + 5)2 = 31
Take the square root of
both sides. (x + 5)2 = ± 31
Solve for x. (x + 5) = ± 31
Leave the solutions in ± form. x = −5 ± 31
Solution: x = −5 ± 31
Try These A
Make use of structure. Solve each quadratic equation by completing
the square.
a. x2 − 8x + 3 = 11 b. x2 + 7 = 2x + 8


continued Completing the Square
My Notes
Completing the square is useful to help analyze specific features of quadratic
functions, such as the maximum or minimum value and the possible number
CONNECT TO PHYSICS of zeros.
Quadratic functions can describe When a quadratic equation is written in the form y = a(x − h)2 + k, you can
the trajectory, or path, of a moving determine whether the function has a maximum or minimum value based
object, such as a ball that has been on a and what that value is based on k. This information can also help you
thrown. determine the number of x-intercepts.
Example B
Analyze the quadratic function y = x2 − 6x + 13 by completing
the square.
Step 1: Complete the square on the right
side of the equation. y = x2 − 6x + 13
Isolate the variable terms. y − 13 = x2 − 6x
Transform the right side into a
perfect square trinomial. y − 13 + 9 = x2 − 6x + 9
Factor and simplify. y − 4 = (x − 3)2
Write the equation in the form
y = a(x − h)2 + k. y = (x − 3)2 + 4
Step 2: Identify the direction of opening and whether the vertex
represents a maximum or minimum.
Since the value of a is positive, Opens upward
the parabola opens upward and the Vertex is a minimum.
vertex represents a minimum.
Step 3: Determine the maximum or minimum
value. This parabola is the graph of the Minimum value: 4
parent function y = x2 translated up 4 units.

So the parent function’s minimum value
of 0 is increased to 4.
Step 4: Determine the number of x-intercepts.
Since the minimum value of the function
is y = 4 and the parabola opens upward,
the function will never have a y-value no x-intercepts
less than 4. The graph will never intersect
the x-axis, so there are no x-intercepts.
y
Step 5: Verify by graphing.
Solution: The graph of the quadratic 8
function opens upward, the 6
minimum value is 4, and there
are no x-intercepts. 4
(3, 4)
2
x
–2 2 4 6 8


Completing the Square continued
My Notes
Try These B
Write each of the following quadratic functions in the form
y = a(x − h)2 + k. Identify the direction of opening, vertex, maximum or
minimum value, and number of x-intercepts.
a. y = x2 − 4x + 9
b. y = −x2 − 6x − 8
c. y = x2 + 8x + 15
Solve by completing the square.

1. x2 + 2x + 3 = 0 2. x2 + 6x + 4 = 0

Solve by completing the square.
3. 2 = x2 − 10x 4. 4x = x2 − 4x − 32
5. −2x2 + 4 = −x2 + x − 7 6. x + 1 = 6x − x2
Complete the square to determine the vertex and maximum or minimum

value. Determine the number of x-intercepts.
7. y = x2 − 2x + 2 8. y = −x2 + 8x − 6
9. Make sense of problems. In a model railroad, the track is

supported by an arch that is represented by y = −x2 + 10x − 16,
track
where y represents the height of the arch in inches and x represents the
distance in inches from a cliff. Complete the square to answer the
following questions. arch
a. How far is the center of the arch from the cliff?
cliff
b. What is the maximum height of the arch?
10. The bubbler is the part of a drinking fountain that produces a stream
of water. The water in a drinking fountain follows a path given by
y = −x2 + 6x + 4.5, where y is the height of the water in centimeters
above the basin, and x is the distance of the water from the bubbler.
What is the maximum height of the water above the basin?


continued The Quadratic Formula
My Notes
Learning Targets:
• Derive the quadratic formula.
• Solve quadratic equations using the quadratic formula.
SUGGESTED LEARNING STRATEGIES: Close Reading, Note Taking,
Identify a Subtask
Generalizing a solution method into a formula provides an efficient way to
perform complicated procedures. You can complete the square on the general
form of a quadratic equation ax2 + bx + c = 0 to find a formula for solving
all quadratic equations.
ax 2 + bx + c = 0
x 2 + ba x = − ac
x 2 + ba x + = − ac +
2 2
x 2 + ba x + b( ) = − ac +( 2ba )
2a
2
( ) = − 44aac + 4ba
2
x+ b
2a 2 2
2
x + b = ± b − 42 ac
2a 4a
b 2 − 4ac
x =− b ± 2a
2a

2
x = −b ± b − 4ac
2a
Quadratic Formula
When a ≠ 0, the solutions of ax2 + bx + c = 0 are
2
x = −b ± b − 4ac .
2a


The Quadratic Formula continued
My Notes
To apply the quadratic formula, make sure the equation is in standard form
ax2 + bx + c = 0. Identify the values of a, b, and c in the equation and then
substitute these values into the quadratic formula. If the expression under
the radical sign is not a perfect square, write the solutions in simplest radical
form or use a calculator to approximate the solutions.
Example A
Solve x2 + 3 = 6x using the quadratic formula.
Step 1: Write the equation in standard form. x2 + 3 = 6x
x2 − 6x + 3 = 0
Step 2: Identify a, b, and c. a = 1, b = −6, c = 3
Step 3: Substitute these values into

−(−6) ± (−6)2 − 4(1)(3)
the quadratic formula. x=
2(1)
Step 4: Simplify using the order

of operations. x = 6 ± 36 −12 = 6 ± 24
2 2
Step 5: Write as two solutions.

x = 6 + 24 or x = 6 − 24
2 2
Solution: Use a calculator to approximate the two solutions.
x ≈ 5.45 or x ≈ 0.55
If you do not have a calculator, write your solution in simplest radical form.
To write the solution in simplest form, simplify the radicand and then
divide out any common factors.
⋅
x = 6 ± 24 = 6 ± 4 6 = 6 ± 2 6 =
2(3 ± 6 )
= 3± 6
2 2 2 2
Try These A
Solve using the quadratic formula.
a. 3x2 = 4x + 3
b. x2 + 4x = −2


continued The Quadratic Formula
My Notes

1. 3x2 − 5x + 1 = 0
2. x2 + 6 = −8x + 12

3. x2 + 5x − 1 = 0
4. −2x2 − x + 4 = 0
5. 4x2 − 5x − 2 = 1
6. x2 + 3x = −x + 1
7. 3x2 = −6x + 4
8. A baseball player tosses a ball straight up into the air. The function
y = −16x2 + 30x + 5 models the motion of the ball, where x is the time
in seconds and y is the height of the ball, in feet.
a. Write an equation you can solve to find out when the ball is at a
height of 15 feet.
b. Use the quadratic formula to solve the equation. Round to the
nearest tenth.
c. How many solutions did you find for Part (b)? Explain why this
makes sense.
9. Critique the reasoning of others. José and Marta each solved
x2 + 4x = −3 using two different methods. Who is correct and what is

the error in the other student’s work?
José Marta
x2 + 4x = −3 x 2 + 4 x = −3
x2 + 4x − 3 = 0 x 2 + 4 x + = −3 +
a = 1, b = 4, c = −3 x 2 + 4 x + 4 = −3 + 4
−4 ± 42 − 4(1)(−3) (x + 2)2 = 1
x= x +2 = ± 1
2(1)
−4 ± 16 + 12 x + 2 = 1 or x + 2 = −1
= x = −1 or x = −3
2
−4 ± 28
=
2
−4 ± 2 7
= = −2 ± 7
2


Choosing a Method and Using the Discriminant continued
My Notes
Learning Targets:
• Choose a method to solve a quadratic equation.
• Use the discriminant to determine the number of real solutions of a
quadratic equation.
SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Graphic
Organizer, Look for a Pattern, Create a Plan, Quickwrite
There are several methods for solving a quadratic equation. They include
factoring, using square roots, completing the square, and using the
quadratic formula. Each of these techniques has different advantages
and disadvantages. Learning how and why to use each method is an
important skill.
1. Solve each equation below using a different method. State the method
used.
a. x2 + 5x − 24 = 0
b. x2 − 6x + 2 = 0
c. 2x2 + 3x − 5 = 0
d. x2 − 100 = 0
2. How did you decide which method to use for each equation in Item 1?


continued Choosing a Method and Using the Discriminant
My Notes
The expression b2 − 4ac in the quadratic formula helps you understand
the nature of the quadratic equation. The discriminant, b2 − 4ac, of a
quadratic equation gives information about the number of real solutions, as
well as the number of x-intercepts of the related quadratic function.
3. Solve each equation using any appropriate solution method. Then
complete the rest of the table.
Number
Number of Graph of Related
Equation Discriminant Solutions of Real
x-Intercepts Quadratic Function
Solutions
y
8
6
4
2
x2 + 2x − 8 = 0 x
–5 –4 –3 –2 –1 1 2 3
–4
–6
–8
–10
y
8
6
4
2
x2 + 2x + 1 = 0 x
–5 –4 –3 –2 –1 1 2 3
–4
–6
–8
–10
y

14
12
10
8
x2 + 2x + 5 = 0 6
4
2
x
–5 –4 –3 –2 –1 1 2 3
–4


Choosing a Method and Using the Discriminant continued
My Notes
4. Express regularity in repeated reasoning. Complete each
statement below using the information from the table in Item 3.
• If b2 − 4ac > 0, the equation has real solution(s) and the

graph of the related function has x-intercept(s).
• If b2 − 4ac = 0, the equation has real solution(s) and the

• If b2 − 4ac < 0, the equation has real solution(s) and the

Use the discriminant to determine the number of real solutions.

5. 4x2 + 2x − 12 = 0
6. x2 − 7x + 14 = 0
7. x2 − 10x + 25 = 0

For each equation, use the discriminant to determine the number of real
solutions. Then solve the equation.
8. x2 − 1 = 0
9. x2 − 4x + 4 = 0
10. −4x2 + 3x = −2
11. x2 − 2 = 12x
12. x2 + 5x − 1 = 0
13. −x2 − 2x − 10 = 0
14. Model with mathematics. Lin launches a model rocket that follows
a path given by the function y = −0.4t2 + 3t + 0.5, where y is the height
in meters and t is the time in seconds.
a. Explain how you can write an equation and then use the
discriminant to determine whether Lin’s rocket ever reaches a height
of 5 meters.
b. If Lin’s rocket reaches a height of 5 meters, at approximately what
time(s) does it do so? If not, what is the rocket’s maximum height?


continued Complex Solutions
My Notes
Learning Targets:
• Use the imaginary unit i to write complex numbers.
• Solve a quadratic equation that has complex solutions.
SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Close
Reading, Note Taking, Construct an Argument, Identify a Subtask
When solving quadratic equations, there are always one, two, or no real
solutions. Graphically, the number of x-intercepts is helpful for determining
the number of real solutions.
• When there is one real solution, the graph of the related quadratic
function touches the x-axis once, and the vertex of the parabola is on
the x-axis.
• When there are two real solutions, the graph crosses the x-axis twice.
• When there are no real solutions, the graph never crosses the x-axis.
1. Graph the function y = x2 − 6x + 13. Use the graph to determine the
number of real solutions to the equation x2 − 6x + 13 = 0.
y
14
12
10

x
–8 –6 –4 –2 2 4 6 8
–2
2. Construct viable arguments. What does the number of real

solutions to the equation in Item 1 indicate about the value of the
discriminant of the equation? Explain.
When the value of the discriminant is less than zero, there are no real
solutions. This is different from stating there are no solutions. In cases where
the discriminant is negative, there are two solutions that are not real
numbers. Imaginary numbers offer a way to determine these non-real
solutions. The imaginary unit, i, equals −1. Imaginary numbers are used
to represent square roots of negative numbers, such as −4.


Complex Solutions continued
My Notes
Example A
Simplify −4.
Step 1: Write the radical as a product
involving −1. −4 = −1 ⋅ 4 WRITING MATH
Step 2: Replace −1 with the Notice that the solution to
imaginary unit, i. =i 4 Example A is written 2i and not i2.
However, when a value includes a
Step 3: Simplify the radical. radical and i, i is written in front of
The principal square root of 4 is 2. = 2i the radical, as in i 3.
Solution: −4 = 2i
Try These A
Simplify.
a. −16 b. − −9 c. −8
Problems involving imaginary numbers can also result in complex

numbers, a + bi, where a and b are real numbers. In this form, a is the real
part and b is the imaginary part.
Example B
Solve x2 − 6x + 12 = 0.
Step 1: Identify a, b, and c. a = 1, b = −6, c = 12
Step 2: Substitute these values into
−(−6) ± (−6)2 − 4(1)(12)
the quadratic formula. x=
2(1)
Step 3: Simplify using the order

of operations. x = 6 ± 36 − 48 = 6 ± −12
2 2
Step 4: Simplify using the imaginary
unit, i. x = 6 ± −1 12 = 6 ± i 12
2 2
Step 5: Simplify the radical and
the fraction. x = 6 ± 2i 3 = 3 ± i 3
2
Solution: x = 3 ± i 3
Try These B
Solve each equation.
a. x2 + 100 = 0 b. x2 − 4x = −11


continued Complex Solutions
My Notes
3. Simplify −27.
4. Solve x2 + 4x + 6 = 0.

Simplify.
5. − −11
6. −42
7. ± −81
Solve.
8. 5x2 − 2x + 3 = 0
9. −x2 − 6 = 0
10. (x − 1)2 + 3 = 0
11. Make use of structure. Consider the quadratic function
y = x2 + 2x + c, where c is a real number.
a. Write and simplify an expression for the discriminant.
b. Explain how you can use your result from Part (a) to write and solve
an inequality that tells you when the function will have two zeros
that involve imaginary numbers.
c. Use your results to describe the zeros of the function
y = x2 + 2x + 3.

Algebraic Methods of Solving Quadratic Equations ACTIVITY 32

Keeping it Quadratic continued
ACTIVITY 32 PRACTICE 10. A golfer stands on a platform 16 feet above a

Write your answers on notebook paper. Show driving range. Once the golf ball is hit, the
your work. function y = −16t2 + 64t + 16 represents the
height of the ball in feet after t seconds.
Lesson 32-1 a. Write an equation you can solve to determine
Solve each equation using square roots. the number of seconds it takes for the ball to
land on the driving range.
1. x2 + 7 = 43
b. Solve the equation by completing the square.
2. (x − 5)2 + 2 = 11 Leave your answer in radical form.
3. x2 − 8x + 16 = 3 c. Use a calculator to find the number of
seconds, to the nearest tenth, that it takes the
4. Antonio drops a rock from a cliff that is 400 feet
ball to land on the driving range.
high. The function y = −16t2 + 400 gives the
height of the rock in feet after t seconds. Write 11. Which of the following is a true statement
and solve an equation to determine how long it about the graph of the quadratic function
takes the rock to land at the base of the cliff. y = x2 − 2x + 3?
(Hint: At the base of the cliff, the height y is 0.) A. The vertex of the graph is (−1, 2).
B. The graph intersects the x-axis at x = 1.
5. Maya wants to use square roots to solve the
C. The graph is a parabola that opens upward.
equation x2 − 6x + 9 = k, where k is a positive
D. There is exactly one x-intercept.
real number. Which of these is the best
representation of the solution? Solve by completing the square.
A. x = 3 ± k B. x = −3 ± k
12. x2 − 4x = 12
C. x = ± k + 3 D. x = ± k −3
13. x2 + 10x + 21 = 0
Lesson 32-2 14. 2x2 − 4x − 4 = 0
6. Given the equation x2 − 8x = 3, what number 15. x2 + 6x = −10
should be added to both sides to complete
16. A climbing structure at a playground is
the square?
represented by the function y = −x2 + 4x + 1,
A. −4 B. 8
where y is the height of the structure in feet and
C. 16 D. 64
x is the distance in feet from a wall. What is the

Write each of the following equations in the form maximum height of the structure?
y = a(x − h)2 + k. Then identify the direction of A. 1 foot B. 2 feet
opening, vertex, maximum or minimum value, and C. 4 feet D. 5 feet
x-intercepts.
7. y = x2 − 4x + 11
8. y = −x2 − 6x − 8
9. y = x2 + 2x − 8

ACTIVITY 32 Algebraic Methods of Solving Quadratic Equations

continued Keeping it Quadratic
Lesson 32-3 Lesson 32-4

Solve using the quadratic formula. Use the discriminant to determine the number of real
17. 4x2 − 4x = 3 solutions.
18. 5x2 − 9x − 2 = 0 22. x2 + 3x + 5 = 0 23. 4x2 − 4x + 1 = 0
19. x2 = 2x + 4 24. The discriminant of a quadratic equation

is −1. Which of the following must be a true
20. A football player kicks a ball. The function statement about the graph of the related
y = −16t2 + 32t + 3 models the motion of the quadratic function?
ball, where t is the time in seconds and y is the A. The graph intersects the x-axis in exactly
height of the ball in feet. two points.
a. Write an equation you can solve to find out B. The graph lies entirely above the x-axis.
when the ball is at a height of 11 feet. C. The graph intersects the x-axis at x = −1.
b. Use the quadratic formula to solve the D. The graph has no x-intercepts.
equation. Round to the nearest tenth.
25. A dolphin jumps straight up from the water.
21. Kyla was asked to solve the equation The quadratic function y = −16t2 + 20t models
2x2 + 6x − 1 = 0. Her work is shown below. the motion of the dolphin, where t is the time in
Is her solution correct? If not, describe the error seconds and y is the height of the dolphin, in feet.
and give the correct solution. Use the discriminant to explain why the dolphin
2x2 + 6x − 1 = 0 does not reach a height of 7 feet.
a = 2, b = 6, c = −1 Lesson 32-5
Simplify.
−6 ± 62 − 4(2)(−1)
x= 26. ± −2 27. − −25
2(2)
28. −8 29. − −121
= −6 ± 36 − 8 30. 12 − −144 31. ± −32
4
Solve.
= −6 ± 28

4 32. 2x2 − 5x + 5 = 0
33. x2 + x + 3 = 0
= −6 ± 2 7 34. −3x2 − 3x − 1 = 0
4
35. −x2 − x − 2 = 0
= −3 ± 7
2
MATHEMATICAL PRACTICES
Construct Viable Arguments and Critique
the Reasoning of Others
36. For what values of p does the quadratic function
y = x2 + 4x + p have two real zeros? Justify your
answer.

Applying Quadratic Equations ACTIVITY 33

Rockets in Flight
Lesson 33-1 Fitting Data with a Quadratic Function
My Notes
Learning Targets:
• Write a quadratic function to fit data.
• Use a quadratic model to solve problems.
SUGGESTED LEARNING STRATEGIES: Create Representations, Look CONNECT TO SCIENCE
for a Pattern, Summarizing, Predict and Confirm, Discussion Groups
A free falling object is an object
Cooper is a model rocket fan. Cooper’s model rockets have single engines that is falling under the sole
and, when launched, can rise as high as 1000 ft depending upon the engine influence of gravity. The
size. After the engine is ignited, it burns for 3–5 seconds, and the rocket approximate value of acceleration
accelerates upward. The rocket has a parachute that will open as the rocket due to gravity for an object in free
fall on Earth is 32 ft/s2 or 9.8 m/s2.
begins to fall back to Earth.
Cooper wanted to investigate the flight of a rocket from the time the engine
burns out until the rocket lands. He set a device in a rocket, named Spirit,
to begin collecting data the moment the engine shut off. Unfortunately, the
parachute failed to open. When the rocket began to descend, it was in
free fall.
The table shows the data that was collected.
The Spirit 700
Time Since the 600

Engine Burned Height (ft)
Height of the Spirit (in feet)
Out (s) 500
0 512 400
1 560
300
2 576
200
3 560
100
4 512
5 432
1 2 3 4 5 6 7 8 9 10
6 320 Time (in seconds)
1. a. Use the table to determine whether the height of the Spirit can be
modeled by a linear function.
b. Graph the data for the height of the Spirit as a function of time on
the grid.
Activity 33 • Applying Quadratic Equations 485


continued Fitting Data with a Quadratic Function
My Notes
2. Use the table and graph from Item 1.
a. How high was the Spirit when the engine burned out?
b. How long did it take the rocket to reach its maximum height after the
engine cut out?
c. Estimate the time the rocket was in free fall before it reached
the earth.
3. Use the table and graph from Item 1.

CONNECT TO TECHNOLOGY
a. Use appropriate tools strategically. Use a graphing calculator
For Item 3a, enter the data from to determine a quadratic function h(t) for the data.
the table above Item 1 into a
graphing calculator. Use the
calculator’s quadratic regression
feature to find a representative
function. b. Sketch the graph of the function on the grid in Item 1.
c. Attend to precision. Give a reasonable domain and range for h(t)

within the context of the problem. Be sure to include units.

4. Use the function found in Item 3 to verify the height of the Spirit when
the engine burned out.
5. Construct viable arguments. Use the graph of h(t) to approximate

the time interval in which the Spirit was in free fall. Explain how you
determined your answer.


Fitting Data with a Quadratic Function continued
My Notes
Use the data in the table for Items 6–8.
x 0 1 2 3
f(x) 5 4.5 3 0.5
6. Graph the data in the table. Do the data appear to be linear? Explain.
7. Use a graphing calculator to write a function to model f(x).
8. Use the function to determine the value of f(x) when x = 1.5.

9. Model with mathematics. Cooper wanted to track another one of
his rockets, the Eagle, so that he could investigate its time and height
while in flight. He installed a device into the nose of the Eagle to
measure the time and height of the rocket as it fell back to Earth. The
device started measuring when the parachute opened. The data for one
flight of the Eagle is shown in the table below.
The Eagle
Time Since Parachute
0 1 2 3 4 5 6 7 8 9
Opened (s)
Height(ft) 625 618 597 562 513 450 373 282 177 58
a. Graph the data from the table.

b. Use a graphing calculator to determine a quadratic function h(t) that
models the data.
10. Use the function from Item 9b to find the time when the rocket’s height
is 450 ft. Verify that your result is the same as the data in the table.
11. After the parachute opened, how long did it take for the rocket to hit
Earth?


continued Interpreting Solutions of Quadratic Equations
My Notes
Learning Targets:
• Solve quadratic equations.
• Interpret the solutions of a quadratic equation in a real-world context.
Predict and Confirm, Think-Pair-Share, Discussion Groups
1. The total time that the Spirit was in the air after the engine burned out
is determined by finding the values of t that make h(t) = 0.
a. Rewrite the equation identified in Item 3a in Lesson 33-1 and set it
equal to 0.
b. Completely factor the equation.
c. Make use of structure. Identify and use the appropriate property

to find the time that the Spirit took to strike Earth after the engine
burned out.
2. Draw a horizontal line on the graph in Item 1 in Lesson 33-1 to indicate

a height of 544 ft above Earth. Estimate the approximate time(s) that the
Spirit was 544 ft above Earth.


Interpreting Solutions of Quadratic Equations continued
My Notes
3. The time(s) that the Spirit was 544 ft above Earth can be determined
exactly by finding the values of t that make h(t) = 544.
a. Rewrite the equation from Item 3a in Lesson 33-1 and set it equal
to 544.
b. Is the method of factoring effective for solving this equation? Justify

your response.
c. Is the quadratic formula effective for solving this problem? Justify

your response.
d. Determine the time(s) that the rocket was 544 ft above Earth. Round
your answer to the nearest thousandth of a second. Verify that this CONNECT TO AP
solution is reasonable compared to the estimated times from the In AP Calculus, calculations are
graph in Item 2. approximated to the nearest
thousandth.
e. Attend to precision. Explain why it is more appropriate in this

context to round to the thousandths place rather than to use the
exact answer or an approximation to the nearest whole number.
4. Cooper could not see the Spirit when it was higher than 528 ft
above Earth.
a. Calculate the values of t for which h(t) = 528.
b. Reason quantitatively. Write an inequality to represent the

values of t for which the rocket was not within Cooper’s sight.


continued Interpreting Solutions of Quadratic Equations
My Notes
The path of a rocket is modeled by h(t) = −16t2 + 45t + 220, where h is

the height in feet and t is the time in seconds.
5. Determine the time t when the rocket was on the ground. Round to
the nearest thousandth.
6. Identify the times, t, when the height h(t) was greater than 220 ft.

Solve the quadratic equations. Round to the nearest thousandth.
7. −16t2 + 100t + 316 = 0
8. −16t2 + 100t + 316 = 100
Make sense of problems. For Items 9–12, use the function

h(t) = −16t2 + 8t + 30, which represents the height of a diver above
the surface of a swimming pool t seconds after she dives.
9. The diver begins her dive on a platform. What is the height of the
platform above the surface of the swimming pool? How do you know?
10. At what time does the diver reach her maximum height? What is the
maximum height?
11. How long does it take the diver to reach the water? Round to the nearest
thousandth.
12. Determine the times at which the diver is at a height greater than 20 ft.
Explain how you arrived at your solution.

Applying Quadratic Equations ACTIVITY 33

Rockets in Flight continued
ACTIVITY 33 PRACTICE 8. Which of the following functions best models the

Write your answers on notebook paper. data in the table below?
Show your work.
x f(x)
Lesson 33-1
1 29
A model rocket is launched from the ground. Its
2 66
height at different times after the launch is recorded in
the table below. Use the table for Items 1–7. 3 101
4 134
Time Since Launch Height of 5 165
of Rocket (s) Rocket (ft) 6 194
1 144
A. f(x) = x + 28
2 256 B. f(x) = −x2 + 40x − 10
3 336 C. f(x) = −16x2 + 10x +100
4 384 D. f(x) = −|x + 3| + 42
5 400 9. As part of a fireworks display, a pyrotechnics
6 384 team launches a fireworks shell from a
platform and collects the following data
7 336
about the shell’s height.
1. Are the data in the table linear? Justify your
response. Time Since Launch Height of
of Shell (s) Shell (ft)
2. Use a graphing calculator to determine a
1 68
quadratic function h(t) for the data.
2 100
3. Identify a reasonable domain for the function
within this context. 3 100
4 68
4. How high is the rocket after 8 seconds?
5 4
5. After how many seconds does the rocket come
back to the ground?

Which of the following is a true statement about
6. What is the maximum height the rocket reached? this situation?
7. a. At what time(s) t will the height of the rocket A. The launch platform is 68 ft above the ground.
be equal to 300 ft? B. The maximum height of the shell is 100 ft.
b. How many times did you find in Part (a)? C. The shell hits the ground after 6 seconds.
Explain why this makes sense in the context of D. The shell starts to descend 2.5 seconds after it
the problem. is launched.

ACTIVITY 33 Applying Quadratic Equations

continued Rockets in Flight
Lesson 33-2 19. How many times is the ball at a height of exactly
92 ft?
A soccer player passes the ball to a teammate,
A. never B. one time
and the teammate kicks the ball. The function
C. two times D. three times
h(t) = −16t2 + 14t + 4 represents the height of the
ball, in feet, t seconds after it is kicked. Use this 20. Casey solves the equation shown below. What
information for Items 10–16. does the solution of the equation represent?
10. What is the height of the ball at the moment it is 10 = −16x2 + 32x + 80
kicked? Justify your answer. A. The height of the ball after 10 seconds
11. Graph the function. B. The time when the ball is at a height of 10 ft
C. The time when the ball has traveled a total
12. Calculate the time at which the ball reaches its
distance of 10 ft
maximum height.
D. The time it takes the ball to rise vertically 10 ft
13. What is the maximum height of the ball? from the rooftop
14. Assuming no one touches the ball after it is
kicked, determine the time when the ball falls to The function h(t) = −16t2 + 50t + k, where k > 0,
the ground. gives the height, in feet, of a marble t seconds after it is
shot into the air from a slingshot. Determine whether
15. Identify a reasonable domain and range for the each statement is always, sometimes, or never true.
function.
21. The initial height of the marble is k feet.
16. Determine the times when the ball is higher than
6 ft. Explain how you arrived at your solution. 22. There is some value of t for which the height of
the marble is 0.
Casey is standing on the roof of a building. She tosses 23. The graph of the function is a straight line.
a ball into the air so that her friend Leon, who is
24. The marble reaches a height of 50 ft.
standing on the sidewalk, can catch it. The function
y = −16x2 + 32x + 80 models the height of the ball 25. The marble reaches a height of 65 ft.
in feet, where x is the time in seconds. Use this 26. The maximum height of the marble occurs at
information for Items 17–20. t = 1 second.
17. Leon lets the ball hit the sidewalk. Determine the

total time the ball is in the air until it hits the MATHEMATICAL PRACTICES
sidewalk. Reason Abstractly and Quantitatively
18. Is the ball ever at a height of 100 ft? Justify your 27. Why do you think quadratic functions are used
answer. to model free-fall motion instead of linear
functions?

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Solving Quadratic Equations Embedded Assessment 2

EGG DROP Use after Activity 33
Every fall the Physics Club hosts an annual egg-drop contest. The goal of the
egg-drop contest is to construct an egg-protecting package capable of
providing a safe landing upon falling from a fifth-floor window.
During the egg-drop contest, each contestant drops an egg about 64 ft to
a target placed at the foot of a building. The area of the target is about
10 square feet. Points are given for targeting, egg survival, and time to reach
the target.
Colin wanted to win the egg-drop contest, so he
tested one of his models with three different ways
of dropping the package. These equations represent
each method.
Method A h(t) = −16t2 + 64

Method B h(t) = −16t2 − 8t + 64
Method C h(t) = −16t2 − 48t + 64
1. Quadratic equations can be solved by using square roots, by factoring,

or by using the quadratic formula. Solve the three equations above to
find t when h(t) = 0. Use a different solution method for each equation.
Show your work, and explain your reasoning for choosing the method
you used.
2. Colin found that the egg would not break if it took longer than 1.5
seconds to hit the ground. Which method(s)—A, B, or C—will result in
the egg not breaking?
3. Colin tried another method. This time he recorded the height of the egg
at different times after it was dropped, as shown in the table below.
Elapsed Time Height

Since Drop of Egg (s) of Egg (ft)
0 64
0.25 62
0.5 58
0.75 52
1.00 44
1.25 34
a. Use a graphing calculator to determine a function h(t) that models

the quadratic data.
b. After how many seconds will the egg hit the ground? Show the work
that justifies your answer mathematically.
c. At what time, t, will the egg be 47 feet above the ground? Show the
work that justifies your answer mathematically.

Embedded Assessment 2 Solving Quadratic Equations

Use after Activity 33 EGG DROP

Mathematics • Effective understanding of • Adequate understanding of • Difficulty solving • Inaccurate or incomplete
Knowledge and and accuracy in solving how to solve quadratic quadratic equations understanding of how to
Thinking quadratic equations equations, leading to solutions solve quadratic equations
(Item 1) that are usually correct
Problem Solving • Appropriate and efficient • Strategy that may include • Strategy that results in • No clear strategy when
(Item 2) strategy that results in a unnecessary steps but results some incorrect answers solving problems
correct answer in a correct answer
Mathematical • Clear and accurate • Some difficulty understanding • Partial understanding of • Little or no understanding
Modeling/ understanding of how to how to use technology to how to use technology to of how to use technology
Representations use technology to model model real-world data and/or model real-world data to model real-world data
(Item 3) real-world data and how how to use a graph to solve and/or how to use a graph and/or how to use a graph
to use a graph to solve a real-world problem, but to solve a real-world to solve a real-world
a real-world problem a correct answer is present problem that results in problem
some incorrect answers
Reasoning and • Precise use of appropriate • Adequate explanation of • Misleading or confusing • Incomplete or inaccurate
Communication math terms and language choice of solution method explanation of choice of explanation of choice of
(Items 1, 3b, 3c) to explain a choice of • Correct use of mathematical solution method solution method
solution method work to justify an answer • Partially correct • Incorrect or incomplete
• Clear and accurate use justification of an answer justification of an answer
of mathematical work using mathematical work using mathematical work
to justify an answer

Modeling with Functions ACTIVITY 34

Photo App
Lesson 34-1 Constructing Models
My Notes
Learning Targets:
• Construct linear, quadratic, and exponential models for data.
• Graph and interpret linear, quadratic, and exponential functions.
SUGGESTED LEARNING STRATEGIES: Discussion Groups, Look for
a Pattern, Create Representations, Sharing and Responding, Construct an
Argument
Jenna, Cheyenne, and Kim all use a photo app on their smartphones to share
their photos online and to track how many people follow their photo stories.
The people who choose to follow the girls’ photo stories can also stop
following or “unsubscribe” at any time. After the first eight months, the data
for each of the girl’s monthly number of followers was compiled and is shown
in the table below.
Months Since Jenna’s Total Cheyenne’s Kim’s Total

Account Was Followers Total Followers Followers
Opened
1 37 2 16
2 42 5 29
3 46 9 38
4 52 16 42
5 56 33 43
6 63 65 39
7 66 128 31
8 72 251 20
1. Describe any patterns you observe in the table.

Activity 34 • Modeling with Functions 495


continued Constructing Models
My Notes
2. Reason quantitatively. Use the terms linear, quadratic, or
exponential to identify the type of function that would best model each
girl’s total number of followers during the first eight months.
a. Jenna:
b. Cheyenne:
c. Kim:
3. Use the regression function of a graphing calculator to write a function

that could be used to model each girl’s total number of followers over
the first eight months.
a. Jenna:
b. Cheyenne:
c. Kim:
4. Approximately how many followers does Jenna gain each month? Justify
your response.
5. Critique the reasoning of others. Cheyenne tells the other girls

she thinks her following is almost doubling each month. Is she correct?
Justify your response using Cheyenne’s function or the data in the table.

6. Model with mathematics. Use the functions from Item 3 to create
graphs to represent each of the girl’s total number of followers over the
first eight months. Label at least three points on each graph.


Constructing Models continued
My Notes
y
a. Describe the similarities and differences between the reasonable

domains and ranges of each of the functions represented by the

graphs.
b. Identify the maximum values, if they exist, of each of the functions

represented by the graphs.


continued Constructing Models
My Notes
7. The total number of songs that Ping has downloaded since he joined
an online music club is shown in the table below. Use the regression
function of a graphing calculator to write a function that best models
the data.
Days Since Total Songs

Joining Downloaded
1 1
2 3
3 9
4 28
5 81
8. Use your function from Item 7 to describe how the total number of
songs that Ping has downloaded is changing each day.


Constructing Models continued
My Notes
Alice and Ahmad have started an in-home pet grooming business. They each
recorded the number of clients they visited each month for the first seven
months. Their data are shown in the table below.
Months in Number of Number of

Business Alice’s Clients Ahmad’s Clients
1 5 0
2 7 1
3 10 2
4 11 4
5 13 8
6 15 15
7 18 32
9. Examine the data in the table to determine the type of function that
would best model the number of each groomer’s clients.
10. Use the regression function of a graphing calculator to find a function
to represent the number of Alice’s clients.
11. Use the regression function of a graphing calculator to find a function
to represent the number of Ahmad’s clients.
12. Graph the functions from Items 10 and 11 on separate graphs.
13. Attend to precision. Describe the similarities and differences
between the two functions. Compare and contrast the following
features:
a. domain and range
b. maximum and minimum values
c. rate of increase per day

d. groomer with the most clients during different months


continued Comparing Models
My Notes
Learning Targets:
• Identify characteristics of linear, quadratic, and exponential functions.
• Compare linear, quadratic, and exponential functions.
SUGGESTED LEARNING STRATEGIES: Visualization, Discussion
Groups, Construct an Argument, Create Representations
1. Rewrite the functions you found for Jenna, Kim, and Cheyenne in
Lesson 34-1.
Jenna:
Cheyenne:
Kim:
2. Which of the three girls—Jenna, Kim, or Cheyenne—has a constant rate
of change in her number of followers per month? Explain.
3. Which girl had the greatest number of followers initially? Justify your
response using both the functions and the graphs.
4. Did any of the girls experience followers who “unsubscribed” from, or

stopped following, their photo story? Explain how you know.

5. Which girl’s photo story gained the most followers over the eight
months? Justify your response using the functions or the graphs.
6. Critique the reasoning of others. Kim states that even if the

number of Jenna’s followers had grown twice as quickly as it did,
Cheyenne’s followers would still eventually outnumber Jenna’s followers.
Is this assumption reasonable? Justify your response.


Comparing Models continued
My Notes
7. Write a new function that describes the total number of Jenna’s and
Kim’s followers combined.
8. Determine the reasonable domain and range, as well as any maximum

or minimum values, of the function you wrote in Item 7.
9. Construct viable arguments. Will the number of Cheyenne’s

followers ever exceed the total number of Jenna and Kim’s followers
combined? Justify your response.
Write the letter of the description that matches the given function.
10. f(x) = −x2 − 4x − 3 A. has a constant rate of change
11. f(x) = 4x − 3 B. has a maximum value
12. f(x) = 3(4)x C. increases very quickly at an ever
increasing rate


continued Comparing Models
My Notes
The graphs show the number of times two online retailers—Roberto’s Books
and Tyler’s Time to Read—recommended the bestselling book My Story to
their customers after x days. Use the graphs for Items 13–16.
y
25
Number of Recommendations
20
Roberto’s Books
15
10
Tyler’s Time to Read

5
x
1 2 3 4 5
Days Since My Story Was Published
13. Who had given more recommendations of My Story after three days?
14. Who recommended My Story the same number of times each day? How
many times was it recommended each day?
15. If this model continues, Roberto’s Books will have recommended
My Story approximately 1465 times after one year. Is this a reasonable
amount? Justify your response.
16. Will the number of times Tyler’s Time to Read recommends My Story
ever exceed the number of times Roberto’s Books recommends
My Story? Explain your reasoning.
17. Make use of structure. The total number of times that Roberto’s
MATH TIP Books recommended the bestseller A Fatal Memory after x days is

You can combine algebraic modeled by the function f(x) = 3x + 2. The total number of times that
representations for two different Penny’s Place recommended the same book after x days is modeled by
functions by adding the the function g(x) = −4x2 + 12. Write a function to model the
expressions. combined number of times that Roberto’s Books and Penny’s Place
recommended A Fatal Memory.


Extending Models continued
My Notes
Learning Targets:
• Compare piecewise-defined, linear, quadratic, and exponential functions.
• Write a verbal description that matches a given graph.
Representations, Critique Reasoning, Think-Pair-Share, Marking the Text
Rosa begins using the photo app to create a photo story and track her
number of followers. The table below shows her results.
Months Since Rosa’s Total

Account Was Started Followers
1 25
2 25
3 25
4 25
5 50
6 50
7 50
8 50
1. Describe any patterns you observe in the table.

2. Graph the data in the table.

y
3. Write a function to model Rosa’s number of followers for the first four
months.
4. Write a function to model Rosa’s number of followers for months five

through eight.


continued Extending Models
My Notes
5. Write a piecewise-defined function to represent the number of
followers Rosa has in any given month.
MATH TERMS
Piecewise-defined functions are
defined differently for different
elements of the domain. For 6. Critique the reasoning of others. Rosa says that her total number
example, for the piecewise function of followers is changing at a constant rate of 25 followers per month for
f (x) ={x when x < 0
2 when x ≥ 0 , f(x) = x
the first four months. Is Rosa’s statement correct? Explain your
reasoning.
when x < 0 and f(x) = 2 when x ≥ 0.
Juanita has recorded the number of followers for her latest photo story over
the last seven days. She finds that the function f(x) = −5|x − 4| + 45
represents the number of followers after x days.
7. Complete the table for the number of followers each day.
Days Since Photo Number of

Story Was Posted Followers

6
8. Graph the function that models Juanita’s data.

y
50
40
30
20
10
x
1 2 3 4 5 6 7

Extending Models continued
My Notes
9. Determine the reasonable domain and range, as well as the maximum
and minimum values of the function within the context of the problem.
10. Reason abstractly. Describe the similarities and differences between

the function f(x) = −5|x − 4| + 45 and a quadratic function.
11. The graphs below show the number of followers for two photo stories
over one week. Describe how the number of followers changed over time.
a. y
25
20
15
10
x
1 2 3 4 5 6 7
b. y
14
12
10
x
1 2 3 4 5 6 7


continued Extending Models
My Notes
Use the graph for Items Number of Bacteria in a Petri Dish

y
12 and 13.
25
12. During which time
period was the 20
Number of Bacteria
number of bacteria
constant? 15
13. Describe the type 10

of change in the
number of bacteria 5
for hours four
through seven. x
1 2 3 4 5 6 7
Number of Hours

Make sense of problems. The graphs show the number of raffle tickets
Mike and Ryan each sold to raise money for a school group.
Number of Tickets Mike Sold Number of Tickets Ryan Sold
y y
35 35
30 30
25 25
Number of Tickets
Number of Tickets
20 20

15 15
10 10
5 5
x x
1 2 3 4 5 6 7 1 2 3 4 5 6 7
Days Selling Tickets Days Selling Tickets
14. For which days did the number of raffle tickets that Mike sold increase
at a constant rate?
15. For which days did the number of raffle tickets that Ryan sold not
increase?
16. Describe any patterns you see in the number of tickets that Mike sold
over the seven days.
17. Compare and contrast any patterns you observe in the number of tickets
that Mike sold and the number of tickets Ryan sold over the seven days.

Modeling with Functions ACTIVITY 34

Photo App continued
ACTIVITY 34 PRACTICE 3. Use the regression function of a graphing

Write your answers on notebook paper. calculator to write a function that models the
Show your work. number of songs that Li has downloaded after
x days.
Li and Alfonso have both opened accounts with an
4. Use the regression function of a graphing
online music store. The data in the table below show
calculator to write a function that models the
the total number of songs each of them has
number of songs that Alfonso has downloaded
downloaded since opening his account. Use the table
after x days.
for Items 1–12.
5. Determine the reasonable domain and range for
Days Since Total Number Total Number each function.
Account of Songs of Songs
Lesson 34-2
Opened Downloaded Downloaded by
by Li Alfonso 6. How would the number of songs downloaded by
1 1 5 Alfonso change if the rate of change of Alfonso’s
downloads remained the same, but he had not
2 2 15
downloaded any songs on day 1?
3 5 26
7. Describe the similarities and differences between
4 8 34
the rates of change in the number of songs
5 16 45 downloaded by the two boys.
6 33 56
8. If the models continue to represent the number
7 65 67 of songs downloaded, who do you predict will
have downloaded more songs after 30 days?
Lesson 34-1 Explain your reasoning.
1. What type of function would best model the 9. If the rate of change of the number of songs
number of songs that Li has downloaded after downloaded by Alfonso tripled, how many songs
x days? will he have downloaded after 30 days? Is this a
A. linear reasonable number?
B. quadratic
10. How many songs will Li have downloaded after
C. exponential
30 days if his model continues? Is this a
D. absolute value
reasonable number?
2. What type of function would best model the
number of songs that Alfonso has downloaded
after x days?
A. linear
B. quadratic
C. exponential
D. absolute value

ACTIVITY 34 Modeling with Functions

continued Photo App
Lesson 34-3 MATHEMATICAL PRACTICES

Caily opened an account at the same time with the Construct Viable Arguments and Critique
same online music store. The following piecewise the Reasoning of Others
function represents the total number of songs she has 15. The graph shows the number of “likes” a blogger
downloaded over the first x days. received for a blog post t days after it was posted.
10 when 1 ≤ x < 15 Number of “Likes” for Blog
f (x ) = 30 when 15 ≤ x < 25 f(t)

45 when 25 ≤ x ≤ 30 5000
Use this function for Items 11 and 12. 4000
Number of “Likes”
11. Describe the number of songs Caily has 3000
downloaded during this time.
2000
12. Describe the difference between the number of
songs downloaded by Caily and by Alfonso over 1000
the first 30 days.
13. The functions g(x) = 10x + 2 and h(x) = t
5 10 15 20 25 30
−0.5x2 + 4x + 30 represent the total numbers of
Days Since Blog Posted
two different types of fish in a pond over x weeks.
Write a function k(x) that represents the The blogger believes that there may have been
combined number of fish during the same period something wrong with how the “likes” were
of time. recorded between days 10 and 20. Why might she
14. Graph the function k(x) from Item 13. What is believe this?
the maximum value of the function?

Systems of Equations ACTIVITY 35

Population Explosion
Lesson 35-1 Solving a System Graphically
My Notes
Learning Targets:
• Write a function to model a real-world situation.
• Solve a system of equations by graphing.
SUGGESTED LEARNING STRATEGIES: Marking the Text, Create
Representations, Sharing and Responding, Discussion Groups, Visualization
Professor Hearst is studying different types of bacteria in order to determine
new ways to prevent their population overgrowth. Each bacterium in the first CONNECT TO BIOLOGY
culture that she examines divides to produce another bacterium once each Bacteria can be harmful or helpful
minute. In the second culture, she observes that the number of bacteria to other organisms, including
increases by 10 bacteria each second. humans. Bacteria are commonly
used for food fermenting, waste
1. Each population began with 10 bacteria. Complete the table for the
processing, and pest control.
population of each bacteria sample.
Elapsed Time Population of Population of

(minutes) Sample A Sample B
0 10 10
5
2. Reason quantitatively. Describe the type of function that would

best model each population.
Activity 35 • Systems of Equations 509


continued Solving a System Graphically
My Notes
3. Write a function A(t) to model the number of bacteria present in
Sample A after t minutes.
4. Write a function B(t) to model the number of bacteria present in

Sample B after t minutes.
5. Use appropriate tools strategically. Use a graphing calculator to

graph A(t) and B(t) on the same coordinate plane.
a. Sketch the graph below and label several points on each graph.
y
10,000
8,000
6,000
4,000
2,000
x
2 4 6 8 10
b. Determine the points of intersection of the two graphs. Round

CONNECT TO TECHNOLOGY non-integer values to the nearest tenth.

You can use a graphing calculator
to determine the point of
intersection in several ways. You c. Make use of structure. What do the points of intersection
may choose to graph the functions indicate about the two graphs? Explain.
and determine the point of
intersection. You also may use the
table feature to identify the value
of x when y1 and y2 are equal.
d. Interpret the meaning of the points of intersection within the context
of the bacteria samples.
6. Which bacteria population contains more bacteria? Explain.


Solving a System Graphically continued
My Notes
The solutions you found in Item 5b are solutions to the nonlinear system of
equations A(t) = 10(2)t and B(t) = 600t + 10.
MATH TERMS
Just as with linear systems, you can solve nonlinear systems by graphing each
equation and determining the intersection point(s). A nonlinear system of equations
is a system in which at least one of
7. Solve each system of equations by graphing.
the equations is not linear.
a. y = 2 x + 1 y
2 6
y = x +1
5
x
–1 1 2 3 4
–1
b. y = x − 1 y
y = 3x − 2 3
x
–3 –2 –1 1 2 3
–1
–2
–3
c. y = 2(5)x y
3
y = −x 2 + 2 x − 2
2
x
–3 –2 –1 1 2 3
–1
–2
–3


continued Solving a System Graphically
My Notes
8. Examine the graphs in Item 7. How many solutions are possible for a
nonlinear system of linear, quadratic, and/or exponential equations?
Describe how this is different from the number of possible solutions
for a linear system.
A population of bacteria is given by f(t) = t2 + 2t + 30, where t is in
minutes. Another population begins with 10 bacteria and doubles every
minute.
9. Write a function g(t) to model the population of the second sample of
bacteria.
10. Use a graph to determine at what time the two populations are equal.

For Items 11–13, solve each system of equations by graphing.
11. y = −2x + 4
y = −x2 + 3
12. y = x2 + 5x − 3
y = −x2 + 5x + 1
13. y = −4x2 − 1
y = 4(0.5)x
14. A nonlinear system contains one linear equation and one quadratic
equation. The system has no solutions. Sketch a possible graph of this
system.
15. Is it possible for a system with one linear equation and one exponential

equation to have two solutions? If so, sketch a graph that could
represent such a system. If not, explain why not.
16. Critique the reasoning of others. A population of 200 bacteria
begins increasing at a constant rate of 100 bacteria per minute. Francis
writes the function P(t) = 200(100)t, where t represents the time in
minutes, to model this population. Fred disagrees. He writes the
function P(t) = 200 + 100t to model this population. Who is correct?
Justify your response.


Solving a System Algebraically continued
My Notes
Learning Targets:
• Write a system of equations to model a real-world situation.
• Solve a system of equations algebraically.
SUGGESTED LEARNING STRATEGIES: Create a Plan, Identify a
Subtask, Construct an Argument, Close Reading, Note Taking,
Visualization, Think-Pair-Share, Discussion Groups
Just as with linear systems, nonlinear systems of equations can be solved
algebraically.
Example A
Solve the system of equations algebraically.
y = −x + 3
y = x2 − 2x − 3
Step 1: The first equation is solved for y. y = x 2 − 2x − 3
Substitute the expression for y into (−x + 3) = x 2 − 2 x − 3
the second equation.
Step 2: Solve the resulting equation using 0 = x2 − x −6
any method. In this case, solve by 0 = ( x + 2)( x − 3)
factoring.
Step 3: Apply the Zero Product Property. x + 2 = 0 or x − 3 = 0
Step 4: Solve each equation for x. x = −2 or x = 3
Step 5: Calculate the corresponding When x = −2, y = −(−2) + 3 = 5
y-values by substituting the When x = 3, y = −(3) + 3 = 0
x-values from Step 4 into
one of the original
equations.
Step 6: Check the solution When x = −2, y = (−2)2 − 2(−2) − 3 = 5
by substituting into When x = 3, y = (3)2 − 2(3) − 3 = 0
the other original
equation.
Solution: (−2, 5) and (3, 0)
Try These A
Solve each system algebraically.
a. y = −x + 2 b. y = 2 x 2 − 7 c. y = − x + 3
y = x2 − x + 2 y = 7x − 3 y = x 2 − 2x − 4


continued Solving a System Algebraically
My Notes
1. Lauren solved the following system of equations algebraically and found
two solutions.
y = −x + 3
y = x2 − 3x − 4
Will solved the system by graphing and said that there is only one
solution. Who is correct? Justify your response both algebraically and
graphically.
y
10
x
–10 –8 –6 –4 –2 2 4 6 8 10
–2
–4
–6
–8
–10
2. Model with mathematics. Deshawn drops a ball from the 520-foot-

high observation deck of a tower. The height of the ball in feet after
t seconds is given by f(t) = −16t2 + 520. At the moment the ball is
dropped, Zoe begins traveling up the tower in an elevator that starts at
the ground floor. The elevator travels at a rate of 12 feet per second. At
what time will Zoe and the ball pass by each other?
a. Write a function g(t) to model Zoe’s height above the ground after
t seconds.
b. Write a system of equations using the function modeling the height

of the ball and the function you wrote in Part (a).
c. Solve the system that you wrote in Part (b) algebraically. Round to
the nearest hundredth, if necessary.


Solving a System Algebraically continued
My Notes
d. Interpret the meaning of the solution in the context of the problem.
Does the solution you found in Part (c) make sense? Explain.
e. Determine the height at which Zoe and the ball pass by each other.
Explain how you found your answer.
3. At the same moment that Deshawn drops the ball, Joey begins traveling
down the tower in another elevator that starts at the observation deck.
This elevator also travels at a rate of 12 feet per second.
a. Write a function h(t) to model Joey’s height above the ground after
t seconds. Explain any similarities or differences between this
function and the function in Item 2a.
b. Solve the system of equations algebraically.
c. Interpret the solution in the context of the problem.

d. Construct viable arguments. Determine whether Joey or the

ball reaches the ground first. Justify your response.


continued Solving a System Algebraically
My Notes
4. How many solutions could the following system of equations have?

y=x+8
y = x2 − 10x + 36
5. Solve the system of equations in Item 4 using any appropriate algebraic
method.

Solve each system of equations algebraically.
6. y = 16 x −13 7. y = 5 8. y = x
y = 4x2 + 3 y = −x 2 − x + 1 y = x 2 + 2x − 4
9. Jessica has decided to solve a system of equations by graphing. Her
graph is shown. Why might she prefer to solve this system algebraically?
y
6
x
–3 –2 –1 1 2
–2
10. Make sense of problems. A competitive diver dives from a 33-foot

high diving board. The height of the diver in feet after t seconds is given

by u(t) = −16t2 + 4t + 33. At the moment the diver begins her dive,
another diver begins climbing the diving board ladder at a rate of 2 feet
per second. At what height above the pool deck do the two divers pass
each other?

Systems of Equations ACTIVITY 35

Population Explosion continued
ACTIVITY 35 PRACTICE 9. Twin sisters Tamara and Sandra each receive $50
Write your answers on notebook paper. as a birthday present.
Show your work. Tamara puts her money into an account that pays
Lesson 35-1 3% interest annually. The amount of money in
Tamara’s account after x years is given by the
1. Which function models the size of a function t(x) = 50(1.03)x.
neighborhood that begins with one home and
doubles in size every year? Sandra puts her money into a checking account
A. P(t) = t + 2 that does not pay interest, but she plans to
B. P(t) = 2t + 1 deposit $50 per year into the account. The
C. P(t) = 2(1)t amount of money in Sandra’s account after
D. P(t) = (2)t x years is given by the function s(x) = 50x + 50.
2. Which function models the size of a Use a graphing calculator to graph this system of
neighborhood that begins with 4 homes and equations. When will Tamara and Sandra have an
increases by 6 homes every year? equal amount of money in their accounts?
A. P(t) = 4t + 6 10. Josie and Jamal sold granola bars as a fund raiser,
B. P(t) = 6t + 4 and they each started with 128 granola bars to
C. P(t) = 6t + 4 sell.
D. P(t) = 4(6)t Josie sold 30 granola bars every day. The number
3. When will the number of homes in Items 1 and 2 of granola bars that Josie sold after x days is given
be equal? by the function y = −30x + 128.
For Items 4 and 5, sketch the graph of a system that Every day, Jamal sold half the number of the
matches the description. If no such system exists, write granola bars than he sold the day before. The
not possible. number of granola bars that Jamal sold after
x days is given by the function y = 128(0.5)x.
4. The system contains a linear equation and an
exponential equation. There are no solutions. Use a graphing calculator to graph this system
of equations. After how many days did Josie and
5. The system contains two exponential equations. Jamal have the same number of unsold granola
There is one solution.
bars?
For Items 6–8, solve each system of equations
by graphing.
6. y = −x 2 + 3
y = x2 + 4
7. y = 0.5x 2 + x − 2
y = x −2
8. y = 2 x 2 + 5
y = −2 x + 5

ACTIVITY 35 Systems of Equations

continued Population Explosion
For Items 11 and 12, write a system of equations to For Items 18 and 19, write a system of equations to
model the situation. Then solve the system by model the scenarios. Then solve the system of
graphing. equations algebraically.
11. A sample of bacteria starts with 2 bacteria and 18. Simone is driving at a rate of 60 mi/h on the
doubles every minute. Another sample starts highway. She passes Jethro just as he begins
with 4 bacteria and increases at a constant rate accelerating onto the highway from a complete
of 2 bacteria every minute. When will the stop. The distance that Jethro has traveled in
populations be equal? feet after t seconds is given by the function
12. Jennie and James plan to save money by raking f(t) = 5.5t2. When will Jethro catch up to
leaves. Jennie already has 1 penny. With each bag Simone? (Hint: Use the fact that 60 mi/h is
of leaves she rakes, she doubles the amount of equivalent to 88 ft/s to write a function that gives
money she has. James earns 10 cents per bag. the distance Simone has traveled.)
When will Jennie have more money than James? 19. Jermaine is playing soccer next to his apartment
building. He kicks the ball such that the height of
Lesson 35-2 the ball in feet after t seconds is given by the
For Items 13–17, solve each system of equations function g(t) = −16t2 + 48t + 2. At the same
algebraically. moment that he kicks the ball, Jermaine’s father
2 begins descending in the elevator from his
13. y = 3x − x − 2
apartment at a rate of 5 ft/s. The apartment is
y = 2x + 3
30 feet above the ground floor. At what time(s)
2
14. y = x − 81 are Jermaine’s father and the soccer ball at the
y = 18 x −161 same height?
2
15. y = x + 4
y = 4x MATHEMATICAL PRACTICES
Construct Viable Arguments and Critique
16. y = 3x + 3 the Reasoning of Others
y = x 2 + 3x + 2 20. Rachel is solving systems of equations and has
17. y = 3x concluded that the quadratic formula is always an
appropriate solution method when solving a

y = 2x 2
nonlinear system algebraically. Do you agree with
Rachel’s conclusion? Use examples to support
your reasoning.

519-520_SB_AG1_SE_U05_EA3.indd Page 519 18/05/13 6:07 PM user-g-w-728 /Data%20Disk/Anuj/18-05-2013
Solving Systems of Equations Embedded Assessment 3

SPORTS COLLECTOR Use after Activity 35
Emilio loves sports and sports memorabilia. He has collected many different
items over the years, but his favorite items are a signed baseball card, the
catcher’s mitt of his favorite catcher from 1979, and a vintage pennant from
his favorite team. Emilio enjoys keeping track of how much his items are
worth and has tracked their values for the last 10 years. The table below
shows the values he has recorded thus far.
Years Since Item Signed Baseball Catcher’s Mitt Vintage Pennant
Acquired Card
1 $50.00 $30.00 $6.00
2 $53.00 $37.00 $13.00
3 $56.00 $45.00 $22.00
4 $59.00 $55.00 $33.00
5 $62.00 $68.00 $46.00
6 $65.00 $83.00 $61.00
7 $68.00 $101.00 $78.00
8 $71.00 $124.00 $97.00
9 $74.00 $152.00 $118.00
10 $77.00 $186.00 $141.00
1. Identify the type of function that can be used to represent the value of
each of the items shown in the table. Use the regression functions of a
graphing calculator to determine functions S(t), C(t), and P(t) that
model the value of the signed baseball card, the catcher’s mitt, and the
vintage pennant, respectively.
2. In addition to the items in the table, Emilio also has a baseball that he
caught during his favorite game of all time. The function
B(t ) = −100 t − 5 + 1300 can be used to model the value of the ball.
Graph this function and each of the other three functions on separate
coordinate planes.
3. Identify the appropriate domain for each function. Justify your

responses.
4. Which item reached the greatest value during the last 10 years? What is
that maximum value? Justify your response.
5. Which item’s value is changing at a constant rate? Support your response
using a graph or the table.
6. Which item or items have a decreasing value? For what values of t do
the function(s) decrease? Justify your response.
7. Which item’s value is increasing the fastest? Explain your reasoning.
8. After how many years will the signed baseball card be worth more than
the catcher’s mitt? Use graphs to justify your response.
9. Create a system of equations to represent the relationship between the
values of the signed baseball card and the vintage pennant. Solve the
system algebraically. Interpret the solution within the context of the
sports memorabilia. Describe how the values of the two items compare
before and after the time represented by the system’s solution.
Embedded Assessment 3 Solving Systems of Equations

Use after Activity 35 SPORTS COLLECTOR

Mathematics • Clear and accurate • Largely correct • Partial understanding of • Inaccurate or incomplete
Knowledge and understanding of understanding of piecewise-defined, linear, understanding of
Thinking piecewise-defined, linear, piecewise-defined, linear, quadratic, and exponential piecewise-defined, linear,
(Items 1–9) quadratic, and exponential quadratic, and exponential functions and the key quadratic, and exponential
functions and the key functions and the key features of their graphs functions and the key
features of their graphs features of their graphs • Some difficulty solving features of their graphs
• Effective understanding • Adequate understanding systems of equations • Little or no understanding
of how to solve systems of how to solve systems graphically and/or of how to solve systems
of equations graphically of equations graphically algebraically of equations graphically
and algebraically and algebraically and/or algebraically
Problem Solving • Appropriate and efficient • Strategy that may include • Strategy that results in a • No clear strategy when
(Items 4, 8) strategy that results in unnecessary steps but partially incorrect answer solving problems
a correct answer results in a correct answer
Mathematical • Clear and accurate • Largely correct • Partial understanding of • Inaccurate or incomplete
Modeling / understanding of how to understanding of how to how to find, graph, understanding of how
Representations find, graph, interpret, and find, graph, interpret, interpret, and/or compare to find, graph, interpret,
(Items 1–9) compare regression and compare regression regression functions that and/or compare regression
functions that model functions that model model real-world data functions that model
real-world data real-world data • Some difficulty writing real-world data
• Effective understanding of • Adequate understanding of and/or interpreting the • Little or no understanding
how to write and interpret how to write and interpret solution of a system of of how to write and/or
the solution of a system of the solution of a system of equations that represents interpret the solution of a
equations that represents a equations that represents a real-world scenario system of equations that
real-world scenario a real-world scenario represents a real-world
scenario
Reasoning and • Precise use of appropriate • Adequate description • Misleading or confusing • Incomplete or inaccurate
Communication math terms and language and comparison of description and comparison description and comparison

(Items 3–9) to describe and compare characteristics of several of characteristics of several of characteristics of several
characteristics of several functions functions functions
functions

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How are quadratic functions used to model, analyze, and interpret mathematical relationships?

How are quadratic functions used to model, analyze, and interpret mathematical relationships?

Why is it advantageous to know a variety of ways to solve and graph quadratic functions?

Why is it advantageous to know a variety of ways to solve and graph quadratic functions?

421-422_SB_AG1_SE_U05_OP.indd Page 421 7/19/13 2:39 AM deepaksharma vxp/103/SB00001_DEL/work/indd/SE/M01_Middile_School/Algebra_01/Application_files/SE_ ...

• vertex of a parabola • completing the square nonlinear systems of equations.

© 2014 College Board. All rights reserved.

422 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions

Introduction to Quadratic Functions ACTIVITY 29

FIFA regulations require that all soccer fields be rectangular in shape.

Activity 29 • Introduction to Quadratic Functions 423

ACTIVITY 29 Lesson 29-1

Length Width Perimeter

3. Express regularity in repeated reasoning. Describe any

© 2014 College Board. All rights reserved.

5. Graph the data from the table in Item 2 as ordered pairs.

20 40 60 80 100 120 140 160

424 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions

Lesson 29-1 ACTIVITY 29

7. Describe any patterns you see in the graph above.

9. Write a function A(l) that represents the area of a rectangle whose

Activity 29 • Introduction to Quadratic Functions 425

ACTIVITY 29 Lesson 29-1

11. For the function f(x) = x2 + 2x + 3, create a table of values for

LESSON 29-1 PRACTICE

© 2014 College Board. All rights reserved.

426 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions

Lesson 29-2 ACTIVITY 29

1. Use a graphing calculator to graph A(l) from Item 9 in Lesson 29-1.

The graph of a quadratic function is a curve called a parabola. A parabola

AP Calculus students find these

Activity 29 • Introduction to Quadratic Functions 427

ACTIVITY 29 Lesson 29-2

© 2014 College Board. All rights reserved.

428 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions

Lesson 29-2 ACTIVITY 29

8. Consider the quadratic function f(x) = x2 − 2x − 3.

c. A parabola is symmetric over the vertical line that contains the

d. Write the vertex of the quadratic function.

Activity 29 • Introduction to Quadratic Functions 429

ACTIVITY 29 Lesson 29-2

9. Complete the table for the quadratic function f(x) = −x2 − 4x − 3.

10. Identify the maximum or minimum value of the quadratic function

LESSON 29-2 PRACTICE

© 2014 College Board. All rights reserved.

430 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions

Introduction to Quadratic Functions ACTIVITY 29

ACTIVITY 29 PRACTICE Use the following information for Items 4–8.

Activity 29 • Introduction to Quadratic Functions 431

ACTIVITY 29 Introduction to Quadratic Functions

10. Identify whether each function is quadratic. b. y = −x2 + 8x − 13

12. Write each quadratic function in standard form. −3

© 2014 College Board. All rights reserved.

432 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions

Graphing Quadratic Functions ACTIVITY 30

2. Use words such as vertex, maximum, minimum, increasing, and

Activity 30 • Graphing Quadratic Functions 433

ACTIVITY 30 Lesson 30-1

5. The fourth column in the table in Item 4 is titled “Second Differences.”

© 2014 College Board. All rights reserved.