MTH 111 – College Algebra

Course Notebook

Name: _______________________________________________________

Authors: Sara Clark, Elizabeth Jones, Lyn Riverstone, Katy Williams,

Scott Peterson, Dan Rockwell, Dave Wing
Version 4. Updated Fall 2018.

ii
 Course Information

Class meetings: __________________________________________________________________

Instructor(s): ____________________________________________________________________

Office: _____________________________________________________________________________

Office hours: _____________________________________________________________________

Exam 1: ___________________________________________________________________________

Exam 2: ___________________________________________________________________________

Final Exam: ______________________________________________________________________

******* Always log into ALEKS via our Canvas course site. *******

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 Getting Help Outside of Class

Sun. Mon. Tues. Wed. Thurs. Fri. Sat.

8am

MSLC MSLC MSLC MSLC MSLC

9am

MSLC MSLC MSLC MSLC MSLC

10am

MSLC MSLC MSLC MSLC MSLC

11am

MSLC MSLC MSLC MSLC MSLC

12pm

MSLC MSLC MSLC MSLC MSLC

1pm

MSLC MSLC MSLC MSLC MSLC

2pm

MSLC MSLC MSLC MSLC MSLC

3pm

MSLC MSLC MSLC MSLC

4pm

5pm

6pm

7pm

8pm

9pm

• Add your Instructor’s and your TA’s office hours to this weekly schedule!
• MSLC: math tutoring in the Math & Stats Learning Center, Kidder Hall 108

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 Table of Contents

Chapter 1 – What are Some Fundamental Functions? …………..…...1

Chapter 2 – What Can We Learn from a Graph? ………………………45

Chapter 3 – How Do We Transform a Given Function?....................71

Chapter 4 – What Can We Learn from an Equation?………………...93

Chapter 5 – How are Different Representations of Functions

Connected?…………………………………………………………….……………117

Chapter 6 – How Do We Combine Functions?.....……………….……159

Chapter 7 – How Do We Solve Equations and Inequalities?........177

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vi
 Preface
Welcome to College Algebra! This course is the study of functions and their properties. With just a handful of
function types, we can develop models of many real-world situations (such as population growth or the path of
a rocket). We can then formulate questions about these situations that can be answered mathematically, solve
problems related to these questions, interpret the solutions in context, and validate our results. With the goal of
making connections between function properties and the situations they model, we will focus on analyzing
functions using different representations--symbolic, numerical, graphical, and verbal.

College Algebra satisfies the Baccalaureate Core Mathematics requirement here at Oregon State University. The
rationale for this requirement is:

Everyone needs to manipulate numbers, evaluate variability and bias in data (as in advertising claims), and
interpret data presented both in numerical and graphical form. Mathematics provides the basis for
understanding and analyzing problems of this kind. Mathematics requires careful organization and precise
reasoning. It helps develop and strengthen critical thinking skills.

Function Family Approach:

This College Algebra course is taught using the Function Family Approach. Studying functions may seem
overwhelming at first. There are an infinite number of them after all! However, we will be systematic in our
approach, first carefully examining some basic functions, and categorizing them according to their common
characteristics. These categories we call families of functions. We study seven different families in this course:

1. Polynomial (including Linear and Quadratic)

2. Radical
3. Piecewise
4. Absolute value
5. Rational
6. Exponential
7. Logarithmic

Within each family there are sub-families (linear functions are a sub-family of polynomials), and each sub-
family has a parent function. All functions in a family are built from the parent functions. A deep understanding
of the ten parent functions studied in this course allows us to more fully understand all functions in a family or
sub-family. For example, we can build any quadratic function as a transformation of the parent function 𝑦𝑦 = 𝑥𝑥 2 ,
and we can apply our knowledge of this parent function to situations involving other quadratic functions.

After establishing the foundation of this course with our ten parent functions, we are ready to study the
properties of functions including end behavior, intercepts, asymptotes, domain and range,
increasing/decreasing behavior, and multiplicity. Some of these properties help us answer questions about the
overall shape of the graph, or how the function is changing in the long run. Other properties help us determine
key points on the graph in the context of a situation. When did the baseball hit the ground? What happened to
the population of deer over time?

In addition to studying specific families of functions you will gain broader mathematical skills. The tasks and
assessments in this course are designed to help you meet the Baccalaureate Core Learning Outcomes:

1. Identify situations that can be modeled mathematically.

2. Calculate and/or estimate the relevant variables and relations in a mathematical setting.
3. Critique the applicability of a mathematical approach or the validity of a mathematical conclusion.

Problem Solving:
As you move through this class, you will build skills in mathematical reasoning and problem solving and you
will begin to see how mathematicians think. Mathematicians use what they know to build new understanding.

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In this course, you will build new functions from the ten basic parent functions. You will use what you know
about the simpler parent function to analyze the new function. Because you are thinking about function families
instead of individual functions, there will be a lot less memorization than you may have used in previous math
classes. You will need to know one big idea about the family instead of a lot of little thing about each function.

Mathematicians do not spend their days working solely with symbols. They use graphs, pictures, tables, verbal
discussions and symbols to understand and communicate about a concept. You will choose and make use of an
appropriate function representation (graphical, numerical, symbolic, and verbal) to model and analyze real-
world situations. You will decide which representation will best help you find a solution and you will use other
representations to check your answers and verify your thinking.

Focus on Mathematical Modeling:

As you gain confidence in using different representations of a function, you will start to realize that visual
representations, even those that are drawn quickly and imperfectly, can help you to understand a situation,
come up with a solution to a problem, and correct any errors. You will evaluate whether a graph is “good
enough” for your purposes, and you will create and use “good enough” graphs as a tool, not just an end result.

You will develop a toolbox consisting of the ten parent functions, their families and subfamilies; the methods for
building new functions from those you know (transformations, function algebra); and the different
representations of a function (graphical, numerical, symbolic, and verbal). You will use these tools to determine
which function family is a more appropriate model for a given situation. Is the Gender Wage Gap modeled best
by a linear, exponential or quadratic function? How can you justify the choice of model used?

Once you have a function that gives a mathematical model for a situation, you will analyze the function and
determine its properties to answer questions. You will ask and answer big picture questions such as how is this
situation changing over time? And you will determine the different points on the graph that give you
information that is most relevant to the situation.

Features of this Course Notebook

Learning Objectives:
Each chapter in this Course Notebook is divided into multiple Lessons, each of which is organized around a set
of learning objectives. The learning objectives are listed at the start of each Lesson.

Team Learning:
In class you will work with your team to solve the problems and answer the questions posed in the notebook.
As you work through this course, there are four main types of activities you and your team will be doing: 1)
Warm-ups; 2) Lessons; 3) Wrap-ups; and 4) ALEKS.

 Warm-up:
Most Lessons in the notebook begin with a Warm-Up activity, designed to elicit prerequisite knowledge
needed for success on the upcoming Lesson. These Warm-ups are to be done BEFORE class, along with
the ALEKS Prep assignment.
 Lesson:
As you work with your team to solve the problems presented in each Lesson, you will learn new
concepts, build understanding and connections, and practice your mathematical reasoning and
communication skills.
 Wrap-up:
Finally, to check your understanding of the material studied in the Lesson, you’ll work with your team to
complete a Wrap-up activity, to be handed in at the end of class so you can get feedback from your
instructor or GTA. Many of problems on these Wrap-up assignments provide an opportunity to apply
what you have learned in the lesson to real-world contexts, and put together the pieces of the lesson to
answer larger questions.

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ALEKS:
In addition to these in-class activities, you will also complete assignments in ALEKS both before and after class.
The preparation assignments are designed to make sure you have the pre-requisite knowledge needed for
success on the in-class activities. These ALEKS topics are introductory, and may be things you’ve seen before,
but you may have forgotten. After class, you’ll work on the more challenging ALEKS topics, to reinforce your in-
class learning, practice mathematical procedures, and gauge your understanding to focus your studying efforts.

Let’s roll up our sleeves and get started. You’ve got this!

More on Bacc Core Learning Outcomes: https://main.oregonstate.edu/baccalaureate-core/current-

students/bacc-core-learning-outcomes-criteria-and-rationale

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x
Chapter Learning Objectives
Chapter 1
1. Identify the parent functions studied
in this course, given their graphical,
symbolic, or numerical
What are Some
representations.
2. State the domain and range of the Fundamental Functions?
parent functions using their graph.
3. Determine whether a given relation
is a function from a verbal
description, table, or list of ordered Chapter Overview
pairs.
4. Given various representations of a In Chapter 1, we concern ourselves with the concept of
function, identify inputs and outputs function. Various families of functions form the basis of this
and interpret these in the context of College Algebra course: polynomial (including linear and
a situation. quadratic), radical, piecewise, absolute value, rational,
5. Use a table or equation to evaluate a exponential, and logarithmic.
function for a given input and
express the value using function This Chapter introduces our function families, their symbolic,
notation (for example, find 𝑓(8) for graphical, and numerical forms, as well as their domains and
𝑓(𝑥) = log 2 𝑥). ranges. We will continue to study these functions throughout the
6. Use a table to calculate the average course.
rate of change of a function over a
specified interval and express the
value using function notation.
7. Use tables, equations, and graphs to
explore polynomial, rational,
exponential, and logarithmic parent
functions.
8. Identify functions in the polynomial
and rational families, given their
symbolic representations.
9. Identify exponential and logarithmic
functions, given their graphical,
symbolic, or numerical
representations.

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College Algebra

Chapter 1 Contents

Chapter Learning Objectives ............................................................................... 1

Chapter Overview .................................................................................................... 1

1.1: Reference Guide: Families of Functions ................................................. 3

1.2: Functions, Domain and Range ................................................................. 17

1.3: Function Notation and Average Rate of Change .............................. 19

1.4: Warm Up .......................................................................................................... 23

1.4: Introduction to Exponential and Logarithmic Functions ............ 25

1.5: Introduction to Polynomial Functions ................................................. 33

1.6: Warm Up .......................................................................................................... 39

1.6: Introduction to Rational Functions ....................................................... 40

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 Chapter 1: What Are Some Fundamental Functions?

1.1: Reference Guide: Families of Functions

Learning Objectives
Together with your team:
• Identify the parent functions studied in this course, given their graphical, symbolic,
or numerical representations.
• State the domain and range of these parent functions using their graphs.

Our study of functions in this class will include these Function Families:

• Polynomial • Rational • Exponential

• Logarithmic • Radical • Absolute Value

Some families have “sub-families”; for instance, quadratic functions are a sub-family of the polynomials.

Each function family (or sub-family) has a Parent Function. We will study these ten parent functions in order to
help us better understand the function families. They are:

1 1
𝑦=𝑥 𝑦 = 𝑥2 𝑦 = 𝑥3 𝑦= 𝑦=
𝑥 𝑥2

𝑦 = 𝑏𝑥 𝑦 = log 𝑏 (𝑥) 𝑦 = √𝑥
3
𝑦 = √𝑥 𝑦 = |𝑥|

In this class, we will sketch what we like to call “good enough”

graphs. What do we mean by a graph that’s “good enough”?

Recall,

✓ To find the domain of a function using a graph,

✓ To find the range of a function using a graph,

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College Algebra

Let’s explore these families and parent functions!

Directions: Go to the website www.desmos.com and click “Start Graphing.” Graph each of the following parent
functions in Desmos and record a sketch of a “good enough” graph of each. Then, describe the shape of the
graph, and state the domain and range of the parent function. Finally, write a verbal description of the function
that gives the value of 𝑦 in terms of 𝑥.

Function Family: Polynomial

Sub-family: Linear

Parent Function: 𝑦 = 𝑥

• Shape: ___________________________

• Domain of 𝑦 = 𝑥: _____________________

• Range of 𝑦 = 𝑥: _______________________

• Table of values:

𝑥 𝑦=𝑥
−2 −2

−1 −1

0 0 Verbal description:
1 1

2 2

Examples of Linear Functions

1. 𝑦 = −3𝑥 + 2 1
2. 𝑦 = 4 𝑥 − 1 3. 𝑦 = 𝑥 + 3

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 Chapter 1: What Are Some Fundamental Functions?

Function Family: Polynomial

Sub-family: Quadratic

Parent Function: 𝑦 = 𝑥 2
• Shape: _____________________________

• Domain of 𝑦 = 𝑥 2 : _____________________

• Range of 𝑦 = 𝑥 2 : _____________________

• Table of values:

𝑥 𝑦 = 𝑥2
−2 4

−1 1

0 0 Verbal description:

1 1

2 4

Examples of Quadratic Functions

1. 𝑦 = (𝑥 − 5)2 2. 𝑦 = 𝑥 2 − 3 3. 𝑦 = 3𝑥 2

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College Algebra

Function Family: Polynomial

Sub-family: Cubic

Parent Function: 𝑦 = 𝑥 3

• Shape: _____________________________

• Domain of 𝑦 = 𝑥 3 : _____________________

• Range of 𝑦 = 𝑥 3 : _____________________

• Table of values:

𝑥 𝑦 = 𝑥3
−2 −8

−1 −1

0 0 Verbal description:

1 1

2 8

Examples of Cubic Functions

1. 𝑦 = (𝑥 + 2)3 2. 𝑦 = 𝑥 3 + 1 3. 𝑦 = 𝑥 3 − 6

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 Chapter 1: What Are Some Fundamental Functions?

Function Family: Absolute Value

Parent Function: 𝑦 = |𝑥|

• Shape: ______________________________

• Domain of 𝑦 = |𝑥|: _____________________

• Range of 𝑦 = |𝑥|: _____________________

• Table of values:

𝑥 𝑦 = |𝑥|
−2 2

−1 1

0 0 Verbal description:

1 1

2 2

Examples of Absolute Value Functions

1. 𝑦 = |𝑥| − 4 2. 𝑦 = −|𝑥| + 3 3. 𝑦 = |𝑥 − 6|

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College Algebra

Function Family: Radical

Sub-family: Square Root

Parent Function: 𝑦 = √𝑥
• Shape: ______________________________

• Domain of 𝑦 = √𝑥: _____________________

• Range of 𝑦 = √𝑥: _____________________

• Table of values:

𝑥 𝑦 = √𝑥
−2 undefined

−1 undefined

0 0

1 1
Verbal description:
2 √2 ≈ 1.41

3 √3 ≈

4 2

Examples of Square Root Functions

1. 𝑦 = √−𝑥 2. 𝑦 = √𝑥 + 4 3. 𝑦 = √𝑥 − 3

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 Chapter 1: What Are Some Fundamental Functions?

Function Family: Radical

Sub-family: Cube Root

3
Parent Function: 𝑦 = √𝑥

• Shape: ______________________________

•
3
Domain of 𝑦 = √𝑥 : _____________________

•
3
Range of 𝑦 = √𝑥 : _____________________

• Table of values:

3
𝑥 𝑦 = √𝑥
3
−2 √−2 ≈

−1 −1

0 0 Verbal description:
1 1
3
2 √2 ≈

Examples of Cube Root Functions

3
3. 𝑦 = − 3√𝑥
3
1. 𝑦 = √𝑥 − 4 2. 𝑦 = √𝑥 − 4

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College Algebra

Function Family: Exponential

Sub-family: 𝑦 = 𝑏 𝑥 with base 𝑏, 𝑏 > 1

Parent Function: 𝑦 = 2𝑥 , with 𝑏 > 0 and 𝑏 ≠ 1

• Shape: _________________________

• Domain of 𝑦 = 2𝑥 : _____________________

• Range of 𝑦 = 2𝑥 : _____________________

• Equation of asymptote: ____________________

• Table of values for 𝑦 = 2𝑥 :

𝑥 𝑦 = 2𝑥
1
−2
4
1
−1
2
Verbal description:
0 1

1 2

2 4

Examples of Exponential Functions with base 𝑏, 𝑏 > 1

1. 𝑦 = 2𝑥−5 2. 𝑦 = 𝑒 𝑥 3. 𝑦 = 5𝑥 + 2

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 Chapter 1: What Are Some Fundamental Functions?

Function Family: Exponential

Sub-family: 𝑦 = 𝑏 𝑥 with base 𝑏, 0 < 𝑏 < 1

1 𝑥
Parent Function: 𝑦 = ( ) , with 𝑏 > 0 and 𝑏 ≠ 1
2

• Shape: _________________________

1 𝑥
• Domain of 𝑦 = (2) : _____________________

1 𝑥
• Range of 𝑦 = (2) : _____________________

• Equation of asymptote: ____________________

1 𝑥
• Table of values for 𝑦 = (2) :

1 𝑥
𝑥 𝑦=( )
2
−2 4

−1 2
Verbal description:
0 1
1
1 2

1
2 4

Examples of Exponential Functions with base 𝑏, 0 < 𝑏 < 1

1 𝑥 1 𝑥 3. 𝑦 = 3(0.298)𝑥
1. 𝑦 = (3) 2. 𝑦 = (2) − 4

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College Algebra

Function Family: Logarithmic

Sub-family: 𝑦 = log 2 (𝑥)

Parent Function: 𝑦 = log 𝑏 (𝑥), with 𝑏 > 0 and 𝑏 ≠ 1

• Shape: _________________________

• Domain of 𝑦 = log 2 (𝑥): _____________________

• Range of 𝑦 = log 2 (𝑥): _____________________

• Equation of asymptote: ____________________

• Table of values for 𝑦 = log 2 (𝑥):

𝑥 𝑦 = log 2 (𝑥)
−1 undefined

0 undefined

1 0

2 1
Verbal description:
4 2

8 3

16 4

Examples of Logarithmic Functions with base 𝑏, 𝑏 > 1

1. 𝑦 = log10 (𝑥) = log 𝑥 2. 𝑦 = ln(𝑥) = log 𝑒 (𝑥) 3. 𝑦 = log 3 (𝑥 + 1)

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 Chapter 1: What Are Some Fundamental Functions?

Function Family: Logarithmic

Sub-family: 𝑦 = log 1 (𝑥)
2

Parent Function: 𝑦 = log 𝑏 (𝑥), with 𝑏 > 0 and 𝑏 ≠ 1

• Shape: _________________________

• Domain of 𝑦 = log 1 (𝑥): _____________________

2

• Range of 𝑦 = log 1 (𝑥): _____________________

2

• Equation of asymptote: ____________________

• Table of values for 𝑦 = log 1 (𝑥):

2

𝑥 𝑦 = log 1 (𝑥)
2
−1 undefined

0 undefined

1 0

2 −1 Verbal description:

4 −2

8 −3

16 −4

Examples of Logarithmic Functions with base 𝑏, 0 < 𝑏 < 1

1. 𝑦 = log 1 (𝑥) 2. 𝑦 = log 1 (𝑥 + 1) 3. log 1 (𝑥) − 3
3 2 2

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College Algebra

Function Family: Rational

Sub-family: Reciprocal

1
Parent Function: 𝑦 =
𝑥

• Shape: ___________________________

1
• Domain of 𝑦 = : _____________________
𝑥

1
• Range of 𝑦 = 𝑥: _____________________

• Equations of asymptotes: ____________________________

• Table of values:

1
𝑥 𝑦=
𝑥
−2 1
−
2
−1 −1
0 undefined
Verbal description:
1 1

2 1
2

Examples of Reciprocal Functions

1 1 1
1. 𝑦 = + 1
𝑥
2. 𝑦 = 𝑥+1 3. 𝑦 = 𝑥−1 + 2

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 Chapter 1: What Are Some Fundamental Functions?

Function Family: Rational

Sub-family: Squared Reciprocal

1
Parent Function: 𝑦 =
𝑥2

• Shape: ________________________

1
• Domain of 𝑦 = : _____________________
𝑥2

1
• Range of 𝑦 = 𝑥 2 : _____________________

• Equations of asymptotes: ____________________________

• Table of values:

1
𝑥 𝑦=
𝑥2
−2 1
4
−1 1
0 undefined
Verbal description:
1 1

2 1
4

Examples of Squared Reciprocal Functions

1 1 1
1. 𝑦 = 𝑥2
−2 2. 𝑦 = (𝑥−2)2 3. 𝑦 = − 𝑥 2

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College Algebra

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 Chapter 1: What Are Some Fundamental Functions?

1.2: Functions, Domain and Range

Learning Objectives
Together with your team:
• Determine whether a given relation is a function from a verbal description, table, or
list of ordered pairs.
• Given various representations of a function, determine its domain and range.

Definitions: Relation and Function

• A relation is a set of ordered pairs: (input, output).

The set consisting of the first components of each ordered pair is called the domain and the second
set consisting of the second components of each ordered pair is called the range.

The input values make up the domain, and the output values make up the range.

• A function is a relation in which each possible input value leads to exactly one output value. We say
“the output is a function of the input.”

For each relation given in 1) – 6) below, determine if it is a function and state its domain and range.

1) {(1, 3), (2, 6), (3, 9), (4, 12), (5, 15)}

Function: Yes No

Domain: Range:

2) The relation that pairs each letter in the alphabet with its ordinal Table 1
number (Table 1 shows an example.)
Input Output
Function: Yes No e 5
g 7
Domain: Range: g 7

𝑥 𝑦
3) Does the arrow diagram represent 𝑦 as a function of 𝑥?
1
Function: Yes No 1
−1
2
4
Domain: Range: −2
3
9 −3
16 4
−4

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College Algebra

4) Does the arrow diagram represent 𝑦 as a function of 𝑥?

𝑥 𝑦
Function: Yes No
1 1
−1
Domain: Range: 2
4
−2
3
−3 9
4 16
−4

5) Is the price of a stamped letter a function of its weight? (See the table 2017 First-class Mail.)
2017 First-class Mail
Function: Yes No
Weight in oz. Price of
a Stamped Letter
0<𝑤≤ 1 $0.49
Domain: Range: 1<𝑤≤ 2 $0.70
2<𝑤≤ 3 $0.91
3 < 𝑤 ≤ 3.5 $1.12

6) A relation that pairs an Oregon State University student’s name to an OSU ID card number.

Function: Yes No

Domain: Range:

Summary: Determining Domain and Range from a Table or Set of Ordered Pairs

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 Chapter 1: What Are Some Fundamental Functions?

1.3: Function Notation and Average Rate of Change

Learning Objectives
Together with your team:
• Given various representations of a function, identify inputs and outputs and
interpret these in the context of a situation.
• Use a table or equation to evaluate a function for a given input and express the value
using function notation.
• Use a table to calculate the average rate of change of a function over a specified
interval and express the value using function notation.

1) The table 2017 First-class Mail represents the price, 𝑝, of a stamped letter as a function of weight, 𝑤. Using
function notation, we could represent this relationship symbolically as price = 𝑝(𝑤).

2017 First-class Mail

Weight in oz. Price of
𝑤 a Stamped Letter, 𝑝
0<𝑤≤ 1 $0.49
1<𝑤≤ 2 $0.70
2<𝑤≤ 3 $0.91
3 < 𝑤 ≤ 3.5 $1.12

a) What is the input variable? Describe what it represents.

b) What is the output variable? Describe what it represents.

c) Evaluate 𝑝(0.91) = ________

d) Interpret your answer to part (c) in a complete sentence in the context of this situation.

e) Solve the following equation for 𝑤.

𝑝(𝑤) = 1.12

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College Algebra

f) Challenge: try to represent the piecewise-defined function 𝑝 given in the table above using an equation
(hint: think about your ALEKS Prep assignment).

Summary: Function Notation

2) The following question was on a College Algebra exam:

2𝑥 + 1 if 𝑥≤2
Let 𝑓(𝑥) = { 3𝑥 if 2 < 𝑥 < 5 .
𝑥−1 if 5 ≤ 𝑥 < 9

Evaluate 𝑓(9) and explain your reasoning.

Here are five different student responses and their explanations. Decide which student(s) should receive full
credit. Select all that apply.

A. 𝑓(9) = 8. “I evaluated the third piece of 𝑓 at 𝑥 = 9.”

B. 𝑓(9) = 8. “I plugged 9 into 𝑥 − 1 because 𝑥 = 9 is between 5 and 9.”
C. “I think 𝑓(9) is undefined because 9 is not in the domain of 𝑓.”
D. “𝑓(9) is undefined.”
E. 𝑓(9) = 19, 27, 8. “I plugged 𝑥 = 9 into all three pieces of the function.”

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 Chapter 1: What Are Some Fundamental Functions?

3) Let 𝐸(𝑡) be the function that gives the enrollment at OSU in year 𝑡. For example, 𝐸(2008) = 20,167.

Year, 𝑡 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

OSU
20,167 27,040 22,364 24,114 25,372 26,628 28,196 29,084 29,911 31,904
Enrollment, 𝐸

a) Describe how OSU enrollment has changed over time.

b) How fast did the university enrollment grow, on average, over the years 2008 to 2017?

c) In b) you calculated the Average Rate of Change (ARC) of OSU Enrollment between 2008 and 2017. Use
function notation to write an expression for the ARC of OSU enrollment between 2008 and 2017.

d) Use function notation to write a formula for the ARC of OSU enrollment between any two years, 𝑡1 and 𝑡2 .

e) What are the units of the ARC?

f) How do these units relate to the input units and the output units of the enrollment function?

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College Algebra

Summary: Average Rate of Change

22
 Chapter 1: What Are Some Fundamental Functions?

1.4: Warm Up
Student Name:

1) The Exponential and Logarithmic Functions make up two more of the families we will study throughout this
course. Recall from your Families of Functions Reference Guide in Lesson 1.1, our Exponential parent
function is 𝑓(𝑥) = 𝑏 𝑥 , and the Logarithmic parent function is ℎ(𝑥) = log 𝑏 (𝑥).
1
a) Sketch “good enough” graphs of the base 2 and base 2 exponential functions 𝑓 and 𝑔.

1 𝑥
𝑓(𝑥) = 2𝑥 𝑔(𝑥) = (2)

1 𝑥
b) Describe how the functions 𝑓(𝑥) = 2𝑥 and 𝑔(𝑥) = (2) are similar to each other. What do you think
explains the similarities?

1 𝑥
c) Describe how the graphs of the functions 𝑓(𝑥) = 2𝑥 and 𝑔(𝑥) = (2) are different from one another.
What do you think explains the differences?

23
College Algebra
1
2) Next, consider the base 2 and base 2 logarithmic functions, ℎ(𝑥) = log 2 (𝑥) and 𝑘(𝑥) = log 1 (𝑥)
2

a) Sketch “good enough” graphs of ℎ and 𝑘.

ℎ(𝑥) = log 2 (𝑥) 𝑘(𝑥) = log 1 (𝑥)

2

b) Describe how the functions ℎ(𝑥) = log 2 (𝑥) and 𝑘(𝑥) = log 1 (𝑥) are similar to each other. What do you
2
think explains the similarities?

c) Describe how the graphs of the functions ℎ(𝑥) = log 2 (𝑥) and 𝑘(𝑥) = log 1 (𝑥) are different from one
2
another. What do you think explains the differences?

24
 Chapter 1: What Are Some Fundamental Functions?

1.4: Introduction to Exponential and Logarithmic

Functions
Learning Objectives
Together with your team:
• Use tables, equations, and graphs to explore the exponential and logarithmic parent
functions.
• Identify exponential and logarithmic functions, given their graphical, symbolic, or
numerical representations.
• For exponential and logarithmic functions, use a table or equation to evaluate the
function for a given input, and express the value using function notation (for
example, find 𝑓(8) for 𝑓(𝑥) = log 2 (𝑥)).
1) Using graphs and tables can help us further understand the end behavior of the Exponential Family and the
Logarithmic Family.

a) First, click the Desmos link below and open the folder for each
1 𝑥
function, 𝑓(𝑥) = 2𝑥 and 𝑔(𝑥) = ( ) . Examine the graphs and
2
tables.

https://www.desmos.com/calculator/vwzxrln9v0

b) From the Desmos tables, record the output values for the inputs
given in the table below.

𝑥 −10 −5 −4 −3 −2 −1 0 1 2 3 4 5 10

2𝑥

1 𝑥
( )
2

c) How do the function values 𝑓(𝑥) = 2𝑥 change, as 𝑥 becomes large and positive (i.e. increases without
any upper limit)?

d) How do the function values 𝑓(𝑥) = 2𝑥 change, as 𝑥 becomes large and negative (i.e. decreases without
any lower limit)?

1 𝑥
e) How do the function values 𝑔(𝑥) = ( ) change, as 𝑥 becomes large and positive (i.e. increases without
2
any upper limit)?

1 𝑥
f) How do the function values 𝑔(𝑥) = (2) change, as 𝑥 becomes large and negative (i.e. decreases without
any lower limit)?

25
College Algebra

1 𝑥
g) The end behavior of the functions 𝑓(𝑥) = 2𝑥 and 𝑔(𝑥) = (2) creates a horizontal asymptote. What is
the equation of the asymptote for both of these graphs? Explain.

Summary: 𝑓(𝑥) = 𝑏 𝑥
𝑏>1 0<𝑏<1

End behavior:

Equation of
asymptote:

Increasing/decreasing:

Positive/negative
function values:

𝑥-intercept:

𝑦-intercept:

26
 Chapter 1: What Are Some Fundamental Functions?

2) In the previous question, we saw that, as we increase 1 𝑥

the input values 𝑥 of an exponential function, the 𝑥 𝑓(𝑥) = 2𝑥 𝑔(𝑥) = ( ) 𝑙(𝑥) = 2𝑥
2
output values 𝑓(𝑥) = 𝑏 𝑥 :
• Increase, if 𝑏 > 1 and 1
−1 2
• Decrease, if 0 < 𝑏 < 1 2

We can also describe how fast a function increases or 0 1 1

decreases (as we did when we computed the ARC of
1
the OSU Enrollment function). For the sake of 1 2
comparison, let’s also include a linear function here. 2
1
2 4
a) Fill out the table at the right with the outputs for 4
the function 𝑙.
1
3 8
8
b) Describe how the outputs of 𝑓(𝑥) change, as 𝑥
increases by 1 unit. 1
4 16
16

c) Describe how the output values of 𝑔(𝑥) change, as 𝑥 increases by 1 unit.

d) Describe how the output values of 𝑙(𝑥) change, as 𝑥 increases by 1 unit.

e) How might you use a table to identify an exponential function?

f) How might you use a table to identify a linear function?

27
College Algebra
1
3) Two functions in the Logarithmic Family are the base 2 and base 2 logarithmic functions.

ℎ(𝑥) = log 2 (𝑥) and 𝑘(𝑥) = log 1 (𝑥)

2

Consider their tables in Desmos: https://www.desmos.com/calculator/d2ckalocvu

a) Record the output values of ℎ(𝑥) = log 2 (𝑥) and 𝑘(𝑥) = log 1 (𝑥) for the specified inputs in the following
2
table.

1 1 1 1 1
𝑥 −2 −1 0 1 2 4 8 16 32
32 16 8 4 2

log 2 (𝑥)

log 1 (𝑥)
2

b) How do the function values ℎ(𝑥) = log 2(𝑥) change, as 𝑥 becomes large and positive (i.e. increases
without any upper limit)?

c) How do the function values ℎ(𝑥) = log 2(𝑥) change, as 𝑥 becomes closer to 0?

d) How do the function values 𝑘(𝑥) = log 1 (𝑥) change, as 𝑥 becomes large and positive (i.e. increases
2
without any upper limit)?

e) How do the function values 𝑘(𝑥) = log 1 (𝑥) change, as 𝑥 becomes closer to 0?
2

28
 Chapter 1: What Are Some Fundamental Functions?

Summary: 𝑓(𝑥) = log 𝑏 (𝑥)

𝑏>1 0<𝑏<1

End behavior:

Equation of Asymptote:

Increasing/decreasing:

Positive/negative
function values:

𝑥-intercept:

𝑦-intercept:

29
College Algebra

Definitions: The Logarithmic Functions: Base 𝑏, Base 10, and Base 𝑒

The Base 𝑏
Logarithmic
Function

The Base 10
Logarithmic
Function
(Common Log)

The Common Log Function is used to model the Richter scale and Decibel.

The Base 𝑒
Logarithmic
Function Recall: 𝑒 is an irrational number (like π) that is used in real-world applications. For
(Natural Log) example, 𝑒 shows up in calculating the amount of money in a savings account with
continuously compounded interest.

𝑒 ≈______________________

4) Some students evaluated the following logarithmic expressions. Write a mathematical equation to justify
their answers.

a) log 7 (49) = 2

b) log 8 (1) = 0

30
 Chapter 1: What Are Some Fundamental Functions?

5) Let 𝑓(𝑥) = log 4 (𝑥). Evaluate 𝑓(1024).

6) Let 𝑔(𝑥) = log 6 (𝑥). Evaluate 𝑔(216) and show your reasoning.

7) Write a mathematical equation to justify the statement: ln(17) = 2.833

31
College Algebra

32
 Chapter 1: What Are Some Fundamental Functions?

1.5: Introduction to Polynomial Functions

Learning Objectives
Together with your team:
• Use tables, equations, and graphs to explore the polynomial parent functions.
• Identify polynomial functions given their symbolic representations.

Polynomials are one of the families of functions we’ll study throughout this course. Recall from Section 1.1, our
polynomial parent functions are: linear (𝑦 = 𝑥); quadratic (𝑦 = 𝑥 2 ); and cubic (𝑦 = 𝑥 3 ).

As we will see, the family of polynomial functions is built by adding or subtracting constant multiples of basic
parent functions like these.

1) First, go to www.Student.Desmos.com and enter the class code: ______________________________________

a) Screen 2: Record your two groups of functions. Sketch “good enough” graphs below.

Group 1 Group 2

b) Give your reasoning for grouping the functions the way you did. Write complete sentences.

33
College Algebra

2) Compare the equations, graphs, and tables of the functions shown in Group 1 below with those in Group 2.

Group 1: 𝑦 = 𝑥 2 , 𝑦 = 𝑥 4 , 𝑦 = 𝑥 6 , 𝑦 = 𝑥 8 , ... Group 2: 𝑦 = 𝑥, 𝑦 = 𝑥 3 , 𝑦 = 𝑥 5, 𝑦 = 𝑥 7 , ...

Group 1 Group 2

𝑥 𝑦 = 𝑥2 𝑥 𝑦 = 𝑥4 𝑥 𝑦=𝑥 𝑥 𝑦 = 𝑥3
−2 4 −2 16 −2 −2 −2 −8

−1 1 −1 1 −1 −1 −1 −1

0 0 0 0 0 0 0 0

1 1 1 1 1 1 1 1

2 4 2 16 2 2 2 8

𝑥 𝑦 = 𝑥6 𝑥 𝑦 = 𝑥8 𝑥 𝑦 = 𝑥5 𝑥 𝑦 = 𝑥7
−2 −32 −2 −128
−2 64 −2 256
−1 −1 −1 −1
−1 1 −1 1
0 0 0 0
0 0 0 0
1 1 1 1
1 1 1 1
2 32 2 128
2 64 2 256

a) List at least three differences between the functions in these two groups.

I.

II.

III.

34
 Chapter 1: What Are Some Fundamental Functions?

b) Using the equations justify why the differences you listed in a) exist.

Summary: Power functions of the form 𝑦 = 𝑥 𝑛 , where 𝑛 = 0, 1, 2, 3, 4, 5, 6, …

𝑛 even 𝑛 odd

End behavior:

Increasing/decreasing:

Positive/negative
function values:

𝑥-intercept:

𝑦-intercept:

35
College Algebra

By adding constant multiples of these basic polynomial functions (called monomials), we build the Polynomial
Family of functions.
1 4
3) For example, adding 7𝑥 2 , 3
𝑥 , and −5, gives us the polynomial function:
1
𝑓(𝑥) = 7𝑥 2 + 𝑥 4 − 5
3

a) 7𝑥 2 is a term of the polynomial function 𝑓. What are its other terms? _____________________________

1
b) The leading term of the polynomial function 𝑓 is 3 𝑥 4 . What do you think is meant by “leading term” of a
polynomial?

c) The degree of the polynomial function 𝑓 is 4. What do you think is meant by the “degree” of a
polynomial?

1
d) The leading coefficient of the polynomial function 𝑓 is . What do you think is meant by “leading
3
coefficient” of a polynomial?

Summary: Polynomial Function

A polynomial function consists of the sum of a finite number of terms, each of which is a product of a real
number coefficient, and a variable raised to a non-negative integer power; in other words, a polynomial
function is a sum of power functions of the form 𝑎𝑥 𝑛 where 𝑛 = 0, 1, 2, 3, … and 𝑎 is any real number.

Note: When 𝑛 = 0, we have: __________________________________________

36
 Chapter 1: What Are Some Fundamental Functions?

4) Next, identify the Polynomial Functions and Non-Polynomial Functions listed here. Sort them in the table
below. Be prepared to give reasons for your choices.

5 3
𝑤(𝑥) = 𝑥 4 − 7𝑥 + ℎ(𝑥) = 7 𝑑(𝑥) = 3𝑥 𝑙(𝑥) = −𝑥(𝑥 2 − 4) 𝑔(𝑥) = 𝑥 −1
3 𝑥
9𝑥 3 + 4𝑥 − 11 1
𝑎(𝑥) = 𝑠(𝑥) = 𝑥 8 𝑗(𝑥) = 𝑥 + √2 𝑛(𝑥) = √𝑥 2 + 4𝑥 + 1 𝑖(𝑥) = 6𝑥 3 + 𝑥
2

Examples of Polynomial Functions Examples of Non-Polynomial Functions

How would you explain the difference between a polynomial function and a non-polynomial function to a friend
who missed class today?

37
College Algebra

38
 Chapter 1: What Are Some Fundamental Functions?

1.6: Warm Up
Student Name:

1) The Rational Functions make up the final family we’ll consider in this chapter and continue to study
throughout this course. Recall from your Families of Functions Reference Guide in Section 1.1, our rational
1 1
parent functions are the reciprocal function, 𝑓(𝑥) = 𝑥, and the squared reciprocal function, 𝑔(𝑥) = 𝑥 2.

a) Sketch “good enough” graphs of the rational functions 𝑓 and 𝑔.

1 1
𝑓(𝑥) = 𝑔(𝑥) =
𝑥 𝑥2

1 1
b) Describe how the functions 𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = 𝑥 2 are similar to each other. What do you think
explains the similarities?

1 1
c) Describe how the graphs of the functions 𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = 𝑥 2 are different from one another. What
do you think explains the differences?

39
College Algebra

1.6: Introduction to Rational Functions

Learning Objectives
Together with your team:
• Use tables, equations, and graphs to explore the rational parent functions.
• Identify rational functions given their symbolic representations.

1) Using graphs and tables can help us further understand the asymptotic behavior of the reciprocal function
and the squared reciprocal function.
1 1
a) First, click the Desmos link below and open the folder for each function, 𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = 𝑥 2.
Examine the graphs and tables. Go ahead and play around, try more values in the table, zoom in and out.
You can always refresh the page to get back to the original graphs and tables.

https://www.desmos.com/calculator/wkx6dbij7g

b) From the Desmos tables, record the output values for the inputs given in the tables below.

𝑥 −1000 −100 −10 −1 𝑥 1 10 100 1000

1 1
𝑥 𝑥
1 1
𝑥2 𝑥2

1 1
c) Explain why the output values of 𝑓(𝑥) = are both positive and negative, while the outputs of 𝑔(𝑥) =
𝑥 𝑥2
are only positive.

1
d) How do the function values 𝑓(𝑥) = 𝑥 change, as 𝑥 becomes large and positive (i.e. increases without any
upper limit)?

1
e) How do the function values 𝑓(𝑥) = change, as 𝑥 becomes large and negative (i.e. decreases without
𝑥
any lower limit)?

1
f) How do the function values 𝑔(𝑥) = 𝑥 2 change, as 𝑥 becomes large and positive (i.e. increases without
any upper limit)?

1
g) How do the function values 𝑔(𝑥) = 𝑥 2 change, as 𝑥 becomes large and negative (i.e. decreases without
any lower limit)?

40
 Chapter 1: What Are Some Fundamental Functions?
1 1
h) Write what you think it means to say, “𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = 𝑥 2 each have a horizontal asymptote of
𝑦 = 0.”

1 1
2) In 1), we considered the end behavior of the rational functions 𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = 𝑥 2. End behavior refers
to what happens on the far left or far right side of a graph.

Here, let’s turn our attention to the local behavior of these functions. Local behavior refers to what happens
near the origin of the graph.
1 1
a) Click the Desmos link below and open the folder for each function, 𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = 𝑥 2 . Examine the
graphs and tables.

https://www.desmos.com/calculator/oa6sqychy1

b) From the Desmos tables, record the input values for the outputs given in the
tables below. 1
𝑥
𝑥
1000
1 100
c) How does the input value 𝑥 change, as 𝑓(𝑥) = becomes large and positive (i.e.
𝑥
increases without any upper limit)? 10
1

1
d) How does the input value 𝑥 change, as 𝑓(𝑥) = becomes large
𝑥
and negative (i.e. decreases without any lower limit)?

1
𝑥
𝑥
−1
−10
−100
−1000

41
College Algebra

e) From the Desmos tables, record the input values for the outputs given in the table below.

1
f) How does the input value 𝑥 change, as 𝑔(𝑥) = 2 becomes large and 1
𝑥 𝑥1 𝑥2
positive (i.e. increases without any upper limit)? 𝑥2
1,000,000
10,000
100
1

g) Why can we not ask the question, “How does the input value 𝑥
1
change, as 𝑔(𝑥) = 𝑥 2 becomes large and negative?”

1 1
h) Write what you think it means to say, “𝑓(𝑥) = and 𝑔(𝑥) = each have a vertical asymptote of 𝑥 = 0.”
𝑥 𝑥2

42
 Chapter 1: What Are Some Fundamental Functions?

1 1
Summary: Rational Parent Functions 𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = 𝑥 2
1 1
𝑓(𝑥) = 𝑔(𝑥) =
𝑥 𝑥2

End behavior:

Local Behavior:

Equations of
Asymptotes:

Increasing/decreasing:

Positive/negative
function values:

𝑥-intercept:

𝑦-intercept:

43
College Algebra

3) So far, we have been considering only rational parent functions. The table below shows functions that are in
the Family of Rational Functions and some that are not in that family.

Examples of Rational Functions Examples of NON-Rational Functions

𝑥2
o ℎ(𝑥) = 7+𝑥 4 √8𝑥
o 𝑚(𝑥) =
9𝑥−1
𝑥 2 +𝑥−9
o 𝑦= 5𝑥
7 o ℎ(𝑥) = 𝑥 3

o 𝑦 = 4𝑥 − 12 2
𝑥 3 +8
o 𝑦= 𝑥
(6𝑥−2)(𝑥−1)
o 𝑗(𝑥) =
(𝑥+5)2
5
o 𝑛(𝑥) = |𝑥|
o

Talk with your team and write down what you notice about rational functions. Give an example of a rational
function.

The definition of rational function we will use in this class:

44
Chapter Learning Objectives
Chapter 2
1. Given the graph of a relation,
determine whether the relation is a
function.
What Can We Learn from a
2. Given the graph of a function,
determine or estimate: Graph?
• Inputs and outputs and interpret
these in the context of a
situation.
• The domain and range of the Chapter Overview
function.
• The intervals of the domain In Chapter 2, we will see there are many questions we can answer
where the function is increasing about a function from its graphical representation, such as:
or decreasing.
• The intervals of the domain • What is its domain and range?
where the function is positive or • What are the intervals of the domain where the function is
negative. increasing, decreasing, or constant?
• Any extreme values, absolute • What are the 𝑥- and 𝑦-intercepts, if any?
and local, of the function. • What are intervals of the domain where the function is
• The 𝑥-intercepts (zeros, roots), positive or negative?
and their respective • What are the maximum and minimum values of the
multiplicities for polynomial function?
functions. • What is the end behavior of the function?
• The average rate of change of a
function over a given interval
and interpret in context,
specifying appropriate units.
3. Model a given situation graphically.
4. Write a narrative for a situation that
could be represented by a given
graph.
5. Give the equation of all vertical and
horizontal asymptotes of a graph.
6. Use arrow notation to describe the
end behavior of a function, given its
graph.

45
College Algebra

Chapter 2 Contents

Chapter Learning Objectives ............................................................................ 45

Chapter Overview ................................................................................................. 45

2.1: Interpreting Graphs .................................................................................... 47

2.2: Warm Up ......................................................................................................... 53

2.2: Features of a Graph ..................................................................................... 55

Reference Guide: Features of a Function from a Graph ....................... 59

2.3: Warm Up ......................................................................................................... 61

2.3: End Behavior and Zeros of Polynomial Functions......................... 62

2.4: Warm Up ......................................................................................................... 67

2.4: Vertical Asymptotes & Horizontal Asymptotes .............................. 68

46
 Chapter 2: What Can We Learn from a Graph?

2.1: Interpreting Graphs

Learning Objectives
Together with your team, given the graph of a function:
• Model a given situation graphically.
• Write a narrative for a given graph.
• Evaluate the function for a given input and interpret in the context of a situation.
• Represent and calculate the average rate of change of a function over a given
interval and interpret in context, specifying appropriate units.

1) This graph models the amount of money in a particular automatic teller machine (ATM) over a one-hour
period.

a) What was the initial amount of money in the ATM? Amount in an ATM

b) How many withdrawals occurred?

c) How is a withdrawal represented on the graph?

d) Describe what happened in the situation at 30 minutes.

e) What is the domain of this function?

2) This graph models Jon’s distance from his house as a function of time. Write a story that fits the graph.

47
College Algebra

3) Sasha was given the following problem by her College Algebra instructor:

PROBLEM: One Saturday, Josef realizes he left his laptop at work and decides to make a trip to his office to
retrieve the computer. The function graphed here models Josef’s total distance traveled over time.

Sketch what the graph may look like if Josef headed for home at 50 minutes.

a) Here is the graph Sasha drew: b) If not, what would your graph look like to
answer this question?

Do you agree with Sasha’s answer? Why or why Explain your reasoning for the graph you drew.
not?

48
 Chapter 2: What Can We Learn from a Graph?

4) A ball is thrown straight up in the air over the edge of a

hotel balcony. The height in feet of the ball after 𝑡 seconds
is given by the function ℎ(𝑡).

a) Draw the path that the ball takes.

b) Explain why the picture of the path of the ball is

different from the graph of ℎ.

c) Mark the point on the graph that shows the maximum height of the ball. Label this point A.

d) Mark the point on the graph that shows where the ball hit the ground. Label this point B.

e) Mark the point on the graph that shows the initial height of the ball, ℎ(0). Label this point C.

f) How many times will the ball be 20 feet above the ground (ℎ(𝑡) = 20)? Mark those points on the graph.

g) Estimate for how long the ball will be more than 20 feet above the ground.

h) How many times will the ball be 40 feet above the ground? Mark those points on the graph.

i) Explain why this parabola is graphed with endpoints, rather than arrows on each end.

49
College Algebra

5) Michael took a trip to visit his stepdad in Portland (110 miles away from his home). The graph below shows
the trip where his distance from home is a function of time. The total trip took him 2.25 hours.

a) Label the axes, including units, and the two coordinates given.

b) Give the graph a title.

c) Describe what is happening to Michael’s speed over time.

d) Determine Michael’s average speed for the whole trip.

e) How could you represent his average speed on the graph?

50
 Chapter 2: What Can We Learn from a Graph?

6) The Math Books Inc. publishing company is conducting a marketing analysis for releasing their titles as
eTextbooks. The graph of 𝑅(𝑥) below gives the projected revenue, 𝑅, as a function of the selling price, 𝑥, for
the eBook.

Projected Revenue from eTextbooks

a) Approximate the value of 𝑅(5). Include units.

Projected Revenue (millions of dollars), 𝑅(𝑥)

𝑅(5) =________________________

b) Interpret 𝑅(5) in the context of the situation.

c) What is the company’s maximum projected Selling Price per eBook (dollars), 𝑥
revenue? Include units.

d) Find the average rate of change of the projected revenue, 𝑅(𝑥), on the price interval [20, 25].

e) Interpret the average rate of change you calculated in d) in the context of this situation.

51
College Algebra

Summary: Average Rate of Change and Interpretation

52
 Chapter 2: What Can We Learn from a Graph?

2.2: Warm Up
Student Name:

1) For each relation graphed below, determine if it is a function.

a) Function: Yes No b) Function: Yes No

c) Function: Yes No d) Function: Yes No

2) In your own words, describe how to determine from a graph of a relation whether it is a function.

53
College Algebra

3) The water temperature in a particular outdoor swimming pool changes over time. The function 𝑦 = 𝐶(𝑡)
models the temperature in degrees Celsius of the pool 𝑡 hours after midnight on Sunday morning.

a) College Algebra students were asked to do the

following on a test:

Interpret the 𝑦-intercept of the function in

the context of this situation.

Which of the answers below should earn full

credit?

A. The 𝑦-intercept is 27.

B. At hour zero, the temperature was 27° Celsius.
C. The 𝑦-intercept is (0,27).
D. The temperature was 27° Celsius at midnight.
E. There is no 𝑦-intercept since the temperature
never hits 0° Celsius.

b) Determine over what time interval is the temperature in the pool getting warmer.

c) Describe what is happening with the pool’s temperature between 4am and 8am.

4) This graph models the speed of a school bus traveling along a portion of its afternoon route.

Write a narrative that fits the graph. Record each part of your story in the box for the corresponding
segment of the graph.

54
 Chapter 2: What Can We Learn from a Graph?

2.2: Features of a Graph

Learning Objectives
Together with your team, given the graph of a function:
• State the domain and range of the function.
• Determine the intervals of the domain where the function is increasing, decreasing,
or constant.
• Determine the intervals of the domain where the function is positive or negative.
• Determine any extreme values, absolute and local, of the function.

1) For each function graphed here, state its domain and range.

a) Domain:

Range:

b) Domain:

Range:

c) Domain:

Range:

2) With your team, explain how to determine the domain and range of a function from its graph.

55
College Algebra

3) Together with your team, use the graphs below to determine the difference between absolute extrema
(minima and maxima) and local extrema.
Absolute Maximum,
Not Local Maximum
Local Maximum

Absolute and Local

Not Local Minimum Minimum

Absolute and Local

Maximum

Local Maximum

Graph has No
G
Absolute Minimum

Local Minimum

4) Use the graph of 𝑔(𝑥) to determine the following features of the graph.

a) Estimate all the values at which 𝑔(𝑥) has a local

minimum.

b) Estimate all the local minimum values of 𝑔(𝑥).

56
 Chapter 2: What Can We Learn from a Graph?

5) Let 𝑓 be a continuous function. For each graph shown below, insert the appropriate symbol (>, <, or =) in
the blanks. Then, in your own words (using a single word or short phrase) describe the function on the
interval (𝑎, 𝑏).

When 𝑏 > 𝑎, 𝑓(𝑏)______ 𝑓(𝑎) When 𝑏 > 𝑎, 𝑓(𝑏)______ 𝑓(𝑎) When 𝑏 > 𝑎, 𝑓(𝑏)______ 𝑓(𝑎)

Word/Phrase: Word/Phrase: Word/Phrase:

6) Use the graph of 𝑔(𝑥) to determine the following features of the graph.

a) Determine intervals of the domain where 𝑔(𝑥) is

increasing.

b) Determine intervals of the domain where 𝑔(𝑥) is

decreasing.

57
College Algebra

7) Use the graph of 𝑓(𝑥) to answer the following questions.

a) Is the output of 𝑓(𝑥) positive or negative at 𝑥 = 0? In other

words, is 𝑓(0) positive or negative?

b) Is 𝑓(7) positive or negative?

c) Is 𝑓(−2) positive or negative?

d) Is 𝑓(−9) positive or negative?

e) Write a sentence stating what it means to say “𝑓(𝑥) ≥ 0”, in

terms of the graph.

f) Using the function 𝑓 graphed above, determine the intervals of the domain where 𝑓(𝑥) ≥ 0.

g) Explain how you used the graph of 𝑓(𝑥) to determine your answer to the previous question.

8) Use the graph of ℎ(𝑥) to answer the following questions.

a) Determine the intervals of the domain where

ℎ(𝑥) ≥ 0.

b) Determine the intervals of the domain where

ℎ(𝑥) > 0.

c) Summarize what you learned in a) and b).

d) Determine the intervals of the domain where ℎ(𝑥) ≤ 0.

58
 Chapter 2: What Can We Learn from a Graph?

Reference Guide: Features of a Function from a Graph

Feature of How to Determine from a Graph of 𝒚 = 𝒇(𝒙)
𝒚 = 𝒇(𝒙)

Domain Range

Find the set of all possible 𝑥- Find the set of all possible 𝑦-
Domain & Range
coordinates of points on the graph coordinates of points on the graph
(look from left to right) (look from bottom to top)

Zeros Positive Negative

Find the 𝑥-values Find the 𝑥-values
Zeros & Find the 𝑥-values where the
where the graph is where the graph is
Positive/Negative graph crosses or touches the
above the 𝑥-axis below the 𝑥-axis
𝑥-axis (𝑓(𝑥) = 0)
(𝑓(𝑥) > 0) (𝑓(𝑥) < 0)

Increasing Decreasing Constant

Intervals where 𝑓 is Find the 𝑥-values
Increasing/Decreasing/ Find the 𝑥-values where, as Find the 𝑥-values
where, as you move left
Constant you move left to right, the where, as you move left
to right, the graph is
graph rises to right, the graph falls
flat

Values at which 𝑓 has an Values at which 𝑓 has an

Local Minimum Local Maximum

Find the 𝑥-value(s) where 𝑓changes Find the 𝑥-value(s) where 𝑓changes
from decreasing to increasing from increasing to decreasing
Local (as you move left to right) (as you move left to right)
Extreme Values
A Local Minimum Value of 𝑓 A Local Maximum Value of 𝑓

Find the 𝑦-values where 𝑓changes from Find the 𝑦-values where 𝑓changes
decreasing to increasing from increasing to decreasing
(as you move left to right) (as you move left to right)

A Value at which 𝑓 has an A Value at which 𝑓 has an

Absolute Minimum Absolute Maximum

Find the 𝑥-coordinate of the lowest Find the 𝑥-coordinate of the highest
point on the graph of 𝑓 (if any) point on the graph of 𝑓 (if any)
Absolute
Extreme Values
An Absolute Minimum Value of 𝑓 An Absolute Maximum Value of 𝑓

Find the 𝑦-coordinate of the lowest Find the 𝑦-coordinate of the highest
point, if any, on the graph of 𝑓 point, if any, on the graph of 𝑓

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College Algebra

Reference Guide: Features of a Function from a Graph

Example

Feature of 𝒚 = 𝒇(𝒙) Feature on Graph of 𝒚 = 𝒇(𝒙)

Domain [−10, −9] ∪ (−8,9)

Range [−6,5]

𝑦-intercept (0, −4)

8
Zeros of the function − , 2, 8
3
Intervals of the domain where the function values 8
are positive (−8, − ) ∪ (2, 8)
3
Intervals of the domain where the function values 8
[−10, −9] ∪ (− , 2) ∪ (8,9)
are negative 3
Intervals of the domain where the function values
(−10, −9) ∪ (−8, −6) ∪ (0, 3)
are increasing
Intervals of the domain where the function values
(−6, 0) ∪ (7, 9)
are decreasing
Intervals of the domain where the function values
(3, 7)
are constant

Local maximum The function has a local max of 𝑦 = 5 at 𝑥 = −6

Local minimum The function has a local min of 𝑦 = −4 at 𝑥 = 0

Absolute maximum The function has an absolute max of 𝑦 = 5 at 𝑥 = −6

Absolute minimum The function has an absolute min of 𝑦 = 6 at 𝑥 = −10

60
 Chapter 2: What Can We Learn from a Graph?

2.3: Warm Up
Student Name:

1) Use the graph of 𝑓 to answer the following questions.

II I
𝑦 = 𝑓(𝑥)

III
IV

a) Which area on the graph represents, “as 𝑥 → ∞, 𝑓(𝑥) → −∞”?

I II III IV

b) Translate the mathematical statement given in part a) into an English sentence.

c) Use the graph of 𝑓 to complete the mathematical statement: As 𝑥 → −∞, 𝑓(𝑥) → _______

d) Which area on the graph of 𝑓 represents the statement you wrote in c)?

I II III IV

61
College Algebra

2.3: End Behavior and Zeros of Polynomial Functions

Learning Objectives
Together with your team, given the graph of a polynomial function,
• Determine its end behavior and represent it using arrow notation.
• Determine the 𝑥-intercepts (zeros, roots) and their respective multiplicities.

1) Use the graph to answer the following questions.

Which of the following correctly describes the end behavior of 𝑔(𝑥)

the graph of 𝑔(𝑥)?

A. As 𝑥 → −∞, 𝑔(𝑥) → −∞ and as 𝑥 → ∞, 𝑔(𝑥) → −∞

B. As 𝑥 → −∞, 𝑔(𝑥) → −∞ and as 𝑥 → ∞, 𝑔(𝑥) → ∞

C. As 𝑥 → −∞, 𝑔(𝑥) → ∞ and as 𝑥 → ∞, 𝑔(𝑥) → −∞

D. As 𝑥 → −∞, 𝑔(𝑥) → ∞ and as 𝑥 → ∞, 𝑔(𝑥) → ∞

2) The remainder of this lesson involves completing a Desmos Activity that will help you explore the different
possible end behavior that can occur with polynomial functions.
Go to https://student.desmos.com/ and enter the Class Code: __________________________________

a) Screen 2: Record one example from each of your two groups of functions. Sketch “good enough” graphs
below.

Group 1 Group 2

b) Screen 3: Give your reasoning for grouping the functions the way you did. Write complete sentences.

62
 Chapter 2: What Can We Learn from a Graph?

c) Screen 4: Record one example from each of your four groups of functions. Sketch “good enough” graphs
below.
Group 1 Group 2

Group 3 Group 4

d) Screen 5: Give your reasoning for grouping the functions the way you did. Write complete sentences.

Summary: End Behavior of a Polynomial Graph

As 𝑥 → −∞, 𝑓(𝑥) → −∞ and, as 𝑥 → ∞, 𝑓(𝑥) → −∞ As 𝑥 → −∞, 𝑓(𝑥) → ∞ and, as 𝑥 → ∞, 𝑓(𝑥) → ∞

As 𝑥 → −∞, 𝑓(𝑥) → ∞ and, as 𝑥 → ∞, 𝑓(𝑥) → −∞ As 𝑥 → −∞, 𝑓(𝑥) → −∞ and, as 𝑥 → ∞, 𝑓(𝑥) → ∞

63
College Algebra

Next, let’s consider the “local behavior” of the graph of a polynomial function, which includes the zeros of the
function.

3) The graph of the polynomial function 𝑓(𝑥) = 𝑥(𝑥 − 3)2 (𝑥 + 4)3 is given here. The function has three types
of zeros.

𝒙 = −𝟒 is a 𝒙 = 𝟑 is a
zero with multiplicity 3 zero with multiplicity 2

𝒙 = 𝟎 is a
zero with multiplicity 1

Describe the differences you see in the shape of the graph at the three zeros on the graph of 𝑓.

4) In the table below, for each type of zero, write a word or short phrase YOU would use to
describe/remember (say, for an exam) the different types of multiplicities.

Multiplicity of Zeros
A Zero with Multiplicity 1 A Zero with Even Multiplicity A Zero with Odd Multiplicity > 1

64
 Chapter 2: What Can We Learn from a Graph?

5) The polynomial function, 𝑘(𝑥), is graphed here. List all

the real zeros of the function, then circle whether the
multiplicity of each zero is 1, even, or odd > 1. Finally,
state the least possible multiplicity of each zero.

Zero Multiplicity Least Possible

(circle) Multiplicity

1 Even Odd > 1

1 Even Odd > 1

1 Even Odd> 1

6) Determine which graph(s) of the polynomial functions below have ALL of the following properties:

• A zero at 𝑥 = −3 with multiplicity 2, AND

• A zero at 𝑥 = 0 with multiplicity 1, AND
• A zero at 𝑥 = 5 with multiplicity 3.

A. B. C.

D. E.

65
College Algebra

66
 Chapter 2: What Can We Learn from a Graph?

2.4: Warm Up
Student Name:

1) A population of fish was introduced into Beaver Lake. The

Number of Fish, Thousands

number of fish (in thousands) 𝑡 years after introduction can be
modelled by the function 𝐹(𝑡), graphed here.

a) What happens to this population of fish in the long run?

b) How did you use the graph to determine your answer for
part a)?

Time, Years

Recall, in Chapter 1, we explored asymptotic behavior of the parent functions.

2) The following graphs of functions all have a horizontal asymptote.

Write what you think it means for a function to have a horizontal asymptote.

3) The following graphs of functions all have vertical asymptotes.

Write what you think it means for a function to have a vertical asymptote.

67
College Algebra

2.4: Vertical Asymptotes & Horizontal Asymptotes

Learning Objectives
Together with your team, given the graph of a function:
• Give the equation of all vertical and horizontal asymptotes.
• Use the graph to determine the end behavior of a function.

Summary: Horizontal Asymptotes and End Behavior

Horizontal Asymptotes Vertical Asymptotes

1) Write the equations of all the asymptotes (if any) for the following functions, and then complete the arrow
notation to describe the end behavior of the graph.
a)

As 𝑥 → −∞, 𝑔(𝑥) →________ and, as 𝑥 → ∞, 𝑔(𝑥) →_______

Vertical Asymptote: _____________

Horizontal Asymptote: _____________

b)

As 𝑥 → −∞, ℎ(𝑥) →________ and, as 𝑥 → ∞, ℎ(𝑥) →________

Vertical Asymptote: _____________

Horizontal Asymptote: _____________

68
 Chapter 2: What Can We Learn from a Graph?

c)

As 𝑥 → −∞, 𝑚(𝑥) →________ and as 𝑥 → ∞, 𝑚(𝑥) →_______

Vertical Asymptote: _________________

Horizontal Asymptote: _________________

d)

As 𝑥 → −∞, 𝑘(𝑥) →________ and, as 𝑥 → ∞, 𝑘(𝑥) →_____

Vertical Asymptotes: _________________

Horizontal Asymptote: _________________

2) Sketch a graph of a function 𝑓 with the following end behavior.

As 𝑥 → −∞, 𝑓(𝑥) → 0

As 𝑥 → ∞, 𝑓(𝑥) → ∞

69
College Algebra

70
Chapter Learning Objectives
Chapter 3
1. Recognize, symbolically and
graphically, vertical and horizontal
translations and reflections, vertical
How Do We Transform a
scaling, and combinations of those
transformations. Given Function?
2. Given a symbolic representation of a
function (i.e. an equation), apply
transformations to sketch a “good
enough” graph of the function. Chapter Overview
3. Analyze how the graphical and
symbolic representations of a By applying transformations, we can create new (but similar)
function and its transformations are functions from old ones. In this chapter, we will study the following
related. six transformations:
4. Use transformations to analyze the
symmetry of a function from either a • vertical and horizontal translations (shifts)
graphical or a symbolic • reflections (flips) about the 𝑥- and 𝑦-axes
representation. • vertical scaling (stretches and shrinks)
5. Use the graphical and/or symbolic
representations of a transformed We will use these transformations to connect the symbolic forms
function to model real-world with the graphical forms for each of our function families.
situations.
6. Use the equation of a transformed
parent function to determine
features of its graph, including: its
domain and range, its end behavior,
the minimum or maximum value on
the graph, the location of any
asymptotes—and interpret these
features in the context of a given
situation.
7. Determine whether a function has
even or odd symmetry.

Chapter Learning
Objectives
8. Recognize symbolically and
graphically vertical and horizontal
translations, reflections, and
combinations of those 71
transformations.
College Algebra

Chapter 3 Contents

Chapter Learning Objectives ............................................................................ 71

Chapter Overview ................................................................................................. 71

3.1: Warm Up ......................................................................................................... 73

3.1: Introduction to Transformations .......................................................... 74

3.2: Warm Up ......................................................................................................... 81

3.2: Order of Transformations & Symmetry ............................................. 82

Reference Guide: Transformations ................................................................ 85

3.3: Warm Up .......................................................................................................... 87

3.3: Applying Transformations ........................................................................ 88

72
 Chapter 3: How Do We Transform a Given Function?

3.1: Warm Up
Student Name:

1) Let 𝑦 = 𝑓(𝑥) be a function, and 𝑐 and 𝑑 be positive real numbers.

a) Fill in the blanks (Hint: to check your thinking, try using Desmos to look at a few example graphs.)

• The function 𝑗(𝑥) = 𝑓(𝑥) + 𝑐 shifts the graph of 𝑓(𝑥) _________________________ 𝑐 units.

• The function ℎ(𝑥) = 𝑓(𝑥) − 𝑑 shifts the graph of 𝑓(𝑥) _________________________ 𝑑 units.

b) Sketch two example graphs here. Also, include their

equations. 𝑦 = 𝑓(𝑥)

2) Let 𝑦 = 𝑔(𝑥) be a function, and 𝑐 and 𝑑 be positive real

numbers.
a) Fill in the blanks:

• The function 𝑘(𝑥) = 𝑔(𝑥 − 𝑐) shifts the graph of 𝑔(𝑥) _________________________ 𝑐 units.

• The function 𝑚(𝑥) = 𝑔(𝑥 + 𝑑) shifts the graph of 𝑔(𝑥) _________________________ 𝑑 units.

b) Sketch two example graphs here. Also, include their

𝑦 = 𝑔(𝑥)
equations.

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College Algebra

3.1: Introduction to Transformations

Learning Objectives
Together with your team:
• Recognize, symbolically and graphically, vertical and horizontal translations and
reflections, vertical scaling, and combinations of those transformations.
• Given a symbolic representation of a function (i.e. an equation), apply transformations
to sketch a “good enough” graph of the function.
• Analyze how the graphical and symbolic representations of a function and its
transformation are related.

This lesson involves completing a Desmos Activity that will help you explore some different types of function
transformations.
Go to https://student.desmos.com/ and enter the Class Code: __________________________________

As you complete the Desmos Activity, take notes of your observations. For each observation, record an example
(NOTE: an example should include both graphs and equations of functions that illustrate each type of
transformation.)

1) Desmos Activity Screens 3 and 4: Let 𝑦 = 𝑓(𝑥) be a function.

• The function 𝑔(𝑥) = −𝑓(𝑥) reflects the graph of 𝑓(𝑥) over the ________________________.

• The function ℎ(𝑥) = 𝑓(−𝑥) reflects the graph of 𝑓(𝑥) over the ________________________.

Sketch two example graphs here. Also, include their equations:

𝑦 = 𝑓(𝑥)

74
 Chapter 3: How Do We Transform a Given Function?

2) Desmos Activity Screens 6 and 7: Let 𝑦 = 𝑓(𝑥) be a function.

• If 𝑎 > 1, the function 𝑔(𝑥) = 𝑎𝑓(𝑥) is a _________________________________________, by a factor of 𝑎, of the graph

of 𝑓(𝑥).

• If 0 < 𝑏 < 1, the function ℎ(𝑥) = 𝑏𝑓(𝑥) is a _________________________________________, by a factor of 𝑏, of the

graph of 𝑓(𝑥).

• Choose specific values for 𝑎 and 𝑏 and record the values in the table below using your chosen values.

𝑥 𝑓(𝑥) 𝑎𝑓(𝑥) 𝑏𝑓(𝑥)

𝑎 = ______ 𝑏 = ______
𝑦 = 𝑓(𝑥)
−2

• Sketch graphs of 𝑦 = 𝑎𝑓(𝑥) and 𝑦 = 𝑏𝑓(𝑥) on the same axes as 𝑦 = 𝑓(𝑥) and label each with its
equation.

Apply what you learned in the Desmos Activity to complete the remaining graphing problems in this lesson.

3) Let 𝑔(𝑥) = log 2 (𝑥 + 5).

a) Begin by sketching a graph of the parent function

𝑓(𝑥) = log 2 (𝑥).

b) Label the coordinates of one point on the graph of

𝑓(𝑥) = log 2 (𝑥) and the equation of the asymptote.

c) On the same set of axes, sketch a graph of 𝑔. Label the

coordinates of one point on the graph of 𝑔 and the
equation of the asymptote.

75
College Algebra

4) Let 𝑓(𝑥) = √𝑥.

a) Fill in the blank with the correct function, ℎ(𝑥) = 𝑓(𝑥 + 1) + 2 =_____________________________.

b) List the transformations you need to apply to 𝑓(𝑥) to obtain the graph of ℎ(𝑥).

c) Sketch a “good enough” graph of ℎ(𝑥):

5) Let 𝑘(𝑥) = 2𝑥 .

a) Fill in the blank with the correct function, 𝑔(𝑥) = 𝑘(−𝑥) − 3 =_____________________________.

b) List the transformations you need to apply to 𝑘(𝑥) to obtain the graph of 𝑔(𝑥).

c) Sketch a “good enough” graph of 𝑔(𝑥).

76
 Chapter 3: How Do We Transform a Given Function?

6) The function 𝑦 = 𝑓(𝑥) is shown here. Let 𝑘(𝑥) = 𝑓(−𝑥).

a) Sketch the graph of 𝑘(𝑥) = 𝑓(−𝑥) on the same set of axes.

b) Fill in the table with points on the graph of 𝑘.

𝑓 𝑘
(−1, 1)

(0, −1)

(1, 2)

(3, 3)

7) The function 𝑦 = 𝑓(𝑥) is shown here. Let 𝑗(𝑥) = 𝑓(𝑥 − 3) − 4

a) Sketch the graph of 𝑗(𝑥) = 𝑓(𝑥 − 3) − 4 on the same set of axes.

b) Fill in the table with points on the graph of 𝑗.

𝑓 𝑗
(−1, 1)

(0, −1)

(1, 2)

(3, 3)

8) The function 𝑦 = 𝑓(𝑥) is shown here. Let 𝑚(𝑥) = −2𝑓(𝑥)

a) Sketch the graph of 𝑚(𝑥) = −2𝑓(𝑥) on the same set of axes.

b) Fill in the table with points on the graph of 𝑚.

𝑓 𝑚
(−1, 1)

(0, −1)

(1, 2)

(3, 3)

77
College Algebra

9) Use what you know about transformations to answer the following questions.

a) Which of the following transformations preserve the 𝑥-intercept(s) of the graph of the original function 𝑓
(i.e. do not move them)?

Select all that apply.

A. Reflection over the 𝑥-axis

B. Horizontal Shift

C. Vertical Scaling

D. Vertical Shift

E. Reflection over the 𝑦-axis

b) Explain your reasoning for the transformations you selected in a).

10) Use what you know about transformations to answer the following questions.

a) Which of the following transformations preserve the 𝑦-intercept of the graph of the original function 𝑓
(i.e. do not move it)? Select all that apply.

A. 𝑦 = 𝑓(𝑥 − 𝑐)

B. 𝑦 = 𝑓(𝑥) + 𝑑

C. 𝑦 = 𝑓(−𝑥)

D. 𝑦 = −𝑓(𝑥)

E. 𝑦 = 𝑎𝑓(𝑥)

Explain your reasoning for the transformations you selected in a).

78
 Chapter 3: How Do We Transform a Given Function?

Use what you know about transformations to answer questions 11) – 14). You may want to sketch “good
enough” graphs.

11) Which of the following functions have the same 12) Which of the following functions have the same
end behavior as 𝑚(𝑥) = 𝑥 2 ? Select all that apply. end behavior as 𝑛(𝑥) = −𝑥 2 ? Select all that
apply.
1
A. 𝑓(𝑥) = − 𝑥 2
2 1
A. 𝑓(𝑥) = − 2 𝑥 2
B. 𝑔(𝑥) = 9𝑥 6
B. 𝑔(𝑥) = 9𝑥 6
C. ℎ(𝑥) = −3𝑥 4

C. ℎ(𝑥) = −3𝑥 4
D. 𝑖(𝑥) = 2𝑥 5

D. 𝑖(𝑥) = 2𝑥 5
5
E. 𝑗(𝑥) = 3 𝑥 8
5
E. 𝑗(𝑥) = 3 𝑥 8
F. 𝑘(𝑥) = −4𝑥 7
F. 𝑘(𝑥) = −4𝑥 7

13) Which of the following functions have the same 14) Which of the following functions have the same
end behavior as 𝑝(𝑥) = 𝑥 3 ? Select all that apply. end behavior as 𝑞(𝑥) = −𝑥 3 ? Select all that
apply.
1
A. 𝑓(𝑥) = − 2 𝑥 2
1
A. 𝑓(𝑥) = − 2 𝑥 2
B. 𝑔(𝑥) = 9𝑥 6
B. 𝑔(𝑥) = 9𝑥 6
C. ℎ(𝑥) = −3𝑥 4

C. ℎ(𝑥) = −3𝑥 4
D. 𝑖(𝑥) = 2𝑥 5
D. 𝑖(𝑥) = 2𝑥 5
5 8
E. 𝑗(𝑥) = 3
𝑥
5
E. 𝑗(𝑥) = 𝑥 8
3
F. 𝑘(𝑥) = −4𝑥 7
F. 𝑘(𝑥) = −4𝑥 7

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College Algebra

Summary: End Behavior of 𝑓(𝑥) = 𝑎𝑥 𝑛 , where 𝑛 = 0, 1, 2, 3, 4, 5, 6, …

Degree, 𝒏
𝑛 Even 𝑛 Odd
𝑎 Positive
Coefficient, 𝒂

𝑎 Negative

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 Chapter 3: How Do We Transform a Given Function?

3.2: Warm Up
Student Name:

1) Let 𝑓 be the function defined by the coordinate point (4,1).

𝒇(𝒙)

a) Apply the following transformations to 𝑓 and b) Apply the following transformations to 𝑓 and
sketch the resulting new function: sketch the resulting new function:

• First, shift up three units. • First, reflect over the 𝑥-axis.

• Then, reflect over the 𝑥-axis. • Then, shift up three units.

c) What do you notice about the two graphs you drew?

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College Algebra

3.2: Order of Transformations & Symmetry

Learning Objectives
Together with your team:
• Analyze how the graphical and symbolic representations of a function and its
transformation are related.
• Use transformations to analyze the symmetry of a function from either a graphical or a
symbolic representation.

1) Let 𝑓(𝑥) = |𝑥|.

Suppose you are asked on an exam to sketch a graph of 𝑔(𝑥) = −𝑓(𝑥) + 3 = −|𝑥| + 3, but you have
forgotten the correct order to perform the two transformations. Explain how you will decide which graph
below is correct.

Shift the graph up three units, Reflect the graph over the 𝑥-axis,
then reflect the result over the 𝑥-axis? then shift the result up three units?

or…

Summary: Order of Transformations

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 Chapter 3: How Do We Transform a Given Function?

2) Let ℎ(𝑥) = 5(3)−𝑥 + 1.

a) List all the transformations applied to 𝑓(𝑥) = 3𝑥 to obtain the graph of ℎ(𝑥).

b) Does the order the transformations are applied to obtain ℎ(𝑥) of matter? Explain.

c) What is a possible correct order in which to graph the transformations?

3) Let 𝑓 and 𝑔 be functions where 𝑔(𝑥) = −2𝑓(𝑥 − 6) − 6.

a) The function 𝑔(𝑥) involves four transformations. In the table below:

• List the four transformations (in any correct order)
• State whether the transformation affects the input or the output value
• Describe how each point on the graph is changed by the transformation

Transformation Does it affect the Describe the numerical effect on the

input or output? coordinates of each point.

b) Use the information you recorded in a) to determine the coordinates of the point on the graph of 𝑔 given
that the point (−1, 7) lies on the graph of a function 𝑓.

4) Given that the point (3, −10) lies on the graph of a function 𝑘, what point must be on the graph of ℎ where
ℎ(𝑥) = 𝑘(𝑥 − 4) + 2?

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College Algebra

5) Circle all the parent functions that have even symmetry (are symmetric about the 𝑦-axis) and underline all
the parent functions that have odd symmetry (are symmetric about the origin).

A. 𝑓(𝑥) = 𝑥

B. 𝑓(𝑥) = 𝑥 2

C. 𝑓(𝑥) = 𝑥 3

D. 𝑓(𝑥) = √𝑥

3
E. 𝑓(𝑥) = √𝑥

1
F. 𝑓(𝑥) = 𝑥

1
G. 𝑓(𝑥) = 𝑥 2

H. 𝑓(𝑥) = 2𝑥

I. 𝑓(𝑥) = log 0.5(𝑥)

J. 𝑓(𝑥) = |𝑥|

Summary: Graphical Symmetry

Even Symmetry (symmetric about the 𝑦-axis) Odd Symmetry (symmetric about the origin)

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 Chapter 3: How Do We Transform a Given Function?

Reference Guide: Transformations

Vertical Transformations affect the OUTPUT

Transformation Visual Effect Formula Numerical effect

Translation up by 𝑘 𝑓(𝑥) + 𝑘 Outputs increased by 𝑘

Vertical translations
(shifts)
Translation down by 𝑘 𝑓(𝑥) − 𝑘 Outputs decreased by 𝑘

Vertical stretch for 𝑘 > 1 𝑘 ⋅ 𝑓(𝑥) Outputs multiplied by 𝑘

Vertical scaling
(stretches and shrinks) Vertical shrink for
𝑘 ⋅ 𝑓(𝑥) Outputs multiplied by 𝑘
0<𝑘<1

Vertical reflection Flip over the 𝑥-axis −1 ⋅ 𝑓(𝑥) Outputs multiplied by −1

Horizontal Transformations affect the INPUT

Transformation Visual Effect Formula Numerical effect

Translation right by 𝑘 𝑓(𝑥 − 𝑘) Inputs increase by 𝑘

Horizontal translations
(shifts)
Translation left by 𝑘 𝑓(𝑥 + 𝑘) Inputs decrease by 𝑘

Horizontal scaling
We will not cover this type of transformation in this class!
(stretches and shrinks)

Horizontal reflection Flip over the 𝑦-axis 𝑓(−𝑥) Inputs multiplied by −1

Combining Transformations

Combination of vertical transformations of the form Combinations of horizontal and vertical

𝑎𝑓(𝑥) + 𝑘 transformations are independent.
• First, vertically stretch by 𝑎. • It does not matter whether horizontal or
• Then, vertically shift by 𝑘. vertical transformations are performed
first.

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 Chapter 3: How Do We Transform a Given Function?

3.3: Warm Up
Student Name:

1) Shala walks to school along the same route every morning Shala’s Total Distance
and the total distance she usually travels is shown in the Traveled
graph. She usually leaves her house at 8am, however
yesterday she left 30 minutes later than normal.

a) Sketch a graph of Shala’s total distance traveled to

school yesterday.

b) Write the symbolic form of the graph you drew as a

transformation of 𝑑.

2
2) Omar was asked to find the domain and range of 𝑓(𝑥) = 𝑥+3 − 4 so, he sketched a “good enough” graph.

a) Do you think Omar’s graph is “good enough” for his task? Why or
why not?

b) Help Omar determine the domain and range of 𝑓(𝑥).

Domain: ___________________________

Range: _____________________________

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College Algebra

3.3: Applying Transformations

Learning Objectives
Together with your team:
• Use the graphical and/or symbolic representations of a transformed function to
model real-world situations.
• Use the equation of a transformed parent function to determine features of its
graph, including: its domain and range, its end behavior, the minimum or maximum
value on the graph, the location of any asymptotes—and interpret these features in
the context of a given situation.

1) Let 𝑘(𝑥) = 3(𝑥 − 4)2 + 6.

a) Determine the domain and range of the function 𝑘.

Domain: _____________________________________ Range: _____________________________________

b) Determine the end behavior of 𝑘(𝑥) and finish the arrow notation below.

As 𝑥 → −∞, 𝑘(𝑥) →_________ and as 𝑥 → ∞, 𝑘(𝑥) →__________.

c) What is the minimum value of the function 𝑘(𝑥)? Where does the minimum value occur?

Min. value of 𝑘(𝑥) =__________ Min. value occurs at 𝑥 =__________

d) Did you sketch a “good enough” graph to answer the question in a) – c) above? If so, explain how you
used it to answer the questions. If not, explain how a graph could be useful for checking your answers to
the problems in a) – c).

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 Chapter 3: How Do We Transform a Given Function?

2) Determine the domain and range of each of the functions given in a) and b) below. (Hint: think about the
graph of the given function compared to the graph of its parent function.)

a) 𝑗(𝑥) = √𝑥 − 5

Domain: _____________________________________ Range: _____________________________________

3
b) 𝑘(𝑥) = √𝑥 − 5.

Domain: _____________________________________ Range: ____________________________________

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College Algebra

3) Let 𝑓(𝑥) = 2 ln(𝑥 + 5) + 1.

Determine the domain and range of 𝑓.

Domain: _____________________________________

Range: _______________________________________

1
4) Consider the function ℎ(𝑥) = 𝑥+3 + 5.

a) Determine the end behavior of ℎ and finish the arrow notation below.

As 𝑥 → −∞, ℎ(𝑥) →_________ and as 𝑥 → ∞, ℎ(𝑥) →________.

b) Determine the domain and range of the function ℎ.

Domain: _____________________________________ Range: _______________________________________

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 Chapter 3: How Do We Transform a Given Function?

5) Fiona was walking at a constant rate. The function 𝐷(𝑡) = −3|𝑡 − 2| + 6 gives her distance, in miles, from
home after 𝑡 hours.

a) Sketch a graph of 𝐷(𝑡).

b) What is the farthest distance that Fiona gets from home?

c) When is Fiona farthest from home?

d) Determine the time interval(s) when Fiona is heading away from home.

e) Interpret the maximum value of the absolute value graph in the context of this situation. Write your
answer in a complete sentence.

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College Algebra

92
 Chapter 4
Chapter Learning Objectives

1. Use a given equation of a function to

What Can We Learn from an
determine its:
 domain,
Equation?
 𝑥-intercepts (zeros), and
 𝑦-intercept.
2. Given an equation of a function, use
it to calculate the average rate of Chapter Overview
change of the function over a
specified interval. In Chapter 2, we saw how to analyze a function by interpreting
3. Interpret the average rate of change various features of its graph. Here in Chapter 4, we will turn our
of a function in context. attention to the symbolic representation (equation) of a function,
4. Determine the end behavior of a using equations to determine:
function (numerically for any
function, and for polynomial  𝑥-and 𝑦-intercepts
functions, using the leading term).  domain and range
5. Use the graph or equation of the  intervals of the domain where the function values are
best-fit trend line to model a real- positive and negative
world data set and use it to predict  end behavior (numerically)
values not in the data set.  its average rate of change over an interval
6. Interpret function values in the
context of a given situation. For polynomial functions, we will also look for connections
between the standard and factored form of polynomial equations
and their zeros and multiplicities, and their end behavior.

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College Algebra

Chapter 4 Contents

Chapter Learning Objectives ............................................................................ 93

Chapter Overview ................................................................................................. 93

4.1: Warm Up ......................................................................................................... 95

4.1: Features of a Function from an Equation .......................................... 96

4.2: Warm Up ...................................................................................................... 103

4.2: Average Rate of Change from an Equation .................................... 104

4.3: Modeling Real-World Data ................................................................... 107

4.4: Warm Up ...................................................................................................... 113

4.4: End Behavior of a Polynomial from an Equation ........................ 114

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 Chapter 4: What Can We Learn from an Equation?

4.1: Warm Up
Student Name:

1) Consider the following definition.

The zeros of a function are the inputs that have an output of 0.

What are some other terms you have heard that have the same or similar meaning as “zero?”

−3𝑥+5
2) Let ℎ(𝑥) = 8
.

a) Write an equation that would help you solve ℎ(𝑥) = 0.

b) What are the 𝑥-intercept(s) of ℎ(𝑥)?

c) If you want to find the value of ℎ(0), how is that process different from the one you did in part b) above?

d) Determine the value of the function ℎ when 𝑥 = 0. Is the function positive or negative?

e) How can you find the 𝑦-intercept of any function, given its equation?

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College Algebra

4.1: Features of a Function from an Equation

Learning Objectives
Together with your team, use a given equation of a function to:
 Determine its domain, 𝑥-intercepts (zeros), 𝑦-intercept, and whether it is positive or
negative at a given value.
 State the domain and range of a radical function given an equation.
 Identify inputs and outputs and interpret these in the context of a situation.

1) Use the equation of each function given below to determine its 𝑦-intercept, if it exists. If the function has no
𝑦-intercept, explain how you used the equation to determine this.

1 c) 𝑘(𝑥) = log 5 (𝑥 − 5)
a) 𝑗(𝑥) = 3 (𝑥 − 2) (𝑥 + 5) b) 𝑤(𝑥) = √3𝑥 + 4

2) For the functions 𝑗(𝑥) and 𝑤(𝑥) given in the problem above, state whether the function is positive or
negative at 𝑥 = 0. Circle your answers.

𝑗(𝑥) is positive/negative at 𝑥 = 0.

𝑤(𝑥) is positive/negative at 𝑥 = 0.

3) Use the equation of each function given below to determine its 𝑥-intercept(s), if possible. If not possible,
explain why.

1
a) 𝑗(𝑥) = 3 (𝑥 − 2) (𝑥 + 5) b) 𝑤(𝑥) = √3𝑥 + 4

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 Chapter 4: What Can We Learn from an Equation?

c) 𝑓(𝑥) = −4𝑥 2 + 6𝑥 − 1 3
d) 𝑘(𝑥) = 𝑥 + 5

Summary: 𝑥-intercepts and 𝑦-intercepts from the equation of a function

𝑥-intercepts 𝑦-intercepts

Zero Product Property:

4) A group of students is working together on the following problem.

Solve 𝑓(𝑥) = 0 where 𝑓(𝑥) = 4𝑥(𝑥 − 2)(𝑥 + 3)2

Which of the students’ ideas below are correct? Explain.

A. Plug in 𝑥 = 0 to get 4(0)(0 − 2)(0 + 3)2 = 0(−2)(3)2 = 0.

B. Solve 0 = 4𝑥(𝑥 − 2)(𝑥 + 3)2 , so we can set each factor equal to zero, like this: 4𝑥 = 0, 𝑥 − 2 = 0, and
𝑥 + 3 = 0.
C. 4𝑥(𝑥 − 2)(𝑥 + 3)2 will equal zero if we plug in 𝑥 = 0, 2, or −3.

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College Algebra

5) A College Algebra instructor assigned a different function to each of the following students and asked them
to determine its domain, using only the given equation (i.e. not a graph).

Use the idea presented by each student to find the domain of each function. Write your answer in interval
notation.
8
a) 𝑘(𝑥) = (𝑥−1)(𝑥+2) b) 𝑤(𝑥) = √−9 − 𝑥

“The stuff under the radical sign has to be 0

“I know I can’t divide by 0, so the bottom of
or bigger, so I need to figure out what values
the fraction can’t be 0.”
of 𝑥 make −9 − 𝑥 bigger than or equal to 0.”

c) 𝑔(𝑥) = log(3𝑥 2 + 5) 1
d) 𝑗(𝑥) = 3 (𝑥 − 2) (𝑥 + 5)

“The input of a log has to be positive, so I

“If I multiply this out, I get a quadratic
just need to figure out what makes 3𝑥 2 + 5
function, and I already know the domain of
greater than zero.”
a quadratic function.”

Summary: Domain of a Function from an Equation

Rational Functions Logarithmic Functions Square Root Functions

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 Chapter 4: What Can We Learn from an Equation?
𝑥
6) Let 𝑓(𝑥) = 1 and 𝑔(𝑥) = 𝑥.

a) Are 𝑓 and 𝑔 the same function? If so, explain why. If not, what is the difference?

b) What does it mean for two functions to be the same?

7) Together with your team, determine the domain of the following functions.
3
a) 𝑓(𝑥) = √3𝑥 + 3

4
b) 𝑔(𝑥) = √3𝑥 + 3

5
c) ℎ(𝑥) = √3𝑥 + 3

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College Algebra

Summary: Domains of Higher Root Functions

8) Find the domains of the functions 𝑓 and 𝑔 below.

4 3
𝑓(𝑥) = √9 − 𝑥 𝑔(𝑥) = √9 − 𝑥

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 Chapter 4: What Can We Learn from an Equation?

9) For each piecewise-defined function given below, graph its domain on a number line and write the domain
in interval notation. Two of these are done for you.

Piecewise Function Domain Domain

on a Number Line in interval notation

a)

3𝑥 − 2 if 𝑥 ≤ −3
𝑓(𝑥) = {
7 if 5 < 𝑥 < 9

b)
𝑥
if 𝑥 = −2
𝑔(𝑥) = {2
6 if 𝑥 ≠ −2

c)
[−6, ∞)
−2 + 𝑥 if −6 ≤ 𝑥 < −2
ℎ(𝑥) = {
3 + 𝑥 2 if 𝑥 ≥ −2

d)

−2𝑥 + 4 if 𝑥 < −2
𝑘(𝑥) = {𝑥 2 + 1 if −2 ≤ 𝑥 ≤ 6
√𝑥 + 3 if 7 < 𝑥 ≤ 22

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College Algebra

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 Chapter 4: What Can We Learn from an Equation?

4.2: Warm Up
Student Name:

1) Let 𝑓(𝑥) be a function with the coordinate points (𝑎, 𝑓(𝑎)) and (𝑏, 𝑓(𝑏)). What is the ARC of the function
between 𝑥 = 𝑎 and 𝑥 = 𝑏?

2) What is the average rate of change of ℎ(𝑥) = −2𝑥 3 + 3𝑥 2 from 𝑥 = −1 to 𝑥 = 0?

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College Algebra

4.2: Average Rate of Change from an Equation

Learning Objectives
Together with your team, use a given equation of a function to:
 Calculate the average rate of change of the function over a specified interval.
 Interpret the ARC of a function in context.

1) Barry Allen is about to start college. When he was born, his grandparents opened a college
savings account (no more deposits were made after the initial investment). Barry will use
money from this account to pay college expenses. The amount of money in the account after
𝑡 years is given by the function 𝐴(𝑡), for 0 ≤ 𝑡 ≤ 18.

𝐴(𝑡) = 5000𝑒 0.03𝑡

a) Use the equation to determine the ARC of the account balance over the time when Barry was 1 year old
to 5 years old.

b) Write a sentence interpreting your answer to a) in the context of the situation.

c) Determine the ARC of 𝐴(𝑡) between 𝑡 = 15 and 𝑡 = 18.

d) What do you notice about the average rate of change when Barry is younger compared to when he’s
older? Given what you know about interest rates and bank accounts, do you think this make sense?
Explain your thinking.

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 Chapter 4: What Can We Learn from an Equation?

2) Let 𝑑(𝑡) be the total distance in meters that Lauren has travelled after 𝑡 minutes, where:

𝑡2 0 ≤ 𝑡 ≤ 10
𝑑(𝑡) = { 100 10 < 𝑡 ≤ 12
𝑡 + 88 12 < 𝑡 ≤ 20

a) Calculate the ARC of the function 𝑑 on the interval from 𝑡 = 5 to 𝑡 = 17.

b) Write a sentence interpreting your answer to a) in the context of the situation.

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College Algebra

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 Chapter 4: What Can We Learn from an Equation?

4.3: Modeling Real-World Data

Learning Objectives
Together with your team:
 Use the best-fit model from Microsoft Excel to model a real-world data set and use it
to predict values not in the data set.
 Use a given equation of a function to interpret function values in the context of a
given situation.
 Use the graph or equation of the best-fit trend line to model a real-world data set
and use it to predict values not in the data set.

With your team to consider data about the U.S. gender wage gap, provided by the Organization for Economic Co-
operation and Development (OECD).
Table 1

Year U.S. Gender Wage Gap

At their website, OECD provides data for the gender wage gap (see
Table 1). The data in Table 1 defines a function, that takes the years
1973 38.11%
from 1973 to 2016 as input and gives the gender wage gap for that
year as output. 1974 39.1%

1975 37.63%

We will use the following definition of Gender Wage Gap: 1976 37.76%
The difference between men’s and women’s median earnings as 1977 38.22%
a percentage of men’s median earnings.
1978 38.97%

1979 37.64%
1) The data point (1973, 38.11%) tells us, in 1973 the gender wage
gap was 38.11%; that is, the median earnings for women was 1980 36.55%
38.11% less than the median earnings for men.
…
a) Explain what the data point (2016, 18.1%) tells you about the
2009 19.78%
situation.
2010 18.81%

2011 17.79%

2012 19.09%

2013 17.91%

2014 17.45%

2015 18.88%

2016 18.1%
https://data.oecd.org/earnwage/gender-
wage-gap.htm
(accessed 26 May 2018)

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College Algebra

b) Graph A shows the gender wage gap data from 1973 to 2016. Title the graph and give an appropriate
label to each axis.

Graph A

50

40

30

20

10

0
1970 1980 1990 2000 2010 2020

c) Based on the scatterplot, what can you conclude about the Gender Wage Gap (GWG) over time? Explain.

d) We could represent the GWG with an equation, as follows:

Median Men′ s Earnings − Median Women′ s Earnings

Gender Wage Gap =
Men′ s Median Earnings

Write a sentence explaining what it would mean to say the Gender Wage Gap is 0%.

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 Chapter 4: What Can We Learn from an Equation?

Using a spreadsheet program, such as Microsoft Excel or Google Sheets, we can find a ‘best fit’ model for a set of
data. Graphs B, C, and D show three different best-fit models for the gender wage gap data, given by MS Excel.
(Note: Year 0 corresponds to 1973 and Year 43 corresponds to 2016.)

Graph B
U.S. Gender Wage Gap
1973 to 2016

Percent difference between median

earnings for men and women
45
40
35
30
25
20
15 y = -0.556x + 38.755
10 R² = 0.947
5
0
0 5 10 15 20 25 30 35 40 45
Year
(0 is 1973 and 43 is 2016)

U.S. Gender Wage Gap Graph C

1973 to 2016
Percent difference between median

45
earnings for men and women

40
35
30
25
20
15 y = 0.008x2 - 0.910x + 41.233
10 R² = 0.973
5
0
0 5 10 15 20 25 30 35 40 45
Year
(0 is 1973 and 43 is 2016)

U.S. Gender Wage Gap Graph D

1973 to 2016
Percent difference between median
earnings for men and women

45
40
35
30
25
20
y = 40.382e-0.021x
15
10 R² = 0.966
5
0
0 5 10 15 20 25 30 35 40 45
Year
(0 is 1973 and 43 is 2016)

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College Algebra

2) For each model, name the function family.

Model B: __________________________ Model C: __________________________ Model D: ___________________________

3) According to each model, what was the Gender Wage Gap in 1973? For your convenience, the models are
given here.

Model Equation GWG in 1973

B 𝑓(𝑥) = −0.556𝑥 + 38.755

C 𝑔(𝑥) = 0.008𝑥 2 − 0.910𝑥 + 41.233

D ℎ(𝑥) = 40.382𝑒 −0.021𝑥

4) The R2 value is a statistical measure that indicates whether a model is a good fit for a dataset. The closer the
R2 value is to 1, the better the fit.
Which of the models in do you think is a good fit for the gender wage gap data? Explain.

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 Chapter 4: What Can We Learn from an Equation?

5) Because all three models are a good fit for the recent historical data, we need to think about which one is
likely best for predicting future values of the gender wage gap.

a) Discuss with your team the end behavior of each model and explain how the end behavior is related to
the context of this situation. Hint: It may help to draw a sketch of each graph, that shows future years.

b) Which of the three best-fit models (linear, quadratic, or exponential) would you choose to model these
data? Explain the reasons for your choice.

c) Using your chosen best fit model from b) above, what is the predicted gender wage gap in the year
2025? For convenience, the three equations are given again here.

Graph B 𝑓(𝑥) = −0.556𝑥 + 38.755

Graph C 𝑔(𝑥) = 0.008𝑥 2 − 0.910𝑥 + 41.233

Graph D ℎ(𝑥) = 40.382𝑒 −0.021𝑥

d) Using your chosen best fit model from b) above, in what year do you predict median earnings for women
will be equal to median earnings for men? Explain.

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 Chapter 4: What Can We Learn from an Equation?

4.4: Warm Up
Student Name:

Recall from Chapter 1, a polynomial function consists of the sum of a finite number of terms, each of which is a
product of a real number coefficient, and a variable raised to a non-negative integer power; in other words, a
polynomial function is a sum of power functions of the form 𝑎𝑥 𝑛 where 𝑛 = 0, 1, 2, 3, … and 𝑎 is any real
number.

1) Let 𝑔 be the function given by the equation 𝑔(𝑥) = −4(3𝑥 + 5)(4𝑥 − 2).

a) For the polynomial function, 𝑔(𝑥) = −4(3𝑥 + 5)(4𝑥 − 2) what is the leading term?

b) For the polynomial function, 𝑔(𝑥) = −4(3𝑥 + 5)(4𝑥 − 2) what is the leading coefficient?

c) For the polynomial function, 𝑔(𝑥) = −4(3𝑥 + 5)(4𝑥 − 2) what is the degree?

1
2) Give an example of a polynomial function with degree 4 and leading coefficient − 2.

Use what you know about polynomial functions and transformations (see Lesson 3.1) to answer the following
question.

3) Which of the following has the same end behavior as 𝑓(𝑥) = 9𝑥 8 ? Select all that apply.

A. 𝑚(𝑥) = 6𝑥 5

B. ℎ(𝑥) = 7𝑥

C. 𝑗(𝑥) = 4𝑥 2

D. 𝑘(𝑥) = 91𝑥 14

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College Algebra

4.4: End Behavior of a Polynomial from an Equation

Learning Objectives
Together with your team, use a given equation of a function to:
 Determine its end behavior (numerically for any function, and for polynomial
functions, using the leading term).

1) Consider this table for the polynomial function 𝑥 𝑝(𝑥) = 6𝑥 5 + 7𝑥 + 3𝑥 2 + 9𝑥 8

𝑝(𝑥) = 6𝑥 5 + 7𝑥 + 3𝑥 2 + 9𝑥 8 . 1 25
10 900,600,370
a) How does the value of 𝑝(𝑥) change as 𝑥 becomes large 100 90,000,060,000,030,700
and positive? 1000 9,000,000,006,000,000,003,007,000

b) Which term in the polynomial contributes most to the value of 𝑝(𝑥), for these large values of 𝑥?

c) What is the end behavior of 𝑝(𝑥) = 6𝑥 5 + 7𝑥 + 3𝑥 2 + 9𝑥 8 (make sure to also consider how the value of
𝑝(𝑥) changes as 𝑥 become large and negative)? Complete the arrow notation.

As 𝑥 → −∞, 𝑝(𝑥) → ________ and as 𝑥 → ∞, 𝑝(𝑥) → _________

2) Use the following Desmos link to explore how the leading term determines the end behavior of a
polynomial:
https://www.desmos.com/calculator/jzb4eycolq

a) Which of the following functions has the same end behavior as 𝑝(𝑥) = 2𝑥 3 − 6𝑥 2 + 2𝑥 + 3? Select all
that apply.

A. 𝑎(𝑥) = 13𝑥 5 − 2𝑥 2 + 𝑥 − 11

B. 𝑏(𝑥) = 2𝑥 3 + 𝑥 − 11 − 6𝑥 4

C. 𝑐(𝑥) = −17𝑥 2 + 3𝑥
1 3 1
D. 𝑑(𝑥) = − 4 𝑥 5 − 4 𝑥 3 + 4

E. 𝑒(𝑥) = 15𝑥 9

F. 𝑓(𝑥) = 2𝑥 2 + 𝑥 − 1

b) Explain the selections you made in a).

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 Chapter 4: What Can We Learn from an Equation?

Summary: End Behavior of a Polynomial Function with Leading term 𝑎𝑥 𝑛

Degree, 𝒏
𝑎 Positive 𝑛 Even 𝑛 Odd
Leading Coefficient, 𝒂

𝑎 Negative

3) Determine the degree, leading coefficient, and end behavior of the following polynomial functions.

a) 𝑓(𝑥) = −2𝑥 2 (𝑥 − 1)(𝑥 + 2) = −2𝑥 4 + 2𝑥 3 − 4𝑥 2

End Behavior: As 𝑥 → −∞, 𝑓(𝑥) → ________ and as 𝑥 → ∞, 𝑓(𝑥) → _________

b) 𝑔(𝑥) = 4(𝑥 + 2)2 (𝑥 − 1)3 = 4𝑥 5 + 4𝑥 4 − 20𝑥 3 − 4𝑥 2 + 32𝑥 − 16

End Behavior: As 𝑥 → −∞, 𝑔(𝑥) → ________ and as 𝑥 → ∞, 𝑔(𝑥) → _________

c) ℎ(𝑥) = −(𝑥 + 2)2 (𝑥 − 1)5 Hint: It is not necessary to multiply this out.

Degree: ___________ Leading coefficient: ____________

End Behavior: As 𝑥 → −∞, ℎ(𝑥) → ________ and as 𝑥 → ∞, ℎ(𝑥) → _________

d) 𝑘(𝑥) = (−4𝑥 3 + 1)2

Degree: ___________ Leading coefficient: ____________

End Behavior: As 𝑥 → −∞, 𝑘(𝑥) → ________ and as 𝑥 → ∞, 𝑘(𝑥) → _________

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116
Chapter Learning Objectives

1. Relate the attributes of the equation

of a quadratic function to Chapter 5
corresponding features of the graph
of the function and interpret in
context, using either:
How are Different
 standard form
(𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐)
 factored form,
Representations of
 vertex form
2. Convert between all three forms of Functions Connected?
the equation for a quadratic
function.
3. Relate the attributes of the equation
of a polynomial function, given in Chapter Overview
either standard form or factored
form, to the corresponding In Chapter 5, we will explore the connections between the various
attributes of the graph of the ways of representing functions: equations, tables, and graphs of
function. the same function. For example, we will use a graph or a table to
4. Use either a graph or the equation of write the equation of a function. Additionally, we will study the
a polynomial function to identify the different forms that a polynomial equation can take (standard
zeros of the function and their form, factored form, etc.) and consider how each form is useful for
multiplicities. answering different types of questions.
5. Determine the degree of a
polynomial function from a symbolic
representation and the minimum
possible degree from a graphical
representation of a polynomial
function, and use both
representations to determine the
end behavior of the function.
6. Sketch “good enough” graph of a
polynomial function, given its
equation.
7. Use a given equation of a rational
function to determine features of its
graph and then use this information 9. Given an equation of an exponential function,
to sketch a “good enough” graph, determine the initial amount and growth or decay rate
including: of the function.
 any intercepts, 10. Given a table for an exponential function, write an
 its end behavior, equation for the function
 the equation of any 11. Relate the attributes of the equation of a piecewise-
asymptotes. defined function to corresponding attributes of
8. From the graph of a quadratic, the graph of the function.
polynomial, or rational function, 12. Given a graph for a piecewise-defined function, write
write an equation of the function. an equation for the function.

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College Algebra

Chapter 5 Contents

Chapter Learning Objectives ......................................................................... 117

Chapter Overview .............................................................................................. 117

5.1: Warm Up ...................................................................................................... 119

5.1: Forms of Quadratic Functions ............................................................. 120

5.2: Warm Up ...................................................................................................... 125

5.2: Polynomial Functions ............................................................................. 127

5.3: Warm Up ...................................................................................................... 135

5.3: Rational Functions ................................................................................... 136

5.4: Warm Up ...................................................................................................... 147

5.4: Exponential Functions ............................................................................ 148

5.5: Warm Up ....................................................................................................... 151

5.5: Properties of Logarithms........................................................................ 152

5.6: Warm Up ...................................................................................................... 155

5.6: Graphs and Equations of Piecewise-defined Functions ........... 156

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 Chapter 5: How are Different Representations of Functions Connected?

5.1: Warm Up
Student Name:

1) A classmate claims all three of the following equations represent the same function.

ℎ(𝑡) = −2𝑡 2 + 12𝑡 + 14 Standard Form

ℎ(𝑡) = −2(𝑡 − 7)(𝑡 + 1) Factored Form
ℎ(𝑡) = −2(𝑡 − 3)2 + 32 Vertex Form

a) What does it mean to say that these equations represent the same function?

b) How could you determine whether these equations represent the same function?

c) Is your classmate correct? In other words, check whether the three equations above represent the same
function. Show your work.

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College Algebra

5.1: Forms of Quadratic Functions

Learning Objectives
Together with your team:
 Relate the attributes of the equation of a quadratic function to corresponding
features of the graph of the function and interpret in context, using either:
o standard form: 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
o factored form: 𝑓(𝑥) = 𝑎(𝑥 − 𝑟1 )(𝑥 − 𝑟2 )
o vertex form: 𝑓(𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘
 Convert between all three forms of the equation for a quadratic function.

1) A ball is thrown straight up in the air over the edge of a

hotel balcony. The height in feet of the ball after 𝑡 seconds
is given by the function ℎ as follows:

ℎ(𝑡) = −2𝑡 2 + 12𝑡 + 14 Standard Form

ℎ(𝑡) = −2(𝑡 − 7)(𝑡 + 1) Factored Form
ℎ(𝑡) = −2(𝑡 − 3)2 + 32 Vertex Form

a) Sketch a “good enough” graph of ℎ(𝑡). Include the

coordinates of all the intercepts and the vertex of the
graph on your sketch.

b) What is the maximum height of the ball?

Which form of the equation gives you that information?

c) When did the ball hit the ground?

Which form of the equation gives you that information?

d) What was the initial height of the ball; that is, how high was the ball at 𝑡 = 0 seconds?

Which equation gives you that information?

e) What is a reasonable domain for this situation?

f) What is a reasonable range for this situation?

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 Chapter 5: How are Different Representations of Functions Connected?

Summary: Forms of Quadratic Functions

 Standard Form:__________________________________ 𝑦-intercept: ______________________

 Vertex Form: ___________________________________ vertex: __________________________

 Factored Form: _________________________________ 𝑥-intercept(s): ____________________

𝑎 is called the _____________________________________________________________ of the quadratic.

If 𝑎 > 0, then the graph of the quadratic will ______________________________________________________

And if 𝑎 < 0, then the graph of the quadratic will ______________________________________________________

2) Suppose you are given a quadratic function in standard form:

𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.

If you want to find the maximum (or minimum) point of the function, that is, the vertex (ℎ, 𝑘), you can use
𝑏
the fact that the 𝑥-coordinate of the vertex, ℎ, is ℎ = − .
2𝑎

a) Use the Desmos link below to explore where this formula for the 𝑥-coordinate of the vertex come from.

https://www.desmos.com/calculator/naevfljlym

b) Once you find the 𝑥-coordinate of the vertex, ℎ, how do you find the 𝑦-coordinate of the vertex, 𝑘?

𝑏 10
3) A student was finding the vertex form of 𝑔(𝑥) = 𝑥 2 − 10𝑥 + 1. They found ℎ = − 2𝑎 = 2(1) = 5. What is the
𝑦-value of the vertex of 𝑔(𝑥)?

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College Algebra

Summary: Converting a Quadratic from Standard Form to Vertex Form

ALEKS Note:
The vertex form of a quadratic given in standard form can also be found using a process called, “completing
the square,” which you will see in the ALEKS explanations. You are welcome to use completing the square, but
it will not be required in this class.

4) Let 𝑓(𝑥) = 3𝑥 2 − 12𝑥 + 4.

a) Find the vertex, (ℎ, 𝑘), of 𝑓(𝑥).

b) Use the vertex you found in part a) and what you know about transformations to write the equation of
𝑓(𝑥) = 3𝑥 2 − 12𝑥 + 4 in vertex form.

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 Chapter 5: How are Different Representations of Functions Connected?

5) Write ℎ(𝑥) = 2𝑥 2 + 16𝑥 + 5 in vertex form.

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124
 Chapter 5: How are Different Representations of Functions Connected?

5.2: Warm Up
Student Name:

1) Match the graphical representation of each type of zero with its multiplicity.

a) Multiplicity 1: _______ A.

b) Even multiplicity: _______

B.

c) Odd multiplicity greater than 1: _______

C.

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College Algebra

2) Match the following graphs and equations to the arrow notation that describes its end behavior.

A. B. C. D.

As 𝑥 → −∞, 𝑓(𝑥) → −∞ As 𝑥 → −∞, 𝑓(𝑥) → ∞ As 𝑥 → −∞, 𝑓(𝑥) → ∞ As 𝑥 → −∞, 𝑓(𝑥) → −∞

As 𝑥 → ∞, 𝑓(𝑥) → ∞ As 𝑥 → ∞, 𝑓(𝑥) → ∞ As 𝑥 → ∞, 𝑓(𝑥) → −∞ As 𝑥 → ∞, 𝑓(𝑥) → −∞

a) __________ 𝑓(𝑥) = 𝑥 4 − 5𝑥 7 b) __________

c) __________ d) __________

e) __________ 𝑓(𝑥) = 4(𝑥 − 3)2 (𝑥 + 5)(𝑥 − 1) f) __________

g) __________ h) __________ 𝑓(𝑥) = −𝑥 4 + 𝑥 3

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 Chapter 5: How are Different Representations of Functions Connected?

5.2: Polynomial Functions

Learning Objectives
Together with your team:
 Relate the attributes of the equation of a polynomial function, given in either
standard form or factored form, to corresponding attributes of the graph of the
function.
 Use either a graph or the equation of a polynomial function to identify the zeros of
the function and their multiplicities.
 Determine the degree of a polynomial function from a symbolic representation
and the minimum possible degree from a graphical representation of a
polynomial function and use both representations to determine the end behavior
of the function.
 Sketch a “good enough” graph of a polynomial function, given its equation.

1) Use the following link to open a graph in Desmos. Explore the zeros and multiplicities of polynomial
functions by moving the sliders.

https://www.desmos.com/calculator/9ytpnfyg9f

Use the slider to help you match each function with the corresponding zoomed in portion of the polynomial
graphs below. Write the letter in each blank.

A. B. C. D.

1 1
a) 𝑓(𝑥) = 25 (𝑥 − 3)(𝑥 + 1) _________ f) 𝑓(𝑥) = 25 (𝑥 − 3)6 (𝑥 + 1) _________

1 1
b) 𝑓(𝑥) = 25 (𝑥 − 3)2 (𝑥 + 1) _________ g) 𝑓(𝑥) = 25 (𝑥 − 3)7 (𝑥 + 1) _________

1 1
c) 𝑓(𝑥) = (𝑥 − 3)3 (𝑥 + 1) _________ h) 𝑓(𝑥) = (𝑥 − 3)8 (𝑥 + 1) _________
25 25

1 1
d) 𝑓(𝑥) = 25 (𝑥 − 3)4 (𝑥 + 1) _________ i) 𝑓(𝑥) = 25 (𝑥 − 3)9 (𝑥 + 1) _________

1 1
e) 𝑓(𝑥) = 25 (𝑥 − 3)5 (𝑥 + 1) _________ j) 𝑓(𝑥) = 25 (𝑥 − 3)10 (𝑥 + 1) _________

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College Algebra

For 2) – 5), match each polynomial function in factored form with its graph.

2) ________ 𝑓(𝑥) = (𝑥 − 1)2 (𝑥 + 3)2 A. B.

3) ________ 𝑔(𝑥) = (𝑥 − 1)3 (𝑥 + 3)

4) ________ ℎ(𝑥) = (𝑥 − 1)(𝑥 + 3)2

5) ________ 𝑘(𝑥) = (𝑥 − 1)2 (𝑥 + 3)3

C. D.

6) Which of the following statements must be true, given that 𝑓(𝑥) is a polynomial function with a factor of
(𝑥 − 𝑟)𝑛 ? Select all that apply.

A. 𝑥 = 𝑟 is a zero of 𝑓(𝑥).
B. The multiplicity of the zero 𝑥 = 𝑟 is 𝑛.
C. The multiplicity of the zero 𝑥 = 𝑛 is 𝑟.
D. The graph of 𝑓(𝑥) has an 𝑥-intercept at (𝑟, 0).
E. The graph of 𝑓(𝑥) has an 𝑥-intercept at (0, 𝑟).
F. The graph of 𝑓(𝑥) will either touch the 𝑥-axis at 𝑥 = 𝑟 or cross the 𝑥-axis at 𝑥 = 𝑟 depending on
whether 𝑛 is even or odd.

Summary: Multiplicities of Real Zeros of Polynomial Functions

Zero with Zero with Zero with
Multiplicity 1 Even Multiplicity Odd Multiplicity > 1

Least possible
multiplicity:

Zero:

Factor:

𝑥-intercept:

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 Chapter 5: How are Different Representations of Functions Connected?

7) The polynomial function 𝑓 is given by the equation 𝑓(𝑥) = 5𝑥(𝑥 − 4)2 (𝑥 + 1)3.

a) What is the degree and leading coefficient of the polynomial?

Degree: ______________ Leading coefficient: ______________

b) Determine the end behavior of 𝑓.

As 𝑥 → −∞, 𝑓(𝑥) →___________ and as 𝑥 → ∞, 𝑓(𝑥) →___________

c) Solve 𝑓(𝑥) = 0.

d) List the zeros of 𝑓 and their multiplicities.

Zeros Multiplicity

e) Sketch a “good enough” graph of 𝑓.

f) Solve 𝑓(𝑥) ≤ 0.

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College Algebra

8) Let 𝑘(𝑥) = 𝑥 4 − 2𝑥 3 − 8𝑥 2 .

a) Solve 𝑘(𝑥) = 0.

b) Sketch a “good enough” graph of 𝑘.

c) Solve 𝑘(𝑥) < 0.

Summary: Solving Polynomial Inequalities by Graphing

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 Chapter 5: How are Different Representations of Functions Connected?

9) The polynomial function ℎ is graphed here.

a) List four things you know about the function ℎ(𝑥)

from its graph.

b) Write a possible equation for ℎ.

c) To determine the leading coefficient, use the fact that the graph goes through the point (3, 1).

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College Algebra

10) The quadratic function 𝑘 is graphed here.

a) List at least three things you know about the function

𝑘(𝑥).

b) Write a possible equation for 𝑘(𝑥).

c) To determine the leading coefficient, use the fact that the graph goes through the point (−4, −10).

d) Write the equation of 𝑘(𝑥) in factored form.

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 Chapter 5: How are Different Representations of Functions Connected?

11) The quadratic function 𝑔 is graphed here.

a) List at least three things you know about the function 𝑔(𝑥).

b) Use what you know about transformations to write a

possible equation for 𝑔(𝑥).

c) To determine the leading coefficient, use the fact that the graph goes through the point (0, 7).

d) Write the equation of 𝑔(𝑥) in vertex form.

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College Algebra

134
 Chapter 5: How are Different Representations of Functions Connected?

5.3: Warm Up
Student Name:

1) Which of the following functions have the same end behavior as 𝑔(𝑥) = 2𝑥 3 − 7𝑥 2 + 1?

A. 𝑦 = 2𝑥 3

B. 𝑦 = −5𝑥 3

C. 𝑦 = 𝑥 2

D. 𝑦 = 𝑥

2) Explain your answer to 1).

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College Algebra

5.3: Rational Functions

Learning Objectives
Together with your team:
 Use a given equation of a rational function to determine features of its graph,
including: its intercepts, end behavior, the equation of any asymptotes, and then
sketch a “good enough” graph of the function.
 From the graph of a rational function, write an equation of the function.

1) Desmos Class Code:__________________________________

Record the following information for your notes:

2(𝑡−1)
a) Screen 8: What are the zeros of 𝑓(𝑡) = (𝑡−4)(𝑡+2)?

2(𝑡−1)
b) Screen 9: What are the equations of the vertical asymptotes of 𝑓(𝑡) = (𝑡−4)(𝑡+2)? Write your answer as
an equation of a vertical line, 𝑡 = 𝑑.

2(𝑡−1)
c) Screen 10: What is the domain of 𝑓(𝑡) = (𝑡−4)(𝑡+2)?

2(𝑡−1)
d) Screen 11: Sketch a graph of 𝑓(𝑡) = (𝑡−4)(𝑡+2). Include all asymptotes and intercepts.

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 Chapter 5: How are Different Representations of Functions Connected?

2) Match the feature of the graph of a rational function with the part of its equation that it comes from:

Denominator Zeros

Vertical asymptotes

Numerator 𝑥-intercepts

𝑥-values excluded from the domain

Summary: Rational Functions: 𝑥-intercepts and vertical asymptotes

𝑥-intercepts:

Vertical
asymptotes:

Domain:

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College Algebra

3) Some College Algebra students were reviewing rational functions for their exam. They were analyzing the
function 𝑘(𝑥) given below. Which students are on the right track? Select all that apply.

(𝑥 − 3)(𝑥 + 5)
𝑘(𝑥) =
(𝑥 + 2)(𝑥 + 4)

A. “𝑥 = −2 and 𝑥 = −4 are not in the domain of 𝑘(𝑥) because they make the denominator equal to zero.”
B. “The domain of 𝑘(𝑥) is (−∞, −4) ∪ (−4, −2) ∪ (−2, ∞).”
C. “The equations of the vertical asymptotes of 𝑘(𝑥) are 𝑥 = −2 and 𝑥 = −4.”
D. “𝑥 = −2 and 𝑥 = −4 must be in the domain of 𝑘(𝑥) because that’s where the vertical asymptotes are.”

4) The function 𝑓 is given by the following equation.

𝑥 2 − 𝑥 − 12 (𝑥 − 4)(𝑥 + 3)
𝑓(𝑥) = 2
=
𝑥 + 4𝑥 − 12 (𝑥 − 2)(𝑥 + 6)

a) Determine the 𝑥-value(s) where 𝑓(𝑥) is undefined.

b) Give the domain of 𝑓(𝑥).

c) Give the equations of the vertical asymptotes of 𝑓(𝑥).

5) With your team, explain how the vertical asymptotes and the domain of a rational function are related. Be
ready to share with the class.

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 Chapter 5: How are Different Representations of Functions Connected?

Let’s use this Desmos link to explore the end behavior of Rational Functions:
https://www.desmos.com/calculator/m3nb3jh4l2

5𝑥 4 +6𝑥 3 −2𝑥 2 +4𝑥−1

6) Let ℎ(𝑥) = 8𝑥 4 −7
.
5𝑥 4 5
a) Sketch a “good enough” graph of both ℎ(𝑥) and 𝑦 = = on
8𝑥 4 8
the axes to the right.

b) What do you notice about the end behavior of these two

functions?

8𝑥 4 −𝑥 3 +2𝑥 2 −5𝑥+1
7) Let 𝑔(𝑥) = 𝑥 6 −3𝑥4 −𝑥3 +9𝑥2 +2.
8𝑥 4 8
a) Sketch a “good enough” graph of both 𝑔(𝑥) and 𝑦 = 𝑥6
= 𝑥 2 on
the axes to the right.

b) What do you notice about the end behavior of these two

functions?

𝑥 5 −2𝑥−3
8) Let 𝑓(𝑥) = 𝑥 4 −7𝑥
.
𝑥5
a) Sketch a “good enough” graph of both 𝑓(𝑥) and 𝑦 = = 𝑥 on
𝑥4
the axes to the right.

b) What do you notice about the end behavior of these two

functions?

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College Algebra
5𝑥−3
9) Some College Algebra students are trying to find the horizontal asymptote of 𝑟(𝑥) = . Who do you
𝑥 9 −7𝑥+4
think is on the right track?

5
A. “𝑟(𝑥) has the same end behavior 𝑔(𝑥) = .”
𝑥8

5
B. “We can find the horizontal asymptote of 𝑔(𝑥) = by looking at end behavior.”
𝑥8

5 5
C. “I can find the end behavior of 𝑔(𝑥) = . As 𝑥 → ∞ 𝑔(𝑥) = → 0 because when 𝑥 is big
𝑥8 𝑥8
5
𝑔(𝑥) = 𝑥8
gets small.”

5 1
D. “Oh, I see, since 𝑔(𝑥) = 𝑥 8 looks kind of like our parent function 𝑓(𝑥) = 𝑥 2 , the horizontal asymptote
must be 𝑦 = 0.”

3𝑥 2 −5𝑥−7
10) The function 𝑝(𝑥) = 𝑥+1
has the same end behavior as 𝑦 = 3𝑥.

a) Explain why this is true about the end behavior of 𝑝(𝑥).

b) Write the end behavior of 𝑝(𝑥) using arrow notation.

c) Determine the equation of the horizontal asymptote of 𝑝(𝑥).

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 Chapter 5: How are Different Representations of Functions Connected?

Summary: End Behavior and Horizontal Asymptotes of Rational Functions

ALEKS Note:
The ALEKS explanations related to end behavior and asymptotes of rational functions discuss a different
approach than the one above. These approaches are equivalent, but the one above may require less
memorization.

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For the following three questions, a) use the leading terms to find a simpler function with the same end
behavior and b) determine the equation of the horizontal asymptote of each function, if it exists.

15𝑥 4 −𝑥 2 −1
11) 𝑗(𝑥) = 3𝑥 4 +4𝑥−12
a) b)

𝑥+1
12) 𝑓(𝑥) =
3𝑥 2 +5𝑥−2
a) b)

3𝑥 4 −𝑥−9
13) 𝑙(𝑥) = 𝑥+1
a) b)

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 Chapter 5: How are Different Representations of Functions Connected?
𝑥−2
14) Consider the rational function 𝑓(𝑥) = 𝑥+7.

a) What are the zero(s) of 𝑓(𝑥)?

b) Write the equations of any vertical asymptote(s)

of 𝑓(𝑥). Draw this as a dotted line on the graph.

c) Use a simpler function with the same end

behavior to determine the equation for the
horizontal asymptote of 𝑓(𝑥). Draw this as a
dotted line on the graph.

d) Determine the 𝑦-intercept of 𝑓(𝑥), if it exists. Label the (𝑥, 𝑦) coordinates of the 𝑦-intercept on the
graph.

e) Complete your “good enough” graph of the function 𝑓(𝑥), and label the graph you sketched with all of its
features you found in a) – d) above.

f) Use your graph to solve 𝑓(𝑥) < 0.

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College Algebra

15) Find the following features of 𝑝(𝑥).

2𝑥 3 − 10𝑥 2 + 14𝑥 − 6 2(𝑥 − 1)2 (𝑥 − 3)

𝑝(𝑥) = =
𝑥 2 + 9𝑥 + 14 (𝑥 + 2)(𝑥 + 7)

a) What are the zeros of 𝑝(𝑥)?

b) What is a function, in simplest form, with the same end behavior as 𝑝(𝑥)?

c) Write the equations of any vertical and horizontal asymptote(s) of 𝑝(𝑥).

d) Determine the 𝑦-intercept of 𝑝(𝑥), if it exists.

e) Check your answers to a) – d) by graphing 𝑝(𝑥) in Desmos.

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 Chapter 5: How are Different Representations of Functions Connected?

16) The graph of the rational function ℎ has vertical asymptotes at 𝑥 = 1 and 𝑥 = 5, and horizontal asymptote
at 𝑦 = 0. Its graph also has an 𝑥-intercept at (2,0). The equation for ℎ(𝑥) has one of the five forms shown
below.

a) Choose the appropriate form for ℎ(𝑥).

𝑎
A. ℎ(𝑥) =
𝑥−𝑏

𝑎(𝑥−𝑏)
B. ℎ(𝑥) = 𝑥−𝑐

𝑎
C. ℎ(𝑥) = (𝑥−𝑏)(𝑥−𝑐)

𝑎(𝑥−𝑏)
D. ℎ(𝑥) =
(𝑥−𝑐)(𝑥−𝑑)

𝑎(𝑥−𝑏)(𝑥−𝑐)
E. ℎ(𝑥) = (𝑥−𝑑)(𝑥−𝑒)

b) Determine the equation of the function ℎ from a), given that its graph passes through the point (0, −2).

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 Chapter 5: How are Different Representations of Functions Connected?

5.4: Warm Up
Student Name:

1) Let 𝑚(𝑥) = 7(4)𝑥 .

a) Fill out the table of values for the function 𝑚(𝑥).

𝑥 𝑚(𝑥) = 7(4)𝑥
b) What is the 𝑦-intercept of 𝑚(𝑥)?
−2

−1
c) Describe how the output values, 𝑚(𝑥), change as 𝑥 increases by one unit.
0

2
d) Explain why (0, 𝑎) is the 𝑦-intercept of 𝑓(𝑥) = 𝑎(𝑏)𝑥 .
3

e) How does the output value of 𝑓(𝑥) = 𝑎(𝑏)𝑥 change as 𝑥 increases by 1 unit?

2) Use what you learned about the 𝑦-intercept and the base of an exponential function in the form 𝑦 = 𝑎(𝑏)𝑥 to
answer the following questions.

a) Determine the 𝑦-intercept of 𝑔(𝑥). 𝑥 𝑔(𝑥)

1
−1
8
b) Describe how the output values of 𝑔(𝑥) change, as 𝑥 increases by one unit. 1
0
2
1 2
2 8
3 32
c) Write the equation of the exponential function, 𝑔(𝑥), in the form 𝑦 = 𝑎(𝑏)𝑥 . 4 128

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College Algebra

5.4: Exponential Functions

Learning Objectives
Together with your team:
 Relate the attributes of the equation of an exponential function to corresponding
attributes of the graph of the function.
 Given an equation of an exponential function, determine the initial amount and
growth or decay rate of the function.
 Given a table for an exponential function, write an equation for the function.

Summary: General Form of an Exponential Function, 𝑦 = 𝑎(𝑏)𝑥

1) Determine the equation of the exponential function, 𝑓(𝑥), in the form 𝑦 = 𝑎(𝑏)𝑥 .

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 Chapter 5: How are Different Representations of Functions Connected?

2) Determine the equation of an exponential function that contains the points (3, 162) and (4, 486) of the form
𝑓(𝑥) = 𝑎(𝑏)𝑥 .

Summary: Determining the Equation of an Exponential Model, 𝑓(𝑥) = 𝑎 ∙ 𝑏 𝑥 , Given Two Points

When the
𝑦-intercept
is given:

When the
𝑦-intercept
is not
given:

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College Algebra

3) Maike decided to make a risky investment into her favorite cousin's start-up company (she loves her cousin,
but is not sure about the company, which gives “history of mathematics” bicycle tours). Maike’s financial
adviser ran some data through her software and found the prediction formula 𝐴(𝑡) = 350(0.91)𝑡 , where
𝐴(𝑡) is the predicted value of Maike's investment, in dollars, after t years.

a) How much money does Maike initially invest? Include units.

b) Does this function represent exponential growth or decay? Explain your reasoning.

c) The amount of money in the account increases/decreases (circle) by _____________ % each year.

d) Evaluate: 𝐴(7) = ______________________

e) Interpret your answer to part d) in the context of this situation.

4) A group of students is trying to determine if 𝑔(𝑥) = 3(0.95−0.9 )𝑥 represents exponential growth or

exponential decay. Which of the following students are showing correct reasoning?

A. “𝑔 represents exponential growth because 0.95−0.9 is approximately 1.05 or 105% which is bigger than
100%.”

B. “The graph of 𝑔 is increasing so it must be growth.”

C. “𝑔 represents exponential decay because there is a negative exponent.”

D. “I created a table and saw that as 𝑥 gets bigger 𝑦 gets bigger so this is exponential growth.”

E. “This function is decay because 0.95 < 1.”

5) For the following exponential functions of the form 𝑓(𝑥) = 𝑎 ∙ 𝑏 𝑥 , identify the 𝑦-intercept, the value of the
base, and whether the function is exponential growth or decay.

Function 𝑦-intercept Base Growth or Decay?

ℎ(𝑡) = 56(0.998)𝑡

𝑔(𝑥) = 2.3(𝑒 −0.23 )𝑥

𝑛(𝑥) = 12𝑒 0.65𝑥

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 Chapter 5: How are Different Representations of Functions Connected?

5.5: Warm Up
Student Name:

1) Evaluate: log 2 (16) =__________

2) log 9 (81) = 2 because 92 = 81. Both statements tell us that 2 is the exponent you raise 9 to in order to get
81. Fill in the following table.

Log Form Exponential Form

log 9 (81) = 2 92 = 81

log 3(𝑥) = 7

log 5 (157) = 𝑥 + 2

log 6 (2𝑥 − 1) = 4

log 4 (2𝑥 − 1) = 3

ln(𝑥) = 10

Sometimes writing log equations in the equivalent exponential form or exponentials in the equivalent
logarithmic form makes it possible to solve for a variable in an exponent or inside a logarithm. We will do
solving of this type in Chapter 7.

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College Algebra

5.5: Properties of Logarithms

Learning Objectives
Together with your team:
 Use properties of logs and exponentials to rewrite logarithmic or exponential
expressions.

Reference Guide: Properties of Logarithms

Property Name Log Property Related Exponential Property

Product rule for

log 𝑎 (𝑀𝑁) = log 𝑎 (𝑀) + log 𝑎 (𝑁) 𝑎 𝑥 ∙ 𝑎 𝑦 = 𝑎 𝑥+𝑦
logarithms

Quotient rule for 𝑀 𝑎𝑥

logarithms
log 𝑎 ( ) = log 𝑎 (𝑀) − log 𝑎 (𝑁) = 𝑎 𝑥−𝑦
𝑁 𝑎𝑦

Power rule for

log 𝑎 (𝑀𝑝 ) = 𝑝log 𝑎 (𝑀) (𝑎 𝑥 )𝑝 = 𝑎 𝑥𝑝
logarithms

One-to-one
If log 𝑎 (𝑀) = log 𝑎 (𝑁), then 𝑀 = 𝑁 If 𝑎 𝑥 = 𝑎 𝑦 then 𝑥 = 𝑦
property

First power rule log 𝑎 (𝑎) = 1 𝑎1 = 𝑎

Zero exponent
log 𝑎 (1) = 0 𝑎0 = 1
rule

1) Fill in the missing values to make the equations true.

a) log 8 (82 ) = log 8(8)

b) ln(11) − ln(3) = ln

c) log 3 + log 3 (10) = log 3 (70)

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 Chapter 5: How are Different Representations of Functions Connected?

2) Martin was asked to use properties of logarithms to expand the logarithmic expression:

𝑥(𝑥 + 5)
ln ( )
𝑦𝑧

Where did Martin go wrong?

𝑥(𝑥 + 5)
ln ( )
𝑦𝑧

= ln(𝑥(𝑥 + 5)) − ln(𝑦𝑧)

= ln(𝑥) + ln(𝑥 + 5) − ln(𝑦) + ln(𝑧)

= ln(𝑥) + ln(𝑥) + ln(5) − ln(𝑦) + ln(𝑧)

3
√𝑥
3) Use properties of logarithms to expand log (𝑦2 (𝑧−1)).

4) Josie is trying to solve this equation for 𝑥: log 5 (𝑥 + 4) = 1 − log 5 (𝑥 + 8). Her first step is shown. Apply the
Product Rule for logarithms to write the next step for Josie. DO NOT solve this equation. We will learn
how to solve this in Chapter 7.

log 5 (𝑥 + 4) = 1 − log 5 (𝑥 + 8)

log 5 (𝑥 + 8) + log 5 (𝑥 + 4) = 1

____________________________________________ = 1

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College Algebra

5) Write as a single log:

1
a) 3 ln(𝑥 − 2) − 2 ln(𝑥) − 2 ln(𝑥 + 5)

1
b) log 3 (𝑥) + 2 log 3 (𝑦) − 4 log 3 (𝑧) + 3 log 3 (𝑤)
2

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 Chapter 5: How are Different Representations of Functions Connected?

5.6: Warm Up
Student Name:

1) Graph the piecewise function 𝑓 given by the equation.

𝑥 if 𝑥 ≥ 0
𝑓(𝑥) = {
−𝑥 if 𝑥 < 0

2) The piecewise function models the total distance in meters, 𝑑, Lauren has travelled after 𝑡 minutes. Using
the graph of 𝑑(𝑡), write the domain for each piece.

𝑡2 if ____________________________
𝑑(𝑡) = 100 if ____________________________

{𝑡 + 88 if ____________________________

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College Algebra

5.6: Graphs and Equations of Piecewise-defined

Functions
Learning Objectives
Together with your team:
 Relate the attributes of the equation of a piecewise-defined function to corresponding
attributes of the graph of the function.
 Given a graph for a piecewise-defined function, write an equation for the function.
1) Read the following piecewise-defined function and determine which action, 𝐴, you will perform based on
your birthday month, 𝑚.

Clap your hands if Your birthday is in January − March

Raise your hand if Your birthday is in April − May
𝐴(𝑚) = { if
Stand up Your birthday is in July − September
Put your hand on your head if Your birthday is in October − Decemeber

2) This graph models the amount of money in a particular

automatic teller machine (ATM) over a one-hour period. Amount in an ATM

Write an equation for the function represented here.

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 Chapter 5: How are Different Representations of Functions Connected?

3) Shala walks to school along the same route every morning and the total distance she usually travels is
shown in the graph.

Write an equation for the function represented here. Shala’s Total Distance
Traveled

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158
Chapter Learning Objectives
Chapter 6
1. Given two functions symbolically,
graphically, or numerically, combine
the functions using:
How Do We Combine
 Addition,
 Subtraction, Functions?
 Multiplication,
 Division, or
 Composition
2. Identify the domain and range of Chapter Overview
combined functions.
3. Evaluate the sum, difference, In Chapter 3, you learned how we could create a new function by
product, quotient, or composition of starting with a function and applying transformations to it. In
two functions for a given value, and Chapter 6, we will again create new functions, this time by
interpret in a given context. combining parent functions either through (1) arithmetic
4. Express a function given operations (sum, difference, product, and quotient), or (2) function
symbolically as a composition of two composition. We will also identify the inverse function that should
functions. be applied to both sides of an equation in order to help us solve. We
5. Represent the composition of two will solve equations in Chapter 7.
functions using arrow diagrams.
6. Describe the relationship between a
function and its inverse and
interpret in a given context.

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College Algebra

Chapter 6 Contents

Chapter Learning Objectives ......................................................................... 159

Chapter Overview .............................................................................................. 159

6.1: Function Algebra....................................................................................... 161

6.2: Function Composition ............................................................................ 165

6.3: Inverse Functions ..................................................................................... 171

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 Chapter 6: How Do We Combine Functions?

6.1: Function Algebra

Learning Objectives
Together with your team:
 Use arithmetic operations to combine two functions (given symbolically, graphically,
or numerically) to create a new function.
 Identify the domain and range of the new function.

1) A small publishing company is releasing a new book. Their total cost 𝐶, in dollars, can be modeled by the
function 𝐶(𝑁) = 750 + 17.95𝑁, where 𝑁 is the number of books the company produces. The total revenue
earned, in dollars, from selling 𝑁 books can be modeled by the function 𝑅(𝑁) = 32.80𝑁.

Let 𝑃(𝑁) be the company’s profit, in dollars, for selling 𝑁 books.

Recall: Cost is the amount of money spent.

Revenue is the amount of money collected.

Profit is the difference in the amount of money collected and money spent.

a) Complete the table, using the given values of 𝑁.

𝑁 50 100 500

𝐶(𝑁)

𝑅(𝑁)

𝑃(𝑁)

b) Write a function 𝑃(𝑁) that models the profit, 𝑃, for selling 𝑁 books.

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College Algebra
𝑥 𝑥−3 𝑢 𝑢(𝑥)
2) Let 𝑢(𝑥) = 𝑥+1 and 𝑣(𝑥) = 𝑥+6. Let the quotient of 𝑢 and 𝑣 be the function 𝑤(𝑥) = (𝑣 ) (𝑥) = 𝑣(𝑥).

𝑢(𝑥)
a) Which of the following 𝑥-values are in the domain of the function 𝑤(𝑥) = ? Select all that apply.
𝑣(𝑥)

𝑥 0 1 −1 6 −6 3 2

𝑢(𝑥) 0 1/2 undefined 6/7 −6/5 3/4 2/3

𝑣(𝑥) −1/2 −2/7 −4/5 1/4 undefined 0 −1/8

A. 0

B. 1

C. −1

D. 6

E. −6

F. 3

G. 2

b) The equation for the quotient function, 𝑤, is ____________________________________

c) What is the domain of the function 𝑤?

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 Chapter 6: How Do We Combine Functions?

Summary: Domain of a Combined Function

1
3) Let 𝑓(𝑥) = 𝑥, 𝑗(𝑥) = 𝑥 , and the product function 𝑘(𝑥) = (𝑓𝑗)(𝑥) = 𝑓(𝑥) ∙ 𝑗(𝑥).

a) Fill in the missing values in the following table.

𝑥 −2 −1 0 2 5

𝑓(𝑥)

𝑗(𝑥)

𝑘(𝑥)

b) What is the domain of the function 𝑘?

c) Explain your reasoning for b).

d) Sketch a quick graph of the function 𝑘 and check your domain from b).

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 Chapter 6: How Do We Combine Functions?

6.2: Function Composition

Learning Objectives
Together with your team:
 For two functions, given symbolically, graphically, or numerically: form their
composition and identify the domain and range of the new function, evaluate the
composition function for a given value, and interpret in a given context.
 Express a function as a composition of two functions.

1) The function 𝐹(𝑠) gives the fuel efficiency, 𝐹, for a certain sportscar driving at a
speed of s miles per hour. The function 𝐶(𝐹) gives the cost, 𝐶, to drive 100 miles
when driving with a fuel efficiency of 𝐹 miles per gallon, when the price of gas is $4
per gallon.

a) Show how to use the two graphs to determine the cost to

drive the sportscar 100 miles if you are driving a speed of
90 miles per hour.

b) Complete this same process for more inputs, 𝑠, and fill in

the table with the cost to drive 100 miles associated with
each speed.

𝒔 𝑪(𝒔)

80

75

95

60

400
c) Let 𝐹(𝑠) = −0.4𝑠 + 52 and 𝐶(𝐹) = 𝐹
.

Create a model that would allow you to find the cost to

drive the BMW 100 miles driving at any given speed, s
mph.

𝐶(𝑠) =_____________________________

The operation of combining these functions, so that the output of the Fuel Efficiency function is used as
the input for the Cost function, is known as composition of functions. The resulting function, 𝐶(𝑠), is
called the composite function, and expresses Cost directly as a function of speed.

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College Algebra

Summary: Function Composition

We represent function composition by the following notation: (𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥))

We read the left side as “𝑓 composed with 𝑔 at 𝑥,” and the right-hand side as “𝑓 of 𝑔 of 𝑥.” The two sides of
the equation have the same mathematical meaning and are equal. The open circle symbol ∘ is called the
composition operator (just as we use + for function addition).

Here is an arrow diagram that illustrates the operation of function composition:

𝑓∘𝑔

𝑔 𝑓

2) Two functions ℎ and 𝑘 are defined in the following two arrow diagrams.

a) Evaluate 𝑘(ℎ(8)).

b) Fill in the arrow diagram below to represent the composition (𝑘 ∘ ℎ)(𝑥).

Domain of 𝒉 Range of 𝒉 Range of 𝒌

Domain of 𝒌

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 Chapter 6: How Do We Combine Functions?

c) Explain why 𝑘(ℎ(7)) is undefined.

d) What is the domain of (𝑘 ∘ ℎ)(𝑥)?

e) What is the range of (𝑘 ∘ ℎ)(𝑥)?

3) Let 𝑔(𝑥) = 𝑥 2 and 𝑓(𝑥) = √3𝑥 + 15.

a) Evaluate: (𝑓 ∘ 𝑔)(−5) = _______

b) Evaluate: (𝑔 ∘ 𝑓)(−5) = _______

c) Based on your answers to a) and b), what can you conclude about the order of composition? (Do not
over think this.)

d) Write an equation for the composite function 𝑔(𝑓(𝑥)).

e) What is the domain of 𝑔(𝑓(𝑥))?

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College Algebra
1
4) Let ℎ(𝑥) = √𝑥 − 2 and 𝑗(𝑥) = 𝑥 2 −3.

a) Write an equation for the composition function 𝑗(ℎ(𝑥)).

b) Laverna and Gentry are trying to determine the domain of 𝑗(ℎ(𝑥)). Each of their reasoning is below.
Whose solution do you think is correct? Explain your reasoning.

Laverna’s solution: Gentry’s solution:

I think the domain is 𝑥 ≠ 5 I think the domain is [2, 5) ∪ (5, ∞)

because division by 0 is undefined. because you can’t have a negative
number under a square root, but
also 𝑥 cannot be 5, because you
can’t divide by 0.

Summary: Domain of a Composition

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 Chapter 6: How Do We Combine Functions?

5) Estimate the following from the graphs provided.

a) 𝑓(𝑔(2))

b) 𝑔(𝑓(9))

c) (𝑔 + 𝑓)(0) = 𝑔(0) + 𝑓(0)

d) (𝑔 ∙ 𝑓)(4) = 𝑔(4)𝑓(4)

e) (𝑓 ∘ 𝑔)(4) = 𝑓(𝑔(4))

f) What is the domain of (𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥))?

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College Algebra

6) Students were asked to determine functions 𝑓 and 𝑔, so that 𝑓(𝑔(𝑥)) = 𝐻(𝑥) = 2√𝑥 3 − 6. Select all of the
students you think are correct. For each one, explain why they are correct or incorrect.
Note: Neither function can be the identity function.

A. 𝑓(𝑥) = 2√𝑥 and 𝑔(𝑥) = 𝑥 3 − 6 B. 𝑓(𝑥) = 2𝑥 and 𝑔(𝑥) = √𝑥 3 − 6

C. 𝑓(𝑥) = 2√𝑥 − 6 and 𝑔(𝑥) = 𝑥 3 D. 𝑓(𝑥) = 𝑥 and 𝑔(𝑥) = 2√𝑥 3 − 6

7) Let 𝐷(𝑥) = 3𝑥 6 − 2.

a) Write the equations of any functions ℎ and 𝑘, so that 𝐷(𝑥) = ℎ(𝑘(𝑥)). Do not use 𝑘(𝑥) = 𝑥 or ℎ(𝑥) = 𝑥.

ℎ(𝑥)=___________________________________ 𝑘(𝑥)=__________________________________

b) Use your answer from a) to determine 𝐷(𝑥) = ℎ(𝑘(𝑥)).

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 Chapter 6: How Do We Combine Functions?

6.3: Inverse Functions

Learning Objectives
Together with your team:
 Describe the relationship between a function and its inverse and interpret in a
given context.

3
1) Consider the two functions 𝑓(𝑥) = √𝑥 and 𝑔(𝑥) = 𝑥 3 .

a) Fill in the arrow diagram for the composition of these two functions, 𝑓(𝑔(𝑥)), using the input 𝑥 = 3.

𝑓∘𝑔

𝑔 𝑓

b) Fill in the table to calculate several more outputs of the composition function 𝑓(𝑔(𝑥)). Also, write an
expression for the composition function in the blank.

𝒙 𝒈(𝒙) = 𝒙𝟑 𝒇(𝒈(𝒙)) =_________________

−𝟐

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3
2) Consider again the two functions 𝑓(𝑥) = √𝑥 and 𝑔(𝑥) = 𝑥 3 .

a) Fill in the arrow diagram for the other composition of these two functions, 𝑔(𝑓(𝑥)), using the input
𝑥 = 27.
𝑔∘𝑓

𝑓 𝑔

27

b) Fill in the table to calculate several more outputs of the composition function 𝑔(𝑓(𝑥)). Also, write an
expression for the composition function in the blank.

𝒙 𝒇(𝒙) = 𝟑√𝒙 𝒈(𝒇(𝒙)) =_________________

−𝟏

3
c) What relationship do you notice between the two functions 𝑓(𝑥) = √𝑥 and 𝑔(𝑥) = 𝑥 3 ?

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 Chapter 6: How Do We Combine Functions?

3) Consider the two functions 𝑓(𝑥) = log(𝑥) and 𝑔(𝑥) = 10𝑥 .

a) Fill in the arrow diagram for the composition of these two functions, 𝑓(𝑔(𝑥)), using the input 𝑥 = 3.

𝑓∘𝑔

𝑔 𝑓

b) Fill in the table to calculate several more outputs of the composition function 𝑓(𝑔(𝑥)). Also, write an
expression for the composition function in the blank.

𝒙 𝒈(𝒙) = 𝟏𝟎𝒙 𝒇(𝒈(𝒙)) =_________________

2 102 log(102 ) =

1 101

0 100

−𝟏 10−1

−𝟐 10−2

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 College Algebra

4) Consider again the two functions 𝑓(𝑥) = log(𝑥) and 𝑔(𝑥) = 10𝑥 .

a) Fill in the arrow diagram for the other composition of these two functions, 𝑔(𝑓(𝑥)), using the input
𝑥 = 1000.
𝑔∘𝑓

𝑓 𝑔

1000

b) Fill in the table to calculate several more outputs of the composition function 𝑔(𝑓(𝑥)). Also, write an
expression for the composition function in the blank.

𝒙 𝒇(𝒙) = 𝐥𝐨𝐠(𝒙) 𝒈(𝒇(𝒙)) =_________________

𝟏𝟎𝟎 log(100) 10log(100) =

𝟏𝟎 log(10)

𝟏 log(1)

𝟏 1
log ( )
𝟏𝟎 10
𝟏 1
log ( )
𝟏𝟎𝟎 100

c) What relationship do you notice between the two functions 𝑓(𝑥) = log(𝑥) and 𝑔(𝑥) = 10𝑥 ?

Summary: Relationship Between Logarithms and Exponentials

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 Chapter 6: How Do We Combine Functions?

A definition of inverse functions we will use in this class:

Two functions 𝑓 and 𝑔 are inverses of each other if, when they are composed, the final output is the
original input:
𝑓(𝑔(𝑥)) = 𝑥 and 𝑔(𝑓(𝑥)) = 𝑥

We can also represent the relationship between a function 𝑓 and its inverse 𝑔 using an arrow diagram like
this:

𝑓(𝑎) = 𝑏

𝑎 𝑏

𝑔(𝑏) = 𝑎

For Questions 5) – 12), match the equation with the inverse function that should be applied to both sides to
solve the equation for 𝑥. Write the letter in the blank provided.

5) 𝑒𝑥 = 5 __________ A. Base 10 Exponential

6) √𝑥 = 7 __________ B. Square Root

7) log(𝑥) = 3.2 __________ C. Square

8) 𝑥 3 = 125 __________ D. Cube

9) ln(𝑥) = 2.4 __________ E. Natural Log

10) 𝑥 2 = 7 __________ F. Log Base 3

3
11) √𝑥 = −6 __________ G. Base 𝑒 Exponential

12) 3𝑥 = 11 __________ H. Cube Root

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176
 Chapter Learning Objectives
Chapter 7
1. Apply inverse functions to solve
basic radical, power, rational,
exponential, and logarithmic
How Do We Solve Equations
equations symbolically.
2. Use “good enough” graphs to check
or make sense of solutions found
and Inequalities?
symbolically.
3. Determine if a found solution to an
equation is extraneous. Chapter Overview
4. Solve logarithmic, exponential
polynomial, rational, radical and In Chapter 7, our focus will be on symbolic methods for solving
absolute value equations equations and inequalities, starting with those that can be solved
symbolically and graphically. by “working backward,” applying inverse functions. Not all
5. Use the test-point method and/or equations can be solved using inverses alone, so we will introduce
graphs to solve logarithmic, several other useful symbolic techniques.
exponential, polynomial, rational,
radical, and absolute value Throughout this final chapter, keep your “good enough” graphing
inequalities. skills in mind! Whether you sketch by hand or use Desmos, graphs
6. Relate the solutions of an equation are helpful tools for checking solutions found symbolically.
to the graph of the associated
function as well as to the context of
the situation that the equation
models.
7. Find the domain of a function, given

its equation.

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College Algebra

Chapter 7 Contents

Chapter Learning Objectives ............................................................................ 177

Chapter Overview .................................................................................................. 177

7.1: Warm Up .......................................................................................................... 179

7.1: Working Backward ...................................................................................... 181

7.2: Warm Up .......................................................................................................... 189

7.2: Solving Inequalities ..................................................................................... 190

7.3: Warm Up .......................................................................................................... 195

7.3: When You Need More than Working Backward ........................... 196

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 Chapter 7: How Do We Solve Equations and Inequalities?

7.1: Warm Up
Student Name:




1) The diagram below is a “function machine,” representing a function that takes a temperature in degrees
Fahrenheit as the input, and gives the equivalent temperature in degrees Celsius as the output.

Input _______° F




Subtract 32
Multiply the result by 5
Divide that quantity by 9





Output _______° C

a) Room temperature is approximately 73.4° Fahrenheit.

Use the function machine to find room temperature in degrees Celsius.

73.4°F ≈____________°C




b) The boiling temperature of water is 100° Celsius.

What is the boiling temperature of water in degrees Fahrenheit?


100°C ≈____________°F




c) In general, how can you solve for a Fahrenheit temperature (input) given a certain Celsius temperature
(output)? That is, make a list of directions to tell how to find the equivalent temperature in °F given a
temperature in °C.

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College Algebra

2) Rewrite the following exponential expressions in radical form.

-
a) 𝑥 . = _________



0
b) 𝑥 1 =____________

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 Chapter 7: How Do We Solve Equations and Inequalities?

7.1: Working Backward

Learning Objectives
Together with your team:
• Apply inverse functions to solve basic equations symbolically.
• Use “good enough” graphs to check or make sense of solutions found symbolically.
• Determine if a found solution to an equation is extraneous.

1) Use the inverse function to solve each of the following equations for 𝑥. (Hint: see your answers to problems
5) – 12) in Lesson 6.3.) Write the exact solution, and also give a decimal rounded to the nearest tenth.

a) 𝑒 3 = 5 b) √𝑥 = 7 c) log(𝑥) = 3.2 d) 𝑥 < = 125

e) ln(𝑥) = 2.4 f) 𝑥 > = 7 0

g) √𝑥 = −6 h) 33 = 49

2) A team of students in a College Algebra class got stuck on solving 33 = 49.

Who is on the right track? Select all that apply.

A. “𝑥 must be between 3 and 4 because 3< = 27 and 3B = 81 and 49 is in between 27 and 81.”
B. “We should graph 𝑦 = 33 and 𝑦 = 49 in Desmos and see where the graphs intersect.”
BE
C. “𝑥 must be < ≈ 16.33.”

D. “𝑥 is probably around 3.5 because 3<.G ≈ 46.77 which is close to 49.”

E. “𝑥 must be log < (49) but I’m not sure how to calculate the log base 3 of a number.”

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College Algebra

Most calculators will only compute common logarithms (base 10) and natural logarithms (base 𝑒), so if you
want to approximate the value of log < (49) using your calculator, you will need one of the Change of Base
Formulas, given below.


Change from base 𝑎 log Change from base 𝑎 log
to common log to natural log

log(𝑏) ln(𝑏)
log K (𝑏) =
log K (𝑏) =
log(𝑎) ln(𝑎)







3) Use a calculator and a Change of Base Formula to compute to the nearest tenth: log < (49) ≈___________







Summary: Solving 𝑏𝑥 = 𝑐

Inverse Method Base 10 Method

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 Chapter 7: How Do We Solve Equations and Inequalities?

4) Let 𝑓(𝑥) = (𝑥 + 1)> − 20.

a) Sketch a “good enough” graph of 𝑓.

b) How can you use your graph to determine how many
input(s) 𝑥 result in an output of 𝑓(𝑥) = −4?





c) Next, work backward (applying inverse functions) to solve
the equation for 𝑥:

𝑓 (𝑥) = −4










d) Check your answer from c). Show your work.







5) Consider 𝑝(𝑡) = √𝑡 + 1.

a) Solve 𝑝(𝑡) = −4 by working backward (applying inverse functions.)

b) Check your answer from a) by sketching a “good enough”

graph of 𝑝(𝑡).

c) What does your graph reveal about the solution we find
by applying inverse functions?

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College Algebra

Summary: Extraneous Solutions

6) What would be your FIRST step to solve the following logarithmic equation for 𝑥?

−2 ln(𝑥 − 5) = −4?

A. Divide both sides by −2
B. Add 5 to both sides
C. Add 4 to both sides
D. Apply the power rule to make −2 an exponent
E. Divide both sides by ln
F. There is no solution because a natural log cannot equal a negative number.

7) Let 𝑓(𝑥) = −2 ln(𝑥 − 5).

a) Apply inverse functions to solve for the input(s) 𝑥 that results in the output 𝑓(𝑥) = −4.










b) Check your solution using your preferred method.

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 Chapter 7: How Do We Solve Equations and Inequalities?

8) The salinity of the oceans changes with latitude and with depth. In the tropics, the salinity increases on the
surface of the ocean due to rapid evaporation. In the higher latitudes, there is less evaporation and rainfall
causes the salinity to be less on the surface than at lower depths.

The function 𝑆(𝑥) models salinity to depths of 1000 meters at a latitude of 57.5 degrees N (we are
approximately at 45 degrees N). The input 𝑥 is the depth in meters and the output 𝑆(𝑥) is in grams per
kilogram of seawater.

𝑆(𝑥) = 31.5 + 1.1log (𝑥 + 1)

a) Solve the equation 𝑆(𝑥) = 33.













b) Interpret your answer to a) in the context of the given situation.










c) Use your solution to a), together with a “good enough” graph, to solve the inequality, 𝑆(𝑥) ≥ 33. Give
your answer in interval notation.

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College Algebra

Apply inverse functions to find all solutions for the equations in 9) – 12). Make sure to check your answers
symbolically or graphically!

9) −4 = −𝑒 <3RS + 6











0
10) (𝑤 + 3)U + 2 = 66












B V V
11) = −
< 3 <










12) 0 = √6<3WG − 10. (Hint: you may need the Change of Base Formula.)

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 Chapter 7: How Do We Solve Equations and Inequalities?

13) Consider the function 𝑓(𝑥) = log(𝑥 − 5).

a) First, work backward to solve this equation for 𝑥:

log(𝑥 − 5) = 0

b) Now, sketch a “good enough” graph of 𝑓 and include your solution to a) on the graph.

c) Use your graph from b) to solve this inequality for 𝑥, log(𝑥 − 5) > 0. Write your answer in interval
notation.

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College Algebra

188
 Chapter 7: How Do We Solve Equations and Inequalities?

7.2: Warm Up
Student Name:




1) Explain why the following equation cannot be solved using the working backward technique from Lesson
7.1.
75 = −16𝑡 > + 80𝑡 + 4










2) Use the Quadratic Formula to solve for 𝑡.

75 = −16𝑡 > + 80𝑡 + 4



















3) Which of the following approaches do you think could help solve the inequality given below?
Select all that apply.
(𝑥 + 2)< (𝑥 + 5) ≥ 0.


A. Multiply out the factors.
B. Set each factor greater than or equal to 0, (𝑥 + 2)< ≥ 0 and (𝑥 + 5) ≥ 0, and solve the individual
inequalities
C. Find the zeros of 𝑦 = (𝑥 + 2)< (𝑥 + 5) and test 𝑥-values to the left and right of each zero
D. Sketch a graph of 𝑦 = (𝑥 + 2)< (𝑥 + 5) to determine where it is on or above the 𝑥-axis.

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College Algebra

7.2: Solving Inequalities

Learning Objectives
Together with your team:
• Use the test-point method and/or graphs to solve inequalities.
• Relate the solutions of an equation or inequality to the graph of the associated

functions as well as to the context of the situation that the equation models.



1) You serve as the Health and Safety Engineer during the New Year’s Eve
celebration in Mt. Hood, Oregon and must make sure to meet city fire
safety regulations.

Ø Fire safety regulations require a firework shell to explode at a
height greater than 75 feet above the ground.
Ø The fireworks will be launched from the available 4-foot
platform.
Ø The height, 𝑊 (in feet), of the Willow Firework shell 𝑡 seconds
after it is launched is given by the firework manufacturer to be:

𝑊(𝑡) = −16𝑡 > + 80𝑡 + 4

a) To determine when the Willow Firework will meet the city fire safety regulation your co-worker
suggests solving the inequality −16𝑡 > + 80𝑡 + 4 > 75, but isn’t quite sure how. You agree that your co-
worker is on the right track and want to help. Suggest a first step.






b) Solve the inequality from a). (Look back at your work on the 7.2 Warm Up!)









c) Based on your answer to b), write up your conclusions for the City Manager related to the safety of the
Willow Firework.

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 Chapter 7: How Do We Solve Equations and Inequalities?

2) The height 𝑅 (feet) of the shell of a Ring firework, 𝑡 seconds after it is launched is modeled by the function
𝑅 (𝑡) = −16𝑡 > + 60𝑡 + 4.

Another co-work sketched this “good enough” graph of 𝑅.








a) What does this graph tell you about the situation?



b) If you were using symbolic methods (not using a graph) to solve the following inequality for 𝑡, how
would you know it has no solution?

−16𝑡 > + 60𝑡 + 4 > 75










3) Recall, in the last part of the 7.2 Warm Up, you selected methods that could help solve the inequality:

(𝑥 + 2)< (𝑥 + 5) ≥ 0

a) Now, use one of your selected methods to solve the inequality.










b) Use another of your selected methods to check your solution set in a).

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College Algebra

4) Solve −2(𝑥 + 5)(𝑥 + 4)> (𝑥 − 6) > 0 using any method you prefer. Write your answer in interval notation.




















5) Find the solutions to the inequality 6𝑥 > + 𝑥 − 15 > 0.

















6) Using a “good enough” graph, solve the inequality for 𝑥.

𝑥+2
< 0
𝑥−5

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 Chapter 7: How Do We Solve Equations and Inequalities?

7) Consider 𝑝(𝑡) = √𝑡 + 1.

a) Solve 𝑝(𝑡) < 7 using any method you prefer.

b) Check your answer from a) by sketching a “good enough” graph of 𝑝(𝑡).

Summary: Solving Inequalities

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College Algebra

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 Chapter 7: How Do We Solve Equations and Inequalities?

7.3: Warm Up
Student Name:




1) Fill in the blanks for each absolute value equation: |____| = 5 or |____| = 5

2) Consider |𝑥 − 3| = 5

a) Solve for 𝑥.







b) |𝑥 − 3| = 5 can be represented by the intersection between the graph of the function 𝑗(𝑥) = |𝑥 − 3| and
the horizontal line 𝑦 = 5.

Draw a graphical representation of this on the axes below and label your solutions from a).


















c) Use your graph to solve |𝑥 − 3| ≥ 5. Write your answer in interval notation.

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College Algebra

7.3: When You Need More than Working Backward

Learning Objectives
Together with your team:
• Solve equations and inequalities symbolically that cannot be solved by working
backward alone.
• Determine if a solution to an equation is extraneous

1) When Dasani fills their 20 oz. water bottles, the water bottle is considered defective if the volume in the
bottle varies by more than 0.109 oz.

a) You are the Quality Control Manager for Dasani and the Legal Department asks you come up with a
function in which they can input the volume of any water bottle and the output will tell them if the water
bottle is defective or not.








b) Determine the acceptable volumes of Dasani water bottles to report to your boss. Be sure to interpret
these values in the context of this situation.






c) Sketch a visual representation that could help explain this function to your boss.








2) Some students were asked to solve −5|𝑥 − 7| + 6 = −9 for 𝑥. They have different ideas on what their first
step should be.

With which student do you most agree?

A. Elvis thinks they should distribute the −5.
B. Anna Maria thinks they should add 9 to both sides to set the equation equal to 0.
C. Deshawn asks, shouldn’t we try to isolate the absolute value?
D. Radu says there is no solution because an absolute value cannot equal a negative number.
E. Connor thinks he remembers something about splitting the equation up into separate equations, one
equal to 9 and one equal to −9.

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 Chapter 7: How Do We Solve Equations and Inequalities?

3) Solve −5|𝑥 − 7| + 6 = −9

















4) Solve −5|𝑥 − 7| + 6 ≥ −9 for 𝑥. Write your answer in interval notation.

Summary: Solving Absolute Value Equations and Inequalities

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College Algebra

5) Becka is solving the equation for 𝑥.

10 4 5
+ =
𝑥 > − 2𝑥 𝑥 𝑥 − 2













V^ B G
Is 𝑥 = 2 the solution to 3 . W>3 + 3 = 3W>? Explain.








6) Solve the equation for 𝑥.
2 4 5
= −
𝑥> + 10𝑥 + 24 𝑥 + 4 𝑥 + 6
















Be sure to check your answer(s).

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 Chapter 7: How Do We Solve Equations and Inequalities?

7) Solve√2𝑧 + 1 − 1 = 3𝑧 for 𝑧. Be sure to check your answer(s).

8) In Chapter 5, Josie was trying solve this equation for 𝑥: log G (𝑥 + 4) = 1 − log G (𝑥 + 8).
Her first step is shown here:

log G (𝑥 + 4) = 1 − log G (𝑥 + 8)

log G (𝑥 + 8) + log G (𝑥 + 4) = 1

a) Help Josie solve for 𝑥.

b) Check your answer(s) from a).

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College Algebra

9) This graphical representation of the previous equation shows that one of the solutions was extraneous.

https://www.desmos.com/calculator/aqete33dmc


Let’s explain why one of the solutions found in 8) works in log G ((𝑥 + 8)(𝑥 + 4)) = 1 but not in the
original equation log G (𝑥 + 4) = 1 − log G (𝑥 + 8).

10) Solve for 𝑥: ln(4 − 𝑥) − ln(𝑥 + 1) = ln (2)


























11) When solving equations, which types of functions can result in extraneous solutions? Select all that apply.

A. Polynomial B. Rational C. Radical
D. Absolute Value E. Logarithmic F. Exponential

200