Operations On Real Numbers: I Can

1-1
Activity Assess
CRITIQUE & EXPLAIN
Cindy and Victor are playing a math game. The winner must get three in a
Operations on
row of the same type of real number and justify how the numbers are alike.
Real Numbers Cindy said she won because she was able to get three rational numbers on
a diagonal. Victor said he won with three positive numbers in a column.
PearsonRealize.com
Cindy
I CAN… reason about 1.3

−1.6
272727272727272727
operations on real numbers.
VOCABULARY 2
Victor
√10 5
• element of a set
• set
• subset 272727272727272727
√8 π 27
A. Can both players say they won for different reasons? Explain.
B. Reason Can you make other groups using the numbers shown that are
all the same kind of real number? In how many ways can you do this?
ESSENTIAL QUESTION How can you classify the results of operations on real numbers?
EXAMPLE 1 Understand Sets and Subsets
In the set of numbers from 1 to 10, which elements are in both the subset of
even numbers, and the subset of multiples of 5?
A set is a collection of objects such as numbers. An element of a set is an

object that is in the set. Write a set by listing the elements, enclosed in curly
braces (“{“ and “}”).
Name of the set

A = {1
, 2, 3, 4, 5, 6, 7, 8, 9, 10}
   

Elements of the set
MAKE SENSE AND PERSEVERE Set B is a subset of set A if each element of B is also an element of A.
Write out each subset. Then see
B = {2, 4, 6, 8, 10} Elements of A that are even
which elements are common
to both. C = {5, 10}
Elements of A that are multiples of 5
The number 10 is the only number that is an element of both subsets.
Try It! 1. Which numbers in set A are elements in both the subset of odd
numbers and the subset of multiples of 3?
LESSON 1-1 Operations on Real Numbers 5

Activity Assess
APPLICATION EXAMPLE 2 Compare and Order Real Numbers
Jim is playing a math game where he____

needs to put a set of three cards in
___
 40 , ____
numerical order. His cards show ___
11 36 √
  324  , and √10 . Order the cards from
least to greatest.
STUDY TIP Find the decimal equivalent for each number.
It is easier to compare and order ____ ___
real numbers when they are  ___
40 = 3. ¯   324   = ___
63 ____ √ 36
  18 = 3 √10  ≈ 3.2
11 6
all in the same form. Rewrite
real numbers to the equivalent Plot the numbers on a number line.
decimal form so you can compare 324 40
them easily. 36 √10 11
3 3.5 4
____ ___
  324  , √
From least to greatest, the order of the cards is ____   40 .
10 , and ___ √ 36 11
Try It! 2. Order each

__
set of cards from least to greatest.
____ __
a. 0.25, __
  1  , ___
√9   6 b. ____
√ 25
  121  , 2.25, √
5 
25
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Operations With Rational Numbers
A. Is the sum of two rational numbers always a rational number?

You can try several different cases of adding two rational numbers.
1 + __
 __   5  __
  1 = __   3 = ___
7 + __   13  ___
11 + __
  1 = ___
  71
2 3 6 8 4 8 5 6 30
In each case, the sum is also rational. But you cannot try every pair of
rational numbers since there are infinitely many of them. How can you
know whether it is true for all rational numbers?
Use variables to represent any rational number.
  a + __
__   c = ___
  ad  + ___
  bc  
a, b, c, and d are integers b d bd bd
with b ≠ 0, and d ≠ 0. Since b ≠ 0 and d ≠ 0,
  ad +  
= _______ bc bd ≠ 0 also.
bd
Since ad + bc and bd are integers, and bd ≠ 0, the sum is rational.
B. Is the product of two rational numbers always a rational number?

Use the same strategy as in part A, using variables to represent any
rational number.
a ∙ __
 __   c = ___
  ac
a, b, c, and d are integers b d bd Since b ≠ 0 and d ≠ 0,
with b ≠ 0, and d ≠ 0. bd ≠ 0 also.
Since ac and bd are integers, and bd ≠ 0, the product is rational.
Try It! 3. Is the quotient of two rational numbers always a rational

number? Explain.
6 TOPIC 1 Exponents and Roots Go Online | PearsonRealize.com

Activity Assess
w
EXAMPLE 4 Operations With Rational and Irrational Numbers
A. Is the sum of a rational number and an irrational number rational or

irrational?
If you could write the sum of an irrational and a rational number as a
rational number, you could write the following equation.
irrational
 
rational
__a + c = __    p
rational
q
b
pb − aq
c = _______
 
bq
In the rational numbers above, a, b, p, and q are integers, with b ≠ 0 and
q ≠ 0. This means that
• pb − aq is an integer and
• bq is an integer not equal to 0.
pb − aq
Therefore _______
  is a rational number. But this is equal to c, an irrational
bq
number. Can a number be both rational and irrational? No, it cannot.
So what went wrong? The mistake was to assume that you could write
p
  a + cin the form __
the sum __  q .
b
The sum of a rational number and an irrational number is always an

irrational number.
B. Is the product of a rational number and an irrational number rational or

irrational?
Write the product as a rational number.
irrational
a ∙ c = __
__ p
 
rational   q rational
b
bp
c = ___
  aq 
As in part A, c is both rational and irrational. So the assumption that you

COMMON ERROR p
  a ∙ c as __
can write __   q at all is wrong.
If you do not address the case b
where a = 0, you might conclude Also notice that in order to divide by a when calculating c, you have to
that the product of any rational assume that a ≠ 0. What happens in the original equation if a = 0?
number and any irrational number
is irrational. But that is not true. a
Then  __  a ∙ c = 0 for any number c.
= 0, and __
b b
So the product of a rational number and an irrational number is always

irrational, unless the rational number in the product is 0.
Try It! 4. Is the difference of a rational number and an irrational number

always irrational? Explain.

Concept Assess
Summary
CONCEPT SUMMARY Operations on Real Numbers
WORDS The sum of two rational numbers The sum of a rational number and an
is always rational. irrational number is always irrational.
The product of two rational The product of a nonzero rational number
numbers is always rational. and an irrational number is always irrational.
__
__ √
NUMBERS 2 + __
Sums:  __   32
  4 = ___   3 3  + 1
  1 = _______
Sums: √3  + __
9 6 36 3 3
__
__ √
2 ∙ __
Products:  __   8
  4 = ___   3 
  1 = ___
Products: √3  ∙ __
9 6 54 3 3
p
ALGEBRA
a + __
Sums:  __   ad + cb
  c = _______ Sums:   a + c ≠ __
__   q , when c is irrational
b d bd b
a ∙ __ p
Products:  __   c = ___
  ac   a ∙ c ≠ __
Products: __   q , when c is irrational
b d bd b
Do You UNDERSTAND? Do You KNOW HOW?

1. ESSENTIAL QUESTION How can you Determine whether set B is a subset of set A.
classify the results of operations on real
6. A = {0, 1, 2, 3, 4} 7. A = {2, 3, 5, 7, 11}
numbers?
B = {1, 2} B = {3, 5, 7, 9, 11}
2. Communicate Precisely Explain why the
Order each set of numbers from least to
sum of a rational number and an irrational
greatest.
number is always irrational.
____
8. √200 , 14, ___
  41
3. Vocabulary Are the rational numbers ___ 3
a subset of the set of all real numbers? 9.  __
2 , ___
√  9  , 0.6
Are the rational numbers a subset of the 3 16
irrational numbers? Explain?
10. The park shown is in the shape of a square.
4. Error Analysis Jacinta says that the product Is the perimeter rational or irrational?
of a rational number and an irrational
Area = 24,200 yd2
number is always irrational. Explain
her error.
5. Reason Let D = {−2, −1, 0, 1, 2}. Is D a

subset of itself? Explain.
? yd


Scan for Practice Tutorial
PRACTICE & PROBLEM SOLVING Multimedia
Additional Exercises Available Online
UNDERSTAND PRACTICE
11. Reason Identify each solution as rational or List all subsets of the real numbers from the list
irrational. below that each number belongs to. SEE EXAMPLE 1
__
a.  __   –1
4 + ___   2
b. √4  ∙ __ • real numbers
7 3 5
• irrational numbers
12. Higher Order Thinking Is the product of • rational numbers
two irrational numbers always an irrational
• integers
number? Explain.
• whole numbers
17.  __
13. Error Analysis Describe and correct the error 4
16. 10.5
a student made when ordering numbers from 7
least to greatest. 18. 6 19. 0
__
20. √2  21. –29
144 , 234 , 68.12
3
Order the numbers shown from least to greatest.
144 = 72
SEE EXAMPLE 2 __
234 = 78 ___
3 22. 3.5, ___
  10 , √
14  23.  __ 6, __
1 , 0.1 ¯
√4
  1  
3 3
68.12, 144 , 234
3 ✗ Match each number to the letter that represents its
position on the number line. SEE EXAMPLE 2
A B C D
14. Mathematical Connections The bulletin board
____
is in the shape of a square. Find two rational 24. – √120 
numbers that are within __ 18 in. of the actual side ____
length. 25. – ____
√4
  400  
26. –  ___
23
2
Soccer
27. –11.75
Tryouts
Saturday Determine whether each sum, difference, product,
at the
Athletic Field
4:30 to 6:00pm or quotient represents a rational number or an
irrational number. Explain how you know without
Area = 150 square units simplifying. SEE EXAMPLES 3 AND 4
__
√
  2 
6 – ___
28.  ___
BAND CAMP 23 2
June 23 to June 28
6 – ____
29.  ___   15
Sign Up in the
Caffeteria April 1
23 127
at 12:30
6 ÷ ____
30.  ___   15
23 127
__
√
x units 31.  ___   2 
6 ÷ ___
23 2
15. Construct Arguments Tell whether each
statement is always true, sometimes true, or 32. Is the difference of two rational
never true. Explain. numbers always a rational number?
Explain. SEE EXAMPLE 3
a. An integer is a whole number.
33. Is the quotient of a rational number and
b. A natural number is a rational number.
an irrational number always irrational?
c. An irrational number is an integer. Explain. SEE EXAMPLE 4

Practice Tutorial
PRACTICE & PROBLEM SOLVING
Mixed Review Available Online
APPLY ASSESSMENT PRACTICE
34. Make Sense and Persevere Adam wraps the 37. Is 0.62473 a member of the set? For each set of
top edge of the gift box shown with gold real numbers, select Yes or No.
ribbon.
Yes No
natural numbers ❑ ❑
Box
Volume = whole numbers ❑ ❑
296 cm3
integers ❑ ❑
8 cm
rational numbers ❑ ❑
irrational numbers ❑ ❑
The top and bottom edges of the box are real numbers ❑ ❑
square. If Adam has 24 __14 in. of gold ribbon, does
____
he have enough to decorate the top of the box?
  144  ?
38. SAT/ACT What is the square root of ____ √256
35. Reason In statistics, continuous data can
Ⓐ __  2 Ⓑ __  3 Ⓒ ___
  3 Ⓓ __  9 Ⓔ ___
  9
have values equal to any real number, such as 3 4 16 4 16
the average temperature for an area or the 39. Performance Task A basketball coach is
number of inches of rainfall. Other sets of data considering three players for Most Valuable
are discrete. Examples of discrete data are the Player (MVP). The table shows the proportion
number of students in a school district, the of shots each player made of the shots they
number of home runs hit by a baseball team attempted.
in a season, and the number of letters handled
by the post office each month. Which subset Field
of the real numbers is the best one to use to Free Goals 3-Point
Player Throws (2 pts) Shots
describe discrete data?
Martin 71% 49.5% 32%
36. Make Sense and Persevere Helena builds a 4 9 1
Corey
shed in her backyard. There is a larger section 5 20 3
for large tools, like her lawn mower, and a Kimberly 0.857 0.448 0.338
smaller section for small tools. Each section has
a square floor. What is the length of the entire Part A For a technical foul, the team can pick
shed? What type of number is the length? List any player they want to shoot the free throw.
as many types of numbers for the length as Which player should the team pick? Explain.
you can.
Part B Which player is most successful with
? ft their field goal shots? Explain.
Part C Rank the players by the percentage of

A = 16 ft2
the 3-point shots each made.
A = 50 ft2
Part D If all the players attempted the same
number of shots, which player would you
choose as the MVP? Justify your answer.

1-2
Activity Assess
CRITIQUE & EXPLAIN
Students are asked to write an equivalent expression

Rational Exponents
for 3  –3. Casey
and Properties of
Exponents Casey and Jacinta each write an expression on 3—3 = —27
the board.
PearsonRealize.com
A. Who is correct, Casey or Jacinta? Explain.
B. Reason What is the most likely error Casey Jacinta
I CAN… use properties of
exponents to solve equations that was made? 1
3—3 = —27 3—3 = 27
with rational exponents.
VOCABULARY
• rational exponent
What are the properties of rational exponents and how are they used to
ESSENTIAL QUESTION
solve problems?
CONCEPTUAL EXAMPLE 1 Write Radicals Using Rational Exponents

UNDERSTANDING
_
  1 
What does 3  2 equal?
You can think of exponentiation as repeated multiplication.
32 = 3 · 3 Multiply 3 by itself 2 times.
33 = 3 · 3 · 3 Multiply 3 by itself 3 times.
34 = 3 · 3 · 3 · 3 Multiply 3 by itself 4 times.
etc.
_
  1 
GENERALIZE  12 times. Since
But what does 3  2 mean? You cannot multiply 3 by itself __
The Power of a Power Property interpreting exponents as repeated multiplication does not work in this
says that (a  m)  n= a  mnfor all _
  12 
case, you have to define a new meaning for expressions like 3  .
integers m and n.
Whatever the new definition is, you want it to obey the same rules of
exponents that you know for integers, such as the Power of a Power
Property.
(
3  2 ) 
  1 2
_ _
  1   · 2
= 3  2 = 31 = 3
_
  1 
When you square 3  2 . . . . . . the result is 3.
__
You know that a number whose square is 3 is √  
3 . So in order to define
_
  12 
1
__
raising
__ a number to the   2
power in a way that makes sense, define 3 
to
be √3
  .
You can define the meaning of other rational exponents in a similar way.
  n1  n __
_
If the __ nth root
___ of a is a real number and m is an integer, then a 
= √a ,
  m  n __
and a  n = √a  m = (n √a )  m.
_
  1 
Try It! 1. What does 2  3 equal? Explain.
LESSON 1-2 Rational Exponents and Properties of Exponents 11

Activity Assess
EXAMPLE 2 Use the Product of Powers Property to Solve

Equations With Rational Exponents
What is the solution of ( 3  2 ) ( 3  3 ) = 3  9?
_
  x  _
  x 
STUDY TIP Rewrite the left side of the equation with one exponent.
To multiply two powers with a
(3  2 )(3  3 ) = 3  9
_
  x  _
  x 
common base, keep the common
_
  x   +  _x 
base and add the exponents.
3  2 3 = 3  9
Product of Powers Property
__    +  __
  3x 2x
 

3  = 3  9 6 6
Write the exponents with a common denominator.
__
  5x 
3  6 = 3  9
5x  = 9
 ___ The bases are the same, so set the exponents equal.
6
    (   ) = __
6
__ 5x
___   6  (9)  6 .
Multiply both sides by __
5 6 5 5
x =   54 
___
5
The solution is ___ 54
   .
5
Try It! 2. What is the solution of (2  4 ) ( 2  6 ) = 2  3?
_
  x  _
  x 
EXAMPLE 3 Use the Power of a Power Property to Solve

A. What is the solution of 27 x–4 = 3  2x–6?
27  x–4 = 3  2x–6
(3  3)  x–4 = 3  2x–6 Rewrite 27 with a base of 3.
STUDY TIP
To find the power of a power, 3  3x–12 = 3  2x–6 Power of a Power Property
keep the base and multiply the 3x – 12 = 2x – 6 Write the exponents as an equation.
exponents.
3x – 12 – 3x = 2x – 6 – 3x
–12 = –x – 6
–12 + 6 = –x – 6 + 6
–6 = –x
6=x
The solution is 6.
–   _x2  – _  x3    – 2
B. What is the solution of (   1  ) 
____ = (___
  1  )  ?
125 25
Step 1 Rewrite the equation so both sides have the same base.
–  _2x  –  _3x  –2
(____
  1  )  = (___
  1  ) 
125 25
–  _2x  –  _3x  –2 Rewrite ___ 1
  125   and __
  251  as powers of 5.
(5  –3)  = (5  –2) 
__
  3x  __
  2x  + 4
5  2 = 5  3 Power of a Power Property
CONTINUED ON THE NEXT PAGE

Activity Assess
EXAMPLE 3 CONTINUED
Step 2 Write the exponents as an equation and solve.
3x  =  ___
 ___ 2x  + 4
2 3
COMMON ERROR 6(___
   ) = 6(___
3x   2x  + 4)
Remember to distribute across 2 3
both terms when multiplying. 9x = 4x + 24
9x – 4x = 4x + 24 – 4x
5x = 24
5x  =  ___
 ___ 24 
5 5
x = 4.8
The solution is x = 4.8.
Try It! 3. What is the solution of each equation? x

_
  2   – 1 _
  3x 
a. 256  x+2 = 4  3x+9 b. (   ) 
1
__ = (   ) 
1
__
8 4
APPLICATION EXAMPLE 4 Use the Power of a Product Property to Solve

Adam is setting up for an outdoor concert. He places three square blankets
near the band as shown in the picture. What is the area of Blanket C?
Formulate Area = length ∙ width

_
  1  _
  1 
12 = 8 
2 ∙ x  2
Area of Side Side
the grass length of length of Blanket A
rectangle Blanket B Blanket C
Blanket B
Compute Solve for x, the area of Blanket C.
8 yd2
12 = (8  2 )
( x  2 )
_
  1  _
  1 
Multiply the
_
  1 
12 = ( 8x)  2 bases and keep
the exponent.
12  2 = [(8x)  2 ] 
  1 2
_
Blanket C
144 = 8x Square both sides. x yd2 12 yd2
144
 ____   8x 
  = ___
8 8
18 = x
Interpret The area of Blanket C is 18 yd 2.
___ __
Check Compare the product of √
18  and √
8  to the rectangular area of 12.
√18 ) =(8  2 )(18  2 )

__ ___ _
  1  _
  1 
(√8
 )(
_
  1 _
  1 
= (8 ∙ 18)  2 = 144  2
= 12
 _1
Try It! 4. When the side length of Blanket A is multiplied by 2 2 the result
is 6 yards. Find the area of Blanket A.

Activity Assess
APPLICATION EXAMPLE 5 Use the Quotient of Powers Property to Solve

Terrarium A and Terrarium B are cubes. The side length of Terrarium A is
twice the side length of Terrarium B. What is the value of x?
Terrarium B
Terrarium A
V = 2 m3
V = 2x m3
Step 1 Write a proportion using the side lengths.

    _1
( x) 3
2   
 ____   = 2
_1     The ratio of the side lengths is 2.
2  3
x ∙ _  13 
2    = 2
 ____ _1    
2  3
Step 2 Use properties of exponents to simplify.
_
  x 
2    = 2
 __
3
_1    
2  3
STUDY TIP
_
  x  –  _1 
To divide two powers with the 2  3 3
= 2 Quotient of Powers Property
same base, keep the common
___
  x–1 
base and subtract the exponents. 2  3 = 2
___
  x–1  Write 2 with an exponent.
2  3 = 2  1
Step 3 Equate the exponents and solve for x.
x –  
 _____1=1
3
x–1=3
x=4
The value of x is 4.
Try It! 5. What is the value of x if the side length of Terrarium A is four
times the side length of Terrarium B?

Concept Assess
Summary
CONCEPT SUMMARY Rational Exponents and Properties of Exponents
WORDS If the nth root of a is a real number and m is an integer, then

_ __ __ ___ __
  1    m 
a  n = n √a  a  n = √a  m  = (n√a )  m
n
ALGEBRA Power of a Power Power of a Product Product of Powers Quotient of Powers

a    = a  m – n, a ≠ 0 m
(a  m)  n = a  mn (ab)  m = a  m ∙ b  m a  m ∙ a  n = a  m + n  ___ n a 
_2
(
256  4 )   2
   
NUMBERS   1 _  1 
_ _
  1  ∙ _  1  _
  1  _
  1  _
  1  _
  1  _
  1  _
  1  +  _1  8  3   = 8
_
  2  –  _1 
= 256  4 2
(4 × 9)  = 4  ∙ 9  16  × 16  = 16 
2 2 2 4 4 4 4
 __ _ 1
  3 3
   
_
  1  _
  2  8  3 _
  13 
= 256 
8
=2∙3 = 16  4 = 8 
_
  1 
=2 =6 = 16  2 =2
=4

1. ESSENTIAL QUESTION What are the Write each radical using rational exponents.
__ ___
properties of rational exponents and how 7. √
7  8. √15 
are they used to solve problems? ___ ___
9. √6  4  10. √2  3 
3 3
2. Communicate Precisely A square has ___ ___

11. √2  4  12. √8  3 
4
an area of 15 ft  2. What are two ways of
expressing its side length?
Solve each equation.
y
13. ( 2
  3 )( 2  2 )  = 2  5
3. Look for Relationships If 3  , what is the 3  x=   x
_   x
_
relationship between x and y?

14. (4  2 )(4  5 ) = 4  8
___ _3  _x   _x 
   
4. Error Analysis Corey wrote √4  2  as 4  2 . What
3
error did Corey make?

15. 64  x+1 = 4  x+7
5. Reason When is it useful to have rational
exponents instead of radicals? 16. 16  (x–3) = 2  (x–6)
–  _x  –  _2x  + 1
17. (____
  1  )  = (__
  1 ) 
6. Vocabulary How are rational exponents 3

different than whole number exponents? 243 9
How are they the same? (x–4) x+1
18. (   1 ) 
___ = (____
  1  ) 
36 216

UNDERSTAND PRACTICE
19. Make Sense and Persevere Describe two ways Write each radical using rational exponents.
to express the edge length of a cube with a SEE EXAMPLE 1
__ __
volume shown. 25. √3  26. 3√7
 
___ ____
27. √3 28. √2  –5 
5 4
  2 
___ ___
29. √a  2 
3
30. √b  a 
2500 in.3
Solve each equation. SEE EXAMPLES 2–5
31. (5  3 )(5  4 ) = 5  5 32. (2  2 )(4  2 ) = 2  6
_
  x  _
  x  _
  x  _
  x 

33. (3  2 ) = (3  2)
_
  x +1 –  __
5x
 
_
  4  34. 625  2x–3 = 25  3x–2
20. Construct ___Arguments Explain why 5  must be 3
equal to √5  4 if the Power of a Power Property –  _x  − _2x   + 1

3
 __
35. (   1  )  = (__
  1 ) 
–x
3  
____ 36. 8  3 = 4
holds for rational exponents. 243 9
38. 3 = (5  2 )
(
x  2 )
21. Error Analysis Describe and correct the error  _x  −1  _x   _1   _1 
37. 49  4 = 343  3
a student made when starting to solve the
equation 8  x+3 = 2  2x–5.
( 2  3 )
_
(
4  3 )
_
  1  _
  x    1 
39. 2 = 27  4  = 1
40.  ___
_x    
3  4
8x+3 = 22x—5 _
  x  _
  1 
–  _2 
  125 _4   6    = 1
3 4
3 x+3
(2 ) = 22x—5 41. 5  3 = ____ 42.  ____ –  _x 
3x+3    
2 = 22x—5 25  3 36  2
✗
…
For each partial solution, identify the property of

exponents that is used. SEE EXAMPLES 2–4
43.
22. Construct Arguments The Power of a Quotient x
+3
x
m m
rule is (   a )  = ___
__   a  m , b ≠ 0. Will this rule work 363 = 2165
b b  x
+3
x
a
with rational exponents if  __ is a positive (62)3 = (63)5
b
number? Give an example to support your 2x
+6
3x
argument. 63 = 65
…
23. Higher Order Thinking The Zero Exponent

Property is a  0 = 1, a ≠ 0.
a. How could you use properties of exponents 44.
to explain why a  0 = 1?
…
3x
b. How could the Zero Exponent Property be 3
3 4 = 3— 4
applied when solving equations with rational 1
exponents? 34
3x — 1 —3
_____
_____ 4
34 =3 4
24. Use Structure Consider the expression √
√625  .
…
a. Write the radical using rational exponents.

b. Describe two different ways to evaluate the
expression.
c. Simplify the expression from part (b).

Practice Tutorial
45. Use Appropriate Tools The formula for the 48. Match each expression with its equivalent
 43 πr  3. What is the radius
volume V of a sphere is __ expression.
___ _
of the basketball shown?   1 
I. √2  5 
4
A. 2  5
__ _
  5 
II. √ 
5 B. 2  4
___
V 5 392 in.3  _4 
III. √2  4  C. 2  5
5
__ _
  1 
IV. √2
5
  D. 5  2
_
  x 
49. SAT/ACT What is the value of x in 27  2 = 3  x −1?
Ⓐ –3
Ⓑ –2
Ⓒ  __13 
46. Use Structure A singing contest eliminates Ⓓ2
contestants after each round. To find the Ⓔ3
number of contestants in the next round, raise
the number of contestants in the current round 50. Performance Task It is possible to write any
 6–n
to the power of ___
7–n
, where n is the number of positive integer as the sum of powers of 2 with
the current round. whole number exponents. For example, you
can write 75 in the following manner.
47. Make Sense and Persevere Photos A, B, and
2  0 + 2  1 + 2  3 + 2  6 = 75
C are all square photos. The area of Photo C is
the same as a rectangular photo whose length Part A Use the equation above to write 75
is the side length of Photo A and whose width as the sum of powers of 8, using rational
is the side length of Photo B. Use the properties exponents. What are possible values for a, b,
of rational exponents to write and solve an c and d?
equation to find the side length of Photo A to
two decimal places. 8  a+ 8  b+ 8  c+ 8  d= 75
Part B How can you modify the equation you

wrote in part A to express 75 as sum of powers
of 16?
16  a+ 16  b+ 16  c+ 16  d= 75
Part C Given that a, b, c, and d are rational

Photo A Photo B Photo C numbers, for what types of integer values of
Area = x cm2 Area = 72 cm2 Area = 110 cm2 x is the following equation true? Explain your
answer.
x  a+ x  b+ x  c+ x  d= 75

1-3
Activity Assess
EXPLORE & REASON
Juan is studying exponential growth of bacteria cultures. Each is carefully

Exponential
controlled to maintain a specific growth rate. Copy and complete the table
Models to find the number of bacteria cells in each culture.
Initial Number Growth Rate Time Final Number

PearsonRealize.com Culture of Bacteria per Day (days) of Bacteria
A 10,000 8% 1
B 10,000 4% 2
I CAN… write exponential
models in different ways to C 10,000 2% 4
solve problems. D 10,000 1% 8
VOCABULARY
A. What is the relationship between the daily growth rate and the time in
• compound interest formula
days for each culture?
• continuously compounded
interest formula B. Look for Relationships Would you expect a culture with a growth rate
• natural base e   12 % and a time of 16 days to have more or fewer cells than the others
of __
in the table? Explain.
How can you develop exponential models to represent and interpret

ESSENTIAL QUESTION
situations?
EXAMPLE 1 Rewrite an Exponential Function to Identify a Rate
In 2015, the population of a small town was 8,000. The population is

increasing at a rate of 2.5% per year. Rewrite an exponential growth
function to find the monthly growth rate.
Write an exponential growth function using the annual rate to model the
town’s population y, in t years after 2015.
annual growth rate
initial population
y = 8,000(1 + 0.025)  t
years after 2015
y = 8,000(1.025)  t
To identify the monthly growth rate, you need the exponent to be the
number of months in t years, or 12t.
COMMON ERROR
y = 8,000(1.025)    12
___
12t
 12 so that 12t
Multiply the exponent by __
Dividing the annual growth 12
represents the number of months.
rate by 12 does not give the __
1
exact monthly growth rate. This y = 8,000(1.025    12 )12t
 
Example shows how to find an Applying the Power of a Power rule helps to
expression for the exact monthly ≈ 8,000(1.00206)  12t
y reveal the monthly growth rate by producing
rate: 1.025    12 − 1.
__1
an expression with the exponent 12t.
The monthly growth rate is about 1.00206 − 1 = 0.00206. The population is

increasing about 0.206% per month.
Try It! 1. The population in a small town is increasing annually by 1.8%.

What is the quarterly rate of population increase?

Activity Assess
CONCEPT Compound Interest
When interest is paid monthly, the interest earned after the first month
becomes part of the new principal for the second month, and so on. Interest
is earned on interest already earned. This is compound interest.
The compound interest formula is an exponential model that is used to
calculate the value of an investment when interest is compounded.
P =the initial principal invested
r =annual interest rate, written as a decimal
A = P(1 + __
  nr  ) 
nt
n =number of compounding periods per year
A =the value of the account after t years
EXAMPLE 2 Understand Compound Interest
Tamira invests $5,000 in an account that pays 4% annual interest. How much
will there be in the account after 3 years if the interest is compounded
annually, semi-annually, quarterly, or monthly?
Use the Compound Interest formula to find the amount in Tamira’s account
after 3 years.
Compound Interest Formula Amount After 3 Years ($)

3(1)
Annually A = 5000 (1+ 0.04
1
) 5,624.32
REASON 3(2)
The more frequently interest is Semi-Annually A = 5000 (1+ 0.04
2
) 5,630.81
added to the account, the earlier 3(4)
that interest generates more Quarterly A = 5000 (1+ 0.04
4
) 5,634.13
interest. This reasoning supports
3(12)
the trend shown in the table. Monthly A = 5000 (1+ 0.04 ) 5,636.36
12
As the number of compounding periods increases, the amount in the

account also increases.
Try It! 2. $3,000 is invested in an account that earns 3% annual interest,

compounded monthly.

a. What is the value of the account after 10 years?

b. What is the value of the account after 100 years?
LESSON 1-3 Exponential Models 19

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Understanding Continuously Compounded Interest
Consider an investment of $1 in an account that pays a 100% annual interest

rate for one year. The equation A = 1(1 + __
  n1 )  = (1 + __
  n1 )  gives the amount
n(1) n
in the account after one year for the number of compounding periods n.
Find the value of the account for the number of periods given in the table.
Number of n
Value of (1 + __
  1n ) 
Periods, n
1
1 (1 + __
 1 )  = 2
1
10
10 (  1  )  = 2.59374246
1 + __
10
100
100 (   1  )  = 2.704813829
1 + __
100
1,000
1000 (   1  ) 
1 + __
1,000
= 2.716923932
10,000
10000 (   1  ) 
1 + __
10,000
= 2.718145927
100,000
100000 (1 + __
  1  )  = 2.718268237
100,000
Notice that as n continues to increase, the value of the account remains very
close to 2.718. This special number is called the natural base.
The natural base e is defined as the value that the expression ( 1 + __
  1x ) 
x
approaches as x → +∞. The number e is an irrational number.

e = 2.718281828459…
The number e is the base in the continuously compounded interest formula.
A = Pe  rt P = the initial principal invested
e = the natural base
r = annual interest rate, written as a decimal
A = the value of the account after t years
Try It! 3. If you continued the table for n = 1,000,000, would the value in
the account increase or decrease? How do you know?
EXAMPLE 4 Find Continuously Compounded Interest
Regina invests $12,600 in an account that earns 3.2%

annual interest, compounded continuously. What is
the value of the account after 12 years?
Round your answer to the nearest dollar.
Use the continuously compounded interest formula
with P = 12,600, r = 0.032, and t = 12. 3.2% interest rate
COMMON ERROR 12-year term
Be sure that when you evaluate A = Pe  rt
e  0.032(12)you either simplify = 12,600e  0.032(12)
0.032(12) as 0.384 first, or use To evaluate e  0.384, use the e  x
parentheses to ensure that e = 12,600e  0.384
key on your calculator.
is raised to the entire product, ≈ 18,498.63
rather than just the first factor.
To the nearest dollar, the value of the account after 12 years is $18,499.

Activity Assess
EXAMPLE 4 CONTINUED
Try It! 4. You invest $125,000 in an account that earns 4.75% annual
interest, compounded continuously.
a. What is the value of the account after 15 years?
b. What is the value of the account after 30 years?
APPLICATION EXAMPLE 5 Use Two Points to Find an Exponential Model
Tia knew that the number of e-mails she sent was growing exponentially.
She generated a record of the number of e-mails she sent each year since
2009. What is an exponential model that describes the data?
1,400
2016
1,000
2015
2016
Write an exponential model in the form y = a ∙ b  x, with y equal to the
number of e-mails in hundreds and x equal to the number of years since
2009. Use the data to find the values of the constants a and b.
COMMON ERROR
Remember that the growth
factor (1 + r) is different from the When data points have consecutive
The growth factor for Tia’s e-mails in
growth rate (r). In this example, 14 x-values, the growth factor, b, is the
the growth factor is 1.4 while the two consecutive years was  __ , or 1.4.
10 ratio of their y-values.
the growth rate is 0.4, or 40%.
Use the value of b and one of the data points to find the initial value, a.
y = a ∙ b  x Write an exponential growth equation.
14 = a(1.4)  7 Substitute 1.4 for b, 7 for x, and 14 for y.
  14 7 = a
_____ Division Property of Equality
(1.4) 
1.33 ≈ a Simplify.
So, the function y = 1.33(1.4)  xmodels the number of e-mails (in hundreds)
Tia sends x years after 2009.
Try It! 5. A surveyor determined the value of an area of land over a

period of several years since 1950. The land was worth $31,000
in 1954 and $35,000 in 1955. Use the data to determine an
exponential model that describes the value of the land.

Activity Assess
APPLICATION EXAMPLE 6 Use Regression to Find an Exponential Model
Randy is making soup. The soup reaches 00:00 212°F

the boiling point and then, as shown 02:00 185°F
03:30 170°F
by the data, begins to cool off. Randy
05:00 162°F
wants to serve the soup when it is 07:30 145°F
about 80°F, or about 10 degrees above 10:00 138°F
room temperature (68°F). 15:00 125°F
20:00 117°F
A. Explain why the temperature might x, time (min) y, Temperature °F
follow an exponential decay curve
as it approaches room temperature.
A scatter plot of the data shows
the soup cooling toward room
temperature. The graph is not
a line.
The rate of cooling appears to slow as the
graph approaches room temperature, around
68° F. This indicates exponential decay toward
an asymptote of y = 68.
B. Find an exponential model for the data. Use your model to determine
when Randy should serve the soup.
Step 1 Enter the data as lists in a graphing calculator. Because the
temperature values approach 68°F, subtract 68 from each
temperature value.
Most graphing calculators will only L1 L2 L3 2

2 117
calculate exponential regressions for 3.5 102
5 94
data values that approach 0. 7.5 77
10 70
You can subtract 68 so your data will 15 57
20 49
approach 0. Then you can undo the L 2(8)=49
adjustment in Step 3 below.

STUDY TIP Step 2 Use the calculator to find an exponential regression equation.
The procedure for determining an The exponential model that best fits the data is y = 126.35(0.9492)  x.
exponential regression model for
Step 3 Translate this function up vertically
data may be slightly different on X Y1
by 68 units.
your graphing calculator, but the 42
43
82.142
82.424
steps should be very similar. The translated model is 44
45
80.742
80.094
y = 126.35(0.9492)  x + 68. 46
47
79.48
78.897
48 78.343
Use the translated model to find when X=45
the soup has a temperature of about 80°F.
The soup has a temperature of about 80°F after 45 minutes.
So, Randy should serve the soup about 45 minutes after it begins to cool.
Try It! 6. According to the model in Example 6, what was the

approximate temperature 35 minutes after cooling started?

Concept Assess
Summary
CONCEPT SUMMARY Writing Exponential Models
General Continuously
Compound Interest
Exponential Model Compounded Interest
ALGEBRA y = a ∙ bx A = P(1 + __
  nr )  nt A = Pe  rt
NUMBERS A necklace costs $250 A principal of $3,000 is A principal of

and increases in value by invested at 5% annual $3,000 is invested
2% per year. interest, compounded at 5% continuously
a = initial amount $250 monthly, for 4 years. compounded interest
P = 3,000 for 4 years.
b = growth factor 1.02
r = 5% P = 3,000
x = number of years
n = 12 compounding periods r = 5%
y = 250(1.02)x
per year t = 4 years
t = 4 years A = 3000e  (0.05)(4)
(12)(4)
A = 3000(1 +   0.05
____
12 )
 

1. ESSENTIAL QUESTION Why do you The exponential function models the annual
develop exponential models to represent rate of increase. Find the monthly and
and interpret situations? quarterly rates.
5. f(t) = 2,000(1.03)  t
2. Error Analysis The exponential model
y = 5,000(1.05)  trepresents the amount 6. f(t) = 500(1.055)  t
Yori earns in an account after t years when
$5,000 is invested. Yori said the monthly Find the total amount of money in an account
interest rate of the exponential model is at the end of the given time period.
5%. Explain Yori’s error. 7. compounded monthly, P = $2,000,
3. Vocabulary Explain the similarities and r = 3%, t = 5years
differences between compound interest and 8. continuously compounded, P = $1,500,
continuously compounded interest. r = 1.5%, t = 6years
4. Communicate Precisely Kylee is using a
Write an exponential model given two points.
calculator to find an exponential regression
model. How would you explain to Kylee 9. (3, 55) and (4, 70)
what the variables in the model y = a ∙ b  x
10. (7, 12) and (8, 25)
represent?
11. Paul invests $6,450 in an account that earns
continuously compounded interest at an
annual rate of 2.8%. What is the value of the
account after 8 years?

UNDERSTAND PRACTICE
12. Error Analysis Suppose $6,500 is invested in Find the amount in the account for the given
an account that earns interest at a rate of 2% principal, interest rate, time, and compounding
compounded quarterly for 10 years. Describe period. SEE EXAMPLES 2 AND 4
and correct the error a student made when 16. P = 800, r = 6%, t = 9years; compounded
finding the value of the account. quarterly
17. P = 3,750, r = 3.5%, t = 20years; compounded

0.02 12(10) monthly
A = 6500 1 + 12
A = 7937.80 ✗ 18. P = 2,400, r = 5.25%, t = 12years; compounded

semi-annually
19. P = 1,500, r = 4.5%, t = 3 years; compounded

daily
13. Communicate Precisely The points (2, 54.61)
and (4, 403.48) are points on the graph of an 20. P = $1,000, r = 2.8%, t = 5 years; compounded
exponential model in the form y = a  ∙ e  x. continuously
a. Explain how to write the exponential model, 21. P = $16,000, r = 4%, t = 25 years; compounded
and then write the model. continuously
b. How can you use the exponential model to Write an exponential model given two points.
find the value of y when x = 8? SEE EXAMPLE 5
14. Model with Mathematics Use the points 22. (9, 140) and (10, 250)
listed in the table for years 7 and 8 to find an
23. (6, 85) and (7, 92)
exponential model. Then use a calculator to
find an exponential model for the data. Explain 24. (10, 43) and (11, 67)
how to find each model. Predict the amount in
the account after 15 years. 25. In 2012, the population of a small town was
3,560. The population is decreasing at a
Time (yr) Amount ($) rate of 1.7% per year. How can you rewrite
an exponential growth function to find the
1 3,225
quarterly decay rate? SEE EXAMPLE 1
2 3,500
26. Selena took a pizza out of the oven and it
3 3,754
started to cool to room temperature (68°F).
4 4,042 She will serve the pizza when it reaches 150°F.
5 4,368 She took the pizza out of the oven at 5:00 p.m.
When can she serve it? SEE EXAMPLE 6
6 4,702
7 5,063 Time (min) Temperature (°F)
8 5,456 5 310
8 264
15. Higher Order Thinking A power model is a
10 238
type of function in the form y = a  ∙ x  b. Use
the points (1, 4), (2, 8), (3, 16) and (4, 64) and 15 202
a calculator to find an exponential model and 20 186
a power model for the data. Then use each
model to predict the value of y when x = 6. 25 175
Graph the points and models in the same
window. What do you notice?

Practice Tutorial
27. Reason Adam invests $8,000 in an account that 31. The table shows the account information of
earns 1.25% interest, compounded quarterly five investors. Which of the following are true,
for 20 years. On the same date, Jacinta invests assuming no withdrawals are made? Select all
$8,000 in an account that earns continuous that apply.
compounded interest at a rate of 1.25% for
20 years. Who do you predict will have more Employee P r t(years) Compound
money in their account after 20 years? Explain Anna 4000 1.5% 12 Quarterly
your reasoning.
Nick 2500 3% 8 Monthly
?
Adam Lori 7200 5% 15 Annually
00 1.25 Tara 2100 4.5% 6 Continuously

,0 %
$8 I n t e re s t
Co Steve 3800 3.5% 20 Semi-annually
rs
mp
ea
oun
d e d Q u a r t e r ly
y
Ⓐ After 12 years, Anna will have about

20
?
Jacinta
$4,788.33 in her account.
0 1.25
,00
$8 o
% Ⓑ After 8 years, Nick will have about $3,177.17
m I n t e re s t
in his account.
C
ars
po
und
Ⓒ After 15 years, Lori will have about
ye
ed Con
tinuously
20
$15,218.67 in her account.

28. Make Sense and Persevere A blogger found Ⓓ After 6 years, Tara will have about $2,750.93
that the number of visits to her Web site in her account.
increases 5.6% annually. The Web site had 80,000
Ⓔ After 20 years, Steve will have about
visits this year. Write an exponential model to
$7,629.00 in his account.
represent this situation. By what percent does
the number of visits increase daily? Explain how 32. SAT/ACT Rick invested money in a continuous
you found the daily rate. compound account with an interest rate of 3%.
How long will it take Rick’s account to double?
29. Use Structure Jae invested $3,500 at a rate
of 2.25% compounded continuously in 2010. Ⓐ about 2 years
How much will be in the account in 2025? Ⓑ about 10 years
How much interest will the account have Ⓒ about 23 years
earned by 2025?
Ⓓ about 46 years
30. Model with Mathematics A scientist is Ⓔ about 67 years
conducting an experiment with a pesticide.
Use a calculator to find an exponential model 33. Performance Task Cassie is financing a $2,400
for the data in the table. Use the model to treadmill. She is going to use her credit card for
determine how much pesticide remains after the purchase. Her card charges 17.5% interest
180 days. compounded monthly. She is not required to
make minimum monthly payments.
Day 0 20.00g Part A How much will Cassie pay in interest
Day 1 14.73g if she waits a full year before paying the
full balance?
Day 2 11.29g
Part B How much additional interest will Cassie
Day 3 8.38g
pay if she waits two full years before paying
Day 4 6.82g the full balance?
Day 5 4.75g Part C If both answers represent a single year
Day 6 3.15g of interest, why is the answer in B greater than
the answer in A?

1-4
Activity Assess
EXPLORE & REASON
One of the strangest mysteries in

The Square
archaeology was discovered in the A great circle is
Root Function Diquís Delta of Costa Rica. Hundreds the circle with the
of sphere-shaped stones were greatest diameter
found. that can be drawn
PearsonRealize.com on any given sphere.
A. The formula for the surface area
of a sphere is SA = 4πr  2. What
I CAN… describe the key is the surface area of the stone
features of the square root in terms of the circumference of
function.
the great circle?
VOCABULARY B. The circumferences of the great
• square root function circles of spheres range in size
from about 6 cm to 6 m. Make a
graph that represents circumference as a function of surface area.
C. Look for Relationships What similarities and differences do you notice
about the graph from Part B and the graph of a quadratic function?
What key features are shared among the square root function and
ESSENTIAL QUESTION
translations of the square function.
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Key Features of the Square Root Function
__
What are the key features of f(x) = √
x ?
__
The function f(x) = √x is the square root function.
Make a table and graph the function.
The minimum The curve slopes

x f(x) = √x point is (0, 0). upward.
y
0 0 6
COMMON ERROR 1 1 4
__
Recallthat √
x  is
equal to the 4 2
2
positive square root of x. 9 3
x
16 4 0
0 2 4 6 8 10 12 14
The domain is restricted to x ≥ 0, because only nonnegative numbers have a

real square root. Since the square root of a number cannot be negative, the
range is f(x) ≥ 0.
__
For f(x) = √x , the x- and y-intercepts of the graph of the function are both 0.
The graph is increasing for all values in the domain of f.
Try It! 1. Graph each function. What are the intercepts, domain, and
range of the function?
__ ___
a. p(x) = − √
x  √ 10
  x  
b. q(x) = ___
LESSON 1-4 The Square Root Function 27

Activity Assess
EXAMPLE 2 Translations of the Square Root Function

__ __
A. How does the graph of g(x) = √
x  + 3compare to the graph of f(x) = √
x ?
Graph each function.
y
g(x) = √x + 3
6
For each x-value, the
4
corresponding y-value is
2 f(x) = √x 3 units greater for g than
it is for f.
x
−2 O 2 4 6 8 10 12
__ __
The graph of g(x) = √
x  + 3is a vertical translation of f(x) = √
x .
The translation is a result of adding a constant to the output of

a function. The domain for both functions is x ≥ 0. The range for
function f is y ≥ 0, so the range for function g is y ≥ 3.
_____ __
B. How does the graph of g(x) = √x + 3 compare to the graph of f(x) = √
x ?
y
6
4 g(x) = √x + 3
2 f(x) = √x
x
−2 O 2 4 6 8 10 12
USE STRUCTURE For each y-value, the

Notice that the graph of corresponding x-value is
_____
g(x) = √x + 3 is a horizontal shift 3 units less for g than it
_ is for f.
of f(x) = √
x left 3 units. Do the
quadratic functions g (x) = (x + 3)  2
_____ __
and f(x) = x  2follow the same The graph of g(x) = √
x + 3 is a horizontal translation of f(x) = √
x .
pattern?
The translation is the result of adding a constant to the input of a function.
The domain of f is x ≥ 0, and the domain of g is x ≥ −3.
The range for both functions is y ≥ 0.
__
Try It! 2. How does each graph compare to the graph of f(x) = √x ?
__
a. g(x) = √
x  − 4
______
b. p(x) = √x − 10 

Activity Assess
EXAMPLE 3 Rate of Change of the Square Root Function

__
For the function f(x) = √
x , how does the average rate of change from x = 0
to x = 0.3compare to the average rate of change from x = 0.3to x = 0.6?
y
1 f(x) = √x
0.8
(0.6, f(0.6))
0.6
(0.3, f(0.3))
0.4
0.2
(0, f(0)) x
O 0.2 0.4 0.6 0.8 1
Step 1 Evaluate the function for the x–values that correspond to the
endpoints of each interval.
__
f(0) = √
0 
= 0

___
f(0.3) = √0.3 
≈ 0.548

___
f(0.6) = √
0.6 
≈ 0.775

Step 2 Find the average rate of change over each interval.
From x = 0to x = 0.3:

f(0.3) − f(0)
  0.548 − 0
 __________≈ _________  
0.3 − 0 0.3 − 0
LOOK FOR RELATIONSHIPS
You can see the difference in the   0.548
= _____
average rates of change in the 0.3
graph. The line through (0, f(0)) ≈ 1.83
and (0.3, f(0.3)) is steeper than
the line through (0.3, f(0.3)) and From x = 0.3to x = 0.6:
(0.6, f(0.6)). f(0.6) − f(0.3)
 ____________
   ≈      0.775 − 0.548
____________  
0.6 − 0.3 0.6 − 0.3
  0.227
= _____
0.3
≈ 0.757
The average rate of change over the interval 0 ≤ x ≤ 0.3is greater

than the average rate of change over the interval 0.3 ≤ x ≤ 0.6.
___
Try It! 3. For the function h(x) = √2x , find h(8), h(10), and h(12). Then find
the average rate of change of the function over each interval.
a. 8 ≤ x ≤ 10
b. 10 ≤ x ≤ 12

Activity Assess
APPLICATION EXAMPLE 4 Compare Functions
Two plans are being considered to determine the speed of a theme park
ride with a circular wall that spins. Plan A is represented by the function
with the graph shown. The ride shown in the photo is an example of Plan B.
If the ride has a radius of 3 m, which plan would result in a greater speed
for the ride?
y Plan A
Speed (m/s)
10
When the radius
5 is 3 m, the speed
is about 6 m/s. r
x
0
0 5 10 15
Radius (m)
USE APPROPRIATE TOOLS

How could you determine the
radius in meters for both plans
given a corresponding speed
Plan B is represented by the function
of 7.5 m/s?
f(r) = 5√r , where r is the radius of
the ride, and f(r) is the speed.
Compare the plans.
Plan A Plan B
OR _
The graph of Plan A shows that Evaluate f(r) = 5√r  for r = 3.
___
the corresponding speed at a f(3) = 5√(3) 
radius of 3 meters is about 6 m/s.
≈ 8.7
The ride using Plan B has a speed of
about 8.7 m/s when the radius is 3 m.
With a radius of 3 m, the speed of the ride using Plan A is 6 m/s, and the
speed of the ride using Plan B is about 8.7 m/s.
So, the ride using Plan B has a greater speed for a radius of 3 m.
Try It! 4. To the nearest thousandth, evaluate each function for the given
value of the variable.
__
  x ; x = 17
√
a. v(x) = ___
10
___
√ 10
  x  ; x = 17
b. w(x) = ___

Concept Assess
Summary
CONCEPT SUMMARY Translations of the Square Root Function

______
ALGEBRA g(x) = √x − h  + k
• domain: x ≥h
• range: y ≥k
• minimum point: (h, k)
_____
NUMBERS g(x) = √x − 2  + 4
• domain: x ≥ 2
• range: y ≥ 4
• minimum point: (2, 4)
GRAPH
a vertical translation
of 4 units up y
6
g(x) = √x − 2 + 4
4
a horizontal translation 2
f(x) = √x
of 2 units right x
0
0 2 4 6 8 10

1. ESSENTIAL QUESTION What key How does the graph of each function compare to
__
features are shared among the square root the graph of f(x) = √
x ?
__
function and translations of the square 5. g(x) = √x  − 2
function. _____
6. h(x) = √x − 5 
2. Use Structure Explain why each function
__
is, or is not, a translation of the square root 7. p(x) = 5 + √
x 
__
function f(x) = √ x  . _____
__ 8. q(x) = √7 + x 
a. h(x) = 2√x + 1 
__
For the given function, find the average rate of
b. g(x) = √x + 2  − 3
change to the nearest hundredth over the given
3. Error Analysis A student identified (6, 12) interval.
_____
and (9, 27) as points
___ on the graph of the 9. f(x) = √x + 7  ; 2 ≤ x ≤ 10
function f(x) = √
3x . What error did the _____
student make? 10. g(x) = √x + 7  ; −3 ≤ x ≤ 5
___
4. Reason_____What is the domain of 11. h(x) = √
2x  ; 0 ≤ x ≤ 10
f(x) = √x + 3  ?

UNDERSTAND PRACTICE
12. Use Appropriate Tools Use a_____graphing Find the x- and y-intercepts of each function.
calculator to graph f(x) = −√x + 7 . Describe the If there is no intercept, write Does not exist.
domain and range of the function. SEE EXAMPLE 1
_____
13. Error Analysis Describe and correct the error 18. f(x) = √
x  − 2
a student made when comparing the graph of _____
_____ __ 19. g(x) = √x − 9 
g(x) = √x + 3 to the graph of f(x) = √
x .
_____
20. h(x) = √
x + 9 
_____
1. The expression under the radical in 21. k(x) = √x + 4  − 9
g(x) is x + 3.
How does each graph compare to the graph
2. x + 3 is to the right of x, so the graph of __
of f(x) = √x  ? SEE EXAMPLE 2
g is a translation of the graph of f by 3 __
units to the right. 22. q(x) = √x  + 11
______
✗ 23. r(x) = √
x + 11 
_____
24. s(x) = √x − 2  + 5
_____
25. t(x) = √
x + 3  − 6
14. Higher Order Thinking Write a function Write an expression for each function. SEE EXAMPLE 2
__
involving a square root expression with domain 26. a translation by 6 units up of f(x) = √
x .
x≥   7 and range y ≤
__ 2. __
2
 1 unit to the right of f(x) = √
27. a translation by __ x .
15. Mathematical Connections Consider the two 2
__ __
functions f(x) = √x and g(x) = −√x . 28. a translation by 2 units down and 1 unit to the
__
left of f(x) = √
x .
a. What is the average rate of change for each
function from x = 4to x = 9? Find the value of the given function at each end of
b. How are the two values in part (a) related to the range of values of the variable. Then calculate
each other? the average rate of change of the function
between the two values of the variable.
c. Suppose the average rate of change for f(x) SEE EXAMPLES 3 AND 4
between two values of x is 0.32. What is the ____
rate of change for g(x) between the same 29. p(x) = √15x ; 0.01 ≤ x ≤ 1.01
______
two values of x? 30. q(x) = √x + 11 ; −3 ≤ x ≤ 0
______
16. Use Structure
_____ For a function of the form 31. r(x) = √
2x − 7 ; 5 ≤ x ≤ 10
f(x) = a√x − h  + k,why are some real _____
numbers excluded from the domain √
  x − 4  ; 4 ≤ x ≤ 8
32. t(x) = _____
2
and the range?
Describe the domain and range for each
17. Communicate Precisely Explain the steps of function. SEE EXAMPLE 1
each calculation. 33. Function p from Exercise 29
__
√
  2x .
a. Find f(10) if f(x) = ____ 34. Function q from Exercise 30
7
___
b. Find f(10) if f(x) = ___ √7
  2x  . 35. Function r from Exercise 31
36. function t from Exercise 32

Practice Tutorial
37. Model With Mathematics A teacher adjusts the 40. Which of the following functions are vertical
__
grades of an exam using a curve. If a student's translations of f(x) = √
x ? Select all that apply.
raw score on a test is x, the score based on the __
__ Ⓐ g(x) = √ x  − 4
curve is given by the function c(x) = 10√x . __
Ⓑ h(x) = 3 + √ x 

Five students received raw scores of 49, 42, 55, _______
and 72. What are their scores according to Ⓒ k(x) = √ −5 + x 
___
the curve? Ⓓ m(x) = √ 5x 
__
38. Make Sense and Persevere A group of campers
Ⓔ n(x) = −7 + √ x 
leave Camp 2 and hike x miles along the 41. SAT/ACT For the square root function
path to Camp 3. The distance d between the __
p(x) = √ x , the average rate of change between
group of campers and Camp 1 is given by
______ x = 13and x = ais 0.155. What is the value
√ 2
d(x) = x  + 1 . of a?
Ⓐ −4
Camp 1
Ⓑ0
d Ⓒ5
1 mile Ⓓ8
Ⓔ 11
Camp 2 x Camp 3
42. Performance Task The relationship between
Not to scale the surface area A and the diameter D of
each glass sphere can be described using the
a. Use the function to find the distance d of the
equation shown.
campers when x = 1, 10, 15, 18.5, 25, and 50.
b. When the campers have hiked 5 miles from
Camp ______ 2, their ___
distance from Camp 1 is D= √ πA
√ 5  2 + 1  = √ 26  ≈ 5.1miles. How much farther
do they need to hike until they double their
distance from Camp 1? Show your work.
39. Communicate Precisely The distance to the

horizon is a function of height above sea level.
If the height h above sea level is measured
in feet and the distance d to the horizon
__ is

√
measured in miles, then d(h) ≈ 1.22 h .
PART A Find the average rate of change in the
diameter for surface areas between 20 in.  2 and
10 in.  2.
PART B Find the average rate of change in the

diameter when the surface area decreases from
16 in.  2 to 14 in.  2.
d
h
PART C Find the average rate of change in D
when A increases from 14.9 to 15.1 in.  2, and
find the average rate of change in D when A
On a hot-air balloon ride, a passenger looks out increases from 14.99 to 15.01 in.  2.
from 54 ft above sea level. What is the distance
from the passenger to the horizon? PART D Describe a pattern in parts A, B, and C.

1-5
Activity Assess
CRITIQUE & EXPLAIN
The Cube Root Emilia wrote several radical expressions on the whiteboard.
Function
3 3
PearsonRealize.com
√49 √27 √27 √72
√−16 √−16
3 3
√2 √3
I CAN… identify the key
features of the cube root
function.
VOCABULARY A. Evaluate each expression, and explain how to plot each value on a real
• cube root function number line.
B. Explain how evaluating a cube root function is different from evaluating
a square root function.
C. Construct
____ Arguments Emilia states that it is not possible to plot either
3 ____
√−16  or √ −16 on the real number line. Do you agree? Explain.
ESSENTIAL QUESTION What are the key features of the cube root function?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Key Features of the Cube Root Function
3 __
A. What are the key features of f(x) = √ x ?
3 __
The function f(x) = √ x is the cube root function.
Make a table of values.
LOOK FOR STRUCTURE x −8 −1 0 1 8 Since x  3 = 0 only when x = 0,

How does the cube root affect the origin is the only point
f(x) −2 −1 0 1 2 3 __
the domain and range of the where the graph of f(x) = √ x 
function? ___ intercepts both the x- and y-axes.
3
(−2)  3 = −8, so √ −8  = −2.
Now graph the function.
y As the value of x increases,

4
so does its cube root. So, the
2 cube root function is always
increasing.
O x
−8 −4 4 8
−2
−4
There are no restrictions on the x- or y-values, so the domain and range

are all real numbers.

Activity Assess
EXAMPLE 1 CONTINUED
3 __
B. What are the maximum and minimum values for f(x) = √ x over the
interval −8 ≤ x ≤ 8?
Look at the portion of the
function where −8 ≤ x ≤ 8.
y
4
2
x The maximum occurs
O
The minimum occurs at (8, 2).
−4 4
at (−8, −2).
−2
−4
GENERALIZE
Will this strategy—using the end 3 __
The maximum value for f(x) = √ x when −8 ≤ x ≤ 8is 2, and the minimum
points of the domain to find the
maximum and minimum values of value is −2.
a cube root function—work for all Since the function is always increasing, the maximum and minimum
functions? values of the function occur at the endpoints of the given interval.
__
Try It! 1. What are the maximum and minimum values for f(x) = 3√ x  over
the interval −27 ≤ x ≤ 27?
EXAMPLE 2 Translations of the Cube Root Function

3 __
A. How does the graph of g(x) = √ x  + 4compare to the graph of
3 __
f(x) = √ x ?
3
y g(x) = √x + 4
6
4 For each x-value, the corresponding

y-value is 4 units greater for function
2 g than it is for function f.
O x
−4 4 8
−2
3
f(x) = √x
−4
3 __
The graph of g(x) = √ x  + 4is a vertical translation of the graph of
3 __
f(x) = √ x .
As with other functions you have studied, when you add a constant to
3 __
the output of the cube root function f(x) = √ x , the graph of the resulting
3 __
function, g(x) = √ x  + k, is a vertical translation of the graph of f. The
domain and the range for both functions are all real numbers.
LESSON 1-5 The Cube Root Function 35

Activity Assess
EXAMPLE 2 CONTINUED
3
______ 3 __
B. How does the graph of g(x) = √ x + 6 compare to the graph of f(x) = √ x ?
y
4 3
g(x) = √x + 6
For each y-value, the
x corresponding x-value is
−16 −12 −8 −4 O 4 8 12 16 6 units less for function g
than it is for function f.
−2
3
f(x) = √x
3 _____ 3 __
The graph of g(x) = √ x + 6 is a horizontal translation of f(x) = √ x .
When you subtract a constant from the input of the cube root function
3 __ 3 _____
f(x) = √ x , the graph of the resulting function, g(x) = √ x − h , is a
horizontal translation of the graph of f. The domain and the range for
both functions are all real numbers.
__
Try It! 2. Compare the graph of each function to the graph of f(x) = 3√ x .
3 __ 3 _____
a. g(x) = √ x  − 2 b. p(x) = √ x + 1 
APPLICATION EXAMPLE 3 Model a Problem Using the Cube Root Function
Creative Clays is increasing the package size for its

art clay. Designers are considering different sizes.
Assume that the new package will be a cube with
volume x in.  3. For what increases in volume would
MODEL WITH MATHEMATICS the side length increase between 1 in. and 2 in.?
Mathematics has many industrial
Since the volume of the new package is x in.  3 and
and commercial applications, such
as the development of product the volume of old package is 8 in. 3, the increase
packaging. Modeling before in volume is x − 8 in.  3_____
. The change in side length
3
√ Each orginal clay cube
production begins can prevent of the cube is f(x) = x − 8 .
_____ contains 8 in.3 of clay.
expensive mistakes. Graph f(x) = √ x − 8 .
3
y The graph shows that f(9) = 1 and f(16) = 2.

Change in Side Length (in.)
2.5
So for increases in volume between 9 and
(16, 2)
2.0 16 in.  3the side length would increase by
1 to 2 in.
1.5
1.0
(9, 1)
0.5
x
0
0 4 8 12 16
Change in Volume (in.3)
Try It! 3. A cube has a volume of 1 0 c m 3. A larger cube has a volume of
_____ 3
x cm  3. Consider the function f(x) = √ x − 10 . What do the values
f(14) and f(19) represent?

Activity Assess
EXAMPLE 4 Compare Rates of Change of a Function

3 ______
For the function f(x) = √ x − 1 , how does the average rate of change from
x = 1to x = 5 compare to the average rate of change from x = 5to x = 9?
Step 1 Evaluate the function for the x-values that correspond to the
endpoints of each interval.
Interval: 1 ≤ x ≤ 5 Interval: 5 ≤ x ≤ 9
3 _______ 3 _____ 3 _____ 3 _____
f(1) = √ 1 − 1  f(5) = √ 5 − 1  f(5) = √ 5 − 1  f(9) = √ 9 − 1 
= 0
≈ 1.59 ≈ 1.59
=2
Step 2 Find the average rate of change over each interval.
f(5) − f(1) ____________ f(9) − f(5) _________
  ≈  1.59 −  
 ___________   ≈   2 − 1.59
0  ___________  
5−1 5−1 9−5 9−5
≈ 0.40 ≈ 0.10
3 _____
The average rate of change of the function f(x) = √ x − 1  appears to
decrease when x ≥ 1and as the x-values corresponding to the endpoints of
the interval increase. This is consistent with the curve becoming less steep
when x ≥ 1 and x increases.
3 _____
Try It! 4. Compare the average rates of change for f(x) = 2√ x − 3 over the
intervals −12 ≤ x ≤ −8and − 4 ≤ x ≤ 0.
EXAMPLE 5 Compare Rates of Change of Two Functions
The graph and table y g

(−1, 1) x h(x)
represent translations
of the cube root function (−2, 0) x 0 1.22
3 ______
f(x) = √ x . Values in the −5 −1 O 5
1 2.22
table are rounded to the
2 2.48
nearest hundredth. Which
function has a greater 3 2.66
average rate of change over 4 2.81
COMMON ERROR
You may be tempted to express the interval 2 ≤ x ≤ 4?
calculated values to a higher 3 _____
precision. This is misleading with The function g is f translated to the left 2 units, so g(x) = √ x + 2 . Use this
estimated data. For reasonable function to find the average rate of change in the interval 2 ≤ x ≤ 4.
comparisons, express both values g(4) − g(2) ____________
 __________ 1.82 − 1.59
  ≈     
in the same level of precision. 4−2 4−2
=0.115
To find the average rate of change for h(x), use the values in the table
directly.
h(4) − h(2) ____________
2.81 − 2.48
 __________
  ≈     
4−2 4−2
=0.165

The average rate of change of h(x) is greater than the average rate of
change of g(x) on the interval 2 ≤ x ≤ 4.

Concept Assess
Summary
EXAMPLE 5 CONTINUED
Try It! 5. Which function has the greater average rate of change
_____
over
3
the interval −5 ≤ x ≤ 0: the translation of f(x) = √ x to the right
3 _____
1 unit and up 2 units, or the function r(x) = √ x  + 3?
3 __
CONCEPT SUMMARY The Cube Root Function f(x) = √ x .
GRAPH y
2
f is increasing over its
1 whole domain.
x
−8 −4 O 4 8
3
f(x) = √x
−2
KEY FEATURES • x-intercept 0

• y-intercept 0
• domain all real numbers
• range all real numbers

1. ESSENTIAL QUESTION What are the 4. Identify___ the domain and range of
3
key features of the cube root function? s(x) = √ 3x .
3 __
2. Error Analysis Timothy uses his calculator to 5. Describe how the graph of g(x) = √ x  − 3is
3 __
investigate the domain and range of related to the graph of f(x) = √ x .
3 __
f(x) = √ x . He estimates the range as
6. Find the_____
maximum and minimum values of
−2 ≤ y ≤ 2. What is the error that 3
f(x) = √ x − 1 for −2 ≤ x ≤ 9.
Timothy made?
7. Calculate the average rate of change of
3 __
g(x) = √ x  + 3for 4 ≤ x ≤ 7.
3 _____
8. Describe how the graph of g(x) = √ x − 4  is
__
related to the graph of f(x) = √x .
3. Look for Relationships Explain how the

3 __
graph of f(x) = √ x is related to the graph
3 __
of g(x) = −√ x .

UNDERSTAND PRACTICE
9. Reason Explain why the x- and y-intercepts of For each function, identify domain, range, and
3 __
f(x) = √ x are the same. intercepts. SEE EXAMPLE 1
3 _____ 3 ___
10. Look for Relationships Compare the average 16. f(x) = √ x − 3  17. f(x) = √ 2x 
3 __ 3 __ _____
rates of change for f(x) = √ x and f(x) = √ x  + 5 3 __ 3
18. f(x) = √ x  − 1 19. f(x)= √ x + 2 
for 0 ≤ x ≤ 4.
Describe translations that transform the graph
11. Error Analysis Hugo calculated that the average 3 __
3 __ of f(x) = √ x into the graph of the given function.
rate of change of f(x) = √3x  for 0 ≤ x ≤ 5is SEE EXAMPLE 2
1.026. Explain the error that Hugo made. 3 _____ 3 __
20. g(x)= √ x − 3  21. p(x) = √ x  + 2
3 __ 3 _____
22. p(x) = √ x  − 10 23. q(x)= √ x + 7 
√3 3(5) – √3 3(0) _____ _____
5–0
3
24. j(x)= √ x + 4  − 8
3 1
25. k(x) = __ √2   3
  + x  − __
4
3(√5 – √0 )
3 3 Graph each function. Use the graph to estimate
= the values of x that satisfy each condition.
5–0
SEE EXAMPLE 3
≈ 1.026
✗ 3 __
26. f(x) = √ x ; 1 ≤ f(x) ≤ 2
3 _____
27. g(x)= √ x − 2 ; 1 ≤ g(x) ≤ 2
3 _____
28. p(x)= √ x − 1  + 3; 2 ≤ p(x) ≤ 5
12. Use Appropriate Tools Find the average rate
3 __ Calculate the average rate of change for each
of change of f(x) = √ x  for 0 ≤ x ≤ 4. Use the
function over the given interval. SEE EXAMPLE 4
symmetry of the function to predict its average __
3
rate of change for −4 ≤ x ≤ 0. 29. f(x) = √ x for 3 ≤ x ≤ 10
3 __
13. Reason Which gives a better approximation 30. g(x) = √ x  + 2for −4 ≤ x ≤ 0
3 __
of the rate of change of f(x) = √ x near x = 1: 3 ______
31. p(x) = √ 4x + 5  for −1 ≤ x ≤ 1
the average rate of change for −1 ≤ x ≤ 3
__
  32 ? Explain your reasoning.
or for  __12 ≤ x ≤ __ 3
Let f(x) = √ x . The function g is shown in the graph.
For each function, use <, >, or = to complete each
14. Higher Order Thinking Consider the function
of the statements. SEE EXAMPLE 5
f(x) = x  3. How can you find two different
intervals that have the same average rate of y
2 g
change? Explain how you can generalize your
x
statement.
−2 O 2 6
15. Use Structure For each condition, describe
3 __
a translation or pair of translations of f(x) = √ x 
that results in the graph of function g. −4
a. The y-intercept of the graph of g is −2. 32. f(3) ____ g(3)

b. The graph of g passes through the point 33. x-intercept of f ______ x-intercept of g
(3, 5).
34. y-intercept of f ______ y-intercept of g
c. The x-intercept of the graph of g is −1.

Practice Tutorial

3 _____
35. Model With Mathematics Tamika’s Auto Sales 38. Analyze the key features of g(x) = √ x − 8  + 4.
opened recently. Weekly sales are shown in Which of the following are true? Select all
the table. that apply.
Ⓐ The domain of g is x ≥ 8.
Ⓑ The range of g is the set of all real numbers.
Ⓒ As x approaches infinity, g(x) approaches
infinity.
Ⓓ The graph__of g is a translation of the graph
3
of f(x) = √ x  left 8 units and up 4 units.
Ⓔ The function has an absolute minimum
at x = 8.
Week 1 2 3 4 5 6
Cars Sold 9 13 14 15 17 18 39. SAT/ACT Which shows the average rate of
3 __
change of f(x) = √ x  − 2over 1 ≤ x ≤ 4?
Plot the sales on a graph and write a cube

Ⓐ 0.47
root function that approximately models Ⓑ 0.20
the sales. Explain what the features of the Ⓒ −0.20
cube root function mean for the dealer's sales Ⓓ −0.47
in the long run.
Ⓔ −1.53
36. Communicate Precisely Max Wax Company
40. Performance Task Paul is filling spherical water
packages colored wax to make homemade
balloons for an experiment. It is important that
candles in cube-shaped containers. The
each balloon holds exactly the same volume
production line needs to plan sizes of the
of water, but Paul does not have a good
containers based on the associated costs.
instrument for measuring capacity.
Write a cube root function that tells the
side lengths of the container, x, in inches for
a given cost, C.
The cost of filling a container r

is $3 per cubic foot.
Part A Write a cube root function that allows

Paul to predict the radius associated with a
  43 πr  3.
given volume using V = __
Part B Describe a reasonable domain and range.

Part C If each balloon should have a volume of
37. Mathematical Connections A cube has the
72 in.  3, what radius should the balloon have?
same volume as a box that is 4 ft 5 in. long,
3 ft 2 in. wide, and 4 ft 3 in. deep.
a. Write an expression that models the length
of one side of the cube.
b. Find the side length of the cube.
c. Does the cube or the box have a greater
surface area? How much greater?

2-1
Activity Assess
EXPLORE & REASON
Each year the Student Council conducts a food drive. At the end of the
Adding and
drive, the members report on the items collected.
Subtracting
Polynomials
RICE
RICE
PearsonRealize.com Oatmeal RICE
Oatmeal
Oatmeal
Sweet
CORN RICE
Sweet
CORN
Sweet
MEAT CORN
Sweet
MEAT CORN Original
I CAN… combine like terms Sweet
MEAT CORN product Original
product Original
to simplify polynomials.
Original
product
Sweet CORN product
Original
Original product
product
Original
VOCABULARY product
• Closure Property
• degree of a monomial
• degree of a polynomial A. Describe two different ways that the students can sort the items that
• monomial were collected.
• polynomial
B. Model With Mathematics Write two expressions to represent the
• standard form of a
number and type of items collected.
polynomial
C. Share your expression with classmates. How are the expressions similar?
How are they different? Why are they different?
How does adding or subtracting polynomials compare to adding or

ESSENTIAL QUESTION
subtracting integers?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Polynomials
A. Why does a constant have a degree of 0?

A monomial is a real number, a variable, or the product of a real number
and one or more variables with whole number exponents.
The degree of a monomial is the sum of the exponents of the variables
of a monomial.
STUDY TIP
Remember to find the sum of The variable has an 1 x  5y  2
__ The sum of the variable
x  2  
15
the exponents of the variables in exponent of 2, so 2 exponents is 7, so the
each term, not just the greatest the degree is 2. degree is 7.
exponent of any variable.
A constant has no variable. However, any number to the 0 power is 1,
so you can multiply a constant by x  0without changing the value of the
constant.
7
The exponent of the 7x  0
= 7(1)
variable is 0, so the degree
of this monomial is 0.
= 7

So, the degree of a constant is 0.

LESSON 2-1 Adding and Subtracting Polynomials 47

Activity Assess
EXAMPLE 1 CONTINUED
B. Why is 5x  3 – 4called a cubic binomial?
A polynomial is a monomial or the sum or difference of two or more
monomials, called terms.
Polynomials are named according to their degree. The degree of a
polynomial is the greatest degree of any term of the polynomial.
Polynomial Degree Name Based on Degree

7 0 Constant
4x 1 Linear Polynomials with a
degree greater than
3x2 + 2x + 1 2 Quadratic 3 are named by their
−5x2y 3 Cubic degree—fourth degree,
4x2y2 + 5x − 2y + 6 4 Fourth Degree fifth degree, and so on.
Polynomials are also named according to how many terms they have.
Number Name Based on

Polynomial of Terms Number of Terms
4x 1 Monomial
x+7 2 Binomial Polynomials with more
−5x2y + x2 +x 3 Trinomial than 3 terms do not
4x2y2 + 5x − 2y + 6 4 Polynomial have special names.
5x  3 – 4is called a cubic binomial because it has a degree of 3 and two terms.
Try It! 1. Name each polynomial based on its degree and number
of terms.
a. −2xy  2 b. 6xy − 3x + y
EXAMPLE 2 Write Polynomials in Standard Form
What is the standard form of the polynomial 7x − 5 − x  3 + 6x  4 − 3x  2?
The standard form of a polynomial is the form of a polynomial in which the
terms are written in descending order according to their degree.
Rewrite the polynomial in standard form.
Why is writing polynomials in
standard form important? How 7x − 5 − x  3 + 6x  4− 3x  2 6 x  4has the greatest
will it be useful?
degree, 4, so write it first.
6x  4− x  3 − 3x  2 + 7x − 5
The standard form of the polynomial is 6x  4 − x  3 − 3x  2 + 7x − 5.
Try It! 2. Write each polynomial in standard form.

a. 7 – 3x  3 + 6x  2 b. 2y − 3 − 8y  2
48 TOPIC 2 Polynomials and Factoring Go Online | PearsonRealize.com

EXAMPLE 3 Add and Subtract Monomials
How can you use the properties of operations to combine like terms and
VOCABULARY
Remember, like terms are terms write the expression 4x + 3x  2 + 2x + x  2 + 5in standard form?
with exactly the same variable Use algebra tiles to model the expression.
factors in an expression.
4x + 3x2 + 2x + x2 + 5
LOOK FOR RELATIONSHIPS xx x2 x2 xx x2 11111

Which terms in a polynomial
are like terms? How does
xx x2
combining them change the The terms with x and x  2
polynomial? cannot be combined because
the exponents are different.
Rearrange the tiles to group like terms together.

3x2 x2 4x 2x 5
x2 x2 x2 xx xx 11111
x2 xx
4x2 6x 5
The expression 4x + 3x  2 + 2x + x  2 + 5written in standard form is 4x  2+ 6x + 5.
You can also rewrite the expression in standard form using the properties
of operations.
4x + 3x  2 + 2x + x  2 + 5
You can apply the same properties
= (3x  2+ x  2) + (4x + 2x) + 5 of operations for real numbers to
operations with monomials.
= 4x  2 + 6x + 5
Try It! 3. Combine like terms and write each expression in standard form.
a. 4x  2 − 3x − x  2 + 3x b. 7y  3 − 3y + 5y  3 − 2y + 7
EXAMPLE 4 Add Polynomials
A. How is adding polynomials like adding whole numbers?

Consider the expressions 123 + 405and (x  2 + 2x + 3) + (4x  2 + 5).
123 Only like place values Only like terms x  2+ 2x + 3
 + 405
can be added. can be added.   
+ 4x  2 + 5
528 5x  2+ 2x + 8
Before you add polynomials, the terms must be aligned with like terms.
This is similar to how, before adding whole numbers, the numbers must
be aligned according to their place value.

w
Activity Assess
EXAMPLE 4 CONTINUED
B. What is the sum of (4x  2 + 2x – 3)and (3x  2 + 6)?
To add two polynomials, combine like terms.
Method 1: Add vertically. Method 2: Add horizontally.
COMMON ERROR (4 x  2+ 2x − 3) + (3x  2+ 6)

4x  2+ 2x − 3 Align like terms.
Be careful to align like terms 2 2
   
+3x  2 + 6 = (4x  + 3x  ) + (2x) + (−3 + 6)
when adding polynomials vertically.

7x  2+ 2x +
3 Use the Commutative and = 7x 2+ 2x + 3
Associative Properties to
group like terms.
The sum of (4x  2 + 2x − 3) and (3x  2 + 6) is 7x  2 + 2x + 3.

The sum of these two polynomials is a polynomial.
Try It! 4. Simplify. Write each answer in standard form.

a. (3x  2 + 2x) + (−x + 9) b. (−2x  2 + 5x − 7) + (3x + 7)
EXAMPLE 5 Subtract Polynomials

What is the difference (6x  2 + 3x − 2) – (3x  2 + 5x – 8)?
To subtract two polynomials subtract like terms.
COMMON ERROR Method 1: Subtract vertically by lining up like terms.

Remember that subtraction is 6x  2 + 3x − 2
adding the opposite. Be sure to Line up like terms. 6x  2 + 3x − 2    Distribute −1
           
−3x  2 − 5x + 8
find the opposite of every term Then subtract. −(3x  2 + 5x − 8)   to each term.
in the second polynomial by 3x  2 − 2x + 6
distributing –1 to each term.
Method 2: Subtract horizontally.
Distribute −1 to each term
x  2 + 3x − 2) − (3x  2 + 5x − 8)
(6 in the subtracted expression.
= 6x  2 + 3x − 2 − 3x  2 − 5x + 8
Use the Commutative and
= (6x  2− 3x  2) + (3x − 5x) + (−2 + 8)
Associative Properties to combine
= 3x  2− 2x + 6 like terms. Then simplify.
The difference of (6x  2 + 3x − 2) and (3x  2 + 5x − 8) is 3x  2 – 2x + 6.

The difference of these two polynomials is also a polynomial.
In Examples 4 and 5, the result of adding or subtracting two polynomials is
another polynomial. The Closure Property states that polynomials are closed
under addition or subtraction because the result of these operations is
another polynomial.
Try It! 5. Simplify. Write each answer in standard form.

a. (3x  2 + 4x + 2) − (−x + 4) b. (−5x − 6) − (4x  2 + 6)

Activity Assess
APPLICATION EXAMPLE 6 Apply Polynomials
An engineer is reviewing the layout of a solar farm. The solar farm shown
has 4 small panels, 33 medium panels, and 32 large panels. What is the total
area of the farm’s solar panels?
The total area of the large The total area of the small
solar panels is represented solar panels is represented
by 32x2 + 384x. by 4x2 + 24x.
USE STRUCTURE
How could you use what you know
about polynomial addition to find
an expression for the area of each The total area of the
small solar panel? medium solar panels
is represented by
33x2 + 272x.
Write an expression to represent the total area of the solar panels.

Total area = Total area of + Total area of + Total area of
large panels medium panels small panels
= (32x  2 + 384x) + (33x  2 + 272x) + (4x  2 + 24x)
= (32x  2 + 33x  2 + 4x  2) + (384x + 272x + 24x)
= 69x  2 + 680x Use the Commutative and Associative
Properties to group like terms. Then add.
The total area of the solar panels is modeled by the expression 69x  2 + 680x,
where x is the width, in meters, of each solar panel.
Try It! 6. What expression models the difference between the total
area of the large solar panels and the total area of the small
solar panels?

Concept Assess
Summary
CONCEPT SUMMARY Adding and Subtracting Polynomials
STANDARD FORM Standard Form of a Polynomial: 3x  4 − 3x  2 + 4x − 2 In standard form the monomial
terms are written in descending
order according to their degree.
NAMING POLYNOMIALS Polynomials can be named according to the number of terms and their degree.
12x  3 + 6xy − 5 There are 3 terms, so it

is a trinomial.
The highest degree

is 3, so it is cubic.
So 12x  3 + 6xy − 5is a cubic trinomial.
POLYNOMIAL OPERATIONS Adding Polynomials Subtracting Polynomials

(−2x  3+ 4x  2− 5) + (4x  3+ 2x  2− x + 8) (3x  2 − 2x + 4) − (−3x  2 − x + 6)
= (−2x  3 + 4x  3) + (4x  2 + 2x  2) + (−x) + (−5 + 8) = 3x  2− 2x + 4 + 3x  2+ x − 6

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

Add or subtract like terms just like you add or

subtract digits with the same place value.

1. ESSENTIAL QUESTION How does Name each polynomial based on its degree and
adding or subtracting polynomials compare number of terms.
to adding or subtracting integers?   x  + 2
6. __ 7. 7x  3 + xy − 4
4
2. Communicate Precisely How does the Write each polynomial in standard form.
definition of the prefixes mono-, bi-, and tri- 8. 2y − 3 − y  2
help when naming polynomials?
9. 3x  2 − 2x + x  3 + 6
3. Vocabulary Describe the relationship
between the degree of a monomial and the Simplify each expression.
standard form of a polynomial. 10. (x  2 + 2x − 4) + (2x  2 − 5x − 3)
4. Use Structure Explain why the sum x + x is 11. (3x  2− 5x − 8) − (−4x  2 − 2x − 1)
equal to 2x instead of x  2.
12. A square prism has square sides with area
5. Error Analysis Rebecca says that all x  2 + 8x + 16and rectangular sides with area
monomials with the same degree are like 2x  2 + 15x + 28. What expression represents
terms. Explain Rebecca’s error. the surface area of the square prism?

UNDERSTAND PRACTICE
13. Reason How is it possible that the sum of two Find the degree of each monomial. SEE EXAMPLE 1
quadratic trinomials is a linear binomial?   x
19. __ 20. −7xy
4
14. Error Analysis Describe and correct the 21. 21 22. 4x  2y
error a student made when naming the
polynomial. Name each polynomial based on its degree and
number of terms. SEE EXAMPLE 1
23. 17yx  2 + xy – 5
−2x3 + 5x4 − 3x is a
✗ 24. 5x  3 + 2x – 8

cubic trinomial.
25. 100x  2 + 3
26. –9x  4+ 8x  3 – 7x +1

15. Error Analysis Describe and correct the
error a student made when subtracting the Simplify each expression. Write the answer in
polynomials. standard form. SEE EXAMPLES 2 AND 3
27. 3x + 2x  2 − 4x + 3x  2 − 5x
(−5x2 + 2x − 3) − (3x2 − 2x − 6) 28. 5 + 8y  2 − 12y  2 + 3y

−5x2 + 2x − 3 − 3x2 − 2x − 6
−8x2 − 9 29. 3z − 7z  2 − 5z + 5z  2 + 2z  2
✗ 30. 7 − 2x + 3 + 5x + 4x  2
Add or subtract. Write each answer in standard

16. Reason What is the missing term in the form. SEE EXAMPLES 4 AND 5
equation? 31. (3b − 8) + (7b + 4)
a. ( + 7) + (2x − 6) = −4x + 1 32. (2x  2 − 7x  3 + 8x) + (−8x  3 − 3x  2 + 4)
b. (a  2 + +1) −( + 5a + ) = 4a  2 −2a + 7 33. (5y  2 − 2y + 1) − (y  2 + y + 3)
34. (−7a  4 − a + 4a  2) − (−8a  2 + a − 7a  4)

17. Higher Order Thinking Describe each
statement as always, sometimes, or never true. 35. (4m  2 − 2m + 4) + (2m  2 + 2m − 5)
a. A linear binomial has a degree of 0.
Write an expression to represent each situation.
b. A trinomial has a degree of 2. SEE EXAMPLE 6
c. A constant has a degree of 1. 36. Find the perimeter of the rectangle.
d. A cubic monomial has a degree of 3. 3x − 1

x+1
18. Make Sense and Persevere Consider the set
of linear binomials ax + b, where a and b are
positive integers, a > 0and b > 0. 37. A cube has square sides with area x  2+ 24x + 144.
What expression represents the surface area of
a. Does the set have closure for addition? the cube?
Explain.
38. A rectangle has a length of 5x + 2in. and a
b. Does the set have closure for subtraction? width of 4x + 6in. What is the perimeter of the
Explain. rectangle?

Practice Tutorial
39. Mathematical Connections The perimeters of 43. Which expression is equivalent to

the two figures are equal. (x  2 + 3x − 5) − (4x  2 + 3x − 6)?
Ⓐ 5x  2 + 6x − 11
Ⓑ −3x  4 + 6x  2 + 1
3x − 4 2x
2x + 6 2x + 6 Ⓒ −3x  2 + 1
Ⓓ −3x  2 + 6x − 11
2x 3x − 4
44. SAT/ACT What is the sum of −2x  2 + 3x − 4and
? 3x  2 − 4x + 6?
What expression represents the missing side Ⓐ x  4 − x  2 + 2
length? Ⓑ 5x  4 + 7x  2 + 10
40. Make Sense and Persevere The owners of a Ⓒ2
house want to knock down the wall between Ⓓ x  2 − x + 2
the kitchen and family room.
Ⓔ 2x  6
45. Performance Task A room has the dimensions
shown below. Molding was installed around
the edge of the ceiling.
Family Room Kitchen

x2 + 10x + 24 x2 + 7x + 12
What expression represents the area of the

new combined open space?
2x 1 2
41. Reason Polynomial A has degree 2; Polynomial B
has degree 4. What can you determine
about the name and degree of the sum of
the polynomials and the difference of the
polynomials if
3x 1 4
a. Polynomial A is a binomial and Polynomial B
is a monomial? x13
b. Both Polynomial A and Polynomial B are

binomials?
6x
42. Model With Mathematics A large indoor
market is set up with 4 rows of booths. There Part A Write an expression to represent the
are large booths with an area of x  2 sq. units, amount of molding needed.
medium booths with an area of x sq. units, and
Part B Sam used 80 feet of molding. What is
small booths with an area of 1 sq. unit. In the
the measurement of each edge of the ceiling?
marketplace, two of the rows contain 7 large
booths, 6 medium booths, and 5 small booths
each. The other two rows each contain 3 large
booths, 5 medium booths, and 10 small booths.
What is the total area of the booths in the
marketplace?

2-2
Activity Assess
MODEL & DISCUSS
Samantha makes the abstract painting shown using vertical and horizontal
Multiplying
lines and four colors.
Polynomials
PearsonRealize.com
I CAN… multiply two

polynomials.
1 3
A. How can you use mathematics to describe the areas of Rectangle 1 and
Rectangle 2?
B. Look for Relationships How can you use mathematics to describe the
area of Rectangle 3?
ESSENTIAL QUESTION How does multiplying polynomials compare to multiplying integers?
EXAMPLE 1 Multiply a Monomial and a Trinomial
What is the product of −4x3 and (x2 + 3x − 4)?
Use the Distributive Property. The Distributive Property works for

polynomials in the same way that it works for real numbers.
COMMON ERROR
−4x3(x2 + 3x − 4) = −4x3(x2) + −4x3(3x) + −4x3(−4)

You may incorrectly state that Distribute −4x3 to each
–4x  3(x  2) is –4x  6. Recall that when = −4x5 − 12x4 + 16x3
term of the trinomial.
multiplying terms with exponents,
you add the exponents of like The product is −4x5 − 12x4 + 16x3.
bases.
Notice that the product of these two polynomials is a polynomial.
Try It! 1. Find each product.

a. −2x2 (x2 + 3x + 4) b. −4x(2x2 − 3x + 5)
LESSON 2-2 Multiplying Polynomials 55

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Use a Table to Find the Product of Polynomials
A. How is multiplying binomials like multiplying two-digit numbers?

Multiply the expressions 15 ∙ 18 and (x + 5)(x + 8)using a table.
15 ∙ 18 You can write (x + 5)(x + 8)

15 ∙ 18 in
10 8 x 8
STUDY TIP expanded form as
Once the two-digit numbers are 10 100 80 (10 + 5)(10 + 8). x x2 8x
written in expanded form, you can 5 50 40 5 5x 40

also use the Distributive Property
to find the product. 15 ∙ 18 = 100 + 80 + 50 + 40 (x + 5)(x + 8) = x2 + 8x + 5x + 40
= 270 = x2 + 13x + 40

You can multiply both binomials and two-digit numbers in expanded
form using the Distributive Property.
B. What is the area of the green rectangle?
The area of the green rectangle is represented by the expression
(2x + 1)(x + 3).
2x
The height of the rectangle
is represented by (2x + 1). The width of the rectangle
1
is represented by (x + 3).
x {
3
Use a table to find the area of each section of the rectangle.
2x 2x2 6x Combine like

1 x 3 terms.
x 3
The area of the green rectangle is 2x2 + 7x + 3. Again, the product of
these two polynomials is a polynomial.
Try It! 2. Find the area of each green rectangle.

a. b.
2x 4 7x 2
2x
5x 1

Activity Assess
EXAMPLE 3 Multiply Binomials
How can you use the Distributive Property to rewrite (2x + 4)(x − 5) as
a polynomial?
Distribute each term in the first binomial to each term in the
second binomial.
(2x + 4)(x − 5) = 2x(x − 5) + 4(x − 5) Distribute 2x and 4 to the second
binomial.
= 2x(x) + 2x(−5) + 4(x) + 4(−5)
istribute 2x and 4 to each term
D
GENERALIZE
in the second binomial.
Compare the factors and
the final product. What = 2x2 − 10x + 4x − 20
Multiply.
generalizations can you make
from this example? = 2x2 − 6x − 20
Combine like terms.
The product of (2x + 4) and (x – 5) is 2x2 − 6x − 20.
Again, the product of these two polynomials is a polynomial.

a. (5x − 4)(2x + 1) b. (3x − 5)(2x + 4)
EXAMPLE 4 Multiply a Trinomial and a Binomial
A. How can you use a table to find the product of (x  2 + 2x – 1) and (3x + 4)?
Write the terms for each polynomial in the first row and column of the
table. Multiply to find each product.
x2 2x −1 x  2 + 2x – 1
3x + 4 3x 3x3 6x2 –3x
4 4x2 8x –4
Combine the like terms.
x2 2x −1
3x 3x3 6x2 –3x
4 4x2 8x –4
(x  2 + 2x – 1)(3x + 4) = 3x  3 + 6x  2+ 4x  2 + 8x + (–3x) + (–4)

= 3x  3 + 10x  2+ 5x – 4
So (x  2 + 2x – 1)(3x + 4) = 3x  3 + 10x  2 + 5x – 4. When you multiply a
trinomial by a binomial, the result is six individual products. Using a table
is one method you can use to help organize these products.

Activity Assess
EXAMPLE 4 CONTINUED
B. How is multiplying a trinomial by a binomial like multiplying a
three-digit number by a two-digit number?
Consider the products 312 ∙ 24 and (3x2 + x + 2)(2x + 4).
Multiply each place of the three- Multiply each term of the

digit number by 4 ones and 2 tens. trinomial by +4 and 2x. Then
Then find the sum. combine like terms.
3 1 2 3x2 + x + 2
STUDY TIP × 2 4 × 2x + 4

As you multiply, remember to line 1, 2 4 8 12x  2 + 4x + 8
up like terms so combining them
in the last step will be easier. + 6, 2 4 0 + 6x3 + 2x2 + 4x
7, 4 8 8 6x3 + 14x2 + 8x + 8
When multiplying a trinomial by a binomial, you multiply each term of

the trinomial by each term of the binomial. This is similar to how, when
multiplying a three-digit number by a two-digit number, you multiply by
each place value of the two-digit number.

a. (2x − 5)(−3x2 + 4x − 7) b. (−3x2 + 1)(2x2 + 3x − 4)
EXAMPLE 5 Closure and Multiplication
Why is the operation of multiplication closed over the set of polynomials?

For each example in this lesson, you have found the product of two
polynomials. In each case the product has also been a polynomial.
x3, x2, and x have whole

Consider the first example: −4x3(x2 + 3x − 4). number exponents, so
−4x3(x2 + 3x − 4) = −4x3(x2) + −4x3(3x) + −4x3(−4)
the product will also
have whole number
= −4x5 − 12x4 + 16x3
exponents.
When you multiply two polynomials, the result is the sum or difference of
terms. Each term is a real number coefficient multiplied by a variable raised
to a whole number exponent. Each term is a monomial and the sum or
difference of monomials is a polynomial. So polynomials are closed under
multiplication.
Try It! 5. Why is it important that the product of two polynomials have
only whole number exponents?

Activity Assess
APPLICATION EXAMPLE 6 Apply Multiplication of Binomials
A smartphone has a screen that has a width of x and a height that is

1.8 times the width. The outer dimensions of the phone are shown.
Write an expression for the portion of the phone that is not occupied by
the screen. Assume that the phone is rectangular.
1.8x 1 3 cm
1:56 PM
Done 2 of 35
x 1 1 cm
Formulate Write expressions to represent the area of the screen and the area of
the phone.
Area of screen = x(1.8x)
Area of phone = (x + 1)(1.8x + 3)
Compute Express
each area in standard form.
Area of screen = x(1.8x) = 1.8x2
Area of phone = (x + 1)(1.8x + 3)
= x(1.8x + 3) +1(1.8x + 3)

= 1.8x2 + 3x + 1.8x + 3

= 1.8x2 + 4.8x + 3

Subtract the area of the screen from the area of the phone.
Non-screen Area = Area of Phone – Area of Screen
= (1.8x  2 + 4.8x + 3) – 1.8x  2
= 4.8x + 3
Interpret he expression 4.8x + 3 represents the portion of the phone’s surface not
T
occupied by the screen.
Try It! 6. Suppose the height of the phone in Example 6 were 1.9 times
the width but all of the other conditions were the same. What
expression would represent the area of the phone's surface not
occupied by the screen?

Concept Assess
Summary
CONCEPT SUMMARY Multiplying Polynomials
There are different methods that can be used to multiply polynomials. The methods used for multiplying
polynomials are similar to the methods used for multiplying multi-digit numbers.
Binomial × Binomial Binomial × Trinomial
ALGEBRA Multiply Horizontally Multiply Horizontally

(x + 3)(x − 2) (x + 3)(x2 + 4x − 2)

= = x(x2 + 4x − 2) + 3(x2 + 4x − 2)
x(x − 2) + 3(x − 2)

= x2 − 2x + 3x − 6
= x3 + 4x2 − 2x + 3x2 + 12x − 6
=
x2 + x − 6
= x3 + 7x2 + 10x − 6
Multiply Vertically Multiply Vertically

x − 2 x2 + 4x − 2
× x + 3 × x + 3
3x − 6 3x2 + 12x − 6
+ x2 − 2x + x3 + 4x2 − 2x
x2 + x − 6 x3 + 7x2 + 10x − 6
DIAGRAMS
x 3 x 3
x x2 3x x2 x3 3x2
2 −2x −6 4x 4x2 12x
x2 + x − 6 2 −2x −6
x3 + 7x2 + 10x − 6

1. ESSENTIAL QUESTION How does Find each product.
multiplying polynomials compare to 5. −2x3(3x2 − 4x + 7)
multiplying integers?
6. (2x + 6)(x − 4)
2. Use Appropriate Tools When multiplying
two variables, how is using the Distributive 7. (x − 2)(3x + 4)
Property similar to using a table?
8. (5y − 2)(4y2 + 3y − 1)
3. Error Analysis Mercedes states that when
multiplying 4x3(x3 + 2x2 − 3)the product 9. (3x2 + 2x −5)(2x − 3)
is 4x9 + 8x6 − 12x3. What was Mercedes’s
error? 10. Find the area of the rectangle.
4. Use Structure When multiplying polynomials, 2x + 4

why is the degree of the product different
from the degree of the factors? 4x − 2

UNDERSTAND PRACTICE
11. Make Sense and Persevere The area of a Find each product. SEE EXAMPLE 1
rectangle is given. Identify the missing terms in 18. x(x2
6 − 4x −3)
the length and width.
19. −y(−3y2 + 2y −7)
(x )
20. 3x2(−x2 + 2x − 4)
x2 + 11x + 28 ( 4)
21. −5x3(2x3 − 4x2 + 2)
12. Use Structure The table shows the product
Use a table to find each product. SEE EXAMPLE 2
when multiplying two binomials. What is
the relationship between the numbers in the 22. (x − 6)(3x + 4)
factors and the terms in the product?
23. (2x + 1)(4x + 1)
Binomials Products Use the Distributive Property to find each product.

(x + 3) (x + 4) x2 + 7x + 12 SEE EXAMPLE 3
(x + 2) (x − 5) x2 − 3x − 10 24. (x − 6)(x + 3)
(x − 3) (x − 5) x2 − 8x + 15
25. (3x − 4)(2x + 5)
13. Error Analysis Describe and correct the 26. (x − 8)(2x + 3)
error a student made when multiplying two
binomials. Find each product. SEE EXAMPLE 4
27. (y + 3)(2y2 − 3y + 4)

(2x + 2)(4x – 1) 28. (2x − 7)(3x2 − 4x + 1)
8x2 – 2
✗ 29. (2x2 − 3x)(−3x2 + 4x − 2)
30. (−2x2 + 1)(2x2 − 3x − 7)
31. (x2 + 3x)(3x2 − 2x + 4)

14. Use Appropriate Tools Use a table to find the
product of (3x + 4)(x2 + 3x − 2). How are the
like terms in a table arranged? 32. Find the area of the shaded region.
SEE EXAMPLE 6
15. Higher Order Thinking Is it possible for the
4x − 2
product of a monomial and trinomial to be a
binomial? Explain.
16. Mathematical Connections A triangle has a x x2 − 3

height of 2x + 6 and a base length of x + 4. x+2
What is the area of the triangle?
17. Communicate Precisely Explain how to find 33. A rectangular park is 6x + 2 ft long and
the combined volume of the two rectangular 3x + 7 ft wide. In the middle of the park is
prisms described. One has side lengths of 3x, a square turtle pond that is 8 ft wide. What
2x + 1, and x + 3. The other has side lengths of expression represents the area of the park not
5x – 2, x + 9, and 8. occupied by the turtle pond? SEE EXAMPLE 6

Practice Tutorial
34. Model With Mathematics The volume of a 38. Write an expression for the product of
cube is calculated by multiplying the length, (x + 4)(2x + 1) −[(x −5)(x + 3)] + 3x2.
width, and height. What is the volume of this 39. SAT/ACT What is the product of
cube? (−2x + 2)(x − 5)?
3x + 2 Ⓐ −2x2 − 10
Ⓑ −2x2 + 12x −10
Ⓒ −x − 3
Ⓓ −2x2 − 12x −10
40. Performance Task The net of a rectangular box
and its dimensions are shown.
35. Reason The product of the binomial and
the trinomial shown is a polynomial with 2x 1 5
four terms. Change one of the terms of the
binomial or the trinomial so the product is also
a trinomial.
x13
(2x + 2)(x2 + 2x − 4) = 2x3 + 7x2 − 2x − 12
36. Make Sense and Persevere What is the area of

the painting shown? x
x13
x16
x x
Part A Write an expression for the surface area

x12 of the box in terms of x.
Part B Evaluate the polynomial expression you

x14 x found in Part A. What integer value of x would
give the prism a surface area of about 600 cm 2?
37. Make Sense and Persevere A dance teacher
wants to expand her studio to fit more classes.
What is the combined area of Studio A and
Studio B?
x 3
3x 6
4x 8 Studio A
Studio B 2x

2-3
Activity Assess
EXPLORE & REASON
The table gives values for x and y and different expressions.

Multiplying
Special Cases x y (x − y)(x + y) x2 y2 (x2 − y2)
7 4
PearsonRealize.com 6 2
3 9
I CAN… use patterns to A. Copy and complete the table.

multiply binomials.
B. Describe any patterns you notice.
VOCABULARY C. Use Structure Try substituting variable expressions of the form 7p and 4q
• difference of two squares for x and y. Does the pattern still hold? Explain.
What patterns are there in the product of the square of a binomial and the
ESSENTIAL QUESTION
product of a sum and a difference?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Determine the Square of a Binomial
A. Why is (a + b)  2considered a special case when multiplying polynomials?

Use the Distributive Property. Use a visual model.
(a + b)  2 = (a + b)(a + b) a+b

a b
= a(a + b) + b(a + b)
GENERALIZE
= a  2+ ab + ba + b  2
a a2 ab
When squaring a binomial, think a+b
= a  2+ 2ab + b  2

about how you can use the
terms in the binomial to quickly 2
b ab ba2
determine the product. What first term twice the last term
a2 + 2ab + b2
generalizations about terms can squared product of squared
you make? the first and
last terms
The square of a binomial follows the pattern (a + b)  2= a  2 + 2ab + b  2.
B. What is the product (5x − 3)  2?

Use the pattern you found in Part A to find the square of a difference.
(5x −3)  2 = [5x + (−3)]  2 ewrite the difference as

R
a sum.
= (5x)  2 + 2(5x)(−3) + (−3)  2 S ubstitute 5x and −3 into
a  2 + 2ab + b  2.
= 25x  2 − 30x + 9 Simplify.
You can write the product (5x − 3)  2 as 25x  2 − 30x + 9.
LESSON 2-3 Multiplying Special Cases 63

Activity Assess
EXAMPLE 1 CONTINUED
C. How can you use the square of a binomial to find the product 29 2?
Rewrite the product as a difference of two values whose squares you
know, such as (30 − 1)  2.Then use the pattern for the square of a
binomial to find its square.
(30 − 1)  2 = (30)  2 + 2(30)(−1) + (−1)  2 (30 − 1) is the same as 29.
= 900 − 60 + 1
So, (30 − 1)  2 is the same as 29  2.
= 841

So, 29  2 = 841. In general, you can use the square of a binomial to find
the square of a large number by rewriting the number as the sum or
difference of two numbers with known squares.

a. (3x − 4)  2 b. 71  2
EXAMPLE 2 Find the Product of a Sum and a Difference
A. What is the product (a + b)(a − b)?

Use the Distributive Property to find the product.
(a + b)(a − b) = a(a − b) + b(a − b)

The middle terms drop out
= a  2 − ab + ba − b  2
because they are opposites.
= a  2− b  2
first term last term

squared squared
The product of two binomials in the form (a + b)(a − b) is a  2 − b  2.
The product of the sum and difference of the same two values results in
the difference of two squares.
B. What is the product (5x + 7)(5x − 7)?

Use the pattern you found in Part A.
COMMON ERROR (5x + 7)(5x − 7) = (5x)  2 − (7)  2 Substitute 5x and 7 into a  2 − b  2.
Remember that the last terms
of each binomial are opposites. = 25x  2 − 49
Simplify.
So, the product of the last terms
will always be negative. The product of (5x + 7)(5x − 7) is 25x  2 − 49. It is the difference of two
squares, (5x)  2 − 7  2.

Activity Assess
EXAMPLE 2 CONTINUED
C. How can you use the difference of two squares to find the product of
43 and 37?
Rewrite the product as the sum and difference of the same two numbers
a and b.
43 and 37 are each 3 units from 40.
(40 + 3)(40 − 3) = (40)  2 − (3)  2

(40 + 3)(40 − 3)is of the form
= 1,600 − 9
(a + b)(a − b), so it is equivalent
USE APPROPRIATE TOOLS to the difference of two squares.
What types of practical limitations = 1,591

are there on using the product of
You can use the difference of two squares to mentally find the product
a sum and difference to find the
product of two numbers? of large numbers when the numbers are the same distance from a
known square.

a. (2x − 4)(2x + 4) b. 56 ∙ 44
APPLICATION EXAMPLE 3 Apply the Square of a Binomial
A graphic designer is developing images for icons. x+4

The square pixelated image is placed inside a
border that is 2 pixels wide on all sides. If the
area of the border of the image is 176 square
pixels, what is the area of the image? x+4 x
Let x represent the length

and width of the image.
x
Formulate The area of the image and the border is
represented by the expression (x + 4)  2.
Total area − Area of Image = Area of Border

(x + 4)  2 − x  2 = 176
Compute (x + 4)  2 − x  2 = 176

Find the product of the
x  2 + 8x + 16 − x  2 = 176
squared binomial first.
8x + 16 = 176
8x = 160
x = 20
Interpret The image will be 20 pixels by 20 pixels. The area of the image is 20 • 20, or
400 square pixels.
Try It! 3. What is the area of the square image if the area of the border is
704 square pixels and the border is 4 pixels wide?

Concept Assess
Summary
CONCEPT SUMMARY Multiplying Special Cases
Square of a Binomial Product of a Sum and Difference
WORDS The square of a binomial, (a + b)  2, The product of two binomials in the form
always follows the same pattern: the (a + b)(a − b)results in the difference of
square of the first term, plus twice two squares.
the product of the first and last term,
plus the square of the last term.
ALGEBRA (a + b)  2 = a  2 + 2ab + b  2 (a + b)(a − b) = a  2 − b  2
or
(a − b)  2 = a  2 − 2ab + b  2 difference of two squares
NUMBERS (x + 4)  2 = (x + 4)(x + 4) (x − 7)(x + 7) = x  2 − 7x + 7x − 49

= x  2 + 4x + 4x + 16 = x  2 − 49
= x  2 + 8x + 16

1. ESSENTIAL QUESTION What patterns Write each product in standard form.
are there in the product of the square 5. (x − 7)  2
of a binomial and the product of a sum
and a difference? 6. (2x + 5)  2
2. Error Analysis Kennedy multiplies 7. (x + 4)(x − 4)

(x − 3)(x + 3)and gets an answer of
8. (3y − 5)(3y + 5)
x  2 − 6x − 9. Describe and correct
Kennedy’s error. Use either the square of a binomial or the
difference of two squares to find the area of
3. Vocabulary The product (x + 6)(x − 6)
each rectangle.
is equivalent to an expression that is called
the difference of two squares. Explain 9.
why the term difference of two squares 54 cm
is appropriate.
4. Use Structure Explain why the product of 54 cm

two binomials in the form (a + b)(a − b)is a
binomial instead of a trinomial. 10.
24 in.
36 in.

UNDERSTAND PRACTICE
11. Generalize Find each product. Write each product in standard form. SEE EXAMPLE 1
• (x + 9)(x + 9) 16. (y + 9)(y + 9) 17. (5x − 3)(5x − 3)
• (x  − 7)(x  − 7) 18. (a + 11)(a + 11) 19. (x −13)(x −13)

• (2x − 1)  2 20. (p + 15)  2 21. (3k + 8)  2
a. What do all products of the square of a
22. (x − 4y)  2 23. (2a + 3b)  2
binomial have in common?
2
b. Will the third term of the square of a 24. (
__   1 ) 
  2 x + __ 25. (0.4x + 1.2)  2
5 5
binomial always be positive? Explain.
Use the square of a binomial to find each product.
c. What is the relationship between the sign of
SEE EXAMPLE 1
the binomial and the sign of the second term
in the product? 26. 56  2 27. 72  2
d. What is true about the exponents
Write each product in standard form.
representing perfect square variables?
SEE EXAMPLE 2
12. Look for Relationships Find a value for m or n
28. (x − 12)(x + 12) 29. (2x + 5)(2x − 5)
to make a true statement.
a. mx  2 − 36 = (3x + 6)(3x − 6) 30. (3a − 4b)(3a + 4b) 31. (x  2 − 2y)(x  2 + 2y)
b. (mx + ny)  2 = 4x  2 + 12xy + 9y  2 32. (__   2 )(__

  1 x − __   2 )
  1 x + __ 33. (x + 2.5)(x − 2.5)
4 3 4 3
13. Error Analysis Describe and correct the error a
student made when squaring (x + 5). Use the product of sum and difference to find
each product. SEE EXAMPLE 2
34. 32 ∙ 28 35. 83 ∙ 97
(x + 5)2
x2 + 25
✗ 36. Consider the figure shown.
x + 6 cm
SEE EXAMPLE 3
x x
14. Use Structure The expression 96  2 − 95  2 is a
x + 6 cm
difference of two squares. How can you use the
factors (96 − 95)(96 + 95)to make it easier to
simplify this expression?
a. What expression represents the total area of
15. Construct Arguments Jacob makes the the four white triangles?
following conjectures. Is each conjecture
b. If the length of each side of the shaded
correct? Provide arguments to support
square is 12 cm, what is the total area of the
your answers.
four white triangles?
a. The product of any two consecutive even
numbers is 1 less than a perfect square. 37. What is the area of the shaded region?
SEE EXAMPLE 3
b. The product of any two consecutive odd
numbers is 1 less than a perfect square.
4
x

Practice Tutorial
38. Mathematical Connections The radius of 41. Consider each expression. Can you use the
the inner circle of a tile pattern shown is x expression to find the product 53  2? Select Yes or
inches. Write a polynomial in standard form to No in each row.
represent the area of the space between the
inner and outer circle. Yes No
(50 + 3)2 ❑ ❑
(50 − 3)2 ❑ ❑
6 in. (60 + 7)2 ❑ ❑
(60 − 7)2 ❑ ❑
(50 + 3)(50 − 3) ❑ ❑
39. Make Sense and Persevere In the figure 42. SAT/ACT What is the product of
shown, the darker square is removed. (3x  2 − 4y)(3x  2 + 4y)?
a. Divide the remaining x Ⓐ 9x  4 − 24x  2y − 16y  2

figure into two Ⓑ 3x  2 − 4y  2
rectangles. What are y Ⓒ 9x  4 − 16y  2
the dimensions of Ⓓ 3x  2 + 14x  2y − 4y
x
each rectangle?
b. What is the area of y 43. Performance Task Consider the difference of
each rectangle? squares a  2 – b  2, for integer values of a and b.
c. What is the total area Part A Make a table of the difference of
of the remaining figure? How does this squares using consecutive integers for a and b.
figure represent the difference of two squares? What pattern do you notice?
40. Higher Order Thinking The sculpture shown Part B Use the pattern from Part A to find
contains a large cube. pair of consecutive integers that generates a
difference of squares of –45.
Part C Make a table of the difference of

squares using consecutive even integers for a
and b. What pattern do you notice?
The length of each
side of the cube is Part D Use the pattern from Part C to find
14x + 8 feet. a pair of consecutive even integers that
generates a difference of squares of –100.
a. Write a polynomial in standard form to

represent the surface area of the cube.
b. Write a polynomial in standard form to
represent the volume of the cube.

2-4
Activity Assess
MODEL & DISCUSS
A catering company has been asked to design meal boxes for entrees
Factoring
and side dishes.
Polynomials
The sections for the side dishes
are half the length and width of
PearsonRealize.com the entree sections.
I CAN… factor a
polynomial.
The sections for the

entrees must be square.
A. Design a meal box that meets each of these requirements:

a. Equal numbers of sections for entrees and side dishes
b. More sections for entrees than for side dishes
c. More sections for side dishes than for entrees
B. Use Structure For each meal box from Part A, write an algebraic
expression to model the area of the meal boxes.
ESSENTIAL QUESTION How is factoring a polynomial similar to factoring integers?
EXAMPLE 1 Find the Greatest Common Factor
What is the greatest common factor (GCF) of the terms of 12x  5 + 8x  4 − 6x  3?
Step 1 Write the prime factorization of the coefficient for each term to
STUDY TIP determine if there is a greatest common factor other than 1.
Recall that finding the prime
factorization of a number is 12 8 6 One instance of 2 is the only common
expressing the number as a factor of the numbers, so the GCF of
product of only prime numbers. the coefficients of this trinomial is 2.
2∙2∙3 2∙2∙2 2∙3
Step 2 Determine the greatest common factor for the variables of
each term.
x  5 x  4 x  3 Three instances of x are the only
common factors of the terms, so
the GCF of the variables is x  3.
x∙x∙x∙x∙x x∙x∙x∙x x∙x∙x
The greatest common factor of the terms 12x  5 + 8x  4 − 6x  3 is 2x  3.
Try It! 1. Find the GCF of the terms of each polynomial.

a. 15x  2 + 18 b. −18y  4 + 6y  3 + 24y  2
LESSON 2-4 Factoring Polynomials 69

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Factor Out the Greatest Common Factor
Why is it helpful to factor out the GCF from a polynomial?

Consider the polynomial −12x  3 + 18x  2 − 27x.
Step 1 Find the GCF of the terms of the polynomial, if there is one.
Because the first term is negative, it is helpful to factor out −1.
COMMON ERROR
−12x  3 18x  2 −27x
Remember to include the negative
sign when factoring out the GCF
of negative terms. Also, factoring −1 ∙ 2 ∙ 2 ∙ 3 ∙ x ∙ x ∙ x −1 ∙ (–2) ∙ 3 ∙ 3 ∙ x ∙ x
−1 ∙ 3 ∙ 3 ∙ 3 ∙ x
out a –1 from a positive term
generates two negative factors. The greatest common factor is −3x.
Step 2 Factor the GCF out of each term of the polynomial.

−3x(4x  2 − 6x + 9)
Factoring out the greatest common factor results in a polynomial with
smaller coefficients and/or smaller exponents of the variable(s). This makes it
easier to analyze the polynomial or factor it further.
Try It! 2. Factor out the GCF from each polynomial.

a. x  3 + 5x  2 − 22x b. −16y  6 + 28y  4 − 20y  3
APPLICATION EXAMPLE 3 Factor a Polynomial Model
Alani is in charge of marketing for a travel company. She is designing a

brochure that will have 6 photos. The photos can be arranged on the page
in a number of ways.
There are 2 main square photos There are 4 narrower

which have a length of x in. photos that are each
on each side. 1 in. by x in.
A. What is the total area of the photos?

First, find the area of each type of photo.
Area = area of square photos + area of narrower photos
= 2(x  2) +
4(1x)
There are 2 square photos,
= 2x  2 + 4x each with an area of x  2 in.  2.
The total area of the photos is 2x  2 + 4x in.  2. There are 4 narrower photos,
each with an area of 1x in.  2.

Activity Assess
EXAMPLE 3 CONTINUED
B. Find a rectangular arrangement for the photos. What factored
expression represents the area of the arrangement?
Try placing the photos in one row.
The arrangement has

a height of x in.
The arrangement has a

width of (2x 1 4) in.
The factored form that represents the area of the arrangement is x(2x + 4).
C. Factor out the GCF from the polynomial. What does the GCF represent in
this situation?
MODEL WITH MATHEMATICS
Think about how to represent this The GCF of 2x  2 and 4x is 2x. So you can rewrite the expression as 2x(x + 2).
situation mathematically. How is
the GCF useful in solving this
problem?
The arrangement has
a height of 2x in.
The arrangement has a

width of (x 1 2) in.
The GCF represents the height of one possible arrangement of

the photos.
D. Which of these two arrangements is a more practical use of the space on

a page of the brochure?
The arrangement based on the GCF is more practical because the
arrangement with the photos in one line will likely be too wide for a page.
Try It! 3. Suppose the dimensions of the narrower photos were increased
to 2 in. by x in. What expression would represent the new
arrangement based on the GCF?

Concept Assess
Summary
CONCEPT SUMMARY Factoring Polynomials
WORDS Determine if a polynomial can be factored. If the polynomial can be factored, find the
greatest common factor of the terms and factor it out.
ALGEBRA 18x  3y  2 + 12x  2y + 15x

Find the GCF of the terms.
2 ∙ 3 ∙ 3 ∙ x ∙ x ∙ x ∙ y ∙ y
2∙2∙3∙x∙x∙y 3∙5∙x
The greatest common factor of 18x  3y  2 + 12x  2y + 15x is 3x.
3x(6x  2y  2 + 4xy + 5) Identify the remaining factors of the polynomial after
factoring out the GCF, then write it in factored form.

1. ESSENTIAL QUESTION How is Find the GCF of each pair of monomials.
factoring a polynomial similar to factoring 6. 10x and 25
integers?
7. x  3y  2and x  5y
2. Look for Relationships Why does the GCF 8. 8a  2and 28a  5
of the variables of a polynomial have the
least exponent of any variable term in the 9. 4x  3and 9y  5
polynomial? 10. 12a  5b and 16a  4b  2
3. Reason What is the greatest common factor 11. 14x  10y  8and 15x  6y  9
of two polynomials that do not appear to
have any common factors? Factor out the GCF from each polynomial.
12. 10a  2b + 12ab  2
4. Error Analysis Andrew factored
3x  2y − 6xy  2 + 3xy as 3xy(x − 2y). Describe 13. −3x  4 + 12x  3 − 21x  2
and correct his error.
14. 15x  3y − 10x  2y  3
5. Error Analysis Wendell says that the
15. x  10 + x  9 − x  8
greatest common factor of x  6 and x  8 is x  2,
since the greatest common factor of 6 and 16. 3x  3y  2 − 9xz  4 + 8y  2z
8 is 2. Is Wendell correct? Explain.
17. 100a  7b  5 − 150a  8b  3

UNDERSTAND PRACTICE
18. Use Structure What term and 12x  2y have Find the GCF of each group of monomials.
a GCF of 4xy  ? Write an expression that SEE EXAMPLE 1
shows the monomial factored out of the 26. 8y  3 and 28y
polynomial.
27. 9a  2b  3, 15ab  2, and 21a  4b  3
19. Look for Relationships Write a trinomial that
has a GCF of 4x  2. 28. 18m  2 and 25
20. Error Analysis Describe and correct the error a 29. x  2y   3 and x  3y  5
student made when factoring
10a  3b − 5a  2b  2 − 15ab. Factor out the GCF from each polynomial.
SEE EXAMPLE 2
30. 12x  2 − 15x

10a3b − 5a2b2 − 15ab
31. −4y  4 + 6y  2 − 14y
5a(2a2b − ab2 − 3b)
✗ 32. 3m  2 − 10m + 4
33. 24x  3y  2 − 30x  2y  3 + 12x  2y  4
21. Make Sense and Persevere Write the The areas of the rectangles are given. Use factoring
difference in factored form. to find expressions for the missing dimensions.
SEE EXAMPLE 3
(24x  4 − 15x  2 + 6x) − (10x  4 + 5x  2 − 4x)
34. ? ?
22. Higher Order Thinking In the expression
ax2+ b, the coefficients of a and b are ? 9xy2 12x2y3
multiples of 2. The coefficients c and d in
the expression cx  2 + dare multiples of 3.
Will the GCF of ax  2 + b and cx  2 + d always, 35. ?
sometimes, or never be a multiple of 6?
Explain.
23. Make Sense and Persevere What is the GCF in ? 6x2 − 18x
the expression x(x + 5) − 3x(x + 5) + 4(x + 5)?
24. Look for Relationships Find the greatest
common factor of the terms x  n+1y  n and
x  ny  n−2, where n is a whole number greater 36. ?
than 2. How can you factor the expression
x  n+1y  n+ x  ny  n−2? ? 10a2b3 + 15ab2 + 20a2b
25. Mathematical Connections consider the
following set of monomials.
A = {2x, 3x, 4x, 5xy, 7x, 9y, 12xy, 13x, 15x}
37. A farmer wants to plant three rectangular fields
The GCF the elements in subset B = {2x, 3x} is x.
so that the widths are the same. The areas of
Create 6 different subsets of A, such the GCFs the fields, in square yards, are given by the
of the elements are 1, 2x, 3, 4x, 5x, and y. expressions 12x  2y, 9xy  2, and 21xy. What is the
width of the fields if x = 3and y = 4?
SEE EXAMPLE 3

Practice Tutorial
38. Model With Mathematics Write an expression 41. Fill in the blanks to find the factor pairs for
in factored form to represent the volume in 18x  4 + 12x  3 − 24x  2.
the canister not occupied by the tennis balls.
Assume the canister is cylinder with volume ■ 6x2 + 4x − 8
V = πr  2h. 2x ■x■ + ■x■ − ■x
x■ 18x2 + 12x − 24
■x■ 3x2 + 2x − 4
4 pr3 42. SAT/ACT The area of a rectangle is

3
12x  3 − 18x  2 + 6x. The width is equal to the GCF.
What could the dimensions of the rectangle be?
Ⓐ 6x(2x  2 − 3x)
4 pr3 Ⓑ 3(4x  3 − 6x  2 + 2x)
3
Ⓒ x(12x  2 − 18x + 6)
Ⓓ 6x(2x  2 − 3x + 1)
4 pr3 43. Performance Task Camilla is designing a
3 platform for an athletic awards ceremony. The
areas for two of the three faces of a platform
are given.
39. Use Structure Determine the GCF and write the

expression in factored form.
(6x  2 + 4x) + (4x  2 − 8x)
40. Make Sense and Persevere A sheet of dough

has six identical circles cut from it. Write an
C
expression in factored form to represent
the approximate amount of dough that is
remaining. Is there enough dough for another B A
circle?
x2 + x 3x2 + x

Part A What are the dimensions of each face of
the platform?
Part B What is the area of the top of the

platform?
x Part C What expression represents the surface
area of the entire platform, including the
bottom?
Part D What expression represents the volume

of the platform?

2-5
Activity Assess
EXPLORE & REASON
Consider the following puzzles.

Factoring
x2 + bx + c 3 What two
numbers 18
? 12 multiply 5
SavvasRealize.com 1 What two 4 together to 0
numbers 19 equal 215 and21 ?
multiply 3 5 14 together to
6 ther to 2
add
I CAN… factor a quadratic 1ge
to equal 22? 7 0
trinomial. equal 15 and ? 11 6 ?
add toge th er to
10 2 What two
8 4 W2ha2t two 9
equal 8? numbers 17
1 9 20 numbers
? multiply multiply 3
1 together to
? toge2ther to
equal 15 and 6
0 ad1d5together to equal 215 and
add together to
equal 216? equal 214?
A. Find the solutions to the four puzzles shown.

B. Look for Relationships Write a set of four number puzzles of your own
that have the same structure as these four. Describe the pattern.
How does recognizing patterns in the signs of the terms help you factor
ESSENTIAL QUESTION
polynomials?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Factoring a Trinomial
A. How does factoring a trinomial relate to multiplying binomials?

Consider the binomial product (x + 2)(x + 3)and the trinomial x2 + 5x + 6.
The product of the second terms of the binomials

is equal to the last term of the trinomial.

How does factoring a trinomial (x + 2)(x + 3) = x2 + 3x + 2x + 6
relate to the Distributive = x2 + 5x + 6

Property?
The sum of the second terms of the binomials is equal

to the coefficient of the second term of the trinomial.
When factoring a trinomial, you work backward to try to find the related
binomial factors whose product equals the trinomial.
You can factor a trinomial of the form x  2 + bx + c as (x + p)(x + q) if
pq = c and p + q = b.
LESSON 2-5 Factoring x2 + bx + c 75

Activity Assess
EXAMPLE 1 CONTINUED
B. What is the factored form of x2 + 5x + 6?
Identify a factor pair of 6 that has a sum of 5.
USE APPROPRIATE TOOLS Factors of 6 Sum of Factors The second term of

Think about different ways you each binomial is a
1 and 6 7
could organize the factors and factor of 6. These two
their sums. What organizational 2 and 3 5✓ factors add to 5.
tools would be useful?
If you factor using algebra tiles, the correct factor pair will form
a rectangle.
(x + 3) (x + 2)
x2 x x x x2 x x
(x + 2)
(x + 3)
x 1 1 1 x 1 1
x 1 1 1 x 1 1
x 1 1
The factored form of x2 + 5x + 6is (x + 2)(x + 3).

The first term of each
Check (x + 2)(x + 3) = x2 + 3x + 2x + 6 binomial is x, since
x ∙ x = x2.
= x2 + 5x + 6 ✓

Try It! 1. Write the factored form of each trinomial.

a. x2 + 13x + 36 b. x2 + 11x + 28
EXAMPLE 2 2 + bx + c, When b < 0and c > 0

Factor x
What is the factored form of x2 − 11x + 18?

Identify a factor pair of 18 that has a sum of −11.
Because b is negative Factors of 18 Sum of Factors Even though there are

and c is positive, inspect −1 and −18 −19 more factor pairs for
only negative factors. 18, there is no need to
−2 and −9 −11 continue once you find
the correct sum.
The factored form of x2 − 11x + 18is (x − 2)(x − 9).
Check (x − 2)(x − 9) = x2 − 9x − 2x + 18
= x2 − 11x + 18 ✓


a. x2 − 8x + 15 b. x2 − 13x + 42
76 TOPIC 2 Polynomials and Factoring Go Online | SavvasRealize.com

Activity Assess
EXAMPLE 3 2 + bx + c, When c < 0

Factor x
What is the factored form of x 2 + 5x − 6?

Identify a factor pair of −6 that has a sum of 5.
COMMON ERROR Because c is Factors of −6 Sum of Factors

You may think that the pairs of negative, the factors 1 and −6 −5
factors 1, −6 and −1, 6 are the will have opposite
same. However, the sums of the signs. −1 and 6 5
two factors are different.
The factored form of x2 + 5x − 6is (x − 1)(x + 6).

a. x2 − 5x − 14 b. x2 + 6x − 16
EXAMPLE 4 Factor a Trinomial With Two Variables
A. How does multiplying binomials in two variables relate to factoring

trinomials?
Consider the following binomial products.
(x + 2y)(x + 4y) = x  2 + 6xy + 8y  2
(x – 3y)(x + 5y) = x  2 + 2xy – 15y  2
(x – 7y)(x – 9y) = x  2 – 16xy – 63y  2
Each trinomial has the form x  2 + bxy + cy  2. Trinomials of this form are
factorable when there is a factor pair of c that has a sum of b.
B. What is the factored form of x2 + 10xy + 24y2?
Identify a factor pair of 24 that has a sum of 10.
Factors of 24 Sum of Factors

3 and 8 11
STUDY TIP 4 and 6 10
When factoring a trinomial with
two variables, make sure the The factored form of x2 + 10xy + 24y2 is (x + 4y)(x + 6y).
factors contain both variables.
Check your answer to determine Check (x + 4y)(x + 6y) = x2 + 6xy + 4xy + 24y2
whether you factored correctly. = x2 + 10xy + 24y2 ✓


a. x2 + 12xy + 32y2 b. x2 − 10xy + 21y2

Activity Assess
APPLICATION EXAMPLE 5 Apply Factoring Trinomials
Benjamin is designing a new house. The bedroom closet will have one wall
that contains a closet system using three different-sized storage units. The
number and amount of wall space needed for each of the three types of
storage units is shown. What are the dimensions of the largest amount of
wall space that will be needed?
x ft 1 ft
1 ft
1 ft
x ft x ft
35
units
12 units
1 unit
Formulate The largest possible closet storage system will use all of the units. Write
an expression that represents the wall area of the closet in terms of the
storage units.
x2 + 12x + 35

Compute Because the area of a rectangle is the product of the length and width,
factor the expression to find binomials that represent the length and width
of the closet wall.

1 and 35 36
5 and 7 12
x2 + 12x + 35 = (x + 5)(x + 7)

Interpret The dimensions of the largest amount of wall space that will be needed are
(x + 7)ft by (x + 5)ft.
Try It! 5. What would be the dimensions of the largest wall area you
would need if you used 11 of the 1 ft-by-1 ft units while
keeping the other units the same?

Concept Assess
Summary
CONCEPT SUMMARY Factoring 2

x + bx + c
To factor a trinomial of the form x2 + bx + c, find a factor pair of c that has a
sum of b. Then use the factors you found to write the binomials that have a
product equal to the trinomial.
b and c are positive. b is negative and c is c is negative.

positive.
WORDS When the values When the value of b is When the value of c is
of both b and c are negative and that of c negative, the second
positive, the second is positive, the second terms of the binomials
terms of the binomials terms of the binomials have opposite signs.
are both positive. are both negative.
NUMBERS b and c are positive. b is negative and c is negative.

c is positive.
x 2 + 9x + 14 x2 − 9x + 14 x2 − 5x − 14

= (x + 2)(x + 7) = (x − 2)(x − 7) = (x + 2)(x − 7)

1. ESSENTIAL QUESTION How does List the factor pairs of c for each trinomial.
recognizing patterns in the signs of the 5. x2 + 17x + 16 6. x2 + 4x − 21
terms help you factor polynomials?
For each trinomial, tell whether the factor pairs
2. Error Analysis A student says that since of c will be both positive, both negative, or
x2 − 5x − 6has two negative terms, both opposite signs.
factors of c will be negative. Explain the
7. x2 − 11x + 10 8. x2 + 9x − 10
error the student made.
3. Reason What is the first step to factoring

9. Copy and complete the table for factoring
any trinomial? Explain.
the trinomial x2 − 7x + 12.
4. Communicate Precisely To factor a trinomial
x2 + bx + c, why do you find the factors of c Factors of 12 Sum of Factors
and not b? Explain. −1 and −12 ?
? −7
−2 and −6 −8

UNDERSTAND PRACTICE
10. Mathematical Connections Explain how Factor each trinomial represented by the
factoring a trinomial is like factoring a number. algebra tiles. SEE EXAMPLE 1
Explain how it is different. 18.
11 xxxx
11. Use Appropriate Tools How can you use
algebra tiles to factor a trinomial? How do you 11
determine the binomial factors from an algebra x2 xxx
tile model? 11
12. Look for Relationships How are the binomial
19.
factors of x2 + 7x − 18and x2 − 7x − 18similar? xx 1
x2
How are they different?
13. Error Analysis Describe and correct the error Complete the table to factor each trinomial.
a student made in making a table in order to SEE EXAMPLES 1 AND 3
factor the trinomial x2 − 11x − 26.
20. x2 + 9x + 20
Factors of c Sum of Factors

Factors Sum of Factors
? ?
−1 and 11 10
? 9
1 and −11 −10
? ?
The trinomial x2 −11x − 26 is not
factorable because no factors of 21. x2 + 9x − 22
b sum to c.
✗ Factors of c Sum of Factors
? ?
? ?
14. Higher Order Thinking Given that the trinomial
? 9
x2 + bx + 8is factorable as (x + p)(x + q), with
p and q being integers, what are four possible ? ?

values of b?
Write the factored form of each trinomial.
15. Reason What is missing from the last term of SEE EXAMPLES 1, 2, 3, 4, AND 5
the trinomial x2 + 5xy + 4so that it is factorable 22. x2 + 15x + 44 23. x2 − 11x + 24
as the product of binomials?
24. x2 + 2x − 15 25. x2 − 13x + 30
16. Look for Structure How does the sign of the
last term of a trinomial help you know what 26. x2 + 9x + 18 27. x2 − 2x − 8
type of factors you are looking for?
28. x2 + 7xy + 6y2 29. x2 − 12x + 27
17. Reason A rectangle has an area of
x2 + 7x +12 in.  2. Use factoring to find possible 30. x2 + 10x +16 31. x2 − 16xy + 28y2
dimensions of the rectangle. Explain why you
32. x2 − 10xy − 11y2 33. x2 + 16x + 48
can use factoring to find the answer.
34. x2 − 13x − 48 35. x2 + 15xy + 54y2

Practice Tutorial
36. Make Sense and Persevere The volume of a 39. Match each trinomial with its factored form.
rectangular box is represented by x3 + 3x2 + 2x. I. x2 + 13x + 30 A. (x − 10)(x + 3)
Use factoring to find possible dimensions of the
II. x2 + x − 30 B. (x − 6)(x + 5)
box. How are the dimensions of the box related
to one another? III. x2 − 7x − 30 C. (x − 5)(x + 6)
IV. x2 − x − 30 D. (x + 10)(x + 3)
37. Model with Mathematics A lake has a
rectangular area roped off where people can 40. SAT/ACT What is the factored form of
swim under a lifeguard’s supervision. The 4x3 − 24x2 − 28x?
swimming section has an area of x2 + 3x − 40 Ⓐ 4x(x − 7)(x + 1)
square feet, with the long side parallel to the
lake shore.
Ⓑ 4x(x − 1)(x + 7)
Ⓒ x(x − 7)(x + 4)
Ⓓ x(x − 4)(x + 7)
Lake
Ⓔ 4(x − 7)(x − 1)
x2 1 3x 2 40
41. Performance Task A city is designing the layout
of a new park. The park will be divided into
several different areas, including a field, a
picnic area, and a recreation area. One design
of the park is shown below.
Beach
Picnic Area:
x2 + 45x + 450 ft2
a. What are possible dimensions of the Game Field:
x2 + 95x + 450 ft2
roped-off area? Use factoring.
b. How much rope is needed for the three sides

that are not along the beach? Explain.
Recreation Area:
c. The rope used to mark the swimming area is
x2 + 35x + 300 ft2
238 ft long. What is x when the total length
of rope is 238 ft?
38. Make Sense and Persevere

Sarah has a
large square Part A Use factoring to find the dimensions of
piece of foam each of the three areas of the park shown
for an art
project. The x2 − 8x + 12 Part B Describe two different ways to find the
x in. total area of the park.
side lengths of
the square are Part C What are the dimensions of the
x in. To fit her entire park?
project, Sarah
cuts a section of Part D Can you find the value of x? Explain.
foam from two x in.
of the sides so she now has a rectangle. How
much foam does Sarah cut from each of the
two sides?

2-6
Activity Assess
EXPLORE & REASON
A website design company resizes rectangular photos so they fit on the

Factoring
screens of various devices.
ax  2 + bx + c
x14
PearsonRealize.com Area:
x217x112
I CAN… factor a quadratic

trinomial when a ≠ 1.
A. What expression represents the width of the photo?

B. Write three possible lengths and corresponding widths of the photo by
substituting different values for x.
C. Make Sense and Persevere Why would the company use an expression
to represent the area? Explain.
How is factoring a quadratic trinomial when a ≠ 1similar to factoring a

ESSENTIAL QUESTION
quadratic trinomial when a = 1?
EXAMPLE 1 Factor Out a Common Factor
What is the factored form of 3x  3 + 15x  2 − 18x?
Before factoring the trinomial into two binomials, look for any common
factors that you can factor out.
3x  3 + 15x  2 − 18x There is a common
3∙x∙x∙x + 3∙5∙x∙x − 2∙3∙3∙x factor of 3x.
So, 3x  3 + 15x  2 − 18x = 3x(x  2 + 5x − 6).

Then factor the resulting trinomial, x  2 + 5x − 6.
VOCABULARY Because c is negative in Factors of −6 Sum of Factors

The answer 3x(x − 1)(x + 6), the trinomial x  2 + 5x − 6,
is 3x  3 + 15x  2 − 18x factored the factors will have 1 and −6 −5
completely. There are other ways opposite signs. −1 and 6 5
you can factor the polynomial,
but only one way to factor it
completely. The factored form of x  2 + 5x − 6is (x − 1)(x + 6), so the factored form of
3x  3 + 15x  2 − 18x is 3x(x − 1)(x + 6).
Try It! 1. Factor each trinomial.

a. 5x  2 − 35x + 50 b. 6x  3 + 30x  2 + 24x
LESSON 2-6 Factoring ax  2 + bx + c 83

Activity Assess
CONCEPTUAL EXAMPLE 2 Understand Factoring by Grouping

UNDERSTANDING
A. If ax  2 + bx + cis a product of binomials, how are the values of a, b,
and c related?
Consider the product (3x + 4)(2x + 1).
(3x + 4)(2x + 1) = (3x)(2x) + (3x)(1) + (4)(2x) + (4)(1)
= 6x  2 + 3x + 8x + 4
= 6x  2 + 11x + 4
The product is 6x  2 + 11x + 4. Notice that ac = (6)(4)or (3)(2)(4)(1),
which is the product of all of the coefficients and constants
from (3x + 4)(2x + 1).
In the middle step, the coefficients of the x-terms, 3 and 8, add to form
b = 11. They are composed of pairs of the coefficients and constants
from the original product; 3 = (3)(1)and 8 = (4)(2).
If ax  2 + bx + c is the product of binomials, there is a pair of factors of
ac that have a sum of b.
STUDY TIP B. How can you factor ax  2 + bx + cby grouping?

To speed up your search, when Consider the trinomial 6x  2 + 11x + 4, a = 6 and c = 4, so ac = 24.
looking for a factor pair that has a
sum of b, you can rule out factor Find the factor pair of 24 with a sum of 11.
pairs with sums that are obviously
far from the target. Factors of 24 Sum of Factors
2 and 12 14
3 and 8 11
Rewrite 11x as 3x and 8x.
6x  2 + 11x + 4 = 6x  2 + 3x + 8x + 4

USE STRUCTURE = (6x  2 + 3x) + (8x + 4) Group as two binomials.
Common factors are not limited
to monomials. Here the common = 3x(2x + 1) + 4(2x + 1) Factor out the GCF of each binomial.
factors are monomials and = (3x + 4)(2x + 1) Use the Distributive Property.
binomials.
The factored form of 6x  2 + 11x + 4 is (3x + 4)(2x + 1).
Check (3x + 4)(2x + 1) = 6x  2 + 3x + 8x + 4
= 6x  2 + 11x + 4 ✓

a. 10x  2 + 17x + 3 b. 2x  2 + x − 21

Activity Assess
EXAMPLE 3 Factor a Trinomial Using Substitution
How can you use substitution to help you factor ax  2 + bx + cas the product
of two binomials?
Consider the trinomial 3x  2 − 2x − 8.
STEP 1 Multiply ax  2+ bx + c by a to transform x  2 into (ax)  2.
Multiply the entire trinomial by 3. The new

3[3x  2 − 2x − 8]

trinomial is not equivalent to the original.
= 3(3)x  2 − 2(3)x − 8(3)
Remember to divide by 3 as a last step.
= (3x)  2 − 2(3x) − 24

ax = 3x
STEP 2 Replace ax with a single variable. Let p = ax.
= p  2 − 2p − 24
Substitute p for 3x.
STEP 3 Factor the trinomial.
= (p − 6)(p + 4)

STEP 4 Substitute ax back into the product. Remember p = 3x.
Factor out common factors if there are any.
STUDY TIP
= (3x − 6)(3x + 4)
Substitute 3x for p.
Because you multiplied the
original expression by a new = 3(x − 2)(3x + 4)

factor, the answer will not be
equivalent unless you divide out STEP 5 Since you started by multiplying the trinomial by a, you must divide
the same factor at the end of your by a to get a product that is equivalent to original trinomial.
computations.
(x − 2)(3x + 4) This product is equivalent to the original trinomial.
The factored form of 3x  2 − 2x − 8is (x − 2)(3x + 4). In general, you can
use substitution to help transform ax  2 + bx + cwith a ≠ 1to a simpler
case in which a = 1, factor it, and then transform it back to an equivalent
factored form.
Try It! 3. Factor each trinomial using substitution.

a. 2x  2 − x − 6 b. 10x  2 + 3x − 1

Concept Assess
Summary
CONCEPT SUMMARY Factoring ax  2 + bx + c
Factor by Grouping Factor Using Substitution
ALGEBRA To factor a trinomial of the form To factor a trinomial of the form

ax  2 + bx + c, find a factor pair of ac ax  2 + bx + c, multiply the trinomial
that has a sum of b. Rewrite bx as a by a. Rewrite the first two terms using
sum of those factors. Then factor out ax. Substitute a single variable for ax.
the GCFs from the expression twice Factor the trinomial. Substitute ax back
to factor the original trinomial as the in for the variable. Divide by a.
product of two binomials.
NUMBERS 3x  2 + 22x + 7 3x  2 − 20x − 7

= 3x  2 + 21x + 1x + 7 3[3x  2 − 20x − 7]
= 3x(x + 7) + 1(x + 7) = (3x)  2 − 20(3x) − 21
= (3x + 1)(x + 7) = p  2 − 20p − 21
= (p − 21)(p + 1)
= (3x − 21)(3x + 1)
= 3(x − 7)(3x + 1)
= (x − 7)(3x + 1)

1. ESSENTIAL QUESTION How is List the factor pairs of ac for each trinomial.
factoring a quadratic trinomial when 6. 2x  2 + 7x + 4 7. 12x  2 − 5x − 2
a ≠ 1similar to factoring a quadratic
trinomial when a = 1? Tell whether the terms of each trinomial share
a common factor other than 1. If there is a
2. Error Analysis A student says that for common factor, identify it.
ax  2 + bx + c to be factorable, b must equal
a + c. Explain the error in the student’s 8. 15x  2 − 10x − 5 9. 3x  3 − 2x  2 − 1
thinking. Rewrite the x-term in each trinomial to factor
by grouping.
3. Reason Suppose you can factor ax  2 + bx + c
as (px + q)(sx + t), where p, q, s, and t are 10. 35x  2 + 17x + 2 11. 12x  2 + 20x + 3
integers. If c = 1, what do you know about
the two binomial factors? Factor each trinomial to find possible
dimensions of each rectangle.
4. Reason When factoring ax  2 + bx + c by 12.
substitution, why is it acceptable to multiply
the polynomial by a to start? A = 5x2 + 17x + 6
5. Construct Arguments Felipe is factoring
the expression2x  2 − x − 28. He knows −x
should be rewritten as 7x plus −8x, but he 13.
is not sure which order to place the terms A = 6x2 + 7x − 5
in the expression. Explain to Felipe why
it does not matter what order the terms
are in.

UNDERSTAND PRACTICE
14. Mathematical Connections How is factoring a Factor the trinomial represented by the
common factor out of a trinomial like factoring algebra tiles.
common factors out of the numerator and
21.
denominator of a fraction? How is it different?
x x x2 x2
15. Make Sense and Persevere What are all
possible values of b for which 7x  2 + bx + 3
x x x x x
is factorable, if the factors have integer
coefficients and constants?
1 1 1 1 1
16. Look for Relationships Can you factor the
trinomial 3x  2 + 5x + 3 into linear factors with 22.
integer coefficients? Explain. x2 x2 x2 x2

student made in factoring 2x  2 + 11x + 15. x2 x2 x x x x x 1
Factor each trinomial. SEE EXAMPLE 1

ac = 2 × 15 = 30; b = 11
23. 4x  2 + 16x + 12 24. 2x  2 − 16x + 30
25. 3x  2 + 12x − 63 26. 6x  2 + 12x − 48
1 × 30 1 + 30 = 31
2 × 15 2 + 15 = 17 Identify the factor pairs of ac you could use to
3 × 10 3 + 10 = 13 rewrite b to factor each trinomial by grouping.
SEE EXAMPLE 2
5×6 5 + 6 = 11
2x2 + 11x + 15 = (x + 5)(x + 6) ✗ 27. 7x  2 + 9x + 2
29. 8x  2 − 2x − 1
28. 6x  2 + 11x − 2
30. 10x  2 + 19x + 6
31. 15x  2 – 16x – 7 32. 12x  2 + 11x + 2

18. Higher Order Thinking Can you factor the
Factor each trinomial completely.
trinomial 6x  2 + 7x − 6 as (px + q)(sx + t), where
SEE EXAMPLES 1, 2, AND 3
p, q, s, and t are integers? Explain why or
why not. 33. 4x  2 + 13x + 3 34. 6x  2 − 25x − 14
19. Reason Use factoring to arrange the following 35. 2x  2 + 7x − 4 36. 12x  2 + 13x + 3
algebra tiles first into one rectangle and then
into two rectangles of equal size. 37. 6x  3 + 9x  2 + 3x 38. 8x  2 − 10x − 3
39. 12x  2 + 16x + 5 40. 16x  3 + 32x  2 + 12x

x2 x2 xxxxx
41. 21x  2 − 35x − 14 42. 16x  2 + 22x − 3
x2 x2 xxxxx 43. 9x  2 + 46x + 5 44. 24x  3 − 10x  2 − 4x
Factor each trinomial completely.

111 111 45. 3x  2 + xy − 2y  2 46. 2x  2 + 9xy + 10y  2
20. Use Structure What is the factored form of 47. 5x  2 – 4xy – y  2 48. 2x  2 + 10xy + 12y  2
pqx  2 + (mp + qn)x + mn?

Practice Tutorial
49. Reason A rectangular patio has an area of 52. The trinomial ax  2 + bx + c is factorable when
2x  2 + 13x − 24 ft  2. Use factoring to find   ?  have a sum of ___
factors of ___   ?  .
possible dimensions of the patio. The patio is
53. SAT/ACT What is the factored form of
to be enlarged so that each dimension is 2 ft
3x  2 − 5x − 12?
greater than it was originally. What are the
new dimensions of the patio? What is the new Ⓐ (x − 4)(3x + 1)
area of the patio? Ⓑ (x − 3)(3x + 4)
50. Make Sense and Persevere Use factoring to
Ⓒ (x + 4)(3x − 9)
find possible dimensions of the container Ⓓ 3(x + 2)(x − 3)
shown. The container is a rectangular prism. Ⓔ 3(x − 4)(x + 1)
What are the dimensions of the container
if x = 3? What is the volume of the container if 54. Performance Task A paint tray has an area
x = 4? of 42x  2 + 135x + 108 in.  2. The square paint
compartments that are all the same size and
spaced evenly, though the space along the
V = 4x3 + 10x2 + 4x ft3 edge of the tray is twice as wide as the space
between squares.
x 2x
51. Model With Mathematics A photographer is 2x 2x

placing photos in a mat for a gallery show.
Each mat she uses is x in. wide on each side.
The total area of each photo and mat is
shown. 2x
7x + 12 in.
x
Part A What is the width of the paint tray?

x x
Part B What is the area of each of the paint
compartments in the tray?
x
Part C How wide are the edges of the tray if
Area = 4x  2 + 36x + 80
the width of the paint tray is 45 in.?
a. Factor the total area to find possible

dimensions of a photo and mat.
b. What are the dimensions of the photos in

terms of x?
c. Explain why the photographer might use x

to represent the width of the mat.

2-7
Activity Assess
CRITIQUE & EXPLAIN
Seth and Bailey are given the polynomial 8x  2 + 48x + 72to factor.
Factoring
Special Cases
rk Bailey’s wor
’s wo k
Seth
+ 3) (2x + 6) (4x
+ 2 4) (x + 12)
PearsonRealize.com (8x
I CAN… factor special

trinomials.
VOCABULARY
A. Analyze each factored expression to see if both are equivalent to the
• perfect-square trinomial
given polynomial.
B. How can the product of different pairs of expressions be equivalent?
C. Look for Relationships Find two other pairs of binomials that are
different, but whose products are equal.
What special patterns are helpful when factoring a perfect-square trinomial

ESSENTIAL QUESTION
and the difference of two squares?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Factoring a Perfect Square
What is the factored form of a perfect-square trinomial?
A perfect-square trinomial results when a binomial is squared.
(a + b)(a + b) = (a + b)  2 = a  2+ 2ab + b  2 The first and last terms are
perfect squares. The middle
(a – b)(a – b) = (a – b)  2 = a  2 – 2ab + b  2 term is twice the product
of the first and last terms of
A. What is the factored form of the binomial.
x  2 + 14x + 49?
Write the last term as a perfect square.
x  2 + 14x + 49 = x  2 + 14x + 7  2
2ab = 2(7)x = 14x, so the
= x  2 + 2(7)x + 7  2 trinomial fits the pattern.
= (x + 7)(x + 7) = (x + 7)  2
COMMON ERROR B. What is the factored form of 9x  2 – 30x + 25?
Be careful to identify the correct
Write the first and last terms as a perfect square.
values for a and b when factoring
special cases. The value of a can 9x  2 – 30x + 25 = (3x)  2 – 30x + 5  2
be different from x. 2ab = 2(3x)(5) = 30x, so the
= (3x)  2 – 2(3x)(5) + 5  2
trinomial fits the pattern.
= (3x – 5)(3x – 5) = (3x – 5)  2
The factored form of a perfect-square trinomial is (a + b)  2 when the
trinomial fits the pattern a  2 + 2ab + b  2, and (a − b)  2when the trinomial fits
the pattern a  2 − 2ab + b  2.
LESSON 2-7 Factoring Special Cases 89

Activity Assess
EXAMPLE 1 CONTINUED

a. 4x  2 + 12x + 9 b. x  2 – 8x + 16
APPLICATION EXAMPLE 2 Factor to Find a Dimension
Sasha has a tech store and needs cylindrical containers to package her
voice-activated speakers. A packaging company makes two different
cylindrical containers. Both are 3 in. high. The volume information is given
for each type of container. Determine the radius of each cylinder. How much
greater is the radius of one container than the other?
Volume: Volume:
3πx2 in. 3 π(3x2 + 30x + 75) in.3
Formulate The formula for the volume of a cylinder is V = πr  2h, where r is the radius
and h is the height of the cylinder. The height of both containers is 3 in., so
both expressions will have 3πin common.
Factor 3 out of the trinomial
3πx  2 = 3π(x  2) π(3x  2 + 30x + 75) = 3π(x  2 + 10x + 25)
Factor the expressions to identify the radius of each cylinder.
Compute The expression x  2 = x ∙ x, so the radius of the first cylinder is x in.
Factor the expression x  2 + 10x + 25to find the radius of the second cylinder.
x  2 + 10x + 25 = x  2 + 2(5)x + 5  2 Rewrite the first and

last terms as squares.
= (x + 5)  2
The radius of the second cylinder is (x + 5) in.
Find the difference between the radii.
(x + 5) – x = 5
Interpret The larger cylinder has a radius that is 5 in. greater than the smaller one.
Try It! 2. What is the radius of a cylinder that has a height of 3 in. and a
volume of π(27x  2 + 18x + 3) in.  3?

Activity Assess
w
EXAMPLE 3 Factor a Difference of Two Squares
How can you factor the difference of squares using a pattern?

Recall that a binomial in the form a  2 – b  2is called the difference of
two squares.
(a – b)(a + b) = a  2 – ab + ab – b  2 = a  2 – b  2
A. What is the factored form of x  2 – 9?
Write the last term as a perfect square.
REASON
Determine whether the factoring x  2 – 9 = x  2 – 3  2 a = x and b = 3, so the
rule for a difference of two = (x + 3)(x – 3) binomial fits the pattern.
squares makes sense by working
backward. B. What is the factored form of 4x  2 – 81?
Write the first and last terms as perfect squares.
4x  2 – 81 = (2x)  2 – 9  2 a = 2x and b = 9, so the

binomial fits the pattern.
= (2x + 9)(2x – 9)
The difference of two squares is a factoring pattern when one perfect square
is subtracted from another. If a binomial follows that pattern, you can factor
it as a sum and difference.
Try It! 3. Factor each expression.

a. x  2 – 64
b. 9x  2 – 100
w
EXAMPLE 4 Factor Out a Common Factor
What is the factored form of 3x  3y – 12xy  3?

Factor out a greatest common factor of the terms if there is one. Then factor
as the difference of squares.
3x  3y – 12xy  3 = 3xy(x  2 – 4y  2) Factor out the GCF, 3xy.
= 3xy[x 2 – (2y)  2] Write each term in the brackets as a perfect square.
= 3xy(x + 2y)(x – 2y) Use the difference of squares pattern.
The factored form of 3x  3y −12xy  3 is 3xy(x + 2y)(x − 2y).
Try It! 4. Factor each expression completely.

a. 4x  3 + 24x  2 + 36x
b. 50x  2 – 32y  2

Concept Assess
Summary
CONCEPT SUMMARY Factoring Special Cases of Polynomials
Factoring a Perfect-Square Trinomial Factoring a Difference of Two Squares
ALGEBRA a  2 + 2ab + b  2 = (a + b)  2 a  2 – b  2 = (a + b)(a – b)
a  2 – 2ab + b  2 = (a – b)  2
WORDS Use this pattern when the first and Use this pattern when a binomial can be
last terms are perfect squares and written as a difference of two squares. Both
the middle term is twice the product terms must be perfect squares.
of the expressions being squared.
NUMBERS x  2 + 16x + 64 = x  2 + 2(8)x + 8  2 x  2 – 36 = x  2 – 6  2
= (x + 8)  2 = (x + 6)(x – 6)
x  2 – 16x + 64 = x  2 – 2(8)x + 8  2 2x  2 – 72 = 2(x  2 – 36)
=(x – 8)  2 = 2(x  2 – 6  2)
= 2(x + 6)(x – 6)

1. ESSENTIAL QUESTION What special Identify the pattern you can use to factor each
patterns are helpful when factoring a expression.
perfect-square trinomial and the difference
6. 4x  2 – 9 7. x  2 + 6x + 9
of two squares?
8. 9x  2 – 12x + 4 9. 5x  2 – 30x + 45
2. Error Analysis A student says that to factor
x  2– 4x + 2, you should use the pattern of a 10. 100 – 16y  2 11. 3x  2 + 30x + 75
difference of two squares. Explain the error
in the student’s thinking. Write the factored form of each expression.
12. 49x  2 − 25 13. 36x  2 + 48x + 16
3. Vocabulary How is a perfect square
trinomial similar to a perfect square 14. 3x  3 − 12x  2 + 12x 15. 72x  2 − 32
number? Is it possible to have a perfect
square binomial? Explain.
16. What is the side length of the square shown
4. Communicate Precisely How is the pattern below?
for factoring a perfect-square trinomial like
the pattern for factoring the difference of
two squares? How is it different?
5. Construct Arguments Why is it important to

look for a common factor before factoring a
trinomial?
Area = x2 + 22x + 121


UNDERSTAND PRACTICE
17. Mathematical Connections How could you use Identify the value of c that would make the
special factoring patterns to quickly rewrite the trinomial factorable using the perfect-square
difference 50  2 – 45  2as a product? Explain. pattern. SEE EXAMPLE 1
18. Reason Is the expression x  2 – 50factorable? 25. x  2 + 24x + c 26. x  2 – 10x + c
Explain why or why not.
27. 6x  2 – 36x + c 28. 3x  2 + 24x + c
19. Look for Relationships What is the completely
Given the area of each square, factor to find the
factored form of the expression 16x  4 – y  4?
side length. SEE EXAMPLES 1 AND 2
Describe the method(s) of factoring you used.
29. Area = 36x  2 + 120x + 100
student made in factoring x  2 – 36.
Use the perfect-square trinomial pattern to

factor x2 − 36 because both terms are
perfect squares.
x2 − 36 = (x − 6)(x − 6)
✗ 30. Area = 144x  2 – 24x + 1
21. Higher Order Thinking Use the visual shown

as a starting point. Describe how you can use
diagrams to show that a  2 – b  2 = (a + b)(a – b).
F actor each expression completely.
SEE EXAMPLES 1, 3, and 4
b 31. x  2 + 16x + 64 32. x  2 – 25
a
b 33. x  2 – 18x + 81 34. x  2 – 14x + 49
a−b
35. 100x  2 – 36 36. 16x  2 + 40x + 25
a 37. 8x  2 – 32x + 32 38. 16x  2 – 81y  2
22. Make Sense and Persevere Describe the steps 39. 2x  3 + 32x  2 + 128x 40. 7x  3y – 63xy  3
you would use to factor the expression
x  4 – 8x  2 + 16. 41. 49x  3 – 16xy  2 42. 121x  2 + 110x + 25
23. Reason A rectangle has a width that is twice 43. – 3x  3 + 18x  2 – 27x 44. 64x  2y  2 – 144z  2
the length. If the area of the rectangle is
represented by the expression 18x  2 + 48x + 32, Factor each expression as the product of binomials.
what expression represents the length of the
  1
45. x  2 − __   1 
46. x  2 − __
rectangle? Explain. 4 9
  49  
  2 − __
47. p   1
48. x  2 + x + __
24. Communicate Precisely How can you 100 4
  a
determine if a binomial of the form x  2 − __
b
is factorable using rational constants?

Practice Tutorial
49. Reason In front of a school are several gardens 52. Match each expression with its factored form.
in rectangular raised beds. For each of the
I. 25m  2 − 9n  2 A. (5m + 3n)  2
areas of a rectangular garden given, use
factoring to find possible dimensions. Could the II. 25m  2 − 30mn + 9n  2 B. (5m − 3n)  2
garden be square? If so, explain why.
III. 25m  2 − 30mn − 9n  2 C. (5m + 3n)(5m − 3n)
a. x  2 + 32x + 256
IV. 25m  2 + 30mn + 9n  2 D. does not factor
b. x  2 – 4y  2
53. SAT/ACT What is the factored form of
c. x  2 – 20x + 100 6x  2 – 60x + 150?
50. Make Sense and Persevere The area of

Ⓐ 6(x – 25)  2
a rectangular rug is 49x  2 – 25y  2 in.  2. Use Ⓑ 6(x – 5)(x – 10)
factoring to find possible dimensions of the Ⓒ 6(x – 5)  2
rug. How are the side lengths related? What Ⓓ 6(x – 5)(x + 5)
value would you need to subtract from the
longer side and add to the shorter side for the 54. Performance Task Two pieces of fabric are
rug to be a square? being used for clothing designs for a fashion
show at school Expressions for the areas of the
51. Model With Mathematics A furniture company rectangular pieces are shown.
created an L-shaped table by removing part of
a square table.
10p
10p
n
12x2 + 24x + 12 in.2 3x2 + 78x + 507 in.2
Part A Factor the expressions for the areas

completely.

Part B Using the factorings from Part A, write
a. Write an expression that represents the area all of the possible dimensions of the pieces of
of the L-shaped table. fabric as binomials with integer coefficients.
b. What are all the side lengths of the L-shaped Part C Assume that the table is about 6 ft
table? long. Using integer values for x, which set of
binomials yields to most reasonable dimensions
c. The furniture company decides to create based on the picture?
another table with the same area, but needs
Part D Using your result from Part C what are
this table to be rectangular. What are the
the dimensions in inches of the two pieces of
possible dimensions of the rectangular table?
fabric?
Explain.

Activity Assess
3-1
Key Features
EXPLORE & REASON
y y
of a Quadratic 8 8
Function 4 4
f(x) = |x| f(x) = x 2
x x
−8 −4 O 4 8 −8 −4 O 4 8
PearsonRealize.com
I CAN... identify key A. Look for Relationships How is the graph of f(x) = |x|similar to the graph
features of the graph of the of f(x) = x  2? How is it different?
quadratic parent function.
B. What do you notice about the axis of symmetry in each graph?
VOCABULARY
• parabola
• quadratic parent function
What is the quadratic parent function and how can you recognize the key
ESSENTIAL QUESTION
features of its graph?
EXAMPLE 1 Identify a Quadratic Parent Function
What is a quadratic parent function and what are its characteristics?
The quadratic parent x f(x) = x2 (x, y)

function is f(x) = x  2. The vertex is
It is the simplest function −2 4 (−2, 4)
the lowest
in the quadratic function −1 1 (−1, 1) (or highest) point
family. The graph of the on the graph
0 0 (0, 0)
function is a curve called of a quadratic
a parabola. 1 1 (1, 1)
function.
2 4 (2, 4)
The axis of symmetry
y is x = 0.
The parabola opens up.
4
LOOK FOR RELATIONSHIPS 2 The vertex is (0, 0).

Think about how the features of x It is the turning point
a quadratic function compare –4 –2 O 2 4 of the graph.
and contrast to those of a linear
function. –2
The axis of symmetry intersects the vertex, and divides the parabola in half.
Try It! 1. When are the values of f(x)positive and when are they
negative?
LESSON 3-1 Key Features of a Quadratic Function 103

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Understand the Graph of f (x) = ax  2
A. How does the value of the leading coefficient, a, affect the graph
of f(x) = ax  2?
Graph some functions of the form f(x) = ax2  with different positive
a-values on the same coordinate grid and compare them.
COMMON ERROR f(x) = 2x2 f(x) = 1x2

You may think that an a value y
with an absolute value less than 1 The graph of
would decrease the width of the f(x) = 0.5x  2
parabola. However, it increases is wider than 1
the width of the parabola.
the graph of
f(x) = 2x  2. f(x) = 0.5x2
x
−1 O 1
The vertex is (0, 0)

for all three graphs.
For 0 < |a| < 1, the shape of the parabola is wider than the parent
function. For |a| > 1, the shape of the parabola is narrower than the
parent function.
B. How does the sign of a affect the graph of f(x) = ax  2?
Graph two functions of the form f(x) = ax  2 with opposite a-values on
the same coordinate grid, and compare them.
Consider whether the value of a When a > 0, the y-coordinate
has an effect on the location of of the vertex is the minimum
the vertex of the graph of value of the function. When
f(x) = ax 2. a < 0, it is the maximum.
y
1
f(x) = 1.5x2 f(x) = −ax  2is
a reflection of
x f(x) = ax 2over
−1 O 1 the x-axis.
f(x) = −1.5x2
When a > 0, the parabola opens upward.

When a < 0, the parabola opens downward.
Try It! 2. How does the sign of a affect the domain and range of
f (x) = ax  2?
104 TOPIC 3 Quadratic Functions Go Online | PearsonRealize.com

Activity Assess
EXAMPLE 3 Interpret Quadratic Functions from Tables
Over what interval is f(x) = 4x  2 increasing? Over what interval is it
decreasing?
Use the function to make a table of values. The function values are
decreasing.
x f(x) = 4x2 (x, y)
−2 16 (−2, 16) The vertex (0, 0) is the turning point
STUDY TIP −1 4 (−1, 4) of the function, where it changes
Remember that since the function from decreasing to increasing.
0 0 (0, 0)
has a minimum value, the
parabola opens upward. If the 1 4 (1, 4)
function has a maximum value, The function values are
2 16 (2, 16) increasing.
the parabola opens downward.
The function is decreasing over the interval x < 0and increasing over the
interval x > 0.
Try It! 3. A function of the form g(x) = ax  2 increases over the interval
x < 0and decreases over the interval x > 0. What is a possible
value for a? Explain.
APPLICATION EXAMPLE 4 Apply Quadratic Functions
The owner of a new dance

studio is installing wooden FLOORING
SALE!
floors in all of the dance
rooms. How much should the
owner expect to spend on 15 ft
flooring for a square room $8.75
with 15-ft side lengths? per square
foot
Write a function that can be 15 ft
used to determine the cost of
the flooring.
c(x) =price per ft  2 of flooring∙ area of dance floor in ft  2
c(x) = 8.75 ∙ x  2
Find the value of the function when x = 15.

c(x) = 8.75x  2
c(15) = 8.75(15)  2 Substitute 15 for x.
c(15) = 1,968.75 Simplify.
The cost for a new floor for a square dance floor with sides of
15 ft is $1,968.75.
Try It! 4. By how much will the cost increase if the side length of the
dance floor is increased by 2 ft?

Activity Assess
EXAMPLE 5 Compare the Rate of Change
A. How do the average rates of change for f(x) = 0.75x  2 and g(x) = 1.5x  2
over the interval 2 ≤ x ≤ 4compare?
Step 1 Graph the two functions.
g(x) = 1.5x2
y
24
(4, 24)
20
16
12
(4, 12)
8 (2, 6)
f(x) = 0.75x2 4
(2, 3)
x
−6 −4 −2 O 2 4 6
Step 2 Find the value of each function at the endpoints of the interval.
f(2) = 0.75(2)  2 = 3

f(4) = 0.75(4)  2 = 12

g(2) = 1.5(2)  2 = 6

g(4) = 1.5(4)  2 = 24

STUDY TIP
Use what you know about Step 3
Find the slope of the line
finding rates of change for
that passes through each pair
linear functions. Think about
of points.
the differences for quadratic
functions.   12 − 3 = __
f(x): ______   9 = 4.5
4−2 2 The rate of change for function g is twice
24 − 6 = ___
g(x):  ______
  18 = 9 the rate of change for function f.
4−2 2
On average, the values of function f increase by 4.5 units

and the values of function g increase by 9 units for each
unit increase in x over the interval 2 ≤ x ≤ 4.
B. How do the rates of change relate to the values of a in the functions?
For positive intervals, the greater the value of a, the greater the average
rate of change. In this case the ratio of the a-values in the two functions
is the same as the ratio of the average rates of change.
Try It! 5. How do the average rates of change for f(x) = −0.5x  2 and
g(x) = −1.5x  2 over the interval −5 ≤ x ≤ −2compare?

CONCEPT SUMMARY Features of the Quadratic Function f(x)
= ax  2
f(x) = x  2 f(x) = ax  2
GRAPHS
y y
4
6 The function
2
has a minimum
4 f(x) = 0.5x2 O x
value and
2 opens upward. −4 −2 2 4
x −2
g(x) = −2x2
–4 –2 O 2 4 −4
Vertex: (0, 0) –2 Axis of symmetry: x = 0
When a < 0, the parabola
opens downward.
WORDS
The function f(x) = x  2is the same as f(x) = 1x  2. When 0 < |a| < 1, the graph of f(x) = ax  2 is
It is the quadratic parent function. The function wider than the graph of f(x) = x  2. When
|a| > 1, graph of f(x) = ax  2is narrower than
decreases over the interval x < 0
the graph of f(x) = x  2.
and increases over the interval x > 0.

1. ESSENTIAL QUESTION What is the How does the value of a in each function affect
quadratic parent function and how can you its graph when compared to the graph of the
recognize the key features of its graph? quadratic parent function?
5. g(x) = 4x  2
2. Communicate Precisely How is the graph of
f(x) = ax  2similar to the graph of f(x) = x  2? 6. h(x) = 0.8x  2
How is it different?
7. j(x) = –5x  2
3. Vocabulary Make a conjecture about why
the term quadratic parent function includes 8. k(x) = –0.4x  2
the word “parent.”
9. Given the function f(x) = 2.5x  2 + 3, find the
4. Error Analysis Abby graphed the function average rate of change over the interval
f(x) = –13x  2by plotting the point (–2, 52). 0 ≤ x ≤ 4. What does the average rate of
Explain the error Abby made in change tell you about the function?
her graph.
y
60
y
60 (4, 43)
40
(−2, 52) (0, 3)
40
20
20 x
x −4 −2 O 2 4
−4 −2 O 2 4

UNDERSTAND PRACTICE
10. Generalize The graph of the parent quadratic How does the value of a in each function affect
function f(x) = x  2and that of a second function its graph when compared to the graph of the
of the form g(x) = ax  2are shown. What quadratic parent function? SEE EXAMPLES 1 AND 2
conclusion can you make about the value of a 14. g(x) = 6x  2 15. f(x) = 0.6x  2
in the equation of the second function?
16. f(x) = −7x  2 17. h(x) = −0.15x  2
y
18. C(x) = 0.04x  2 19. g(x) = 4.5x  2
Over what interval is each function increasing and

x
over what interval is each function decreasing?
O
SEE EXAMPLE 3
20. x f(x) = −0.3x2 (x, y)

−2 −1.2 (−2, −1.2)
11. Error Analysis Describe and correct the error −1 −0.3 (−1, −0.3)
a student made in finding the average rate of 0 0 (0, 0)
change for f(x) = 0.5x  2over the interval
1 −0.3 (1, −0.3)
–4 ≤ x ≤ –2.
2 −1.2 (2, −1.2)
Find the slope of the 21. x f(x) = 13x2 (x, y)

line that passes through
(–4, –8) and (–2, –2). −2 52 (−2, 52)
−1 13 (−1, 13)
–2 – (–8)
–2 – (–4)
6
= 2=3 ✗ 0 0 (0, 0)
1 13 (1, 13)
2 52 (2, 52)
12. Use Structure Use the table shown below to
describe the intervals over which f(x) = 15x  2 is Write a quadratic function for the area of each
increasing and decreasing. figure. Then find the area for the given value
of x. SEE EXAMPLE 4
x f(x) = 15x2 (x, y) 22. x = 13 23. x = 2.5
−2 60 (−2, 60)
−1 15 (−1, 15)
x
0 (0, 0) x
0
1 15 (1, 15) x
2 60 (2, 60) x
How do the average rates of change for each pair
13. Higher Order Thinking Tell whether each
of functions compare over the given interval?
statement about a function of the form
SEE EXAMPLE 5
f(x) = ax  2 is always true, sometimes true, or
never true. 24. f(x) = 0.1x  2 25. f(x) = −2x  2
a. The graph is a parabola that opens upward. g(x) = 0.3x  2 g(x) = −4x  2
1 ≤ x ≤ 4 −4 ≤ x ≤ −2
b. The vertex of the graph is (0, 0).
c. The axis of symmetry of the graph is x = 0.

Practice Tutorial
26. Reason Some students can plant 9 carrots 29. The total cost, in dollars, of a square carpet can
per square foot in the community garden be determined by using f(x) = 15x  2, where x is
shown. Write a function f that can be used to the side length in yards. Which of the following
determine the number of carrots the students are true? Select all that apply.
can plant. Give a reasonable domain for the 𝖠 The cost of a carpet increases and then
function. How many carrots can the students decreases as the side length increases.
plant in a garden that is square with 4-ft side
𝖡 The cost of the carpet is $15 per square yard.
lengths?
𝖢 The cost of a carpet with a side length of
3 yd is $135.
𝖣 The cost of a carpet with 6-yd sides is twice
the cost of a carpet with 3-yd sides.
𝖤 The cost of a carpet increases at a constant
x ft rate as the side length increases.
30. SAT/ACT The graph of f(x) = ax  2 opens

downward and is narrower than the graph of
x ft the quadratic parent function. Which of the
following could be the value of a?
𝖠 −2 𝖡 −0.5 𝖢 0.5 𝖣1 𝖤2
27. Make Sense and Persevere A burrito company
uses the function C(x) = 1.74x  2to calculate the 31. Performance Task A manufacturer has two
number of calories in a tortilla with a diameter options for making cube-shaped boxes. The
of x inches. cost is calculated by multiplying the surface
area of the box by the cost per square inch of
a. Find the average rates of change for the
the cardboard.
function over the intervals 6 < x < 8 and
9 < x < 11.
Manufacturing Costs
b. Interpret the average rates of change. ($ per square inch)
c. What does the difference in the average

rates of change mean in terms of the
Design A: Design B:
situation? x
$0.005 $0.004
28. Reason An architect uses a computer program
to design a skateboard ramp. The function
f(x) = ax  2represents the shape of the ramp’s
cross section. A portion of the design is Part A Write a quadratic function of the form
shown. The scale of each axis is 1 unit per grid f(x) = ax  2 for each design that can be used to
line. On the ramp, a person can skateboard determine the total cardboard cost for cubes
from point A through point B and over to a with any side length. Interpret the value of a in
point C. If point C is the same distance above each function.
the x-axis as point B, what are its coordinates?
Explain. Part B How do the average rates of change
for the designs compare for cubes with side
y lengths greater than 6 in., but less than 8 in.?
Part C Make a conjecture about the packaging

costs for each design when the side length of
A
the cube is greater than 36 in. Explain your
B x conjecture.
O

3-2
Activity Assess
CRITIQUE & EXPLAIN

Allie states that the two graphs shown may look different, but they are
Quadratic actually the same figure. Esteban disagrees, stating that they are different
Functions in figures because they look different.
Vertex Form y
PearsonRealize.com 10
I CAN... graph quadratic Graph B

functions using the vertex Graph A x
form. O
VOCABULARY
• vertex form of a A. Give one mathematical argument to support Esteban’s thinking.
quadratic function
B. Give one mathematical argument to support Allie’s thinking.
C. Reason Who do you agree with? What argument can you give to justify
your reasoning?
How can the vertex form of a quadratic function help you sketch the graph
ESSENTIAL QUESTION
of the function?
EXAMPLE 1 (x) = x  2+ k

Understand the Graph of g
How does the graph of g(x) = x  2– 4compare to that of f (x) = x  2?
Graph the function g and the parent function f.
The two graphs have
y
the same axis of
g f
4 symmetry: x = 0.
2
x
Think about how the graph of g Each point (x, f(x)) is
−4 O 4
compares to that of f. translated down 4 units
−2 to the corresponding
The vertex of the point (x, g(x)).
graph of g is (0, −4).
The value of k in g(x) = x  2+ ktranslates the graph of the parent function f,
vertically k units. The vertex of the graph of g is at (0, k), in this case (0, −4).
The value of k does not affect the axis of symmetry.
Try It! 1. How does the graph of each function compare to the graph
of f (x) = x  2?
a. h(x) = x  2+ 3 b. j(x) = x  2− 2

Activity Assess
EXAMPLE 2 (x) = (x − h)  2

Understand the Graph of g
How does the graph of g(x) = (x − 3)  2 compare to that of f(x) = x  2?
Graph the function g and the parent function f.
y
f g The axis of symmetry of
8
the graph of g is x = 3.
6
Each point (x, f(x)) is

translated right 3 units
COMMON ERROR 2
to the corresponding The vertex of the
You may think that the graph
point (x, g(x)). x graph of g is (3, 0).
of g(x) = (x − 3)  2 would be a
−4 −2 O 2 4 6
horizontal translation of the
graph of f(x) = x  2 to the left in
the negative direction along the
x-axis. However, the translation The value of h in g(x) = (x − h)  2 translates the graph of the parent function
is to the right in the positive horizontally h units. The vertex of the graph of g is at (h, 0), in this case (3, 0).
direction. The value of h also translated the axis of symmetry horizontally.
Try It! 2. How does the graph of each function compare to the graph
of f (x) = x  2?
a. h(x) = (x + 1)  2 b. j(x) = (x − 5)  2
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Understand the Graph of f (x) = a( x − h)  2+ k
A. What information do the values of h and k provide about the graph

of f(x) = (x − h)  2 + k?
Graph several functions of the form f(x) = (x − h)  2 + k. Look at the
location of the vertex of each graph.
y y y
2 2
x x x
−2 O 2 −2 O 2 O 2
−2 −2 −2
USE STRUCTURE
Consider f (x) = (x − 1)  2 − 3
to be in the form
f(x) = (x − 1)  2− 3 f(x) = (x − 1)  2+ 2 f(x) = (x + 2)  2− 1
f (x) = a(x − h)  2+ k.What is the
a-value of this function? vertex: (1, −3) vertex: (1, 2) vertex: (−2, −1)
The values of h and k determine the location of the vertex and the axis of
symmetry of the parabola. The vertex of the graph of f(x) = (x − h)  2 + k
is at (h, k). The axis of symmetry is x = h.
LESSON 3-2 Quadratic Functions in Vertex Form 111

Activity Assess
EXAMPLE 3 CONTINUED
B. How does the value of a affect the graph of f(x) = a(x − h)  2+ k?
Graph each of the functions shown in part A. Then graph a new function
with a different value of a to see how it affects the graph.
y y y
f g f
f
x x x
O O O
g g
f (x) = (x − 1)  2− 3 f(x) = (x − 1)  2+ 2 f(x) = (x + 2)  2− 1
g(x)
2
= 2(x − 1)  − 3g(x)
2
= 0.25(x − 1)  + 2g(x)
= −0.1(x + 2)  2− 1
STUDY TIP
Notice that when 0 < |a| < 1, the
shape of the parabola is wider The value of a does not affect the location of the vertex. The sign of a
than the parent function. When affects the direction of the parabola. The absolute value of a affects the
|a| > 1, the shape of the parabola width of the parabola.
is narrower than the parent
The function f(x) = a(x − h)  2+ k, where a ≠ 0is called the vertex form of
function.
a quadratic function. The vertex of the graph is (h, k). The graph of
f(x) = a(x − h)  2+ kis a translation of the function f(x) = ax  2 that is
translated h units horizontally and k units vertically.
Try It! 3. How does the graph of f(x) = −3( x − 5)  2+ 7compare to the
graph of the parent function?
EXAMPLE 4 Graph Using Vertex Form
How can you use the vertex form of a quadratic function to sketch the
graph of the function?
COMMON ERROR This is the same as
Recall that vertex form Graph f(x) = −2(x + 1)  2+ 5. f(x) = −2(x − (−1))  2+ 5
f(x) = a(x − h)  2+ kincludes a
h = −1and k = 5, so the vertex is (−1, 5), and the axis of symmetry is x = −1.
subtraction sign in the expression
“(x − h)”. If a quadratic function y
1 Plot the vertex and
such as f(x) = 3(x + 7)  2− 6
the axis of symmetry.
has an addition sign within that
expression, then the value of h is 2 2 Evaluate the function
negative. to find two other points.
x
−4 −2 O 2
3 Reflect the points across
the axis of symmetry. −2
4 Draw a parabola
−4 through the points.

Try It! 4. Find the vertex and axis of symmetry, and sketch the graph of
the function.
a. g(x) = −3(x − 2)  2 + 1 b. h(x) = (x + 1)  2 − 4

Activity Assess
APPLICATION EXAMPLE 5 Use Vertex Form to Solve Problems
Deshawn and Chris are playing soccer. Chris takes a shot on goal. Deshawn is
3 ft in front of the goal and can reach the top of the 8-ft goal when standing
directly beneath it. Can he block the shot from his current position without
moving or jumping?
Height (ft)
10
vertex (16, 11)
(2, 1.2)
x
0
0 5 10 15 20 25 30 35
Distance (ft)
Formulate You can describe the parabolic path of the soccer ball using a quadratic
function. The vertex of parabola is given, so write the function in vertex form.
f(x) = a(x − h)  2 + k
f(x) = a(x − 16)  2 + 11 Substitute h = 16and k = 11.
Compute Use another point on the path of the ball to find the value of a.
The point (2, 1.2) represents the point where Chris’s foot makes contact with
the ball.
1.2= a(2 − 16)  2 + 11 Substitute x = 2and f(x) = 1.2.
1.2 = 196a + 11 Simplify.
−9.8 = 196a Simplify.
  −9.8 = _____
____   196a Divide each side by 196.
196 196
a = −0.05
f(x) = −0.05(x − 16)  2 + 11 Substitute a = −0.05into the function.
Use the function to find the altitude of the ball at Deshawn’s position.
Deshawn is 3 ft in front of the goal, so his position is 25 ft − 3 ft = 22 ft.
f(22) = −0.05(22 − 16)  2+ 11 Substitute x = 22into the function.
≈ 9.2
Interpret When the ball reaches Deshawn it will be about 9.2 ft above the ground,
which is above his 8-ft reach.
Deshawn cannot block Chris’s shot from his current position without jumping
or moving.
Try It! 5. If Deshawn does not block Chris’s shot, will it be a goal?
Explain.

CONCEPT SUMMARY Vertex Form of a Quadratic Function
ALGEBRA y
f(x) = a(x − h)  2 + k g(x) = ax2

(x) = ax  2 translated
• The graph of f is the graph of g f(x) = a(x − h)2 + k
horizontally h units and vertically k units.
(h, k)
• The vertex is located at (h, k). k x
O h
• The axis of symmetry is x = h.
NUMBERS y
(1, 3)
f(x) = −2(x − 1)2 + 3
f(x) = −2(x − 1)  2 + 3
3
(x) = −2x  2 translated
• The graph of f is the graph of g 1 x
right 1 unit and up 3 units. O
• The vertex is located at (1, 3). g(x) = −2x2
• The axis of symmetry is x = 1.

1. ESSENTIAL QUESTION How can the Graph each function.
vertex form of a quadratic function help you 5. g(x) = x2+ 5
sketch the graph of the function?
6. f (x) = (x − 2)2
2. Reason A table of values for the quadratic
function g is shown. Do the graphs of the 7. h(x) = −2(x + 4)2+ 1
functions g and f (x) = 3(x − 1)  2 + 2have the
8. Write a function in vertex form for the
same axis of symmetry? Explain.
parabola shown below.
x g(x) y
2
−4 8
x
−2 3 O 2
(0, −1)
0 0
6 3 (−1, −3)
3. Use Structure How are the form and the

graph of f (x) = (x − h)  2 + ksimilar to the 9. The height of a ball thrown into the air
form and graph of f (x) = | x − h|+ k? How is a quadratic function of time. The ball
are they different? is thrown from a height of 6 ft above the
ground. After 1 second, the ball reaches its
4. Error Analysis Sarah said the vertex of the maximum height of 22 ft above the ground.
function f (x) = (x + 2)  2+ 6is (2, 6). Is she Write the equation of the function in
correct? Explain your answer. vertex form.

UNDERSTAND PRACTICE
10. Make Sense and Persevere Identify the vertex and the axis of symmetry for
How can you determine y each function. SEE EXAMPLES 1 AND 2
the values of h and k 15. f(x) = x  2 + 2 16. f(x) = x  2 − 5
2
from the graph shown?
x 17. g(x) = x  2− 1 18. h(x) = x  2 + 0.5
Write the function for
O 6
the parabola.
19. f(x) = x  2 − 2.25 20. f(x) = x  2 + 50
−2
21. h(x) = x  2 + 7 22. g(x) = (x − 1)  2
11. Reason To graph the function 23. g(x) = (x + 2)  2 24. f(x) = (x − 6)  2
f(x) = (x − 5)  2 − 8, a student translates the
graph of the quadratic parent function 25. f(x) = (x − 0.5)  2 26. g(x) = (x − 4)  2
5 units right and 8 units down. Can a student
Each graph shown is a translation of the graph of
produce the graph of f(x) = 2(x + 3)  2 − 5
f(x) = x  2. Write each function in vertex form.
by simply translating the quadratic parent
SEE EXAMPLE 3
function? Explain.
27. y 28. y
12. Error Analysis A student used the steps shown 4
6
to graph f(x) = (x − 1)  2 + 6. Describe and
2
correct the student’s error. 4 x
2 −4 O
1. Plot the vertex at (–1, 6). x
2. Graph points at (–2, 15) O 2 4
and (–3, 22).
3. Reflect the points across
the axis of symmetry x = –1. Identify the vertex, axis of symmetry, and direction
of the graph of each function. Compare the width
4. Connect the points with
a parabola. ✗ of the graph to the width of the graph of f(x) = x  2.
SEE EXAMPLE 3
29. f(x) = 2(x + 1)  2 + 4
13. Mathematical Connections The graph shown 30. g(x) = (x − 3)  2 − 3
is a translation of the graph of f(x) = 2x  2. Write
31. g(x) = −0.75(x − 5)  2 + 6
the function for the graph in vertex form.
32. h(x) = −3(x + 2)  2− 5
y
Sketch the graph of each function. SEE EXAMPLE 4
x
O 4 33. f(x) = 2(x − 1)  2+ 4 34. g(x) = −2(x − 0.5)  2+ 1
−2 35. f(x) = 0.5(x + 2)  2+ 2 36. h(x) = −2(x − 2)  2− 2
−4
Each graph represents a quadratic function. Write
each function in vertex form. SEE EXAMPLE 5
14. Higher Order Thinking The graph of h is the
37. 38. y (2, 5)
graph of g(x) = (x − 2)  2 + 6translated
x O 4
5 units left and 3 units down.
−2 (3, 2)
a. Describe the graph of h as a translation of (−2, −2) 2
the graph of f(x) = x  2.
x
b. Write the function h in vertex form. (−1, −4) y
O 2

Practice Tutorial
39. Make Sense and Persevere A computer game 42. The function f(x) = 2(x − 3)  2+ 9is graphed in
designer uses the function f(x) = 4(x − 2)  2+ 6 the coordinate plane. Which of the following
to model the path of the fish. The horizontal are true? Select all that apply.
path of the squid intersects the path of the 𝖠 The graph is a parabola that opens
fish. At what other point does the squid’s path downward.
intersect the path of the fish?
𝖡 The vertex of the graph is (−3, 9).
y 𝖢 The axis of symmetry of the graph is x = 3.

𝖣 The y-intercept of the graph is 9.
𝖤 The minimum of the function is 9.
(5, 42) 43. SAT/ACT The graph of g(x) = x  2 is translated
right 2 units and down 10 units. Which of the
following is the function of the new graph?
𝖠 f(x) = (x + 2)  2 − 10
x
𝖡 f(x) = (x − 2)  2− 10
O
𝖢 f(x) = 2x  2− 10
𝖣 f(x) = −2x  2− 10
40. Model With Mathematics Suppose a goalie 𝖤 f(x) = −2(x − 10)  2
kicks a soccer ball. The ball travels in a parabolic
path from point (0, 0) to (57, 0). 44. Performance Task An engineer is designing
a suspension bridge with a center cable.
a. Consider a quadratic function in vertex form
The cable is shaped like a parabola and is
for the path of the ball. Which values can you
attached to stability towers on both ends
determine? What values are you unable to
at the same height. For simplicity she
determine? Explain.
assumes a quadratic function, and uses
b. Technology Use a graphing calculator to f (x) = 0.0006(x − 300)  2+ 6to model the cable
explore the undetermined values. Find a set between the towers.
of values that generates a realistic graph.
Explain how the key features of the graph
correspond to the situation. 60 m
y
41. Construct Arguments The function
f(x) = −(x − 1)  2+ 8 models the path of a
volleyball. The height of the net is 7 ft 4 in.
? x
10 y
Height (ft)
8
Volleyball net
Part A How high above the road surface is the
lowest point of the cable?
4
Part B How far apart are the two towers?
2
(21, 4) Explain.
0 x
0 2 4 6 8 10
Distance (ft)
Will the ball go over if the player is 2 ft from

the net? 4 ft, from the net? Explain.

3-3
Activity Assess
EXPLORE & REASON
Three functions of the form f(x) = ax  2 + bxare graphed for a = 2

Quadratic Functions
and different values of b.
in Standard Form
y
PearsonRealize.com g(x) = 2x2 − 2x

x
−1 O
I CAN… graph quadratic −1
functions using standard h(x) = 2x2 − 4x
form. −2
VOCABULARY −3
• standard form of a
−4
quadratic function
j(x) = 2x2 − 6x
A. What do the graphs have in common? In what ways do they differ?

B. What do you notice about the x-intercepts of each graph? What do you
notice about the y-intercepts of each graph?
 ba for each function and
C. Look for Relationships Look at the ratio __
compare it to its graph. What do you notice?
ESSENTIAL QUESTION How is the standard form of a quadratic function different from the vertex form?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Relate c to the Graph of f (x) = ax  2 + bx + c
What information does c provide about the graph of f(x) = ax  2 + bx + c?
Graph several functions of the form f(x) = ax  2+ bx + c. Look for a
connection between the graphs and the value of c for each function.
y y y
GENERALIZE (0, 1)
2 (0, −1) 2 2
Consider the graphs of quadratic
functions with the same c-values x x x
but different a- and b-values from O 2 O O 2
(0, −3)
those shown in the example. −2
−4 −4
f(x) = −2x  2 + 4x − 3 f(x) = −2x  2 + 4x − 1

f(x) = −2x  2 + 4x + 1
c = −3
c = −1
c = 1
The value of c corresponds to the y-intercept of the graph
of f(x) = ax  2 + bx + c.
Try It! 1. Evaluate f(x) = ax  2 + bx + c for x = 0. How does f(0) relate to
the result in Example 1?
LESSON 3-3 Quadratic Functions in Standard Form 117

Activity Assess
CONCEPT Standard Form of a Quadratic Equation
The standard form of a quadratic function is f(x) = ax  2+ bx + c, where a ≠ 0.
The value c is the y-intercept of the graph. The axis of symmetry of the graph
b b
is the line x = − __
2a
and the x-coordinate of the vertex is −__
  2a .
EXAMPLE 2 Graph a Quadratic Function in Standard Form
Graph f(x) = 2x  2 + 4x + 3. What are the axis of symmetry, vertex, and
y-intercept of the function?
Step 1 Find the axis of symmetry.
b   = − ____
x = − ___ 4   = −1
2a 2(2) The x-coordinate of
the vertex is also −1.
The axis of symmetry is x = −1.
Step 2 Plot the vertex.

Use the x-coordinate of the vertex to find the y-coordinate.
f(x) = 2x  2 + 4x + 3
f(−1)
= 2(−1)  2 + 4(−1) + 3 Substitute −1 for x.
= 1 Simplify.
USE STRUCTURE The y-coordinate of the vertex is 1. So, plot the vertex (−1, 1).
Consider Step 3. Is there a
Step 3 Plot the y-intercept and its reflection.
situation where following this
procedure would not yield two f(x) = 2x  2 + 4x + 3 The value of c is the y-intercept.
points on the parabola?
Plot (0, 3) and its reflection across the axis of symmetry (−2, 3).
Step 4 Plot another point and its reflection.
Evaluate the function for another x-value. For x = 1, f(1) = 9. The
reflection of (1, 9) across the axis of symmetry is (−3, 9). Plot (1, 9)
and (−3, 9).
Step 5 Graph the parabola.
y
8
The axis of symmetry is x = −1.
6 3 is the
y-intercept.
4
vertex (−1, 1)
(−1, 1) x
−4 −2 O 2 4

Activity Assess
EXAMPLE 2 CONTINUED
Try It! 2. Graph each function. What are the y-intercept, the axis of
symmetry, and the vertex of each function?
a. f(x) = x  2 + 2x + 4 b. g(x) = −0.75x  2 + 3x − 4
APPLICATION EXAMPLE 3 Compare Properties of Quadratic Functions
The trajectory of the water from Fountain A is represented by a function

in standard form while the trajectory of the water from Fountain B is
represented by a table of values. Compare the vertex of each function.
Which trajectory reaches a greater height in feet?
Fountain A:
f(x) = −x  2 + 2x + 8 Fountain B:
A B x y
−6 5
−5 8
−4 10
−3 8
−2 5
COMMON ERROR
Find the vertex of each function.
You may incorrectly state that
the x-coordinate of the vertex is Fountain A Fountain B
−1. Remember that the formula
is −__ b
  2a . Make sure to include the Find the x-coordinate. Find the vertex.
negative in your calculations.   b = − _____
−___ 2 = 1
2a 2(−1) x y
Find the y-coordinate. −6 5
f(1) = −(1)  2 + 2(1) + 8 = 9 −5 8
The vertex is (1, 9). −4 10 The vertex
8 is (−4, 10).
−3
−2 5
Fountain A reaches a height of 9 ft. Fountain B reaches a height of 10 ft.
The water from Fountain B reaches a greater height.

Activity Assess
EXAMPLE 3 CONTINUED
Try It! 3. Compare f(x) = −0.3x  2 − 0.6x − 0.2 y

to function g, shown in the graph. x
What are the maximum values? O 2 4 6
Which function has the greater −2
maximum value?
−4
APPLICATION EXAMPLE 4 Analyze the Structure of Different Forms
Mia tosses a ball to her y
Height (ft)
dog. The function
f(x) = −0.5(x − 2)  2 + 8 6
represents the ball’s path.
4
A. What does the vertex
form of the function
tell you about the 2
situation?
x
f (x) = a(x − h)  2+ k
0
0 2 4 6 8 10
f (x) = −0.5(x − 2)  2+ 8 Distance from Mia (ft)
a = −0.5. Since a < 0, the h = 2and k = 8, so

parabola opens downward. the vertex is (2, 8).
The vertex form tells you the vertex of the graph of the function, which
is (2, 8). The ball reaches a maximum height of 8 ft above the ground,
2 ft away from where Mia releases it.
B. What does the standard form of a function tell you about the situation?
Rewrite the function in standard form.
f(x) = −0.5(x − 2)  2+ 8

= −0.5(x  2 − 4x + 4) + 8
Expand (x − 2)  2.
= −0.5x  2 + 2x + 6
Use the Distributive Property and simplify.
MAKE SENSE AND PERSEVERE f (x) = ax  2+ bx + c
Think about the reasonableness The y-intercept is 6.
of the domain and range when f (x) = −0.5x  2 + 2x + 6
you graph the function. Do both
positive and negative values The standard form tells you the y-intercept of the graph of the function,
makes sense? which is (0, 6). The ball was 6 ft above the ground when Mia threw it.
Try It! 4. Suppose the path of the ball in Example 4 is

f (x) = −0.25( x − 1) 2 + 6.25. Find the ball’s initial and
maximum heights.

Concept Assess
Summary
CONCEPT SUMMARY Standard Form of a Quadratic Function
ALGEBRA Standard form: f(x) = ax  2 + bx + c, where a ≠ 0. y
y-intercept: c
(0, c)
b
Axis of symmetry: x = − ___
2a
x
b
x-coordinate of the vertex: − ___
2a O
Vertex
y-coordinate of the vertex: f(− ___ ) (−___
2a ( 2a ((
b   b , f −___
b
2a
Vertex: (− ___ (
b , f − ___
))
b
2a 2a
NUMBERS Standard form: f(x) = 2x  2 + 8x + 5. y

(0, 5)
4
y-intercept: 5
8   = −2
Axis of symmetry: x = − ___
2(2) x
  8   = −2
x-coordinate of the vertex: −___ −4 −2 O 2
2(2)
−2
y-coordinate of the vertex: f(−2) = −3 (−2, −3)
Vertex: (−2, −3)

1. ESSENTIAL QUESTION How is the Graph each function. For each, identify the
standard form of a quadratic function axis of symmetry, the y-intercept, and the
different from the vertex form? coordinates of the vertex.
5. f(x) = 2x  2 + 8x − 1
2. Communicate Precisely How are the form
and graph of f(x) = ax  2 + bx + csimilar to 6. f(x) = −0.5x  2 + 2x + 3
the form and graph of g(x) = ax  2 + bx? How
7. f(x) = −3x  2− 6x − 5
are they different?
8. f(x) = 0.25x  2− 0.5x − 6
3. Vocabulary How can you write a quadratic
function in standard form, given its vertex 9. A water balloon is tossed into the air.
form? The function h(x) = −0.5(x − 4)  2 + 9 gives
the height, in feet, of the balloon from
4. Error Analysis Sage began graphing
the surface of a pool as a function of the
f(x) = −2x  2 + 4x + 9by finding the axis
balloon’s horizontal distance from where
of symmetry x = −1. Explain the error
it was first tossed. Will the balloon hit the
Sage made.
ceiling 12 ft above the pool? Explain.

UNDERSTAND PRACTICE
10. Make Sense and Persevere The graph of the What is the y-intercept of each function?
function f(x) = 2x  2− bx − 6is shown. What is SEE EXAMPLE 1
the value of b? Explain. 15. f(x) = 2x  2− 4x − 6 16. f(x) = 0.3x  2 + 0.6x − 0.7
y
x 17. f(x) = −2x  2− 8x − 7 18. f(x) = 3x  2 + 6x + 5
−2 O 2 4 19. f(x) = −x  2− 2x + 3 20. f(x) = −0.5x  2 + x + 2
Find the y-intercept, the axis of symmetry, and the

vertex of the graph of each function. SEE EXAMPLE 2
−6 21. f(x) = 2x  2 + 8x + 2 22. f(x) = −2x  2 + 4x − 3
23. f(x) = 0.4x  2 + 1.6x 24. f(x) = −x  2− 2x − 5
25. f(x) = 5x  2 + 5x + 12 26. f(x) = 4x  2 + 12x + 5

11. Construct Arguments To identify the
y-intercept of a quadratic function, would 27. f(x) = x  2− 6x + 12 28. f(x) = −2x  2 + 16x + 40
you choose to use vertex form or standard
form? Explain. Compare each function to function f, shown in the
table. Which function has a lesser minimum value?
12. Error Analysis Describe and correct the error
a student made when writing the quadratic
function f(x) = 2(x + 3)  2− 4in standard x (x, f(x))
form.
1 (1, 0)
2 (2, −3)
f(x) = 2(x + 3)2 – 4
3 (3, −4)
f(x) = 2x2 + 6x + 9 – 4
f(x) = 2x2 + 6x + 5 ✗ 4
5
(4, −3)
(5, 0)
13. Communicate Precisely Estimate the 29. g(x) = 2x  2 + 8x + 3 30. h(x) = x  2 + x − 3.5
coordinates of the vertex of the graph of Compare each function to function f, shown in
f(x) = 1.25x  2− 2x − 1below. Then explain how the graph below. Which function has a greater
to find the exact coordinates. maximum value? SEE EXAMPLE 3
y
y
2
x 2
O x
−2 O
14. Higher Order Thinking Points (2, −1), (−2, 7),

(1, −2), (0, −1), and (4, 7) lie on the graph of a 31. g(x) = −2x  2− 4x + 3 32. h(x) = −1.5x  2− 4.5x + 1
quadratic function.
Write each function in standard form. SEE EXAMPLE 4
a. What is the axis of symmetry of the graph?
33. f(x) = 4(x + 1)  2− 3 34. f(x) = 0.1(x − 2)  2− 0.1
b. What is the vertex?
c. What is the y-intercept? 35. f(x) = −2(x − 9)  2 + 15 36. f(x) = −(x + 3)  2 + 8
d. Over what interval does the function

increase?

Practice Tutorial
37. Use Structure Two balls are tossed up into the 40. An object is launched at 64 ft per second
air. The function f(x) = −4.9x  2 + 14.7x + 0.975 from an elevated platform. The function
models the path of Ball A. The path of Ball B f(x) = −16x  2 + 64x + 6, models its trajectory
over time is shown in the table. Which ball over time, x. Which of the following are true?
reaches a greater height? How much greater? Select all that apply.
Explain how you can answer without graphing 𝖠 The height of the platform is 6 ft.
either function.
𝖡 The object reaches its maximum height after
Time (s) Height (m) 2 seconds.
𝖢 The maximum height of the object is 70 ft.
x g(x)
𝖣 The object will be lower than 40 feet at
0 1.975 1 second.
1 11.775 𝖤 The height of the object increases and then
1.5 13 decreases.
2 11.775 41. SAT/ACT What is the maximum value of
2.5 1.975 f(x) = −4x  2 + 16x + 12?
𝖠 12 𝖡 16 𝖢 24 𝖣 28 𝖤 64
38. Use Structure The position of a ball after
it is kicked can be determined by using the 42. Performance Task Two models are used to
function f (x) = −0.11x  2 + 2.2x +1, where y predict monthly revenue for a new sports drink.
is the height, in feet, above the ground and x is In each model, x is the number of $1-price
the horizontal distance, in feet, of the ball from increases from the original $2 per bottle price.
the point at which it was kicked. What is the f(x) = −12.5x  2 + 75x + 200
Model A
height of the ball when it is kicked? What is the
highest point of the ball in the air? Model B
39. Reason A banner is hung for a party. The y

360
distance from a point on the bottom edge of
the banner to the floor can be determined by 300
g(x)
using the function f(x) = 0.25x  2− x + 9.5,
where x is the distance, in feet, of the point 240
from the left end of the banner. How high
180
above the floor is the lowest point on the
bottom edge of the banner? Explain.
y 60
x
O 2 4 6 8
Part A Identify the price you would set for each

model to maximize monthly revenue. Explain.
Part B A third model includes the points

(9, 605), (8, 600), (10, 600), (7, 585), and
x (11, 585). What price maximizes revenue
0 according to this model? Explain.

3-4
Activity Assess
MODEL & DISCUSS
The graphic shows the heights of a supply package

Modeling With
dropped from a helicopter hovering above ground.
Quadratic Functions
A. Model With Mathematics Would a linear
function be a good model for the data? Time Height
PearsonRealize.com Explain. 0s 350 ft
1s 335 ft
B. Would a quadratic function be a good model
for the data? Explain. 2s 283 ft
I CAN… use quadratic
functions to model real-world
situations.
3s 206 ft
VOCABULARY
• quadratic regression
• vertical motion model
4s 96 ft
Ground
ESSENTIAL QUESTION What kinds of real-world situations can be modeled by quadratic functions?
APPLICATION EXAMPLE 1 Use Quadratic Functions to Model Area
A company offers rectangular pool

sizes with dimensions as shown. Each
pool includes a deck around it. If 4 ft
Carolina wants a 15-ft wide pool with
a deck, how many square feet will she
x
need to have available in her yard?
A. Write a quadratic function to

2x
represent the area of the pool and
deck.
Let x be the width of the pool.
To write the function, think about
how the length of the pool is f(x) = (2x + 8)(x + 8) Area = Length × Width
related to its width. Then write
expressions for the length and = 2x  2 + 24x + 64
width of the rectangular area The quadratic function f(x) = 2x  2+ 24x + 64can be used to find the area

that contains both the pool and of the rectangular pool and the deck.
the deck.
B. Find the area of the pool and the deck.
f(15) = 2(15)  2+ 24(15) + 64 Substitute 15 for x.
= 874

Carolina needs 874 ft  2to build a 15-ft wide pool with deck.
Try It! 1. Suppose the length of the pool in Example 1 is 3 times the
width. How does the function that represents the combined
area of the pool and the deck change? Explain.

Activity Assess
CONCEPT Vertical Motion Model
The equation h(t) = −16t  2+ v  0t + h  0 is the vertical motion model. The
variable h represents the height of an object, in feet, t seconds after it is
launched into the air. The term v  0 is the object’s initial vertical velocity
and h  0is its initial height.
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Model Vertical Motion
A diver jumps off a high platform at an

initial vertical velocity of 16 ft/s.
A. What quadratic function represents the height
h of the diver after t seconds of the dive?
Use the vertical motion model
to write the quadratic function.
h(t) = −16t  2+ v  0t + h  0
h(t) = −16t  2+ 16t + 30

30 ft.
Initial vertical height of the

velocity is 16 ft/s. platform is 30 ft.
B. How many feet above the platform will the diver be at the highest
USE STRUCTURE point of his dive?
What do you notice about the
Find the maximum value of the graph described by h(t) = −16t 2+ 16t + 30.
structure of the vertical motion
model and the standard form of a b
t = − ___ The maximum value is located at
quadratic function? How are they 2a
similar? t-value of the axis of symmetry.
16  
t = − ______
2(−16)
  1 
= __
2 Substitute the t-value into the
2
h (__
  1 ) = −16(__
  1 )  + 16(__
  1 ) + 30 function to find h(t), the y-value
2 2 2 of the vertex.
= 34
The vertex is (   1 , 34).

__
2
The platform is at a height of 30 ft and the vertex is at 34 ft. So the

diver will be about 34 − 30, or 4 feet above the platform.
Try It! 2. Find the diver’s maximum height above the water if he dives
from a 20-ft platform with an initial velocity of 8 ft/s.
LESSON 3-4 Modeling With Quadratic Functions 125

Activity Assess
APPLICATION EXAMPLE 3 Assess the Fit of a Function by Analyzing Residuals
Each year, for the past five years, ticket prices for a school play have
increased by $1. The director used the function f(x) = −7x  2 + 90x + 750to
represent the relationship between the number of price increases and the
average predicted revenue per show, shown in the table. How well does the
function represent the actual revenue data?
Step 1 Use the function to find the predicted values for each price increase.
Subtract the predicted from the actual revenues to find the residuals.
Price Actual Predicted

Ticket Increase Revenue Revenue
Price ($) x ($) f(x) Residual
5 0 745 750 −5
6 1 846 833 +13
7 2 910 902 +8
8 3 952 957 −5
9 4 1008 988 +10
Step 2 Make a scatterplot of Step 3 Make a residual plot to

the data and graph the show the fit of the function
function on the same to the data.
coordinate grid. y
STUDY TIP 12
1000
Recall from your work with trend
lines, that a good model would 10
960
have roughly equal numbers of
8
positive and negative residuals.
920
6
880 4
840 2
x
800 −4 −2 O 2 4
−2
760
−4
0
0 2 4 6 8 10
Step 4 Assess the fit of the function using the residual plot.
The residual plot shows both positive and negative residuals, which
indicates a generally good model.
Try It! 3. Make a scatterplot of the data and graph the function
f (x) = −8x  2 + 95x + 745. Make a residual plot and describe
how well the function fits the data.
Price Increase ($) 0 1 2 3 4
Sales ($) 730 850 930 951 1010

Activity Assess
APPLICATION EXAMPLE 4 Fit a Quadratic Function to Data
The theater director at the high school wants to find the most accurate
quadratic model for ticket sales based on the data in Example 3.
STUDY TIP How would the revenue be affected if the prices increase one more time?
You may recall that linear Quadratic regression is a method used to find the quadratic function that
regression fits a line to the data. best fits a data set.
For quadratic regression, you will
fit a parabola to data. Step 1 Use a graphing calculator. Enter the price
L1 L2 L3 3
increase, x, and average revenue, y, as lists. 0 745 ______
1 846
2 910
3 952
L  1shows the number of 4
______
1008
______
price increases. L  2 shows
L 3(1)=
the revenues.
Step 2 Use the Quadratic Regression feature.

QuadReg
y=ax 2+bx+c
The closer R  2is to 1, a=–8
the better the equation b=95.2
matches the given data c=749.8
R 2=.9935190051
points.
Use the values for a, b, and c to write an equation for the function.
The function f(x) = −8x  2+ 95.2x + 749.8is a good model of the
relationship between the number of $1 increases and the predicted
revenue per show.
Step 3 Graph the data and quadratic regression. Use the Trace function to
determine the predicted revenue after the fifth $1 price increase,
so find f(x) when x = 5.
Y1= – 8x 2+95.2x+749.8
f(5) = –8(5)  2 + 95.2(5) + 749.8 = 1,025.8

REASON
Since tickets for this year are
$10 each, the predicted value of
$1,025.80 will not be the actual x scale: 5 y scale: 1025.8
sales. You can reason that the
actual sales will be a multiple If the price of a ticket increases to $10, the predicted revenue will be
of $10. $1,025.80.
Try It! 4. Use the model in Example 4 to determine the predicted revenue
after the 6th and 7th price increases. What do you notice?

Concept Assess
Summary
CONCEPT SUMMARY Modeling With Quadratic Functions
AREA
When the length and width of rectangle are each variable expressions,
a quadratic function can be used to model the rectangle’s area. x−2
A = (3x + 4)(x − 2)

3x + 4
= 3x  2 − 2x − 8
VERTICAL MOTION
The vertical motion model gives the height h, in feet, of an object t seconds after launch.
h(t) = −16t  2 + v  0t + h  0
v  0 is the initial velocity h  0 is the initial height
DATA
Quadratic regression finds the best model for a set of quadratic data.
For any model, analyzing the residuals determines how well the model fits the data.
Residual = Data value − Predicted value

1. ESSENTIAL QUESTION What Write a vertical motion model in the form
kinds of real-world situations can be h(t) = −16t  2 + v  0t + h  0 for each situation
modeled by quadratic functions? presented. For each situation, determine how
long, in seconds, it takes the thrown object to
2. Look for Relationships How is the reach maximum height.
function h(t) = −16t  2 + bt + c related to
5. Initial velocity: 32 ft/s; initial height: 20 ft
vertical motion?
6. Initial velocity: 120 ft/s; initial height: 50 ft
3. Vocabulary What does it mean in a
real-world situation when the initial 7. A rectangular patio has a length four times
velocity is 0? its width. It also has a 3-ft wide brick border
around it. Write a quadratic function to
4. Error Analysis Chen uses
determine the area of the patio and border.
h(t) = −16t  2 + 6t + 16 to determine the
height of a ball t seconds after it is thrown 8. The data are modeled by
at an initial velocity of 16 ft/s from an initial x y
f(x) = −2x  2 + 16.3x + 40.7.
height of 6 ft. Describe the error What does the graph of the 1 55.0
Chen made. residuals tell you about the 2 65.3
fit of the model?
3 71.6
4 73.9
5 72.2

UNDERSTAND PRACTICE
9. Make Sense and Persevere For each vertical Use a quadratic function to model the area of
motion model, identify the maximum height each rectangle. Graph the function. Evaluate each
reached by the object and the amount of time function for x = 8. SEE EXAMPLE 1
for the object to reach the maximum height. 14. 2x + 4 15. 3x − 9
a. h(t) = −16t  2 + 200t + 25
x+3 x+2
b. h(t) = −16t  2 + 36t + 4
10. Reason When a student uses quadratic
regression on a graphing calculator to model Write a function h to model the vertical motion for
data, the value of R  2is 0.2. Make a conjecture each situation, given h(t) = −16t  2 + v  0t + h  0. Find
about the fit of the model. the maximum height. SEE EXAMPLE 2
11. Error Analysis Describe and correct the 16. initial vertical velocity: 32 ft/s initial height: 75 ft
error a student made when interpreting
17. initial vertical velocity: 200 ft/s initial height: 0 ft
the graph of the vertical motion model
h(t) = −at  2 + bt + c. 18. initial vertical velocity: 50 ft/s initial height: 5 ft
19. initial vertical velocity: 48 ft/s initial height: 6 ft
Make a scatterplot of the data and graph the

The object reaches 60 function on the same coordinate grid. Calculate the
its maximum height residuals and make a residual plot. Describe the fit
40
after traveling a of the function to the data. SEE EXAMPLE 3
distance of 4 feet 20
horizontally. 20. f(x) = 2x  2 − x + 1 21. f(x) = −x  2 + 3x + 2
0 4 8
x y x y
✗ −2
−1
13
8
−2
−1
−6
−1
0 6 0 3
12. Look for Relationships In the graph of a
vertical motion model shown, how is the initial 1 9 1 4
velocity related to the vertex of the parabola? 2 12 2 3
y
20 Use a graphing calculator to find a quadratic
16 regression for each data set. Round values to the
nearest ten-thousandth. SEE EXAMPLE 4
12
22. 23.
8 x y x y
4 0 15.50 100 567.3

t 1 11.21 500 443.2
O 1 2
2 8.43 900 362.3
3 5.67 1,300 312.2
13. Higher Order Thinking The function
f(x) = x  2 + 3x − 10 models the area of 4 3.43 1,700 307.3
a rectangle.
a. Describe the length and width of the
rectangle in terms of x.
b. What is a reasonable domain and range
for the situation? Explain.
Practice Tutorial
24. Model With Mathematics A student drops a 27. The function h(t) = −16t  2 + 96t + 10 models the
rock over the edge of the well and hears it path of a projectile.
splash into water after 3 seconds. Write a By inspecting the function you can tell that the
function in the form h(t) = −16t  2 + v  0t + h  0 initial height of the projectile is ft,
to determine the height of the rock above and the initial velocity is ft/s.
the bottom of the well t seconds after the
student drops the rock. What is the distance The projectile reaches a maximum height
from the surface of the water to the bottom of ft at time s.
of the well?
28. SAT/ACT A basketball is thrown straight up
into the air from a height of 2.1 ft with an
initial velocity of 7 ft/s. Which function models
the height of the ball after t seconds?
𝖠 h(t) = −16t  2 + 2.1t + 7
𝖡 h(t) = −16t  2 − 2.1t + 7
Falling 200 ft
rock 𝖢 h(t) = −16t  2 + 2.1t − 7
𝖣 h(t) = −16t  2 + 7t + 2.1
? 𝖤 h(t) = −16t  2 − 7t + 2.1
29. Performance Task A baseball player is standing

1.5 ft away from the edge of the upper deck
25. Construct Arguments The table below shows that is 20 ft above the baseball field. He throws
profits for a new model of headphones as a a ball into the air for the fans sitting in the
function of price x. The manufacturer says the upper deck.
price should be set at $15 to maximize profits.
Do you agree? Justify your answers. y
Price Profit
($) ($ thousands)
16 240
(0, 6)
17 223
18 200
x
19 173
0
20 140
Part A Write a quadratic function that can be

26. Mathematical Connections Dakota bought
used to determine the height of the ball if it
120 ft of wire fencing at $0.50/ft to enclose
is thrown at an initial velocity of 35 ft/s from a
a rectangular playground. The playground
height of 6 ft. Graph the function.
surface will be covered with mulch at a cost of
$1.25/ft  2. Write a quadratic function that can Part B The seats for the upper deck start 2 ft
be used to determine the total cost of fencing from the edge. Will the ball travel high enough
and mulch for a playground with side length x. to land on the upper deck?
What is the cost if one side is 20 ft?

3-5
Activity Assess
MODEL & DISCUSS
Jacy and Emma use different functions to model

Linear, Time (yr) Value ($)
the value of a bike x years after it is purchased.
Exponential, and Each function models the data in the table. 0 500.00
Quadratic Models 1 485.20
Jacy’s function: f(x) = −14.20x + 500
2 472.13
Emma’s function: f(x) = 500(0.85)  x
PearsonRealize.com 3 461.00
4 452.10
I CAN… determine whether
a linear, exponential, or A. Make Sense and Persevere Why did Jacy and Emma not choose a
quadratic function best quadratic function to model the data?
models a data set.
B. Whose function do you think is a better model? Explain.
C. Do you agree with this statement? Explain why or why not.
To ensure that you are finding the best model for a table of
data, you need to find the values of the functions for the same
values of x.
How can you determine whether a linear, exponential, or quadratic function

ESSENTIAL QUESTION
best models data?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Determine Which Function Type Represents Data
A. How can you determine whether the data in the table can be modeled
by a linear function?
First, confirm that the differences in the x-values are constant. Then
analyze the first differences.
x y 1st Differences
The differences between consecutive
GENERALIZE −2 −1
+1 y-values are the first differences.
Look at the data in the table.
What do you notice about the −1 1 1 − (−1) = 2
+1
differences between consecutive 0 3 3−1=2
y-values? +1
1 5 5−3=2
+1
2 7 7−5=2
A linear function best models the data when the first differences
are constant.

Activity Assess
EXAMPLE 1 CONTINUED
B. How can you determine whether the data in the table can be modeled
by a quadratic function?
Analyze the second differences.
COMMON ERROR
You may forget to confirm x y 1st Differences 2nd Differences
that the differences between
the x-values are constant. If 0 3
differences between the x-values
1 9 9−3=6
are not constant, then the
differences or ratios between 2 19 19 − 9 = 10 10 − 6 = 4
the y-values will not be accurate 3 33 33 − 19 = 14 14 − 10 = 4
indicators of whether a linear,
quadratic, or exponential function 4 51 51 − 33 = 18 18 − 14 = 4
best represents the data.
First differences are The differences between consecutive

not constant. Check the first differences are called the second
second differences. differences.
A quadratic function best models the data when the second differences
are constant.
C. How can you determine whether the data in the table can be modeled
by an exponential function?
The first differences and second differences are not constant. Find and
analyze the ratios of consecutive y-values.
x y 1st Differences 2nd Differences Ratios of y-Values
0 1
2
1 2 2−1=1 1=2
4
2 4 4−2=2 2−1=1 2=2
3 8 8−4=4 4−2=2 8
4=2
4 16 16 − 8 = 8 8−4=4 16
8 =2
The first differences and second differences The ratios of consecutive

are not constant, so the data do not y-values are the same.
represent a linear or quadratic function.
An exponential function best models the data when the ratios of

consecutive y-values are the same.
Try It! 1. Does a linear, quadratic, or exponential function best model the
data? Explain.
a. x 0 1 2 3 4 b. x −2 −1 0 1 2
y −2 −5 −14 −29 −50 y 4 12 36 108 324
LESSON 3-5 Linear, Exponential, and Quadratic Models 133

Activity Assess
APPLICATION EXAMPLE 2 Choose a Function Type for Real-World Data
The owner of a framing store tracks the cost of Length Bubble Wrap
bubble wrap for packing pictures like the one (in.) Cost ($)
shown. How can you use the data to estimate
the cost of the bubble wrap for a picture with a 6 0.10
length of 75 in.? 12 0.31
75 in. 18 0.62
24 1.04
30 1.57
Step 1 Determine whether a linear, exponential, or quadratic function

model best represents the data.
Analyze at the differences or ratios to determine which model best
fits the data.
Length Bubble Wrap 1st 2nd

(in.) Cost ($) Differences Differences
x y
6 0.10
12 0.31 0.31 − 0.10 = 0.21
18 0.62 0.62 − 0.31 = 0.31 0.31 − 0.21 = 0.10
24 1.04 1.04 − 0.62 = 0.42 0.42 − 0.31 = 0.11
30 1.57 1.57 − 1.04 = 0.53 0.53 − 0.42 = 0.11
The first differences The second differences are

are not constant. roughly constant.
A quadratic model best represents the data.
Step 2 Write a quadratic function that QuadReg

represents the data. y=ax 2+bx+c
STUDY TIP a=.001488095
You can find a quadratic Use a graphing calculator to find a b=.007595238
regression for any set of data quadratic regression. Enter the data as c=.002
whether it is quadratic or not. lists, and use the quadratic regression R 2=.9999917607
Because the R2 value is so close feature.
to 1, the quadratic equation
generated by the calculator is a
good model for the data. Step 3 Substitute x = 75into the equation.
Enter function
y = 0.0015x  2 + 0.0076x + 0.002and
evaluate for x = 75.
The cost of bubble wrap for a 75-in. x = 75 y = 9.010
picture is about $9.01.

Activity Assess
EXAMPLE 2 CONTINUED
Try It! 2. Determine whether a linear, quadratic, or exponential function

best models the data. Then, use regression to find the function
that models the data.
x 0 1 2 3 4
y 100 89.5 78.9 68.4 57.8
EXAMPLE 3 Compare Linear, Exponential, and Quadratic Growth
The graph shows population models City A

for three cities, based on data over a f(x) = 3.2x
five-year period. If the populations y
continue to increase in the same ways, 5
Population in Millions
when will the population of City C
exceed the populations of the other 4
two cities?
3
City B
Method 1 Use the table of values.
2 g(x) = 0.25x2
City C
x f(x) g(x) h(x) 1 h(x) = 2(x−5)
4 12.8 4.0 0.5 x

0
0 1 2 3 4 5
5 16.0 6.25 1 Time in Years
6 19.2 9.0 2
7 22.4 12.25 4
8 25.6 16.0 8
9 28.8 20.25 16 The population of City C is
32.0 25.0 32 greater than those of City A
10
and City B.
11 35.2 30.25 64
Method 2 Use a graphing calculator to determine the points of intersection.
USE STRUCTURE
Look at the structure of each of
the graphs. Notice that a quantity Use your calculator to find
that increases exponentially the point where function h
will eventually exceed a quantity exceeds functions f and g.
that increases linearly or x scale: 10 y scale: 32
quadratically.
After 10 years, the population of City C will exceed the populations of City A
and City B. It will continue to outgrow the other cities because it is growing
exponentially.
Try It! 3. Compare the functions f(x) = 3x + 2, g(x) = 2x  2 + 3, and
h(x) = 2  x. Show that as x increases, h(x) will eventually exceed
f(x) and g(x).

Concept Assess
Summary
CONCEPT SUMMARY Linear, Quadratic, and Exponential Functions
Linear Quadratic Exponential
WORDS The 1st differences are The 2nd differences are The ratios of consecutive
constant. constant. y-values are constant.
TABLES f(x) = 2x + 3 f(x) = 0.25x2 + 0.5x + 0.25 f(x) = 2 x−3

1st Differences x y Ratios
x y Differences
x y 1st 2nd 0 0.125
0 3
0 0.25 0.25
1 0.25 0.125 = 2
1 5 2
1 1.00 0.75
0.5
2 7 2 2 0.5 0.25 = 2
2 2.25 1.25 0.5
3 9 2 3 1.00 1
3 4.00 1.75 0.5 0.5 = 2
GRAPHS y y y
8 8 8
6 6 6
4 4 4
2 2 2
x x x
0 0 0
0 2 4 6 8 0 2 4 6 8 0 2 4 6 8
The rate of change The rate of change in this The rate of change in this
is constant. function increases as the function increases by equal
value of x increases. factors as the value of x
increases.

1. ESSENTIAL QUESTION How can you Determine whether the data are best modeled by a
determine whether a linear, exponential, linear, quadratic, or exponential function.
or quadratic function best models data? 4.
x 0 1 2 3 4
2. Reason The average rate of change of a y −2 1 10 25 46
function is less from x = 1to x = 4than from
x = 5to x = 8. What type of function could it 5.
be? Explain. x −2 −1 0 1 2
y 2 7 12 17 22
3. Error Analysis Kiyo used a quadratic function
to model data with constant first differences.
6. A company’s profit from a certain product is
Explain the error Kiyo made.
represented by P(x) = −5x  2+ 1,125x − 5,000,
where x is the price of the product. Compare
the growth in profits from x = 120to x = 140
and from x = 140to x = 160. What do you notice?

UNDERSTAND PRACTICE
7. Communicate Precisely Create a flow chart to Determine whether a linear, quadratic, or

show the process to determine whether a given exponential function is the best model for the
data set represents a function that is linear, data in each table. SEE EXAMPLE 1
quadratic, exponential, or none of these. 11. 12.
x y x y
8. Generalize Calculate the 2nd differences for
0 1 0 1
data in each table. Use a graphing calculator
to find the quadratic regression for each data 1 3 1 2
set. Make a conjecture about the relationship 2 9 2 7
between the a values in the quadratic models
3 27 3 16
and the 2nd differences of the data.
4 81 4 29
x y x y
13. 14.
0 0 1 0.5 x y x y
1 3 2 2 0 56 0 −6
2 12 3 4.5 1 57 1 −3
3 27 4 8 2 50 2 0
4 48 5 12.5 3 35 3 3
4 12 4 6
x y x y
0 4 3 58.5 Do the data suggest a linear, quadratic, or an
exponential function? Use regression to find a
1 16 5 162.5
model for each data set. SEE EXAMPLE 2
2 36 7 318.5
15.
3 64 9 526.5 x 0 1 2 3 4
4 100 11 786.5 y −20 −17.5 −15.1 −12.5 −10
9. Error Analysis What is the error in the student’s 16.

x 6 7 8 9 10
reasoning below? Describe how to correct the
y −19 −12 −7 −4 −3
statement.
17. Use the functions shown. SEE EXAMPLE 3
x y y f(x) = 0.75x
The data can be
modeled with a –3 –8
3 h(x) = 1.25x
linear function –1 –2
g(x) = 0.09375x2
because the first 0 4 2
differences are 1 10
1
✗
constant. 3 16
x
0
0 1 2 3 4
a. Evaluate each function for x = 6, x = 8 and

10. Higher Order Thinking A savings account has a x = 12.
balance of $1. Savings Plan A will add $1,000 to
an account each month, and Plan B will double b. When will function h exceed function f
the amount each month. and function g?
a. Which plan is better in the short run? For
how long? Explain.
b. Which plan is better in the long run? Explain.

Practice Tutorial
18. Model With Mathematics The data in the table 21. Function f has constant second differences.
show the population of a city for the past five Which of the following are true? Select all
years. A new water plant will be built when the that apply.
population exceeds 1 million. Will the city need
a new water plant in the next ten years? Use a 𝖠 The graph of f is a parabola.
function model to justify your answer. 𝖡 The graph of f is a straight line.
𝖢 The ratios of the y-values increase as x
Year 2016 2017 2018 2019 2020 increases.
Population 794,000 803,000 814,000 822,000 830,000 𝖣 The function f is an exponential function.
𝖤 The function f has constant first differences.
19. Construct Arguments The graphic shows costs
for rectangular lots of different widths. Each lot 22. SAT/ACT At what point will f(x) = 3  x exceed
is twice as long as it is wide. g(x) = 2x + 5and h(x) = x  2 + 4?
Parking Lot 𝖠 (1, 7)

𝖡 (1.8, 7.3)
Width of Lot (meters)
50
𝖢 (2, 9)
40
𝖣 (2.4, 9.8)
30
23. Performance Task Ella wrote three different
20
computer apps to analyze some data. The
10 tables show the time in milliseconds y for
$250 $1,090 $2,450 $4,300 $6,750 each app to analyze data as a function of the
Cost of Reflective Coating number of data items x.
To coat a parking lot 300 m long and 150 m App A App B App C
wide, a developer budgeted $20,220, or three
x y x y x y
times the cost of a lot 50 m wide. Will the
budget be sufficient? Justify your answers 4 81 4 4,042 4 4,400
using a function model. 5 243 5 5,040 5 5,375
20. Construct Arguments Carmen is considering 6 729 6 6,038 6 6,550
two plans to pay off a $10,000 loan. The tables 7 2,187 7 7,036 7 7,925
show the amount remaining on the loan after
8 6,561 8 8,034 8 9,500
x years.
Part A Use regression on a graphing calculator

Plan A Plan B
to find a function that models each data set.
Amount Amount Explain your choice of model.
Year Remaining Year Remaining
Part B Make a conjecture about which app will
0 10,000 0 10,000
require the most time as the number of data
1 9,000 1 9,500 items gets very large. How could you support
2 8,100 2 9,000 your conjecture?
3 7,290 3 8,500
4 6,561 4 8,000
Which plan should Carmen use to pay off the

loan as soon as possible? Justify your answer
using a function model.

4-1
Activity Assess
EXPLORE & REASON
The path of a golf ball hit from the ground resembles the shape of a
Solving Quadratic
parabola.
Equations Using
Graphs and Tables
PearsonRealize.com
I CAN… use graphs and

tables to find solutions of 200 yd
quadratic equations.
VOCABULARY
• quadratic equation
• zeros of a function
A. What point represents the golf ball before it is hit off the ground?
B. What point represents the golf ball when it lands on the ground?
C. Look for Relationships Explain how the points in Part A and B are
related to the ball’s distance from the ground.
ESSENTIAL QUESTION How can graphs and tables help you solve quadratic equations?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Recognize Solutions of Quadratic Equations
Why are the x-intercepts of the graph of a quadratic function important to

the solution of a related equation?
A. Find the solutions of the quadratic equation x2 − 16 = 0.

A quadratic equation is an equation of the second degree. The related
function of a quadratic equation with 0 on one side is the quadratic
CONSTRUCT ARGUMENTS expression given on the other side.
Think about the connection Graph the related function, f(x) = x2 − 16.
between the graph of the
function and the solutions to y
The solutions of a The x-intercepts of f occur
the quadratic equation. What 12 where x2 − 16 = 0and
evidence can you give that the quadratic equation are
the value or values that represent the solutions of
x-intercept is the solution of the 4 the equation.
make the equation true. x
quadratic equation?
−8 O 8
(−4, 0) −8 (4, 0)
−16
The graph of the function has two x-intercepts, so the equation has two
real solutions. The solutions of the equation x2 − 16 = 0are x = −4 and
x = 4. Solutions to an equation of the form f(x) = 0, are called the zeros
of a function. The zeros of a function correspond to the x-intercepts of
the function.
LESSON 4-1 Solving Quadratic Equations Using Graphs and Tables 145
Activity Assess
EXAMPLE 1 CONTINUED
B. Find the solutions of x2 − 14x + 49 = 0.
Graph the related function f(x) = x2 − 14x + 49.
y
10
2
x
The graph touches
O 2 4 6 8 10
the x-axis but does There is only one
not cross it. (7, 0) x-intercept.
The graph of the function has only one x-intercept, so the equation has
only one real solution, x = 7.
C. Find the solutions of x2 + 3x + 7 = 0.
Graph the related function f(x) = x2 + 3x + 7.
STUDY TIP
The graph of the function has no x-intercepts, so the equation has no
A quadratic equation can have 0,
1, or 2 real solutions. real solutions.
y
15
10
The graph does not
cross the x-axis. 5
x
−4 −2 O 2 4
Try It! 1. What are the solutions of each equation?

a. x2 − 36 = 0 b. x2 + 6x + 9 = 0
EXAMPLE 2 Solve Quadratic Equations Using Tables
A. How can you use a table to find the solutions of x2 − 7x + 6 = 0?
Enter the function y = x2 − 7x + 6into a graphing calculator.
LOOK FOR RELATIONSHIPS Plot1 Plot2 Plot3 X Y1

How would the solutions of this \Y1 = x2 –7x+6 1 0
\Y2 = 2 −4 Use the table to
quadratic equation appear in a \Y3 = 3 −6
\Y4 = 4 −6 identify the values
graph? 5 −4
\Y5 = 6 0 of x when y = 0.
\Y6 =
\Y7 = X=1

There are two real solutions, x = 1 and x = 6. CONTINUED ON THE NEXT PAGE
146 TOPIC 4 Solving Quadratic Equations Go Online | PearsonRealize.com

EXAMPLE 2 CONTINUED
B. How can you use a table to estimate the solutions of 3x2 + 5x − 2 = 0?
Enter the function
X Y1
USE APPROPRIATE TOOLS y = 3x2 + 5x − 2into −2 0
The other solution occurs
The solution may not always a graphing calculator. −1
0
−4
−2
where the signs of the
appear in a table when y = 0. 1 6 y-values change from
Would a graph be more useful The table shows one 2
3
20
40 negative to positive or
in finding the solution for this solution, x =–2. X=−2 0
positive to negative.
quadratic equation?
Refine the table settings to find the other solution of the equation.
Change the table settings to show steps of 0.25.
The other solution is between 0.25 and 0.5.
Using a table has

X Y1
limitations. When the 0 −2 Approximate the solution
0.25 −0.5625
corresponding x-values 0.5 1.25 by the value of y when x
for y = 0are not shown 0.75
1
3.4375
6 goes from 0.25 to 0.5.
in the table, you can X=0.25
estimate the solution.
Try It! 2. Find the solutions for 4x 2 + 3x − 7 = 0using a table. If

approximating, give the answer to the nearest tenth.
APPLICATION EXAMPLE 3 Use Approximate Solutions
Anastasia hits her golf ball

off the tee. The height of the
golf ball is modeled by the
function f(x) = −5x2 + 25x + 1, y = 0 when
where x is the number of the ball lands.
seconds after the golf ball is
hit. How long is the golf
ball in the air?
Graph f(x) = −5x2 + 25x + 1to
find when y = 0.
The graph of the function
shows the x-intercept at 5.04. y
CONSTRUCT ARGUMENTS 32 Trace the graph
What are the benefits of using This means the golf ball was
on your screen to
Altitude (yd)
a graph to approximate a in the air about 5 seconds 24 see when y = 0.

solution? When is a table more before it hit the ground.
16
useful than a graph?
y = 0when
8 x = 5.04
x
0
0 1 2 3 4 5
Seconds in the Air
Try It! 3. At the next tee, a golf ball was hit and modeled by
−16x 2 + 11x + 6 = 0. When will the golf ball hit the ground?
Concept Assess
Summary
CONCEPT SUMMARY Solving Quadratic Equations Using Graphs and Tables
WORDS A quadratic equation can be written in standard form ax2 + bx + c = 0,

where a ≠ 0.
A quadratic equation can have 0, 1, or 2 real solutions.
Zeros of the function related to a quadratic equation are the solutions of the equation.
ALGEBRA x2 + 5x + 4 = 0 The solutions are x = −4and x = −1.
GRAPH f(x) = x2 + 5x + 4 TABLE
y x y
4
The x-intercepts are
the solutions of the −5 4
x equation. −4 0
The solutions are the
−6 −2 O −3 −2 x-values when the
−2 −2 −2 y-values are 0.
(−4, 0) (−1, 0) −1 0
−4

1. ESSENTIAL QUESTION How can Use each graph to find the solution of the
graphs and tables help you solve quadratic equation.
equations? 5. −x2 + 2x − 1 = 0 6. x2 + x − 6 = 0
2. Reason In a table that shows no exact y y
2 2
solutions, how do you know if there
are any solutions? How can you find an x x
approximate solution? −2 O 2 4 −4 −2 O
−2
3. Error Analysis Eli says that the solutions to
x2 + 100 = 0are −10 and 10 because 102 is −4 −4
100. What is the error that Eli made?
−6 −6
Explain.
4. Communicate Precisely When you Solve each quadratic equation by graphing the
graph a quadratic function, the related function.
y-intercept appears to be 1, and the
x-intercepts appear to be −4 and 2.5. 7. x2 − 2x − 3 = 0 8. x2 + x + 1 = 0
Which values represent the solution(s)
to the related quadratic equation of the Find the solutions of each equation using a table.
function? How can you verify this? Explain. Round approximate solutions to the nearest tenth.
9. x2 + 3x − 4 = 0 10. 3x2 − 2x + 1 = 0
11. What are the solutions of

−5x2 + 10x + 2 = 0?Round approximate
solutions to the nearest tenth.

UNDERSTAND PRACTICE
12. Communicate Precisely Consider the quadratic Use each graph to find the solution of the related
equation x2 + 2x − 24 = 0. equation. SEE EXAMPLE 1
a. How could you solve the equation using a 18. x2 − 2x + 2 = 0

graph? Explain. y
4
b. How could you solve the equation using a
table? Explain. 2
x
13. Generalize For an equation of the form −2 O 2 4
ax2 + bx + c = 0, where the graph crosses the
−2
y-axis once and does not intersect the x-axis.
Describe the solution(s) of the equation. −4

14. Error Analysis Describe and correct the
error a student made in stating the 19. −x2 − x + 6 = 0
number of solutions of a quadratic y
equation. Explain. 6
4
A quadratic equation has either
2
two solutions or no solution.
✗ −2 O 4
x
−2
15. Higher Order Thinking Infinitely many quadratic
equations of the form ax2 + bx + c = 0 can have
the same two solutions. Sketch the graphs of Solve each quadratic equation by graphing the
two quadratic functions on the same grid to related function. Round approximate solutions to
show how this could be true. the nearest tenth. SEE EXAMPLES 1 AND 3
20. x2 − 121 = 0 21. x2 − 4x + 4 = 0
16. Communicate Precisely How many zeros does
the function shown have? Explain. 22. x2 + 3x + 7 = 0 23. x2 − 5x = 0
y 24. −x2 + 6x + 7 = 0 25. −x2 + 8x − 7 = 0
4
26. x2 − 2 = 0 27. 2x2 − 11x + 12 = 0
2
28. −3x2 + 5x + 7 = 0 29. −16x2 + 70 = 0
x
−2 −1 O 1 2 Find the solutions for each equation using a table.
−2 Round approximate solutions to the nearest
tenth. SEE EXAMPLE 2
−4
30. x2 − 16 = 0 31. x2 + 8x + 16 = 0
32. x2 + 3x + 1 = 0 33. x2 + 4x + 6 = 0

17. Mathematical Connections If a quadratic
function has a maximum value that is greater
than 0, how many zeros does the function
have? Explain.
Practice Tutorial
34. Model With Mathematics A small company 37. Does each quadratic equation have two
shows the profits from their business with the solutions? Select Yes or No.
function P(x) = −0.01x2 + 60x + 500, where x is
the number of units they sell and P is the profit Yes No
in dollars.
0 = 2x2 + 1 ❑ ❑
a. How many units are sold by the company to
earn the maximum profit? 0 = 2x2 + 5x + 1 ❑ ❑
b. How many units are sold when the company 0 = 2x2 + 5x ❑ ❑

starts showing a loss?
0 = 4x2 – 4x + 1 ❑ ❑
35. Make Sense and Persevere A pattern of
triangular numbers is shown. The first is 1, the 0 = 4x2 – 4x – 1 ❑ ❑
second is 3, the third is 6, and so on.
38. SAT/ACT What are the solutions of
x2 + 2x − 15 = 0using the graph shown?
y
16
1 3 6 10 15
8
x
The formula 0.5n2 + 0.5n can be used to find
−8 −4 O 4 8
the nth triangular number. Is 50 a triangular
−8
number? Explain.
36. Make Sense and Persevere The equation

−16x2 + 10x + 15 = 0 represents the height,
in feet, of a flotation device above the water Ⓐ −3, 3 Ⓑ −5, 3
after x seconds. The linear term represents the Ⓒ −8, 5 Ⓓ −16, 0
initial velocity. The constant term represents
39. Performance Task A human catapult is used
the initial height.
to launch a person into a lake. The height, in
feet, of the person is modeled as shown, where
x is the time in seconds from the launch.
f(x) = –16x2 + 50x + 20
Part A What equation can you use to find

when the person touches the lake? Find the
a. If the initial velocity is 0, when should the
solution.
flotation device land in the water?
b. If the initial height is 0, when does the Part B Are your solutions the same for the
flotation device land in the water? equation and problem? Why or why not?
Part C What is the greatest height reached?

4-2
Activity Assess
MODEL & DISCUSS
An artist has started a

Solving
mosaic tile design on a
Quadratic Equations wall. She needs to cover
X
by Factoring the entire wall.
PearsonRealize.com X
4 ft
I CAN… find the solution
of a quadratic equation by
factoring.
VOCABULARY 6 ft
• standard form of a A. Write expressions to represent the length of the wall and width of the wall.
quadratic equation
• Zero-Product Property B. Use Structure What expression represents the area of the entire wall?
Explain.
C. How can you determine the area of the part of the wall that the artist
has not yet covered?
ESSENTIAL QUESTION How does factoring help you solve quadratic equations?
EXAMPLE 1 Use the Zero-Product Property
How can you find the solution of the equation (x − 9)(5x + 2) = 0?
The Zero-Product Property states that for all real numbers a and b,
if ab = 0, then either a = 0or b = 0.
Think about solving this equation Set each factor of the equation equal to zero to find the solution.
using a table and graph. How
(x – 9) = 0 or
(5x + 2) = 0
would the solutions appear in a
table? In a graph? = 9
x 2
x = − __
Either (x − 9)or (5x + 2)is 5
equal to 0 according to the
Zero-Product Property.
Check each solution.

Substitute 9 for x.   2 for x.
Substitute −__
5
( 9 − 9)(5(9) + 2) = 0 (− __ ) (  ) + 2) = 0
2  − 9 (5 − __
2
5 5
(0)(47) = 0 (−9 __)
2  (0) = 0
5
0 = 0 ✓ 0 = 0 ✓
  2 .
The solutions of (x – 9)(5x + 2) = 0are x = 9 and x = –__
5
Try It! 1. Solve each equation.

a. (2x − 1)(x + 3) = 0 b. (2x + 3)(3x − 1) = 0
LESSON 4-2 Solving Quadratic Equations by Factoring 151

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Solve by Factoring
How can you use factoring to solve x  2 + 9x = −20?

The standard form of a quadratic equation is ax  2 + bx + c = 0, where a ≠ 0.
Step 1 Write the equation in standard form.

x  2 + 9x = −20 When solving a quadratic equation by factoring,
x  2 + 9x + 20 = 0 always begin by writing the equation in standard form.
Step 2 Make a table to find the set of factors to solve x  2 + 9x + 20 = 0. The
set of factors that have a product of 20 and a sum of 9 can be used
to solve the equation.

1, 20 21 The factors 4 and 5
2, 10 12 have a product of 20
and a sum of 9.
4, 5 9
STUDY TIP Step 3 Rewrite the standard form of the equation in factored form.
If you can factor the standard (x + 4)(x + 5) = 0
form of the equation then you can
find the solution. Step 4 Use the Zero-Product Property to solve the equation.
(x + 4) = 0 or (x + 5) = 0
x = −4 x = −5

The solutions of x  2 + 9x + 20 = 0are x = −4and x = −5.
Try It! 2. Solve each equation by factoring.

a. x  2 + 16x + 64 = 0 b. x  2 − 12x = 64
APPLICATION EXAMPLE 3 Use Factoring to Solve a Real-World Problem
A museum vault has an outer steel wall

with a uniform width of x. The area of the ft x
20
museum vault ceiling and the outer steel
wall is 1,664 ft  2. What is the width of the 40
ft
outer steel wall?
Formulate Write an equation to represent the area of

the vault.
(2x + 20)(2x + 40) = 1,664 length × width = area
Compute Use the Distributive Property. Write the equation in standard form.
(2x + 20)(2x + 40) = 1,664
4x  2 + 120x − 864 = 0
2 Divide each term by 4 to simplify
  120x − ____
4x  + _____
 ____   864 = __
  0
4 4 4 4 the equation.
x  2 + 30x − 216 = 0
(x − 6)(x + 36) = 0

Activity Assess
EXAMPLE 3 CONTINUED
Interpret The solutions of the equation are x = 6 and x = −36.
The length of the wall cannot be negative. Therefore −36cannot be a

solution. The width of the wall is 6 ft.
Check the solution.

Substitute 6 for x in the original equation.
[2(6) + 20] [2(6) + 40] = 1,664
(32)(52) = 1,664✓
Try It! 3. A picture inside a frame has an area of 375 c m 2.

What is the width x
of the frame?
x
30 cm 375 cm2
20 cm
EXAMPLE 4 Use Factored Form to Graph a Quadratic Function
How can you use factoring to graph the function f(x) = x  2 – 2x − 8?
Step 1 Factor the related quadratic equation.
x  2 − 2x − 8 = 0
(x + 2)(x − 4) = 0
Step 2 Determine the solutions of the equation.

(x + 2) = 0 or (x − 4) = 0
x = −2 x = 4
Step 3 Find the coordinates of the vertex. Find the average of the
STUDY TIP
x-intercepts 4 and −2.
A parabola is symmetrical so the 4 + (−2)
vertex is halfway between the  _______ = 1
2
two x-intercepts. The x-coordinate of the vertex is 1. Substitute the x-coordinate
Find the y-coordinate of the vertex. in the quadratic function.
f(x) = (1)  2 − 2(1) − 8 = −9 y

x
The vertex is (1, −9). O
−4 2
Step 4 Plot the vertex and the x-intercepts. −4
Use the vertex and x-intercepts to sketch −8

the graph.
Try It! 4. Use factoring to graph the function f(x) = 2x  2 + 5x − 3.

Activity Assess
EXAMPLE 5 Write the Factored Form of a Quadratic Function
How can you write the factored form of the quadratic function related to
a graph?
y
x
−6 −4 −2 O 2
−2
(−5, 0) (1, 0)
−4
−6
−8
(−2, −9)
Step 1 Find the x-intercepts.

The x-intercepts are −5and 1.
Step 2 Write a quadratic equation in factored form.

STUDY TIP Use the x-intercepts, which are also the solutions of the quadratic
There are an infinite number of equation, as the factors.
parabolas that pass through a(x − p)(x − q) = 0

(−5, 0) and (1, 0). You will need
a[x − (−5)] [x − (1)] = 0
Substitute the x-intercepts
to determine the value of a to find
for p and q.
the one parabola that also passes a(x + 5)(x − 1) = 0

through (−2, −9).
Step 3 Write the function in factored form.
Use a third point to solve for a.
f(x) = a(x + 5)(x − 1)
Use the vertex. Substitute –2
−9 = a(−2 + 5)(−2 − 1) for x and –9for f(x).
a = 1
The factored form of the quadratic function is f(x) = 1(x + 5)(x − 1)or
f(x) = (x + 5)(x − 1).
Try It! 5. What is the factored form of the function?

y
2
x
O 2 4 6 8 10
−2
−4
−6
−8

Concept Assess
Summary
CONCEPT SUMMARY Solving Quadratic Equations by Factoring
WORDS The Zero-Product Property states that for all real numbers a and b, if ab = 0, then either
a = 0or b = 0. You can apply the Zero-Product Property to a factored quadratic equation
to help you find the x-intercepts of the graph of the related function.
ALGEBRA x   2 + 2x − 3 = 5 x  2 + 2x − 8 = 0

Write the equation in
(x + 4)(x − 2) = 0 standard form and factor.
(x + 4) = 0 or (x − 2) = 0
x = −4 x = 2

The solutions of the quadratic equation are x =−4and x = 2.
GRAPH f(x) = x  2 + 2x – 8 y

8
4
x
−4 −2 O 2 4
−4 The x-intercepts of the
The x-intercepts graph correspond to the
are −4 and 2. −8 zeros of the function.

1. ESSENTIAL QUESTION How does Solve each equation.
factoring help you solve quadratic 5. (x − 10)(x + 20) = 0 6. (3x + 4)(x − 4) = 0
equations?
Solve each equation by factoring.
2. Use Structure Compare the solutions of 7. x  2 + 18x + 32 = 0 8. x  2 − 4x − 21 = 0
2x  2 + 5x − 7 = 0and 4x  2 + 10x − 14 = 0.
What do you notice? Explain. Solve each equation.
9. x  2 + 2x = −1 10. x  2 − 8x = 9
3. Vocabulary What is the Zero-Product
Property? When can you use it to solve a 11. 2x  2 + x = 15 12. 5x  2 − 19x = −18
quadratic equation? Explain. 13. W
rite a quadratic y
16
equation, in factored
4. Generalize If a perfect-square trinomial has
form, whose solutions 8
a value of 0, how many solutions does the
correspond to the
equation have? Explain. x
x-intercepts of the
−8 −4 O 4 8
quadratic function
−8
shown at the right.
−16
14. Factor the equation
x  2 −6x + 5 = 0.
Find the coordinates of the vertex of the related
function, and graph the function y = x  2 − 6x + 5.

UNDERSTAND PRACTICE
15. Reason One solution of a quadratic equation Solve each equation. SEE EXAMPLE 1
is 8. What do you know about the quadratic 20. (x − 5)(x + 2) = 0 21. (2x − 5)(7x + 2) = 0
equation? What are two ways you would
know if a quadratic equation could have this 22. 3(x + 2)(x − 2) = 0 23. (3x − 8)  2 = 0
solution?
Solve each equation by factoring.
16. Communicate Precisely Write a quadratic SEE EXAMPLES 2 AND 3
equation for each condition below. Explain
24. x  2 + 2x + 1 = 0 25. x  2 − 5x − 14 = 0
your reasoning.
a. The equation has solutions that are opposites. 26. x  2 + 7x = 0 27. 2x  2 − 5x + 2 = 0
b. The equation has one solution. 28. 2x  2 + 3x = 5 29. 5x  2 + 16x = −3
17. Error Analysis Describe and correct the error a Write an equation to represent the shaded area.
student made in factoring. Then find the value of x. SEE EXAMPLE 3
30. Total area = 198 cm2
x2 + 2x − 3 = 5
(x − 1)(x + 3) = 5 x
9 cm
x − 1 = 5 or x + 3 = 5
x = 6 or x = 2 ✗ 16 cm
x

18. Make Sense and Persevere Explain how you 31. 24 in.
would factor 2x  2 + 8x + 6 = 0. x
19. Higher Order Thinking Both parabolas are

graphs of quadratic functions. x
12 in. Inside area = 189 in.2
y
12
Factor, find the coordinates of the vertex of the
related function, then graph. SEE EXAMPLE 4
4 32. x  2 − 2x − 63 = 0 33. x  2 + 16x + 63 = 0

x Write the factored form for the quadratic
O 2 4 6 8 function. SEE EXAMPLE 5
−4 34. y
12

a. Write the factored form of the equation 6
related to one of the functions. Which curve x
is related to your function? −4 −2 O 2 4
−6
b. Use a constant factor to find the equation
related to the other function. −12
c. What relationship do you see between the
two functions? How are these reflected in
the constant?

Practice Tutorial
35. Mathematical Connections A streamer is 37. Match each equation with one or more factors
launched 3 s after a fuse is lit and lands 8 s of its standard form.
after it is lit. I. x  2 + 6x = −8 A. 2x − 3
y
100 II. 2x  2 + x = 6 B. x + 4
80 III. x  2 + 2x = 8 C. x − 4
Height (ft)
60 IV. 2x  2 + 5x = 12 D. x + 2
40 V. 2x  2 − 11x = −12 E. x − 2
20 38. SAT/ACT A quadratic equation of the form

x x  2 + bx + c = 0has a solution of −2. Its related
0 function has a vertex at (2.5, −20.25). What is the
0 2 4 6 8 10
Time (s) other solution to the equation?
a. What is a quadratic equation in factored Ⓐ −11

form that models the situation? Ⓑ −4.5
b. What is the vertex of the function related to Ⓒ 0.5
your equation? How does this compare with Ⓓ7
the vertex of the graph? Ⓔ9
c. What can you multiply your factored form 39. Performance Task An engineer is designing a
by to get the function for the graph? Explain water fountain that starts 1 ft off of
your answer. the edge of a 10 ft wide pool. The water
from the fountain needs to project into the
36. Use Structure A 15 ft long cable is connected
center of the pool. The path of the water from
from a hook to the top of a pole that has an
the fountain is in the shape of a parabola.
unknown height. The distance from the hook
to the base of the pole is 3 ft shorter than the
height of the pole.
1 ft
10 ft
15
x ft
ft
Part A Let the the point (1, 0) be the location

of the starting point of the water. Write a
quadratic equation to model the path of
x – 3 ft the water.
Part B What is the maximum height of the

a. What can you use to find the height of water? Use your equation from Part A.
the pole?
Part C What is the equation for the path of
b. Write and solve a quadratic equation to find
the water if the maximum height of the water
the height of the pole.
must be 4 ft?
c. How far is the hook from the base of
the pole?

4-3
Activity Assess
EXPLORE & REASON
The table shows the relationship between the area of a square, the side
Rewriting Radical
length of the square, and the square root of the area. A square with an area
Expressions of 4 and a side length of 2 is shown at the right.
Area of Square Side Length,

PearsonRealize.com (square units) s = √area s (units)
1 s = √1 1 2
4 s = √4 2
I CAN… write equivalent
radical expressions. 9 s = √9 3
16 s = √16 4 √4 = 2
VOCABULARY
25 s = √25 5
• Product Property of
Square Roots
A. What is the side length of a square with an area of 49 square units?
___
B. Use Structure Between what two consecutive integers is √
20 ? How do
you know?
C. Think of three squares that have a side length between 3 and 4. What is
the area of each square?
How does rewriting radicals in different forms help you communicate

ESSENTIAL QUESTION
your answers?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Use Properties to Rewrite Radical Expressions
___ __
A. How can you visually show √
16 is equivalent to 2√
4 ?
STUDY TIP Draw squares using

Recall that the square root is a grid paper that have
number you multiply by itself to side lengths equal to
get the radicand. the two radicals.
√16 √4 + √4
The sum of the lengths of ___ the two __ smaller

__ red __ lines is equal to the length
√ √ √ √
of the larger red line, so 16  = 4  + 4  or 2 4 .
___ __
B. How can you compare √ 20  and 2√ 5 ?
___ __ __
The Product Property of Square Roots states that √ a  ∙ √
ab  = √ b  when
both a and b are greater than or equal to 0.
___
Use properties of square roots to show an equivalent expression for √ 20 .
___
Write √ 20  as a product of square roots.
___ __ __
√ 20  = √ 4  ∙ √ 5 
____ __
A perfect square factor
=√
2 ∙ 2  ∙ √
5  of 20 is 4.
__
= 2√  
5
___ __
The radical expression √
20  is equivalent to 2√ 5 .

Activity Assess
EXAMPLE 1 CONTINUED
Try It! 1. Compare each pair of radical expressions.

___ __ __ ___
a. √ 36  and 3√ 6  b. 6√ 2  and √
72 
EXAMPLE 2 Write Equivalent Radical Expressions

___
What is an equivalent expression for √
63 ?
___ _____
√ 63  = √ 9 ∙ 7  Write a factorization of 63 using as
____ __
= √ 3 ∙ 3  ∙ √ 7
  many perfect squares as possible.
__ Note that 9 is a perfect square.
= 3√  
7
___ __
The expression √
63  is equivalent to 3√ 7 .
Try It! 2. Rewrite each expression to remove perfect square factors other
than 1 in the radicand.
___ ___
a. √ 44  b. 3√ 27 
EXAMPLE 3 Write Equivalent Radical Expressions With Variables

_____
What is an equivalent expression for √
63x  9 ?
Rewrite the expressions to remove perfect square factors in the radicand.
USE STRUCTURE _____ ________
Think about the exponents of √ 63x9  = √ 9 ∙ 7 ∙ x9 
_______________ Rewrite x  9 as x  4 ∙ x  4 ∙ x to show
variables in terms that are perfect
= √ 9  
∙ 7 ∙ x4 ∙ x4 ∙ x  the perfect square factors.
squares. How does the exponent
_____ __ ______
of a variable determine when __
= √ 3 ∙ 3  ∙ √ 7  ∙ √
x  4 ∙ x  4  ∙ √ x 
there is a perfect square factor of
___
the expression?
= 3x4√ 7x 
_____ ___
63x9  is equivalent to 3x4√ 7x .
The expression √
Try It! 3. Rewrite each expression to remove perfect square factors other
than 1 in the radicand.
_____ _____
a. √ 25x3  b. 5√ 4x17 
LESSON 4-3 Rewriting Radical Expressions 159

Activity Assess
EXAMPLE 4 Multiply Radical Expressions

___ _____
How can you write an expression for the product of 3√ 5x  ∙ 2√ 15x  3 
without any perfect square factors in the radicand?
Find the product.
___ _____
3√ 5x  ∙ 2√ 15x  3 
STUDY TIP _________
When rewriting the product under = 3 ∙ 2√ 5x ∙ 15x  3  Use the Product Property of Square
the radicand, it is easier to find ___________ Roots to multiply the radicands.
perfect squares by replacing each = 6√   
5 ∙ 3 ∙ 5 ∙ x  4 
_____ __ _______
number with its factors. Instead 5 ∙ 5  ∙ √ 3  ∙ √ x  2∙ x  2 
=6∙√ Rewrite to show the
of writing 5 ∙ 15 as 75, write the __ perfect-square factors.
factors, 5 ∙ 3 ∙ 5. = 6 ∙ 5 ∙ x  2 ∙ √
3 
__
= 30x  2√
3 
___ _____ __
5x  ∙ 2√ 15x  3  is equivalent to 30x  2√ 3 .
The expression 3√
Try It! 4. Write an expression for each product without perfect square
factors in the radicand.
_____ ____ _____ _____
1 √ 21x  3  ∙ 4√ 7x  2 
a.  __ b. 2√ 12x  9  ∙ √ 18x  5 
2
APPLICATION EXAMPLE 5 Write a Radical Expression
A light fixture in an ice cream shop is in the

shape of an ice cream cone and the cone
3 in.
has a height that is 7 times the radius.
_______ The radius
expression for the slant height is √
r  2 + h  2 ,
where r is the radius and h is the height of
the cone. The slant height should be no longer
than 24 in. to fit on the wall. What is the slant slant
height height
height of the cone with the radius shown?
Formulate Let r = radius and 7r = height.
_______ _________
√ r  2 + h  2  = √ r  2 + (7r)  2 
_________
Compute = √ r  2 + 49r  2  Substitute the values into
_____
the slant height expression
= √ 50r  2 
________
= √   
5 ∙ 5 ∙ 2  ∙ r  2 
__
= 5r√ 2 
Interpret To determine the slant height of the cone, evaluate the expression for r = 3.
__
5 ∙ 3√ 2  ≈ 21.2
The slant height is about 21 in. so it will fit on the wall.
Try It! 5. Another cone has a slant height s that is 5 times the radius.
What is the simplified expression for the height in terms of
the radius?

Concept Assess
Summary
CONCEPT SUMMARY Rewriting Radical Expressions
WORDS A radical expression is written in the simplest form when there are no
perfect square factors other than 1 in the radicand.
ALGEBRA Product Property of Square Roots

___ __ __
√ ab  = √ a  ∙ √ b  when a ≥0 and b ≥0
___ _____ _____ ___________

NUMBERS √ 63  = √
9 ∙ 7 
√ 28x  3  = √   
4 ∙ 7 ∙ x  2∙ x 
_______ Use the same properties ______________
= √ 3 ∙ 3 ∙ 7  = √ 2 ∙ 2 ∙ 7 ∙ x ∙ x ∙ x 
  
__ when there are variables ___
= 3√ 7
  under the radical. = 2x√ 7x 

__ __ _____ ____ ___ ___________
4√ 3  ∙ 6√ 6  = 4 ∙ 6√ 3 ∙ 6  5√ 3x  2  ∙ 2√ 6x  = 5 ∙ 2√   
3 ∙ 6 ∙ x  2∙ x 
_______ ______________
= 24√ 3 ∙ 3 ∙ 2  = 10√   
3 ∙ 3 ∙ 2 ∙ x  2∙ x 
__ ___
= 24 ∙ 3√ 2  = 10 ∙ 3 ∙ x√ 2x 
__ ___
= 72√ 2  = 30x√ 2x 

1. ESSENTIAL QUESTION How does Factor each radicand using the Product Property
rewriting radicals in different forms help of Square Roots.
___ ___
you communicate your answer? 7. √ 80  8. √ x  7 
_____ _____
2. Vocabulary State the Product Property of 9. √
40x  4  10. √ 11x  5 
Square Roots in your own words. ____ __
11. √
200  12. 8√ 8 
3. Communicate
___ Precisely Write an expression
for √
32  without any perfect square factors Write an expression for each product without a
in the radicand. Explain your steps. perfect square factor other than 1 in the radicand.
____ ____
13. 4√ 3x  3  ∙ 3√ 2x  2 
4. Error
____ Analysis Rikki says that the product ____
√ 3x  3  ∙ √__x  is 3x  2. Explain Rikki's error and 14. x√ 2x  5  ∙ 2x√ 8x 
___
write the correct product. ___ _____

___ 7x  ∙ 3√ 10x  7 
15. √
5. Construct Arguments Is √ 45  in simplest
form? Explain. Compare each pair of radical expressions by
writing each expression as a product of square
6. Make Sense and Persevere Describe how roots in simplest form.
___ ___
you would simplify an expression so that 72  and 2√ 50 
16. √
there are no perfect square factors in the ___ ____
radicand. 17. 5√
28  and √
119 
Write each expression so there are no perfect

square factors other than 1 in the radicand.
______
18. √
100x  8 
______
19. 4x  2y√ 2x  4 y  6 

UNDERSTAND PRACTICE
___
20. Use Structure For x  n ,
√
consider rewriting this Compare each pair of radical expressions.
expression without a perfect square factor in SEE EXAMPLE 1
__ ____
the radicand for even and odd values of n, 26. 6√ 3  and √ 108 
where n is a positive integer. ___ __
27. 2√ 21  and 4√ 5 
a. What is the expression when n is even? ___ ___
28. 40√ 42  and 42√ 40 
b. What is the expression when n is odd? ____ ___
  1 √
29. __ 120  and √
30 
2
21. Error Analysis Describe and correct the ___ ___
30. √ 68  and 2√ 18 
error
____a student _____made in multiplying
___ ___
2√ 7x  2  by 2√ 14x  3 . 31. √ 96  and 3√ 15 
Write each expression so the radicand has no

2√ √ 7x2 • 2 14x3 perfect squares other than 1. SEE EXAMPLES 2 AND 3
____ ____
= 2•2√7x2 • 14x3 32. √ 210  33. √ 250 
= 4√7 • 2 • 7 • x • x • x • x • x ____ ___
= 8 • 7√x2 • x2 • x 34. √ 108  35. 2√ 21 
= 56x2√x
✗ 36. √
_____
98x  8 
_______
______
37. √ 200x  3 
____
38. √
32x  4 y  3  √4
  1 x  6 
39. 4x __
_________ _________
Write each expression so the radicand has no
22. Use Structure Find √
∙ √ 591x  15 y  3  591x  15 y  3  perfect squares other than 1. SEE EXAMPLE 4
____ ___
without calculating or simplifying. 40. √ 12x  ∙ √ 3x 
____ _____
23. Communicate Precisely Why do the 2x  9  ∙ √
41. √ 26x  6 
multiplication properties of exponents _____ _____
apply to radicals? Explain. 42. √ 27m  ∙ √ 6m  20 
____ ______
24. Make Sense and Persevere How many perfect 43. √ 2x  3  ∙ √
25x  2y 
____ _____
squares are under each radical?
44. √ 9x  9  ∙ √
18x  3 
____ ______
Radical Perfect squares 45. √ 32x  ∙ √
72x  18 
√8
Write an expression in simplest form for the
√18 missing side length. Then find the side lengths of
√32x 6 each triangle to the nearest tenth when x = 15.
√50x SEE EXAMPLE 5
√72 46.
?
2x ft
25. Higher Order Thinking Can you use the Product
6x ft
Property of Square Roots to find equivalent
expressions for each radical? Explain.
3
_____ 47. 6x ft
a. √ 24x  8  2x ft
4
______
b. √ 3  9 x  13  ?

Practice Tutorial
48. Use Structure The 51. Copy and complete the table. Find the product
time it takes a planet of each row and column without a perfect
to revolve around square factor in the radicand and enter it in the
the sun in Earth years appropriate cell.
AU
can be ___modeled by
5
9.
t = √
d  3 , where √48 5x√6x3
d is the average √12 ■ ■
distance from the
2x√6x ■ ■
sun in astronomical
units (AU). 4x2√2x5 ■ ■
a. Write an equivalent equation for the 52. SAT/ACT A car skidded s ft when traveling____ on a
function. damp paved road. The expression r = √ 18s  is an
estimate of the car’s rate of speed in ft/s.
b. How long does it take Saturn, pictured above,
to orbit the sun? Show that both expressions
give the same value.
144 ft
49. Model With Mathematics A baseball

“diamond” is a square that measures 90 ft
on each side.
Which expression represents the speed of the
car in feet per second?
__
Ⓐ 24√ 6 
__
Ⓑ 12√ 6 
__
Ⓒ 36√ 2 
ft
?
90
__
Ⓓ 24√ 3 
__
Ⓔ 48√ 2 
60.5 ft 53. Performance Task Copy the figure. Center it on
a large piece of paper so you can expand it.
P3 P2
a. Write an expression for the distance from √3

2nd base to home plate in feet. What is this √2 P1
distance to the nearest tenth?
b. The pitcher standing on the pitcher’s mound

O
is about to throw to home plate but turns
around and throws to 2nd base. How much Part A Use the pattern to complete the triangle
farther is the throw? Explain. on the left. Label the side lengths.
50. Model With Mathematics A framed Part B Continue using the pattern to add
television has a ratio of width to height triangles while labeling side lengths.
of about 1.732 : 1.
Part C Are equivalent expressions of the square
a. For a television with a height of h inches, roots appropriate? Explain your reasoning.
what is an equivalent expression for the
length of the diagonal? Justify your answer.
b. Write an expression for the perimeter.

4-4
Activity Assess
EXPLORE & REASON
A developer is building three square recreation areas on a parcel of land. He

Solving Quadratic
has not decided what to do with the enclosed triangular area in the center.
Equations Using
Square Roots
PearsonRealize.com
Area
I CAN… solve quadratic 625 ft2
equations by taking square Area
roots. Area 576 ft2
? ft2
Area
49 ft2
A. How can you determine the side lengths of the enclosed triangle?
B. What relationships do you notice among the areas of the squares?
C. Look for Relationships How can the developer adjust this plan so that
each recreation area covers less area but still has a similar triangular
section in the middle? Explain.
ESSENTIAL QUESTION How can square roots be used to solve quadratic equations?
EXAMPLE 1   2 = a
Solve Equations of the Form x
A. What are the solutions of the equation x  2 = 49?

STUDY TIP Solve by inspection.
When taking a square root to solve
an equation, always consider the x  2 = 49 Remember that 49 is the
positive and negative square root square of 7 and −7.
x = ±7
solutions.
The solutions of the equation are 7 and −7.
B. What are the solutions of the equation x  2 = −121?
Solve by inspection.
x  2 = −121
___ _____
√x  2  = √
−121 
There is no real number that can be multiplied by itself to produce a
negative number. A negative radicand indicates that there is no real
__
solution to an equation of the form x = √
a .
Try It! 1. Solve each equation by inspection.

a. x  2 = 169 b. x  2 = −16

Activity Assess
EXAMPLE 2   2 = c
Solve Equations of the Form ax
A. What are the solutions of the equation 7x  2 = 112?

Isolate the variable using properties of equality.
7x  2 = 112
2
7x  = ____
 ____   112
7 7
x  2 = 16 16 is a perfect
___ ___
√x  2  = √
16  square.
x = ±4
B. What are the solutions of the equation −3x  2 = −24?

Isolate the variable using properties of equality.
−3x  2 = −24

REASON __
−3x  = ____ 2
You could
__ rewrite ±√ 8  as  _____   −24
±2√2 . What is the advantage −3 −3
__
of using ±√ 8 ? What would x  2 = 8 Take the square root of
be the __ both sides to solve for x.
__ advantage of using
x = ±√8 

±2√2 ?
Try It! 2. What are the solutions for each equation? If the solution is
not a perfect square, state what two integers the solution
is between.
a. 5x  2 = 125   1 x  2 = −36
b. −__
2
CONCEPTUAL
UNDERSTANDING EXAMPLE 3   2 + b = c
Solve Equations of the Form ax
How can you solve the quadratic equation 3x  2 − 5 = 22?

Rewrite the equation in the form x  2 = a.
3x  2 − 5 = 22
Compare the steps to solve a 3x  2 = 27
quadratic equation to those of
x  2 = 9 Write in the form x  2 = a, where a is a real number.
solving a linear equation. How are ___ __
the steps similar? How are they √x  2  = √9  Take the square root of each side of the equation.
different?
x = ±3

You can use the properties of equality to write the equation 3x  2 − 5 = 22in
the form x  2 = a. Since a is a perfect square there are two integer answers.
The solutions of this quadratic equation are −3and 3.
Try It! 3. Solve the quadratic equations.

a. −5x  2 − 19 = 144 b. 3x  2 + 17 = 209
LESSON 4-4 Solving Quadratic Equations Using Square Roots 165

Activity Assess
APPLICATION EXAMPLE 4 Determine a Reasonable Solution
A cell phone tower has a guy-wire for support as shown. The height of the
tower and the distance from the tower to where the guy-wire is secured on
the ground are the same distance. What is the height of the tower?
guy-wire
200 ft long
same distance
Formulate Write an equation that relates the lengths of the sides of the triangle
formed by the guy-wire, the tower, and the distance on the ground from
the tower to where the guy-wire is secured.
Let x represent the height of the tower
and the distance on the ground.
x  2 + x  2 = 200  2 Use x in the Pythagorean Theorem
for the side lengths since the two
Compute Solve the equation for x. lengths are the same.
x  2 + x  2 = 200  2

2x  2 = 40,000
x  2 = 20,000
___ _______
√x  2  = √
20,000 
__________
x = √2
  ∙ 100 ∙ 100  Rewrite 20,000 using 100 as a factor.
__
x = ±100√2 

__
Interpret The height of the tower must be positive, so the solution is 100√2  ≈ 141.
The height of the cell phone tower is approximately 141 ft.
Try It! 4. Find the distance from guy-wire

the base of the tower 200 ft long
to the midpoint of the
guy-wire.
z ft
same distance

Concept Assess
Summary
CONCEPT SUMMARY Solving Quadratic Equations Using Square Roots
WORDS To solve a quadratic equation using square roots, isolate the variable, and
take the square root of both sides of the equation.
NUMBERS x  2 = 25 5x  2 − 8 = 12 2x  2 + 9 = 1
x = ±5 Solve by inspection. 5x  2 = 20 2x  2 = −8

Remember that 25
is the square of 5 x  2 = 4 x  2 = −4 A negative
and −5. ___ __ ___ ___ radicand has
√x  2  = √4  √x  2  = √−4  no solution.
___
x = ±2 x = √−4 
Use ± to indicate
there are two No solution
solutions, one positive
and one negative.

1. ESSENTIAL QUESTION How can square Solve each equation by inspection.
roots be used to solve quadratic equations? 6. x  2 = 400 7. x  2 = −25
2. Construct Arguments How many solutions Solve each equation.

does ax  2 = chave if a and c have different
8. 3x  2 = 400 9. −15x  2 = −90
signs? Explain.
10. 2x  2 + 7 = 31 11. 2x  2 − 7 = 38
3. Reason How do you decide when to use
the ± symbol when solving a quadratic 12. −4x  2 − 1 = 48 13. −4x  2 + 50 = 1
equation?
14. 3x  2 + 2x  2 = 150 15. 3x  2 + 18 = 5x  2
4. Error Analysis Trey solved 2x  2
= 98and said
that the solution in 7. Is he correct? Why or Solve for x.
why not? 16.
5. Communicate Precisely How is solving

12 m 37 m
an equation in the form ax  2 = csimilar to
solving an equation in the form ax  2 + b = c?
5x m
17.
50 cm
5x cm
5x cm

UNDERSTAND PRACTICE
18. Make Sense and Persevere Where will the Solve each equation by inspection. SEE EXAMPLE 1
parabola intersect the line? What equation did 23. x  2 = 256 24. x  2 = 144
you solve to find the intersection?
25. x  2 = −20 26. x  2 = −27
y
6 27. x  2 = 91 28. x  2 = 0.25
4 Solve each equation. SEE EXAMPLE 2
2 29. 12x  2 = 300 30. −x  2 = 0

x 31. 0.1x  2 = 100 32. 227x  2 = 1,816
−2 −1 O 1 2
33. −36x  2 = −36 34. −16x  2 = 200
19. Use Appropriate Tools When solving an Solve each equation. SEE EXAMPLE 3
equation of the formax  2 + b = c, what does 35. x  2 + 65 = 90 36. x  2 − 65 = 90
the error message indicate? What situation may
cause this error? 37. 3x  2 + 8 = 56 38. 3x  2 − 8 = 56
2 2
ERR: NONRE AL ANS   4x  + 10 = 5
39. ________ 8x  − 40 = 470
40.  ________
2 4
1: Q u i t
2: G o t o Solve each equation. Approximate irrational
solutions to the nearest hundredth. SEE EXAMPLE 4
41. 6x  2 + 2x  2 = 80 42. 6x  2 + (2x)  2 = 80

20. Communicate Precisely When does solving a Solve for x. Then find the side lengths of each
quadratic equation of the form ax  2 = c yield triangle to the nearest tenth. SEE EXAMPLE 4
the given result? 43. 200 ft 44. 6x ft
2x ft 2x ft
a. a rational solution
b. an irrational solution 6x ft 200 ft
c. one solution 45. Use two methods to solve x 2 − 900 = 0.
d. no solutions Explain.
21. Error Analysis Describe and correct the errors a 46. At a certain time of day, the sun shines on a
student made in solving −4x  2 + 19 = 3. large flagpole causing a shadow that is twice as
long as the flagpole is tall. What is the height
of the flagpole to the nearest tenth of a foot?
—4x2 + 19 = 3
—4x2 + 19 — 19 = 3 — 19
—4x2 = —16 210 ft
—2x = —4
x=2 ✗

22. Higher Order Thinking
a. Solve (x − 5)  2 − 100 = 0. Show the steps for
your solution.
b. Explain how you could solve an equation
of the form (x − d)  2 − c = 0for x.

Practice Tutorial
47. A mannequin is dropped from the top of a fire 50. Fill in the solutions of 2,900 − 5x  2 = 840.
department training tower. Use −16t  2 for the
change in height per second. + _______ and − _______
51. SAT/ACT A park has an area of 280 m 2.

A rectangular region with a length three times
its width will be added to give the park a total
area of 435 m  2. Which equation can be solved
to find the width of the region?
67 ft Ⓐ x + 3x + 280 = 435
Ⓑ (x ∙ 3x) + 280 = 435
Ⓒ (x  2 + 3x) + 280 = 435
Ⓓ x  2 + (3x)  2 + 280 = 435
3 ft
52. Performance Task A CEO flies to three different
a. Write an equation to determine the time it
company locations. The flight times for two of
takes for the mannequin to drop on to the
her legs are shown.
trampoline.
b. How long does it take before the mannequin
is caught by the trampoline? Explain.
City A
48. Make Sense and Persevere Calculate the City C
distance in miles between the two points shown
on the map. 1.8 h
1h
(4, 4)
City B

Part A The plane travels at an average speed
of 120 mph. Find the distance between City
A and City B and the distance between City B
(0, 1) and City C.

49. Make Sense and Persevere The evacuation Part B Write and solve a quadratic equation
slide from an aircraft is shown. If the slide that can be used to find the distance between
is 73 feet long, what is its height at the top City A and City C.
in feet?
Part C How long will the flight between City C
and City A last?
x ft
55 ft

4-5
Activity Assess
MODEL & DISCUSS
An architect is designing an archway for a

Solving Systems of
building that has a 9 ft ceiling. She is working
Linear and Quadratic with the constraints shown at the right.
Equations
A. Find a quadratic model for the arches
PearsonRealize.com if the highest point of the arch touches
the ceiling.
B. Use Structure Describe how to change
I CAN… solve a system of 7 ft
equations with linear and
the model so that the highest point of the
quadratic equations. arch does not touch the ceiling.
VOCABULARY
• linear-quadratic system
5 ft
How is solving linear-quadratic systems of equations similar to and different

ESSENTIAL QUESTION
from solving systems of linear equations?
CONCEPTUAL EXAMPLE 1 Understand Linear-Quadratic Systems of Equations

UNDERSTANDING
Why are the solutions of a linear-quadratic system of equations related to
the solutions of a quadratic equation?
A linear-quadratic system of equations includes a linear y = mx + b

equation and a quadratic equation and is represented
on a graph by their corresponding line and parabola. y = ax  2 + bx + c
The graphs below of a line and three parabolas show that a line can intersect
a parabola at 0, 1, or 2 points. The solutions are where the parabola and the
purple line of each system intersect.
No solution: the green

parabola and purple
y line ydo not yintersect y
REASON 1 solution: only 1 point

A line can intersect a parabola where blue parabola
a maximum of two times because 2 2 purple
and 2 line intersect 2
setting a quadratic equation x x x x
equal to a linear equation results
O 2 4 O O2 42
2 solutions: 2 points 4 O 2 4
in a quadratic equation.
−2 where−2
−2 red parabola and −2
purple line intersect
A linear-quadratic system of equations, just like a quadratic equation, can

have 0, 1, or 2 real solutions.
Try It! 1. How many solutions does the system of equations y=x
at the right have? Explain.
y = x  2

Activity Assess
EXAMPLE 2 Solve a Linear-Quadratic Equation by Graphing
How can you use graphs to find the solutions of the equation
5 − x  2 = x + 3?
Set each side of the equation 5 − x  2 = x + 3equal to y, and write the
equations as a linear-quadratic system of equations.
y = 5 − x  2
 
y=x+3
Graph the equations in the system on the same coordinate plane.
USE APPROPRIATE TOOLS y

4 Both graphs pass through
A graphing calculator can be used Both graphs pass through
to calculate intersection points the point (−2, 1). the point (1, 4).
2
when the equations are defined in x
its function editor.
−4 −2 O 2 4
−2
−4
The solutions of the system appear to be (1, 4) and (−2, 1) where the two
graphs intersect.
Check that each x-value is a solution of the equation 5 − x  2 = x + 3.
5 − (1) 2 = (1) + 3 5 − (−2) 2 = (−2) + 3
4 = 4✓ 1 = 1✓
The solutions of the equation are x = 1 and x = −2.
Try It! 2. What are the solutions of each of the equations? Rewrite each
as a system of equations, and graph to solve.
a. x  2 + 1 = x + 3 b. 5 − 0.5x  2 = −0.5x + 2
EXAMPLE 3 Solve Systems of Equations Using Elimination
What are the solutions of the system of equations below?

y = x  2 − 6x + 8
    
y = 2x − 4
Step 1 Use subtraction to eliminate a variable in the system of equations.
COMMON ERROR
Remember to subtract all like y = x  2 − 6x + 8

Subtract the linear equation from
terms in the second equation from −(y = 2x − 4) the quadratic equation to eliminate
a like term in the first equation. ‾
  0 = x  2 − 8x + 12 the y-variable. Line up like terms.
Solve the resulting equation by factoring.

(x − 6)(x − 2) = 0
x−6=0 or x−2=0
x = 6 x=2
LESSON 4-5 Solving Systems of Linear and Quadratic Equations 171

Activity Assess
EXAMPLE 1 CONTINUED
Step 2 Substitute x = 6and x = 2in y = 2x − 4, and determine the
corresponding values of y.
y = 2(6) − 4 y = 2(2) − 4
Use the linear equation
y = 12 − 4 y=4−4 y = 2x − 4to solve for y
y=8 y=0 since it requires fewer steps.
The solutions of the system of equations are (6, 8) and (2, 0).
Try It! 3. Use elimination to solve each system of equations.

y = −x + 4 y = −x  2 + 4x + 2
a. b.     
y = x  2 − 2 y=2−x
APPLICATION EXAMPLE 4 Solve Systems Using Substitution
A phone company launches the sale of two phones in the same week. The
phone on the right is an upgraded version of the other phone. During what
week are the sales projected to be the same for both phones, in thousands?
What will the weekly sales of each phone be for that week?
Projected sales, in thousands, Projected sales, in thousands,

modeled by y = –2x2 + 60x modeled by y = 20x
40
10:
Formulate Model the projected sales by writing a system of equations. Let x represent
the number of weeks since the launch.
y = 20x

y = −2x  2 + 60x
Compute Solve
the system of equations using substitution.
20x = −2x  2 + 60x

Substitute 20x for y in the second equation.
0 = −2x  2 + 40x
Factor the binomial, then set each factor
0 = −2x(x − 20) equal to 0 and solve.
−2x = 0
x − 20 = 0
x = 0 x = 20

y = 20(20) y = −2(20) 2 + 60(20)

Projected sale of 400,000
y = 400 y = 400
for both phones.
Interpret The models project that both phones will have weekly sales of
400,000 phones at 20 weeks after the launch.

Concept Assess
Summary
EXAMPLE 4 CONTINUED
Try It! 4. Could you have used elimination or graphing to solve this linear-quadratic system of
equations? Explain.
CONCEPT SUMMARY Solving Linear-Quadratic Systems of Equations
WORDS A system of equations composed of a linear equation and a y = mx + b

quadratic equation has 0, 1, or 2 solutions. The system of equations
can be solved using elimination, substitution, or graphing. y = ax  2 + bx + c
Elimination Substitution Graphing
y = x  2 + x y = −2x + 3   1 x + 1
y = __
ALGEBRA  
    
2
y=x−1 y = −x  2 + 2 y = −x  2 − 8x − 14
y = x  2 + x −2x + 3 = −x  2 + 2 y

2
−y = −x + 1 x  2 − 2x + 1 = 0
x
0 = x  2 + 1 (x − 1)  2 = 0 −6 −4 −2 O
x  2 = −1 x−1=0 −2
No solution x=1 −4
y = −2(1) + 3 = 1 The solutions are where the line and

Solution is (1, 1) parabola intersect at (−6, −2) and
(−2.5, −0.25).

1. ESSENTIAL QUESTION How is solving Rewrite each equation as a system of equations.
linear-quadratic systems of equations similar 5. 3 = x  2 + 2x 6. x = x  2 − 5
to and different from solving systems of
linear equations? 7. 2x  2 − 5 = x + 7 8. x  2 − 2x + 3 = x + 4
2. Error Analysis A student claims that a Find the solution of each system of equations.
{y = −x + 1 {y = −2x
linear-quadratic system of equations has y = x  2 + 3x + 1 y = x  2 + 1
9.      10.  
three solutions. Explain the error the
student made.
11. y
3. Vocabulary What are the characteristics of a 2
linear-quadratic system of equations?
4. Reason What system of equations could −6 −2 O x

you use to solve the equation x  2 − 3 = 7? −2
Explain.
−4
−6

UNDERSTAND PRACTICE
12. Mathematical Connections How is the graph of Rewrite each equation as a system of equations,
a linear-quadratic system of equations different and then use a graph to solve. SEE EXAMPLES 1 AND 2
from the graph of a linear system of equations?
  1 x  2 + 2 = −x + 8
18. __
How are the graphs similar? 3
13. Look for Relationships What does the graph 19. 2x  2 − 3x = −2x + 1
of the system of equations tell you about its
20. 5x  2 = 3x − 7
solution?
y = 3x  2 − 4x + 2 21. x  2 − 2x = 2x − 4

    
y = 8x − 10
Rewrite each equation as a system of equations
14. Higher Order Thinking Given the equation and graph to solve. SEE EXAMPLE 2
y = x  2 + 3x + 2, write an equation for a line 22. x  2 – 4 = x + 2
that intersects the parabola the given number
of times. 23. –2x + 4 = –0.5x  2 + 4
a. 0 Find the solution of each system of equations.

SEE EXAMPLES 1–4
b. 1
c. 2 y = x  2 + 3x − 2
24.   
 
y = 2x
y = −4x  2 + x + 1
a student made in solving the system of 25.   
 
equations. y = −7x + 1
y = 2x  2 + 3 y = 0.5x  2 − 8x + 13

  
  26.   
 
y = 3x + 1 y=x−3
y = 7x  2 + 12
27.   
 
y = 2x2 + 3 y = 14x + 5
− (y = 3x + 1)
y = −x  2 − 2x + 9
0 = −x2 + 2 28.   
 
y = 3x + 20
x2 = 2
x = ±√2 ≈±1.41 y = −5x  2 + 6x − 3
✗ 29.   

y = −4x − 3
  
y = 0.75x  2 + 4x − 5
30.   
  
y = 4x − 5
16. Use Appropriate Tools How do you select the y = −2x  2 + 6x + 7
31.   
 
appropriate method for solving a linear- y = 13 − 2x
quadratic system? Describe when you would use
graphing, elimination, and substitution. 32. A ropes course facility offers two types of
courses, a low ropes course and a high ropes
17. Use Structure Write the linear-quadratic system course. The price of a high ropes adventure is
of equations that is represented by the graph. five times as much as a low ropes adventure.
y Eight members of the high school adventure
8
club choose to participate in the low ropes
6 course, and 15 members choose the high ropes
course. The total cost is $1,411. What is the
4 price of each type of ropes course adventure?
x
O
−4 −2 2 4

Practice Tutorial
33. Make Sense and Persevere An equation that 36. What is the solution of the system of
models the height of an object dropped from equations?
the top of a building is y = −16x  2 + 30where x y = x  2 − 5x − 8
is time in sec. Another equation y = 14models     
y = −2x − 4
the path of a bird flying in the air. Write a
37. SAT/ACT What is the solution of the system of
system of equations and then solve to find how
equations?
many seconds the object is in the air before it
crosses the bird’s path. y = 6x  2 + 3x − 11
    
y = 3x − 5
34. Reason A car accelerates after being
completely stopped at a stop sign and enters Ⓐ (1, −2), (−1, −8)
the highway. The distance the car has traveled Ⓑ (1, −1)
in miles after x minutes is represented by Ⓒ (−2, 1), (−8, −1)
y = 0.5x  2. A truck is traveling in the same
direction at a constant speed so that its
Ⓓ (−1, −8)
distance in miles from the same stop sign after 38. Performance Task A music streaming service
x minutes is represented by y = x + 4. After tracks the number of times songs are played.
how many minutes will the car pass the truck? Two different songs are released on the same
Explain. day. The functions model the number of times
y, in thousands, each song is played x days
35. Model With Mathematics At the beginning
following their release.
of a month, the number of people rock
climbing increases and then decreases by
Song A is modeled by
the end of the month. The number of people
y = 0.25x2 + 3.
zip-lining steadily increases throughout the
same month. The models show the number of
people y for each type of activity based on the
number of days x since the beginning of the
month.
1 y = 2x + 3
y = – 7 x2 + 2x + 10
Song B is modeled by
y = 0.5x + 5.

Part A Write and solve a system of equations to

find the number of days since the release when
both songs are played the same number of
times.
Part B How many solutions are there? Explain.

a. Write a system of equations that represents Part C A third song is released on the same
this situation. day as the other two. The number of times this
b. On what day or days were the same number song is played is modeled by y = 0.5x + 2. Is
of people rock climbing and zip-lining? there a day when the same number of people
listen to the third song and the first song?
c. How many people were participating in each Explain.
activity on that day or days?

5-1
Activity Assess
EXPLORE & REASON
A math class played a game called Mercedes Steve Aubrey

Complex Numbers
“Solve It, You’re Out.” At the start
and Operations of each round, students chose
a card from a deck marked with
–3 0 1
3
integers from −5to 5. When an Solve It! Solve It! Solve It!
PearsonRealize.com equation is shown, any student
whose card states the solution to
–2
Solve It! Solve It!
the equation is eliminated. Five
I CAN… solve problems students remain.
Fatima Elijah
with complex numbers.
A. The next equation presented was x  2 = 9. Which student(s) was
VOCABULARY
eliminated? Explain.
• complex conjugates
• complex number B. Construct Arguments In the next round, the equation presented was
• imaginary number x  2 = −4. Elijah thought he was eliminated, but this is not the case.
• imaginary unit i Explain why Elijah was incorrect.
C. What is true about solutions to x  2 = a when a is a positive number?
When a is a negative number? What about when a = 0?
How can you represent and operate on numbers that are not on the real
ESSENTIAL QUESTION
number line?
EXAMPLE 1 Solve a Quadratic Equation Using Square Roots
How can you use square roots to solve each equation?
A. x  2 = 16 B. x  2 = −9

Notice that each side of the There are no real numbers that
equation involves a perfect you can square that result in −9.
STUDY TIP square. However, you can simplify the
You can also solve this equation expression by extending the
by subtracting 16 from both sides, x  2 = 16 properties of radicals.
___ What numbers
then factoring the expression. = ±√16 
x can you square
x  2 = −9
that result in 16?
= ±4
___
x = ±√−9 

__ ___
The solutions of the equation x = ±√9 √−1 

x  2 = 16are 4 and −4. ___
= ±3√−1 
x
The solutions of the equation x  2 = −9are not real numbers but ___
are part
of a number system called the complex___ √
numbers. The number −1  is
called the imaginary unit i. Replacing √−1  with i allows you to write the
solutions to the equation x  2 = −9as 3i and −3i.
Try It! 1. Use square roots to solve each equation. Write your solutions
using the imaginary unit, i.
a. x  2 = −5 b. x  2 = −72
LESSON 5-1 Complex Numbers and Operations 183

Activity Assess
CONCEPT Complex Numbers
The imaginary unit, i, is the principal square root of −1. Then i  2 = −1.
An imaginary number is any number, bi, where b is a non-zero real number

and i is the square root of −1.
Complex numbers are numbers that can be written in the form a + bi, where
a and b are real numbers and i is the square root of −1. They include all real
and imaginary numbers, as well as the sum of real and imaginary numbers.
For example:
−6 + 4i (a = −6, b = 4)
__ __
7
− i√2  (a = 7, b = −√2 )
0.5i (a = 0, b = 0.5)
EXAMPLE 2 Add and Subtract Complex Numbers
How can you add and subtract complex numbers?
A. What is the sum of (4 − 7i) and (−11 + 9i)?

When adding (or subtracting) two numbers in the form a + bi, combine
the real parts and then combine the imaginary parts. The sum (or
difference) may include both a real and imaginary part and can be
STUDY TIP written in the form a + bi.
Combine real parts and imaginary
(4 − 7i) + (−11 + 9i) = (4 + −11) + (−7i + 9i)
parts of complex numbers as you
would combine like terms. = −7 + 2i

B. What is the difference of (6 + 8i) and (2 − 5i)?

Remember to distribute
(6 + 8i) − (2 − 5i) = (6 + 8i) + (−2 + 5i) the negative over the
complex number.
= (6 + −2) + (8i + 5i)

= 4 + 13i

Try It! 2. Find the sum or difference.

a. (−4 + 6i) + (−2 − 9i)
b. (3 − 2i) − (−4 + i)
184 TOPIC 5 Quadratic Equations and Complex Numbers Go Online | PearsonRealize.com

Activity Assess
EXAMPLE 3 Multiply Complex Numbers
How can you write each product in the form a + bi?

A. −2.5i(8 − 9i )
−2.5i(8 − 9i ) = −2.5i(8) − 2.5i(−9i )
Use the Distributive Property.
= −20i + 22.5i  2
Multiply.
COMMON ERROR = −20i + 22.5(−1)
Simplify using the definition of i  2.
Recall that i  2 = −1, so the = −22.5 − 20i
Write in the form a + bi.
product of 22.5 and i  2 is −22.5,
not 22.5. The product is −22.5 − 20i.
B. (3 − 2i )(3 + 2i )
(3 − 2i )(3 + 2i ) = 3(3 + 2i ) − 2i(3 + 2i )
= 9 + 6i − 6i − 4i  2
= 9 + 6i − 6i − 4(−1)
Simplify using the definition of i  2.
= 13
Simplify.
The product is 13.
Try It! 3. Write each product in the form a + bi.

( ) b. (__
  1 + 2i) (__
  1 − 2i)
5 i
2 i 10 −  __
a.  __
5 2 2 2
CONCEPT Complex Conjugates
Complex conjugates are complex numbers with (a + bi )(a − bi )

equivalent real parts and opposite imaginary parts.
a  2 − abi + abi − b  2i  2
Their product is a real number.
a  2 − b  2(−1)
For example:
7 − 8i, 7 + 8i −2 + i, −2 − i a  2 + b  2
EXAMPLE 4 Simplify a Quotient With Complex Numbers
  10 in the form a + bi?

How can you write the quotient ____
2−i
When the denominator has an imaginary component, you can create
an equivalent fraction with a real denominator by multiplying by its
STUDY TIP
complex conjugate.
Multiplying the denominator by
its complex conjugate will result 10
 ____= ____   2 + i 
  10 × ____ se the complex conjugate of the
U
2−i 2−i 2+i
in a new denominator that is a denominator to multiply by 1.
real number. 10(2 + i )
=   ____________
  2  Use the Distributive Property.
4 + 2i − 2i − i 
10(2 + i )
=   _____________
    Simplify using the definition of i  2.
4 + 2i − 2i − (−1)
10(2 + i )
=   _______
5
  Simplify.
= 2(2 + i )
Simplify.
= 4 + 2i
Write in the form a + bi.

Activity Assess
EXAMPLE 4 CONTINUED
Try It! 4. Write each quotient in the form a + bi.

80
a.  _____ 4 − 3i
b.  _______
2 − 6i −1 + 2i
CONCEPTUAL
UNDERSTANDING EXAMPLE 5 Factor a Sum of Squares
How can you use complex numbers to factor the sum of two squares?
A. How can you factor the expression x  2 + y  2?
Rewrite x  2 + y  2as a difference of two squares: x  2 − (−y  2).
You can think of (−y  2) as (−1)(y  2).
How can (−y  2) be a
Since −1 = i  2, ( −1)(y  2) = (i  2)(y  2) = (yi)  2. perfect square?
STUDY TIP So x  2 + y  2= x  2 − (yi )  2
The product of complex
conjugates (a + bi ) and (a − bi ) = (x + yi )(x − yi )
Factor as the difference
will always be equal to a  2 + b  2, of two squares.
The factors ofx  2 + y  2 are (x + yi ) and (x − yi ).
which is the sum of two squares.
B. How can you factor the expression 12x  2 + 3?
12x  2 + 3 = 3(4x  2 + 1) Factor out the GCF.
= 3(4x  2 − i  2)
Rewrite as a difference of squares.
= 3(2x + i )(2x − i )
Factor the difference of squares.
The factors of 12x  2 + 3are 3, (2x + i ), and (2x − i ).
Try It! 5. Factor each expression.

a. 4x  2 + 25 b. 8y  2 + 18
EXAMPLE 6 Solve a Quadratic Equation With Complex Solutions
How can you solve x  2 + 4 = 0using factoring?

In Example 1, you solved a similar x  2 + 4 = 0 Write the original equation.
problem by taking the square
x  2 − (2i )  2 = 0 Rewrite as a difference of squares.
root of both sides. This example
provides an alternative method (x + 2i )(x − 2i ) = 0 Factor the difference of squares.
that utilizes factoring.
x + 2i = 0 x − 2i = 0 Set each factor equal to 0.
x = −2i x = 2i Solve.
The solutions are x = −2i and x = 2i.
Try It! 6. Find the value(s) of x that will solve each equation.
a. x  2 + 49 = 0 b. 9x  2 + 25 = 0

Concept Assess
Summary
CONCEPT SUMMARY Complex Numbers and Operations

___
The imaginary unit i is the number whose square is equal to −1: √−1  = i, so i  2 = −1.
Complex numbers are written in the form a + bi.
real numbers imaginary unit
The four basic operations can be applied to complex numbers, such as 2 + 3iand 5 − i.
ADDITION SUBTRACTION
Add as you would with binomials with like Subtract as you would with binomials with like
terms. terms.
(2 + 3i ) + (5 − i ) = 7 + 2i (2 + 3i ) − (5 − i ) = −3 + 4i
MULTIPLICATION DIVISION
Distribute as you would with binomials. Simplify so that the denominator is a real number.
Multiply the numerator and denominator by the
(2 + 3i )(5 − i ) = 10 − 2i + 15i − 3i  2 = 13 + 13i
conjugate of the denominator.
(2 + 3i )(5 + i )
 2 + 3i =  __________ =______
_____   7 +2617i 7
  = __   17
  + __   i
5−i (5 − i )(5 + i ) 26 26

1. ESSENTIAL QUESTION How can you Write each of the following in the form a + bi.
represent and operate on numbers that are 5. (2 + 5i ) − (−6 + i )
not on the real number line?
6. (2i )(6 + 3i )
2. Vocabulary How do you form the complex
conjugate of a complex number a + bi? Solve each equation.
7. x  2 + 16 = 0
3. Error Analysis Helena was asked to write
  4 in the form a + bi. She
the quotient ____ 8. y  2 = −25
3−i
4(3 − i )
began this way: ____   3 − i= ______
  4 × ____   2 2  = ______ − 4i
  1210 .
3−i 3−i 3  + 1 
Explain the error Helena made. 9. Model With Mathematics The total source
voltage in the circuit is 6 − 3iV. What is the
4. Look for Relationships The quadratic voltage at the middle source?
equation x  2 + 9 = 0has solutions x = 3iand
x = −3i. How many times will the graph of
f(x) = x  2 + 9cross the x-axis? Explain. +
(2 + 6i)V E1
–
+
(a + bi)V E2
–
+
(2 – 5i)V E3
–

UNDERSTAND PRACTICE
10. Construct Arguments Tamara says that raising Use square roots to solve each equation over the
the number i to any integer power results in complex numbers. SEE EXAMPLE 1
either −1 or 1 as the result, since i  2 = −1. Do 14. x  2 = −5 15. x  2 = −0.01
you agree with Tamara? Explain.
16. x  2 = −18 17. x  2 = (−1)  2
a student made when dividing complex
Add or subtract. Write the answer in the form
numbers.
a + bi. SEE EXAMPLE 2
18. (3 − 2i ) − (−9 + i ) 19. (5 + 1.2i ) + (−6 + 0.8i )
1+i
=
3–i
20. (2i ) − (2i − 11) 21. 13 + 2i − 4 − 8i
1+i 1–i
• =
3–i 3+i   3 4− i −
22. ____   2 3+  i
____ 23. 4.5i − 4.5 + 3.5i + 2.5
1 – i2
=
9 – i2 Write each product in the form a + bi. SEE EXAMPLE 3
2
10 ✗ 24. (11i )(3i ) 25. (3i )(5 − 4i )
26. (5 − 2i )(5 + 2i ) 27. (8 + 3i )(8 + 3i )
12. Higher Order Thinking Label the diagram with   13 i(3 + 6i )
28. __ 29. (−2i + 7)(7 + 2i )
the following sets of numbers:
Write each quotient in the form a + bi.
1. complex numbers SEE EXAMPLE 4
5
2. real numbers   12
30. ____ 31.  _____
1−i 6 + 2i
3. imaginary numbers
  6 + 12i
32. ______ 4 − 4i
33.  _____
3i 1 + 3i
4. integers
5. rational numbers Factor the sums of two squares. SEE EXAMPLE 5
34. 4x  2 + 49 35. x  2 + 1
36. 36 + 100a  2 37. 18y  2 + 8
  14 b
38. __   2 + 25 39. x  2 + y  2
Solve each equation. SEE EXAMPLE 6
40. x  2 + 81 = 0 41. 25x  2 + 9 = 0
42. x  2 = −16 43. 4 + 49y  2 = 0
Include an example of each type of number in 44. y  2 + 1 = 0   14 = 0

45. x  2 + __
the diagram.
13. Generalize Write an explicit formula, in

standard form, to find the quotient of two
complex numbers. Use the numbers a + bi
and c + di.

Practice Tutorial
46. Model With Mathematics The two resistors 48. Complete the table by classifying each number
shown in the circuit are referred to as in as real, imaginary, or complex. Use the most
parallel. The total resistance of the resistors is specific classification. For example, all real
given by the formula __  R1    = __
  R1  + __
  R1  . numbers are also complex numbers, so it is
T 1 2
more specific to classify a number as real.
Number R, I, C
R1 R2 2+i C
5 − 0i R
2i I
R1 = 4 + 2i ohms
R2 = 1 + i ohms (3 − i)2
i2 + 1
a. Find the total resistance. Write your answer 3i
in the form a + bi.
(3 − i)(3 + i)
b. Show that the total resistance is equivalent (3 + i) − (2 + i)
R  R 
to the expression ______
 R  1+ R2    . √−14
1 2
i(4 + i) − 3i
c. Change the value of R  2so that the total
resistance is a real number. Explain how you
chose the value. 49. SAT/ACT Which of the following is a solution
to the equation 3x  2 = −12?
47. Use Structure The complex number a + bi
can be represented on a coordinate plane as
Ⓐ −4i Ⓑ −2i Ⓒ −2 Ⓓ2 Ⓔ 4i
the point (a, b). You can use multiplication 50. Performance Task Abby wants to write the
by i to rotate a point about the origin in the square root of i in the form _ a + bi. She begins
coordinate plane. by writing the equation √ i  = a + bi.
y
4 Part A Square both sides of the equation. Then
use the fact that the real part and imaginary
2 part on each side of the equation are equal
x to write a system of equations involving the
−4 −2 O 2 4 variables a and b.
22
Part B Solve the system to find b. Then find a.
24
Part C List the possible solutions for a and b.
a. Write the point (x, y) on the graph as the Part D Square each of the possible solutions.
complex number x + yi. What are the two square roots of i?
b. Multiply the complex number by i. Interpret

the new value as a new point in the plane.
c. Repeat the steps above for two other points.

How does multiplication by i rotate a point?

5-2
Activity Assess
CRITIQUE & EXPLAIN
Hana and Enrique used different methods to solve the equation

Completing
x  2 − 6x + 9 = 16.
the Square
Hana Enrique
PearsonRealize.com x2 − 6x + 9 = 16 x2 − 6x + 9 = 16
x2 − 6x − 7 = 0 (x − 3)2 = 16
I CAN… solve quadratic (x − 7)(x + 1) = 0 I can square 4 or −4 to get 16.

equations by completing x − 7 = 0 OR x + 1 = 0 x − 3 = 4 OR x − 3 = −4
the square.
x = 7 OR x = −1 x = 7 OR x = −1
VOCABULARY
The solutions are 7 and −1. The solutions are 7 and −1.
• completing the square
A. Does Hana’s method work? If her method is valid, explain the reasoning
she used. If her method is not valid, explain why not.
B. Does Enrique’s method work? If his method is valid, explain the
reasoning he used. If his method is not valid, explain why not.
C. Use Structure Can you use either Hana’s or Enrique’s method to solve
the equation x  2 + 10x + 25 = 3? Explain.
ESSENTIAL QUESTION How can you solve a quadratic equation by completing the square?
EXAMPLE 1 Use Square Roots to Solve Quadratic Equations
What are the solution(s) of 25 = x  2 + 14x + 49?

Previously, you solved a simple quadratic equation by finding the square
root of both sides. You can use a similar method to solve more complicated
quadratic equations.
25 = x  2 + 14x + 49 Write the original equation.
25 = x  2 + 2(7)x + 7  2 ecognize that the quadratic expression is a perfect
R
square trinomial.
COMMUNICATE PRECISELY 25 = (x + 7)  2 Factor the perfect square trinomial.

___ ________
The principal square root returns 25  = √
√ (x + 7)  2  Take the square root of each side of the equation.
only positive values, but you can
square either 5 or −5to get 25. 5 = |x + 7| Apply the definition of principal square root.
How does the absolute value ±5 = x + 7 Apply the definition of absolute value.
account for this?
5 = x + 7 or −5 = x + 7

−2 = x or
−12 = x
The solutions of 25 = x  2 + 14x + 49are x = −2and x = −12.
Try It! 1. Find the solution(s) to the equations.

a. 81 = x  2 + 12x + 36 b. 9 = x  2 − 16x + 64
LESSON 5-2 Completing the Square 191

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Understand the Process of Completing the Square
How can you complete the square to write an expression as a perfect square?
A. How can you rewrite the expression x  2 + bx in the form (x + p)  2?
Not every quadratic expression is a perfect square trinomial. Completing
the square is the process of finding the constant to add to x  2 + bx to
create a perfect square trinomial.
The model below depicts the process of completing the square.
2
x  2 + bx x  2 + bx + (_  b2 ) 
b
x 2 x + b2
x b
b
x x2 2x
b
2
x x2 + bx x + b2 b
2
b b
x 2
(
_  b2 ) 
2 2
2
To create a perfect square trinomial, add (   b2 )  to the variable expression.
__
2 2
x  2 + bx + (__
  b2 )  = (x + __
  b2 ) 
B. Write x  2 + 8x + 5 = 0in the form (x +p)  2 = q

x  2 + 8x + 5 = 0 Write the original equation.
STUDY TIP
Recall that you must keep the x  2 + 8x = −5 Isolate the variable expression.
equation balanced. Any value
x  2 + 8x + 16 = −5 + 16 Determine the constant needed to complete the
that is added to one side of the 2
square: (__
  b )  = (__
2
equation must be added to the   8 )  = 16.
2 2
other side.
(x + 4)  2 = 11 Write the left side of the equation as a perfect square.
The equation x  2 + 8x + 5 = 0can be rewritten as (x + 4)  2 = 11.
Try It! 2. How can you write the equation x  2 − 6x − 11 = 0in the form
( x − p)  2 = q?
EXAMPLE 3 Solve a Quadratic Equation by Completing the Square

How can you solve 0 = x  2 − 2x + 3by completing the square?
0 = x  2 − 2x + 3 Write the original equation.

−3 = x  2 − 2x Subtract 3 from each side.
2
−3 + 1 = x  2 − 2x + 1 Add (___ 2)
  −2   to both sides of the equation.
−2 = (x − 1)  2 Write the right side of the equation as a perfect square.
__
±i√2  = x − 1 Take the square root of each side of the equation.
__
1 ± i√2  = x Solve.
__ __
The solutions of 0 = x  2 − 2x + 3 are x = 1 + i√2  and x = 1 − i√2 .

Activity Assess
EXAMPLE 3 CONTINUED
Try It! 3. Solve the following equations by completing the square.

a. 0 = x  2 + 4x + 8 b. 0 = x  2 − 8x + 17
APPLICATION EXAMPLE 4 Complete the Square to Solve a Real-World Problem
Libby plans to create a rectangular pasturing enclosure. She has 340 m of

fencing available for the enclosure’s perimeter and wants it to have an area
of 6,000 m  2. What dimensions should Libby use?
6,000 m2
w ℓ
Formulate Let ℓ and w represent the length and width of the enclosure.
The perimeter is 2ℓ + 2w = 340, so:
2w = 340 − 2ℓ
w = 170 − ℓ
Libby wants the area to be 6,000 m 2. Write this as an equation:

A = ℓw
6,000 = ℓ(170 − ℓ)
Substitute for A and w.
Compute 6,000 = 170ℓ − ℓ  2
ℓ  2 − 170ℓ = −6,000
ℓ  2– 170ℓ + 7,225 = −6,000 + 7,225 Find the number to complete
(ℓ − 85)  2 = 1,225 the square: ____  −170
2
  = −85 and
2
(−85)  = 7,225.
ℓ − 85 = ±35

ℓ = 85 ± 35

ℓ = 120 or ℓ = 50

Interpret When ℓ = 120, then w = 170 − 120, or 50.

When ℓ = 50, then w = 170 − 50, or 120.
In each case, there is 2(120) + 2(50), or 340 m, of fencing used.
Likewise, the area is (120)(50), or 6,000 m 2.
Libby should make two sides of the enclosure 120 m long and the other
two sides 50 m long.

Activity Assess
EXAMPLE 4 CONTINUED
Try It! 4. The relationship between the time since a ball was thrown and
its height can be modeled by the equation h = 32t − 16t  2 + 4,
where h is the height of the ball after t seconds. Complete the
square to find how long it will take the ball to reach a height
of 20 ft.
EXAMPLE 5 Write a Quadratic Equation in Vertex Form
Write the equation y = −2x  2 + 10x + 1in vertex form and graph it. What is
the maximum or minimum value of the graph of the equation?
y = −2x  2 + 10x + 1 Write the original equation.
COMMON ERROR y − 1 = −2x  2 + 10x Subtract 1 from each side.

You may think that you have to
y − 1 = −2(x  2 − 5x) Factor out the x  2 coefficient, −2.
add 6.25 to both sides; on the
right side, 6.25 was added with y − 1 − (2)(6.25) = −2(x  2 − 5x + 6.25) Complete the square:
−2already factored out. So 2 2
(_  b2 )  = (___ 2)
  −5    = 6.25.
add −2(6.25), or −12.5, to the
left side of the equation. y − 13.5 = −2(x − 2.5)  2 Simplify and factor.
y = −2(x − 2.5)  2 + 13.5 Write in vertex form.
y
10
The vertex of the parabola
5
is (2.5, 13.5).
x
O 2 4
−5
The graph of this equation is a parabola that opens downward, so it has a

maximum of y = 13.5, at x = 2.5.
Try It! 5. Write each equation in vertex form. Identify the maximum or
minimum value of the graph of each equation.
a. y = −3x  2 − 9x + 7 b. y = 2x  2 + 12x + 9

Concept Assess
Summary
CONCEPT SUMMARY Key Features of Completing the Square
GEOMETRIC MODEL The rectangles showing x  2 + 10xare arranged into a square.
x 10
5x ?
The green section
represents the part of
x 5x 5x x+5 the square that has to
x2
x2 5x be added in order to
“complete” the square.
5 5
x+5
The square has side length x + 5, so the number needed to complete the
square is 25.
ALGEBRAIC MODEL The number needed to complete the square is half the coefficient of the
middle term, squared: the middle term coefficient is 10, half of 10 is 5,
and 5  2 = 25.
To solve x  2 + 10x = 3, add 25 to both sides of the equation, take the square
root of both sides and solve for x:
x  2 + 10x + 25 = 3 + 25
(x + 5)  2 = 28

__
x + 5 = ±2√7 

__
x = −5 ± 2√7 


1. ESSENTIAL QUESTION How can you Solve each equation by completing the square.
solve a quadratic equation by completing 5. 0 = x  2 + 12x + 11
the square?
6. 27 = 3x  2 + 12x
2. Error Analysis Paula said that only quadratic
equations with leading coefficients of 1 can 7. 0 = 2x  2 + 6x − 14
be solved by completing the square. Is Paula
correct? Explain. Write the equation in vertex form, and identify
the maximum or minimum value of the graph
3. Generalize Given the expression x  2 + bx, of the function.
describe how to find c so that x  2 + bx + c is 8. y = x  2 + 6x − 6
a perfect square trinomial.
9. y = −2x  2 + 20x − 42
4. Make Sense and Persevere How can you
complete the square to find the vertex of 10. The daily profit, P, for a company is
a parabola? modeled by the function
p(x) = −0.5x  2 + 40x − 300, where x is the
number of units sold. How many units
does the company need to sell each day
to maximize profits?

UNDERSTAND PRACTICE
11. Use Appropriate Tools How could you use a Use square roots to solve the quadratic equations.
graphing calculator to determine whether you SEE EXAMPLE 1
have correctly solved a quadratic equation 18. 9 = x  2 + 2x + 1 19. 16 = x  2 − 10x + 25
by completing the square?
20. 50 = 2x  2 + 16x + 32 21. 5 = 3x  2 − 36x + 108
student made in solving a quadratic equation 22. 7 = x  2 + 4x + 4 23. −4 = x  2 + 14x + 49
by completing the square.
Rewrite the equations in the form (x − p)  2 = q.
SEE EXAMPLE 2
0 = x2 + 16x – 5 24. 0 = x  2 − 18x + 64 25. x  2 + 22x + 120.5 = 0
5 = x2 + 16x + 64
5 = (x + 8)2   27 = 0
26. x  2 + 3x − ___ 27. 0 = 4x  2 + 4x − 14
x = –8 ± √—
5 ✗ 28. 0 = x  2 − ___
2
4
  3  x − ___
  70 
8
29. x  2 + 0.6x − 19.1 = 0
Solve the following quadratic equations by

13. Higher Order Thinking What number do you completing the square. SEE EXAMPLES 3 AND 4
  72 xin order to create a
need to add to x  2 + __ 30. x  2 + 8x + 60 = 0 31. x  2 + 14x = 51
perfect square trinomial? Explain.
32 4x  2 + 16x − 65 = 0 33. 7x  2 + 56x − 22 = 0
14. Reason Does the geometric model hold for
finding the number that completes the square 34. 3x  2 − 6x + 13 = 0 35. x  2 − 0.4x − 1.2 = 0
of the expression x  2 − 12x? Explain.
36. x  2 + 6x = 59 37. 8x  2 + 16x = 42
15. Error Analysis When given the equation
−23 = x  2 + 8x, a student says that you can 38. 5x  2 − 25 = 10x 39. −2x  2 − 12x + 18 = 0
add 64 to each side of the equation to 40. −3x  2 − 24x − 19 = 0 41. 17 − x  2 − 18x = 0
complete the square. Is the student correct?
If not, describe and correct the error. 42. What is the length and width of the
skate park?
16. Construct Arguments Explain why you should
not try to complete the square when solving 1,029.1 ft2 area
0 = x  2 − 4.
17. Use Structure Jacob completed the square to

rewrite the equation f(x) = −2x  2 + 12x − 13
as f(x) = −2(x − 3)  2 + 5. Which form of the
er
equation is more helpful for identifying the et
rim
pe
key features of the graph? Explain. ft
1 .4
14
Write the equation in vertex form. Identify the

maximum or minimum value of the graph of the
equation. SEE EXAMPLE 5
43. y = x  2 + 4x − 13 44. y = x  2 − 14x + 71
45. y = −2x  2 − 20x − 58 46. y = −3x  2 + 36x − 93
47. y = 6x  2 − 42x + 74.5 48. y = 0.5x  2 + 0.5x + 2.125

Practice Tutorial
49. Make Sense and Persevere Keenan launches 52. The roots of f(x) = −2x  2 + 8x + 13 are
a model helicopter. The height of the and . The vertex of the parabola is
helicopter, in feet, is given by the equation at .
h = −16t  2 + 64t + 190, where t is the time
in seconds. To the nearest hundredth, how 53. SAT/ACT Solve x  2 + 2x − 5 = 0.
many seconds will it take the helicopter to hit Ⓐ −5, 1
__
the ground? What is the maximum height of Ⓑ −1 ± √ 5 
the helicopter? __
Ⓒ −1 ± √ 6 
__
Ⓓ 1 ± √ 5 
Ⓔ −3, 1
54. Performance Task Yumiko has a rectangular-
shaped patio. She wants to double the area of
the patio by increasing the length and width by
h(t) = −16t2 + 64t + 190
the same amount.
10 ft
50. Use Structure The decreasing population, p, of 14 ft

owls in a national park is being monitored by
ecologists and is modeled by the equation p = −0.4 Part A Write a function to calculate the
t 2 + 128t + 1,200, where t is the number of months number of feet Yumiko would need to add to
since the ecologists started observing the owls. the length and width. Explain your reasoning.
a. If this model is accurate, when will the Part B To the nearest hundredth, what are the
population reach its maximum? new dimensions of the patio?
b. What is the maximum population? Round to
the nearest whole number.
c. Use the equation to determine in how
many months the population of owls will
disappear.
51. Make Sense and Persevere Between 2000

and 2005, the number of skateboarders
s in the United States, in millions, can be
approximated by the equation
s = 0.33t  2 + 2.27t + 3.96, where t represents
the number of years since 2000. If this model
is accurate, in what year did 9.8 million
people skateboard?

5-3
Activity Assess
EXPLORE & REASON
You can complete the square

The Quadratic
to solve the general quadratic ax2 + bx + c = 0
Formula equation, ax  2 + bx + c = 0.
ax2 + bx = – c
A. Construct Arguments
PearsonRealize.com Justify each step in this x2 + (ba)x = – ac
general solution.
x2 + ( ba)x + ( 2a) = – ac + (2ab )2
b 2
B. What must be true of the

I CAN… solve quadratic (x +2ab )2 = 4ab – ac
2
equations using the

value of b  2 − 4acif the 2
equation ax  2 + bx + c = 0
(x +2ab )2 = b 4a
2
Quadratic Formula. – 4ac
2
has two non-real solutions?
= ± √b 4a
2
VOCABULARY b – 4ac
If it has just one solution? x+ 2a 2
• discriminant –b±√b2– 4ac

• Quadratic Formula
x= 2a
How can you use the Quadratic Formula to solve quadratic equations or
ESSENTIAL QUESTION
to predict the nature of their solutions?
EXAMPLE 1 Solve Quadratic Equations
What are the solutions to the equation?

A. 3x  2 − 4x − 9 = 0
The Quadratic Formula is a ________
√ 2
useful tool for finding solutions,   −b ± 2a
The Quadratic Formula, x = _____________
  
b  − 4ac 
,provides the solutions of the
particularly when an equation 2
quadratic equation ax  + bx + c = 0, for a ≠ 0.
cannot be easily factored. ________
−b ± √
b  2 − 4ac 
x = ______________
 
   Write the Quadratic Formula.
2a _______________
−(−4) ± √   
(−4)  2 − 4(3)(−9) 
=  ______________________
       Substitute 3 for a, −4 for b,
2(3)
and −9 for c.
_______________
4 ± √124 
= ________
  Simplify.
6
________
4 ± 2√31 
=   ________
 
6
________
2±√ 31 
= ________
   
3
The solutions are

________ ________
√ 2−√ 31 
  2 +  
x = ________31 
and x = ________
   .
3 3

Activity Assess
EXAMPLE 1 CONTINUED
B. How can you use the Quadratic Formula to solve x  2 − 9x + 27 = 0?
________
−b ± √
b  2 − 4ac 
= ______________
x  
   Write the Quadratic Formula.
2a
_______________
−(−9) ± √
(−9
   2
)  − 4(1)(27) 
=  ______________________
         Substitute 1 for a, −9 for b,
2(1)
GENERALIZE and 27 for c.
_______________
Look for relationships between 9 ± √−27 
=  ________
  Simplify.
the coefficients of a quadratic 2
________
equation and its solutions. ____
9 ± i√27 
= ________
    √−1  = i
If a = 1, then the sum of the 2
________
solutions is the opposite of the 9 ± 3i√ 
3
= ________
    Simplify.
x-coefficient, b, and their 2
________ ________
product is the constant √ √
coefficient, c.   9 + 3i
The solutions are x = ________ 3
  9 − 3i 3
and x =  ________
  
.
2 2
Try It! 1. Solve using the Quadratic Formula.

a. 2x  2 + 6x + 3 = 0 b. 3x  2 − 2x + 7 = 0
EXAMPLE 2 Choose a Solution Method

Solve the equation 6x  2 − 7x − 20 = 0using two different methods.
STUDY TIP
Which do you prefer and why?
When you substitute a negative
number into a formula, such Using the Quadratic Formula: Factoring by Grouping:
as the Quadratic Formula, use
Let a = 6, b = −7, and c = −20 6x  2 − 7x − 20 = 0
parentheses to help keep track of
________________
the effect of the sign. −(−7) ± √   
(−7)  2 − 4(6)(−20) 
6 x  2 − 15x + 8x − 20 = 0
________________________
x =    
    
2(6) 3x(2x − 5) + 4(2x − 5) = 0

_________
7 ± √49 + 480 
____________ (3x + 4)(2x − 5) = 0

=    
12
_________ = − __
x   5 You may also find the
4 and x = __
7 ± √529  3 2
= ____________
    factorization through
12
7 ± 23
trial and error.
= ______
 
12
  7 + 23 = ___
x = ______   30 = __
  5 , and
12 12 2
  7 − 23 = − ___
x = ______ 16  = − __
4 
12 12 3
Both solution methods give the same result. Factoring may be more efficient,
but the Quadratic Formula always works, regardless of whether the function
has real or imaginary roots.
Try It! 2. Solve the equation 6x  2 + x − 15 = 0using the Quadratic Formula
and another method.
LESSON 5-3 The Quadratic Formula 199

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Identify the Number of Real-Number Solutions
How can you determine the number and type of roots for a
quadratic equation?
Graph each equation. Then use the quadratic formula to find the roots.
y = 2x  2 − 7x + 3 y = 4x  2+ 12x + 9 y = x  2 + 2x + 8
y y
y
4 8
4
2 (−1, 7)
6
x 2
x 4
−4 −2 O 2 4 (−1.5, 0)
−2 −4 −2 O 2 4 2
−2
−4 (1.75, −3.125)
−4 −4 −2 O 2 4
2x  2 − 7x + 3 = 04x  2 + 12x + 9 = 0 x  2 + 2x + 8 = 0

____________ ____________ ___________
√
7 ± (−7
  
_______________ −2 ± √
)  2 − 4(2)(3)  √
−12 ± (12
(2)  − 4(1)(8)     )  2 − 4(4)(9) 
_________________
2
=    
x x =     x =  _______________
  
2(2) 2(4) 2(1)
___ __ ____
7±√ 25  −12 ± √0  −2 ± √−28 
x = _______
  x = ________
  x =  _________
4 8 2
__
7±5
x = ____
   −12
x = ____ x = −1 ± i √
7 
4 8
The radicand is 25.___Adding The radicand __is 0. Adding and The radicand is −28. Its square
and subtracting √25  gives two subtracting √
0 gives one root. root is imaginary, so adding it
different roots. and subtracting it will give two
complex roots.
The graph shows two distinct The graph shows one distinct The graph shows no
x-intercepts and the quadratic x-intercept and the quadratic x-intercepts and the quadratic
formula shows two distinct formula shows one real- formula shows two distinct
real-number roots. number root. complex-number roots.
The radicand in the quadratic formula is what determines the nature

of the roots.
The discriminant of a quadratic equation in the form ax  2 + bx + c = 0
is the value of the radicand, b  2 − 4ac.
If b  2 − 4ac > 0,then ax  2 + bx + c = 0 has two real roots.
If b  2 − 4ac = 0, then ax  2 + bx + c = 0has one real root.
If b  2 − 4ac < 0, then ax  2 + bx + c = 0has two non-real roots.
Try It! 3. Describe the nature of the solutions for each equation.
a. 16x  2 + 8x + 1 = 0 b. 2x  2 − 5x + 6 = 0

Activity Assess
APPLICATION EXAMPLE 4 Interpret the Discriminant
Rachel is about to serve and tosses

a tennis ball straight up into the air.
The height, h, of the ball, in meters, h = –5t² + 5t + 2
at time t, in seconds is given by
h(t) = −5t  2 + 5t + 2. Will the ball
reach a height of 4 meters?
To see if h = 4for some value of t, set
the quadratic expression for h equal to
4, and solve.
−5t  2 + 5t + 2 = 4
Rewrite the equation in standard
form:
−5t  2 + 5t −2 = 0
a = −5, b = 5, c = −2
The discriminant is: (5)  2 − 4(−5)(−2)
= 25 − 40
25 − 40 = −15
−15 < 0
So the equation h = 4does not have a real solution. Therefore, the ball does
not reach 4 m.
Try It! 4. According to the model of Rachel’s serve, will the ball reach a
height of 3 meters?
EXAMPLE 5 Use the Discriminant to Find a Particular Equation
What value(s) of b will cause 2x  2 + bx + 18 = 0to have one real solution?
For this equation, a = 2and c = 18.
The equation will have a single rational solution when the discriminant is
equal to 0.
b  2 − 4ac = 0
STUDY TIP
Note that the equation b  2 − 4(2)(18) = 0
2x  2 + bx + 18 =0will have two
real solutions if b > 12 o r b < −12. b  2 − 144 = 0
It will have two non-real solutions b  2 = 144
if −12 < b < 12.
b = ±12

There are two possible equations: 2x  2 + 12x + 18 = 0and 2x  2 − 12x + 18 = 0.
Try It! 5. Determine the value(s) of b that ensure 5x  2 + bx + 5 = 0has

two non-real solutions.

CONCEPT SUMMARY Key Features of the Quadratic Formula
QUADRATIC FORMULA
________
−b ± √ 2
b  − 4ac 
x = _____________
   
2a
This
formula is used to solve any quadratic equation: ax  2 + bx + c = 0, where a ≠ 0.
USING THE DISCRIMINANT
Predict the number and type of solutions using the discriminant, b  2 − 4 ac.
y y y
4 4 4
2 2 2
x x x
−4 −2 O 2 4 −2 O 2 4 −2 O 2 4
−2 −2 −2
x  2 + x − 2 = 0 x  2 − 4x + 4 = 0 x  2 − 3x + 3 = 0

b  2 − 4ac > 0 b  2 − 4ac = 0 b  2 − 4ac < 0
Two real solutions One real solution Two non-real solutions

1. ESSENTIAL QUESTION How can 5. D
escribe the number and type of solutions
you use the Quadratic Formula to solve of the equation 2x  2 + 7x + 11 = 0.
quadratic equations or to predict the nature
6. Use the Quadratic Formula to solve the
of their solutions?
equation x  2 + 6x −10 = 0.
2. Vocabulary Why is the discriminant
7. At time t seconds, the height, h, of a ball
a useful tool to use when solving
thrown vertically upward is modeled by
quadratic equations?
the equation h = −5t  2 + 33t + 4. About
3. Error Analysis Rick claims that the equation how long will it take for the ball to hit
x  2 + 5x + 9 = 0has no solution. Jenny claims the ground?
that there are two solutions. Explain how
8. Use the Quadratic Formula to solve the
Rick could be correct, and explain how
equation x  2 − 8x + 16 = 0. Is this the only
Jenny could be correct.
way to solve this equation? Explain.
4. Use Appropriate Tools What methods
can you use to solve quadratic
equations?

UNDERSTAND PRACTICE
9. Look for Relationships How can you use Use the Quadratic Formula to solve each
the Quadratic Formula to factor a quadratic equation. SEE EXAMPLE 1
equation? 16. x2 − 10x + 25 = 0 17. x2 +2x+2 = 0
10. Error Analysis Describe and correct the error a 18. 5x2 − 8x + 4 = 0 19. x2 + 9x − 1 = 3x − 10
student made in solving an equation.
20. 3x2 − 20x − 7 = 0 21. −x2 + 3x − 8 = 0
x2 – 5x + 5 = 0 Use the discriminant to identify the number and

a = 1, b = –5, c = 5 type of solutions for each equation. SEE EXAMPLE 3
–5 ± √(–5)2 – 4(1)(5) 22. 25x2 − 20x + 4 = 0 23. x2 + 7x + 11 = 0
x=
2(1)
24. 3x2 − 8x − 10 = 0 25. 2x2 + 9x + 14 = 0
–5 ± √25 – 20
=
2
Deon throws a ball into the air. The height, h, of
=
–5
2
±
√5
2 ✗ the ball, in meters, at time t seconds is modeled by
the function h(t) = −5t  2 + t + 4. SEE EXAMPLE 4
y
4
11. Mathematical Connections What does the
2
Quadratic Formula tell you about the graph of
a quadratic function? x
−2 O 2
12. Communicate Precisely Explain your process
for choosing a method for solving quadratic
equations. 26. When will the ball hit the ground?
13. Higher Order Thinking Kelsey wants to use 27. Will the ball reach a height of 5 meters?
the Quadratic Formula to solve the equation
x  4 + 5x  2 − 5 = 0. Is this possible? If so, describe Use any method to solve the equation. SEE EXAMPLE 2
the steps she should follow. 28. 4x2 + 7x − 11 = 0 29. x2 + 4x + 4 = 100
14. Construct Arguments Explain why the graph of 30. 3x2 + x + 7 = x  2 + 10 31. 6x2 + 2x + 3 = 0
the quadratic function f(x) = x  2 + x + 5crosses
the y-axis but does not cross the x-axis. Find the value(s) of k that will cause the
equation to have the given number and type of
15. Construct Arguments Sage said that the solutions. SEE EXAMPLE 5
Quadratic Formula does not always
32. 5x2 + kx + 5 = 0,1 real solution
work. Sage used it to solve the equation
x  2 − 3x − 2 = −4, with a =___1, b = −3, and c = −2. 33. 3x2 + 12x + k = 0, 2 real solutions
3 ± √17 
______
The formula gave x =   2 as the solutions to
the equation. When Sage checked, neither one 34. kx2 − 3x + 4 = 0, 2 real solutions
of them satisfied the equation. How could you
convince Sage that the Quadratic Formula
does always work?

Practice Tutorial
35. Model With Mathematics The table shows the 37. Which of the following equations has two real
average cost of tuition and fees at a public solutions? Select Yes or No.
four-year college for an in-state student in Yes No
recent years.
a. x  2 − 8x − 2 = 0 ❑ ❑
Academic Tuition
Year and Fees b. 2x  2 + 10x + 17 = 0 ❑ ❑
2012–13 $9,006
c. 4x  2 − 28x + 49 = 0 ❑ ❑
2013–14 $9,077
2014–15 $9,161 d. x  2 + 10x − 25 = 4x + 2 ❑ ❑
2015–16 $9,410
e. 2x  2 + x + 10 = 5 − 4x − x  2 ❑ ❑
a. Write an equation that can be used to find
the average cost, C, of tuition after x years. 38. SAT/ACT Which expression can be simplified
to find the solution(s) of the equation
b. Use the model to predict when tuition will
2x  2 − x − 15 = 0?
exceed $10,000. _____________
√1
  − 4(2)(−15) 
36. Make Sense and Persevere The first astronaut Ⓐ −1 ±    _____________
 
2(2)
 
on Mars tosses a rock straight up. The height, h, _____________
measured in feet after t seconds, is given by the 1 ± √  
1 − 4(2)(−15) 
Ⓑ    
________________
 
function h(t) = −6t  2 + 24t + 6. 2(2)
_____________
1 ± √−1
   − 4(2)(−15) 
Ⓒ  ________________
    
h(t) = −6t2 + 24t + 6 2(2)
_____________
1 ± √1
  − 4(2)(15) 
Ⓓ  ________________
  
2(2)
 
_____________
1 ± √  
1 + 4(2)(−15) 
Ⓔ    
________________
2(2)
 
39. Performance Task Four congruent squares are

cut from a rectangular piece of cardboard.
7 in.
7 in.
x

a. After how many seconds will the rock be

30 feet above the surface? x + 12
b. After how many seconds will the rock be
Part A. If the resulting flaps are folded up and
10 feet above the surface?
taped together to make a box, write a function
c. How many seconds will it take for the rock to represent the volume of the box in terms of
to return to the surface? the width of the original piece of cardboard.
d. The same action on Earth is modeled by the Part B. What are the dimensions of the original
equation g(t) = −16t  2 + 24t + 6. On Earth, cardboard, to the nearest tenth, if the volume
how many seconds would it take for the rock of the box is 434 in.3
to hit the ground?

Activity Assess
5-4Linear-
EXPLORE & REASON
Draw a rough sketch of a parabola and a line on the coordinate plane.
A. Count the number of points of intersection between the two graphs.
Quadratic
Systems B. Sketch another parabola on a coordinate plane. Use a straightedge to
investigate the different ways that a line and a parabola intersect. What
conjectures can you make?
PearsonRealize.com C. Construct Arguments How many different numbers of intersection
points are possible between a quadratic function and a linear function?
Justify that you have found all of the possibilities.
I CAN… solve linear-quadratic
systems.
How can you solve a system of two equations or inequalities in which one is
ESSENTIAL QUESTION
linear and one is quadratic?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Determine the Number of Solutions
How many solutions can there be for a linear-quadratic system?
{y = 2x
y = x  2
COMMUNICATE PRECISELY A. How many real solutions does the system have?
A solution to a system of y
equations is an ordered pair 6
that produces a true statement The graph seems to show that
4
in all the equations of the system. the quadratic function and linear
In the graph, the solutions are 2 function intersect at two points.
the coordinates of the intersection
x
points.
−4 −2 O 2 4

This system has two real solutions.
{y = 2x + b
y = x  2
B. How does modifying the linear function in the system
affect the number of solutions?
Test values for b to determine when the system has different numbers
of solutions.
y
8 When b = 2, there are two solutions.
The graphs intersect at two points.
6
4 When b = −1, there is one solution.

The graph of y = 2x − 1is tangent
2 to the graph of y = x  2.
x
−2 O 2 4 When b = −8, there are no solutions. The graph of
−2 y = 2x − 8does not intersect the graph of y = x  2.

Visually inspecting the graph suggests that there is no way for a line to
cross a parabola more than twice. Thus, the system of a linear function
and a quadratic function may have 0, 1, or 2 solutions.
{y = 3x − 2
y = 3x  2
Try It! 1. Determine the number of real solutions of the system .
LESSON 5-4 Linear-Quadratic Systems 205

Activity Assess
EXAMPLE 2 Solve a Linear-Quadratic System Using Substitution
{2x − y = 3
y = 3x  2 + 3x − 5
USE STRUCTURE How can you use substitution to solve this system?   
 
As with a system of linear
equations, you can use The first equation provides an expression for y in terms of x. Substitute this
substitution and elimination to expression in the second equation.
find the values of x and y that
2x − (3x  2 + 3x − 5) = 3 Substitute 3x  2+ 3x − 5 for y in the second equation.
make the system true. In this
case, substitution yields a new 2x − 3x  2 − 3x + 5 = 3 Distribute −1 to remove parentheses.
quadratic equation to solve.
3x  2 + x − 2 = 0 Simplify.
If the graphs of the equations
(x + 1)(3x − 2) = 0 Factor. have two solutions, there are
two points of intersection for the
  2 are solutions of this
So x = −1 and x = __ graphs of the equations.
3
quadratic equation.
  2 , y = 2(__
When x = −1, y = 2(−1) − 3, or −5. When x = __   2 ) − 3, or − __
  5 .
3 3 3
, −5) and (  , −  ).
The solutions of the system are (−1 2
__ 5
__
3 3
Try It! 2. Solve each system by substitution.
{2x − y = 16 {4x − y = 2
y = 2x2 − 6x − 8 y = −3x2 + x + 4
a.   
  b.   
 
APPLICATION EXAMPLE 3 Applying a Linear-Quadratic System
Andrew kicks a ball up a hill for his dog,

y
Laika, to chase. The hill is modeled by a
y 0.5x2 6x
Height (ft)
line through the origin. The path of the 15

ball is modeled by the quadratic function
10
shown. How far does the ball travel y 0.5x
horizontally? How far must Laika run up 5
the hill to catch it? x
0
0 5 10 15 20 25
Horizontal Distance (ft)
Create a system of equations and determine where the path of

the ball intersects the hill.
{y = 0.5x
y = −0.5x  2 + 6x
  
 
0.5x = −0.5x  2 + 6x Substitute for y.

0 = −0.5x  2 + 5.5x S ubtract 0.5x
from both sides.
0 = −0.5x(x − 11) Factor.
−0.5x = 0 and x − 11 = 0 Set each factor equal to 0 and solve.
x = 0 and x = 11


Activity Assess
EXAMPLE 3 CONTINUED
COMMON ERROR
he solution x = 0represents the
T y
Make sure to answer every part 6
of the question. After solving this horizontal distance, in feet, when √112 + 5.52 ≈ 12.3 ft
equation, you still need to find the Andrew kicks the ball. The solution 4
distance that Laika ran. x = 11represents the horizontal distance,
in feet, when the ball lands on the hill. 2 5.5 ft
So the ball travels 11 ft horizontally. 11 ft x
The route Laika runs can be modeled as O 2 4 6 8 10
the hypotenuse of a right triangle.
So Laika runs approximately 12.3 ft to get the ball.
Try It! 3. Revenue for the high school band concert is given by the
function y = −30x  2 + 250x, where x is the ticket price, in dollars.
The cost of the concert is given by the function y = 490 − 30x.
At what ticket price will the band make enough revenue to
cover their costs?
EXAMPLE 4 Solve a Linear-Quadratic System of Inequalities
{4x + y > 4
y < −2x  2 + 12x − 10
How can you solve this system of inequalities?   
 
Graphing an inequality is similar to graphing an equation. You start in the

same manner, but later you have to consider whether to sketch the graph as
a solid or dotted and how to shade the graph.
Graph the quadratic inequality: Graph the linear inequality:

Complete the square to write the Solve the inequality for y to write in
inequality in vertex form. slope-intercept form:
y + 10 < −2(x  2 − 6x) Sketch the graph of the linear
+ 10 − 18 < −2(x  2 − 6x + 9)
y inequality using the slope and
y-intercept.
− 8 < −2(x − 3)  2
y
y > −4x + 4
< −2(x − 3)  2 + 8
y
The parabola has vertex (3, 8).
Find two symmetric points on either side of the vertex:
x = 2, y = 6 → (2, 6) x = 4, y = 6 → (4, 6)
Sketch the graph of the quadratic inequality using these three points.
y
Since y > −4x + 4, shade the
y-values above the line.
−5 O 5 x
−10 Since y < −2x  2 + 12x − 10,
shade the y-values below the
−20 curve.
The region where the two shaded areas overlap holds the solutions to
the system.

Activity Assess
EXAMPLE 4 CONTINUED
{3x − y ≥ −8
y > x  2 + 6x − 12
Try It! 4. Solve the system of inequalities   
 
using shading.
EXAMPLE 5 Using a System to Solve an Equation
Solve the equation x  2 + 9x − 5 = 4 − 3xby writing a linear-quadratic system

STUDY TIP
and using the intersection feature of a graphing calculator to solve it.
If you graph both of these
{y = 4 − 3x
equations on your calculator, y = x  2 + 9x − 5
Graph the system     .
you can use the TRACE or
INTERSECTION function to
approximate the solution as The graphing calculator shows the curve and line intersect at x ≈ 0.71
a check. and x ≈ −12.71.
x scale: 2 y scale: 10
Check: Substitute the values into the original equation to verify the
solutions. Because the values are approximations, one side of the
equation should be approximately equal to the other.
x  2 + 9x − 5 = 4 − 3x
(0.71)  2 + 9(0.71) − 5 ≟ 4 − 3(0.71)
0.5041 + 6.39 − 5 ≟ 4 − 2.13
1.8941 ≈ 1.87
x  2 + 9x − 5 = 4 − 3x
(−12.71)  2 + 9(−12.71) − 5 ≟ 4 − 3(−12.71)
161.5441 − 114.39 − 5 ≟ 4 + 38.13
42.1541 ≈ 42.13
The equations show that the approximate solutions are reasonable.
Try It! 5. Solve the equation 3x  2 − 7x + 4 = 9 − 2xby writing a linear-

quadratic system and solving using the intersection feature of
a graphing calculator.

Concept Assess
Summary
CONCEPT SUMMARY Key Features of Linear-Quadratic Systems
Linear-Quadratic Systems of Equations
WORDS Use substitution or elimination to solve the system.
y y y
GRAPHS
1 1 2
0.5 0.5 1
x x
−0.5 O 0.5 1 −0.5 O 0.5 1 −1 O 1
no solution 1 solution 2 solutions
Linear-Quadratic Systems of Inequalities
WORDS Graph linear and quadratic inequalities, considering whether the graph is solid or dotted.
Use shading to identify the solution region.
y
GRAPH x
−4 −2 O 2 4
−2
−4
−6
−8

1. ESSENTIAL QUESTION How can you Determine the number of solutions for the
solve a system of two equations or inequalities system of equations.
  2   x  2
y = __
{y = x − 2
in which one is linear and one is quadratic?
3. 5
2. Error Analysis Dyani was asked to use
substitution to solve this system:
{3x  +
y = −x − 1
{x − y = 7
y = 2x  2 − 6x + 4 4. 2
  
  2y = 4
Use substitution to solve the system
She began as follows, to find the
of equations.
x-coordinate(s) to the solution(s) of the system:
{y −19x = 22
y = 3x  2  + 7x − 10
5.   
 
{y −3x = −2
x + 2x2 – 6x + 4 = 7 Substitute for y. y = 3x  2
2x2 – 5x – 3 = 0 Simplify. 6.
(2x + 1)(x – 3) = 0 Factor.
x = – 1, x = 3 Set each factor
2
equal to 0,
solve for x. ✗
But Dyani has already made an error. What
was her mistake?

UNDERSTAND PRACTICE
7. Construct Arguments Nora and William are Determine how many solutions each system of
asked to solve the system of equations equations has by graphing them. SEE EXAMPLE 1
{y = 2x  2 − 4x + 9
y − 1 = 3x
{y = x  − 4x + 7
y = 3x  2 − 2x + 7
{y + 5 = __
without graphing. y=3
11. 2 12.   
 
 12 x 
Nora wants to use substitution, inserting
{y = mx + b
2x  2 − 4x + 9in place of y in the upper y = x  2
Consider the system of equations .
equation and solving. William wants to rewrite SEE EXAMPLE 1
y − 1 = 3xas y = 3x + 1and begin by setting
3x + 1equal to 2x  2 − 4x + 9, and then solving. 13. Find values for m and b so that the system has
Which student is correct, and why? two solutions.
8. Error Analysis Chris was given the 14. Find values for m and b so that the system has
{y = 2x + b
y = −x  2 no solutions.
system of equations
15. Find values for m and b so that the system has
and asked to use graphing to test the number
one solution.
of solutions of the system for different values
of b. He graphed the system as shown, and Use substitution to solve the system of equations.
concluded that the system could have one SEE EXAMPLE 2
solution or no solutions depending on the
{y = 2x  − 16x + 29
y=5 y = 3x  2 − 4x
{27 + y = 14x 
value of b. What was Chris’s error? 16. 2 17.   

y
8
18. LaToya throws a ball from the top of a bridge.
4 Her throw is modeled by the equation
y = 2x + 3 y = 2x + 1
x y = −0.5x  2 + 3x + 10, and the bridge is modeled
O by the equation y = −0.2x + 7. About how far
−4 −2 2 4
y = −x2 does the ball travel horizontally before its first
−4
bounce? SEE EXAMPLE 3
−8
Solve each system of inequalities using shading.
SEE EXAMPLE 4
{5 > y {y < −3x  2  + 6x + 1 

9. Reason You are given the following system y > x  2 −5 < y − x
19.   20.
{y = −1
y = x  2
of equations: . Without graphing or
performing any substitutions, can you see how Solve each equation by writing a linear-quadratic
many solutions the system must have? Describe system and solving using the intersection feature
your reasoning. of a graphing calculator. SEE EXAMPLE 5
10. Construct Arguments Can a system of 21. 6x  2 − 15x + 8 = 17 − 4x

equations with one linear and one quadratic 22. 7x  2 − 28x + 32 = 4
equation have more than two solutions? Give
at least two arguments for your answer.   5 x − 10 = −2x  2 − x − 3
23. −__
2

Practice Tutorial
24. Model With Mathematics A boulder is flung 27. Classify each function as having exactly one or
out of the top of a 3,000 m tall volcano. The no points of intersection with the function
boulder’s height, y, in meters, is a function of y = x  2 + 8x + 11.
the horizontal distance it travels, x, in meters. a. y = 2x − 12
The slope of the line representing the volcano’s
b. y = 12x + 7
hillside is − __53 . At what height above the
c. y = −5
ground will the boulder strike the hillside?
How far will it have traveled horizontally when d. y = 11 + 8x
it crashes? e. y = −6
1 1
28. SAT/ACT How many solutions does the
y = −1,000 x2 − 6 x + 3,000
following system of equations have?
{y = 3x  2 + 4x − 7
y = 16x − 19
  
Ⓐ two solutions
Ⓑ no solutions
slope = − 5 Ⓒ an infinite number of solutions
3
Ⓓ one solution
25. Use Structure You are given the system of Ⓔ The number of solutions cannot be
equations: determined.
{y  + x  2 = 25
y=x+1
2 29. Performance Task A golfer accidentally hits a
ball toward a water hazard that is downhill
Solve the system using any of the methods you from her current position on the fairway. The
have learned in this lesson. Explain why you hill can be modeled by a line through the
selected the method you used.   18 . The path of the ball can
origin with slope −__
be modeled by the function y = − ___ 100
x  +   32 x.
1 2 __
26. Reason A football player punts the football,
whose path is modeled by the equation
h = −4.9t  2 +18.24t + 0.8for h, in meters,
and t, in seconds. The height of a blocker’s
hands for the same time, t, is modeled as 1 2 3
y=− x + x
h = −1.43t + 4.26. Is it possible for the blocker 100 2
to knock down the ball? What else would you

have to know to be sure?
Part A If the golfer stands at the origin, and
h = −4.9t2 + 18.24t + 0.8
the water hazard is 180 yd away, will the
golfer’s ball bounce or splash?
Part B How far did the ball land from the edge
h = −1.43t + 4.26 of the water hazard?
Part C Does it matter whether you measure the

180 yd horizontally or along the hill? Explain.

5-5
Activity Assess
EXPLORE & REASON
Look at the following triangle.

Polynomial
Identities Each number is the sum of the two 1
numbers diagonally above. If there
is not a second number, think of 1 1
it as 0.
PearsonRealize.com 1 2 1
A. Write the numbers in the next
three rows. 1 3 3 1
I CAN… prove and use
polynomial identities. B. Look for Relationships What 1 4 6 4 1
other patterns do you
VOCABULARY see? 1 5 10 10 5 1
• Binomial Theorem
C. Find the sum of the numbers in
• identity
each row of the triangle. Write a formula for the sum of the numbers in
• Pascal’s Triangle the nth row.
ESSENTIAL QUESTION How can you use polynomial identities to rewrite expressions efficiently?
CONCEPT Polynomial Identities
A mathematical statement that equates two polynomial expressions

is an identity if one side can be transformed into the other side using
mathematical operations. These polynomial identities are helpful tools used
to multiply and factor polynomials.
Difference of Squares Example: 25x  2 − 36y  2

a  2 − b  2 = (a + b)(a − b) Substitute 5x for a and 6y for b.
25x  2 − 36y  2 = (5x + 6y)(5x − 6y)
Square of a Sum Example: (3x + 4y)  2

(a + b)  2 = a  2 + 2ab + b  2 Substitute 3x for a and 4y for b.
(3x + 4y)  2 = (3x)  2 + 2(3x)(4y) + (4y)  2
= 9x  2 + 24xy + 16y  2
Difference of Cubes Example: 8m  3 − 27

a  3 − b  3 = (a − b)(a  2 + ab + b  2) Substitute 2m for a and 3 for b.
8m  3 − 27 = (2m − 3)[(2m)  2 + (2m)(3) + 3  2]
(2m − 3)(4m  2 + 6m + 9)
=
Sum of Cubes Example: g  3 + 64h  3

a  3 + b  3 = (a + b)(a  2 − ab + b  2) Substitute g for a and 4h for b.
g  3 + 64h  3 = (g + 4h)[g  2 − (g)(4h) + (4h)  2]
= (g + 4h)(g  2 − 4gh + 16h  2)


Activity Assess
EXAMPLE 1 Prove a Polynomial Identity
How can you prove the Sum of Cubes Identity, a 3 + b 3 = (a + b)(a 2 − ab + b 2)?
To prove an identity, start with the expression on one side of the equation
and use properties of operations on polynomials to transform it into the
USE STRUCTURE
expression on the other side.
Another way to establish the
identity is to multiply each term of (a + b)(a  2 − ab + b  2)
the second factor by (a + b), and
a(a  2 − ab + b  2) + b(a  2 − ab + b  2)
= Use the Distributive Property.
then combine like terms.
= a  3 − a  2b + ab  2 + a  2b − ab  2 + b  3 Use the Distributive Property.
= a  3 + (−a  2b + a  2b) + (ab  2 − b  2)
a + b  3 Group like terms.
= a  3 + b  3 Combine like terms.
So, a  3 + b  3 = (a + b)(a  2 −ab + b  2).
Try It! 1. Prove the Difference of Cubes Identity.
EXAMPLE 2 Use Polynomial Identities to Multiply
How can you use polynomial identities to multiply expressions?

2
A. (2x  2 + y  3)  The sum is a binomial, and the entire sum
is being raised to the second power.
COMMON ERROR
When finding (a + b)  2, recall that Use the Square of a Sum Identity to find the product:
it is not sufficient to square the
(a + b)  2 = a  2 + 2ab + b  2
first term and square the second
2 2 2
term. You must distribute the two x  2 + y  3)  = (2x  2)  + 2(2x  2)(y  3) + (y  3) 
(2 S ubstitute 2x  2 for a and y  3
binomials. for b.
= 4x  4 + 4x  2y  3 + y  6 Simplify.
So, (2x  2 + y  3)  2 = 4x  4 + 4x  2y  3 + y  6.
B. 41 • 39
Rewrite the expression in terms of a and b.
41 • 39 = (a + b)(a − b)
= (40 + 1)(40 − 1)
Use the Difference of Squares Identity:
(40 + 1)(40 − 1) = 40  2 − 1  2
= 1,600 − 1
= 1,599
So 41 • 39 = 1,599.
Try It! 2. Use polynomial identities to multiply the expressions.

a. (3x  2 + 5y  3)(3x  2 − 5y  3) b. (12 + 15)  2
LESSON 5-5 Polynomial Identities 213

Activity Assess
EXAMPLE 3 Use Polynomial Identities to Factor and Simplify
How can you use polynomial identities to factor polynomials and simplify
numerical expressions?
A. 9m  4 − 25n  6
4 and 25n  6are both perfect squares. A square term includes

9m 
an even exponent, not
2
9m  4 = ( 3m  2)   necessarily an exponent
2 that is a perfect square.
25n  6 = (5n  3) 
Use the Difference of Squares Identity: a  2 − b  2 = (a + b)(a − b).
2 2
9m  4 − 25n  6 = (3m  2)  − (5n  3)  Express each term as a square.
3
= (3m  2 + 5n  ) (3m  2 − 5n  3) Write the factors.
So, 9m  4 −25n  6 = (3m  2 + 5n  3)(3m  2 −5n  3).
B. x  3− 216

x  3and 216 are both perfect cubes.
x   3 = (x)  3
216 = 6  3
Use the Difference of Cubes Identity: a  3 − b  3 = (a − b)(a  2 + ab + b  2).
COMMON ERROR
The second factor is almost a x  3 − 216 = (x)  3 − (6)  3 Express each term as a cube.
Square of a Sum. Remember that = (x − 6)(x  2 + 6x + 36) Write the factors.
the middle term of the Difference
of Cubes Identity is the product So, x  3 −216 = (x −6)(x  2 + 6x + 36).
ab, not 2ab.
C. 11  3 + 5  3
Use the Sum of Cubes Identity: a  3 + b  3 = (a + b)(a  2 −ab + b  2).
11  3 + 5  3 = (11 + 5)(11  2 – 11(5) + 5  2)
= (16)(121 – 55 + 25)
= 16(91)
= 1,456
So, 11  3 + 5  3 = 1,456.
Try It! 3. Use polynomial identities to factor each polynomial.

a. m  8 − 9n  10 b. 27x  9 − 343y  6 c. 12  3 + 2  3

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 4 Expand a Power of a Binomial
How is (x + y)  n obtained from (x + y)  n−1?

A. What are (x + y)  3 and (x + y)  4?
(x + y)  3 = (x + y)(x + y)  2
= (x + y)(x  2 + 2xy + y  2)
1x2 + 2xy + 1y2 Multiply each term by

∙ ∙ ∙ ∙ ∙ ∙ (x + y)to get (x + y)  3.
(x + y) (x + y) (x + y)
x3 + x2y + 2x2y + 2xy2 + xy2 + y3
1x3 + 3x2y + 3xy2 + 1y3 = (x + y)3

∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙
Multiply each term in
(x y) (x y) (x y) (x y)
(1x  3 + 3x  2y + 3xy  2 + y  3)
x4 + x3y + 3x3y + 3x2y2 + 3x2y2 + 3xy3 + xy3 + y4 by (x + y)to get (x + y)  4.
1x4 + 4x3y + 6x2y2 + 4xy3 + 1y4 = (x + y)4
The coefficients of (x + y)  n are produced by adding the coefficients of

(x + y)  n − 1, producing an array known as Pascal’s Triangle. Pascal’s Triangle
is the triangular pattern of numbers where each number is the sum of the
two numbers diagonally above it. If there is not a second number diagonally
above in the triangle, think of the missing number as 0.
Row 0 1 1 (x + y)0
Row 1 1 1 1x + 1y (x + y)1
STUDY TIP Row 2 1 2 1 1x2 + 2xy + 1y2 (x + y)2
Notice the patterns of the powers. Row 3 1 3 3 1 1x3 + 3x2y + 3xy2 + 1y3 (x + y)3
The powers of x decrease from n
Row 4 1 4 6 4 1 1x4 + 4x3y + 6x2y2 + 4xy3 + 1y4 (x + y)4
to 0 and the powers of y increase
from 0 to n when reading the
You can obtain (x + y)  n by adding adjacent pairs of coefficients from
terms from left to right.
(x + y)  n−1.
B. Use Pascal’s Triangle to expand (x + y)  5.

Add pairs of coefficients from Row 4 to complete Row 5.
Row 4 1 4 6 4 1
Row 5 1 5 10 10 5 1 The sum of the exponents
Write the expansion. Use the coefficients in each term is equal
from Row 5 with powers of x starting at 5 and to the exponent on the
original binomial.
decreasing to 0 and with powers of y starting
at 0 and increasing to 5.
(x + y)  5 = 1x  5 + 5x  4y + 10x  3y  2 + 10x  2y  3 + 5xy  4 + 1y  5
Try It! 4. Use Pascal’s Triangle to expand ( x + y)  6.

Activity Assess
CONCEPT Binomial Theorem
The Binomial Theorem states that, for every positive integer n,
(a + b)  n = C  0a  n + C  1a  n−1b + C  2a  n−2b  2 + . . . + C  n−1ab  n−1 + C  nb  n.
The coefficients C  0, C  1, C  2, . . ., C  n−1, C  n are the numbers in Row n of
Pascal’s Triangle.
Notice that the powers of a are decreasing while the powers of b are
increasing, and that the sum of the powers of a and b in each term is always n.
EXAMPLE 5 Apply the Binomial Theorem
Use the Binomial Theorem to expand the expressions.

4
A. Find (x − 3)  .
Step 1 Use the Binomial Theorem to write the expansion when n = 4.
C  0a  4 + C  1a  3b + C  2a  2b  2 + C  3ab  3 + C  4b  4
Step 2 Use Row 4 in Pascal’s Triangle to write the

Pascal’s Triangle
coefficients.
1
a  4 + 4a  3b + 6a  2b  2 + 4ab  3 + b  4 1 1
1 2 1
Step 3 Identify a and b. 1 3 3 1
COMMON ERROR
Remember that the base of a = xand b = −3 1 4 6 4 1
(a + b)  n in the Binomial Theorem 1 5 10 10 5 1
is (a + b). If the terms are being Step 4 Substitute x for a and −3 for b in the
subtracted, use the opposite of b pattern. Then simplify.
in the expansion.
x  4 + 4x  3(−3) + 6x  2(−3)  2+ 4x(−3)  3 + (−3)  4
x  4 − 12x  3 + 54x  2 − 108x + 81
So (x − 3)  4 = x  4 − 12x  3 + 54x  2 − 108x + 81.
B. Find (s  2+ 3)  5.

The expansion of (a + b)  5is a  5 + 5a  4b + 10a  3b  2 + 10a  2b  3 + 5ab  4 + b  5.
Since a = s  2 and b = 3, the expansion is:
(s  2 + 3)  5 = (s  2)  5 + 5(s  2)  4(3) + 10(s  2)  3(3)  2 + 10(s  2)  2(3)  3 + 5(s  2)(3)  4 + (3)  5
= s  10 + 15s  8 + 90s  6 + 270s  4 + 405s  2 + 243
So (s  2 + 3)  5 = s  10 + 15s  8 + 90s  6 + 270s  4 + 405s  2 + 243.
Try It! 5. Use the Binomial Theorem to expand each expression.

a. (x − 1)  7 b. (2c + d)  6

Concept Assess
Summary
CONCEPT SUMMARY Polynomial Identities
POLYNOMIAL Special polynomial identities can be used to multiply and factor polynomials.
IDENTITIES
Difference of Squares Square of a Sum
a  2 − b  2 = (a + b)(a − b) (a + b)  2 = a  2 + 2ab + b  2
Difference of Cubes Sum of Cubes
a  3 − b  3 = (a − b)(a  2 + ab + b  2) a  3 + b  3 = (a + b)(a  2 − ab + b  2)
BINOMIAL The binomial expansion of (a + b)  nhas the following properties:

EXPANSION 1) The expansion contains n + 1 terms.
2) The coefficients of each term are numbers from the nth row of Pascal’s Triangle.
3) The exponent of a is n in the first term and decreases by 1 in each successive term.
4) The exponent of b is 0 in the first term and increases by 1 in each successive term.
5) The sum of the exponents in any term is n.
Row 0 1 1 (x + y)0
Row 1 1 1 1x + 1y (x + y)1
Row 2 1 2 1 1x2 + 2xy + 1y2 (x + y)2
Row 3 1 3 3 1 1x3 + 3x2y + 3xy2 + 1y3 (x + y)3
Row 4 1 4 6 4 1 1x4 + 4x3y + 6x2y2 + 4xy3 + 1y4 (x + y)4

1. ESSENTIAL QUESTION How can Use polynomial identities to multiply each
you use polynomial identities to rewrite expression.
expressions efficiently? 7. (2x + 8y)(2x − 8y)
2. Reason Explain why the middle term of 8. (x + 3y  3)  2

(x + 5)  2 is 10x.
Use polynomial identities to factor each
3. Communicate Precisely How are Pascal’s polynomial.
Triangle and a binomial expansion, such as
(a + b)  5, related? 9. 36a  6 − 4b  2
4. Use Structure Explain how to use a 10. 8x  6 − y  3
polynomial identity to factor 11. m  9 + 27n  6
8x  6 − 27y  3.
Find the term of the binomial expansion.
5. Make Sense and Persevere What number
does C  3represent in the expansion C  0a  5 + 12. fifth term of (x + y)  5
C  1a  4b + C  2a  3b  2 + C  3a  2b  3 + C  4ab  4 + C  5b  5?
13. third term of (a − 3)  6
Explain.
6. Error Analysis Dakota said the third term of Use Pascal’s Triangle to expand each expression.
the expansion of (2g + 3h)  4 is 36g 2h 2. Explain 14. (x + 1)  5 15. (a − b)  6
Dakota’s error. Then correct the error.
Use the Binomial Theorem to expand
each expression.
16. (d − 1)  4 17. (x + y)  7

UNDERSTAND PRACTICE
18. Use Structure Expand (3x + 4y)  3 using Pascal’s 27. Prove the polynomial identity.
Triangle and the Binomial Theorem. x  4 − y  4 = (x − y)(x + y) (x  2 + y  2)
SEE EXAMPLE 1
19. Error Analysis Emma factored 625g  16 − 25h  4.
Describe and correct the error Emma made in Use polynomial identities to multiply the
factoring the polynomial. expressions. SEE EXAMPLE 2
28. (x + 9)(x − 9) 29. (x + 6)  2
625g16 – 25h4 30. (3x − 7)  2 31. (2x − 5)(2x + 5)
= (25g4)2 – (5h2)2 32. (4x  2 + 6y  2)(4x  2 − 6y  2) 33. (x  2 + y  6)  2
2
= (25g4 + 5h2)(25g4 – 5h2) 34. (8 − x  2)(8 + x  2) 35. (6 − y  3) 
✗ 36. 18 • 22 37. 103 • 97
38. (7 + 9)  2 39. (10 + 5)  2
20. Higher Order Thinking Use Pascal’s Triangle Use polynomial identities to factor the polynomials
and the Binomial Theorem to expand (x + i)  4. or simplify the expressions. SEE EXAMPLE 3
Justify your work.
40. x  8 − 9 41. x  9 − 8
21. Use Structure Expand the expression (2x − 1)  4.
What is the sum of the coefficients? 42. 8x  3 + y  9 43. x  6 − 27y  3
22. Error Analysis A student says that the 44. 4x  2 − y  6 45. 216 + 27y  12
expansion of the expression (−4y + z)  7 has 1 6
46. 64x  3 − 125y  6 47.  __
16
x  −25y  4
seven terms. Describe and correct the error the
student may have made. 48. 9  3 + 6  3 49. 10  3 + 5  3
23. Reason The sum of the coefficients in the 50. 10  3 – 3  3 51. 8  3 – 2  3
expansion of the expression (a + b)  n is 64.
Use Pascal’s Triangle to find the value Use the Binomial Theorem to expand the
of n. expressions. SEE EXAMPLES 4 and 5
24. Use Structure Factor x  3 − 125y  6in the form 52. (x + 3)  3 53. (2a − b)  5
(x − A)(x  2 + Bx + C). What are the values of A, 4
54. (   12 ) 
b − __ 55. (x  2 + 1)  4
B, and C?
3
56. (2x + __
  13 )  57. (x  3 + y  2)  6
25. Generalize How many terms will there be
in the expansion of the expression (x + 3)n? 58. (d − 3)  4 59. (2m + 2n)  6
Explain how you know.
60. (n + 5)  5 61. (3x − 0.2)  3
26. Make Sense and Persevere How could you use 3
polynomial identities to factor the expression 62. (4g + 2h)  4 63. (   12 n) 
m  2 + __
x6−y6?

Practice Tutorial
64. Reason A medium-sized shipping box 67. Are the expressions below perfect square
with side length s units has a volume of trinomials? Select Yes or No.
s  3 cubic units.
Yes No
x  2 + 16x + 64
4x  2 − 44x + 121
S 9x  2 − 15x + 25

S S 68. SAT/ACT How many terms are in the expansion

of (2x + 7y)  9?
a. A large shipping box has side lengths that Ⓐ2 Ⓑ7 Ⓒ8 Ⓓ9 Ⓔ 10
are 3 units longer than the medium shipping
box. Write a binomial expression for the 69. Performance Task If an event has a probability
volume of the large shipping box. of success p and a probability of failure q,
then each term in the expansion of (p + q)  n
b. Expand the polynomial in part a to simplify represents a probability. For example, if a
the volume of the large shipping box. basketball player makes 60% of his free throw
attempts, p = 0.6and q = 0.4. To find
c. A small shipping box has side lengths that the probability the basketball player will
are 2 units shorter than the medium shipping make exactly h out of k free throws,
box. Write a binomial expression for the find C  k−hp  hq  k−h, where C  k−h is a coefficient of
volume of the small shipping box. row k of Pascal’s Triangle, p is the probability of
success, and q is the probability of failure.
d. Expand the polynomial in part c to simplify
the volume of the small shipping box.
65. Use Structure The dimensions of a rectangle

are shown. Write the area of the rectangle as a q = 0.4
sum of cubes. p = 0.6
x+3
2
x − 3x + 9
66. A Pythagorean triple is a set of three positive

integers a, b, and c that satisfy a  2 + b  2 = c  2.
The identity (x  2 −y  2)  2 + (2xy)  2 = (x  2 + y  2)  2 can Part A What is the probability the basketball
be used to generate Pythagorean triples. Use player will make exactly 6 out of 10 free
the identity to generate a Pythagorean triple throws? Round to the nearest percent.
when x = 5 and y = 4. Part B Another basketball player makes 80% of
her free throw attempts. Write an expression
to find the probability of this basketball player
making exactly 7 out of 10 free throws. Describe
what each variable in the expression represents.
Part C Find the probability that the basketball
player from Part B will make exactly 7 out of 10
free throws. Round to the nearest percent.

6-1
Activity Assess
EXPLORE & REASON
Groups of students are hiking from mile markers 2, 6 and 8 to meet at the
The Absolute Value
waterfall located at mile marker 5.
Function
Mile
PearsonRealize.com 5 Mile Mile
Mile
6 8
2
I CAN… analyze functions
that include absolute value
expressions.
VOCABULARY
• absolute value function A. How can you use the mile marker to determine the number of miles each
• axis of symmetry group of students needs to hike to the waterfall?
• vertex
B. Model With Mathematics Make a graph that relates the position of each
group on the trail to their distance from the waterfall.
C. How would the points in your graph from part B change as the groups of
students approach the waterfall?
ESSENTIAL QUESTION What are the key features of the graph of the absolute value function?
EXAMPLE 1 Graph the Absolute Value Function
What are the features of the graph of f(x) = | x |?
Make a table of x f(x) = ∣x∣ (x, f(x))

values and graph
the absolute value −2 2 (−2, 2)
function f(x) = |x|. −1 1 (−1, 1)
The vertex, (0, 0),
0 0 (0, 0) is the turning point
1 1 (1, 1) of the graph.
2 2 (2, 2)
2 f(x) The graph has a vertex,

where the axis of
How does the nature of absolute 1
The axis of symmetry symmetry intersects the
value contribute to the symmetric
is the line x = 0. x graph. It represents
appearance of the graph?
−2 −1 O 1 2 the minimum value in
the range.
The graph has an axis of symmetry, which intersects the vertex and divides
the graph into two sections, or pieces, that are images of each other under
a reflection.
Try It! 1. What are the domain and range of f(x) = | x |?
LESSON 6-1 The Absolute Value Function 229

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Transform the Absolute Value Function
A. How do the domain and range of g(x) = 2| x | compare with the domain
and range of f(x) = | x |?
Compare the graphs of g and f.
y
g(x) = 2| x |
6
4
f(x) = | x |
2
x
−4 −2 O 2 4
The domain of f and the domain of g are all real numbers.

Because the absolute value expression produces only nonnegative
values, the range of f is y ≥ 0. Multiplying | x | by a positive factor, in this
case, 2, yields nonnegative outputs, so the range of g is also y ≥ 0.
The domain and range of the function g are the same as those of
function f.
B. How do the domain and range of h(x) = –1| x | compare with the domain
and range of f(x) = | x |?
USE APPROPRIATE TOOLS Compare the graphs of h and f.

Why is it helpful to use both a
y
graph and a table to explore the 4
domain and range of functions f(x) = | x |
that involve absolute value 2
expressions? x
−4 −2 2 4
−2
h(x) = –1| x |
−4
The domain of f and the domain of h are all real numbers.
The range of f is y ≥ 0. Multiplying | x | by a negative factor, –1, yields

nonpositive outputs, so the range of h is y ≤ 0.
The domain of h is the same as the domain of f. The range of h is the

opposite of the range of f.
Try It! 2. How do the domain and range of each function compare with
the domain and range of f(x) = | x |?
1 | x |
a. g(x) =  __ b. h(x) = −2| x |
2
230 TOPIC 6 Working With Functions Go Online | PearsonRealize.com

Activity Assess
APPLICATION EXAMPLE 3 Interpret the Graph of a Function
Jay rides in a boat from his

home to his friend’s home in a UT and AZ border
neighboring state. The graph of Lake Powell UTAH
the function d(t) = 30 | t −1.5 | ARIZONA
shows the distance of the boat in
Waheap The distance
miles from the state line at t hours.
to the border
Assume the graph shows Jay's
is d(t).
entire trip.
d(t)
40
The function
COMMON ERROR
is decreasing.
Distance (mi)
Remember that a graph
representing the motion of an 30
The function is increasing.
object may not be a picture of
20
its path.
10 The minimum
distance from the
t
0 state line is 0 miles.
0 0.5 1 1.5 2 2.5
Time (h)
A. How far does Jay travel to visit his friend?

Jay began his trip 45 mi from the state line, traveled towards the state
line, which he crossed after an hour and a half. He then traveled away
from the state line and was 45 mi from the state line after 3 h. He
traveled a total of 90 mi to visit his friend.
B. How does the graph relate to the domain and range of the function?
Since Jay's entire trip is 3 h, the domain of the function is 0 ≤ t ≤ 3.
For the section of the domain 0 < t < 1.5, his distance to the border is
decreasing. For 1.5 < t < 3 his distance from the border is increasing.
The maximum and minimum values on the graph are 45 and 0, so the
range of the function is 0 ≤ d(t) ≤ 45.
Try It! 3. A cyclist competing in a race rides past a water station. The
graph of the function d(t) =  __13  | t − 60 |shows her distance from
the water station at t minutes. Assume the graph represents the
entire race. What does the graph tell you about her race?
d(t)
Distance (km)
30
20
10
t
0
0 15 30 45 60 75 90 105
Time (min)

Activity Assess
EXAMPLE 4 Determine Rate of Change
The graph shows Jay's boat ride across the state line from Example 3. What is
the rate of change over the interval 2 ≤ t ≤ 2.5? What does it mean in terms
of the situation?
d(t)
40
Distance (mi)
30
20 For this section

of the graph, the
10 slope is constant.
t
0
0 0.5 1 1.5 2 2.5
Time (h)
Use the slope formula to determine the rate of change from

t = 2to t = 2.5.
Use the points from (2, 15) and (2.5, 30).
y  – y 
m = ______
  x  2 – x  1
2 1
30 – 15 
=  _______
2.5 – 2
MAKE SENSE AND PERSEVERE =   15  
___
0.5
The rate of change is a different
constant value for each section of = 30
the graph. How does this relate to The rate of change over this interval is 30.
the situation?
The rate of change represents the speed of the boat in miles per hour. Since
the rate of change is positive, Jay's distance from the border is increasing.
The boat is traveling at 30 mi/h away from the border.
Try It! 4. Kata gets on a moving walkway at the airport. Then, 8 s after
she gets on, she taps Lisa, who is standing alongside the
walkway. The graph shows Kata's distance from Lisa over time.
Calculate the rate of change in her distance from Lisa from 6 s
to 8 s, and then from 8 s to 12 s. What do the rates of change
mean in terms of Kata’s movement?
d(t)
24
Distance (ft)
16
8
t
0
0 4 8 12 16
Time (s)

Concept Assess
Summary
CONCEPT SUMMARY The Absolute Value Function
WORDS The graph of the absolute value function has a vertex, which represents the
minimum value of the function. The axis of symmetry intersects the vertex
and divides the graph into two sections that are images of each other under
a reflection.
ALGEBRA f(x) = | x |
GRAPH y
8
4 The vertex
is at (0, 0).
2
x
−4 −2 O 2 4
The domain is all real numbers,

the range is y ≥ 0.

1. ESSENTIAL QUESTION What are the Find the domain and range of each function.
key features of the graph of the absolute 5. g(x) = 5 | x | 6. h(x) = −2| x |
value function?
2. Communicate Precisely How do the domain
7. g(x) = 1.5 | x | 8. h(x) = −0.8| x |
and range of g(x) = a| x |compare to the
domain and range of f(x) = | x | when 0 < a < 1? 9. What is the rate of change over the interval
Explain. 15 ≤ x ≤ 18?
3. Make Sense and Persevere The graph of the y
function g(x) = a| x |includes the point (1, 16). 8
What is another point on the graph of the
6
function? What is the value of a?
4
4. Error Analysis Janiece says that the vertex
of the graph of g(x)= a| x |always represents 2
the minimum value of the function g. x
0
Explain her error. 0 4 8 12 16 20

UNDERSTAND PRACTICE
10. Reason How does changing the sign of the Tell whether each point is on the graph of
constant a from positive to negative affect the f(x) = | x |. If it is, give the coordinates of another
domain and range of f(x) = a| x |? point with the same y value. SEE EXAMPLE 1
16. (11, 11) 17. (−2.3, −2.3)
11. Communicate Precisely Compare and contrast
the graph of f(x) = | x | and the graph of f(x) = x. 18. (0, 1) 19. (15, −15)
How are they alike? How do they differ?
20. (−8, 8) 21. (1, 0)
student made in determining the relationship Graph each function. What is the domain and
between the domain and range of f(x) = 10| x | range of each function? SEE EXAMPLE 2
and f(x) = | x |. 1 | x |
22. g(x) = − __ 23. h(x) = 3.5| x |
4
24. p(x) = –5| x | 1 | x |
25. d(x) =  __
The domain of f(x) = 10|x| 3
is the same as the domain of f(x) = |x|. 26. Oscar participates in a charity walk. The graph
The range of f(x) = 10|x| shows his distance in miles from the water
✗
is 10 times the range of f(x) = |x|. stop as a function of time. How many miles did
Oscar walk? Explain your answer. SEE EXAMPLE 3
Distance (mi) y
2
Start Finish
13. Higher Order Thinking For which values of 1 Water
a would the graph of f(x) = a| x |form a right Stop x
0
angle at the vertex? Explain. 0 10 20 30 40 50 60
Time (min)
14. Use Structure The table shows selected values
for the function g(x) = a| x |. Copy and complete For the graph shown, find the rate of change over
the table. Write any unknown answers in terms the interval. SEE EXAMPLE 4
of a and b.
d(t)
x g(x) = a∣x∣ 8
−4 b
Height (ft)
6
■ a
■ 0 4
1 ■ 2
■ b t
0
■ 2b 0 2 4 6 8 10 12
Time (s)
15. Reason Consider the function f(x) = 2| x |. 27. 3 ≤ t ≤ 6 28. 7 ≤ t ≤ 10
a. Graph f over the domain −4 ≤ x ≤ 4.
For each description, write a function in the form
b. What is the rate of change over the interval g(x) = a| x |.
0 ≤ x ≤ 4?
c. How is the rate of change over this interval 29. vertex at (0, 0); passes through (1, 3)
related to the form of the function?
30. range is y ≤ 0; passes through (−1, −4)

Practice Tutorial
31. Model With Mathematics A game designer 34. The graph of f(x) = –0.1| x | opens ____. The
is looking for two functions to model the point (____, –10) is on the graph.
solid lines in the figure she constructed. What
functions represent the solid lines? 35. SAT/ACT For what domain is the range of
y = −xand y = −| x |the same?
D y C
Ⓐ {x | x < 0}
8 Ⓑ {x | x ≤ 0}
6 Ⓒ {x | x > 0}
Ⓓ {x | x ≥ 0}
Ⓔ all real numbers
A 2 B
36. Performance Task The position of a lizard in a
x
video game is modeled on a coordinate plane.
−6 −4 −2 O 2 4 6
The lizard follows the path shown.
32. Make Sense and Persevere The graph

shows the distance between a bicyclist and a y
sandwich shop along her route. Estimate the
rate of change over the highlighted interval.
400
What does the rate mean in terms of the
situation? 300
30 d(t) (−100, 200)

200
Distance (mi)
(200, 200)
20 100
x
10
−200 −100 O 100 200
t
0
0 1 2
Time (h)
Part A Write a function that includes an
33. Make Sense and Persevere The function absolute value expression for the position of
h(x) = −| x | + 34models the height of the roof the lizard.
of a house, where x is the horizontal distance
from the center of the house. If a raindrop Part B Interpret the graph. Find the vertex and
falls from the end of the roof, how far from the determine the intervals in which the function
center of the base does it land? Explain your is increasing, decreasing; and any maximum or
solution. minimum values.
Part C Where would the function need to

intersect the x-axis so that the lizard can eat
the mosquito?
Part D Write a function for which the new

vertex that you found in Part C is a solution to
the function, and allows the lizard to eat the
mosquito.
16 ft
? ft

6-2
Activity Assess
EXPLORE & REASON
In a relay race, each runner carries a

Piecewise- Path of the Baton
baton for an equal distance before
Defined Functions handing off the baton to the next Total
runner. Time (min) Distance (mi)
Start 0 0
PearsonRealize.com A. Graph the distance traveled by
Runner 1 3 0.25
the baton as a function of time.
How is the speed of each runner Runner 2 5.75 0.50
I CAN… graph and apply represented in the graph?
piecewise-defined functions. Runner 3 9 0.75
B. Who is the fastest runner? Runner 4 11.50 1.00
VOCABULARY
C. Communicate Precisely How is
• piecewise-defined function
the graph of this function similar
to the graph of a linear function?
How is it different?
ESSENTIAL QUESTION What are the key features of piecewise-defined functions?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Piecewise-Defined Functions
How is f(x) = 2| x | related to a linear function?

Inspect the graph of the function y
6
f(x) = 2| x |. The graph has two pieces that
meet at the vertex. Each piece is part of 4
a line.
f(x) = 2 | x| 2
Find the rule for each piece of
the function. x
STUDY TIP −4 −2 O 2 4
Recall that | x | = x, when x ≥ 0 When x ≥ 0, the rule is f(x) = 2x.
−2
and | x | = –x when x < 0. When x < 0, the rule is f(x) = –2x.
y
You can write this function in terms of its 6
pieces, each defined for a given domain.
4
{−2x, x < 0
2x, x ≥ 0
f(x) =  
f(x) = –2x 2 f(x) = 2x
The function f is a piecewise-defined x

function. A piecewise-defined function −4 −2 O 2 4
has different rules for different intervals
of its domain.
The function f(x) = 2| x | has two pieces over two intervals of the domain. For
each interval, the piece is a linear function.
Try It! 1. Express f(x) = −3| x |as a piecewise-defined function.
LESSON 6-2 Piecewise-Defined Functions 237

Activity Assess
EXAMPLE 2 Graph a Piecewise-Defined Function
{− 2 x + 6, x > 2
x + 1,     x ≤ 2
A. What is the graph of f(x) =   
  __3 ?
Graph each piece of the function for the given domain.

y
6
COMMON ERROR
You might assume that the pieces 4
of a piecewise-defined function f(x) = x + 1 f (x) = –  _32 x + 6
when x ≤ 2. 2
must connect, but this is not when x > 2.
necessarily the case. x
−2 O 2 4
−2
B. Over what part of the domain is the function increasing? Decreasing?

The function f is increasing when x ≤ 2and decreasing when x > 2.
Try It! 2. Graph the following function. f(x) = {   

x − 2,     x ≤ 1
−2x + 3, x > 1
EXAMPLE 3 Analyze the Graph of a Piecewise-Defined Function
Cheyenne’s mother is reviewing the monthly y

water bills from the summer. Each monthly
40
bill includes a graph like the one shown, Tier 3
which reflects the different rates charged Water Bill ($) 30
for water based on usage.
20
Several relatives visited Cheyenne’s family in Tier 2
COMMUNICATE PRECISELY
A closed circle means a point is July and their water bill more than doubled. 10
Assuming that the water consumption did Tier 1
included in the graph. An open x
circle means the point is not not double that month, what is a possible 0
0 4 8 12 16
included. Why is this important for explanation for the increase? Gallons of Water (1,000)
the graph of a piecewise-defined
function? The graph shows three tiers of pricing for water consumption: from
0 to 5000 gal, from 5001 to 10,000 gal, and more than 10,000 gal.
The large increase in the bill probably resulted from the usage increasing
across one boundary of the domain, from Tier 1 to Tier 2, or Tier 2 to Tier 3.
At the Tier 1–Tier 2 boundary 5,000 gal of usage results in a bill of $5 while
using slightly more water results in a bill of at least $10.
Try It! 3. Make a conjecture about why a utility company might charge
higher rates for greater levels of water consumption.

Activity Assess
APPLICATION EXAMPLE 4 Apply a Piecewise-Defined Function
A gym owner wants to

purchase custom wristbands Cost of Custom Wristbands Order
for a marketing promotion.
Yo
She thinks she will need rN u
er
e
about 75 bands. Her assistant H am
m e e H e re
r N a
insists that ordering over You Your Name Here
100 wristbands will be less
expensive than ordering 75. 0 to 50 wristbands............ $2.00 each + $20 Shipping
How can the assistant 51 to 100 wristbands.........$1.00 each + $10 Shipping
convince the gym owner? over 100 wristbands..........$0.50 each + free Shipping
Formulate Write a rule to represent each

price point.
Let x = number of wristbands
Let f(x) = total cost
Number of wristbands Price ($) ∙ Wristbands + Shipping ($)

0–50 2.00 ∙ x + 20
51–100 1.00 ∙ x + 10
more than 100 0.50 ∙ x
Write a piecewise-defined function to represent the situation.

⎧ 2x + 20, 0 ≤ x ≤ 50     0 to 50 wristbands
f(x) = ⎨
⎪
    
x + 10, 50 < x ≤ 100   51 to 100 wristbands
      
⎩ 0.5x,          x > 100   over 100 wristbands
⎪
Compute Evaluate the function for f(75) y

and f(101). 120
f(75) = 75 + 10 100
= 85 (75, 85)
Total Cost ($)
80
f(101) = 0.5(101)
= 50.5 60
The cost for 75 wristbands is $85 40

and the cost for 101 wristbands
is $50.50. 20
x
Interpret The gym owner will spend 0
0 20 40 60 80 100 120
less if she orders more than Number of Wristbands
100 wristbands.
Try It! 4. What is the difference in cost between one order of

200 wristbands, two orders of 100 wristbands each, and four
orders of 50 wristbands each?

Concept Assess
Summary
CONCEPT SUMMARY Piecewise-Defined Functions
WORDS Piecewise-defined functions are defined by different rules for different intervals of
the domain.
{ x + 1, x > 3
ALGEBRA –  __1  x – 2, x ≤ 3 The boundary is 3.
f(x) = 3  
GRAPH y
6
4 When x > 3, the

rule is x + 1.
2
x
−6 −2 O 2 4 6
When x ≤ 3, the rule

is –  _13 x – 2. −4
−6

1. ESSENTIAL QUESTION What are the Express each function as a piecewise-defined
key features of piecewise-defined functions? function.
5. f(x) = 5| x | 6. f(x) = −2| x |
2. Construct Arguments If the domain of
a piecewise-defined function f is all real Graph each function.
numbers, must the range of f also be all real
{ x + 1,    x > 1
−3x + 1, x ≤ 1
numbers? Explain. 7. f(x) =   
3. Error Analysis Liz wrote the following

{–2x + 4, x ≥ 3
2x – 1, x < 3
piecewise-defined function: 8. f(x) =    
{−2x − 4, x ≥ −3
x − 3, x ≤ −3
f(x) =    
9. A function f is defined by the rule –0.5x + 1
What is the error that Liz made? for the domain x < 1 and by the rule x for the
domain x ≥ 1. Write the piecewise-defined
4. Reason How many pieces does the absolute function f using function notation.
value function have? Explain.

UNDERSTAND PRACTICE
10. Generalize Describe two ways you could express Express each absolute value function as a
the function f(x) = | x |. piecewise-defined function. SEE EXAMPLE 1
16. f(x) = 6| x | 17. f(x) = −| x |
11. Look for Relationships How are the pieces
of a piecewise-defined function related to   1 | x |
18. f(x) = __ 19. f(x) = −1.5| x |
the domain? Explain. 2
Graph each function. Identify the intervals
12. Error Analysis Describe and correct the error where the function is increasing, decreasing, or
a student made in expressing the function constant. SEE EXAMPLE 2
f(x) = 3| x |as a piecewise-defined function.
{ −x − 3, x ≥ 2
x + 1,    x < 1
20. f(x) =   
f(x) = 3|x|
{ 2x – 8, x > 6
  4 x + 4, x ≤ 6
– __
21. f(x) = 3  
f(x) = {
3x, x ≤ 0
—3x, x > 0
✗ x − 3,   x ≤ −2
{−2x + 2, x > 2
22. f(x) = x,
   −2 < x ≤ 2
13. Communicate Precisely A piecewise-defined f

is shown. Use function notation to describe the 23. A cell phone company charges $0.10 per text
function and determine the x- and y-intercepts. message if a customer sends up to 100 messages
per month. The company charges $0.08 per
y (1, 4) text if a customer sends between 101–200
4
messages, and $0.06 per text if the customer
2 sends between 201–300 messages. Today is the
(−3, 2) x last day of the month. Tamira has sent 200 text
−4 −2 O 2 4 messages, is it worth it for her to send 1 more
−2 text message? Explain. SEE EXAMPLES 3 AND 4
(4,−2)
−4 Write a piecewise-defined function for each graph.
SEE EXAMPLE 4
14. Reason A piecewise-defined function is 24. y

4
shown. (4, 3)
(−3, 1) 2
{−x + 4, x ≥ n
x − 1, x < n
f(x) =   
  O x
−4 −2 2 4
a. If n = 5, what is the range of f?
−2
b. Does changing the value of n change the (2,−2)
range? Explain. −4
15. Higher Order Thinking For a given piecewise-

25. y
defined function, the pieces of the function 4
(4, 3)
are defined for intervals of the domain, x ≤ 1
and x > 1. 2
(2, 2)
a. Explain how you could find the y-intercept x
for the intervals over the intervals x ≤ 1 −4 −2 O 4
(2,−1)
and x > 1. −2
(−3,−2)
b. In general, how could you find the
−4
y-intercept for two pieces over the intervals
x ≤ nand x > n?

Practice Tutorial
26. Model With Mathematics Selena needs at 29. The graph of function f is shown.
least 22 subway rides for the month. She has
two options for buying subway cards. Write y
a function that represents the situation. Can 6
she buy more than 22 rides and save money?
Explain. 4
2
TES
SUBWAY CARD RA x
1 to 25 rides: −6 −4 −2 O 2 4
$1.25 each + $3 card fee −2
Over 25 rides:
$1.00 each + no card fee The domain of f is _____. The range of
f is _____. There are ____ values in the domain
where f(x) = 4 and f(1) = ______.
27. Make Sense and Persevere Reagan had $122
in his savings account. He deposited $70 each 30. SAT/ACT Which function has the same graph
week from his job for the first five weeks of as f(x) = 0.1| x |?
summer. In the sixth week, Reagan got a raise
and increased his weekly deposits by $12. Ⓐ f(x) = { 0.1x,    x < 0
  
−0.1x, x > 0
a. Write a piecewise-defined function to
represent his bank balance. Ⓑ f(x) = { 0.1x, x ≤ 0
   
−0.1x, x > 0
b. Find f(8).
c. What does f(8) – 122 mean in terms of the Ⓒ f(x) = { 0.1x, x > 0
   
−0.1x, x < 0
situation?
28. Make Sense and Persevere A group of friends

Ⓓ f(x) = { 0.1x, x ≥ 0
   
−0.1x, x < 0
eat at Jae’s Cafe. They have an online coupon.
The costs of their main courses, before applying Ⓔ f(x) = { −0.1x, x ≥ 0
  
the coupon, are $13.99, $16.99, $19.99, and 0.1x,   x < 0
$21.99. The total cost of their drinks is $12.00. 31. Performance Task Sue charges $15 for the first
What will their bill be before tax and tip? hour of babysitting and $10 for each additional
saxdcasdfg
hour, with each fraction of an hour counting
M
M
saxdcasdfg
3:45
as a whole hour. The rates that Vic charges
Jae's Cafe Coupon for x hours of babysitting are modeled by the
Main Course function shown.
Discounts! 12.5x, 0 ≤ x < 4
{ 9.5x, x ≥ 8      
* From $15 to f(x) = 10x,
  
   4 ≤ x < 8
$19.99:
10% off! Part A Who will charge more to babysit for 10
hours? Justify your response.
* $20 and up:
15% off! Part B What is the rate of change for each
function over the interval 7 ≤ x ≤ 11?
Part C Which average rate of change is more

meaningful? Explain.

6-3
Activity Assess
CRITIQUE & EXPLAIN
Students are told there is a function where decimals are the inputs and each
Step Functions
decimal is rounded to the nearest whole number to get the output. Beth
and Latoya each make a sketch of the graph of the function.
Beth Latoya
PearsonRealize.com y y
6 6
I CAN… graph and apply
step functions. 4 4
VOCABULARY 2 2
x x
• ceiling function 0 0
0 2 4 6 0 2 4 6
• floor function
• step function
A. Make Sense and Persevere What is causing both students to create

graphs that look like steps?
B. Which graph do you think is correct? Explain.
C. What does the graph of this function look like? Explain.
ESSENTIAL QUESTION How are step functions related to piecewise-defined functions?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Step Functions
A. What is the graph of the ceiling function?

A step function is a piecewise-defined function that consists of constant
pieces. The graph resembles a set of steps.
COMMUNICATE PRECISELY The ceiling function is a kind of step function. It rounds numbers up to
The symbol for ceiling is very similar the nearest integer. It is notated as f(x) = ceiling(x) or f(x) = ⌈x⌉.
to other related symbols. What
clue can help you remember the Make a table of values and graph.
meaning of the symbol?
y
x f(x) = x 4
f(1.01) = 2
−2.4 −2 2 f(0.99) = 1
−1.4 −1 x
−0.5 0 −4 −2 O 2 4
0.7 1 −2
1.8 2
−4
2.1 3
f(x) = ⌈x⌉
3.1 4
The domain is all real numbers. The range is all integers.
LESSON 6-3 Step Functions 243

Activity Assess
EXAMPLE 1 CONTINUED
B. What is the graph of the floor function?
The floor function is another kind of step function. It rounds numbers
down to the nearest integer. It is notated as f(x) = floor(x) or f(x) = ⌊x⌋.
Make a table of values and graph.
y
x f(x) = x 4
f(–0.99) = –1
−2.4 −3 2
−1.4 −2 x
−0.5 −1 −4 −2 O 2 4
f(–1.01) = –2
USE APPROPRIATE TOOLS 0.7 0
The calculator function INT 1.8 1 −4
returns the greatest integer less 2.1 2
than or equal to x. For most f(x) = ⌊x⌋
calculators, the INT function is the 3.1 3
same as floor(x). For others, it is
the same only for x > 0. The domain is is all real numbers. The range is all integers.
Try It! 1. Evaluate each function for the given value.

a. f(x) = ⌈x⌉; x = 2.65 b. f(x) = floor(x); x = 2.19
APPLICATION EXAMPLE 2 Use a Step Function to Represent a Real-World Situation
Some students are planning a field trip. If there are 40 students and adults
or fewer going on the field trip, they rent vans that hold 15 people. If there
are more than 40 students and adults, they rent buses that hold 65 people.
A. What function can you use to represent this situation?
Number of Total number of
vehicles to rent students and adults
⎧ ___
⎪⌈ 
15 ⌉
Each van holds x   , 0 < x ≤ 40
15 people. f(x) = ⎨
  
⎩⌈  65 ⌉, x > 40
⎪ ___ x
Each bus holds 65 people.
B. How many buses are needed if 412 students and adults are going on a
field trip?
Evaluate the function for f(412).
f(412) = ⌈____
  412 ⌉
65
= ⌈6.34⌉
=7
Seven buses are needed if 412 students and adults are going on a field trip.
Try It! 2. The postage for a first-class letter weighing one ounce or less is
$0.47. Each additional ounce is $0.21. The maximum weight of a
first-class letter is 3 __12 oz. Write a function to represent the situation.

Activity Assess
APPLICATION EXAMPLE 3 Use a Step Function to Solve Problems
Jamal and his brother plan to rent a karaoke machine for a class event. The
graph shows the rental costs.
A. How much should they expect to spend if they rent the karaoke
machine from 8:00 a.m. until 7:30 p.m.?
Karaoke Machine Rental

$30 first
COMMON ERROR y
80 Select your song. hour
Even though the graph is not
Rental Cost ($)

connected, the domain of the 60 $10 each
function is continuous because it hour after
includes all positive real numbers. 40
20
x
0
0 2 4 6 8
Hours Rented
Step 1 Write a function to represent the rental costs.
$30 for the first hour, or

any fraction of an hour
{10⌈x⌉ + 20,   x > 1

30⌈x⌉,      0 < x ≤ 1
f(x) =   
 
an additional $10 for each
hour, or any fraction of an
hour after the first hour
Step 2 Determine the duration of the rental.

8:00 a.m. to 7:30 p.m. is 11 h, 30 min or 11 __12 h.
Step 3 Evaluate the function for f(11.5).
f(11.5) = 10⌈11.5⌉ + 20
= 10(12) + 20
= 140
The cost of the rental will be $140.
B. The class event ended early, so Jamal could return the machine by
7:05 p.m. How much money would he save if he returned the machine
at 7:05 p.m.?
Jamal would save no money if he returned the machine at 7:05 p.m. He
will be charged for the full hour.
Try It! 3. You rent a karaoke machine at 1 p.m. and plan to return it by
4 p.m. Will you save any money if you return the machine 15 min
early? Explain.

Concept Assess
Summary
CONCEPT SUMMARY Step Functions
Step Function Ceiling Function Floor Function
WORDS A step function is a The least integer function, The greatest integer
piecewise-defined function also called the ceiling function, also called the
that consists of constant function, returns the least floor function, returns the
pieces and whose graph integer greater than or greatest integer less than
resembles a set of steps. equal to x. or equal to x.
4, 0 < x ≤ 2
{12, 5 < x ≤ 8
ALGEBRA
f(x) =    8, 2 < x ≤ 5
     f(x) = ⌈x⌉ f(x) = ⌊x⌋
y y y
GRAPHS 16 4 4
12 2 2
x x
8
−4 O 2 4 −4 −2 O 2 4
4 −2
x
−4 −4
O 2 4 6 8

1. ESSENTIAL QUESTION How are step Evaluate the ceiling function for the given value.
functions related to piecewise-defined 5. f(x) = ⌈x⌉; x = 5.13
functions?
6. f(x) = ceiling(x); x = 11.71
2. Vocabulary How are the ceiling function
and the floor function similar? How are they Evaluate the floor function for the given value.
different? 7. f(x) = ⌊x⌋; x = 9.37
3. Error Analysis Jason defined the following 8. f(x) = floor (x); x = 5.49
step function.
5,   0 ≤ x ≤ 10
{7, 20 ≤ x ≤ 30
9. Graph the function f.
f(x) = 6,
  10 ≤ x ≤ 20

x f(x)
What is the error that Jason made? 0<x≤1 4
4. Reason For the function that rounds 1<x≤2 5
numbers to the nearest whole number, 2<x≤3 6
what are the pieces of the domain for the 3<x≤4 7
interval from 0 to 4?
4<x≤5 8
5<x≤6 9

UNDERSTAND PRACTICE
10. Communicate Precisely Evaluate the function for the given value.
Many calculators use SEE EXAMPLE 1
an INT function which 15. f(x) = ⌈x⌉; x = 0.1
returns the greatest
integer less than or 16. f(x) = ceiling(x); x = 5.15
equal to x. The graph
of Y1 = INT(X) is shown. 17. f(x) = ⌊x⌋; x = –4.01
How is this function like 18. f(x) = ceiling(x); x = 13.20
the floor function? How is it different?
19. f(x) = ⌊x⌋; x = 7.06
11. Look for Relationships How are the pieces
of a step function related to the domain of the 20. f(x) = floor (x); x = 33.7
function? Justify your thinking.
21. f(x) = floor (x); x = 23.2
12. Error Analysis Kenji wrote a step function to
round numbers up to nearest multiple of three. 22. f(x) = ⌊x⌋; x = −8.4
Describe and correct the error he made.
For each table, graph the step function and write
a rule for f using the ceiling or floor function.
3, 3 < x ≤ 6 SEE EXAMPLES 2 AND 3
6, 6 < x ≤ 9 23.
f(x) = x f(x)
9, 9 < x ≤ 12
12, 12 < x ≤ 15
✗ 0<x≤1
1<x≤2
5
6
2<x≤3 7
13. Communicate Precisely y 3<x≤4 8
Explain how you can use 8
4<x≤5 9
the graph shown below to
6 5<x≤6 10
find the value of the step
function for x = 1. How is 4 24.
this different from finding x f(x)
the value for x = 1when 2
0≤x<2 3
the graph of a function is x
0 2≤x<4 4
a straight line? 0 2 4 6
4≤x<6 5
14. Higher Order Thinking Results of the INT 6≤x<8 6
function are shown in the spreadsheet.
8 ≤ x < 10 7
a. If f(x) = INT(x), A B 10 ≤ x < 12 8
what is f(4.6), f(5),
1 −3.1 =INT(A1)
and f(–6.5)? Sketch the graph of each function over the
2 −2.4 −3 domain 0 < x ≤ 10.
b. Write f(x) = INT(x)
as a step function 3 −1.8 −2 25. The function g returns the greatest integer g(x)
for the domain that is less than or equal to x + 2.
4 −0.9 −1
–4 ≤ x ≤ 4.
26. The function f returns the least integer f(x) that
5 0 0
is greater than 3x.
6 0.8 0
7 1.9 1
8 2.8 2

Practice Tutorial
27. Mathematical Connections There are 240 seniors 30. A resort rents skis
x f(x)
in Kathryn’s school. Her class is planning a trip, for $15 for the first
and is taking buses that hold a maximum of hour and $7.50 for 15
50 passengers. Assume that the trip is optional. each additional hour. 1<x≤2
Copy and complete
a. Write a step function f that maps the the table for the step
number of students x, to the number of function that models 3<x≤4
buses needed, f(x). the total cost, in 45
b. What assumptions do you need to make to dollars, of renting skis 5<x≤6
write the function? for x hours.
c. What is the average rate of change of the 31. SAT/ACT What is the value of
function over the interval from 40 to 60? f(2) + f(4) + f(11) + f(12) for the function f?
From 60 to 80? ⎧100, 0 < x ≤ 4
⎪ 95, 4 < x ≤ 8
f(x) = ⎨  
d. What do the average rates of change mean
  
in terms of the situation? Explain. ⎪ 90, 8 < x ≤ 12
⎩95, 12 < x ≤ 16
28. Construct Arguments Amit parks his car
for 144 h, and Nan parks her car for 145 h.
Ⓐ 30 Ⓑ 280
Does Nan pay more? If so, how much more? Ⓒ 290 Ⓓ 380
Make a table and then graph a function to
support your answer. Ⓔ 300
32. Performance Task Abdul and his family are
Airport Parking Rates traveling on a toll highway. The table shows
$50 for first 24 hours plus $25 the cost of using the highway as a function of
for each additional 24 hours. distance.
Any fraction of a 24-hour period will be
charged for the entire 24-hour period. Exit Number Distance (mi) Toll ($)
1 0 0.00
29. Model With Mathematics Mia has $350 in her
bank account at the beginning of the school 2 40 1.25
year. Every week she withdraws $50. Two 3 75 1.75
graphs model the situation. 4 85 1.90
y y 5 120 2.25
400 400
6 150 2.50
300 300
Part A Write a step function t to represent the
200 200 cost of the tolls in terms of distance.
100 100 Part B Assume their car averages 30 mi/gal

x x and gasoline costs $3.50/gal. Write a function
0 0
0 2 4 6 0 2 4 6 g to represent the cost of the gas in terms of
Week Week distance.
a. Write a function for each graph. Part C Use functions t and g to determine
b. How do the graphs and the functions differ the cost of Abdul’s trip if his family leaves the
in how they represent the situation? highway at Exit 5.
c. What are the advantages and disadvantages

of each type of function?

6-4
Activity Assess
MODEL & DISCUSS
Cleo takes three 1-hour classes at a Class 5

Transformations
community college. The graph shows the
of Piecewise-Defined time she spends in each class. Class 4
Functions
A. Next semester, each class will start Class 3
PearsonRealize.com an hour later. How will this change

Class 2
the graph?
B. How will the graph change if she takes Class 1
I CAN… graph and analyze
transformations of the
two 90-minute classes, one starting at
8:30 a.m. and the second at 10:00 a.m.?
8 A . M.
9 A . M.
10 A.M.
11 A.M.
12 P.M.
piecewise-defined functions.
C. Construct Arguments Starting in the
fall, Cleo will take three classes in
a row with the first starting at 7:00 a.m. Cleo says that she can update
the graph by moving all three steps one unit to the left. Do you agree?
Justify your answer.
ESSENTIAL QUESTION How do the constants affect the graphs of piecewise-defined functions?
APPLICATION EXAMPLE 1 Translate Step Functions
Uptown Sandwich Shop is increasing the

number of bonus points by 2 in the shop’s
rewards program. How will the total points
awarded for a $3.80 item change?
Uptown Sandwich Shop
STUDY TIP Rewards Program
You can represent the two versions of the
Recall that the INT function,
reward program with step functions. Use 1 point for each $1 you spend plus
which returns the greatest integer 5 bonus points for each visit.
the INT function on a graphing calculator
less than or equal to x, is another No fractional points awarded.
name for the floor function. to graph the two functions.
Reward points = Dollar part of + Bonus points

amount spent
Before: f(x) = INT(x) + 5 an increase
After: g(x) = INT(x) + 7 of 2 points
Enter the functions. Graph the functions.
Plot1 Plot2 Plot3

\Y1 = int (X)+5
\Y2 = int (X)+7
\Y3 = At x = 3.8, the value
\Y4 = of y increases from
\Y5 =
\Y6 = 8 to 10.
\Y7 =
The graph is translated up 2 units. The points for a $3.80 item increase
from 8 to 10.
Try It! 1. How will the total points awarded for a $1.25 juice drink change
if the bonus points are decreased by 2 points?
LESSON 6-4 Transformations of Piecewise-Defined Functions 249

Activity Assess
EXAMPLE 2 Vertical Translations of the Absolute Value Function
How does adding a constant to the output affect the graph of f(x) = | x |?
Compare the graphs of h(x) = | x | – 4 and g(x) = | x | + 2 with the graph of
f(x) = | x |.
y y
g(x) = ∣x∣ + 2
2 f(x) = ∣x∣
x
The graphs 4
−4 −2 O 2 4
have the
−2 same axis of 2
symmetry: f(x) = ∣x∣ x
h(x) = ∣x∣ − 4 x = 0. O
STUDY TIP −4 −2 2 4
Recall that the vertex is the point
where the axis of symmetry The vertex is (0, –4). The vertex is (0, 2).
intersects the graph.
Adding a constant, k, outside of the absolute value bars changes the value
of f(x), or the output. It does not change the input. The value of k, in
g(x) = | x | + k, translates the graph of f(x) = | x | vertically by k units. The
axis of symmetry does not change.
Try It! 2. For each function, identify the vertex and the axis of symmetry.
a. p(x) = | x | + 3 b. g(x) = | x | − 2
EXAMPLE 3 Horizontal Translations of the Absolute Value Function
How does adding a constant to the input affect the graph of f(x) = | x |?
Compare the graph of g(x) = | x – 4 | with the graph of f(x) = | x |.
y
g(x) = ∣x − 4∣ The axis of
symmetry is x = 4.
2
f(x) = ∣x∣ x
−2 O 2 The vertex is (4, 0).
COMMON ERROR
You may think that the expression
x − 4in the function g(x) = | x − 4| Adding a constant, h, inside the absolute value bars changes the value of x,
shifts the graph of f(x) = | x | the input, as well as the value of f(x), the output.
horizontally 4 units to the left, in
the negative direction. But the The value of h, in g(x) = | x – h | translates the graph of f(x) = | x | horizontally
function will shift 4 units to the by h units. If h > 0, the translation is to the right. If h < 0, the translation is
right because (4, 0) is a solution to the left. Because the input is changed, the translation is horizontal, and
to the function when h = 4. the axis of symmetry also shifts.
Try It! 3. For each function, identify the vertex and the axis of symmetry.
a. g(x) = | x − 3 | b. p(x) = | x + 5 |

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 4 Understand Vertical and Horizontal Translations
What information do the constants h and k provide about the graph of

g(x) = | x – h | + k?
Compare the graphs of g(x) = | x – 4 | – 2 and g(x) = | x + 5 | + 1 with the graph
of f(x) = | x |.
y
4 f(x) = ∣x∣ 6
The vertex is
2 f(x) = ∣x∣ 4
(4, –2).
USE STRUCTURE x
2
If the function g(x) = | x + 5 | + 1, is −2 O 2 4 The vertex is x
in the form g(x) = | x – h | + k, what −2 (–5, 1).
g(x) = ∣x − 4∣ − 2 −6 −4 −2 O
are the values of h and k?
−4 g(x) = ∣x + 5∣ + 1 −2 y

The value of h translates the graph horizontally and the value of k translates
it vertically. The vertex of the graph g(x) = |x – h| + k is at (h, k).
Try It! 4. Find the vertex of the graph of each function.

a. g(x) = | x – 1 | – 3 b. g(x) = | x + 2 | + 6
EXAMPLE 5 Understand Vertical Stretches and Compressions

How does the constant a affect the graph of g(x) = a| x |?
  1 | x | and g(x) = – 4| x | with the graph of f(x) = | x |.
Compare the graphs of g(x) = __
2
y y
6 2
The graph of g is wider f(x) = ∣x∣ x
4 f(x) = ∣x∣ than the graph f.
−4 −2 O 2 4
2
g(x) = −4∣x∣
x The graph of g is narrower
−4 −2 O 2 4 than the graph f. It is also
1 reflected across the x-axis.
g(x) = ∣x∣ −6
2
In g(x) = a| x |, the constant a multiplies the output of the function f(x) = | x |

by a.
• When 0 < | a | < 1 the graph of g(x) = a| x | is a vertical compression towards
the x-axis of the graph of f(x) = | x |.
• When | a | > 1, the graph of g(x) = a| x | is a vertical stretch away from the
x-axis of the graph of f(x) = | x |.
• When a < 0, the graph of g is reflected across the x-axis.
The value of a stretches or compresses the graph vertically.
Try It! 5. Compare the graph of each function with the graph of f(x) = | x |.
a. g(x) = 3| x | 1 | x |
b. g(x) = –  __
3

Activity Assess
EXAMPLE 6 Understand Transformations of the Absolute Value

Function
A. How do the constants a, h, and k affect the graph of g(x) = a| x – h | + k?
Graph g(x) = −2| x + 3 | + 4.
The values of h and k determine the location of the vertex and the axis
of symmetry. The value of a determines the direction of the graph and
whether it is a vertical stretch or compression of the graph of f(x) = | x |.
y
1 Plot the vertex at (−3, 4)
(–3, 4). The axis of 4
symmetry is x = –3. 2 Evaluate the
GENERALIZE
2 function to find
Does the graph of every function O x another point.
of the form g(x) = a| x – h | + k −8 −6 −4 −2 2 4 g(0) = –2.
have a y-intercept? (−6,−2) (0, −2)
4 Sketch the
3 Reflect the point −4 graph through
across the axis of the points.
symmetry.
Since | a | > 1 and a is negative the graph is a vertical stretch of the graph
of f(x) = | x | that is reflected across the x-axis.
B. How can you use the constants a, h, and k to y
write a function given its graph?
6
Step 1 Identify the vertex of the graph.
4
The vertex is (4, 1), so h = 4and k = 1.
2
he function has the form
T
f(x) = a| x − 4| + 1. x
O 2 4 6
Step 2 F ind the value of a. Select another
point on the graph, (x, f(x)), and solve
for a.
f(x) = a| x − 4| + 1

Substitute 5 for x and
4 = a| 5 − 4 | + 1
4 for f(x).
a = 3

The graph represents the function f(x) = 3| x − 4 | + 1.
Try It! 6. a. Write a function for the y

graph shown.
6
b. Write the function of the graph
after a translation 1 unit right 4
and 4 units up.
2
x
−4 −2 O 2 4

Concept Assess
Summary
CONCEPT SUMMARY Transformations of the Absolute Value Function
WORDS The graph of g(x) = a| x – h | + k is a transformation of the graph of the absolute value
function, f(x) = | x |.
• Adding a constant, h, to the input translates the graph of f horizontally.
• Adding a constant, k, to the output translates the graph of f vertically.
• M
ultiplying the input by a constant, a, greater than 1 results in a vertical stretch of the
graph of f.
• M
ultiplying the input by a constant, a, less than 1 but greater than 0 results in a vertical
compression of the graph of f.
• When a < 0 the graph of the function is reflected across the x-axis.
ALGEBRA g(x) = a| x − h | + k
The vertex of the graph is (h, k).
NUMBERS g(x) = −2| x + 3 | + 4

The vertex of the graph is (–3, 4).
GRAPH y
6
g(x) = −2∣x + 3∣ + 4
4
The vertex is
2 (–3, 4).
x
−8 −6 −4 −2 O 2
−2
−4


1. ESSENTIAL QUESTION How do the Find the vertex and graph each function.
constants affect the graphs of piecewise- 5. f(x) = | x | + 2.5 6. f(x) = | x + 2.5 |
defined functions?
7. f(x) = | x – 2 | + 4 8. f(x) = –3| x + 1 | – 5
2. Generalize How do the constants a, h,
and k affect the domain and range of
g(x) = a| x − h | + kwhen a > 0? 9. Write a function for the graph.
3. Error Analysis Jacy says that f(x) = 4| x − 1 | y

4
and f(x) = | 4x − 1 |have the same graph. Is
Jacy correct? Explain. 2
4. Use Structure How can you reflect the

O 2 4
graph of f(x) = 3| x + 2 | + 1across
the x-axis? −2

UNDERSTAND PRACTICE
10. Model With Mathematics Give two examples 15. Describe the transformation for the pair of step
of functions that include an absolute value functions. SEE EXAMPLE 1
expression and have a vertex of (−1, 3).
Plot1 Plot2 Plot3
11. Mathematical Connections Consider the \Y1 = int (X)+1
function f(x) = 2| x + 1 | − 7. \Y2 = int (X)–2
\Y3 =
\Y4 =
a. A linear function containing one branch of \Y5 =
\Y6 =
the function is f(x) = 2(x + 1) − 7. \Y7 =
What linear function contains the other
branch?
Find the vertex and graph each function.
b. For the general function f(x) = a| x − h | + k, SEE EXAMPLES 2, 3, AND 4
what are the two linear functions containing
the branches? 16. f(x) = | x | − 2 17. f(x) = | x | + 1
18. f(x) = | x + 0.5 | 19. f(x) = |x – 1 |

12. Use Appropriate Tools Explain how you can
write a second step function that translates 20. f(x) = | x + 7 | − 2 21. f(x) = | x − 0.5 | + 0.5
the graph of the step function shown down
6 units. Compare the graph of each function with the
graph of f(x) = | x |. Describe the transformation,
Plot1 Plot2 Plot3 then graph the function. SEE EXAMPLES 4, 5, AND 6
\Y1 = int (X)+2
\Y2 =   1 | x + 6 | – 1
22. g(x) = __ 23. g(x) = –4| x – 2 | – 1
3
\Y3 =
\Y4 = 5 | x – 2 | + 7
24. g(x) = –| x + 3.5 | + 4 25. g(x) =  __
\Y5 = 4
\Y6 =
\Y7 = Write a function for each graph. SEE EXAMPLE 6
26. y 27. y x
13. Error Analysis Describe and correct the errors O 2 4 6
2
a student made in describing the graph of the −2
x
function f(x) = −0.5| x + 1 | + 3. O
−4 2 −4
−2
−6
The graph of y = —0.5|x + 1| + 3
compresses the graph of y = |x| −8
vertically toward the x-axis, and
moves the vertex to (1, 3).
✗ What function g describes the graph of f after the
given transformations?
28. f(x) = | x |; translated 2 units up and 1 unit right
14. Higher Order Thinking Write each function 29. f(x) = | x | + 1; translated 3 units down and
Y1 through Y4. Explain how the graphs of 2 units left
Y2 through Y4 are transformations of the
graph of Y1. 30. f(x) = | x |; reflected across the x-axis and
translated 4 units up
Plot1 Plot2 Plot3
\Y1 = abs(X−3) 31. f(x) = | x |; vertically stretched by a factor of 3
\Y2 = Y1+4 and reflected across the x-axis
\Y3 = 2Y1
\Y4 = −Y1
\Y5 =
\Y6 =
\Y7 =

Practice Tutorial
32. Model With Mathematics The rates for Fill in the blanks with the correct answer.
Carolina’s dog boarding service are shown. 35. The graph of g(x) = –| x + 15 | – 7, is a vertical
Carolina plans on increasing the rate for the translation of the graph of the _______
first hour by $5. function, f(x) = | x | by _______ units. The graph
a. Make a graph that shows the step functions of g is a horizontal translation of the graph of
for the cost of boarding a dog before and f by _______ units. The vertex of the graph of
after the rate increase. g is _______. The y-intercept is _______, and
b. How much will it cost to board a dog for there is/are _______ x-intercept(s).
4 hours after the rate increase?
36. SAT/ACT Which function has the same graph as
f(x) = 4| x − 2 | + 2?
Welcome to Carolina’s
Dog House Retreat Ⓐ f(x) = 2 | 2x − 4 | + 2
$20 for the first hour Ⓑ f(x) = 2 | 2x − 1 | + 2
plus $12 for each
additional hour. Ⓒ f(x) = 2 | 2x − 1 | + 1
Ⓓ f(x) = 2 | 2x − 4 | + 1
Ⓔ none of these
33. Model With Mathematics Emma wants to 37. Performance Task You are playing a ship
model the sides of a pyramid by using a trapping game. There are 4 of your opponent’s
function that includes an absolute value red ships on the screen. You can send out
expression. Emma will place the pyramid on 3 strikes from your blue ships through the red
a coordinate grid as shown. What function ships’ positions to capture them. Each strike
should she use? For what domain? sends two lasers that resemble the graph of a
function with an absolute value expression.
7.7 cm
y h(x)
80
4.9 cm
60
x
40
34. Make Sense and Persevere One part of a dog 20

agility course is an obstacle called an A-frame. x
Assume that the left corner of the A-frame 0
0 20 40 60 80
corresponds to the point (0, 0). What function
that includes an absolute value expression Part A How can symmetry help you find a path
could you use to model the obstacle? What to capture two ships?
is the domain of the function? Explain your
reasoning. Part B Write three functions that represent
strike paths to capture the ships. Show how
each ship is captured by a function.
Part C For your function that captures two

6 ft ships, can you write a different function from
one of your other ships that represent strikes
paths to capture these two ships? Explain.
10 ft

6-5
Activity Assess
MODEL & DISCUSS
Each table represents part of a function.

Analyzing Functions
Graphically x f(x) x g(x) x h(x) x j(x) x k(x)
−2 1 −2 20 −2 11 −2 2 −2 21
PearsonRealize.com −1 4 −1 10 −1 8 −1 1 −1 11
0 5 0 5 0 5 0 0 0 5
1 4 1 2.5 1 2 1 1 1 3
I CAN… identify the
common features of a 2 1 2 1.25 2 −1 2 2 2 5
function when given an
equation or graph. A. Plot the points of each function on a graph. Describe what you know
about each function.
B. Look for Relationships Which functions are related? Explain your
reasoning.
ESSENTIAL QUESTION What can you learn about a function by analyzing its graph?
EXAMPLE 1 Analyze Domain and Range
The graphs of three functions are shown. What are their domains
and ranges?
y x y x y x
−4 −2 O 2 4 −4 −2 O 2 4 −4 −2 O 2 4
−2 −2
−4 −4 −4
COMMON ERROR −6 −6 −6
Remember to extend the function,
beyond the edges of the sketch −8 −8 −8
when the domain is all real
numbers. The graph of j, for g(x) = −x  2 − 2
h(x) = −| x | − 2 j(x) = −2  x− 2
example, continues down and to
the right out of view as x increases. Domain: all real numbers Domain: all real numbers Domain: all real numbers
Range: y ≤ −2 Range: y ≤ −2 Range: y < −2
To find the range of f, note that x² ≥ 0for all x. Therefore −x² ≤ 0, and
−x² − 2 ≤ −2for all x. So the range of f is y ≤ −2.
You can find the ranges of h and j in a similar way. The range of h is
y ≤ −2. The range of j is y < −2.
Try It! 1. Explain how you can determine the ranges of h and j from the
expressions that define them.

Activity Assess
EXAMPLE 2 Analyze Maximum and Minimum Values
Which of these functions has a maximum value and/or a minimum value?

__
f(x) = 2x −3 g(x) = −(   1 ) +
x
4 h(x) = |x + 1| + 2
2
Consider the graphs of a linear function, an exponential function, and a
translation of the absolute value function.
y The graph of the linear function f increases at
4
a constant rate. There is no maximum or
2 minimum value.
x
−4 −2 O 2 4
−2
f(x) = 2x − 3
As the x-value increases
the y-value approaches 4,
but it never reaches 4.
The graph of the function g is a translation of y

4
an exponential function. It is bounded above by 1x
g(x) = − +4
the asymptote y = 4which means that g(x) < 4. 2 2
However it has no maximum because it is always x
increasing. −4 O 2 4
−2
The function g also has no minimum. As x
decreases, g(x) decreases. −4
y The graph of h is a translation of the absolute

8
h(x) = |x + 1| + 2 value function. It opens upward so the function
COMMUNICATE PRECISELY has a minimum value of 2 at the vertex (−1, 2).
6
The maximum or minimum value
is a y-value of the function. 4
What value tells you where the
maximum or minimum is found? 2 If the function were instead h(x) = −| x + 1 | + 2, the
x absolute value function would open down. It would then
have a maximum value instead of a minimum value.
−4 −2 O 2 4
Try It! 2. Does each function have a maximum value and/or a minimum
value? Sketch the graph of each function to help you.
a. f(x) = x  2 − 3x + 1
_____
b. g(x) = 2√x + 1 
3
_____
c. h(x) = √ 8(x − 1)  + 5
LESSON 6-5 Analyzing Functions Graphically 257

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Understand Axes of Symmetry
Which of the functions shown has an axis of symmetry?
f(x) = 3 − |x + 3| Translations of the

STUDY TIP absolute value function
If you fold a sketch of the graph x f(x)
always have an axis
along the axis of symmetry, the –6 0 y of symmetry passing
4
parts of the graph on either f(x) = 3 − |x + 3| through the vertex.
–5 1
side of the axis of symmetry will 2
coincide. –4 2
x
–3 3
−8 −4 −2 O 2
–2 2
−2
–1 1 x = −3
0 0 −4
g(x) = (x − 2)2
x g(x)
–1 9 y Quadratic functions
8
always have a vertical
0 4 x=2 axis of symmetry.
1 1
2 0 4
g(x) = (x − 2)2
3 1
2
4 4 x
5 9 O 4 6 8
h(x) = √x − 4
x h(x)
4 0 y
8
5 1 This function does
6
8 2 not have an axis of
13 3 4 symmetry. There is no
way to fold the graph
20 4 h(x) = √x − 4
2 so that one side
29 5 x aligns with the other.
40 6 O 2 4 6 8 10
Quadratic functions and translations of the absolute value function have an

axis of symmetry.
Try It! 3. Does each function have an axis of symmetry? Sketch graphs
to help you.
3 _____
a. g(x) = 2  x b. h(x) = √ x + 4 

Activity Assess
EXAMPLE 4 Analyze End Behaviors of Graphs
What is the end behavior of each function?

End behavior describes what happens to the ends of the graph of a function
LOOK FOR RELATIONSHIPS as x approaches infinity or negative infinity (written as x → ∞and x → −∞).
You can determine end behavior
of polynomial functions, such as As x → ∞, the values of f(x) decrease y
a quadratic function, by looking 8
without bound, or f(x) → −∞.
at the leading term. The end The same is true as x → −∞.
behavior of g(x) = ax  2 is the
same as the end behavior of x
f(x) = ax  2 + bx + cwhen a ≠ 0. −8 −4 O 4 8 10
−4
−8
f(x) = −x  2 + 6
For this exponential function, there y

is a horizontal asymptote at y =0.
8
So as x → ∞, the values of g(x)
approach 0. But as x → −∞, the 6
values of g(x) increase without
bound, or g(x) → ∞. 4
x
−2 O 2 4 6 8
g(x) =(   1 )x

__
3
As x → ∞, the values of h(x) grow y

2
less and less steeply, but they do not
approach any asymptote, so h(x) → ∞. 1
As x → −∞, values of h(x) decrease,
x
and h(x) → −∞.
−4 −2 O 2 4
−2
__
  1  √ x 
h(x) =__
3
Try It! 4. Compare the end behaviors of the functions.

f(x) = 2  x + 2 g(x) = (__
  1 ) + 4 h(x) = x  2 − 2x + 1
x
3

Concept Assess
Summary
CONCEPT SUMMARY Common Features of Functions
WORDS GRAPHS
Domain and Range The domain of fis the set y

of all real numbers.
f(x) = −x2 + 6
4
The range of fis the set of all real number
less than or equal to 6. 2
x
−4 O 2 4
−2
Maximum and ghas no maximum value. y

4
Minimum Values
The minimum value of gis 0, g(x) = √x + 3 2
for x = −3.
x
−4 −2 O 2 4
Axis of Symmetry A vertical line that divides a function into y

6
mirror images is an axis of symmetry.
4 h(x) = |x − 2|
The line x = 2is an axis of symmetry for h.
2
x
−2 O 4 6
End Behavior End behavior describes what happens to the y

6 3 x
ends of the graph. k(x) =
2 ( ) −2
4
As x → ∞, k(x) → ∞.
2
As x → −∞, k(x) → −2. x
−4 −2 O 2 4
−2

1. ESSENTIAL QUESTION What can you For each function identify the domain and
learn about a function by analyzing its range, state the maximum and minimum
graph? values, identify the axis of symmetry, if it
exists, and describe the end behavior.
2. Error Analysis Kona states that the _____
4. f(x) = √x − 5 
maximum value of f(x) = −2  xis 0. Explain
Kona’s error. 5. g(x) = x  2 + 2x + 1
3. Look for Relationships How are behaviors 6. h(x) = 2 − | x + 6 |
of quadratic functions like those of the
absolute value function?

UNDERSTAND PRACTICE
7. Look for Relationships Without sketching the Sketch the graph of each function and identify its
graph, how can you ______
identify the domain and domain and range. SEE EXAMPLE 1
_____
range of f(x) = 4 − √
2x − 5  ? 14. f(x) = x  2 − 2 15. f(x) = √
x − 3 
8. Mathematical Connections The function
3 __ 16. f(x) = 5  x 17. f(x) = 3 − | x − 4 |
f(x) = √ x  has a domain of all real numbers and
has neither a maximum nor a minimum value.
Use the graph of each function to help you identify
How can you redefine the domain so that f has
its maximum and minimum values, if they exist.
a maximum of 8 and a minimum of −8?
SEE EXAMPLE 2
__
18. f(x) = 3 − x  2
3
9. Error Analysis Describe and correct the error a 19. f(x) = √x 
student made in describing the end behavior of
the function y = 1,000,000 − x  2. 20. f(x) = −2  x 21. f(x) = 5| x | − 8
State the equation of the axis of symmetry for

Every number that I enter for x gives a each function, if it exists. SEE EXAMPLE 3
great big value for y, so as x → ∞, y → ∞. 22. y
4
✗ 2
x
O 4
−2
10. Communicate Precisely Explain why the line
y = 3cannot be an axis of symmetry for a 23. y
function. 4
2
11. Higher Order Thinking The domain of a
function, f, is the set of all real numbers. Its axis x
of symmetry is the line x = 4. As x approaches −2 O 2 4
infinity, y approaches infinity. Can the range of −2
f be all real numbers? Explain your reasoning.
24. y
12. Error Analysis If a function is increasing
throughout its domain, the y-values are
greater and greater as x approaches infinity. x
Libby claims that any function that has all O 5
real numbers as its domain and is increasing −2
everywhere must have all real numbers as its
range as well. Is Libby correct? Explain why or
why not.
Describe the end behavior of each function.
SEE EXAMPLE 4
13. Use Structure For what values of a and b
would the graph of f have an axis of 25. f(x) = 1 − 3x 26. f(x) = x  2 + 2
symmetry?
27. f(x) = −7  x 28. f(x) = | x + 2 | − 8
{√x , x > b
3 __
a√x , x ≤ b __
f(x) = 3 __   29. f(x) = −3(x + 4)  2 30. f(x) = √
x  −5

Practice Tutorial
31. Model With Mathematics The average 34. Analyze the behavior of f(x) = x  2 − 2x + 5.
high temperatures for four different cities, Which of the following are true? Select all
Anchorage, AK, Kansas City, MO, Miami, FL, that apply.
and New York, NY, have been used to create Ⓐ As x approaches infinity, y approaches
the graph. Use information about maximum infinity.
and minimum values to complete the legend for
the graph. Explain your reasoning.
Ⓑ As x approaches negative infinity, y
approaches negative infinity.
Ⓒ f has an axis of symmetry at x = 1.
Average High Temperatures Ⓓ The domain of f is the set of all real
y
Temperature (°F)
80
numbers.
Ⓔ The maximum value of f is 4, for x = 1.
40
35. SAT/ACT Which function has an axis of symmetry
x at x = 1and a maximum value of 3?
0
Ⓐ y = 1 − | x − 3 |
n
ar
ay
ly
pt
v
No
Ja
Ju
M
Se
M
A C Ⓑ y = | x − 1 | + 3
B D Ⓒ y = | x + 1 | − 3
32. Make Sense and Persevere A marketing Ⓓ y = 3 − | x − 1 |
company is designing a new package for a Ⓔ y = | x − 3 | + 1
box of cereal. They have determined that the
function C(x) = 4.5x  2models the cost of a box 36. Performance Task Jack started a small business
with side lengths as shown (measured in inches). recently, and he has been tracking his monthly
Identify a reasonable domain and range for profits, summarized in the table below.
the function.
Jan $3 May $100
1
x Feb $10 June $180
3
Mar $25 July $415
2x
Apr $40 Aug $795

Part A Create a graph to show Jack’s profits
x
over time. Determine the type of function that
33. Model With Mathematics Yumiko is an will best model Jack’s profits based on data
animator. She uses computer-generated collected so far.
imagery (CGI) to create scenes for a movie.
The shapes and features she uses are defined Part B Evaluate features of the function that
by functions. Which features of functions will will be relevant to Jack’s business. Explain what
be useful for Yumiko, and how can she use those features mean in this context.
them in her work?
Part C Write an equation that models the
growth of Jack’s business. Use your function
to predict Jack’s profits for August of the
following year. Is your prediction reasonable?
Explain why or why not.

6-6
Activity Assess
CRITIQUE & EXPLAIN

__ 3 __
The figure shows f(x) = √ x and g(x) =√ x . Venetta
Translations of f(x) = √x
says that vertical translations will work in the
Functions same way for these functions as they do for
quadratic and exponential functions. Tonya
disagrees. 3
g(x) = √x
PearsonRealize.com
I CAN… graph and analyze A. For f(x) + cand g(x) + c, what translation do you expect when c is
transformations of functions. positive? When c is negative?
B. Generalize Which student is correct? Explain your answer.
Do horizontal and vertical translations work in the same way for all types
ESSENTIAL QUESTION
of functions?
EXAMPLE 1 Vertical Translations

How does adding a constant value to the output change the graph of a
function?
Consider how the value of the constant changes the graph of each
function shown.
You can write this operation as g(x) = f(x) + k. This means that for a value of x, g
takes the output of f and adds the constant k.
y y y
10
g(x) = f(x) + 2 6 6
8
4 4 g(x) = f(x) + 1
6
2 2
4 f(x) = 2x f(x) = √x
x x
Adding a negative constant k to −2 O 2 O 2 4
a function decreases the function f(x) = x2 −2
x
value by k, so it moves the graph g(x) = f(x) − 3
−2 O 2
down k units.
The graph of g is a The graph of g is a The graph of g is a
translation of f up 2 units. translation of f down 3 units. translation of f up 1 unit.
Adding a positive constant translates the graph up, while adding a negative
constant translates the graph down.
Try It! 1. For each function g(x) = f(x) + k, how does the value of k
affect the graph of function f?
a. g(x) = f(x) + 7 b. g(x) = f(x) − 9
LESSON 6-6 Translations of Functions 263

Activity Assess
EXAMPLE 2 Analyze Horizontal Translations
How does subtracting a constant from the input change the graph
of a function?
Consider how the value of the constant changes the graph of each
function shown.
You can write this operation generally as g(x) = f(x − h). This means that g
takes the input of f and subtracts the constant h before applying function f.
To see what happens to the graph y g(x) = f(x + 2)
when you subtract a constant from
6
the input, consider what inputs for
f(x) = |x|
g you would need to get the same 4
COMMON ERROR output as f for a given input x.
2
The expression x + 2in the For example, if g(x) = f(x + 2), you
function f(x + 2)shifts the graph x
would need an input x  1that is 2 units
of f(x) horizontally in the negative −4 −2 O 2 4
less than x for g(x  1) = f(x). So the
direction, not the positive direction. −2
graph of g is the graph of f shifted
You can think of this as f(x − (−2)),
2 units to the left.
so the constant is negative. −4
The graph of g is a
translation of f left 2 units.
You can use the same reasoning to see how the graph changes for
any function.
y y
6 6
f(x) = x2
4 4
g(x) = f(x + 3)
g(x) = f(x − 1) 2
x x
−4 −2 O 2 4 −4 −2 O 2 4
−2 f(x) = √x −2
3
−4 −4

The graph of g is a The graph of g is a
translation of f right 1 unit. translation of f left 3 units.
Subtracting a positive constant from x translates the graph to the right,

while subtracting a negative constant from x translates the graph to the left.
Try It! 2. For each function g(x) = f(x − h), how does the value of h affect
the graph of function f?
a. g(x) = f(x − 8) b. g(x) = f(x + 7)

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Combine Translations
How does subtracting a constant value from the input and adding a
constant value to the output change the graph of a function?
Graph g(x) = f(x + 4) − 1for various types of functions f.
In the form g(x) = f(x − h) + k, g(x) = f(x − (−4)) + (−1), so h = −4and k = −1.
y
6
4
f(x) = x2
2
x Subtracting –4 from x
−6 −2 O 2 translates the vertex 4 units
g(x) = (x + 4)2 − 1 −2 left. Adding –1 translates
the vertex 1 unit down.
y
6
g(x) = 2(x + 4) − 1
4
REASON
For function graphs without a 2 f(x) = 2x
Subtracting –4 from x translates
vertex, consider what points you x the reference point 4 units
can use as a reference points
−2 O 2 left. Adding –1 translates the
when you translate.
−2 point 1 unit down.

y
4
f(x) = √x
2
g(x) = √x + 4 − 1
x
−2 O 2 4
−2 Subtracting –4 from x translates
the reference point 4 units
left. Adding –1 translates the
point 1 unit down.
The combination of translations represented by g(x) = f(x + 4) − 1affects the

graph of these functions the same way. All points of graph f are translated
left 4 units and down 1 unit.
The combined horizontal and vertical translations are independent of each
other. Although they can be applied in either order, the horizontal one is
(x) = f(x − h) + k, the graph of function g is the graph of
applied first. Given g
function f translated h units horizontally, then translated k units vertically.
Try It! 3. Graph f and g(x) = f(x − 2) + 3.

__
a. f(x) = x  2
b. f(x) = 2  x
c. f(x) = √
x 

Concept Assess
Summary
CONCEPT SUMMARY Translations of Functions
WORDS Changes to the output translate the Changes to the input translate the graph
graph vertically. horizontally.
k > 0:shifts | k |units up h > 0:shifts | h |units right
k < 0:shifts | k |units down h < 0:shifts | h |units left
ALGEBRA g(x) = f(x) + k

g(x) = f(x − h)
g(x) = f(x − h) + k
translates k units vertically translates h units horizontally translates h units horizontally and
k units vertically
NUMBERS g(x) = f(x) − 2

g(x) = f(x + 3) g(x) = f(x + 3) − 2
translates 2 units down translates 3 units left translates 3 units left and
2 units down
GRAPHS y y y

4 4 4
3 3
f(x) = √x f(x) = √x + 3 f(x) = √x
3
2 2 2
O x O x O x
−4 −2 −4 −2 2 4 −4 −2 4
3
−2 f(x) = √x − 2 3 −2
f(x) = √x 3
f(x) = √x + 3 − 2
−4 −4 −4

1. ESSENTIAL QUESTION Do horizontal Sketch the graph of each function.
and vertical translations work in the same 5. f(x) = | x | + 4 6. f(x) = (x − 2)  3
way for all types of functions? _____
7. f(x) = √
x + 2  8. f(x) = 3  x− 5
2. Use Structure How can translations help you _____
sketch the graph of f(x) = x  2 + 8x + 16? 9. f(x) = (x − 1)  2 − 2 10. f(x) = √
x + 4  + 3
3. Error Analysis Ashton says that 11. What is the equation of the graph?
_____
f(x) = √
x − 3 has domain x ≥ −3. Is Ashton y
correct? Explain your reasoning. 6
4. Construct Arguments Explain why adding a 4

number to the output of a function shifts its
2
graph vertically.
x
−6 −4 −2 O


UNDERSTAND PRACTICE
12. Reason How does the graph of f(x) = 5change Sketch the graph of each function.
for g(x) = f(x − h) + k, where h and k are SEE EXAMPLES 1 AND 2
constants?
17. g(x) = | x | + 6 18. g(x) = x  2– 3
13. Use Structure The graph of g(x) = f(x − 2) + 1is __
shown. Sketch the graph of f.   1 x + 2
19. g(x) = __ 20. g(x) = √x  − 8
3
y 21. g(x) = (x − 2)  2 22. g(x) = | x + 4 |

_____ 3 _____
23. g(x) = √
x + 3  24. g(x) = √ x − 5 
6
Each graph is a translation of the given function.
4 Write the function for the graph. SEE EXAMPLE 2
__
25. f(x) = x  2
3
2 26. f(x) = √ x 
x y
y
−2 O 2 4 4 4
14. Error Analysis Victor is asked to explain how

the graph of g(x) = | x − 2 | + 2relates to the x x
graph of f(x) = | x |. His work is shown below. −4 −2 O 2 4 −12 −8 −4 O 4
Is Victor correct? Explain why or why not. −2 −2
−4 −4
f(x) = |x – 2| + 2
= |x| + (-2 + 2) 27. f(x) = | x |
= |x|
y
Graph of f(x) = |x – 2| + 2 is the same 30
as the graph of f(x) = |x|, with vertex
20
at (0, 0).
✗ 10
x
15. Use Structure Describe a combination of −20 −10 O 10 20
translations to apply to the floor function, −10
f(x) = ⌊x⌋, that leaves its graph appearing
__
unchanged. Write the new equation. 28. f(x) = √x 
y y
4
6
2
x 4
−4 −2 O 2 4
2
−2
x
−4 O 4 8 12 16 20

16. Higher Order Thinking Given g(x) = f(x − 2) + 4
Sketch the graph of each function. SEE EXAMPLE 3
and j(x) = g(x + 5) − 3, find the values of h and
k in the equation j(x) = f(x − h) + k. 29. g(x) = 2  x+4 − 7 30. g(x) = | x + 4.3 | − 2.7

Practice Tutorial
31. Make Sense and Persevere The height, h, in 33. Which is true about the graph of the function
meters of a Saturn V rocket t seconds after f(x) = (x − 2)  2 − 3? Select all that apply.
launch is modeled by the graph shown. Note Ⓐ It is a parabola that opens upward.
that the graph is not the actual path of the
rocket. A launch is delayed by 60 seconds by
Ⓑ It is a parabola that opens downward.
a technical problem. Describe the effect on Ⓒ The vertex is (2, −3).
h(t) as a translation. Sketch the graph of the Ⓓ The vertex is (−2, −3).
height of the rocket t seconds from the original Ⓔ The vertex is (2, 3).
launch time. __
34. SAT/ACT How is the function f(x) = √ x 
translated to
_____ obtain the graph of
g(x) = √x + 5  + 6?
__
h(t) Ⓐ Shift f(x) = √ x up 5 units and right 6 units.
600 __
Ⓑ Shift f(x) = √ x  right 5 units and down 6 units.
__
500 Ⓒ Shift f(x) = √ x  left 5 units and up 6 units.
Altitude (m)
__
400 Ⓓ Shift f(x) = √ x  left 5 units and down 6 units.
__
300 Ⓔ Shift f(x) = √ x  down 5 units and left 6 units.
200 35. Performance Task In a computer football
100 game, you are attempting to kick a field goal.
t Every kick in the game can be modeled by a
0
0 5 10 15 20 25 horizontal translation of the function shown.
Time (s) Assume the translations are to the nearest
tenth of a yard. The goal post is 10 yards
behind the goal line.
32. Mathematical Connections The costs for a new
publishing company can be classified as fixed The center of the
costs, such as rent and insurance, or variable goal post crossbar
1
costs, such as materials and labor. Fixed costs is at (−10, 3 ). f(x) =− 1 (x − 10)2 + 12
3 100
are constant, while variable costs change as the
y
number of items produced changes. The graph 20
shows the weekly variable costs based on the
number of books produced. 10
y x
800 −20 −10 O 10 20 30 40
Variable costs ($)
600
400
Not to scale
goal line
200
x Part A How far from the goal line is the
0
0 50 100 150 200
football placed in the figure shown?
Number of books
Part B What is the maximum distance from the
a. If weekly fixed costs are $300, sketch a graph
goal line the football can be placed for the kick
showing total expenses for the week.
to clear the crossbar?
b. Find the total cost of producing 75 books in
Part C Write the function for the kick in Part B.
a week.

6-7
Activity Assess
EXPLORE & REASON
The graphs of three

Compressions and y
quadratic functions g, h,
Stretches of and j all have a vertex of (–2, 16) j
16
Functions (0, 0). Additional points
12 h
that lie on the graph of
g
each function are shown.
PearsonRealize.com 8
(2, 4)
(1, 4)
4
I CAN… change functions (–2, 1) (1, 1) x
to compress or stretch their −8 −6 −4 −2 O 2 4 6 8
graphs. (1, 0.25)
A. Write a quadratic function for each parabola.

B. Communicate Precisely How are these functions similar? How are they
different?
C. Using your knowledge of compressions and stretches of other functions
and your answers to parts A and B, describe how how to write a vertical
__
stretch or compression of f(x) = √
x .
What change to a function will result in a vertical or horizontal stretch or

ESSENTIAL QUESTION
compression of its graph?
EXAMPLE 1 Analyze Reflections Across the x-Axis

How does multiplying the output by −1change the graph of a function?
__
Consider g(x) = −1f(x)for f(x) = x  2and for f(x) = √ x .
3
y y
4 4
2 f g 2 f
x x
−4 −2 O 2 4 −4 −2 O 2 4
−2 g −2
−4 −4

__
f(x) = x  2
3
LOOK FOR RELATIONSHIPS f(x) = √ x 
Recall the transformations of __
g(x) = −x  2
3
g(x) = −√ x 
other functions you have studied.
How does the graph of a linear The graph of g(x) = −x  2is a reflection of f(x) = x  2 across the x-axis. The graph
function change when the output 3 __ 3 __
of g(x) = − √ x is a reflection of f(x) = √ x across the x-axis.
is multiplied by −1?
In general, if g(x) = −1f(x), the graph of g is a reflection across the x-axis of
the graph of f.
Try It! 1. Write a function with a graph that is the reflection of the graph
of f across the x-axis.
__
a. f(x) = x b. f(x) = √
x 
LESSON 6-7 Compressions and Stretches of Functions 269

Activity Assess
EXAMPLE 2 Analyze Vertical Stretches of Graphs
How does multiplying the output by a constant with an absolute value

greater than 1 change the graph of a function?
__
Consider g(x) = kf(x) for | k | > 1when f(x) = x  2and when f(x) = √ x .
3
__ __
f(x) = x  2 g(x) = 2x  2
3 3
f(x) = √ x  g(x) = 4√ x 
y y
4 4
g g
2 f 2 f
REASON
x x
Think about how the y-values
of the function change for the −4 −2 O 2 4 −4 −2 O 2 4
same input values when the −2 −2
output is multiplied by a constant
greater than 1. −4

The graph of g(x) = 2x  2is a vertical stretch of f(x) = x  2away from the x-axis.
3 __ 3 __
The graph of g(x) = 4 √ x is a vertical stretch of f(x) = √ x away from the x-axis.
In general, if g(x) = kf(x) for | k | > 1, the graph of g is a vertical stretch away
from the x-axis of the graph of f.
Try It! 2. Write a function with a graph that is a vertical stretch of the
graph of f, away from the x-axis.
__
a. f(x) = x b. f(x) = √
x 
EXAMPLE 3 Analyze Vertical Compressions of Graphs
How does multiplying the output by a constant with an absolute value

between 0 and 1 change the graph of a function?
Consider g(x) = kf(x) for 0 < | k | < 1when f(x) = | x + 1 |and when f(x) = x  2.
f(x) = | x + 1 |
  1 | x + 1 |
g(x) = __   1 x  2
f(x) = x  2 g(x) = __
2 2
y y
4 4
f f g
2 2
g
x x
−4 −2 O 2 4 −4 −2 O 2 4
  12 | x + 1 |is a vertical compression of f(x) = | x + 1 |toward

The graph of g(x) = __
the x-axis. The graph of g(x) =  __12 x  2is a vertical compression of f(x) = x  2
toward the x-axis.
In general, if g(x) = kf(x) for 0 < | k | < 1, the graph of g is a vertical
compression toward the x-axis of the graph of f.
Try It! 3. Write a function with a graph that is a vertical compression of

the graph of f, toward the x-axis.
__
a. f(x) = √x  b. f(x) = | x |

Activity Assess
CONCEPTUAL EXAMPLE 4 Analyze Horizontal Stretches of Graphs

UNDERSTANDING
Why does multiplying the input of the function stretch the
graph horizontally?
Consider g(x) = f(kx) for 0 < k < 1when f(x) = x  2.
To get the same y-values from y
x f(x) g(x) 4
function g as from f, you must f g
double the input x. The graph of –2 4 1 2
g(−2) = f(−1)
g is a horizontal stretch of the –1 1 0.25 x
graph of f away from y-axis by a
0 0 0 −4 −2 O 2 4
scale factor of 2.
1 1 0.25 2
f(x) = x  2 g(x) = (__
  12 x) 
2 4 1
2
  12 yields g(x) = (
Multiplying the input of f(x) = x  2 by the constant __   12 x)  . To get
__
y-values from function g that are equal to those from function f you need to
input x-values into g that are farther away from the y-axis than the x-values
you input into f. So the graph of g is a horizontal stretch away from the y-axis
of the graph of f.
Try It! 4. Why is g

(x) = 0.2x + 2a horizontal stretch of f(x) = x + 2?
EXAMPLE 5 Analyze Horizontal Compressions of Graphs
How does multiplying the input by a constant with an absolute value

greater than 1 change the graph of a function?
Consider g(x) = f(kx) for | k | > 1when f(x) = x  2 + 2and when f(x) = | x + 1 |.
y y
4 4
f g g
2 f 2
x x
−4 −2 O 2 4 −4 −2 O 2 4
f(x) = (x + 1)  2 f(x) = | x + 1 |

g(x) = (2x + 1)  2 g(x) = | 2x + 1 |

COMMON ERROR
You might think that as k The graph of g(x) = (2x + 1)  2is a horizontal compression of f(x) = (x + 1)  2
increases the graph of the function toward the y-axis. The graph of g(x) = | 2x + 1 |is a horizontal compression of
f(kx) would stretch horizontally. f(x) = | x + 1 |toward the y-axis.
Instead, it compresses the graph In general, when g(x) = f(kx) for | k | > 1, the graph of g is a horizontal
horizontally as k increases.
compression toward the y-axis of the graph of f.
Try It! 5. Write a function with a graph that is a horizontal compression of

the graph of f, toward the y-axis.
___
b. f(x) = x  2
3
a. f(x) = √ x 

Concept Assess
Summary
CONCEPT SUMMARY Stretches and Compressions of Functions
Vertical Stretch or Compression Horizontal Stretch or Compression
g(x) = f(kx)
WORDS g(x) = kf(x)
stretches or compresses the graph of
stretches or compresses the graph
f horizontally by a factor of k
of f vertically by a factor of k
__
ALGEBRA f(x) = √x  f(x) = x  2
__
g(x) = 3√x  g(x) = (0.6x)  2

GRAPHS y y
6 g 6
f
4 4
f g
2 2
x x
O 2 4 6 8 −4 −2 O 2 4

1. ESSENTIAL QUESTION What change Tell whether the graph of g is a reflection across
to a function will result in a vertical or the x-axis of the graph of f.
horizontal stretch or compression of its 5. f(x) = 4x + 5 6. f(x) = −3x  2 + 7
graph?
g(x) = −4x − 5 g(x) = 3x  2 + 7
2. Error Analysis A student says that the graph
of the function g(x) = 0.4f(x)is a horizontal Given k = 8, describe how the graph of each
compression of the function f. Explain the function relates to f.
error the student made. 7. g(x) =f(kx) 8. g(x) =kf(x)
3. Communicate Precisely Compare and 9. Identify whether a horizontal stretch or

contrast a vertical stretch and a horizontal compression was used to produce the graph
stretch. of g given the graph of f shown below.
4. Reason Given the function f and the y

constant k, write the general form for a g
6
horizontal stretch of the function. Make
sure to include any constraints on k. 4 f
x
−4 −2 O 2 4

UNDERSTAND PRACTICE
10. Mathematical Connections Is the slope m of a Write a function with a graph that is the reflection
line y = mx + brelated to vertical and horizontal of the graph of f across the x-axis. SEE EXAMPLE 1
compressions and stretches of the graph of 15. f(x) = x  2 − 3 16. f(x) = | 2x + 5 |
the line? Explain. ___
__ 17. f(x) = −√2x  18. f(x) = −x + 4
11. Look for___Relationships Graph f(x) = x  and
√
g(x) = √2x . Explain why you can consider the For each pair, tell whether the graph of g is a
function g to be either a vertical stretch of f or vertical or horizontal compression or stretch of
a horizontal compression of f. the graph of f. SEE EXAMPLES 2, 3, 4 AND 5
12. Make Sense and Persevere Two graphs of 19. f(x) = | x + 3 | 20. f(x) = x  2 − 4
two quadratic functions f(x) and g(x) = f(kx)
g(x) = 2| x + 3 | g(x) = (0.5x)  2 − 4
are shown below. What is the approximate
_____ _____
value of k? 21. f(x) = √
x + 1 
3
22. f(x) = √ x − 1 
_____ ______
y g(x) = 0.25√x + 1  g(x) = √ 2x − 1 
3
8
23. f(x) = x − 3 24. f(x) = | x − 2 |
f 6 2 | x − 2 |
g(x) = 0.4x − 3 g(x) =  __
3
__
4 25. f(x) = x  2 + 2 26. f(x) = x 
√
___
g 2 g(x) = 6x  2 + 12 g(x) = √
7x 
x
−4 −2 O 2 4 For each graph, identify the transformation

applied to f that results in g, and identify the
13. Error Analysis Describe and correct the error a value of k.
student made in describing the relationship
27. y
between the graphs of the two functions. 6
f(x) = x  2 + 1 f
4
g(x) =
( 4x)  2 + 1
g
x
Because the input of f is being −4 −2 O 2 4
multiplied by a constant to get g, the
graph of g is the graph of f being y
28.
horizontally stretched or compressed 6 g
The constant is 4, which is greater than
4
1, so it is a horizontal stretch.
✗ 2 f
x
−4 −2 O 2 4
14. Higher Order Thinking Describe the graph of g
in terms of the graph of f for all values of k. 29. The graph of g is a reflection of the graph
__
of f(x) = √
x across the x-axis and a vertical
a. g(x) = kf(x) for 0 < | k | < 1
stretch of that graph by a factor of 3. Write
b. g(x) = kf(x) for 1 < | k | the function g.
c. g(x) = f(kx) for 0 < | k | < 1

Practice Tutorial
30. Make Sense and Persevere A company’s logo 33. What is a function rule for g such that the
is modeled by the function f(x) = −| x | + 2. graph of g is a reflection across the x-axis of
For a new design, the company wants the logo the graph of f(x) = | 2x + 5 |?
to be narrower. What are two ways the function
f could be altered so that the graph of the new 34. SAT/ACT Which function has a graph that is a
function gives a narrower logo? Explain. vertical stretch of the graph of f(x) = 4x  2 − 1?
Ⓐ g(x) = 6(4x  2 − 1)
31. Reason The area A of a square is given by A = s  2,
where s is a side length of the square.
Ⓑ g(x) = 0.6(4x  2 − 1)
Ⓒ g(x) = 4(6x)  2 − 1
a. Graph the function A = s  2on a grid. How does
the graph change when you double the side Ⓓ g(x) = −(4x  2 − 1)
length of the square? Describe the changes in
35. Performance Task The period, in seconds, of a
terms of stretches and compressions.
pendulum’s swing ___ on Earth is given by the
b. Write a function that gives the side length of function f(x) = 2π√  9.8
x
___  , where x is the length
a square in terms of its area. of the pendulum in meters. On the moon,
the equation that gives___ the period of the
c. Graph your function from part (b).
pendulum is g(x) = 2π√___ x
  1.6  .
d. How does this graph change when you
double the side length of the square?
Describe the changes in terms of stretches
and compressions.
32. Model With Mathematics The speed of a wave

in the ocean in meters per second can be
__
determined using the function f(x) = 3.13√x ,
where x represents the depth in meters of the
water under the wave.

a. Graph the function. x

b. Identify the domain and range.

c. How fast are the waves in the figure moving
over the water?

Part A Graph both functions on the same grid.
wave speed
Part B Write the moon function in terms of f(x).
Part C If g(x) = kf(x), what does the value of k

tell you about how a pendulum swings on the
moon as compared to on Earth?
10 m deep
Part D Describe how the graph of g differs

from the graph of f in terms of stretches and
compressions.

6-8
Activity Assess
EXPLORE & REASON
The graphs off(x) = x  2 and g(x) = x  2 + 3are shown.
Operations With
Functions 8 ?
y
x2 6
PearsonRealize.com
x2 + 3 4
2
I CAN… add, subtract, and
x
multiply functions.
−6 −4 −2 O 2 4 6
A. Compare the domain and range of each function.

B. Graph another function of the form f(x) = x  2+ cusing a different constant
added to x  2.
C. Look for Relationships Does changing a function by adding a constant
alter the domain of the function? Does changing a function by adding a
constant alter the range of the function? Explain.
How can you extend addition, subtraction, and multiplication from numbers
ESSENTIAL QUESTION
to functions?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Add and Subtract Functions
A. If f(x) = 2x − 3and g(x) = 2x  2 + x + 7,what is f + g? How do the

domain and range of f + g compare with the domains and ranges of
f and g?
Just as you can add numbers, expressions, and polynomials, you can also
add functions. The sum of two functions f and g is another function
STUDY TIP called f + g. The function f + gis defined as (f + g)(x) = f(x) + g(x).
In f + g, the plus sign indicates
the addition of functions. In f(x) + g(x) = (2x − 3) + (2x  2 + x + 7)
f(x) + g(x), the plus sign indicates
= 2x  2 + (2x + x) + (−3 + 7) When adding polynomials, you
the addition of numbers.
add the like terms.
= 2x  2 + 3x + 4
So, (f + g)(x) = 2x  2 + 3x + 4.
Notice that f is a linear function and g and f + g are quadratic functions.

The domains of f, g, and f + gare the same: all real numbers. The range
of f is all real numbers. You can find the range of the quadratic functions
graphically or algebraically. The range of g is y ≥ 6.875and the range of
f + gis y ≥ 2.875.
In general, the domain and range of the combined functions may be

different from the domain and range of the original functions. If a value
is not in the domain of one of the functions, it is not in the domain of
the sum or difference of the original functions either.
LESSON 6-8 Operations With Functions 275

Activity Assess
EXAMPLE 1 CONTINUED
B. If f(x) = 2x − 3and g(x) = 2x  2 + x + 7, what is g − f?
The difference of two functions g −f is defined as (g −f)(x) = g(x) −f(x).
g(x) − f(x) = (2x  2 + x + 7) − (2x − 3)
COMMON ERROR
Recall that when subtracting a = 2x  2 + x + 7 − 2x + 3
polynomial, every term in that = 2x  2 + (x − 2x) + (7 + 3)
polynomial must be subtracted.
= 2x  2 − x + 10
So, (g −f)(x) = 2x  2 − x + 10.
The domain of g − fis all real numbers, and the range is y ≥ 9.875.
Try It! 1. If f(x) = 15x  2 − 8x + 4and g(x) = 11x + 6, what is f − g?
EXAMPLE 2 Multiply Functions
A. What is the product of the two functions f(x) = 9x + 20and g(x) = x + 5?
The product of two functions f ∙g is defined as (f ∙g)(x) = f(x) ∙g(x).
f(x) ∙ g(x) = (9x + 20)(x + 5)

= 9x(x) + 9x(5) + 20(x) + 20(5)

= 9x  2 + 45x + 20x + 100

USE STRUCTURE
Think about the properties you = 9x  2 + 65x + 100

could use to simplify the product
So, (f ∙g)(x) = 9x  2 + 65x + 100.
of the two functions.
B. Are the domain and range of functions f and g the
same as the domain and range of f ∙ g?
y
Since f and g are both linear functions, the domain x
and range for both functions are all real numbers. −8 −4 O
f∙g −4
The product of f and g is a quadratic function, the
domain is all real numbers, but the range is limited. −8
The vertex is at (−3.6, −17.4), −12

and the graph opens up, so
−16
the range is y ≥ −17.4.
−20
The domain of f ∙ gis the same as the domain of
f and g, but the range is different.
Try It! 2. Find the product of f and g. What are the domain and the
range of the product?
__
a. f(x) = √
x  b. f(x) = 3x  2 + 4
g(x) = 2x − 1 g(x) = 2  x

Activity Assess
APPLICATION EXAMPLE 3 Apply Function Operations
A cylinder has a height that is twice its radius. The

r ft
cylinder is sealed at the top and bottom to form a
container. Find a function for the total surface area of
the container. What dimensions would yield a total
h ft
surface area of about 120 ft 2?
Formulate Write a function for the surface area of the top and
bottom of the cylinder.
f(r) = 2 ∙area of the base
= 2πr  2
Write a function for the lateral surface area of the cylinder. Recall that the
lateral surface is the curved surface of the cylinder. Unrolled, it would form a
rectangle.
g(r) = height ∙circumference
= h ∙2πr
= 2r ∙2πr The height is twice the radius.
= 4πr  2
Compute The total surface area is the sum of the area of the bases
and the lateral surface area. Find f + g.
f(r) + g(r) = 2πr  2 + 4πr  2
= 6πr  2
Graph (f + g)(r) = 6πr  2to find the value of r that corresponds to a total
surface area of 120 ft  2.
y
120 (f + g)(2.52) ≈ 120
Radius (ft)
80
40
x
0
0 1 2 3
Total Surface Area (ft2)
Interpret When the radius is 2.52 ft, the total surface area of the cylinder is about
120 f t  2. The height of the cylinder would be twice the radius, or 5.04 ft.
Try It! 3. Suppose the cylinder in Example 3 is not sealed, so the total
surface area includes only the area of the bottom and the
lateral surface area. What dimensions would yield a total
surface area of about 120 ft 2?

Concept Assess
Summary
CONCEPT SUMMARY Function Operations
Adding Functions Subtracting Functions Multiplying Functions
ALGEBRA f + g f − g f ∙ g
= x  2 + 3
f(x) f(x) = 3  x

f(x) = x + 1

g(x) = 2  x
g(x) = x + 2
g(x) = x − 4

f(x) + g(x) = (x  2 + 3) + (2  x) f(x) − g(x) = (3  x) − (x + 2)

f(x) ∙ g(x)= (x + 1)(x − 4)

(f + g)(x) = x  2 + 3 + 2  x (f – g)(x) = 3  x− x − 2
= x  2 − 4x + x − 4
(f ∙ g)(x)= x  2 − 3x − 4
GRAPHS y y y
8 8 8
4 4
x x x
−4 −2 O 2 4 −2 O 2 4 −4 O 2 4
−4 −4
−8 −8 −8

1. ESSENTIAL QUESTION How can Find f + g.
you extend addition, subtraction, and 5. f(x) = 4x + 1 6. f(x) = x  2
multiplication from numbers to functions?
g(x) = 2x  2 − 5x g(x) = 3  x
2. Use Structure What property is useful
when subtracting a function that has Find f − g.
multiple terms? 7. f(x) = 4x  2 8. f(x) = 6x + 5
___
3. Use Appropriate Tools Describe how you g(x) = x  2 + 2x + 7 g(x) = √
2x 
can use a graph to find the domain and
Find f ∙ g.
range of two combined functions.
9. f(x) = 3x  2 − 2 10. f(x) = 6x
4. Error Analysis A student claimed that the
__ g(x) = x  2 − 4x g(x) = 8  x
functions f(x) = √
x and g(x) = 2x − 5
cannot be combined because there are
no like terms. Explain the error the
student made.

UNDERSTAND PRACTICE
11. Mathematical Connections How is adding Find f + g. SEE EXAMPLE 1

functions like adding polynomials? How is __
16. f(x) = 6x  3 + 7x 17. f(x) = 3√x 
it different?
g(x) = x  2 − 3x + 2 g(x) = −2x + 4
12. Look for Relationships Write two functions
that, when combined by adding, have a Find f − g. SEE EXAMPLE 1
different domain than at least one of the 18. f(x) = 2x  3 + 2x  2 − 3 19. f(x) = 7  x
original functions.
g(x) = 8x + 15 g(x) = 5x  2 −2x − 4
13. Make Sense and Persevere Given the graphs
Find f ∙ g. SEE EXAMPLE 2
of f and g, sketch the graphs of f + g and
f ∙ g. 20. f(x) = 9x − 2 21. f(x) = 3x  2 + 8x + 2
y g(x) = x  2 + 4x − 7 g(x) = −6x + 1

4 ___
f
22. f(x) = 3  x 23. f(x) = √5x 
2 g
g(x) = 5x  2 − 2 g(x) = 7x + 2
x

−2 O 2 4
Given the graphs of f and g, graph f + g. Compare
−2 the domain and range of f + gto the domains and
ranges of f and g.

24. y
14. Error Analysis Describe and correct the error a 6
student made in multiplying the two functions,
f(x) = x  3 + 3x  2 + 1and g(x) = 2x − 1. f(x) = 3 4
2 g(x) = 2x
x
(x3 + 3x2 + 1)(2x — 1)
−4 −2 O 2 4
= x3(2x) + 3x2(2x) + 2x
= 2x4 + 6x3 + 2x
✗ 25. y
6
f(x) = 4
15. Higher Order Thinking What two functions
could you multiply to create the function
shown in the graph? How do the domain and 2 g(x) = x2 − 2
range of each of the functions compare to the x
domain and range of the graphed function? −4 −2 O 2 4
y
6 26. A florist charges $10 for delivery plus an
additional $2 per mile from the flower shop.
4 The florist pays the delivery driver $0.50 per mile
2 and $5 for gas per delivery. If x is the number of
miles a delivery location is from the flower shop,
x
what expression models the amount of money
−6 −4 O
the florist earns for each delivery? SEE EXAMPLE 3


Practice Tutorial
27. Make Sense and Persevere A laser tag center 30. Given the functions f(x) = x + 8and g(x) = x 2 − 9,
charges $50 to set up a party, and $75 per hour. which of the following are true statements
The center pays its employees that work the about f − g? Select all that apply.
party a total of $36 per hour. Ⓐ It is a linear function.
a. Write a function f that represents the amount Ⓑ It is a quadratic function.
of revenue from a party that runs for x hours. Ⓒ The domain is all real numbers.
b. Write a function g that represents the Ⓓ The range is all real numbers.
expenses for a party that runs for x hours. Ⓔ The range is y ≥ 17.
c. Write a combined function that represents
the amount of profit the laser tag center 31. SAT/ACT The function h is the sum of the
makes on a party that runs x hours. functions f(x) = 3x + 5 and g(x) = 2x  2 − 6x − 2.
Which represents h?
28. Reason A store is selling bumper stickers in Ⓐ h(x) = 5x  2 −x − 2
support of a local sports team. The function Ⓑ h(x) = 2x  2 − 3x + 3
h(x) = −20x  2 + 80x + 240models the revenue, in
dollars, the store expects to make by increasing Ⓒ h(x) = 2x  2 + 9x + 7
the price of a bumper sticker x dollars over the Ⓓ h(x) = −3x + 3
original price of $2. The store paid a total of
$200 for the bumper stickers. 32. Performance Task A fuel-efficient car can travel
6 miles further per gallon than average while
a. Write a function that represents the amount driving on the highway, and about 4 miles less
of money the store paid for the bumper than average while in the city.
stickers. What kind of function is it?
b. What function models the store’s profit from Gas tank holds about
the bumper stickers? 13 gallons.
c. What is the price per bumper sticker when
the store makes a profit of $20?
29. Model With Mathematics The surface of a
cylindrical tank is being painted. The total
surface area of a cylindrical tank is the sum of
two area functions. averages 28 mpg
20 ft
Part A Write two functions to determine the
r
distance the driver could travel in the city or on
the highway, using x gallons of gasoline.
Part B Assuming that the car has full tank of gas,

what is the domain and range of each function?
a. Write a function that gives the total area of Part C Suppose the driver does a combination
the two circular ends as a function of radius. of city and highway driving. Using the functions
b. Write a function that gives the lateral you found in Part A, write one function that
surface area of the cylinder as a function of could represent the distance traveled on x
radius. gallons of gasoline.
c. Combine the functions from parts (a) and (b) Part D Assume that the car has full tank of gas,
to get the total surface area of the cylinder what is the domain and range of the function
as a function of radius. you found in Part C?

6-9
Activity Assess
EXPLORE & REASON
The tables of data show food orders for different parties.

Inverse
Functions
Pizzeria A B
Pizzas Pizzeria
Sandwiches P izzas
PearsonRealize.com ordered (x) ordere
d (y) n d w i ches rdered (y)
Sa o
d (x )
2 10 ordere 8
4 2 6
7 5
I CAN… use inverse 6 4
5 7
functions to solve problems. 8 2
2 10
VOCABULARY
• inverse of a function A. Graph the data points shown in the tables. Use a different color for each
data set.
B. Look for Relationships What observations can you make about the
graphs of the data in the two tables?
C. What similarities and differences do you notice about the data?
ESSENTIAL QUESTION How can you use inverse functions to help solve problems?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Inverse Functions
What is the inverse of the function f(x) = 2x + 6?
The inverse of a function reverses the order of the outputs and inputs
of a function. The inverse of a function f is usually written as f  −1 (read
“f inverse”). If f(x) = y, then f  −1(y) = xfor all x in the domain of f and all
y in the range of f. A function f has an inverse function f  −1if and only if the
VOCABULARY original function f is one-to-one. The function f is also the inverse of f  −1.
Remember, a one-to-one function
is a function for which each Make tables for the function and its inverse.
item in the range corresponds to
exactly one item in the domain. f f −1
x y x y
0 6 Switch the x-values and the 6 0
1 8 y-values to find the inverse. 8 1
2 10 10 2
3 12 12 3
The data in the table for the inverse function are linear. Write an equation
for the inverse function.
  1 − 0  y
m = _____ Identify the slope and then − y  1 = m(x − x  1)
8−6
use point-slope form.
  1  y − 0 =  __
= __
1 (x − 6)
2 2
y =   1 x − 3
__
2
  12 x − 3.
The inverse of the function is f  −1(x) = __
Try It! 1. How is the slope of f  −1related to the slope of f?
LESSON 6-9 Inverse Functions 281

Activity Assess
EXAMPLE 2 Graph Inverse Functions
What is the graph of f(x) = x  2 for x ≥ 0? What is the graph of its
inverse, f  −1?
COMMON ERROR
The domain of the original function f is restricted to nonnegative values.
Recall that only one-to-one
This means that the range of f  −1will be restricted to nonnegative values.
functions have inverse functions.
By limiting the domain of Start with two tables of values to show points on the graph of the function
f(x) = x  2 to x ≥ 0, its inverse and its inverse. Then graph the functions.
becomes a one-to-one function.
f f −1
x y x y
0 0 Switch the x-values and the 0 0
y-values to find points on
1 1 1 1
the graph of the inverse.
2 4 4 2
3 9 9 3
y
6 f
If the domain of the Notice that if the grid
4 were folded along the
original function were
not restricted, then line of the equation
2 y = x, the original
the inverse would not f−1
be a function. O x function and its inverse
−2 2 4 6 would coincide.
The graph of the inverse of a function is a reflection of the graph of the

original function across the line representing the equation y = x.
Try It! 2. Graph each function and its inverse.

a. f(x) = 3x − 2 b. f(x) = 2x  2, x ≥ 0
EXAMPLE 3 Find the Inverse of a Function Algebraically

How can you find the inverse function of f(x) = 2x + 6algebraically?
Write the original function as an equation.
y = 2x + 6

x = 2y + 6
Switch x and y to switch
x − 6 = 2y
domain and range. Then
What are the similarities and
solve for y.
differences between the processes 1 x − 3 = y
 __
for finding the inverse of a 2
function algebraically and by   1 x − 3.
The inverse function of f(x) = 2x + 6is f  −1(x) = __
2
using a table?
Try It! 3. Find the inverse of each function.

a. f(x) = 3x  2, x ≥ 0 b. f(x) = x − 7

Activity Assess
APPLICATION EXAMPLE 4 Interpret Inverse Functions
Keenan plans to fly 1,097 miles from Miami to New York City to help
assemble a dinosaur exhibit at a museum. He wants to use the miles he
earns from his credit card purchases to pay for his flight. How much will
Keenan need to spend in order to earn enough miles for the flight from
Miami to New York City?
Turn your purchases into airline miles.

Earn 1 mile for
every $10
you spend.
BONUS!
500 miles
on your
first purchase!
Formulate Find the function f that represents the balance of Keenan’s airline miles.
miles balance = mile per dollar spent ∙ amount spent + bonus miles
f(x) = 0.1 ∙ x + 500
Since Keenan earns 1 mile for

every $10 he spends, he earns 0.1
mile for every $1 that he spends.
Find the inverse of the function.

y = 0.1x + 500

x = 0.1y + 500
Reverse the variables and solve
x − 500 = 0.1y
for y to find the inverse function.
10(x − 500) = (0.1y)10

10x − 5,000 = y
The inverse function isf  −1(x) = 10x − 5,000. The inverse function represents
the amount Keenan spends, f  –1(x), to earn x miles.
Compute Substitute 1,097 for x.

f  −1(1,097) = 10(1,097) − 5,000
= 10,970 − 5,000

= 5,970

Interpret Keenan needs to spend $5,970 to earn enough miles for his trip.
Try It! 4. Suppose the credit card company changes the program so
Keenan earns 1 mile for every $8 he spends. How would that
change the amount of money Keenan needs to spend to earn
the miles for his trip?

Concept Assess
Summary
CONCEPT SUMMARY Finding the Inverse of a Function
TABLES Switch the x-values and y-values

x y x y
in the table.
1 7 7 1
2 11 11 2
3 15 15 3
GRAPH eflect the graph across the line

R y
represented by the equation y = x. 8
If needed, restrict the domain of the f(x) = 4x + 3
original function so its inverse will 6
also be a function.
4
1 3
f−1(x) = x −
4 4
x
4 6 8
ALGEBRA When the function is written as an y = 4x + 3 x = 4y + 3

equation, in terms of x and y, switch
x − 3 = 4y
the variables and solve for y.
−  
  x__ 3 = y
4
  3
  1 x − __
y = __
4 4

1. ESSENTIAL QUESTION How can Copy and complete each table of values for the
you use inverse functions to help solve function. Then make a table of values for the
problems? inverse of the function.
5. y = −2x + 3 6. y = 8x
2. Error Analysis A student claims that the
graph of the inverse of a function is a
x y x y
reflection across the x-axis of the graph of
the original function. Explain the error the 0 ■ 0 ■
student made. 1 ■ 1 ■
3. Vocabulary Does every function have an 2 ■ 2 ■
inverse function? Explain. 3 ■ 3 ■

4. Reason If the graph of a function crosses
Write the inverse of each function.
the x-axis twice, does the function have an __
inverse function? Explain. 7. f(x) = 2x + 11 8. f(x) = √x 

UNDERSTAND PRACTICE
9. Mathematical Connections How is the inverse For each table, create a table of values for the
of a function similar to inverse operations? inverse function. SEE EXAMPLE 1
How is it different? Explain. 15. 16.
x y x y
0 11 0 3
a student made finding the inverse of
f(x) = −x + 4. 1 15 1 4
2 19 2 7
3 23 3 12
y = —x + 4
—x = y + 4 Graph each function and its inverse. SEE EXAMPLE 2
—x — 4 = y 1 x + 2 3 x − 1
17. f(x) = − __ 18. f(x) =  __
The inverse of the function is 3 4
___
f—1(x) = —x — 4.
✗ 19. f(x) = 0.25x  2, x ≥ 0
Tell whether the functions f and g are inverses
20. f(x) = √
3x 
or not. SEE EXAMPLE 2

21. y
6
11. Reason Does each function have an inverse
4 g
function? If so, write the inverse function.
If not, explain how you could restrict the 2
domain so that function f does have an inverse x
function. −2 O 2 4 6
a. f(x) = 5x −2 f
b. f(x) = 5x  2

22. y
4
c. f(x) = | 5x | f
2 g
12. Construct Arguments Can a relation that is not
O x
a function have a function as its inverse? Give
−4 −2 2 4
an example to support your answer.
13. Use Structure What is the inverse of the

function graphed below? Describe how you −4
found your answer.
Find the inverse of each function. SEE EXAMPLE 3
y
23. f(x) = −5x − 11 24. f(x) = 0.7x + 4
6
4 25. f(x) = 7x + 12 26. f(x) = 9x  2, x ≥ 0

______
2 27. f(x) = x  2 + 7, x ≥ 0 28. f(x) = √
4x + 1 
x
29. Camilla has $100 in her savings account. She
O 2 4 6
will put 25% of her salary in her account every
14. Higher Order Thinking What is the inverse time she gets paid at work. Camilla wants to
of f(x) = −x? Use a graph of the function to save $1,250 to go on vacation this summer.
support your answer. Write and evaluate the inverse function to find
the amount of money Camilla must earn at
work to reach her savings goal. SEE EXAMPLE 4

Practice Tutorial
30. Reason The perimeter P of a square is given by 33. Match each function with its inverse.
the equation P = 4s, where s is a side length of __
I. f(x) = 4x − 8 A.   1 √x 
f(x) −1 = __
the square. What is the inverse of P = 4s? What 2
type of question could you answer by using the II. f(x) = 0.25x − 2 f(x) −1 = 0.25x + 2
B.
inverse function?
III. f(x) = 4x  2, x ≥ 0 f(x) −1 = 4x + 8
C.
31. Model With Mathematics A raffle has a $50 gift ___
card to a miniature golf course as a prize. IV. f(x) = 2x  2, x ≥ 0 D. √2

  1 x 
f(x) −1 = __
34. SAT/ACT___ What is the inverse of the function

Only $4 f(x) = −√2x ?
per game! Ⓐ f(x) −1 = 0.5x  2, x ≥ 0
Ⓑ f(x) −1 = 0.5x  2, x ≤ 0
Ⓒ f(x) −1 = 0.5x  2
Ⓓ f(x) −1 = −0.5x  2
35. Performance Task A health club advertises a
new family membership plan, as shown in the
advertisement.
a. Write a function f that represents the

Family Plan: Additional Members:
amount of money that will be left on the gift
card after x games. HEALTH CLUB
b. What is the inverse of the function from

part (a)? $90 $25
to join to join
c. Graph the functions from parts (a) and (b) on
the same grid. Label each graph. $75 $40
per month for the per month for each
d. Which function would you use to find how first member additional member

many games were played when $10 was left
on the card? Explain. Part A Write two functions, one that gives the
total cost of a membership for the first member
32. Make Sense and Persevere The area A of a and one that gives the total cost for each
circle in terms of the circle's radius r is additional member. Write each function, y, in
A = πr  2. terms of the number of months, x, a member
belongs to the health club.
a. Explain the restrictions on the domain of the
function A = πr  2and the inverse function in Part B Write a combined function for the total
this context. cost on the family membership for a family of
three members. Then write the inverse of the
b. Write the inverse function of A = πr  2.
function.
c. Use the inverse function you wrote in
Part C Find the approximate number of months
part (b) to find the radius of a circle that
that a family of three will be members of the
has an area of 50.25 in.2. Round your answer
health club if they spend a total of $1,380.
to the nearest inch.

7-1
Activity Assess
CRITIQUE & EXPLAIN
William solved an equation for x and wrote justifications for each step of
Writing Proofs
his solution.
6(14 + x)= 108 Given

PearsonRealize.com 84 + 6x = 108 Distributive Property
6x = 108 — 84 Subtraction Property of Equality
6x = 24 Simplify
I CAN… use deductive
reasoning to prove x=4 Multiplication Property of Equality
theorems.
VOCABULARY A. Make Sense and Persevere Are William’s justifications valid at each step?
• paragraph proof If not, what might you change? Explain.
• proof
• theorem B. Can you justify another series of steps that result in the same solution
• two-column proof for x?
ESSENTIAL QUESTION How is deductive reasoning used to prove a theorem?
THEOREM 7-1 Vertical Angles Theorem
Vertical angles are congruent. If... 3

1 2
4
PROOF: SEE EXAMPLE 1. Then... ∠1 ≅ ∠2and ∠3 ≅ ∠4
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Write a Two-Column Proof
A theorem is a conjecture that is proven.

1
Prove the Vertical Angles Theorem. 3
2
Given: ∠1 and ∠2 are vertical angles
Prove: ∠1 ≅ ∠2
A proof is a convincing argument that uses deductive reasoning. A
two-column proof, in which the statements and reasons are aligned
in columns, is one way to organize and present a proof.
Statements Reasons
COMMON ERROR 1) ∠1 and ∠2 are vertical angles 1) Given
You may think that the proof 2) m∠1 + m∠3 = 180 and 2) Supplementary Angles
is complete by stating that the m∠2 + m∠3 = 180
measures of the angles are equal.
You must explicitly state that the 3) m∠1 + m∠3 = m∠2 + m∠3 3) Transitive Property of Equality
angles are congruent in order to 4) m∠1 = m∠2 4) Subtraction Property of Equality
complete the proof.
5) ∠1 ≅ ∠2 5) Definition of congruent angles
LESSON 7-1 Writing Proofs 297

Activity Assess
EXAMPLE 1 CONTINUED
Try It! 1. Write a two-column proof. A C

⟶

Given: BD
  bisects ∠CBE. B
Prove: ∠ABD ≅ ∠FBD D
F E
APPLICATION EXAMPLE 2 Apply the Vertical Angles Theorem
The diagram shows how glass lenses change the direction of light rays
passing through a telescope. What is the value of x, the angle formed by
the crossed outermost light rays through the focal point?
11°
Light
x°
Rays
11°
Eyepiece Lens
Objective Lens Focal Point
Formulate Draw and label a diagram to represent the telescope.
B
E
11° D
x°
11°
Focal point F
C
Use the Angle Addition ∠BDC and ∠EDF are vertical angles.
Postulate to find the Use the Vertical Angles Theorem to
measure of ∠BDC. determine the measure of ∠EDF.
Compute m∠BDC = 11 + 11 = 22 m∠EDF = m∠BDC = 22
Interpret The outermost light rays form a 22° angle as they leave the focal point, so
the value of x is 22.
Try It! 2. Find the value of x and the measure of each labeled angle.
a. b.
(6x − 45)° (4x + 5)°

(8x − 20)° (5x + 37)°
298 TOPIC 7 Relationships in Triangles Go Online | PearsonRealize.com

Activity Assess
THEOREM 7-2 Congruent Supplements Theorem
If two angles are supplementary to If... m∠1 + m∠2 = 180 and

congruent angles (or to the same m∠3 + m∠2 = 180
angle), then they are congruent.
1 2
PROOF: SEE EXAMPLE 3. Then... ∠1 ≅ ∠3
THEOREM 7-3 Congruent Complements Theorem
If two angles are complementary to If... m∠1 + m∠2 = 90 and

congruent angles (or to the same m∠3 + m∠2 = 90
angle), then they are congruent.
2
1 3
PROOF: SEE EXAMPLE 3 TRY IT. Then... ∠1 ≅ ∠3
PROOF EXAMPLE 3 Write a Paragraph Proof
Write a paragraph proof of the Congruent

Supplements Theorem.
1
Given: ∠1 and ∠2 are supplementary.
∠2 and ∠3 are supplementary. 2
Prove: ∠1 ≅ ∠3 3
STUDY TIP Another way to write a proof is a paragraph proof. In a paragraph proof,
It may be helpful to confirm that the statements and reasons are connected in sentences.
a paragraph proof is complete
Proof: By the definition of supplementary angles, m∠1 + m∠2 = 180and
by underlining each statement
m∠2 + m∠3 = 180. Since both sums equal 180, m∠1 + m∠2 = m∠2 + m∠3.
and then circling the
corresponding reason. Subtract m∠2 from each side of this equation to get m∠1 = m∠3. By the
definition of congruent angles, ∠1 ≅ ∠3.
Try It! 3. Write a paragraph proof of the

Congruent Complements Theorem. 1 2
Given: ∠1 and ∠2 are complementary.

∠2 and ∠3 are complementary.
Prove: ∠1 ≅ ∠3
3

Activity Assess
THEOREM 7-4
All right angles are congruent. If...
A B
PROOF: SEE EXERCISE 9. Then... ∠A ≅ ∠B
THEOREM 7-5
If two angles are congruent and If... ∠1 ≅ ∠2and m∠1 + m∠2 = 180
supplementary, then each is a
right angle.
1 2
PROOF: SEE EXERCISE 11. Then... ∠1 and ∠2 are right angles
THEOREM 7-6 Linear Pairs Theorem
The sum of the measures of a linear If... ∠1 and ∠2 form a linear pair.
pair is 180.
1 2

PROOF: SEE EXERCISE 12. Then... m∠1 + m∠2 = 180
PROOF EXAMPLE 4 Write a Proof Using a Theorem
Write a two-column proof.
Given: m∠1 = m∠2, m∠1 = 105 1 2

3
Prove: m∠3 = 75
Statements Reasons
1) m∠1 = m∠2 1) Given
CONSTRUCT ARGUMENTS 2) m∠1 = 105 2) Given
Consider the logical flow for
writing a proof. How can you 3) m∠2 = 105 3) Transitive Property of Equality
be sure that each step in a 4) ∠2 and ∠3 are a linear pair 4) Definition of a linear pair
proof follows logically from the 5) m∠2 + m∠3 = 180 5) Linear Pairs Theorem
preceding step or steps?
6) 105 + m∠3 = 180 6) Substitution Property of Equality
7) m∠3 = 75 7) Subtraction Property of Equality
Try It! 4. Write a two-column proof.

1
Given: m∠4 = 35, m∠1 = m∠2 + m∠4
4 2
3
Prove: m∠3 = 70

Concept Assess
Summary
CONCEPT SUMMARY Proofs
roofs use given information and logical steps justified by definitions, postulates, theorems, and
P
properties to reach a conclusion.
Given: ∠1 and ∠2 and are vertical angles 1

3
Prove: ∠1 ≅ ∠2 2
PROOF Two-Column Proof PROOF Paragraph Proof
Statements Reasons By Supplementary Angles,

m∠1 + m∠3 = 180and
1) ∠1 and ∠2 are vertical 1) Given
m∠2 + m∠3 = 180. By the
angles
Substitution Property of Equality,
2) m∠1 + m∠3 = 180and 2) Supplementary Angles m∠1 + m∠3 = m∠2 + m∠3.
m∠2 + m∠3 = 180
Subtracting m∠3 from each side of
3) m∠1 + m∠3 = m∠2 + m∠3 3) Subst. Prop. of Equality the equation gives m∠1 = m∠2.
4) m∠1 = m∠2 4) Subtr. Prop. of Equality Then by the definition of
5) ∠1 ≅ ∠2 5) Def. ≅ angles congruent angles, ∠1 ≅ ∠2.

1. ESSENTIAL QUESTION How is Use the figures to answer Exercises 5–7.
deductive reasoning used to prove a
theorem? A B
C H
2. Error Analysis Jayden states that based on
D
the Congruent Supplements Theorem, if E
m∠1 + m∠2 = 90and if m∠1 + m∠3 = 90,
then ∠2 ≅ ∠3. What is the error in Jayden’s G J
F K
reasoning?
5. What statement could you write in a proof

for m∠ADC using the Angle Addition
Postulate as a reason?
2
1 3
6. Could you use the Vertical Angles Theorem as
a reason in a proof to state m∠ADC = m∠EDG
3. Vocabulary How is a theorem different
or to state ∠ADC ≅ ∠EDG? Explain.
from a postulate? How is a theorem
different from a conjecture? 7. Given m∠ADC = 90, what reason could you
give in a proof to state ∠ADC ≅ ∠HJK?
4. Reason If ∠2 and ∠3
are complementary, how 8. The Leaning Tower of
could you use the Vertical 2 Pisa leans at an angle of 4°
Angles Theorem to find 1 3 about 4° from the vertical,
m∠1? 30° as shown. What equation
for the measure of x, the
angle it makes from the
horizontal, could you use x°
in a proof?

UNDERSTAND PRACTICE
9. Construct Arguments Fill in the missing reasons Find the value of each variable and the measure of
for the proof of Theorem 7-4. each labeled angle. SEE EXAMPLES 1 AND 2
14. 15.
Given: ∠F and ∠G
are right G (4x + 21)°
angles. (2x)° (3x − 42)°
F
Prove: ∠F ≅ ∠G
(6x − 23)°
Statements Reasons
16. 17.
1) ∠F and ∠G are 1) Given (5x)°
right angles (3x − 47)° (2x + 8)°
2) m∠F = 90and 2) (8x − 75)°
m∠G = 90
3) m∠F = m∠G 3)
4) ∠F ≅ ∠G 4) 18. Write a paragraph proof. SEE EXAMPLE 3
10. Error Analysis A student uses the Vertical Given: m∠ABC = 114;m∠DHE = 25;
Angles Theorem and the definition of m∠EHF = 41; ∠ABC and ∠GHF are
complementary angles to conclude supplementary.
m∠PTR = 50 in the figure. What mistake
Prove: m∠DHF ≅ m∠GHF
did the student make?
H G
Q S
(x + 28)° (2x + 16)° A C D
T
P B E F
R
11. Construct Arguments Write a paragraph proof
Write a two-column proof for each statement.
of Theorem 7-5. Given that ∠N and ∠M are
SEE EXAMPLE 4
congruent and supplementary, prove that ∠N
and ∠M are right angles. 19. Given: ∠1 and ∠2 are complementary.
m∠1 = 23
12. Construct Arguments Write a two-column
proof of Theorem 7-6. Given that ∠ABC and Prove: m∠3 = 113
∠CBD are a linear pair, prove that ∠ABC and
∠CBD are supplementary.
1
2 3
13. Higher Order Thinking Explain how the
Congruent Complements Theorem applies to
the figure shown.
Z
20. Given: m∠2 = 30
V Y
m∠1 = 2m∠2
W X 1 3
Prove: m∠3 + m∠4 = 90 2 4

Practice Tutorial
21. Mathematical Connections The graph shows 24. Consider the figure shown.
percentages of sales made by various divisions
of a company in one year. What are the angles 2
formed by the segments for each division? 1 3
What are the missing percentages? Explain how 4
you were able to determine each percentage.
Division B Classify each of the following statements as
always true, sometimes true, or never true.
23% Division C
m∠1 + m∠4 = 180
•
Division A m∠1 + m∠2 + m∠3 = 180
•
27%
18% m∠2 + m∠4 = 180
•
13% Division D ∠2 ≅ ∠3

•
∠2 ≅ ∠4
•
Division F Division E
m∠3 = m∠4
•
22. Use Structure A type of floor tiling is
25. SAT/ACT Given ∠ABC and ∠DEF are
designed to give the illusion of a three-
supplementary and ∠ABC and ∠GHJ are
dimensional figure. Given that m∠1 = 85
supplementary, what can you conclude about
and m∠3 = 45,what are the measures of the
the angles?
remaining angles?
Ⓐ m∠DEF = m∠GHJ
Ⓑ m∠DEF + m∠GHJ = 90
6 5 Ⓒ m∠DEF + m∠GHJ = 180
1 4
Ⓓ m∠ABC = m∠DEFand m∠ABC = m∠GHJ
2 3
26. Performance Task The figure shows lines that
divide a designer window into different parts.
23. Reason Consider the angles formed by the

garden gate. Using theorems from this lesson,
what can you conclude from each of the
following statements? State which theorem
you applied to reach your conclusion.
a. m∠1 = 90and m∠2 = 90.
b. ∠3 and ∠4 are vertical angles.

Part A Copy the figure onto a sheet of paper.

1 2 Label each of the inner angles. Use a protractor
to measure any two of the inner angles in the
5 6 figure. Using your measurements, determine
3 4 the measurements of the other angles.
7 Part B Choose two of the inner angles that you

did not actually measure. How do you know
the angle measures for these two angles? Write
a two-column proof to show how you know
their measures are correct.

7-2
Activity Assess
EXPLORE & REASON
The diagram shows two parallel lines cut by a transversal.

Parallel Lines
1 2
4 3
PearsonRealize.com 6 5
8 7
I CAN… use completing

the square to solve quadratic
A. Look for Relationships What relationships among the measures of the
equations and to write angles do you see?
quadratic equations in
B. Suppose a different transversal intersects the parallel lines. Would
vertex form.
you expect to find the same relationships with the measures of those
VOCABULARY angles? Explain.
• completing the square
What angle relationships are created when parallel lines are intersected
ESSENTIAL QUESTION
by a transversal?
EXAMPLE 1 Identify Angle Pairs
Identify the pairs of angles of each angle type made by the

snowmobile tracks.
∠4 and ∠8, ∠1 and ∠5,

∠2 and ∠6, and ∠3 and ∠7
are corresponding angles. 5 8
6 7
STUDY TIP
Transversals can intersect either ∠7 and ∠1,
1 4 and ∠6 and ∠4
parallel or nonparallel lines.
The types of angle pairs remain 2 3 are alternate
the same. ∠2 and ∠8, and ∠5 and ∠3 interior angles.
are alternate exterior angles.
Try It! 1. Which angle pairs include the

named angle? 1 2
4 3
a. ∠4 b. ∠7
6 5
8 7

Activity Assess
POSTULATE 7-1 Same-Side Interior Angles Postulate
If a transversal intersects two If...

parallel lines, then same-side
interior angles are supplementary. 1
2
Then... m∠1 + m∠2 = 180
CONCEPTUAL EXAMPLE 2 Explore Angle Relationships

UNDERSTANDING
How can you express each of the numbered angles in terms of x?
1 2
4 3 x° 6
What patterns do you notice 8
7 n
about the angles formed by two
parallel lines cut by a transversal? ℓ m
Angle 7 and the angle with measure x are vertical angles. Both ∠6 and ∠8
each form a linear pair with the angle with measure x and are therefore
supplementary to it.
By Postulate 7-1 you know that ∠2 and the angle with measure x are
supplementary. From that you can make conclusions about ∠1, ∠3, and ∠4
like you did with ∠6, ∠7, and ∠8.
The angles equal to x° are ∠1, ∠3, and ∠7.
The angles that are supplementary to the angle with measure x have the
measure (180 − x). These are ∠2, ∠4, ∠6, and ∠8.
Try It! 2. If ∠4 = 118°, what is the measure of each

of the other angles?
1 2
4 3 5 6
8
7 n
ℓ m
THEOREM 7-7 Alternate Interior Angles Theorem

parallel lines, then alternate
interior angles are congruent. 1
2
PROOF: SEE EXAMPLE 3.
Then... ∠1 ≅ ∠2
LESSON 7-2 Parallel Lines 305

Activity Assess
THEOREM 7-8 Corresponding Angles Theorem

parallel lines, then corresponding 1
angles are congruent.
2
PROOF: SEE EXAMPLE 3 TRY IT.
Then... ∠1 ≅ ∠2
THEOREM 7-9 Alternate Exterior Angles Theorem

parallel lines, then alternate 1
exterior angles are congruent.
PROOF: SEE EXERCISE 10.
2
Then... ∠1 ≅ ∠2
PROOF EXAMPLE 3 Prove the Alternate Interior Angles Theorem

Prove the Alternate Interior Angles Theorem.
m
Given: m ∥ n 1
2 3 n
Prove: ∠1 ≅ ∠2
Plan: Use the Same-Side Interior Angles Postulate

to show ∠1 is supplementary to ∠3. Then show that angles 1 and 2 are
congruent because they are both supplementary to the same angle.
Proof:
Statements Reasons
1) m ∥ n 1) Given
2) ∠1 and ∠3 are supplementary 2) Same-Side Interior ∠s Postulate
3) m∠1 + m∠3 = 180 3) Def. of supplementary angles
4) m∠2 + m∠3 = 180 4) Angle Addition Postulate
COMMON ERROR
5) m∠1 + m∠3 = m∠2 + m∠3 5) Transitive Property of Equality
Remember that for the proof to
be complete, the last statement of 6) m∠1 = m∠2 6) Subtraction Property of Equality
the proof must match what you 7) ∠1 ≅ ∠2 7) Def. of congruence
are trying to prove.
Try It! 3. Prove the Corresponding Angles Theorem.

Given: m ∥ n m
1
Prove: ∠1 ≅ ∠2 3
2 n

Activity Assess
PROOF EXAMPLE 4 Use Parallel Lines to Prove an Angle Relationship
Use the diagram to prove the angle relationship. A B C

Given: ¯
  AC ∥¯
  , and ¯
DF   ⊥ ¯
BE   , ∠AEB ≅ ∠CEB
DF
Prove: ∠BAE ≅ ∠BCE E

D F
Proof:
Statements Reasons
MAKE SENSE AND PERSEVERE
1)  ¯   , ¯
AC∥ ¯ DF   AC ⊥¯
BE
  1) Given
Look for relationships in the
diagram not listed as given 2) ∠BED, ∠BEF are rt. angles 2) Def. of perpendicular
information. What angle 3) m∠BED = m∠BEF = 90 3) Def. of rt. angles
relationships are shown in the
diagram? 4) m∠AED + m∠AEB = 90, 4) Angle Addition Postulate
m∠CEF + m∠CEB = 90
5) ∠AEB ≅∠CEB 5) Given
6) ∠AED ≅ ∠CEF 6) Congruent Complements Thm.
7) ∠BAE ≅∠AED, ∠BCE ≅∠CEF 7) Alt. Interior ∠s Thm.
8) ∠BAE ≅ ∠BCE 8) Transitive Prop. of Congruence
Try It! 4. Given ¯

AB
  ∥¯
 CD, prove that A B
m∠1 + m∠2 + m∠3 = 180. 1 2
3 4
C D
APPLICATION EXAMPLE 5 Find Angle Measures
The white trim shown for the wall of a barn

A
should be constructed so that ¯   ∥ ¯
AC   , ¯
EG   ∥ ¯
JA HB
  ,
¯ ¯
and  JC∥ KG
  . What should m∠1and m∠3 be?
688 B
1
Formulate Look for relationships among the angles. E
2
Compute y the Same-Side Interior Angles Postulate,
B F
m∠1 + 68 = 180. J C
3
m∠1 = 180 − 68 = 112
K H G D
By the Corresponding Angles Theorem,
∠EAB ≅ ∠2 and ∠2 ≅ ∠3, so ∠3 ≅ ∠EABby the A
Transitive Property of Congruence. 68°
1 B
m∠3 = 68 E
2
Interpret So, m∠1 = 112 and m∠3 = 68. F
J C
3
K H G D
Try It! 5. If m∠EJF = 56, find m

∠FHK.

Concept Assess
Summary
CONCEPT SUMMARY Parallel Lines and Angle Pairs
There are four special angle relationships formed when parallel lines are intersected by a transversal.
Same-Side Interior Angles Alternate Interior Angles
POSTULATE 7-1 THEOREM 7-7
Postulate Theorem
If... If...
1 1
2 2
m∠1 + m∠2 = 180

Then... Then... ∠1 ≅ ∠2
THEOREM 7-8 Corresponding Angles THEOREM 7-9 Alternate Exterior Angles

Theorem Theorem
If... If...
1 1
2
2
∠1 ≅ ∠2
Then... Then... ∠1 ≅ ∠2

1. ESSENTIAL QUESTION What angle Use the diagram for Exercises 5–8.
relationships are created when parallel lines Classify each pair of angles.
are intersected by a transversal? Compare angle measures, 1 3
and give the postulate or 2 4
2. Vocabulary When a transversal intersects 5
theorem that justifies it. 7
two parallel lines, which angle pairs are 6
5. ∠2and ∠6 8
congruent?
3. Error Analysis What error did Leah make? 6. ∠3and ∠5
If m∠1 = 71, find the measure of each angle.

7. ∠5
8. ∠7
88° 1
.
9. Elm St. and Spruce St. Ave
h
are parallel. 4t
m 1 = 88 by Corresponding 112
What is m∠1?
✗
Angles Theorem Sp
ruc
eS
1 t.
Elm
St.

4. Generalize For any pair of angles formed
by a transversal intersecting parallel lines,
what are two possible relationships?

UNDERSTAND PRACTICE
10. Construct Arguments Write a two-column Identify a pair of angles for each type. SEE EXAMPLE 1
proof of the Alternate Exterior Angles 15. same-side interior
Theorem.
16. corresponding 3
Given: m ∥ n 1 4
1 m 2
17. alternate exterior 7
Prove: ∠1 ≅ ∠2 5 8
3 n 6
2
18. Which angles are supplementary to ∠1? Which

11. Higher Order Thinking Using what you know
are congruent to ∠1? SEE EXAMPLE 2
about angle pairs formed by parallel lines and a
transversal, how are ∠1, ∠2, ∠3, and ∠4 related
in the trapezoid? Explain. 1 2
3 4
1 2 5 6
7 8
3 4
Find each angle measure. SEE EXAMPLE 3
12. Error Analysis What error did Tyler make?
19. m∠1
20. m∠2 2
123° 1
72° 1
21. Opposite sides of a parallelogram are parallel.
m 1 = 72 by Same-Side Prove that opposite angles of a parallelogram
Exterior Angles Theorem
✗ are congruent. SEE EXAMPLE 4
Given: ABCD is a parallelogram
Prove: ∠A ≅ ∠C, ∠B ≅ ∠D

13. Generalize In the diagram shown, if x + y = 180, B C
label the remaining angles as x° or y°.
A
D
22. Three parallelograms are hinged at each vertex
x° to create an arm that can extend and collapse for
an exploratory spaceship robot. What is m∠1?
Explain how you found the answer. SEE EXAMPLE 5
14. Mathematical Connections A transversal

intersects two parallel lines. The measures
of a pair of alternate interior angles are 5v
and 2w. The measures of a pair of same-side 1 122°
exterior angles are 10w and 5v. What are the
values of w and v?

Practice Tutorial
23. Model With Mathematics A glazier is setting 27 Classify each angle as congruent to ∠1 or
supports in parallel segments to prevent glass congruent to ∠2.
p
breakage during storms. What are the values of
∠3 ∠4
x and y? Justify your conclusions. 1 q
∠5 ∠6 5 2
6 3
∠7 ∠8 7 4
8
y° 50°
x°
28. SAT/ACT In the diagram, a ∥ b. What is m∠1?
Ⓐ 28
Ⓑ 62
1
Ⓒ 90 a
62°
Ⓓ 118 b
24. Reason In the parking lot shown, all of the 29. Performance Task Students on a scavenger hunt
lines for the parking spaces should be parallel. are given the map shown and several clues.
If m∠3 = 61, what should m∠1 and m∠2 be?
Explain.
Mission Path
Hood Path
Sky
Curb distance lin
eT
rai N
3 1 2 l
l
tua 131°
Ac dth
Wi
River Trail
Offset

25. Communicate Precisely Margaret is in a

Part A The first clue states the following.
boat traveling due west. She turned the boat
50° north of due west for a couple of minutes Skyline Trail forms a transversal with Hood
to get around a peninsula. Then she resumed Path and Mission Path. Go to the corners
due west again. that form same side exterior angles north
of Skyline Trail.
a. How many degrees would she turn the
wheel to resume a due west course? Which two corners does the clue mean? Use
intersections and directions to explain.
b. Name the pair of angles she used. Are the
angles congruent or supplementary? Part B If the second clue states the following,
what trail marker should they go to?
26. Parallel lines m and n intersect parallel lines x and
y, representing two sets of intersecting railroad Hood and Mission Paths are parallel, and
tracks. At what angles do the tracks intersect? the northeast corner of Hood Path and
Skyline Trail forms a 131° angle. The angle
m measure formed by the southwest corner
125° of Skyline Trail and Mission Path is equal to
n
the trail marker number on River Trail you
must go to.
y
7-3
Activity Assess
MODEL & DISCUSS
A new high school will be built for Brighton and Springfield. The location of
Perpendicular
the school must be the same distance from each middle school. The distance
and Angle between the two middle schools is 18 miles.
Bisectors
Springfield
Brighton Middle School
PearsonRealize.com Middle School
I CAN… use perpendicular

and angle bisectors to solve
problems.
VOCABULARY
• equidistant A. Trace the points for the schools on a piece of paper. Locate a new point
that is 12 mi from each school. Compare your point with other students.
Is there more than one location for the new high school? Explain.
B. Reason Can you find locations for the new high school that are the same
distance from each middle school no matter what the given distance?
Explain.
What is the relationship between a segment and the points on its

ESSENTIAL QUESTION
perpendicular bisector? Between an angle and the points on its bisector?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Find Equidistant Points
‾
How can you find points that are equidistant from the endpoints of AB
?
What do you notice about these points and their relationship with ‾
AB?
A point that is the same distance from two points is equidistant from the points.
ℓ The points where

Use a compass to draw
intersecting pairs of arcs the arcs intersect are
COMMON ERROR centered at A and B. equidistant from A and B.
Be sure not to change the
compass setting when drawing A B
each pair of intersecting arcs
from each endpoint.
The four points appear to be collinear.
Draw line ℓ through the points.
The points that are equidistant from A and B appear to lie on line ℓ. Line ℓ
appears to bisect and be perpendicular to ¯
AB
  . You can use a ruler and a
protractor to support this hypothesis.
Try It! 1. Draw a pair of points, and find points that are equidistant from
the two points. Draw a line through the set of points. Repeat
this process for several pairs of points. What conjecture can you
make about points that are the same distance from a given pair
of points?
LESSON 7-3 Perpendicular and Angle Bisectors 311

Activity Assess
THEOREM 7-10 Perpendicular Bisector Theorem
If a point is on the perpendicular If... ℓ

bisector of a segment, then it is P
equidistant from the endpoints of
the segment.
X Y
Q
PROOF: SEE EXAMPLE 2. Then... PX = PY
THEOREM 7-11 Converse of the Perpendicular Bisector Theorem
If a point is equidistant from the If... ℓ

endpoints of a segment, then it is P
on the perpendicular bisector of
the segment.
X Y
Q
⟷
PROOF: SEE EXAMPLE 2 TRY IT. Then... XQ = YQand PQ
  ⟂¯
  XY
PROOF EXAMPLE 2 Prove the Perpendicular Bisector Theorem
Prove the Perpendicular Bisector Theorem. ℓ

P
Given: ℓis the perpendicular bisector of ¯
XY
  .
Prove: PX = PY

X Y
Q
Proof:
All right angles are

congruent, so ℓ
STUDY TIP ∠XQP ≅ ∠YQP. P By the Reflexive
Remember that if a line is a Property, PQ ≅ PQ.
perpendicular bisector of a
segment, you can conclude two
X Y
things: the line is perpendicular Q
to the segment, and it bisects
the segment.
Since ℓ is the perpendicular bisector of XY,
Q is the midpoint of XY, and XQ ≅ YQ.
By SAS, △XQP ≅ △YQP. Therefore, ¯

  PX ≅¯
  PY by CPCTC, so PX = PY.
Try It! 2. Prove the Converse of the Perpendicular Bisector Theorem.

Activity Assess
APPLICATION EXAMPLE 3 Use a Perpendicular Bisector
Mr. Lee wants to park his ice cream cart on Main Street so that he is
equidistant from the entrances of the amusement park and the zoo.
Where should Mr. Lee park? How can he determine where to park?
Park
Entrance
Zoo Entrance
et
tre
inS
Ma
Mr. Lee can use the perpendicular bisector of the segment that connects the
two entrances to find the location.
Step 1 Label the

entrances of the
amusement park
and zoo as points
A and Z, and
STUDY TIP draw line m for A
You may need to extend a line to Main Street.
Park
find the point where it intersects Z
Entrance
with another line. m Step 3 Mark
Step 2 Draw AZ, point T where
and construct the the perpendicular
perpendicular T bisector and
bisector. line m intersect.
Mr. Lee should park his cart at point T, because it is equidistant from
both entrances.
Try It! 3. The entrances are 40 feet apart. Mr. Lee decides to move his
cart off Main Street. How can you find where Mr. Lee should
park if he must be 30 feet from both entrances?

Activity Assess
EXAMPLE 4 Apply the Perpendicular Bisector Theorem

A
What is the value of AD?
STUDY TIP
6x − 10 3x + 2 By definition, ¯   AC
Look for relationships in the
diagram to help you solve a is the perpendicular
problem. For example, a right B 11 C 11
D bisector of ¯
  .
BD
angle marker tells you that two
line segments are perpendicular. AB = AD
6x − 10 = 3x + 2
The lengths are equal by the
Perpendicular Bisector Theorem.
3x = 12
x = 4
AD = 3(4) + 2
Evaluate the expression for AD.
AD = 14

Try It! 4. a. What is the value of WY? b. What is the value of OL?
5n − 2 W 2n + 7 K
X Y
17 17
O
J 14 N L
Z 9 9

M
EXAMPLE 5 Find Equidistant Points from the Sides of an Angle
An airport baggage inspector needs to stand equidistant from two conveyor

belts. How can the inspector determine where he should stand?
Use pairs of corresponding points on each conveyor belt that are the same
distance away from the vertex of the angle. To be equidistant from the
conveyor belts, a point must have the same distance from corresponding points.
Draw the lines

perpendicular from
each pair of
corresponding points.
Think about the tools you can use
to make sure that segments are q
perpendicular. What tool would The distance between The points of
you use? a point and a line is intersection are
the length of the equidistant from
segment perpendicular each belt and
from the line to appear to be
the point. collinear.
Ray q appears to be the angle bisector. You can use a protractor to support this.
The inspector can determine where to stand by choosing a point on the
angle bisector.
Try It! 5. Consider two triangles that result from drawing perpendicular
segments from where the inspector stands to the conveyor
belts. How are the triangles related? Explain.

Activity Assess
THEOREM 7-12 Angle Bisector Theorem
If a point is on the bisector of an If... B

angle, then it is equidistant from
the two sides of the angle. A
D
PROOF: SEE EXERCISE 9. Then... BD = CD
THEOREM 7-13 Converse of the Angle Bisector Theorem
If a point is equidistant from two If... B

sides of an angle, then it is on the
angle bisector. A D
PROOF: SEE EXERCISE 10. Then... m∠BAD = m∠CAD
EXAMPLE 6 Apply the Angle Bisector Theorem
What is the value of KL?

STUDY TIP →
K   is the angle bisector of ∠KJM
JL
To apply the Angle Bisector since m∠KJL = m∠MJL.
2x + 3
Theorem, be sure a diagram L
reflects the necessary J
conditions—angles are marked 4x − 11
as congruent and right angles are M
marked to indicate that segments
are perpendicular to the sides. KL = ML
The lengths are equal by the
2x + 3 = 4x – 11 Angle Bisector Theorem.
2x = 14
x = 7

KL = 2(7) + 3 Evaluate the expression for KL.
KL = 17
Try It! 6. Use the figure shown. H

a. If HI = 7, IJ = 7, and m∠HGI = 25, I
what is m∠IGJ?
G
b. If m∠HGJ = 57, m∠IGJ = 28.5, and
J
HI = 12.2, what is the value of IJ?

Concept Assess
Summary
CONCEPT SUMMARY Perpendicular and Angle Bisectors
THEOREM 7-10 Perpendicular Bisector THEOREM 7-11 Converse of Perpendicular

Theorem Bisector Theorem
If... Then... If... Then...
P P P P
X Y X Y X Y X Y
M M M M
XM = YM and PX = PY
P X = PY XM = YM and
¯ ¯
 PM⊥  XY ¯ PM⊥ ¯
 XY
THEOREM 7-12 Angle Bisector Theorem THEOREM 7-13 Converse of Angle Bisector
Theorem
If... Then... A If... A Then...

A A
B P B P B P B P
C C C C
∠ABP ≅ ∠CBP AP = CP AP = CP ∠ABP ≅ ∠CBP

1. ESSENTIAL QUESTION What is the 5. If JL = 14, KL = 10, and K
relationship between a segment and the ML = 7, what is JK?
points on its perpendicular bisector? J L
M
Between an angle and the points on its
Use the figure shown for Exercises 6 and 7.
bisector?
X
2. Vocabulary How can you determine if a point
is equidistant from the sides of an angle?
W
⟶ Y
3. Error Analysis River says that KM
  is the
bisector of ∠LKJbecause LM = MJ. Explain Z
the error in River’s reasoning.
6. If ∠XWY ≅ ∠ZWY and XY = 4, what is YZ?
L
3 7. If XY = ZY and m∠ZWY = 18, what is
K M 3 m∠XWZ?
J 8. What is an algebraic x – 2 in.

expression for the area
4. Construct Arguments You know that ¯ AB
  of the square picture
is the perpendicular bisector of ¯   , and
XY and frame?
¯
 XY is the perpendicular bisector of ¯AB
  . What
can you conclude about the side lengths of
quadrilateral AXBY? Explain.

UNDERSTAND PRACTICE
9. Construct Arguments Write a two-column Use the figure shown for Exercises 14 and 15.
proof for the Angle Bisector Theorem. SEE EXAMPLES 1–3
10. Construct Arguments Write a paragraph B

proof for the Converse of the Angle Bisector D C
Theorem.
A
11. Reason In the diagram below, AB = BC,
DF = EF, and m∠BDF = m∠BEF = 90°. Is 14. If AD = 3, AC = 8, and BD = 3, what is the
△ADF ≅ △CEF? Justify your answer. perimeter of △ ABC?
B 15. If BC = 10, AB = 7, and the perimeter of △

ABC
is 27, what is the value of BD?
D E
A C
F SEE EXAMPLE 4
B
12. Error Analysis A student analyzed the diagram
and incorrectly concluded that AB = 2BC. E F
A C
Explain the student’s error.
E D
16. If AD = 21, BF = 8, and DF = 8, what is the value
of AB?
17. If EB = 6.2, CD = 3.3, and ED = 6.2, what is the
A D value of BD?
B C
SEE EXAMPLES 5 AND 6
EB is the perpendicular bisector of AD, Y
so AB = BD. W
BEC ~= DEC, so X
BC = CD. Z
BC + CD = BD = AB, and
BC + CD = BC + BC = 2BC,
so AB = 2BC. ✗ 18. If m∠YXW = 21, YW = 5, and WZ = 5, what is
m∠ZXY?
19. If m∠YXZ = 38, m∠WXZ = 19, and WZ = 8.1,

what is the value of YW?
A
13. Higher Order Thinking Describe the process of 20. If CD = 4and the
constructing the bisector of an angle. Draw a perimeter of △ ABCis 23,
diagram and explain how this construction can what is the perimeter
B C D E
be related to the Angle Bisector Theorem. of △ABE?
21. Given that ∠ACF ≅ ∠ECF and C

m∠ABF = m∠EDF = 90, write
a two-column proof to
B D
ABF ≅ △EDF.
show that △
F
A E

Practice Tutorial

⟷
22. Make Sense and Persevere A gardener wants 25.  ABis the perpendicular
bisector of ‾
Yes No
to replace the fence along the perimeter of XY
. Point P
her garden. How much new fencing will be is the midpoint of ‾
XY. AP = XP ❑ ❑
required? Is each statement true?
Select Yes or No. AB = XY ❑ ❑
AP = BP ❑ ❑
14 ft
XB = YB ❑ ❑
AY = XB ❑ ❑
10 ft 10 ft
XP = YP ❑ ❑
12 ft
26. SAT/ACT Points G, J, and K are not collinear,
and GJ = GK. If P is a point on ‾
JK, which of
23. Look for Relationships An artist uses colored
the following conditions is sufficient to prove
⟷
that  GPis the perpendicular bisector of ‾
tape to divide sections of a mural. She needs to
JK
?
cut a piece of paper to cover △
E
FC while she
works on other sections. What angles should 𝖠 JG = PG 𝖢 ∠GJK ≅ ∠GKJ
she cut so she only covers the triangle? 𝖡 m∠GPJ = 90 𝖣 PK = PG
E 27. Performance Task A manufacturer makes

A C roofing trusses in a variety of sizes. All of
39°
the trusses have the same shape with three
supports, as shown.
D
F B
31° B B
E F
E F
24. Mathematical Connections A surveyor took A C A C
some measurements of a piece of land. The D D
owner needs to know the area of the land to
determine the value. What is the area of the
piece of land?
Part A One builder needs ∠ABD and ∠CBDto be

12 ft 30 ft
congruent for a project. You need to check that
a truss meets the builder’s requirement. The only
90º
tools you have are a measuring tape and a steel
square, which is a carpentry tool for measuring
54º
90º
54º right angles. How can you use these tools to
21 ft
22 ft verify the angles are congruent?
Part B In addition to the requirement of the

first builder, another builder also needs ‾ AB
and
‾
BC to be congruent as well as ‾ AD
and ‾
DC
.
Using the same tools, how can you efficiently
verify that all three pairs are congruent?
Explain.

7-4
Activity Assess
MODEL & DISCUSS
A sporting goods company has three stores in three different towns. They
Bisectors in
want to build a distribution center so that the distance from each store to
Triangles the distribution center is as close to equal as possible.
B
PearsonRealize.com A
Store B
Store A
I CAN… use triangle
bisectors to solve problems. C
VOCABULARY Store C
• circumcenter
• circumscribed
• concurrent
A. Points A, B, and C represent the locations of the three stores. Trace the
• incenter
points on a piece of paper. Locate a point D that appears to be the same
• inscribed
distance from A, B, and C by sight only.
• point of concurrency
B. Communicate Precisely Measure the length from points A, B, and C to
point D on your diagram. Are the lengths equal? If not, can you find a
better location for point D? Explain.
C. What do you think is the quickest way to find the best point D in
similar situations?
What are the properties of the perpendicular bisectors in a triangle?

ESSENTIAL QUESTION
What are the properties of the angle bisectors in a triangle?
The Concurrency of the Perpendicular Bisectors Theorem explains the

relationship between the perpendicular bisectors of a triangle.
THEOREM 7-14 Concurrency of Perpendicular Bisectors
The perpendicular bisectors of the If... B

sides of a triangle are concurrent
at a point equidistant from the
vertices. J d P f K
g
A C
L
PROOF: SEE EXAMPLE 1.
Then... d, f, and g intersect at P
and PA = PB = PC
LESSON 7-4 Bisectors in Triangles 319

Activity Assess
PROOF EXAMPLE 1 Prove Theorem 7-14 B

When three or more lines intersect at one point,
the lines are concurrent. The point where the q J K r
lines intersect is called the point of concurrency.
How do you prove the Concurrency of Perpendicular
Bisectors Theorem?
A L C
Given: △ ABCwith midpoints J, K, and L, and s
perpendicular bisectors q, r, and s.
Prove: Lines q, r, and s are concurrent at a point
that is equidistant from A, B, and C.
B B B
COMMON ERROR
Make sure that you prove q
everything required to complete r
the proof. For this proof, you P P P
need to show both that the lines
are concurrent and that they are
equidistant from the vertices. A C A L C A C
s
Let P be the point of By the Converse of the P is the point of

intersection of q and r. Perpendicular Bisector concurrency of q, r,
By the Perpendicular Theorem, P also lies and s. Since PA = PB = PC,
Bisector Theorem, on the perpendicular point P is equidistant
PA = PB, and PB = PC. bisector of ¯
AC
  . from A, B, and C.
Therefore PA = PC.
Try It! 1. Verify the Concurrency of Perpendicular Bisectors Theorem

on acute, right, and obtuse triangles using a straightedge and
compass or geometry software.
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Investigate Circumscribed Circles
How can you construct a circle that contains the three vertices of a
given triangle?
The circle that contains all three vertices of a triangle is the circumscribed
circle of the triangle.
All points on a circle The vertices of the

are equidistant from triangle must be
the center of the circle. equidistant from the
center of the circle.
By the Concurrency of Perpendicular Bisectors Theorem, the perpendicular

bisectors intersect at a point that is equidistant from the vertices.

Activity Assess
EXAMPLE 2 CONTINUED
The point of concurrency of the perpendicular bisectors of a triangle is the

circumcenter, so the circumcenter is the center of the circumscribed circle
of the triangle.
COMMUNICATE PRECISELY
When you are learning a new
concept, think about how to Circumcenter
explain it in your own words.
How would you explain the
circumcenter of a triangle to
another student?
Circumscribed
circle
First, construct two
perpendicular bisectors Then construct the
to find the circumcenter. circle centered on the
circumcenter passing
through any vertex.
Try It!
2. What conjecture can you make about the location of the
circumcenter for acute, right, and obtuse triangles?
APPLICATION EXAMPLE 3 Use a Circumcenter
A city manager wants to place a new emergency siren so that it is the same
distance from the school, hospital, and recreation center. Where should the
emergency siren be placed?
Step 1 Label S for G Step 2

the school, H for the
Hospital Grocery Store Construct the
hospital, and R for H perpendicular
E
the recreation center. bisectors of
Connect the points to two of the
form a triangle.
S sides.
School
R Rec Center
Step 3 Label point E where the
perpendicular bisectors intersect.
The city manager should place the emergency siren at point E, because it is
equidistant to the three locations.
Try It! 3. If the city manager decided to place the siren so that it is the
same distance from the hospital, school, and grocery store, how
can she find the location?

Activity Assess
Another kind of special segment in a triangle is the angle bisector. Like the
perpendicular bisectors of a triangle, the angle bisectors of a triangle also
have a point of concurrency.
THEOREM 7-15 Concurrency of Angle Bisectors
The angle bisectors of the angles of If... Y

a triangle are concurrent at a point
equidistant from the sides of the M
j N
triangle.
k Q l
X Z
O
PROOF: SEE EXERCISE 10. Then... j, k, and l intersect at Q and

QM = QN = QO
EXAMPLE 4 Investigate Inscribed Circles
How can you construct a circle that intersects each side of a given triangle in
exactly one point?
The circle that intersects each side of a triangle at exactly one point and has
no points outside of the triangle is the inscribed circle of the triangle.
None of the points The sides of the

on the circle are triangle must be
outside the triangle. equidistant from the
center of the circle.
STUDY TIP By the Concurrency of Angle Bisectors Theorem, the angle bisectors of a
The parts of the word incenter triangle intersect at a point that is equidistant from the sides of the triangle.
can help you remember what it The point of concurrency of the angle bisectors of a triangle is the incenter,
means: it is the center of the circle so the incenter is the center of the inscribed circle of the triangle.
that is inside the triangle.
Inscribed
Incenter Radius of the circle
inscribed circle
First, construct two Next, construct a Finally, construct the

angle bisectors to perpendicular segment circle centered on the
find the incenter. from the incenter to incenter and passing
any side. through the point of
intersection of the
perpendicular segment
and the side.
Try It! 4. Do you think the incenter of a triangle can ever be located on
a side of the triangle? Explain.

Activity Assess
EXAMPLE 5 Identify and Use the Incenter of a Triangle
If QP = 3(x + 1)and RP = 5x − 3, what is the radius of the inscribed
circle of △JKL?
Since ¯  KP and ¯
LP
  are angle bisectors of △ JKL,
P is the incenter of △JKL. Therefore, ¯ QP
  ≅¯  .
RP
Q
R
P
J L
STUDY TIP
Remember that QP = RP, so Step 1 Solve for x.
evaluating either expression for
QP = RP

Definition of congruent
x = 3 gives the value of the
radius. Select the expression that 3(x + 1) = 5x − 3
is easier to evaluate. 3x + 3 = 5x − 3
6 = 2x
x = 3
Step 2 Find the radius.

RP = 5x − 3 The radius of the incircle
= 5(3) − 3 is equal to RP.
= 12
The radius of the inscribed circle is 12.
Try It! 5. Use the figure shown.

A
C
F
D
B
a. If m∠BAF = 15and m∠CBF = 52, what is m

∠ACF?
b. If EF = 3y − 5and DF = 2y + 4, what is the distance from F
to AB?

CONCEPT SUMMARY Bisectors in Triangles
PROPERTIES Perpendicular Bisectors PROPERTIES Angle Bisectors
Perpendicular bisectors intersect at the Angle bisectors intersect at the incenter.

circumcenter.
B
C
N C
P
A
B A
The incenter is equidistant
The circumcenter is equidistant from the sides.
from the vertices.

B
1. ESSENTIAL QUESTION What are the The perpendicular
properties of the perpendicular bisectors in bisectors of △ ABC are 4
P
a triangle? What are the properties of the PT, ‾
‾ QT, and ‾
RT. Find each 2 T Q
angle bisectors in a triangle? value. 6
A
5. AT 6. RC 5
2. Error Analysis Terrence constructed the R C
circumscribed circle for △
XYZ. Explain
Terrence’s error. Two of the angle B
bisectors of △ ABC J
are ‾
AP and ‾
BP. 12 5 K
Y Find each value. P
13
7. PK A C
L
Z 8. Perimeter of △
APL
X
✗ 9. An artist will place a circular piece of stained

glass inside the triangular frame so that the
glass touches each side of the frame. What
is the diameter of the stained glass? Round
to the nearest tenth.
3. Vocabulary What parts of the triangle is the
circumcenter equidistant from? What parts
of the triangle is the incenter equidistant
8 cm
from?
9 cm
4. Reason Is it possible for the circumscribed
circle and the inscribed circle of a triangle to
be the same? Explain your reasoning.

UNDERSTAND PRACTICE
10. Construct Arguments Write a two-column 15. The perpendicular bisectors Q

J K
proof of Theorem 7-15. of △   , ¯
JKLare ¯
PT QT, and ¯
RT
.
Name three isosceles T
11. Higher Order Thinking A right triangle has P R
triangles. SEE EXAMPLE 1
vertices X(0, 0), Y(0, 2a), Z(2b, 0). What is
the circumcenter of the triangle? Make a L
conjecture about the diameter of a circle that is Use the diagram below for Exercises 16–18.
circumscribed about a right triangle. Points D, E, and F are the midpoints of the sides
of △
ABC. SEE EXAMPLES 2 AND 4
12. Error Analysis What is the error that a student
made in finding the perimeter of △DTM? T
Correct the error.
A D
B
E P
33.5 F E
29
T C
M U
17
29
16. Which point is the center of a circle that
D 38 contains A, B, and C?
34.5 V 34.5 F 17. Which point is the center of a circle that
intersects each side of △
ABCat exactly
one point?
DT = 34.5, TM = 17, DM = 34.5.
18. The perpendicular bisector of ¯   is m and the
AB
The perimeter of ∆DTM is
34.5 + 17 + 34.5 = 86. ✗ perpendicular bisector of ¯   is n. Lines m and
BC
n intersect at T. If TA = 8.2, what is TC?
SEE EXAMPLE 3
Find the values. SEE EXAMPLE 5

13. Mathematical Connections A triangle with
incenter P has side lengths x, y, and z. The B
E
distance from P to each side is a. Write an 13 30
expression for the area of the triangle. Use the
D G
distributive property to factor your expression. 9 C
14. Reason In a right triangle with side lengths of A F

3, 4, and 5, what is the radius of the inscribed
circle? Show your work. (Hint: Let r be the radius. 19. EG 20. GF
Label the lengths of each segment formed by If XY = 24, XZ = 22, and JQ = 5, find the values.
the perpendiculars to the sides.) Round to the nearest tenth.
J L
Q
X Z
K
21. The radius of the circumscribed circle of △XYZ
22. QK

Practice Tutorial
23. Model With Mathematics A maintenance crew 26. In △ABC, ‾

ABhas midpoint M, and ℓ is the
wants to build a shed at a location that is the perpendicular bisector of ‾AB
and the angle
same distance from each path. Where should bisector of ∠ACB. Which of the following must
the shed be located? Justify your answer with a be true? Select all that apply.
diagram. 𝖠 The radius of the inscribed circle of △
ABC
is AM.
𝖡 AC = CB
𝖢 Both the circumcenter and incenter of △ABC
are on ℓ.
𝖣 The circumcenter of △ABCis inside the
triangle.
ABonly at F, ‾
27. SAT/ACT Circle O intersects ‾ BC

only at G, and ‾
AConly at H. Which equation
is true?
𝖠 AH = AC 𝖣 OF = OC
24. Reason What is the area of the patio not 𝖡 m∠OFB = 90 𝖤 ∠BAO ≌ ∠ABO
covered by the sunshade? Round to the 𝖢 OB = OC
nearest tenth, and explain how you found
your answer. 28. Performance Task Edison High School is
designing a new triangular pennant. The school
mascot will be inside a circle, and the circle
3.1 m
must touch each side of the pennant. The circle
1.8 m should fill as much of the pennant as possible.
2.4 m
2.7 m
W ildcats!
2.5 m
Part A Using a straightedge and compass,

25. Make Sense and Persevere A ball manufacturer draw at least 4 different types of triangles for
wants to stack three balls, each with an the pennant. Construct an inscribed circle in
8-centimeter diameter, in a box that is an each triangle.
equilateral triangular prism. The diagram
Part B Make a table about your pennants.
shows the dimensions of the bases. Will
Include side lengths, type of triangle, circle
the balls fit in the box? Explain how
radius and area, triangle area, and ratio of
you know.
circle area to triangle area.
30° Part C What type of triangle do you

7.8 cm
recommend that they use? Justify your answer.
9 cm
30°

7-5
Activity Assess
CRITIQUE & EXPLAIN
Aisha wrote the following explanation of the relationships

Medians and
in the triangle.
Altitudes
T
I can see that TVY ~= YVU, VUX = ~ XUT,
PearsonRealize.com ~
and UTZ = ZTV because TZ, VY, and UX Y
bisect the sides opposite each vertex. X
By the Concurrency of Angle Bisectors U
I CAN… find the points of
concurrency for the medians
Theorem, VY, UX, and TZ are concurrent. Z
V
of a triangle and the altitudes
of a triangle.
A. Why is Aisha’s explanation not correct?
VOCABULARY
• altitude B. Communicate Precisely What can you do in the future to avoid Aisha’s
• centroid mistake?
• median
• orthocenter
What are the properties of the medians in a triangle? What are the
ESSENTIAL QUESTION
properties of the altitudes in a triangle?
EXAMPLE 1 Identify Special Segments in Triangles
What are the altitude and median that are shown in △

ADC?
An altitude is a perpendicular segment from a vertex of a triangle to the
line containing the side opposite the vertex. A median of a triangle is
a segment that has endpoints at a vertex and the midpoint of the side
opposite the vertex.
STUDY TIP AE is the altitude

Recall that if congruency marks perpendicular to EC. B
are not on a diagram, you cannot BD is the median
assume congruency. that bisects side AC.
E D C
Try It! 1. Use the figure shown. C

a. What are the altitude and median
ABC?
that are shown in △ D
b. Copy the triangle and draw
the other altitudes and medians A B
E
of the triangle.

Activity Assess
THEOREM 7-16 Concurrency of Medians
The medians of a triangle are If... C

concurrent at a point that is
two-thirds the distance from each E G D
vertex to the midpoint of the
opposite side. A B
F
PROOF: SEE LESSON 11-2. Then...

  2 AD BG = __
AG = __   2 BE CG = __
  2 CF
3 3 3
EXAMPLE 2 Find the Length of a Median
What is the length of ¯

JN
  in the figure?
18 M
P
Q
K
L N
COMMON ERROR The medians of △JKL are ¯

  , ¯
JN   , and ¯
KP   . Point Q is the point of concurrency
LM
Be careful not to confuse which of the medians. The point of concurrency of the medians of a triangle
part is _  13 of the length of the is called the centroid.
median and which part is  _23 of 2 JN = JQ
the length.  __ Use the Concurrency of Medians Theorem.
3
  2 JN = 18
__
3
JN = 27
Try It! 2. Find AD for each triangle.

a. A C
E
D
21
b. A
B 12
D
C
LESSON 7-5 Medians and Altitudes 329

Activity Assess
EXAMPLE 3 Locate the Centroid
An artist wants to balance a triangular piece of wood at a single point

so that the triangle is parallel to the ground. Where should he balance
the triangle?
A triangle is balanced at its center of gravity, which is at the centroid of

the triangle.

Think about what tools you can Step 1 Find the midpoint
use to find the midpoint. What of each side. Step 2 Draw a median
tool would you use? from each midpoint.
Q
Step 3 Label the

centroid point Q.
The artist should balance the triangle at point Q.
Try It! 3. Copy the triangle shown.

a. Use the medians of the triangle to
locate its centroid.
b. Use a ruler to verify the centroid is
two-thirds the distance from each
vertex to the midpoint of the
opposite side.

Activity Assess
THEOREM 7-17 Concurrency of Altitudes
The lines that contain the altitudes If... M

of a triangle are concurrent. N
Q
X
K L
P
PROOF: SEE LESSON 11-2.
Then... ¯
  , ¯
KQ   , and ¯
LN MP
  are
concurrent at X
CONCEPTUAL
UNDERSTANDING EXAMPLE 4 Locate the Orthocenter
The orthocenter is the point of concurrency of the lines containing the

altitudes of a triangle. How does the type of triangle (obtuse, acute, right)
relate to the location of its orthocenter?
Draw at least two of each type of triangle. Describe any relationship you
notice between the type of triangle and the location of its orthocenter.
Obtuse triangles Acute triangles Right triangles
STUDY TIP
Recall that when you make a
conjecture by observing a few
examples, you are not actually
proving the conjecture.
The orthocenter is outside an obtuse triangle and inside an acute triangle.

For a right triangle, the orthocenter is at the vertex of the right angle.
Try It! 4. What is the relationship between an isosceles triangle and the
location of its orthocenter? Explain your answer.

Activity Assess
EXAMPLE 5 Find the Orthocenter of a Triangle
Orthocenters can be found using y M (3, 12)

12
constructions or coordinate geometry.
Where is the orthocenter of △
KLM? 10
Since the orthocenter is the point of
8
concurrency of the altitudes, find the
equations for two altitudes, and solve 6 L (10, 5)
for the point of intersection.
4
Step 1 Find the slopes of two sides of
2
the triangle.
K (0, 0) x
0
slope of ¯   5 − 0 = __
 KL = ______   1 0 2 4 6 8 10 12
10 − 0 2
slope of ¯
LM
    12 − 5 = −1
= ______
3 − 10
Step 2 Use the point slope form,

STUDY TIP y − y  1 = m(x − x  1), to write the equations
Remember that since an altitude of the altitudes perpendicular to ¯  KL and ¯
  .
LM
is perpendicular to a side of
the triangle, you must find the Equation of the altitude perpendicular to ¯
  :
KL
reciprocal and reverse the sign
of the slope of a side to find the y − 12 = −2(x − 3) Point M is the vertex opposite
slope of an altitude. y = −2x + 6 + 12 ¯
  , and the slope of a line
KL
perpendicular to ¯
  is −2.
KL
y = −2x + 18
Equation of the altitude perpendicular to ¯

  :
LM
y − 0 = 1(x − 0) Point K is the vertex opposite

¯
 LM, and the slope of a line
y = x
perpendicular to ¯LM
   is 1.
Step 3 Solve the system of equations to determine the coordinates of the

point of intersection.
y = −2x + 18
y = −2(y) + 18 Since y = x, substitute y in
the equation y = −2x + 18.
y + 2y = 18

Then solve for y.
3y = 18
y = 6
Since y = x, x = 6.
Since all three altitudes intersect at the orthocenter, the intersection of

two altitudes is sufficient to determine the orthocenter. The orthocenter
of △KLMis (6, 6).
Try It! 5. Find the orthocenter of a triangle with vertices at each of the
following sets of coordinates.
a. (0, 0), (10, 4), (8, 9) b. (0, 0), (6, 3), (8, 9)

Concept Assess
Summary
CONCEPT SUMMARY Medians and Altitudes
MEDIANS ALTITUDES
1
AB
3
2
AB
A 3
The orthocenter
is the point of
B concurrency of the
lines containing the
altitudes of a triangle.
The centroid is the point of
concurrency of the medians
of a triangle.

1. ESSENTIAL QUESTION What are the 7. Find the length of each of the medians of
properties of the medians in a triangle? the triangle.
What are the properties of the altitudes in
E B
a triangle? A
8
24
2. Vocabulary The prefix ortho- means 9
D F
“upright” or “right.” How can this meaning
help you remember which segments of a
C
triangle have a point of concurrency at the
orthocenter? 8. Where is the orthocenter of △
ABC?
3. Error Analysis A student labeled P as the y
centroid of the triangle. What error did the B (2, 7)
student make? Explain.
4
P
A (–4, 4)
C (2, 1) x
4. Reason Why is an orthocenter sometimes –4 –2 O 2 4
outside a triangle but a centroid is always
inside? 9. A crane operator needs to lift a large
5. Look for Relationships Consider the three triangular piece of plywood. Copy the
types of triangles: acute, obtuse, and right. triangle and use its medians to locate
What is the relationship between the type of the centroid.
triangle and the location of the orthocenter?
Does the type of triangle tell you anything
about the location of the centroid?
6. Generalize For any right triangle, where is

the orthocenter located?

UNDERSTAND PRACTICE
10. Make Sense and Persevere Describe the 15. Identify whether each segment is an altitude,
process for finding the orthocenter of a an angle bisector, a median, or a perpendicular
triangle that is on a coordinate plane. bisector. SEE EXAMPLE 1
11. Look for Relationships Given the midpoints of C

a triangle, which two points of concurrency can H
you locate? Which point of concurrency can you B K
locate if you only know the angle bisectors? D
F J
Which two points of concurrency can you locate E
by only drawing perpendicular segments? L
A G
12. Error Analysis A student uses the
a.  ¯
BD b.  ¯
FJ
following explanation to
identify the triangle’s point c.  ¯
CE d.  ¯
KL
of concurrency. Explain the
student’s error. 16. What is the value of ¯
KL
  ? SEE EXAMPLE 2
A perpendicular segment bisects each P 15

side of the triangle. According to the
Concurrency of Altitudes Theorem,
K
the segments are concurrent. The point
of concurrency is the orthocenter.
✗ 17. Copy the triangle and use its medians to locate
the centroid. SEE EXAMPLE 3
13. Reason Draw several different types of

triangles and compare the locations of the
centroid and the circumcenter of each triangle.
18. State whether the orthocenter of each
What conjecture can you make about the type
triangle is inside the triangle, outside the
of triangle that has a common centroid and
triangle, or on the triangle. Explain your
circumcenter? Explain.
reasoning. SEE EXAMPLE 4
14. Mathematical Connections Where is the
a.
b.
centroid of △
ABC?
• Locate the y
midpoints of any 6 A (0, 6)
two sides. c.
d.
• Find the equations 4
of two medians B (4, 2)
2
using the vertex
and the opposite C (2, 0) x
19. Find the coordinates of the orthocenter of a
midpoint. O 2 4 6
triangle with vertices at each set of points on
• Solve the system a coordinate plane. SEE EXAMPLE 5
of the two equations
a. (0, 0), (8, 4), (4, 22)
to find the coordinates of the centroid.
b. (3, 1), (10, 8), (5, 13)
How can you verify that the coordinates you
found are correct?

Practice Tutorial
20. Model With Mathematics A large triangular- 23. Identify the segments C X
E
shaped table is supported by a single pole at and point in △ABC.
The segment ‾
the center of gravity. How far is vertex C from D A
AD
is a(n)
the center of gravity? ? of the triangle. The F
8 ft
segment ¯   is a(n)
BE ? B
A
B of the triangle. The point X
is the ? of the triangle.
5 ft
5 ft
24. SAT/ACT A triangle with vertices at (3, 4) and
C (9, 17) has a centroid at (8, 16). What are the
coordinates of the third vertex?
𝖠 (10, 4) 𝖢 (12, 14)
21. Reason To support a triangular kite, Hana 𝖡 (10, 7) 𝖣 (12, 27)
attaches thin strips of wood from each vertex
25. Performance Task Steve is designing a mobile
perpendicular to the opposite edge. She
with triangular pieces of wood, where each
then attaches the kite’s string at the point
piece attaches to a wire at the center of gravity
of concurrency. To calculate the point of
and hangs parallel to the ground. The side
concurrency, she determines the coordinates
lengths of the triangles will be between 4 cm
of each vertex on a coordinate plane. What
and 8 cm.
are the coordinates where the wood strips
cross? Round your answer to the nearest
hundredth.
(0, 58) (36, 44)
(0, 0)
Part A Describe how Steve can find the center

22. Higher Order Thinking A designer wants to
of gravity for any triangular piece. Then model
place a fountain at the intersection of the
this process by finding the center of gravity of a
shortest paths from each side to the opposite
triangle with side lengths 5 cm, 5 cm, and 6 cm.
vertex. What mistake is made on her model?
At what point of concurrency should the Part B Is it possible for a triangle attached at
fountain be located? the orthocenter to hang so that it is parallel
to the ground? If it is possible, describe the
triangle. What are possible side lengths for
such a triangle? If it is not possible, explain
why not.

7-6
Activity Assess
EXPLORE & REASON
Cut several drinking straws to the sizes shown.

Inequalities in
One Triangle 7 cm
6 cm
PearsonRealize.com 10 cm
4 cm 3 cm 2 cm
I CAN… use theorems to
compare the sides and angles
of a triangle.
A. Take your two shortest straws and your longest straw. Can they form
a triangle? Explain.
B. Try different combinations of three straws to form triangles. Which side
length combinations work? Which combinations do not work?
C. Look for Relationships What do you notice about the relationship
between the combined lengths of the two shorter sides and the length
of the longest side?
ESSENTIAL QUESTION What are some relationships between the sides and angles of any triangle?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Investigate Side and Angle Relationships
Draw a right triangle and a non-right triangle. How is the largest angle
measure of each triangle related to the side lengths?
STUDY TIP
Recall that the non-right angles In the right triangle, ∠A Angle P appears to be obtuse, while ∠Q and
in a right triangle are acute. This is the largest angle and ∠R appear to be acute. The largest angle ∠P
means the right angle is the BC is the longest side. is across from longest side QR.
largest angle.
A
P
5m 12 m 6 in. 6 in.
C 13 m B R 10 in. Q
The largest angle appears to be opposite the longest side.
Try It! 1. Which angle measure appears to be the smallest in △MNP?

How is it related to the side lengths?
M
8 ft 23 ft
P 26 ft N

Activity Assess
THEOREM 7-18
If two sides of a triangle are not If... b > a b A

congruent, then the larger angle C
lies opposite the longer side. a c
PROOF: SEE EXERCISE 13. Then... m∠B > m∠A B
EXAMPLE 2 Use Theorem 7-18
To support a triangular piece of a float, a brace is placed at the largest angle

and a guide wire is placed at the smallest angle. Which angle is the largest?
Which angle is the smallest?
REASON
Compare side lengths to find A
Think about the relationships
between pairs of numbers. How larger angle measures.
can you use the relationships Since 12 > 10, m∠A > m∠B.
between pairs of numbers to
order all the numbers? Since 13 > 12, m∠C > m∠A. 10 ft 13 ft
SWIM TEAM
C 12 ft B
Combining the inequalities of the angle measures, m∠C > m∠A > m∠B.
Thus, the largest angle is ∠Cand the smallest angle is ∠B.
Try It! 2. Lucas sketched a diagram for a garden box.
10 in.
8 in.
14 in.

a. Which angle is the largest?

b. Which angle is the smallest?
LESSON 7-6 Inequalities in One Triangle 337

Activity Assess
THEOREM 7-19 Converse of Theorem 7-18
If two angles of a triangle are not If... m∠B > m∠A b A

congruent, then the longer side lies C
opposite the larger angle. a c
PROOF: SEE EXAMPLE 3. Then... b > a B
PROOF EXAMPLE 3 Prove Theorem 7-19
Use indirect reasoning to prove G

STUDY TIP Theorem 7–19; assume that GH ≤ HJ. H
Recall that in an indirect proof, This means that GH = HJor GH < HJ.
you assume the opposite of
Given: m∠J > m∠G
what you are trying to prove and
Prove: GH > HJ J
then show that this leads to a
contradiction. First show that assuming GH = HJleads to a contradiction of the given
condition that m∠J > m∠G.
GH = HJ GH ≅ HJ △GHJ is isosceles. m∠J = m∠G

Assumption Def. of Def. of isosceles Isosceles
congruent Triangle Thm.
Because m∠J = m∠Gcontradicts m∠J > m∠G, the assumption is false.
Try It! 3. To complete the proof of Theorem 7-19, show that assuming
H < HJleads to a contradiction of the given condition that
G
m∠J > m∠G.
EXAMPLE 4 Use Theorem 7-19 L

K 50°
Which side of △
KLMis the longest?
By Theorem 7-19, the longest side of the
62°
triangle is across from the largest angle.
STUDY TIP
Find the unknown angle measure. M
When needed information is
missing from a diagram, you m∠K + m∠L + m∠M = 180
may need to apply properties
Apply Triangle Angle-
and theorems to find the needed m∠K + 50° + 62° = 180

Sum Theorem
information.
m∠K = 68
The largest angle in the triangle is ∠K, so the longest side is the side
opposite ∠K. The longest side is LM.
Try It! 4. Identify the sides of △

NOP. N O
65°
a. Which side is the longest?
58°
b. Which side is the shortest?
P

Activity Assess
THEOREM 7-20 Triangle Inequality Theorem
The sum of the lengths of any two If... b

sides of a triangle is greater than
the length of the third side. a c
PROOF: SEE EXERCISE 14. Then... a + b > c

a + c > b
b + c > a
EXAMPLE 5 Use the Triangle Inequality Theorem
A. Which of the following sets of segments could be the sides of a triangle?

33 m
18 in.
37 m
19 in. 66 m
40 in.
COMMON ERROR
You may compare any two sides Set 1 Set 2
to a third side, but you must
Determine if the sum of the two shorter side lengths is longer than the
compare the shorter two sides
longest side length.
to the longest side to determine
whether a triangle is possible. 18 + 19 = 37 33 + 37 = 70
Since 37 < 40, the segments in Since 70 > 66, the segments in
Set 1 cannot form a triangle. Set 2 can form a triangle.
18 in. 33 m
37 m
19 in.
66 m
40 in.
B. A triangle has sides that measure 11 cm and 16 cm. What are the
possible lengths of the third side?
Apply the Triangle Inequality Theorem.
11 cm
x + 11 > 16
x + 16 > 11
11 + 16 > x 16 cm
• If x + 11 > 16, then x > 5. So, x is greater than 5.

x cm
he inequality x + 16 > 11is true for all positive
• T
values of x, so this inequality only tells you that x > 0.
• If 11 + 16 > x, then 27 > x, so x is less than 27.
Therefore, 5 < x < 27.
The third side of the triangle could be between 5 cm and 27 cm long.
Try It! 5. a. Could a triangle have side lengths 16 m, 39 m, and 28 m?

b. A triangle has side lengths that are 30 in. and 50 in. What are
the possible lengths of the third side?

Concept Assess
Summary
CONCEPT SUMMARY Inequalities in One Triangle
THEOREMS 7-18 AND 7-19 Y

11
5
The longest side is The shortest side is opposite
X
opposite the largest angle. 8 the smallest angle.
Z
ZY < XZ < XY
m∠X < m∠Y < m∠Z
THEOREM 7-20 Triangle Inequality Theorem
The sum of the lengths of any two sides is greater 5 + 8 >11

than the length of the third side. 5 + 11 > 8
8 + 11 > 5

1. ESSENTIAL QUESTION What are some Identify the sides of △
PQR.
relationships between the sides and angles Q
of any triangle?
83°
2. Reason If a triangle has three different side
lengths, what does that tell you about the
measures of its angles? 48°
P R
3. Error Analysis Richard says that ∠Xmust be
the largest angle in △
XYZ. Explain his 6. Which side is the longest?
error.
7. Which side is the shortest?
Y
13 in. Determine whether each set of lengths could
9 in.
form a triangle.
Z
X 8. 5, 2, and 3
4. Use Structure An isosceles triangle has base 9. 55, 76, and 112
angles that each measure 50. How could you
determine whether b or s is greater? 10. 102, 95, and 157
11. 17, 17, and 35

s
50° 50° 12. Kelsey is welding 3 metal rods to make a
b triangle. If the lengths of two of the rods
are 15 in. and 22 in., what are the possible
5. Generalize In △ABC, a < c < b. List the lengths of a third rod?
angles in order from smallest to largest.
b A
C
a c
15 in.
B
22 in.

UNDERSTAND PRACTICE
13. Construct Arguments Fill in the missing reasons 17. Which angle measure appears to be the
in the proof of Theorem 7-18. (Hint: The smallest in △JKL? What can you conclude about
Comparison Property of Inequality states that if the side opposite that angle? SEE EXAMPLE 1.
a = b + cand c > 0, then a > b.)
K
AB > AC, ¯
Given: AC
  ≅¯
  AM
L
m∠ACB > m∠B
Prove:
J
B
Identify the angles of △
FGH. SEE EXAMPLE 2.
M
1 G 37 cm
A 3 H
2 33 cm
C
39 cm
Statements Reasons
F
1) ¯
  AC ≅¯
  AM 1) Given
2) m∠1 = m∠2 2) Isosc. Triangle 18. Which angle is the smallest?
Thm.
19. Which angle is the largest?
3) m∠ACB = m∠2 + m∠3 3)
4) m∠ACB > m∠2 4) Identify the sides of △
NOP. SEE EXAMPLES 3 AND 4.
5) m∠ACB > m∠1 5) O

6) m∠1 = m∠B + m∠3 6) Ext. Angles Thm. N 66°
7) m∠1 > m∠B 7)
60°
8) m∠ACB > m∠B 8)
P
for Theorem 7-20. Use the figure shown and 20. Which side is the longest?
prove that AB + CB > AC.
21. Which side is the shortest?
B
Determine whether the side lengths could form a
triangle. SEE EXAMPLE 5.
22. 13, 15, 9
A C
D
23. 8, 15, 7
15. Error Analysis A student said that a triangle
24. 35, 20, 11
with side lengths of 3 ft and 4 ft could have a
third side with a length of 7 ft. Explain why the 25. 65, 32, 40
student is incorrect. What is a correct statement
about the third side of the triangle? Given two sides of a triangle, determine the range
of possible lengths of the third side. SEE EXAMPLE 5.
16. Error Analysis Tia says that ∠Qmust be
26. 10 in. and 12 in.
the largest angle in △
QRSbecause
150 > 70 > 1.7. Explain Tia’s error. 27. 5 ft and 10 ft
R
28. 200 m and 300 m
70 cm 150 cm
29. 90 km and 150 km
Q S
1.7 m
Practice Tutorial
30. Make Sense and Persevere It took Ines 2 hours 34. The lengths of two sides of a triangle are 13
to bicycle the perimeter shown at a constant and 20. What is the range of values for the
speed of 10 miles per hour. Which two roads length x of the third side?
form the largest angle?
35. SAT/ACT Look at △
RST.
B
T
. 52°
KING LN.
RD
BIN
RO 5 mi
A
FISHER R C R
D.
64°
7 mi
S
31. Reason A jewelry designer
Which statement is false?
plans to make a triangular
pendant out of gold wire. 10.5 cm ? cm
𝖠 TS = TR
The wire costs $31.65 per 𝖡 m∠STR < m∠TRS
centimeter. What is the 2.5 cm 𝖢 TR > SR
possible range of costs for
𝖣 TS < SR
the wire?
𝖤 TS + TR > SR
32. Use Structure A stage Q
manager must use tape to 36. Performance Task Teo designed a skateboard
outline a triangular platform 63° ramp.
on the set. Order the sides
of the platform from longest
to shortest. 57°
S R Ramp B
Ramp A
6 ft 10 ft
33. Make Sense and Persevere A dog running
18°
an agility course has difficulty making turns.
The sharper the angle, the more difficult
the turn. Which corner is most difficult for Part A List the sides of ramp A in order from
her to turn? shortest to longest.
Part B List the angles of ramp B from smallest

to largest, and explain how you know.
90 ft Part C Ramp B cannot be steeper than 45°.

Is it possible to build ramp B so that ¯
SR
  is
110 ft
shorter than 6 ft? Explain.
100 ft

7-7
Activity Assess
EXPLORE & REASON
A woodworker uses a caliper

Inequalities in
to measure the widths of a
Two Triangles bat to help him determine caliper
the widths for a new bat.
The woodworker places
PearsonRealize.com the open tips of the caliper
on the bat. The distance
between the tips is a width
I CAN… compare a pair of of the bat.
sides of two triangles when
the remaining pairs of sides
are congruent.
A. Suppose a caliper opens to an angle of 25° for one width of a bat and
opens to an angle of 35° for another. What can you conclude about
the widths of the bat?
B. Look for Relationships Next, suppose you use a caliper to measure
the width of a narrow part of a bat and a wider part of the bat.
What can you predict about the angle to which the caliper opens
each time?
When two triangles have two pairs of congruent sides, how are the third
ESSENTIAL QUESTION
pair of sides and the pair of angles opposite the third pair of sides related?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Investigate Side Lengths in Triangles
As a rider pedals a unicycle, how do ∠A and length b change? What does
this suggest about the change in the triangle?
seat Side b increases.

LOOK FOR RELATIONSHIPS post b b b
Consider how multiple diagrams
are used to show the relationship A A
between moving parts. What A
changes and what remains the
same between diagrams? crank arm
Angle A increases.
If two sides of a triangle stay the same, but the measure of the angle
between them increases, the length of the third side also increases.
Try It! 1. Compare ∠Jand side length k for the triangles.

acute obtuse right
k
k k
J J J
LESSON 7-7 Inequalities in Two Triangles 343

Activity Assess
THEOREM 7-21 Hinge Theorem
If two sides of one triangle If... m∠YWX > m∠CAB

are congruent to two sides Y
of another triangle, and C
the included angles are not
congruent, then the longer W X A B
third side is opposite the larger
included angle.
PROOF: SEE EXERCISE 9. Then... XY > BC
APPLICATION EXAMPLE 2 Apply the Hinge Theorem
The tension in the exercise band varies

proportionally with the stretch distance. 508 808
The tension T is described by the function J J
M
T(x) = kx, where k is a constant that
depends on the elasticity of the band and L
x is the stretch distance. Which position
shown in the figures has a greater tension
in the band?
Formulate Model each figure with a triangle.
J J K K
M
50° 80°
L
x
x
K K
Compute T(LK) is the tension when the angle is 50°, and T(MK) is the tension when the
angle is 80°. Since m∠MJK > m∠LJK, apply the Hinge Theorem.
MK > LK
T(MK) _____ T(LK) Since the tension T is equal to the product of k and the
______
    >    
k k stretch distance, we can substitute __  T for each distance.
k
T(MK) > T(LK)
Interpret A larger angle corresponds to a larger distance from the man’s hands to his
feet. The larger distance corresponds to a higher tension.
The tension is greater when the man pulls higher on the tension band.
Try It! 2. Suppose the distance the tension band J

is stretched does not change. Instead,
the man bends his knees. How does ∠L L
change as JK changes?
Do not
change
K

Activity Assess
THEOREM 7-22 Converse of the Hinge Theorem
If two sides of one triangle are If... EF > UV

congruent to two sides of another F V
triangle, and the third sides are
not congruent, then the larger
included angle is opposite the
D E T U
longer third side.
PROOF: SEE EXAMPLE 3. Then... m∠D > m∠T
EXAMPLE 3 Prove the Converse of the Hinge Theorem
Use indirect reasoning to prove the Converse of the Hinge Theorem. Assume
that m∠FDE ≯ m∠VTU. This means m∠FDE = m∠VTUor m∠FDE < m∠VTU.
Given: ¯
DF
  ≅¯
  ; ¯
TV   DE ≅¯
  ; EF > UV
TU F V
STUDY TIP Prove: m∠FDE > m∠VTU

If you get stuck when writing
First show that assuming D E T U
a proof, make a list of things
you know and what you want m∠FDE =m∠VTU leads to a contradiction of the given statement, EF > UV.
to prove. Assuming that m∠FDE = m∠VTU, ∠FDE ≅ ∠VTU. Applying SAS, △ DEF ≅ △TUV,
so by CPCTC, ¯
 EF ≅ ¯
 
UVand EF = UV. But, this contradicts EF > UV.
Try It! 3. To complete the proof of the Hinge Theorem, show that
assuming m∠FDE < m∠VTUleads to a contradiction of the
given statement, EF > UV.
EXAMPLE 4 Apply the Converse of the Hinge Theorem

D
What are the possible values of x?
18 (2x − 4)°
Since FG < CDand CD < AB, A C E G
COMMON ERROR apply the Converse of the 60°
Be careful to use the correct Hinge Theorem. 36° 14
21
inequality sign when comparing F
triangles. After you write the m∠FEG < m∠CED < m∠ACB B
inequality, check a second time to
36 < 2x – 4 < 60
be sure it indicates that the larger Use the Converse of the Hinge Theorem.
angle is opposite the longer side. 40 < 2x < 64
20 < x < 32
The possible values for x are between 20 and 32.
Try It! 4. What are the possible values of x for each diagram?
a. b. 32° 16
12
(4x − 18)°
54° (3x + 5)°
21
10

Concept Assess
Summary
CONCEPT SUMMARY Inequalities in Two Triangles
THEOREM 7-21 Hinge Theorem THEOREM 7-22 Converse of the Hinge Theorem
If... ¯
 WX≅¯
  , ¯
AB   WY ≅¯
  , and m∠W > m∠A
AC If... ¯
 DF ≅ ¯
  ,¯
TV   DE ≅¯
  , and EF > UV
TU
Y F V
C
W X A B
D E T U
Then... XY > BC
Then... m∠D > m∠T

1. ESSENTIAL QUESTION When two 5. Order AB, BC, and CD from least to greatest.
triangles have two pairs of congruent sides, A D
how are the third pair of sides and the 58° 56°
pair of angles opposite the third pair of
sides related? C
B
2. Error Analysis Venetta applies the Converse
of the Hinge Theorem to conclude that 6. Order ∠PTU, ∠SQT, and ∠QSRfrom least
m∠EKF > m∠HKGfor the triangles shown. Is to greatest.
Venetta correct? Explain your answer.
6 Q 7 R
P
E
H
7 8
8 7 7
15 11
K U 8 T 6 S
G 7. Kayak A and kayak B leave a dock as shown.

F Which kayak is closer to the dock?
3. Reason Why must the angles described
in the Hinge Theorem be between the A
congruent pairs of sides? 50° B
120 yd
4. Communicate Precisely The Hinge Theorem 150 yd 120 yd
is also known as the Side-Angle-Side 45°
Inequality Theorem or SAS Inequality 150 yd
Theorem. How are the requirements for
applying the Hinge Theorem similar to
the requirements for applying SAS? How
are the requirements different?

UNDERSTAND PRACTICE
8. Error Analysis Tonya has the scissors shown. 10. Write an inequality describing the range of x
for each pair of triangles. SEE EXAMPLES 1 AND 2.
6 cm 5 cm

a. 2x + 3 15
K F Q S
75° 60°
Tonya writes the following description of E R

how she will use the Hinge Theorem with the
scissors. b. C
F
30
100°
110°
If you open the right pair of scissors to A
B D 6x − 12 E
an angle of 30° and open the left pair of
scissors to an angle of 45°, then by the 11. Write an inequality describing the possible
Hinge Theorem, the distance between values of x for each pair of triangles.
the blade tips of the left pair of
scissors will be larger. ✗
a.
SEE EXAMPLES 3 AND 4.
L
P
(4x − 25)°
What is the mistake in her use of the Hinge 39 32
75°
Theorem? J
M
K N
of the Hinge Theorem. b. C
E
(3x + 17)°
Given: ‾
WX ≅ ‾ WY ≅ ‾
AB, ‾ AC, m∠W > m∠A 77°
A
Prove: XY > BC G 41
F 32 B
Y 12. Write an inequality describing the possible

C values of x for each diagram.
W X A B
a. G
21 29
Use the following outline.
40°
ABC so ‾
• Find a point D outside △ AD
≅‾

WY H
(3x + 4)°
K
and ∠DAB ≅ ∠YWX.
25 29
• Show that △WXY ≅ △ABD.
• Construct the angle bisector of ∠CAD. J
Let point E be the point where the angle b. A
bisector intersects ¯
  .
BD
2x + 17
D 25
E 112°
B D
C 133°
A B 25
39
• Show that △ACE ≅ △ADEso ‾

CE ≅ ‾
DE. C
• Show that DB = CE + EB.

• Use the Triangle Inequality Theorem on △BCE.

Practice Tutorial
13. Reason Airplane A flies 300 miles due east of 17. Which of the following can you conclude from
an airport and then flies 200 miles at 15° north the diagram? Select all that apply.
of east. Airplane B flies 200 miles due north (2x − 6)° (x + 12)°
and then flies 300 miles at 20° west of north.
Which airplane is closer to the airport? Explain 15 15
how you know. y°
12 12
B N
(3y − 8)°
W E
20º
300 mi S 𝖠 x < 24 𝖢 y < 12
𝖡 x > 18 𝖣 y > 4

200 mi A
200 mi 18. SAT/ACT Which of the following can you
Airport 300 mi conclude from the diagram?
15º
52
E H
14. Model With Mathematics
11 12 1
According to the Hinge 2 32 32
10
Theorem, is the distance
9 3
between the tips of the hands G
8 4 F 57
greater at 4:00 or at 7:00? 7 6 5
Explain how the distance 𝖠 m∠EFG = m∠GHE 𝖢 m∠GEF > m∠EGH
changes throughout a day.
𝖡 m∠FGE = m∠HEG 𝖣 m∠FGE > m∠EGH
15. Mathematical Connections Determine the 19. Performance Task Abby, Danielle, and Jacy
shortest path from start to finish on the walk from their campsite to get to the lake.
obstacle course. The lake is located 3 miles away in the direction
of 40° north of west.
A 418
Start
708 778
408
1168 D 608
C Lake 27°
708 1208 A
778 Finish N
418 40°
E 608
W E
35° Campsite
B
S B
16. Higher Order Thinking When m∠1= 75, Part A Abby walks along a straight path in
d = 43 in., and when m∠1= 100, d = 54 in. the direction of 27° east of north for 1 mile to
Neil wants to know how wide a sofa he can point A. Using the Hinge Theorem, if Danielle
buy if he can open the door at most 85°. walks along a straight path in the direction of
Using the Hinge Theorem 35° south of west for 1 mile to point B, who is
or the Converse of the 1 closer to the lake?
Hinge Theorem, can you d
Part B Jacy also walks for 1 mile from the
determine the exact value
campsite along a different straight path than
of d when m∠1= 85?
Abby. Her straight-line distance to the lake is
If you can, explain the
shorter than Abby’s distance. What directions
method. If not, explain
could Jacy have taken?
what you can determine
about the distance.

8-1
Activity Assess
EXPLORE & REASON
Start by drawing a pentagon. Then,

The Polygon
for each side of the pentagon, draw
Angle-Sum the line that includes the side. An
Theorems example is shown.
A. Choose one pair of lines that

intersect at a vertex of the
PearsonRealize.com
pentagon. Is each of the four
angles formed at the vertex an
I CAN… find the sums of interior angle or an exterior
the measures of the exterior angle of the pentagon?
angles and interior angles
of polygons. B. Are the relationships the same
for the angles formed by the other pairs of intersecting lines?
C. Make Sense and Persevere If you drew a hexagon and the lines that
included the sides of the hexagon, would the relationships between
the angles at each vertex be the same as those in the pentagon?
How does the number of sides in convex polygons relate to the sums of the
ESSENTIAL QUESTION
measures of the exterior and interior angles?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Explore Polygon Interior Angle Sums
How does the number of sides of a convex polygon, n, relate to the sum of
measures of its interior angles?
You know that the sum of the interior angle measures of a triangle is 180°.
Decompose polygons into triangles and look for a pattern.
To decompose a convex polygon into triangles,

construct all diagonals from one vertex.
COMMON ERROR
Remember that n represents the
number of sides of the polygon,
not the number of triangles.
n=4 n=5 n=6 n=7 n sides

2 triangles 3 triangles 4 triangles 5 triangles n − 2 triangles
There are n − 2triangles in every n-sided polygon.

Each triangle has an angle sum of 180.
Interior angle sum of an n-sided polygon = 180 ∙ (n − 2)
Try It! 1. a. How many triangles are formed by drawing diagonals from a
vertex in a convex octagon?
b. What is the interior angle sum for a convex octagon?
LESSON 8-1 The Polygon Angle-Sum Theorems 357

Activity Assess
THEOREM 8-1 Polygon Interior Angle-Sum Theorem
The sum of the measures of the If... 2

interior angles of a convex n-gon is 1 3
180 ∙ (n − 2).
7 4
6 5
PROOF: SEE EXERCISE 11. Then... m∠1 + m∠2 + m∠3 +

m∠4 + m∠5 + m∠6 + m∠7 =
180 ∙ (7 − 2) = 900
COROLLARY to Theorem 8-1
The measure of an interior angle of If... 3

180 ∙ (n − 2)
a regular n-gon is __________
  n . 2 4 n=5
1 5
180 ∙ (5 − 2)
____________
Then... m∠1 =       = 108
5
APPLICATION EXAMPLE 2 Apply the Polygon Interior Angle-Sum Theorem
Jenna is building a corner cabinet to 90° 90°

fit in a rectangular room. If she builds 135° 135°
it with the angles shown, how can she
determine whether the cabinet will fit?
Formulate Draw a pentagon to represent the

cabinet. Find the sum of interior angle
measures of the pentagon and then
subtract the known angle measures to
determine whether the corner angle is a
right angle.
To fit in the corner, this

angle must be 90°.
Compute Step 1 Find the sum of the interior angles. 90° 90°
(n − 2) ∙ 180 = (5 − 2) ∙ 180

135° 135°
= 3 ∙ 180

= 540

Step 2 Find the missing angle measure.

540 − (90 + 135 + 135 + 90) = 90
Interpret The angle is 90°, so the cabinet will fit in the corner.
358 TOPIC 8 Quadrilaterals and Other Polygons Go Online | PearsonRealize.com

Activity Assess
EXAMPLE 2 CONTINUED
Try It! 2. a. What is the interior angle sum of a 17-gon?

b. Each angle of a regular n-gon measures 172.8. How many
sides does the n-gon have?
EXAMPLE 3 Understand Exterior Angle Measures of a Polygon
What is the sum of the exterior angle measures of a convex polygon?

You can use what you know about the sum of the interior angle measures
of convex polygons to find the sum of the exterior angle measures.
Remember, one side of the polygon

1 and the extension of an adjacent
8 2 side form an exterior angle.
7 3
6 4 Each interior and exterior angle

5 pair forms a linear pair, which
measures 180˚.
GENERALIZE
How do you know that a
The sum of the measures of n interior and exterior angle pairs is 180 ∙n.
polygon with n sides has
n angle pairs? sum of exterior sum of interior and sum of interior
= −
angle measures exterior angle measures angle measures
= 180n − 180(n − 2)
= 180n − 180n + 360

= 360

The sum of the exterior angle measures of any convex polygon is 360.
Try It! 3. What is the sum of exterior angle measures of a convex 17-gon?
THEOREM 8-2 Polygon Exterior Angle-Sum Theorem
The sum of the measures of the If...

exterior angles of a convex polygon, 2
1
one at each vertex, is 360.
3
5
4
PROOF: SEE EXERCISE 15. Then... m∠1 + m∠2 + m∠3 +

m∠4 + m∠5 = 360

Activity Assess
EXAMPLE 4 Find an Exterior Angle Measure
Suppose ∠1 ≅ ∠3, m∠1 = 3x, and m∠2 = 2x. What 2

is the measure of each exterior angle? 1 3
Step 1 Find x.
5 4
m∠1 + m∠2 + m∠3 + m∠4 + m∠5 = 360
m∠1 + m∠2 + m∠1 + 90 + 90 = 360
3x + 2x + 3x + 180 = 360 The exterior angle sum
of a polygon is 360.
8x = 180

x = 22.5
Think about how to verify Step 2 Use the value of x to determine the measure of each exterior angle.
your answers. What must be m∠1 = 3x
m∠2 = 2x m∠3 = m∠1
m∠4 = 90
true if your answers are
correct? m∠1 = 3(22.5)
m∠2 = 2(22.5) m∠3 = 67.5
m∠5 = 90

m∠1 = 67.5 m∠2 = 45
Try It! 4. Suppose ∠1 ≅ ∠3 ≅ ∠4 ≅ ∠6, ∠2 ≅ ∠5, 3 4

and m∠3 = m∠2 + 30. What is m
∠4? 2 5
1 6
EXAMPLE 5 Find the Measures of Interior Angles
What are the measures of the interior (3x + 4)° (7x − 3)°
angles of the pentagon shown?
(6x + 12)°
Step 1 Apply the Polygon Interior
Angle-Sum Theorem and (6x − 3)°
solve for x.
90 + (6x − 3) + (3x + 4) + (7x − 3) + (6x + 12) = 180 ∙ (5 − 2)

90 + 22x + 10 = 540

22x = 440
x = 20
Step 2 Substitute the value of x to find each angle measure.

6x − 3 = 6(20) − 3 3x + 4 = 3(20) + 4
= 117
= 64
7x − 3 = 7(20) − 3 6x + 12 = 6(20) + 12
= 137 = 132

The measures of the interior angles are 90, 117, 64, 137, and 132.
Try It! 5. The measure of each interior angle of a regular 100-gon is

(3x + 26.4). What is the value of x?

Concept Assess
Summary
CONCEPT SUMMARY Polygon Angle Sums
THEOREM 8-1 Polygon Interior Angle-Sum THEOREM 8-2 Polygon Exterior Angle-Sum
Theorem Theorem
The sum of the measures of the interior angles The sum of the measures of the exterior angles
of a convex polygon is 180 ∙ (n − 2), where n is of a convex polygon, one at each vertex, is 360.
the number of sides of the polygon.
3
B 2
C
1
A 4
E D
m∠1 + m∠2 + m∠3 + m∠4 = 360

m ∠A + m∠B + m∠C + m∠D + m∠E = 180(5 − 2)
= 540

1. ESSENTIAL QUESTION How does the Use polygon A for Exercises 5 and 6.
number of sides in convex polygons relate 5. What is the sum of the measures
to the sums of the measures of the exterior of the interior angles?
and interior angles?
6. What is the sum of the measures
2. Error Analysis In the calculation shown, of the exterior angles? Polygon A
what is Danielle’s error?
Use polygon B for Exercises 7 and 8.
The sum of the measures 7. What is the value of y? 150°
140° 120°
of the exterior angles
of a 25-gon is
180 • (25 – 2) = 4,140.
✗ 8. What is the value of x?
135°
x° y°
135°
120°
Polygon B

9. What are the measures of the exterior
3. Make Sense and Persevere What is the angles of the polygon shown?
minimum amount of information needed
to find the sum of the interior angles of a
3
regular polygon?
(3x + 10)°
2 (4x − 10)° 4
(2x + 5)°
(x + 15)°
1 3x° 5

10. The sum of the interior angles of a regular
4. Reason A convex polygon can be
n-gon is 6,120°. What is the measure of each
decomposed into 47 triangles. How many
interior angle?
sides does the polygon have? Explain.

UNDERSTAND PRACTICE
11. Construct Arguments Write a proof of the For Exercises 17 and 18, find the sum of the
Polygon Interior Angle-Sum Theorem. interior angles and the measure of each angle for
the given regular polygon. SEE EXAMPLES 1 AND 2
12. Make Sense and Persevere What are the 17. 18.
measures of the angles in the right
triangles formed by the two regular pentagons
shown?
19. How many sides does a regular polygon have if

the measure of each interior angle is 160°?
20. What is the measure of each exterior angle of a

regular polygon with 72 sides? SEE EXAMPLE 3
13. Reason Explain why a regular polygon cannot 21. How many sides does a regular polygon with
have an interior angle that is 40°. an exterior angle measure of 60° have?
SEE EXAMPLE 3
14. Error Analysis Jayesh makes the calculation
shown to find the measure of each interior 22. What is the value of x? What is the measure of
angle of a regular nonagon. What is each exterior angle? SEE EXAMPLE 4
his error?
(2x – 24)°
Sum of measure of (x + 14)°
exterior angles:
180 • 9 = 1,620
Sum of measure of
interior angles:
1,620 ÷ 7 = 231
✗
x°
15. Construct Arguments Write a proof of the

Polygon Exterior Angle-Sum Theorem. For Exercises 23 and 24, find the value of x and the
measure of each interior angle. SEE EXAMPLE 5
16. Higher Order Thinking The star shown is 23. (4x – 80)° (4x – 80)°
constructed by extending each side of a regular
pentagon. Explain why the surrounding
(2x + 50)° (2x + 50)°
triangles are isosceles and congruent.
(2x + 50)° (2x + 50)°
(4x – 80)° (4x – 80)°
24. (3x – 20)° (3x – 20)°
4x° 4x°
(3x – 20)° (3x – 20)°

Practice Tutorial
25. Model With Mathematics An airplane is 28. Match the number of sides of a regular polygon
navigating a polygon-shaped course. Each turn with the measure of each interior angle.
is labeled with the measure of the external I. 4 A. 120
angle at the striped post. What is m∠1?
II. 6 B. 157.5
III. 16 C. 160
VI. 18 D. 90
70°
90° 29. SAT/ACT Suppose the figure below is a regular
polygon. What is the value of n? Round to the
nearest whole number.
50°
1 110°
Start/Finish
n°
26. Use Structure A music producer needs to
soundproof a wall with nonoverlapping foam
panels consisting of regular polygons. When Ⓐ 45 Ⓑ 51 Ⓒ 129 Ⓓ 135
placed, there cannot be any space between the 30. Performance Task The tables of a conference
figures. Which of the regular polygons can she room are the same size, and all have the shape
use? Explain. of a trapezoid. The conference coordinator
wants to arrange the tables so they form a
regular polygon.
? ? ? ?
27. Mathematical Connections Ricardo wants to

120° 120°
install two security cameras at point A so the
parking lot from side ‾ to side ‾
AE AB of the
building can be monitored. Can he use two
cameras, both with a field of view of 110°,
installed at point A? Explain. If not, what is
the minimum field of view that each camera
should have?
Part A Can the tables be arranged to form a
regular polygon? Explain.
B
Part B If they can be arranged to form a
A
regular polygon, how many tables are needed?
If not, what should the measure of the 120°
angle be changed to so that the tables can be
arranged to form a regular polygon?
C
165°
Part C What should the measures of the angles
E D of the tables be if they can be arranged to form
a regular pentagon?

8-2
Activity Assess
CRITIQUE & EXPLAIN
Manuel draws a diagram of kite PQRS

Kites and ⟷
with QS
  as the line of symmetry over
Trapezoids a design of a kite-shaped key fob. He Q
makes a list of conclusions based on
the diagram.
PearsonRealize.com
P R
• PR QS
I CAN… use triangle ~ QR
congruence to understand
• QP =
kites and trapezoids. • ~
SP = SR
• PR bisects QS. S
VOCABULARY • ∆PQR is an equilateral
• midsegment of a trapezoid triangle.
• ∆PSR is an isosceles
triangle.
A. Which of Manuel’s conclusions do you agree with? Which do you

disagree with? Explain.
B. Use Structure What other conclusions are supported by the
diagram?
ESSENTIAL QUESTION How are diagonals and angle measures related in kites and trapezoids?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Investigate the Diagonals of a Kite
How are the diagonals of a kite related?

A
A kite has two pairs of
congruent adjacent sides.
D X B
STUDY TIP
Remember that you must show
that both B and D are on the
perpendicular bisector in order
to show that one diagonal is C
the perpendicular bisector of
the other. It is not sufficient to Point B is equidistant from the endpoints of ¯ AC
  , as is D,
show that only one is on the so they lie on the perpendicular bisector of ¯
AC
  .
perpendicular bisector.
The diagonals of a kite are perpendicular to each other. Exactly one diagonal
bisects the other.
Try It! 1. a. What is the measure of ∠AXB?

b. If AX = 3.8, what is AC?

D = 10, does B
c. If B X = 5? Explain.
LESSON 8-2 Kites and Trapezoids 365

Activity Assess
THEOREM 8-3
The diagonals of a kite are If... X

perpendicular.
E
W Y
Z
PROOF: SEE EXERCISE 12. Then... ‾
WY⟂ ‾

XZ
EXAMPLE 2 Use the Diagonals of a Kite
Quadrilateral PQRS is a kite with diagonals ‾

and ‾
QS PR
.
R
3
1
Q S
2 T
35°
A. What is m∠1?
The diagonals of a kite are perpendicular, so m∠1 = 90.
COMMON ERROR B. What is m∠2?
You may incorrectly assume angles
are congruent just from their The sum of the angles of △
PQTis 180.
appearance. Always check that you
m∠2 + 35 + 90 = 180
can prove congruence first.
m∠2 = 55
C. What is m∠3?
Since △PQRis an isosceles triangle, m∠3 ≅ m∠QPT.
So, m∠3 = 35.
Try It! 2. Quadrilateral WXYZ is a kite. X
a. What is m∠1?

2
32°
b. What is m∠2?

1
W Y

Activity Assess
APPLICATION EXAMPLE 3 Explore Parts of an Isosceles Trapezoid
Kiyo is designing a
trapezoid-shaped
roof. In order for the
roof to be symmetric,
the overlapping
triangles △
DAB B C
and ADCmust be
△
congruent. Will the
roof be symmetric?
A D
Step 1 Show △ABE ≅ △DCF.

_ _ _
≅_CF
BE , because BE

and CF are altitudes.
GENERALIZE
B C
How do the lengths of the The roof is an isosceles
diagonals and the way they trapezoid, since‾
≅ ‾
DC AB.
intersect relate to the sides of
a quadrilateral?
A E F D
△ABEand △ DCFare right triangles, so

they are congruent by the HL Theorem.
Step 2 Show △DAB ≅ △ADC.

By CPCTC, ∠DAB ≅ ∠ADC. By the Reflexive Property of Congruency,
‾
AD≅ ‾ DAB ≅ △ADCby SAS.
DA. So, △
The overlapping triangles are congruent, so the roof is symmetric.
Try It! 3. a. Given isosceles trapezoid PQRS, Q R

what are m∠P , m∠Q, 135°
and m∠S?
P S
b. Given ‾
ST∥ ‾
,what is the
RU S T
measure of ∠TUR?
47°

R U

Activity Assess
THEOREM 8-4
In an isosceles trapezoid, each pair If... B C

of base angles is congruent.
A D
PROOF: SEE EXERCISE 13. Then... ∠BAD ≅ ∠CDA,
∠ABC ≅ ∠DCB
THEOREM 8-5
The diagonals of an isosceles If... B C

trapezoid are congruent.
A D
AC ≅ ‾
DB
EXAMPLE 4 Solve Problems Involving Isosceles Trapezoids
All horizontal beams of the high-voltage transmission tower are parallel to

the ground.
10 ft 1 10 ft
2 The top section is an
The center section isosceles trapezoid.
is an isosceles
14 ft 14 ft
trapezoid.
A. If m∠1 = 138, what is m∠2?

The sum of the interior angle measures of a quadrilateral is 360.
m∠1 + m∠1 + m∠2 + m∠2 = 360
138 + 138 + 2(m∠2) = 360
276 + 2(m∠2) = 360 The base angles
2(m∠2) = 84 are congruent.
MAKE SENSE AND PERSEVERE m∠2 = 42
What other strategy might you
use to solve this problem? The measure of ∠2 is 42.

Activity Assess
EXAMPLE 4 CONTINUED
GENERALIZE
B. One cross support in the center of the tower measures 4c + 3,and the
Why might this strategy work for other measures 6c − 5. What is the length of each cross support?
isosceles trapezoids but not for The cross supports are diagonals of
trapezoids with noncongruent an isosceles trapezoid, so they are
legs? congruent.
Step 1 Find the value of c. 14 ft 14 ft

4c + 3 = 6c − 5 4c + 3 6c – 5
8 = 2c
4 = c
Step 2 Find the lengths of the diagonals.

4c + 3 = 4(4) + 3
= 19
6c − 5 = 6(4) − 5
= 19
Each cross support measures 19 ft in length.
Try It! 4. Given isosceles trapezoid MNOP where the given expressions
represent the measures of the diagonals, what is the value of a?
N
O
2a – 1
a + 13
THEOREM 8-6 Trapezoid Midsegment Theorem
In a trapezoid, the midsegment If... B C

is parallel to the bases, and the
length of the midsegment is half X Y
the sum of the lengths of the bases.
A D
PROOF: SEE LESSON 11-2. Then... ‾

XY∥ ‾
,‾
AD XY
∥‾
,
BC
  12 (AD + BC)
and XY = __

Activity Assess
APPLICATION EXAMPLE 5 Apply the Trapezoid Midsegment Theorem
Paxton makes trapezoidal handbags for her friends. She stiches decorative
trim along the top, middle, and bottom on both sides of the handbags. How
much trim does she need for three handbags? Explain.
6 in.
2 in. 2 in.
2 in. 2 in.
9 in.
Formulate The top and bottom sides of the handbag are the bases of a trapezoid.
The left and right sides are the legs. Since the middle segment divides both
legs in half, it is the midsegment of the trapezoid. The midsegment of a
trapezoid is the segment that connects the midpoints of the legs.
Let x represent the length of the midsegment in inches.
Compute Step 1 Find the value of x.

  1 (6 + 9)
x = __
Apply the Trapezoid Midsegment Theorem
2 with the base lengths 6 and 9.
x = 7.5

The length of the midsegment is 7.5 in.
Step 2 Find the amount of trim that she needs.

First, find the amount for one side.
6 + 9 + 7.5 = 22.5
Then, multiply by 2 for the number of sides per handbag and by
3 for the number of handbags.
22.5 ∙ 2 ∙ 3 = 135
Interpret Paxton needs 135 inches of trim.
Try It! 5. Given trapezoid JKLM, what is KL?

K L
25 m
X Y
J 4 M
5 XY

Concept Assess
Summary
CONCEPT SUMMARY Kites and Trapezoids
WORDS Kites Trapezoids

A kite is a quadrilateral with two A trapezoid is a quadrilateral with exactly one pair
pairs of adjacent sides congruent of parallel sides. The length of the midsegment
and no pairs of opposite sides is the average of the lengths of the two bases.
congruent. Exactly one diagonal A trapezoid with congruent legs is an isosceles
is a perpendicular bisector of trapezoid that has congruent base angles and
the other. congruent diagonals.
DIAGRAMS Quadrilateral ABCD is a kite. Quadrilateral RSTU is an isosceles trapezoid.

B S T
E A B
A C
R U
D
‾
SU ≅‾

TR ‾
AB
∥‾
∥ ‾
ST RU
‾
AC ⟂ ‾
BD
  1 (ST + RU)
AB = __ m∠S = m∠T
BE = ED 2
m∠R = m∠U

1. ESSENTIAL QUESTION How are For Exercises 5–7, use kite X
diagonals and angle measures related in WXYZ to find the measures.
kites and trapezoids? 5. m∠XQY Q
W Y
56° 12 mm
2. Error Analysis What is Reagan’s error? 6. m∠YZQ
7. WY
Q R
P S For Exercises 8–10, use trapezoid DEFG
By Theorem 8-5, PR ~
= QS
✗ with EG = 21ft and m∠DGF = 77to find
each measure.
8. ED E F

8 ft
3. Vocabulary If ‾
9. DF
XY
is the midsegment of a
trapezoid, what must be true about point X 10. m∠DEF
and point Y?
77°
4. Construct Arguments Emaan says every D G
kite is composed of 4 right triangles. Is he 54 cm
11. What is the length B C
correct? Explain.
of ‾
PQ?
P Q
A D
33 cm

UNDERSTAND PRACTICE
12. Construct Arguments Write a two-column 16. Given kite ABCD, in which B
proof to show that the diagonals of a kite AN = 4.6 m, what is AC?
are perpendicular. SEE EXAMPLE 1
N
X A C
4.6 m
W Y
Z D
13. Mathematical Connections Write a paragraph 17. Given kite RSTU, what is m∠RUS? SEE EXAMPLE 2
proof to show that each pair of base angles in
an isosceles trapezoid is congruent. S
Q R
27°
R T
P S
14. Error Analysis What is Emery’s error? U
18. Write a two-column proof to show that

the diagonals of an isosceles trapezoid are
BD is the perpendicular B
congruent. SEE EXAMPLES 3 AND 4
bisector of AC,
so HC = 8 in. because B C
AC = 16 in. H
A C
A D
D
19. Given trapezoid MNPQ, what is m∠MNP?
16 in. SEE EXAMPLE 4
✗ N P
78°
M Q
15. Higher Order Thinking K
Given kite JKLM with 20. Given trapezoid WXYZ, what is XY?
diagonal ‾
KM, JK < JM,and SEE EXAMPLE 5
KL < LM, prove that ∠JMK is J L
congruent to ∠LMK. X Y
35 ft
D E
W 4 Z
3 XY
M

Practice Tutorial
21. Model With Mathematics Gregory plans to 24. The ? of a kite are always ? .
make a kite like the one shown. He has
1,700 square inches of plastic sheeting. 25. SAT/ACT Given trapezoid ABCD, what is the
Does Gregory have enough plastic to make length of ‾
XY?
the kite? Explain. B 6s + 1 C
30 in. 4s − 2
X Y
. 17 s
in in
17 . A D
Ⓐ 3 __35 Ⓑ 4 __23 Ⓒ5 Ⓓ 11 Ⓔ 18
in.
26. Performance Task Cindy is a member of a

39
volunteer group that built the play

structure shown.
22. Reason Coach Murphy uses the map to plan a

2-mile run for the track team. How many times
will the team run the route shown?
4 ft
Brazos A
ve.
48 yd
48 yd
12 ft
Elm St.
46 yd
Pecan St.
92 yd
Mulberry St.
Start Part A Cindy wants to add three more

d
80y trapezoid boards evenly spaced between
the bottom and top boards of the triangular
. frame. Based on the average lengths of the top
A ve and bottom boards shown, what will be the
ar average lengths of each of the three additional
yd La
m
80 boards? Explain.
Part B The three boards will be trapezoids that

have the same height as the top and bottom
boards. How can Cindy use the lengths of the
23. Use Structure Abby builds a bench with the
bases of the bottom board to determine the
seat parallel to the ground. She bends pipe to
lengths of the bases of the three new boards?
make the leg and seat supports. At what angles
should she bend the pipe? Explain. Part C What other measurements should
Cindy find to be certain that the boards will fit
exactly onto the triangular frame?
102°

8-3
Activity Assess
CRITIQUE & EXPLAIN
Kennedy lists all the pairs of congruent triangles she finds in

Properties of
quadrilateral ABCD.
Parallelograms
B C
AD || BC AB || CD
PearsonRealize.com ABC ~ = CDA X
DAB ~ = BCD
A D
I CAN… use the properties Congruent triangles:
of parallel lines, diagonals, ∆DAB ~
= ∆BCD by SAS
and triangles to investigate
∆ABC ~
= ∆CDA by SAS
parallelograms.
A. Is Kennedy’s justification for triangle congruence correct for each pair?

B. Look for Relationships Did Kennedy overlook any pairs of congruent
triangles? If not, explain how you know. If so, name them and explain
how you know they are congruent.
What are the relationships of the sides, the angles, and the diagonals of
ESSENTIAL QUESTION
a parallelogram?
CONCEPTUAL EXAMPLE 1 Explore Opposite Sides of Parallelograms

UNDERSTANDING
How do the lengths of the opposite sides of a parallelogram compare to
each other?
Quadrilateral ABCD is a parallelogram.
Diagonal ‾ is a
BD
Alternate interior transversal of both
angles are congruent, pairs of parallel sides.
so ∠1 ≅ ∠4 and
∠2 ≅ ∠3. B C
1 2 ‾
BD ≅ ‾
BD
by the
Reflexive Property.
3 4
A D
△ABD ≅ △CDB
by ASA.
USE STRUCTURE
AD ≅ ‾
By CPCTC, ‾ AB ≅ ‾
and ‾
Can you use the same strategy
CB CD, so the lengths of the opposite sides are
to show other relationships in a
congruent to each other.
parallelogram?
Try It! 1. Given parallelogram WXYZ, what is YZ? X

5.09
Y
3.27
W Z

Activity Assess
THEOREM 8-7
If a quadrilateral is a parallelogram, If... X Y ‾

WX ∥ ‾ ZY
then its opposite sides are ‾
WZ ∥ ‾
XY
congruent.
W Z
Then... ‾
WX ≅ ‾
YZ
PROOF: SEE EXERCISE 13. WZ ≅ ‾
‾ XY
EXAMPLE 2 Use Opposite Sides of a Parallelogram
Quadrilateral PQRS is a parallelogram.

7x − 3
Q R
4x 5x − 3
STUDY TIP
Remember there is often more P S
than one way to solve a problem. 2x + 12
You could also find the value
of x by solving the equation_ A. What is the value of x? _
‾
4x = 5x − 3, since ‾QP
and RS
7x − 3 = 2x + 12
QR ≅ PS
because they are opposite
are also opposite sides of the sides of a parallelogram.
parallelogram. 5x = 15
x=3
B. What is the length of each side of PQRS?
PQ = 4x QR = 7x − 3 RS = 5x − 3 PS = 2x + 12
= 4(3) = 7(3) − 3 = 5(3) − 3 = 2(3) + 12
= 12 = 21 − 3 = 15 − 3 = 6 + 12
= 18 = 12 = 18
Try It! 2. The 600-meter fence around City Park forms a parallelogram.
The fence along Chaco Road is twice as long as the fence along
Grover Lane. What is the length of the fence along Jones Road?
Chaco Rd.
.
s Rd.
er Ln
City Park
Jone
Grov
Village Dr.
LESSON 8-3 Properties of Parallelograms 375

Activity Assess
EXAMPLE 3 Explore Angle Measures in Parallelograms
A. How are consecutive angles in a parallelogram related?

You can use what you know about angle relationships formed when
parallel lines are cut by a transversal.
STUDY TIP
You can visualize a parallelogram Because they share a 1
as parallel lines intersected by common side, ∠1 and ∠2
transversals that are also parallel. are consecutive angles.
This may help you determine how 2
the angles are related.
Since ∠1 and ∠2 are same-side

interior angles of parallel lines,
they are supplementary angles.
Consecutive angles ∠1 and ∠2 are supplementary.
B. How are opposite angles in a parallelogram related?
Consecutive angles
∠1 and ∠2 1
Consecutive angles
are supplementary.
∠2 and ∠3
2 3
are supplementary.
In the figure, ∠1 and ∠3 are opposite angles. Both angles are

supplementary to ∠2, so opposite angles in a parallelogram
are congruent.
Try It! 3. a. Given parallelogram ABCD, what are B C

m∠A and m∠C?
b. What is m∠B? 114°
A D
THEOREM 8-8
If a quadrilateral is a parallelogram, If... B C AB ∥ ‾

‾ DC
then its consecutive angles are AD ∥ ‾
‾ BC
supplementary. A D
Then... m∠A + m∠B = 180

m∠B + m∠C = 180
m∠C + m∠D = 180
PROOF: SEE EXERCISE 15. m∠D + m∠A = 180

Activity Assess
THEOREM 8-9
If a quadrilateral is parallelogram, If... B C AB ∥ ‾

‾ DC
then opposite angles are congruent. AD ∥ ‾
‾ BC
A D
Then... ∠A ≅ ∠C
PROOF: SEE EXERCISE 23. ∠B ≅ ∠D
EXAMPLE 4 Use Angles of a Parallelogram
The green shape in the fabric design is a parallelogram. The measure of ∠2

is twice the measure of ∠1. What are m∠1, m∠2, and m∠3?
As consecutive angles,
m∠1 + m∠2 = 180
m∠2 = 2m∠1
2 is given.
3 As opposite
angles, ∠2 ≅ ∠3.
COMMON ERROR Find m∠1. Find m∠2. Find m∠3.

You may incorrectly write m∠1 + m∠2 = 180 m∠2 = 2m∠1 m∠3 = m∠2
m∠1 = 2m∠2, but m∠1 = 2m∠2
means that m∠1is twice m∠2. m∠1 + 2m∠1 = 180 m∠2 = 2(60) m∠3 = 120
m∠1 = 60 m∠2 = 120
The measures of ∠1, ∠2, and ∠3 are 60, 120, and 120, respectively.
Try It! 4. Use the parallelogram shown.

H
(a + 5)°
J
(8a − 5)°
G
K

a. Given parallelogram GHJK, what is the value of a?
b. What are m∠G, m∠H, m∠J, and m∠K?

Activity Assess
THEOREM 8-10
If a quadrilateral is a parallelogram, If... X Y WX ∥ ‾

‾ ZY
then its diagonals bisect each other. A WZ ∥ ‾
‾ XY
W Z
Then... ‾
AW ≅ ‾ AY
PROOF: SEE EXAMPLE 5. ‾
AX ‾
≅ AZ

PROOF EXAMPLE 5 Explore the Diagonals of a Parallelogram
How are the diagonals of a parallelogram related?
‾
AC and ‾
BD are the diagonals of parallelogram ABCD.
Given: ABCD is a parallelogram. B C

2 4
Q
Prove: ‾
AQ ≅ ‾
CQ, ‾
BQ ≅ ‾
DQ
1 3
Proof: A D
STUDY TIP ABCD

is a ▱. AB ≅ DC
The given information is usually Thm. 6-7
the best statement to begin Given
a proof. ∠1 ≅ ∠4 △ABQ ≅ △CDQ
Alt. Int. ∠s Thm. ASA
AB DC
Def. of ▱ ∠2 ≅ ∠3
Alt. Int .∠s Thm. AQ ≅ CQ BQ ≅ DQ
CPCTC CPCTC
AC bisects BD.
BD bisects AC.
Def. of segment bisector
Try It! 5. Use parallelogram RSTU with SU = 35 and KT = 19.

S T
K
R
U
a. What is SK?
b. What is RT?

Activity Assess
APPLICATION EXAMPLE 6 Find Unknown Lengths in a Parallelogram
Corey stamps the orange and purple pattern shown on the front of a
poster she is making. How many times will she need to stamp the design to
make a row 60 cm wide along the dashed line?
AX = (1.5)BX
The stamped design
{
B is a parallelogram.
A X C
{ 4 cm
D
60 cm
Formulate By Theorem 8-10, the diagonals ‾

and ‾
AC BD bisect each other. So ‾
≅ ‾
BX DX,
‾ ‾
and AX ≅ CX
.
Compute Step 1 Determine the length of the diagonal, ‾

AC
.
BX = DX Diagonals bisect

each other.
BX = 4

AX = 1.5 BX
Given
AX = 1.5(4)

AX = 6

Diagonals bisect
AC = 2(AX)
each other.
AC = 2(6)

AC = 12

Step 2 Find the number of times Corey needs to stamp.

60 ÷ 12 = 5
Interpret Corey will need to stamp the design 5 times to make a row 60 cm wide.
Try It! 6. Given parallelogram GHJK, if P K = 4 H J

and HK =  __23 (GJ), what is GP? P
G K

Concept Assess
Summary
CONCEPT SUMMARY Properties of Parallelograms
Angles of Parallelograms Sides and Diagonals of Parallelograms
WORDS Consecutive angles of a parallelogram Opposite sides of a parallelogram are

are supplementary. Opposite angles of congruent. Diagonals of a parallelogram
a parallelogram are congruent. bisect each other.
SYMBOLS If... B C ‾
AD
∥‾ CB
If... B AD ∥ ‾
C ‾ CB
X
‾
‾
AB ∥ DC
‾
AB
∥ ‾
DC

A D A D
Then... m∠A + m∠B = 180 Then... AB = CD

m∠B + m∠C = 180 AD = BC
m∠C + m∠D = 180 AX = CX
m∠D + m∠A = 180 BX = DX
m∠A = m∠C
m∠B = m∠D

1. ESSENTIAL QUESTION What are the For Exercises 5 and 6, use parallelogram ABCD
relationships of the sides, the angles, and to find each length. The measure of ‾
DE is x + 2.
the diagonals of a parallelogram? 5. BC 3x − 2
B C
2. Error Analysis What is Carla’s error? 6. BD 5 x+2
E
A D
x+4
PR ~
= QS Q R
For Exercises 7 and 8, use parallelogram WXYZ
P S
✗ to find each angle measure.
7. m∠WXY X Y
8. m∠XYZ
99°
W Z
3. Make Sense and Persevere If you knew
the length of ‾
For Exercises 9 and 10, use parallelogram EFGH
DF
in parallelogram DEFG,
how would you find the length of ‾
to find each length.
DK
?
9. EJ F
Explain.
4 G
E F 10. FH J 5
E
K
H
D G
For Exercises 11 and 12, use parallelogram
4. Reason Given parallelogram JKLM, MNPQ to find each angle measure.
what could the expression 180 − (3x + 8) 11. m∠NPQ N P
represent? Explain. (9t – 2)°
12. m∠PQM
K L
(3x + 8)° (3t + 14)°
M Q
J M

UNDERSTAND PRACTICE
13. Construct Arguments Write a proof of 18. What are the values of AB and DE in
Theorem 8-7. X Y parallelogram ABCD? SEE EXAMPLES 1 AND 2
Given: ‾
WX ∥ ‾
ZY, ‾
WZ ∥ ‾
XY
B 24 C
Prove: ‾
WX ≅ ‾
ZY, ‾
WZ ≅ ‾
XY W Z
13
14. Error Analysis In the statements shown,
explain the student’s error. What shape is the A 19 E D
quadrilateral?
19. Quadrilateral EFGH is a parallelogram. What is
m∠F? SEE EXAMPLES 3 AND 4
JK ~
= KL and LM ~
= MJ. J K
MJK ~ KLM F G
=
(2y − 47)°
M L
Therefore, ∆MJK ~
= ∆KLM by SAS. The triangular ( y + 35)°
halves of JKLM are congruent, so JKLM must be a
E H
parallelogram.
✗ 20. Quadrilateral MNPQ is a parallelogram. What is
NQ? SEE EXAMPLES 5 AND 6
N P
15. Construct Arguments Write a proof of 10
Theorem 8-8.
B C x+6 2x
‾
Given: AB
‾
∥ DC ‾
, AD
‾
∥ BC

A D M Q
Prove: m∠A + m∠B = 180
m∠B + m∠C = 180 21. The figure below can be divided into two
m∠C + m∠D = 180 parallelograms. What is the angle measure of
m∠D + m∠A = 180 the point at the bottom?
16. Use Appropriate Tools In a parallelogram,
opposite sides are congruent, and opposite
40°
angles are congruent. If all sides in a
parallelogram are congruent, are all angles 125°
congruent also? Draw a picture to explain your
answer.
17. Mathematical Connections Only one pair

of opposite vertices of parallelogram RSTU 22. Find the perimeter of the parallelogram.
is shown on the coordinate plane. Is there
enough information to find the point where 2b 12 − c
the diagonals of RSTU intersect? Explain and
a−1 4b − 6
find the point of intersection, if possible. 2a − 4
y 3
S(6, 6) c−2
6
4
23. Write a proof of Theorem 8-9.
AB ∥ ‾
Given: ‾ AD ∥ ‾
DC, ‾
2 B C
U(0, 2) BC
x
O 2 4 6 Prove: ∠A ≅ ∠C, ∠B ≅ ∠D A D

Practice Tutorial
24. Model With Mathematics All four arms of a 27. Find the values of a, b, and c in the
mechanical jack are the same length, and they parallelogram.
form a parallelogram. Turning the crank pulls a
the arms together, raising the top of the jack.
How high is the top of the jack when the crank 5.2 b
is 5 inches off the ground? Explain.
10.4
10.4 c
12.8
28. SAT/ACT In parallelogram ABCD, which angle

is congruent to ∠ABC?
5 in. Ⓐ ∠ABD Ⓒ ∠BCD
Ⓑ ∠CDA Ⓓ ∠DAB
25. Use Structure The handrails for a steel staircase 29. Performance Task A pipe at an amusement
form a parallelogram ABCD. Additional bars park sprays water onto visitors. A cross section
are needed one third and two thirds of the way of each pipe has the shape of a parallelogram.
up the stairs. Explain why the additional bars
must be the same length as the end bars.
y°
B z°
Pi
C 120°
pe
B
x° Pipe A 3 in.
A
D Part A Pipe A makes a 120°angle with Pipe B.

What are the interior angles of parallelogram
26. Higher Order Thinking Reagan designs a B? What is x, the measure of the angle that
pattern consisting of large squares of the Pipe B makes with the horizontal? Explain.
same size, small squares of the same size, and
some parallelograms. She wants to replicate Part B Park engineers fasten a circular cap onto
the pattern using tiles for her bathroom. Are the end of Pipe B. In the middle of the cap is a
the vertical and horizontal parallelograms nozzle to turn the spray of water into a mist. If
congruent? Explain. the diameter of Pipe A is 3 inches, what is the
diameter of the circular cap? Explain.
Part C What are x and y, the angle measures

that the cap makes with Pipe B? Explain.

8-4
Activity Assess
EXPLORE & REASON
Sketch the quadrilaterals as described in the table. Include the diagonals.

Proving a
Quadrilateral Is
Parallel Sides Congruent Sides
a Parallelogram
Quadrilateral 1 0 pairs 2 consecutive pairs
Quadrilateral 2 1 pair exactly 1 nonparallel pair
PearsonRealize.com Quadrilateral 3 2 pairs 2 opposite pairs
A. Measure the angles of each quadrilateral. How are the angle measures
I CAN… use properties of
sides, angles, and diagonals in Quadrilateral 1 related to each other? In Quadrilateral 2?
to identify a parallelogram. In Quadrilateral 3?
B. Measure the diagonals of each quadrilateral. How are the diagonals
in Quadrilateral 1 related to each other? In Quadrilateral 2?
In Quadrilateral 3?
C. Communicate Precisely Compare the relationships among the angles and
diagonals of Quadrilateral 3 to those of the other two quadrilaterals.
Are there any relationships that make Quadrilateral 3 unique?
ESSENTIAL QUESTION Which properties determine whether a quadrilateral is a parallelogram?
EXAMPLE 1 Investigate Sides to Confirm a Parallelogram
In quadrilateral ABCD, ‾
AC
≅ ‾
is a diagonal, ‾
AB AD≅ ‾
CD, and ‾ . Is ABCD a
BC
parallelogram? Explain.
B C
STUDY TIP △ABC ≅ △CDAby SSS.
Recall that any segment is
congruent to itself by the Reflexive
Property of Congruence. A D
By CPCTC, ∠BAC ≅ ∠DCA and ∠BCA ≅ ∠DAC.
By the Converse of the Alternate Interior Angles Theorem, ‾ ∥ ‾

AB and
CD
‾ ‾
AD∥ BC
. By definition, quadrilateral ABCD is a parallelogram.
Try It! 1. Explain why you cannot conclude that ABCD is a parallelogram.
B

C
A
LESSON 8-4 Proving a Quadrilateral Is Parallelogram 383

Activity Assess
If both pairs of opposite sides of a If... B C

quadrilateral are congruent, then AB≅ ‾
‾ CD
the quadrilateral is a parallelogram. ‾
AD
‾
≅ BC
A D
PROOF: SEE EXAMPLE 1. Then... ABCD is a parallelogram.
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Explore Angle Measures to Confirm a Parallelogram
A. Teo sketches a design of a parallelogram-shaped building. If ∠1 is

supplementary to ∠2and ∠4, is his design a parallelogram?
2 3
STUDY TIP
Since 1 and 2
By definition, opposite sides of are same-side
a parallelogram are parallel. Use interior angles and
theorems about parallel lines to supplementary, 1 4
show that a quadrilateral is a the top and
bottom sides
parallelogram.
are parallel. Since 1 and 4 are same side interior angles and
supplementary, the left and right sides are parallel.
The quadrilateral has two pairs of parallel sides, so it is a parallelogram.

The design is a parallelogram.
B. Teo sketches a second design in which ∠1is congruent to ∠3, and ∠2 is
congruent to ∠4. Is that design a parallelogram?
The sum of interior angles is 360. 2 3
m∠1 + m∠2 + m∠3 + m∠4 = 360
1 4
m∠1 + m∠2 + m∠1 + m∠2 = 360
2(m∠1 + m∠2) = 360 Since ∠1 ≅ ∠3and ∠2 ≅ ∠4,
m∠1 + m∠2 = 180 substitute m∠1for m∠3and
m∠2for m∠4.
Substitute m∠4for m∠2.
m∠1 + m∠4 = 180
Because the edges form a quadrilateral with one angle supplementary to
both consecutive angles and from the result in part A, the second design
is also a parallelogram.
Try It! 2. a. Is DEFG a b. Is LMNO a

parallelogram? Explain. parallelogram? Explain.
D E L
89°
M
153° 91°
153° 27°
F
G
89° 91°
O N

Activity Assess
If an angle of a quadrilateral If... B C

is supplementary to both of its m∠A + m∠B = 180
consecutive angles, then the
quadrilateral is a parallelogram. m∠A + m∠D = 180

A D
PROOF: SEE EXERCISE 12. Then... ABCD is a parallelogram.
If both pairs of opposite angles of If... B C

a quadrilateral are congruent, then ∠A ≅ ∠C
the quadrilateral is a parallelogram. ∠B ≅ ∠D

A D
EXAMPLE 3 Find Values to Make Parallelograms
A. For what values of r and s is WXYZ a parallelogram?

Quadrilateral WXYZ is a parallelogram if s+5
X Y
both pairs of opposite sides are congruent.
7r + 1 = 4r + 7 2s − 2 = s + 5 4r + 7 7r + 1
GENERALIZE
r = 2 s = 7
Think about the properties of a W Z
2s − 2
parallelogram. What do you know If r = 2and s = 7, then WX and ZY are both
about a quadrilateral that is a 15, and XY and WZ are both 12. So WXYZ is a parallelogram.
parallelogram?
B. For what values of a and b is RSTU a parallelogram?
Quadrilateral RSTU is a parallelogram S T
5a° (3b + 37)°
if both pairs of opposite angles are
congruent.
(4b + 1)° (3a + 14)°
5a = 3a + 14 4b + 1 = 3b + 37 R U
2a = 14 b = 36

a = 7
If a = 7and b = 36, then angles S and U are both 35°and angles T and R
are both 145°. So RSTU is a parallelogram.
Try It! 3. a. If x = 25and y = 30, = 14and h = 5,

b. If g
is PQRS a parallelogram? is ABCD a parallelogram?
Q R h+1
(5y − 10)° (x + 15)° B C
2g − 11 g+3
(2x − 10)° (3y + 50)° A D
P S 2h − 3

Activity Assess
If the diagonals of a quadrilateral If... B C

bisect each other, then the X AX≅ ‾
‾ CX
quadrilateral is a parallelogram. ‾
BX
≅‾

DX
A D
PROOF: SEE EXAMPLE 4. Then... ABCD is a parallelogram.
THEOREM 8-15
If one pair of opposite sides of a If... B C

quadrilateral is both congruent ‾
AD
‾
≅ BC
and parallel, then the quadrilateral ‾
AD
‾
∥ BC
is a parallelogram. A D
PROOF EXAMPLE 4 Investigate Diagonals to Confirm a Parallelogram
AX≅ ‾
Given: ‾ CX and ‾
≅ ‾
BX DX B C
X
Prove: ABCD is a parallelogram
Proof: A D
COMMON ERROR Statements Reasons

AX≅ ‾
1) ‾ CXand ‾
≅ ‾
Remember, noncongruent
BX DX 1) Given
diagonals may bisect each other,
just as congruent diagonals do. 2) ∠AXD ≅ ∠CXB and 2) Vertical Angles Theorem
∠AXB ≅ ∠CXD
3) △AXD ≅ △CXB and 3) SAS
△AXB ≅ △CXD
AD≅ ‾
4) ‾ ≅ ‾
CBand ‾
AB CD 4) CPCTC
5) ABCD is a parallelogram. 5) Theorem 8-11
Try It! 4. For what values of p 7p + 1 2q + 3

and q is ABCD a B C
parallelogram?
5p + 3
3q + 1
A D
EXAMPLE 5 Identify a Parallelogram
A. Is PQRS a parallelogram? Explain. R

Q
48° 132°
Same-side interior angles Qand Rare
supplementary, so ‾ ∥ ‾
QP RS.
P S
PQRS is a parallelogram by Theorem 8-15.

Activity Assess
STUDY TIP EXAMPLE 5 CONTINUED

After determining that there is B. Is WXYZ a parallelogram? Explain. X Y
Although diagonal ‾ bisects ‾
not enough information, it is
WY
XZ
, diagonal
‾
XZ does not necessarily bisect ‾
good practice to think about what
WY
.
additional information would
Quadrilateral WXYZ does not meet the
be needed to show that the
conditions of Theorem 8-14, and so it is not W Z
quadrilateral is a parallelogram
necessarily a parallelogram.
and why.
Try It! 5. a. Is ABCD a parallelogram? Explain.

b. Is EFGH a parallelogram? Explain.
B C F
G
151°
29°
D E
A H
APPLICATION EXAMPLE 6 Verify a Parallelogram

A mechanic raises a truck using a lift. For safety, the floor must be
horizontal and the top of the lift must be parallel to the floor. Is the lift
shown in a safe position? Explain.
6 ft 6 ft
75° 105°
Formulate The lift and the floor form a quadrilateral. If the quadrilateral is a
parallelogram, then the side holding the truck will be parallel to the floor
and the lift will be safe.
Compute Find the sum of the given angles.

105 + 75 = 180
Since a pair of same-side alternate interior angles are supplementary, the
6-ft sides of the lift are parallel. The lift is a parallelogram by Theorem 8-15.
Interpret Opposite sides of a parallelogram are parallel, so the side of the lift holding
the truck is parallel to the floor. The lift is in a safe position.
Try It! 6. A carpenter builds the table shown.

10 in. 20 in.
If the floor is level, how likely is it
that a ball placed on the table will 20 in. 10 in.
roll off?

Concept Assess
Summary
CONCEPT SUMMARY Identifying Quadrilaterals That Are Parallelograms
SIDES AND DIAGONALS ANGLES
A quadrilateral is a parallelogram if A quadrilateral is a parallelogram if

• two pairs of opposite sides are congruent • one angle is supplementary to both
consecutive angles
x° (180 − x)°
(180 − x)°
• one pair of opposite sides is congruent
and parallel • two pairs of opposite angles are congruent
• the diagonals bisect each other

1. ESSENTIAL QUESTION Which For Exercises 4 and 5, use E F
115°
properties determine whether a parallelogram DEFG to find
quadrilateral is a parallelogram? the missing angle measures. D G
2. Error Analysis Explain why Rochelle is 4. m∠D 5. m∠E

incorrect.
For Exercises 6 and 7, use K L
parallelogram JKLM to find
A
B C the missing lengths. 3x − 2
x+6
6. JK
Given: AC = BD
7. JL J M
A D 2x − 1
ABCD is a
parallelogram, because quadrilaterals with
congruent diagonals are parallelograms.
✗ Use the diagram for Exercises 8 and 9.
B
C
20
20
3. Make Sense and Persevere Is the A 102°
information in the diagram enough to show D
WXYZ is a parallelogram? Explain.
8. If AB ∥ DC, is ABCD a parallelogram? Explain.
X Y
9. If ABCD is a parallelogram, how does AC
compare to BD? Explain.
W Z

UNDERSTAND PRACTICE
10. Use Appropriate Tools If you are given a 16. Is each quadrilateral a parallelogram? Explain.
drawing of a quadrilateral, how can you SEE EXAMPLES 1 AND 2
determine whether or not it is a parallelogram?
What tool or tools can you use? a. 16 b. 52°
14
11. Error Analysis Ahmed uses the following
explanation to prove that a figure is a 14
16 52° 118°
parallelogram. What is Ahmed’s error?
17. In each figure, for what values of x and y is the

The quadrilateral has a figure a parallelogram? SEE EXAMPLE 3
pair of opposite sides
a. 3x + 6 b. (4x − 12)° (5y − 6)°
congruent and a pair of
opposite sides parallel.
y+2 2y − 3 (3y + 46)° (3x + 5)°
According to Theorem
8-15, the figure is a
parallelogram.
✗ 4−x
18. Given the lengths shown, for what values of w

and z is the figure a parallelogram?
12. Construct Arguments Write a proof of SEE EXAMPLE 4
Theorem 8-12.
Given: m∠F + m∠G = 180 F G 20 − w
m∠F + m∠J = 180
3z − 2
Prove:
FGHJ is a J H
parallelogram. 2z + 3
4w
13. Mathematical Connections A rectangle is
defined as a quadrilateral with four right
angles. Which theorem or theorems from
the lesson explain why a rectangle is a 19. Is the figure below a parallelogram? Explain.
parallelogram? Explain how the theorem or
theorems apply.
132°
14. Construct Arguments Write a proof of
132°
Theorem 8-13.
∠L ≅ ∠N, ∠M ≅ ∠O
Given: L M 20. Write a proof of Theorem 8-15.
Prove:
LMNO is a Given: ‾
KL ∥ ‾
JM, ‾
KL ≅ ‾
JM
parallelogram.
O N Prove: JKLM is a parallelogram.
15. Higher Order Thinking Describe rigid motions K L

you can apply to △ PQRto construct three
different parallelograms by combining the J M
preimage and image. Explain why the resulting _
figures are parallelograms. Hint: Construct diagonal JL
.
R
P

Practice Tutorial
21. Make Sense and Persevere A lamp on a wall 24. Copy the graph and plot all possible coordinate
is suspended from an extendable arm that pairs for point Q on the coordinate plane so
allows the lamp to slide up and down. When that points P, Q, R, and S form the vertices of a
it expands, does the shape shown remain a parallelogram.
parallelogram? Explain.
y
R(3, 4)
4
After 2
Before x
−4 O 2 4
P(−2, −1) −2
−4 S(1, −3)
25. SAT/ACT In quadrilateral ABCD, ∠A ≅ ∠C.

Which additional statement can be used to
show that ABCD is a parallelogram?
22. Model With Mathematics Simon wants Ⓐ m∠A + m∠C = 180 Ⓒ m∠B + m∠D = 180
to decorate a cake with a pattern of
BD bisects ‾
Ⓑ ‾ AC
Ⓓ ∠B ≅ ∠D
parallelograms. He first pipes two parallel lines
that are 3 inches apart. He then makes a mark 26. Performance Task Margaret helps her sister
  12 inch along each line. He pipes a line
every __ build a baby gate that is built from dowels
from one mark to the next on the opposite hinged at the top and bottom, so the gate can
side. Does this ensure that the lines will be open up against the wall along the stairs. They
parallel? Explain your answer. call it the parallelogram gate.
3 in.
42 in.
1 in.
2 24 in.
24 in.
.
23. Communicate Precisely In the game shown, the 42 in
arrangement of marbles on the board is called
a parallelogram formation. Why is that name
appropriate? Explain. Part A Are they correct to call it a parallelogram
gate? Explain.
Part B What are the measurements of the sides

of the gate when the gate is open? Explain.
Part C Margaret’s father suggests that they add

two diagonal slats at the front of the baby gate.
What would that do to the gate? Explain.

8-5
Activity Assess
EXPLORE & REASON
Consider these three figures.

Properties of Special
Parallelograms
Figure 1 Figure 2 Figure 3

SavvasRealize.com
A. What questions would you ask to determine whether each figure is a
parallelogram?
I CAN… use the properties
of rhombuses, rectangles, and B. Communicate Precisely What questions would you ask to determine
squares to solve problems. whether Figure 1 is a rectangle? What additional questions would you
ask to determine whether Figure 2 is a square?
C. If all three figures are parallelograms, what is the most descriptive name
for Figure 3? How do you know?
What properties of rhombuses, rectangles, and squares differentiate them

ESSENTIAL QUESTION
from other parallelograms?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Find the Diagonals of a Rhombus
A. Parallelogram ABCD is a rhombus. What are the measures of ∠1, ∠2, ∠3,
and ∠4?
B
All four sides of a
rhombus are congruent.
1
E 2
STUDY TIP A C
4 3
Recall that a rhombus is a
parallelogram, so it has all the
properties of parallelograms. D
By the Converse of the Perpendicular Bisector Theorem, B and D are on
the perpendicular bisector of ‾
, so ‾
AC AC ⟂ ‾
BD.
All four angles formed by the intersection of the diagonals are
right angles, so the measure of ∠1, ∠2, ∠3, and ∠4 is 90.
B. Parallelogram JKLM is a rhombus. L
How are ∠1, ∠2, ∠3,and ∠4 related? 3 4
M
_ _ K
By SSS, △JKL ≅ △JML, so 1 2
∠1 ≅ ∠2and ∠3 ≅ ∠4. ≅ JL

JL

J
The diagonals of a rhombus bisect the angles at each vertex.
Try It! 1. a. What is WY? b. What is m∠RPS?

X P
5
W Y S 70° Q
3
Z R
LESSON 8-5 Properties of Special Parallelograms 391

Activity Assess
THEOREM 8-16
If a parallelogram is a rhombus, If... X

W
then its diagonals are perpendicular
bisectors of each other.
Y
Z
WYand ‾
are perpendicular
XZ
bisectors of each other.
THEOREM 8-17
If a parallelogram is a rhombus, If... 2 5

1 6
then each diagonal bisects a pair of
opposite angles.
7 4
8 3
PROOF: SEE EXERCISE 17. Then... ∠1 ≅ ∠2, ∠3 ≅ ∠4,

∠5 ≅ ∠6, and ∠7 ≅ ∠8.
EXAMPLE 2 Find Lengths and Angle Measures in a Rhombus
A. Quadrilateral ABCD is a rhombus. What is m∠ADE? B
‾
AC bisects ∠BAD, so m∠DAC = 53.
COMMON ERROR
m∠DAE + m∠AED + m∠ADE = 180 A
53° E C
You may incorrectly state that
m∠ADE = m∠DAE. Remember 53 + 90 + m∠ADE = 180 ‾
AC ⟂ ‾BD
, so
that consecutive angles are not m∠AED = 90.
m∠ADE = 37
necessarily congruent.
B. Quadrilateral GHJK is a rhombus. What is GH? D
H
Step 1 Find x.
3x + 1
2x + 3 = 4x − 7
J
2x = 10
3 4x −7
x=5
2x +
Step 2 Use the value of x to find GH. G
HJ = 3(5) + 1 = 16 K
GH = HJ

GH = 16

Try It! 2. Each quadrilateral is a rhombus.

a. What is m∠MNO?
b. What is QT?
M N Q
62° T
L O 5y − 4 P R
3y − 1 2y + 3
392 TOPIC 8 Quadrilaterals and Other Polygons Go Online | SavvasRealize.com

Activity Assess
THEOREM 8-18
If a parallelogram is a rectangle, If... A B

then its diagonals are congruent.
D C
PROOF: SEE EXAMPLE 3. Then... ‾
AC ≅ ‾
BD
PROOF EXAMPLE 3 Prove Diagonals of a Rectangle Are Congruent
Write a proof for Theorem 8-18.

Given: PQRS is a rectangle.
P Q
S R
PR≅ ‾
Prove: ‾ QS
Plan: To show that the diagonals are congruent, find a pair of congruent
triangles that each diagonal is a part of. Both △
PSRand △QRSappear to be
congruent. Think about how to use properties of rectangles to show they are
congruent. Draw each triangle separately and label the congruent sides.
P Q
S R S R
Proof:
Statements Reasons
STUDY TIP
1) PQRS is a rectangle. 1) Given
When you see triangles in a 2) PQRS is a parallelogram. 2) Def. of rectangle
diagram for a proof, you can 3) ‾
PS≅ ‾
QR 3) Opposite sides of a
often use congruent triangles and parallelogram are congruent.
CPCTC to complete the proof. 4) ∠PSRand ∠QRSare right angles. 4) Def. of rectangle
5) ∠PSR ≅ ∠QRS 5) All right angles are congruent.
6) ‾
SR≅ ‾

RS 6) Reflexive Prop. of Equality
7) △PSR ≅
△QRS 7) SAS Triangle Congruence Thm.
‾ ‾
8) PR≅ QS
8) CPCTC
Try It! 3. A carpenter needs to check the gate his apprentice built to be
sure it is rectangular. The diagonals measure 52 inches and
53 inches. Is the gate rectangular? Explain.

Activity Assess
APPLICATION EXAMPLE 4 Find Diagonal Lengths of a Rectangle
Paul is training his horse to run the A 192m B

course at a pace of 4 meters per
second or faster. Paul rides his horse
from D to C to E to B in 1 minute
30 seconds. The figure ABCD is a 80 m E
rectangle. Did he make his goal? IMG740828
Formulate Use the Pythagorean Theorem to C
D
find BD. Then use properties of
rectangles to find each segment
length and the total distance. Finally, determine his speed.
Compute (BD)  2 = 80  2 + 192  2
Apply the Pythagorean
(BD)  2 = 43,264 Theorem.
BD = 208
Use the properties of rectangles to find the total distance.
CE = EB = 104 Diagonals are congruent
and bisect each other.
DC + CE + EB = 192 + 104 + 104 = 400
Determine the pace.
400 ÷ 90 ≈ 4.4
Interpret Paul’s horse ran at a pace of about 4.4 m/s, so he made his goal.
Try It! 4. A rectangle with area 1,600 m 2is 4 times as long as it is wide.
What is the sum of the diagonals?
EXAMPLE 5 Diagonals and Angle Measures of a Square

Figure WXYZ is a square. If WY + XZ = 92, what is the area of △
WPZ?
Since the figure is also a rhombus, ‾
WY ⟂ ‾
XZ and WP and ZP W X
are the base and height of WPZ.
△
P
Step 1 Find the lengths of the diagonals.
WY + XZ = 92
Z Y
_
USE STRUCTURE
WY = XZ = 46 WXYZ is a rectangle, so ‾
WY≅ XZ
.
Consider the four triangles formed
by the diagonals of a square. Step 2 Find WP and ZP.
What observations do you make 1 (WY) = 23 WXYZ is a parallelogram,
WP =  __
_
about these triangles? 2 so‾
WY and XZ
bisect each other.
  1 (XZ) = 23
ZP = __
2
Step 3 Find the area of △WPZ.
  1 (23)(23) = 264.5
area(△WPZ) = __

2
The area of △WPZis 264.5 square units.
Try It! 5. Square ABCD has diagonals ‾

AC and ‾
BD. What is m∠ABD? Explain.

Concept Assess
Summary
CONCEPT SUMMARY Properties of Special Parallelograms
Rectangle Rhombus Square
WORDS If a parallelogram is If a parallelogram is If a parallelogram is a

a rectangle, then the a rhombus, then the square, the properties of
diagonals are congruent. diagonals are perpendicular both a rectangle and a
and bisect each pair of rhombus apply.
opposite angles.
DIAGRAMS A B Q W X
P R
D C S
Z Y
SYMBOLS ‾

AC ≅‾

BD ⟂ ‾
‾ PR QS
‾
WY
≅‾

XZ
‾
WY ⟂‾

XZ

1. ESSENTIAL QUESTION What Find each length and angle measure for
properties of rhombuses, rectangles, and rhombus DEFG. Round to the nearest tenth.
squares differentiate them from other 4. DF E
parallelograms?
5. m∠DFG 62°
2. Error Analysis Figure QRST R S D 5
F
is a rectangle. Ramona 6. EG 5.6
wants to show that the P G
four interior triangles Q T
are congruent. What is Find each length for rectangle MNPQ. Round to
Ramona’s error? the nearest tenth.
N P
7. MP
4
5
Diagonals of a rectangle are congruent and 8. MQ
M Q
bisect each other, so RP ~
= TP ~
= QP ~ = SP.
Find each length and angle measure for
Because the diagonals are perpendicular
square WXYZ.
bisectors, RPS, SPT, TPQ, and QPR W X
are right angles. Therefore, by SAS, 9. m∠YPZ
∆RPS ~
= ∆SPT ~
= ∆TPQ ~
= ∆PQR. ✗ 10. m∠XWP
11. XZ
7
P
Z Y
12. What is the (4x + 5)°
3. Construct Arguments Is any quadrilateral value of x?
with four congruent sides a rhombus? Explain. (8x − 6)°

UNDERSTAND PRACTICE
13. Construct Arguments Write a proof of For Exercises 18–20, find each angle measure for
Theorem 8-16. X rhombus ABCD. SEE EXAMPLES 1 AND 2
18. m∠ACD (7x − 6)°
Given: WXYZ is a B
rhombus. C
W Y 19. m∠ABC
Prove: ‾
WYand ‾
P
XZare E
perpendicular bisectors 20. m∠BEA
of each other. Z A
D
(4x − 3)°
For Exercises 21–23, find each length for
14. Error Analysis Figure ABCD is a rhombus. What
rhombus PQRS. Round to the nearest tenth.
is Malcolm’s error?
21. TR Q
Since ABCD is a rhombus, B 4x − 7
22. QS
AB ~= CD. Since the diagonals 2x + 2 T
of a rhombus bisect each P R
A C 23. PS
other, AE ~ E
= BE ~= CE ~
= DE.
2x − 1
So, by SSS, ∆ ABE ~
= ∆CDE.
D ✗ S
For Exercises 24–27, find each length and angle

measure for rectangle GHJK. Round to the nearest
tenth. SEE EXAMPLES 3 AND 4
15. Mathematical Connections The area of
24. m∠GHK 7
rectangle WXYZ is 115.5 in.  2. What is the H J
perimeter of △
XYZ? Explain your work. 25. m∠HLJ
X Y L 10
26. GJ
P
27. HL 52°
G K
W Z For Exercises 28–30, find each length and value
Q
4 in. for square QRST. Round to the nearest tenth.
SEE EXAMPLE 5
Theorem 8-17. 28. SV R S
Given: ABCD is a B 29. RT 4

rhombus. 34 V
30. perimeter of △
RVS
Prove: ∠1 ≅ ∠2, ∠3 ≅ ∠4, 2 E 5 Q T
A C
∠5 ≅ 6, ∠7 ≅ ∠8 1 6
31. If ABCD is a square, what is GC?
87
B
D
17. Higher Order Thinking A square is cut apart
and reassembled into a rectangle as shown. 10 16
A C
Which figure has a greater perimeter? Explain. E F G
2
1 3 2 4 D
4 1 3

Practice Tutorial
32. Model With Mathematics Jordan wants a 35. Which statements are true about all rectangles?
collapsible puppy pen that gives his puppy at Select all that apply.
least 35 square feet of area and at least 10 feet Ⓐ Diagonals bisect each other.
of diagonal length. Should Jordan buy the pen
shown? Explain.
Ⓑ Adjacent sides are perpendicular.
Ⓒ Diagonals are perpendicular.
6 ft 6 ft Ⓓ Consecutive angles are supplementary.
36. SAT/ACT Which expression gives m∠DBC?
B
A (3x)° C
6 ft 6 ft
D
33. Make Sense and Persevere Luis is using

Ⓐ (180 − ___
  3x )  Ⓒ (________
  180 − 3x ) 
° °
different types of wood to make a 2 2
rectangular inlay top for a chest with the
Ⓓ (___
  3x   − 180) 
°
Ⓑ (180 − 3x)  ° 2
pattern shown.
37. Performance Task At a carnival, the goal is
. D
35 in 25 i to toss a disc into one of three zones to win a
C n.
prize. Zone 1 is a square, zone 2 is a rhombus,
B E and zone 3 is a rectangle. Some measurements
G
have been provided.
40° F
Zone 1 Zone 2 Zone 3
A EG = 3.7 ft
AC = 7 ft
FH = 8 ft
JL = 11 ft
E C F J K KL = 10.5 ft
B G m∠EFH = 25°
a. What angle should he cut for ∠CDG? Explain.
b. If he makes the table top correctly, what will A DH
the length of the completed top be? M L
34. Look for Relationships A carpenter is building
a support for a stage. What should be the
measures of ∠1, ∠2, ∠3, and ∠4? Explain Part A What are the lengths of the sides of
your answers. each zone?
Part B What are the angle measures of

8 in. 8 in. each zone?
34°
1 134° 3
13 in. Part C What is the area of each zone?
13 in.
2 4
17 in. 17 in.
61°

8-6
Activity Assess
MODEL & DISCUSS
The sides of the lantern are

Conditions
identical quadrilaterals.
of Special
Parallelograms A. Construct Arguments
How could you check to
see whether a side is a
parallelogram? Justify your
SavvasRealize.com
answer. B C
B. Does the side appear to be

I CAN… identify rhombuses, rectangular? How could
rectangles, and squares by
you check? E
the characteristics of their
diagonals. C. Do you think that diagonals
of a quadrilateral can be
used to determine whether
the quadrilateral is a A D
rectangle? Explain.
Which properties of the diagonals of a parallelogram help you to classify

ESSENTIAL QUESTION
a parallelogram?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Use Diagonals to Identify Rhombuses
Information about diagonals can help to classify A B

a parallelogram. In parallelogram ABCD, ‾ AC
is
‾
perpendicular to BD. What else can you conclude
about the parallelogram? E
D C
STUDY TIP A B
Parallelograms have several The diagonals of Any angle at E either
properties, and some properties a parallelogram forms a linear pair or
may not help you solve a bisect each_ other, is a vertical angle with
so ‾
E
particular problem. Here, the fact AE_≅ CE
and ∠AEB, so all four angles
that diagonals bisect each other ‾
DE ≅ BE
. C are right angles.
D
allows the use of SAS.
≅ ‾
The four triangles are congruent by SAS, so ‾
AB CB ≅ ‾
CD ≅ ‾
AD
.
Since ABCD is a parallelogram with four congruent sides, ABCD is a rhombus.
Try It! 1. If ∠JHK and ∠JGK are complementary, H

what else can you conclude about
GHJK? Explain. L
G J

Activity Assess
If the diagonals of a parallelogram If... J K

are perpendicular, then the
parallelogram is a rhombus.
L
M

JK≅ ‾
≅‾
KL ≅‾
LM MJ

If a diagonal of a parallelogram If... B C

bisects two angles of the
parallelogram, then the
parallelogram is a rhombus.
A D
PROOF: SEE EXAMPLE 2. AB≅ ‾

Then... ‾ BC≅ ‾
≅ ‾
CD DA
PROOF EXAMPLE 2 Prove Theorem 8-20
Write a proof of Theorem 8-20. G
Given: Parallelogram FGHJ with

F 1
∠1 ≅ ∠2and ∠3 ≅ ∠4 3
2 H
4
Prove: FGHJ is a rhombus.
Proof: J
G G G
STUDY TIP
Drawing diagonals in
parallelograms can help you see F 1 F 1 F 1
3 3 3
additional information that is 2 H 2 H 2 H
4 4 4
useful in solving problems.
J J J
By ASA, _ △FHJ ≅ △FHG. By the Alternate By the Converse of

Thus, FJ ≅ ‾
.
FG Interior Angles the Isosceles Triangle
Theorem, ∠1 ≅ ∠4, so Theorem,_ FG≅ ‾
‾ HG
∠1 ≅ ∠2 ≅ ∠3 ≅ ∠4. ≅ ‾
and FJ HJ.
_
Using the Transitive Property of Congruence, ‾ ≅ ‾
FG ≅ ‾
HG≅ FJ HJ. Since FGHJ
is a parallelogram with congruent sides, it is a rhombus.
Try It! 2. Refer to the figure FGHJ in Example 2. Use properties of

parallelograms to show that if ∠
1 ≅ ∠2and ∠3 ≅ ∠4, then the
four angles are congruent.
LESSON 8-6 Conditions of Special Parallelograms 399

Activity Assess
EXAMPLE 3 Use Diagonals to Identify Rectangles
Ashton measures the diagonals

for his deck frame and finds
that they are congruent. Will
the deck be rectangular? 10 ft
8 ft
Since opposite sides are
congruent, the supports form
a parallelogram. To show that
8 ft
the structure is rectangular, 10 ft
show that the angles are
right angles.
A B
Opposite sides and the diagonals
are congruent, so △ACD ≅ △BDC
by SSS. Therefore, ∠ADC ≅ ∠BCD.
D C
In a parallelogram, consecutive angles are supplementary. Angles that are

congruent and supplementary are right angles. Similarly, ∠DAB and ∠CBA
are also right angles.
The frame forms a parallelogram with four right angles, which is a rectangle.
Try It! 3. If the diagonals of any quadrilateral are congruent, is the

quadrilateral a rectangle? Justify your answer.
If the diagonals of a parallelogram If... X Y

are congruent, then the
XZ ≅WY
parallelogram is a rectangle.
W Z
PROOF: SEE EXERCISE 11. Then... ∠XWZ, ∠WZY, ∠XYZ, and
∠WXY are right angles
EXAMPLE 4 Identify Special Parallelograms
Can you conclude whether each parallelogram is a rhombus, a square,

or a rectangle? Explain.
A. Parallelogram ABCD B
CONSTRUCT ARGUMENTS
There are often multiple ways
ABD ≅ △CBD.
By SAS, △
to prove something. How
A C
could you use properties of
parallelograms to show the figure
∠ADB ≅ ∠CDBby CPCTC.
is a rhombus without the congruent
D
angles shown?
Diagonal ‾
BD bisects ∠ABC and ∠ADC, so parallelogram ABCD is a rhombus.

Activity Assess
EXAMPLE 4 CONTINUED
B. Parallelogram PQRS
Q
Diagonals are perpendicular,
so PQRS is a rhombus.
P R
Diagonals are congruent,
so PQRS is a rectangle.
S
Since the parallelogram is a rhombus and a rectangle, it is a square.
Try It! 4. Is each parallelogram a rhombus, a square, or a rectangle?

Explain.
a. H J b. U V
L X
T
G K W
EXAMPLE 5 Use Properties of Special Parallelograms
Quadrilateral STUV is a rhombus. T

(65 − y)° (5y + 5)°
What are the values of x and y?
Consider the information given
S U
in the diagram. How_can you
determine whether TV
bisects
the angles? (4x + 3)° (5x − 10)°
V
If a parallelogram is a rhombus then each diagonal bisects opposite angles.

So, ‾
TV bisects ∠SVU and ∠STU.
Solve for x. Solve for y.

_
m∠SVT = m∠UVT m∠STV TV bisects ∠SVU = m∠UTV
and ∠STU.
4x + 3 = 5x −10 65 − y = 5y + 5
−x = −13 −6y = −60
x = 13
y = 10

Try It! 5. In parallelogram ABCD, AC = 3w − 1and BD = 2(w + 6). What
must be true for ABCD to be a rectangle?

Activity Assess
APPLICATION EXAMPLE 6 Apply Properties of Special Parallelograms
A group of friends set up a kickball field with bases 60 ft apart. How can
COMMON ERROR they verify that the field is a square?
The order in which the
quadrilateral is identified matters.
Opposite sides are congruent,
Be sure to first show that the
so the field is a parallelogram.
quadrilateral is a parallelogram
before applying the theorems
60 ft 60 ft
to identify the quadrilateral as a
rhombus or a rectangle.
60 ft
60 ft
All sides are congruent,

so the parallelogram is a rhombus.
Home Plate
The field is a rhombus. To show that the rhombus is a square, show that it is
also a rectangle.
A parallelogram is a rectangle if the diagonals are congruent.

Second Base
Measure the distances

from first to third base Third Base First Base
and from home plate to
second base.
Home Plate
The group of friends can verify the field is a square if they find that the
distances from first base to third base and from second base to home plate
are equal.
Try It! 6. Is MNPQ a rhombus? Explain. N

M
32° R
58°
58° P
Q

Concept Assess
Summary
CONCEPT SUMMARY Conditions of Special Parallelograms
RHOMBUS RECTANGLE SQUARE
A parallelogram is a rhombus if A parallelogram is a rectangle if A parallelogram is a square if
• diagonals are perpendicular • diagonals are congruent • diagonals are perpendicular

and congruent
• a diagonal bisects angles

• a diagonal bisects angles
and diagonals are congruent

1. ESSENTIAL QUESTION Which For Exercises 5–8, is the parallelogram a
properties of the diagonals of a rhombus, a square, or a rectangle?
parallelogram help you to classify 5. 6. 45°
a parallelogram? 5
5 45°
2. Error Analysis Sage E 5
5 45°
was asked to classify 45°
DEFG. What was
Sage’s error? D F 7. 8.
DF = EG
9. What value of x will make the

Since DF = EG, DEFG is a rectangle. parallelogram a rhombus?
Since EG DF, DEFG is also a rhombus.
Therefore, DEFG is a square. x°
✗ 36°
10. If m∠1 = 36 and m∠2 = 54, is PQRS a

3. Construct Arguments Write a biconditional
rhombus, a square, a rectangle, or none of
statement about the diagonals of rectangles.
these? Explain.
What theorems justify your statement?

4. Use Appropriate Tools Make a concept Q R
map showing the relationships among U
quadrilaterals, parallelograms, trapezoids, 1 2
isosceles trapezoids, kites, rectangles, P S
squares, and rhombuses.

UNDERSTAND PRACTICE
11. Construct Arguments Write a proof for For Exercises 17 and 18, determine whether each
Theorem 8-19 using the following figure is a rhombus. Explain your answer.
diagram. SEE EXAMPLES 1 AND 2
B 17. 18.
100°
A C 40°
E 40°
D
P
12. Error Analysis Becky is 50° Q
50° 19. What is the perimeter of parallelogram
asked to classify PQRS.
WXYZ? SEE EXAMPLE 3
What is her error?
48° X Y
S 48° 13
R 13
13 13
W Z
PR bisects opposite angles 24
SPQ and QRS, so
PQRS must be a rhombus.
✗ For Exercises 20 and 21, determine the name
that best describes each figure: parallelogram,
rectangle, square, or rhombus. SEE EXAMPLE 4
20. 21.
13. Construct Arguments Write a proof

for Theorem 8-21 using the following
diagram.
G H
For Exercises 22–24, give the condition required
for each figure to be the specified shape.
K
F J
22. rectangle
14. Construct Arguments Write a proof to show that
if ABCD is a parallelogram and ∠ABE ≅ ∠BAE, 3x
−1 13
then ABCD is a rectangle. x+
D C
E 23. rhombus
A B
(6x + 6)°
15. Mathematical Connections If WXYZ is a
rhombus with W(−1, 3) and Y(9, 11), what must
⟷
be an equation of XZ
  in order for WXYZ to be a
rhombus? Explain how you found your answer. 24. rhombus
16. Higher Order Thinking The longer diagonal (3x + 12)° (5x − 24)°
of a rhombus is three times the length of
the shorter diagonal. If the shorter diagonal
is x, what expression gives the perimeter of
the rhombus?

Practice Tutorial
25. Look for Relationships Melissa charges 28. Are the terms below
$1.50 per square meter for laying sod. She valid classifications
says she can compute the amount to charge for the figure? Select
for the pentagonal lawn by evaluating Yes or No.
1.50(12  2 + 0.25(12  2)). Do you agree?
Explain. Yes No
Square ❑ ❑
12 m Rhombus ❑ ❑
Parallelogram ❑ ❑
Rectangle ❑ ❑
Trapezoid ❑ ❑
29. SAT/ACT Parallelogram ABCD has diagonals

26. Make Sense and Persevere Jeffery is making
with lengths AC = 7x + 6and BD = 9x − 2. For
a wall design with tape. How much tape does
which value of x is ABCD a rectangle?
he need to put the design shown on his wall?
Explain how you used the information in the Ⓐ2 Ⓑ4 Ⓒ7 Ⓓ9 Ⓔ 34
diagram to find your answer.
30. Performance Task Zachary is using the two
segments shown as diagonals of quadrilaterals
23 in. he is making for a decal design for the cover of
his smart phone.
30 in. 30 in.
=
=
= 40 in.
5 cm 5 cm
27. Use Structure After knitting a blanket, Monisha

washes and stretches it out to the correct size
and shape. Opposite sides line up with the
edges of a rectangular table. She plans to sew
a ribbon around the edge of the blanket. How Part A Make a table showing at least four types
much ribbon will she need? of different quadrilaterals that Zachary can
make using the segments as diagonals. For each
42 in. type of quadrilateral, draw a diagram showing
an example. Label angle measures where the
diagonals intersect, and label segment lengths
58 in. 58 in. of the diagonals.
Part B Are some types of quadrilaterals not
possible using these diagonals? Explain.
42 in. Part C Which has the greater area, a square or
a rectangle? Explain.

9-1
Activity Assess
EXPLORE & REASON
Roosevelt High School sells a

Dilations
sticker and a larger car decal
with the school logo.
A. Look for Relationships How

PearsonRealize.com
are the sticker and the car ROOSEVELT
decal alike? How are they
different? HAWKS
I CAN… dilate figures B. Suppose the sticker and
and identify characteristics decal are shown next to
of dilations. each other on a computer ROOSEVELT
screen. If you zoom in to

VOCABULARY
125%, what would stay the HAWKS
• center of dilation
same on the figures? What
would be different?
ESSENTIAL QUESTION How does a dilation affect the side lengths and angle measures of a figure?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Dilate a Figure
How can you draw a dilated image?

A dilation produces an image that is a different size than the preimage.
Method 1 The Ratio Method

 12 with fixed center P. This fixed center is
Dilate △ABCby a scale factor of __
called the center of dilation.
Step 1 Draw rays from P
Step 2 Mark point A′ at a point
ABC.
through each vertex of △
that is half the distance from P to A.
Repeat for B′ and C′.
STUDY TIP
Recall that a dilation is a
B
B′
transformation in which a P
preimage is enlarged or reduced
in size by a given scale factor. A′
A
C′
Step 3 Draw segments C
to form △
A′B′C′.
 12 the length of the

ABCwith side lengths that are __
So, △A′B′C′is a copy of △
corresponding sides of △ ABC.
LESSON 9-1 Dilations 413

Activity Assess
EXAMPLE 1 CONTINUED
Method 2 The Parallel Method
Dilate WXYZ by 2 with center of dilation Q.
Step 1 Draw rays from Step 2 Mark point W′such

Q passing through each W′ that QW′ = 2 ∙ QW.
vertex of WXYZ.
W
X′
Q X Step 3 Draw a line
Step 4 Draw ‾
through W′ parallel
Z′W′
.
to ‾
WX
. Mark the
Z Y ⟶
intersection with QX
 
as point X′. Repeat
Z′ Y′ to find Y′ and Z′.
Consider the two methods for Segment W′Z′is parallel to ‾
WZ
.
dilating figures. How are they So, W′X′Y′Z′ is a copy of WXYZ with side lengths that are twice the length of
alike? How are they different?
the corresponding sides of WXYZ.
Try It! 1. a. Trace △

JKLand point R. Use K
Method 1 to dilate △ JKLby a
scale factor of 3 with center R
L
of dilation R. J
b. Trace △PQRand point M. Use M

Method 2 to dilate △ PQRby a
Q
 13 with center of
scale factor of __
dilation M. P
CONCEPT Dilations
A dilation D  (n, C)is a transformation that has center of dilation C and scale
factor n, where n > 0, with the following properties:
• Point R maps to R′ in such a way that R′ is on X′
⟶
 CR and CR′ = n ∙ CR. X
• Each length in the image is n times the C
corresponding length in the preimage R R′
(i.e., X′R′ = n ∙ XR).
• The image of the center of dilation is the center itself (i.e., C′ = C).
• If n > 1, the dilation is an enlargement.
• If 0 < n < 1, the dilation is a reduction.
• Every angle is congruent to its image under the dilation.
On a coordinate plane, the notation D  n describes the dilation with the origin
as center of dilation.
414 TOPIC 9 Similarity and Right Triangles Go Online | PearsonRealize.com

Activity Assess
EXAMPLE 2 Analyze Dilations
Rectangle A′B′C′D′is a dilation with

center P of ABCD. How are the side B′ C′
lengths and angle measures of ABCD
related to those of A′B′C′D′?
Step 1 Compare the angles.

All angles of rectangles are B C
right angles, so each angle in
image A′B′C′D′is congruent
to the corresponding angle
in ABCD. P A D A′ D′
Step 2 Compare the side lengths.

Find the side lengths in the preimage and image.
AB = 3 BC = 2 CD = 3 DA = 2
A′B′ = 9
B′C′ = 6 C′D′ = 9 D′A′ = 6
Find the ratios of the corresponding side lengths.
  9  = 3  ____
  A′B′ = __
____ B′C′ = __
  6  = 3  ____
C′D′ = __
  9  = 3  ____   6  = 3
D′A′ = __
AB 3 BC 2 CD 3 DA 2
The ratios are equal, so the lengths of corresponding sides of the two figures
are proportional.
Try It! 2. Rectangle W′X′Y′Z′is a

dilation with center P X Y
of WXYZ. How are the
side lengths and angle X′ Y′
P
measures of the two W Z W′ Z′
figures related?
EXAMPLE 3 Find a Scale Factor

J′
Quadrilateral J′K′L′M′is a dilation of JKLM.
What is the scale factor?
COMMON ERROR J
Be careful to find the scale factor The scale factor is the ratio of side lengths in the image
and not its reciprocal. Think to the corresponding side lengths in the preimage.
M K
about whether the dilation is
  18 = __
K′L′ = ___
 ____   3
M′ L 12
an enlargement or reduction KL 12 2 K′
to see whether the scale factor 18
The scale factor is  __32 . L′
makes sense.
Try It! 3. Consider the dilation shown.

C
a. Is the dilation an
enlargement or a reduction? C′
b. What is the scale factor? P
B A B′ A′

Activity Assess
EXAMPLE 4 Dilate a Figure With Center at the Origin
What are the vertices of D  3(△ABC)? y

4
The notation D  3(△ABC) means B

the image of △ABCafter a C x
dilation centered at the origin, –2 O 4
with scale factor 3. –2 A
For a dilation with scale factor 3 centered at the origin, each image point is
3 times farther away from the origin than the corresponding preimage point.
REASON
Think about distances on a Multiply each coordinate of each preimage point by 3 to find the
coordinate plane. How could coordinates of the image points.
you show algebraically that
multiplying each coordinate by A(2, −1) → A′(3 ∙ 2, 3 ∙ −1) = A′(6, −3)
B′ y
the scale factor n produces a B(−1, 2) → B′(3 ∙ −1, 3 ∙ 2) = B′(−3, 6) 6
point that is n times the distance
from the origin? C(3, 0) → C′(3 ∙ 3, 3 ∙ 0) = C′(9, 0) 4
B
C x
–2 O 4 6 8 C′
–2 A
–4 A′
The vertices of D  3(△ABC)are A′(6, −3), B′(−3, 6), and C′(9, 0).
Try It! 4. Use △

PQR.
y
P
4
2
R x
–4 –2 O 2 4 6 8 10
–2
–4
Q
a. What are the vertices of D _1 (△PQR)?

4
b. How are the distances to the origin from each image point
related to the distance to the origin from each corresponding
preimage point?

Activity Assess
EXAMPLE 5 Dilate a Figure With Center Not at the Origin
What are the vertices of D  (_  1 , R)(QRST )? y

2
R S
The dilation is centered at R(−2, 7) with
a scale factor of __  12 . So each image point is 6
half the distance from R as the corresponding
4
preimage point is. For each preimage point,
multiply the horizontal and vertical distances 2
 12 . Then add the distances to the
from R by __ x
coordinates of the center of dilation. O 2
Q T
Distance From Half-Distances

R(−2, 7) From R(−2, 7)
Preimage Add to Image
Point horiz. vert. horiz. vert. R(−2, 7) Point
Q(−2, −1) 0 −8 0 −4 (−2 + 0, 7 − 4) Q′(−2, 3)
S(4, 7) 6 0 3 0 (−2 + 3, 7 + 0) S′(1, 7)
T(4, −1) 6 −8 3 −4 (−2 + 3, 7 − 4) T′(1, 3)
Graph the preimage and image on the same coordinate plane.

y
R′ S′ S
R
Since the center is R,
6
points R and R′ have
STUDY TIP
the same coordinates. 4
Remember to check your Q′ T′
answers by measuring the
distances between the center 2
of dilation and the image and x
preimage vertices. O 2 T
Q
The vertices of D  (_  1 , R)(QRST ) are Q′(−2, 3), R′(−2, 7), S′(1, 7), and T′(1, 3).
2
Try It! 5. A dilation of △ABC is shown.

y C′
4
B′ C
2
B x
–2 O –4 2 4
A A′
–2

a. What is the center of dilation?
b. What is the scale factor?

Activity Assess
APPLICATION EXAMPLE 6 Use a Scale Factor to Find Length and Area
15
14
A blueprint for a new
13
library uses a scale factor
12
1
of __
  50 . Mr. Ayer measures
11
the reading space on
10
the blueprint to find the
9
actual dimensions and
8
area so he can order
7
Reading Space
furniture.
6
5
4
3
2
centimeters
1
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
centimeters
A. What are the actual dimensions of the reading space?

Let x represent the length and y represent the width.
14 = ___
 ___   1   12 = ___
___   1
x 50 The ratio of image y 50
side length to actual
x = 14 ∙ 50 1 y = 12 ∙ 50
side length is __
 50 .
x = 700 y = 600
The reading space is 700 cm, or 7 m, long and 600 cm, or 6 m, wide.
B. What is the actual area of the reading space? How does the actual area
LOOK FOR RELATIONSHIPS relate to the area on the blueprint?
Think about equivalent
expressions to understand Find the area of the reading space. The actual area is
how quantities are related. more useful in square
7 ∙ 6 = 42, or 700 ∙ 600 = 420,000
How does writing 700 × 600as meters, but the
(50 × 14) × (50 × 12)help you The area is 420,000 cm 2, or 42 m 2. actual area in square
to understand the relationship centimeters is needed
between the areas? Then find the area of the reading space on to compare to the
the blueprint. area on the blueprint.
14 ∙ 12 = 168
The area on the blueprint is 168 cm 2.
In general, the ratio of
420,000
Since _______
  168 = 2,500, the area of the the area of the image
actual reading space is 2,500 times the to the area of the
preimage is the square
area on the blueprint. Notice that
of the scale factor.
2,500 = 50  2.
1
Try It! 6. A blueprint for a house uses a scale factor of __
 20 .
a. If the dimensions of the actual kitchen are 3.1 m by 3.4 m,
what are the dimensions of the kitchen on the blueprint?
b. What is the relationship between the area of the actual
kitchen and the area of the kitchen on the blueprint?

Concept Assess
Summary
CONCEPT SUMMARY Dilations
WORDS A dilation is a transformation that maps point X to point X′ such that X′

⟶
lies on CX
  and CX′ = k ∙ CXfor a center of dilation C and a scale factor k.
Dilations preserve angle measures.
DIAGRAM m∠X = m∠X′
X′
C center of dilation
X′Z′ = k ∙ XZ
Y
Y′
CZ′ = k ∙ CZ
Z′
NOTATION Dilation centered at the origin: D  k(X)

Dilation centered at point C: D  (k, C)(X)

1. ESSENTIAL QUESTION How does a 5. Trace △JKL and point P. K
dilation affect the side lengths and angle Draw the dilation of △JKL L
measures of a figure? using scale factor 3 and P P J
as the center of dilation.
2. Error Analysis Emilia was asked to find the
coordinates of D  2(△ABC) for A(2, 4), B(0, 5), 6. What is the scale factor for the dilation?
and C(−2, 1). What is Emilia’s error?
C
A(2, 4) —› A’(4, 6) B D C′
B(0, 5) —› B’(2, 7) B′ D′
P
C(–2, 1) —› C’(0, 3)
✗ A E A′ E′
Give the coordinates of the dilation.

3. Vocabulary Why does it make sense that the
7. D  5(△PQR) for P(1, −3), Q(−5, −4), R(6, 2)
point from where dilations are measured is
called the center of dilation? 8. D
  (3, B)(△ABC) for A(0, 4), B(0, 2), C(−3, 2)
4. Construct Arguments Compare the vertices 9. D  (4, F)(FGHJ) for F(0, −1), G(4, −1),
of D  1(△ABC) for any points A, B, and C. H(4, −3), J(0, −3)

UNDERSTAND PRACTICE
10. Error Analysis Kendall was asked to find 16. Trace ABCD and point P. C
the scale factor for the dilation. What is Draw the dilation of
Kendall’s error? ABCD using P as the
center of dilation and P D
B 6 C B
sides that are two times
B′ 3 C′
2 as long. SEE EXAMPLE 1 A
1
A D A′ D′ 17. How are the side lengths Q R
of the preimage and
dilated image related?
6 P S
2
=3 SEE EXAMPLE 2
Q′ R′
The scale factor is 3. P′ S′
✗ 18. What is the scale factor of the dilation shown?

SEE EXAMPLE 3
C
11. Higher Order Thinking Points M(a, b) and
N(c, d ) are dilated by scale factor k, with C′
the origin as the center of dilation. Show B
⟷ ←⎯→ B′
algebraically that MN
  ∥ M′N′
  .
12. Communicate Precisely Suppose you want to

dilate a figure on the coordinate plane with a A A′ P
center of dilation at point (a, b) that is not the
19. What are the coordinates of D  1.5(ABCD) for
origin and with a scale factor k. Describe how
A(2, 0), B(8, −4), C(4, −6), and D(−5, −10)?
you can use a composition of translations and
SEE EXAMPLE 4
a dilation centered at the origin to dilate the
figure. Then write the transformation rule. 20. What are the coordinates of D  (2, X)(△XYZ) for
X(1, 1), Y(2, 2), and Z(3, 0)? SEE EXAMPLE 5
13. Reason Rectangle J′K′L′M′is a dilation of JKLM
with scale factor k. What are the perimeter and 21. A figure is dilated using a scale factor of 8. If
area of JKLM? the area of the image is 832 square units, what
is the area of the preimage? SEE EXAMPLE 6
K′ L′
a 22. If △F′G′H′is G
G′
a dilation of x–1
J′ M′ △FGH with a scale H
b F 2x – 3
y
factor of 3, what
14. Mathematical Connections Carolina says that are the values
when a figure is dilated using a scale factor of of x and y? F′ 4x + 3 H′
2, the angle measures in the image are twice
the angle measures in the preimage. How could 23. What are the coordinates of the center of
you use the Triangle Angle Sum Theorem to dilation for the dilation shown?
explain why this cannot be true? y
6 F′
15. Generalize Is it always true that F
4 E E′
(D  m ∘ D  n)(X) = D  mn(X)? Explain.
2
D
G D′ x
O 2 4 6 10
–2 G′

Practice Tutorial
24. Reason The images on Henry’s digital camera 27. Copy and complete the table to show
have a width-to-length ratio of 2 : 3. He wants information about dilations centered at
to make an 8 in.-by-10 in. print of one of the origin.
his photographs.
Preimage Scale Image
a. Is this possible? Explain. Coordinates Factor Coordinates
b. How can Henry crop an image so that an (5, –2) 4 ■
8 in.-by-10 in. print can be made? (9, 3) ■ (3, 1)
■ 1.5 (–6, 0)
25. Model With Mathematics Alex draws the scale
model shown as a plan for a large wall mosaic. (–1, 2) ■ (–5, 10)
28. SAT/ACT A dilation maps △ ABCto △A′B′C′.

The area of △ABCis 13 square units, and the
area of △
A′B′C′is 52 square units. What is the
scale factor?
10 cm
Ⓐ2 Ⓒ4
10 cm
12 cm Ⓑ 13 Ⓓ 26
29. Performance Task Alberto wants to make a
scale model of the Wright brothers’ glider.
12 cm
a. The wall is 10 m wide and 7 m high. What .8 m

are the dimensions of the largest mosaic he pan: 9
Wings Wing Area:
can make on that wall? Explain.
28.3 m2
b. He will use 2-cm square tiles to make his
mosaic. How many tiles will he need? Explain
Height: 2.4 m
how you found your answer.
26. Look for Relationships How far from the Length: 4.9 m
screen should the light be placed in order for
the shadow of the puppet to be 30 in. tall?
Explain how you found your answer.
Part A The wingspan of the scale model must
be between 15 cm and 18 cm. What scale factor
should he use? Explain.
25 in. 30 in.
Part B What will be the length, wingspan, and
height of the model glider?
Part C What will be the wing area of the

model glider? If both wing sections are the
2 ft same size, what will be the dimensions of each
wing section?

9-2
Activity Assess
CRITIQUE & EXPLAIN
Helena and Edwin were asked to apply a composition of transformations

Similarity
to ABCD.
Transformations
Helena Edwin
W H
PearsonRealize.com C
C
D
D X B J
I CAN… determine whether B Z
figures are similar. A G
A
F
VOCABULARY Y
• similarity transformation
A. Use Appropriate Tools Is there a composition of transformations

that maps ABCD to the second figure in each student’s work?
If so, what is it?
B. For each student whose work shows a composition of transformations,
describe the relationship between the figures.
What makes a transformation a similarity transformation? What is the

ESSENTIAL QUESTION relationship between a preimage and the image resulting from a similarity
transformation?
EXAMPLE 1 Graph a Composition of a Rigid Motion and a Dilation
COMMON ERROR If line m is represented by the equation x = −3, what is a graph of the
Be careful to use the correct image (R  m ∘ D  0.5)(△ABC)?
center of dilation. When the y
notation does not specify the x = −3 C(0, 10)
center of dilation, the center of B(−2, 8)
dilation is at the origin. 8
6
C″ C′
B″ First use the scale
4 factor 0.5 to
B′ A(2, 4)
Then, reflect dilate the figure.
A′B′C′across
△ 2 A′
A″
the line x = −3. x
–6 –4 –2 O 2
The graph of the image (R  m ∘ D  0.5)(△ABC) is △A″B″C″.
Try It! 1. The vertices of △

XYZare X(3, 5), Y(−1, 4), and Z(1, 7).
a. What is the graph of the image ( D  2 ∘ T  〈1, −2〉)(△XYZ)?
b. What is the graph of the image ( D  3 ∘ r  (90°, O))(△
XYZ)?

Activity Assess
EXAMPLE 2 Describe a Composition of a Rigid Motion and

a Dilation
Is there a composition of transformations that maps △
XYZto △
JKL? Explain.
y Y
MAKE SENSE AND PERSEVERE Z

Think about how you could use X x
reflection, translation, or rotation O
to create an image of △ XYZ L J
with the orientation opposite of
△JKL. Which rigid motion would The two triangles appear
you use? to be the same shape but
different sizes. They are also
positioned differently.
K
Notice that Y in △
XYZis in the upper left of the first quadrant, but its
corresponding vertex K in △JKLis in the lower right of the third quadrant,
so it appears that △
XYZis rotated. Since △
JKLis larger than △
XYZ, it is
also dilated.
Rotate △XYZ 180° about the origin

to produce the image X′Y′Z′.
y
Y
180° X Z x
Z′ O
L X′
J
The origin is the center
Then dilate △ X′Y′Z′. Y′ of dilation because the
LJ
Since  ___
Z′X′
=   42 = 2,
_ lines connecting the
the scale factor is 2. corresponding vertices
are concurrent there.
K
So, the composition of transformations D  2 ∘ r  (180°, O) maps △XYZto △JKL.
Try It! 2. If the transformations in Example 2 are performed in the

reverse order, are the results the same? Do you think your
answer holds for all compositions of transformations? Explain.
LESSON 9-2 Similarity Transformations 423

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Find Similarity Transformations
Why is PQRS similar to GHJK?

STUDY TIP
A similarity transformation is A similarity transformation is a composition of one or more rigid motions
more precisely a rigid motion, a and a dilation. A similarity transformation results in an image that is similar
dilation, or a composition of a to the preimage.
rigid motion and a dilation.
Measure the angles of the figures to determine that ∠Scorresponds to ∠H
and ∠Rcorresponds to ∠J. The orientation is reversed in GHJK, so the rigid
motion includes a reflection.
Reflect PQRS across

m m to get P′Q′R′S′.
S′
P′ R′
S
P
Translate P′Q′R′S′so that
H Q′ S″is aligned with H.
R P″ S″ R″
J
Q G
Q″
Dilate P″Q″R″S″
to get GKJH. K
A composition of a reflection, a translation, and a dilation maps PQRS to

GKJH, so PQRS and GKJH are similar, or PQRS ∼ GKJH.
The symbol ∼is used to

indicate similarity.
Try It! 3. Describe a possible similarity transformation for each pair of

similar figures shown, and then write a similarity statement.
a. B b. X′
A′ B′
W′
A Y′
C Z′
C′
Z
Y
W

Activity Assess
APPLICATION EXAMPLE 4 Determine Similarity
Can an artist copy her

sketch to cover an entire
wall measuring 15 ft high
by 20 ft wide so her wall
mural is similar to her
sketch? Explain. 11 in.
20 ft
15 ft 14 in.
If the artist can map her sketch onto the wall, then she can
place her sketch at the bottom left corner and dilate it.
To determine the scale factor, convert the dimensions of the wall into inches.
Suppose you found the scale
factor needed to map the width 15 ∙ 12 = 180 20 ∙ 12 = 240
of the sketch to the width of
The dimensions of the wall are 180 in. high by 240 in. wide.
the wall. Would the results be
the same? Divide the height of the wall by the height of the sketch to determine the
scale factor needed to map the sketch to the height of the wall.
180 ÷ 11 ≈ 16.36
Calculate to see whether the width of the sketch maps to the width of the wall.
16.36 ∙ 14 ≈ 229
Since 229 < 240, the sketch cannot be copied to cover the entire wall.
Try It! 4. Suppose the artist cuts 2 inches from the width of her sketch
in Example 4. How much should she cut from the height so she
can copy a similar image to cover the wall?
PROOF EXAMPLE 5 Identify Similar Circles
Write a proof that any two circles are similar.
Given: ⊙Pwith radius r, ⊙Qwith radius s

r s
Prove: ⊙P ∼ ⊙Q P Q
Proof: Translate P to Q, so P′coincides with Q.
Then find a scale factor that dilates ⊙P′to the
circle with radius s.
Let k = _  sr . Then the translation followed by a dilation centered at Q with

scale factor k maps ⊙Ponto ⊙Q. Since a similarity transformation exists,
⊙P ∼ ⊙Q.
Try It! 5. Write a proof that any two squares are similar.

Concept Assess
Summary
CONCEPT SUMMARY Similarity
WORDS • A similarity transformation is a composition of one or more

rigid motions and a dilation.
• Two figures are similar if there is a similarity transformation
that maps one to the other.
• All circles are similar to each other.
DIAGRAMS X
B
Z A
Y P Q
C
△ABC ∼ △
XYZ ⊙P ∼ ⊙Q

1. ESSENTIAL QUESTION What makes a For Exercises 5 and 6, what are the vertices of
transformation a similarity transformation? each image?
What is the relationship between a 5. r  (90°, O) ∘ D  0.5(ABCD)for A(5, 1), B(−3, 4),
preimage and the image resulting from a C(0, 2), D(4, 6)
similarity transformation?
6. (D  3 ∘ R  x-axis)(△GHJ) for G(3, 5), H(1, −2),
2. Error Analysis Reese Z J(−1, 6)
described the similarity Y X
transformation that maps C 7. Describe a similarity transformation that
△ABCto △ XYZ. What is maps △SQRto △ DEF.
Reese’s error? A
B D S
Q
E
F
△ABC is dilated and then rotated
to produce the image △XYZ.
✗ R
8. Do the two figures appear to be similar?

3. Vocabulary How are similarity
Use transformations to explain.
transformations and congruence
transformations alike? How are C H
they different? D G
4. Construct Arguments A similarity

transformation consisting of a reflection
and a dilation is performed on a figure,
and one point maps to itself. Explain how B A
this can happen. F
E

UNDERSTAND PRACTICE
9. Construct Arguments Is it possible to use only What are the vertices of each image? SEE EXAMPLE 1
translations and dilations to map one circle to 15. (T  〈5, −4〉 ∘ D  1.5)(△XYZ )for X(6, −2), Y(4, 1),
another? Explain. Z(−2, 3)
10. Error Analysis Keegan was asked to graph 16. (R  x-axis ∘ D  0.5)(LMNP)for L(2, 4), M(4, 4),
(r  90° ∘ D  2)(△ABC). Explain Keegan’s error. N(4, −4), P(2, −4)
y 17. ( R  y-axis ∘ D  2 ∘ r  270°)(△PQR)for P(1, 3), Q(−4, 2),
C′ R(0, 5)
6 18. (D  0.25 ∘ R  x-axis)(ABCD)for A(2, 6), B(0, 0),

C(−5, 8), D(−2, 10)
4 B
2 ✗ Describe the similarity transformation, and write a

similarity statement. SEE EXAMPLES 2 AND 3
B′ A′ A C x
–6 –4 –2 O 2 4 19. y
6
Q R A B
4
2
11. Mathematical Connections In the diagram,
ABCD ∼ A′B′C′D′. What are the angle measures P S x
of A′B′C′D′? –4 –2 D O 2 4C
–2
C
20. Y y
C′
D′ 48° 6
D 80° B
B′
B
A′
125° Z A
A 2
X C
x
12. Construct Arguments Are all squares similar? –10 –8 –6 –4 –2 O 2 4
Use transformations to explain.
21. D J
13. Generalize Show whether a composition of a C A
dilation and a translation can be performed
in either order and result in the same
B H K
image. (Hint: Test whether the equation
(D  k ∘ T  〈a, b〉)(x, y)= (T  〈a, b〉 ∘ D  k)(x, y) L
is true.)
Do the figures appear to be similar? Explain.
14. Higher Order Thinking Point D is the midpoint SEE EXAMPLE 4
AB, E is the midpoint of ‾
of ‾ BC
, and F is the
midpoint of ‾
22. 23.
CA.
a. Write a similarity statement for △

ABC
and △DEF, and explain why the triangles
are similar.
b. Describe the similarity transformation that

maps one triangle to the other.

Practice Tutorial
24. Reason Can Ahmed use the larger sheets of 27. Graph the image of ( T  〈1, −3〉 ∘ D  2)(△ABC).
paper shown to make paper cutouts similar to
y
his original hummingbird cutout? If not, how 4
can he trim the sheets of paper so he can use B(−1, 3) C(3, 2)
them? Justify your answer. 2
x
–2 O 2 4 6
9 in. –2
A(5, −2)
4 ft –4
12 in.
3 ft 28. SAT/ACT What are the coordinates of

(D  4 ∘ R  x-axis)(8, 2)?
120 cm
Ⓐ (−32, 8)
180 cm
Ⓑ (32, 8)
25. Make Sense and Persevere Rachel makes a
sketch for a stage set design on a grid. She Ⓒ (−32, −8)
plans to have a gauze fabric called a scrim
Ⓓ (32, −8)
drop down from a beam that is 5.5 m wide.
Assuming that her sketch is similar to the actual 29. Performance Task Lourdes makes sketches for
set, how much scrim is needed? Explain. her graphic novel using a repeating similar
shape as a motif.
5.5 m
Area of A B C D
scrim
E F G H
26. Look for Relationships Juanita wants to make

a dollhouse following the pattern shown Part A On a separate sheet of paper, draw a
but with a reduced size so that the floor has small simple figure. Label it A.
an area of 25 in.  2. Make a sketch showing Part B Use transformations, including similarity
the dimensions of the pieces for the smaller transformations, to create at least five images
dollhouse. that are similar to figure A. Label the images B,
Dollhouse Pattern C, D, E, and F.
6 in. Part C Is it possible to select any two of your
13.5 in. figures and find a similarity transformation that
9 in. side 13.5 in. 9 in. roof maps one to the other? Explain.
6 in. back
6 in.
13.5 in.
9 in. front 6 in. floor 6 in. side
6 in. 6 in. 9 in.

9-3
Activity Assess
EXPLORE & REASON

The measurements of two triangles are shown.
Proving Triangles
Similar B E
32 mm 24 mm 40 mm 30 mm
SavvasRealize.com
40° 60°
A C
36 mm 40° 60°
I CAN… use dilation and D F
rigid motion to establish 45 mm
triangle similarity theorems.
A. Are the triangles similar? Explain.
B. Construct Arguments Would any triangle with 40°- and 60°-angles be
similar to △ABC? Explain.
How do similarity transformations determine the angle and side length

ESSENTIAL QUESTION
conditions necessary for triangle similarity?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Establish the Angle-Angle Similarity (AA ~) Theorem
If ∠A ≅ ∠Rand ∠B ≅ ∠S, is △

ABC ∼ △RST? Explain.
To show that the triangles are similar, determine whether there is a similarity
transformation that maps △ABC to △ RST.
T
A
C
B R S
Determine the center of dilation and the scale factor that map △
ABC to
image A′B′C′such that A′B′ = RS.
△
A = A′
  RS .
Let the scale factor k be ___ Use vertex A as the center
AB
of dilation, so A = A′and
Then, A′B′ = k ∙ AB = RS. ∠A ≅ ∠A′ ≅ ∠R.
C
Dilations preserve B
angle measure, so C′
∠B ≅ ∠B′ ≅ ∠S.
REASON B′
Think about what it means
for figures to be similar. Are The dilation D  (k, A) maps △ABCto △ A′B′C′ ≅ △RSTby ASA, so
A′B′C′, and △
congruent triangles similar to there is a rigid motion that maps △A′B′C′to △ RST. Thus, the composition is
the same triangle? a similarity transformation that maps △ABCto △RST. So, △ABC ∼ △RST.
Try It! 1. If ∠A is congruent to ∠R, and ∠C is congruent to ∠T, how would

you prove the triangles are similar?
LESSON 9-3 Proving Triangles Similar 429

Activity Assess
THEOREM 9-1 Angle-Angle Similarity (AA ∼) Theorem
If two angles of one triangle If... A

are congruent to two angles
C E
of another triangle, then the
triangles are similar.
B
D F
∠A ≅ ∠D and ∠B ≅ ∠E
PROOF: SEE EXERCISE 10. Then... △ABC ∼ △DEF
EXAMPLE 2 Establish the Side-Side-Side Similarity (SSS ~) Theorem
If ___
  LM = ___
  MN = ___
  LN
PR
, is there a similarity transformation that maps △
PQR to
PQ QR
△LMN? Explain.
M
L R
STUDY TIP
P Q
Remember, a similarity N
transformation must involve a
  LM = ____
Dilate △PQRby scale factor k = ___   MN = ___
  LN to map △PQRto △P′Q′R′.
dilation. The image that results PQ QR PR
from a similarity transformation is
similar to the preimage.   LN ∙ PR = LN
P′R′ = k ∙ PR = ___   MN  ∙ QR = MN
Q′R′ = k ∙ QR = ___
PR QR
R′
R
Q′
P = P′ Q
  LM  ∙ PQ = LM
P′Q′ = k ∙ PQ = ___
PQ
Because P′R′ = LN, P′Q′ = LM, and Q′R′ = MN, △

P′Q′R′ ≅ △LMNby SSS.
By the definition of congruence, there is a rigid motion that maps △ P′Q′R′
to △LMN.
So, △
PQR was mapped to △
LMNby a similarity transformation and △
PQR is
similar to △LMN.
DF EF
Try It! 2. If  ___
GJ
=  __
HJ
and ∠F ≅ ∠J, is there a similarity transformation
that maps △DEFto △
GHJ? Explain.
E J
D H
F
G
430 TOPIC 9 Similarity and Right Triangles Go Online | SavvasRealize.com

Activity Assess
THEOREM 9-2 Side-Side-Side Similarity (SSS ∼) Theorem
If the corresponding sides of two If... B D

triangles are proportional, then F
the triangles are similar. A C
E
  BC = ___
  AB = ___
___   AC
DE EF DF
PROOF: SEE EXERCISE 20. Then... △ABC ∼ △DEF
THEOREM 9-3 Side-Angle-Side Similarity (SAS ∼) Theorem
If an angle of one triangle is If... B D

congruent to an angle of a second
F
triangle, and the sides that include A C
the two angles are proportional, E
then the triangles are similar.
  BC
AB = ___
∠B ≅ ∠E and  ___
DE EF
PROOF: SEE EXERCISE 13. △ABC ∼ △DEF

Then...
EXAMPLE 3 Verify Triangle Similarity

A. Are △
ABCand △
DEF similar? A D
Determine whether the ratios of 5

3 7.5
the corresponding side lengths 4.5
B C
are equal. 4
F E
6
COMMON ERROR
When setting up ratios to check  ____   3 = __
AB = ___ BC = __
  2  ___   4 = __ AC = ___
  2  ___   5 = __
  2 
DE 4.5 3 EF 6 3 DF 7.5 3
if triangles are similar, be sure
The ratios are equal, so the corresponding side lengths are proportional.
you place corresponding sides
△ABC ∼ △DEF by SSS ∼.
of the triangle in corresponding
positions in the ratios. P
B. Are △PQSand △RQP similar?
18
The two triangles share an included
angle, ∠Q. Separate the triangles S Q
and see whether the lengths of the 15 R 12
corresponding sides are in proportion. P
R
SQ PQ
Since ___   27
  PQ = __ 18
  32 and ___
= __   18
 RQ = __ 12
  32 ,
= __ 18
12
the lengths of the sides that include S Q P Q
27 18
∠Q are proportional. By SAS ∼,
△PQS ∼ △RQP.
Try It! 3. a. Is △ADE ∼△ABD? Explain. A

3.2
B
b. Is ADE
△ △
∼ BDC? Explain. 1.8 2.4 2.4
E C
1.8 1.4
D

Activity Assess
EXAMPLE 4 Find Lengths in Similar Triangles

What is MN? J
75
1 M
10
L
N
STUDY TIP K By the Vertical Angles Theorem, ∠JLK ≅ ∠MLN.

The measures of the two
corresponding pairs of legs of The sides that include ∠JLKand ∠MLNare proportional.
any two isosceles triangles will
always be proportional, even if By SAS ∼, △JLK ∼ △MLN.
the triangles are not similar.
Write a proportion using corresponding sides, and solve for MN.
MN = ___
 ____   1
10 75
2
MN =  ___

15
Try It! 4. a. In Example 4, if JL doubles and JK remains the same,

how does the value of MN change?
b. In Example 4, if JL remains the same and JK doubles,

how does the value of MN change?
APPLICATION EXAMPLE 5 Solve Problems Involving Similar Triangles
Avery puts up a radio

antenna tower in his yard.
Ella tells him that their You can consider the angles at which the
S
city has a law limiting sun hits Avery and the tower to be equal.
towers to 50 ft in height.
How can Avery use the B
lengths of his shadow and
the shadow of the tower 6 ft
MODEL WITH MATHEMATICS to show that his tower is

A 5 ft C R 40 ft
T
Think about how the situation within the limit without
is modeled with triangles. What directly measuring it? Art not drawn to scale.
information do you need to
be able to apply a similarity Since ∠BAC ≅ ∠SRTand ∠ACB ≅ ∠RTS, you can apply the AA ∼ Theorem.
theorem?
  ST = ___
___   RT
BC AC Corresponding sides of △
ABC
  ST = ___
___   40 and △RSTare proportional.
6 5
ST = 48

The antenna tower is 48 ft high. Avery’s tower is within the 50-ft limit.
Try It! 5. If the tower were 50 ft tall, how long would the shadow of
the tower be?

Concept Assess
Summary
CONCEPT SUMMARY Triangle Similarity Theorems
THEOREM 9-1 THEOREM 9-2 THEOREM 9-3
Angle-Angle Similarity Side-Side-Side Similarity Side-Angle-Side Similarity

If... A If... B D If... B D
C E F F
A C A C
B E E
D F
∠A ≅ ∠D and ∠B ≅ ∠E  ___   BC = ___

AB = ___   AC   BC 
  AB = ___
∠B ≅ ∠E and ___
DE EF DF DE EF
Then... △ABC ∼ △DEF Then... △ABC ∼ △DEF Then... ABC

△ ∼ △DEF

1. ESSENTIAL QUESTION How do For Exercises 5 and 6, explain whether each pair
similarity transformations determine the of triangles is similar.
angle and side length conditions necessary 5. H K
for triangle similarity? 3.6 9
JKL ∼ △XYZ.
2. Error Analysis Allie says △ G 2.84 L 5.6
What is Allie’s error? 2.24
7.1
J M
Y
K 6. B
3 Q
5 X
6 Z 34° C
J
10 L R
34°
∆JKL ~ ∆XYZ by the SAS ~ Theorem. ✗ A

P
For Exercises 7 and 8, find the value of each

3. Make Sense and Persevere Is any additional variable such that the triangles are similar.
DEF ∼ △RST?
information needed to show △ 7. a 20 42
b 94°
Explain.
8. b 24 21
35 a°
E T
85° 40° R 9. When Esteban looks at the puddle, he sees a
85° reflection of the top of the cactus. How tall
55°
D F S is the cactus?
4. Construct Arguments Explain how you

can use triangle similarity to show that
ABCD ∼ WXYZ. ?
15 W
B 10 C X
10
1.5 m
8 8 15 12
A D 10 m 2.5 m
Y Z
12

UNDERSTAND PRACTICE
10. Construct Arguments Write a proof of the For Exercise 16–18, explain whether each pair of
Angle-Angle Similarity Theorem. triangles is similar. SEE EXAMPLES 1–3
Given: ∠T ≅ ∠X U 16. B 11.25
D E
∠U ≅ ∠Y
T V 7.5 6 5.4 9
△TUV ∼ △XYZ
Prove:
X Z C F
A 3.8
Y
17. K P
11. Use Structure For each B
1.5y 60°
triangle, name the triangle R
similar to △
ABCand explain 80°
1.5x C 60° 40°
why it is similar. J L
Q
1.5z
A 18. Y 4
a. M b. S
6 U 50° X
y z T 8
108°
3 7.5
R T 22°
L x N
12. Construct Arguments If two triangles are S Z

congruent by ASA, are the triangles similar?
Explain.
19. What is FG? SEE EXAMPLES 4 AND 5
13. Error Analysis What is Russel’s error? M

F 5
62°
G L 43°
4 62° 3.5
60° H 180 – 80 – 60 = 40,
so the unlabeled angle in
F 43°
L each triangle is 40°. So, E
G N
80° M m∠M = 60, and thus
K △FGH ~△KLM by AA ~. ✗ 20. What is the value of x? SEE EXAMPLES 4 AND 5
x 67°
46°
14. Construct Arguments Write a proof of the 26 26
Side-Angle-Side Similarity Theorem.
67°
LM = ___ N 67°
Given:  ___   LN 20
QR QS
M
∠L ≅ ∠Q

S 21. Write a proof of the Side-Side-Side Similarity
△LMN ∼ △QRS
Prove: L
Theorem.
R
  BC = ___
AB = ___
Given:  ___   AC B
Q EF C
FG AG
15. Higher Order Thinking Explain why there is no Prove:
△ABC ∼ △EFG
Side-Side-Angle Similarity Theorem. A
F
G

Practice Tutorial
22. Communicate Precisely A building manager 25. Which condition is 10

A B
needs to order 9 replacement panes that are sufficient to show that 63°
all the same size, each similar to the window △ABC ∼ △QPR? Select 6 9
itself. At what angles should each pane be cut all that apply. 81°
in order to fit in the window? What are the Ⓐ RP = 4.5 C
dimensions of each pane? Explain.
Ⓑ m∠Q = 63 R
Ⓒ m∠P = 81 3
Ⓓ m∠R = 81 Q P
5
ft 96° 26. SAT/ACT For which value of FJ must △
FGJ be
.5
40 similar to FHG?
△
42° G
18
60 ft
F H
J 27
Ⓐ6 Ⓑ8 Ⓒ9 Ⓓ 12
23. Use Structure The 0.0026m
screen of a surveying 27. Performance Task A rescue helicopter hovering
device is 0.0026 m Screen at an altitude of 3.5 km sights a campsite just
0.1 m
wide and is 0.1 m over the peak of a mountain.
away from the lens. Lens
If the surveyor wants
the image of the 2-m Radio Range
target to fit on the
3.5 km
screen, what distance

d
d should the lens
be from the target?
Explain. 2m 2.4 km
d
24. Mathematical Connections If a light beam Part A The horizontal distance of the
strikes the inside of a fiber optic cable, it helicopter from the mountain is 2.4 km. If the
bounces off at the same angle. In a cable height of the mountain is 2.8 km, what is the
1,200 micrometers (μm) long, if the beam horizontal distance d of the helicopter from
strikes the wall after 720 μm what distance the campsite? Explain.
x + ydoes the beam travel? Explain.
Part B The groundspeed (horizontal speed)
of the helicopter is 1.6 km/min. When will the
720 µm helicopter reach the campsite? Explain.
300 µm Part C The radio at the campsite can only

x y
transmit to a distance of 5 km. If the helicopter
begins immediately to descend toward the
1,200 µm campsite (along the diagonal line), how far will
the pilot be, horizontally, when he contacts
the campsite?

9-4
Activity Assess
EXPLORE & REASON

Suppose you cut a rectangular sheet of paper to create three right triangles.
Similarity in
Right Triangles
SavvasRealize.com
I CAN… use similarity and

the geometric mean to
solve problems involving
right triangles.
VOCABULARY
• geometric mean
A. Use Appropriate Tools How can you compare leg lengths and angle
measures among the triangles?
B. Are any of the triangles similar to each other? Explain.
In a right triangle, what is the relationship between the altitude to the

ESSENTIAL QUESTION
hypotenuse, triangle similarity, and the geometric mean?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Identify Similar Triangles Formed by an Altitude
When you draw an altitude to the hypotenuse of a right triangle, you create
three right triangles. How are the triangles related?
USE STRUCTURE
Think about an altitude of a The altitude ‾
CD divides △
ABCinto two right triangles, △
ACDand △CBD.
triangle. What type of angle does Compare each triangle to △ABC.
it form with the base?
Recall that all right angles

C are congruent.
A B
Because ∠ADC ≅ ∠ACB D
and ∠A ≅ ∠A, C C Because ∠CDB ≅ ∠ACB
ACD ~ △ABCby AA ~.
△ and ∠B ≅ ∠B,
CBD ~ △ABCby AA ~.
△
A D D B
△ACD and △
CBD are each similar to △
ABD.
Try It! 1. In Example 1, how is △

ACDrelated to △
CBD? Explain.

Activity Assess
THEOREM 9-4
The altitude to the hypotenuse of If... A

a right triangle divides the triangle
D
into two triangles that are similar
to the original triangle and to
each other.
C B
PROOF: SEE EXERCISE 14. Then... △CAB ∼ △DAC ∼ △DCB
EXAMPLE 2 Find Missing Lengths Within Right Triangles

PQR ∼△
Given that △ QSR, what is QS? Q
Draw △PQR and △
QSR. 20 15
P
P R
S 9
Q
20 Because △ SR ~ △
Q _ PQR, ‾
QS
15 corresponds to ‾ PQ, SR
corresponds
_
to ‾
QR, and ‾
QR corresponds to PR .
S R Q R
9 15
COMMON ERROR
Be careful to set up both ratios To find QS, write a proportion using corresponding legs of △
QSR and △PQR.
the same way when setting up QS
the proportion to compare the   SR
 ___ = ___
PQ QR
corresponding sides. You may QS
find it helpful to write the   9
 ___ = ___
20 15
proportion in words, such QS =   9 ∙ 20
___
hypotenuse hypotenuse 15
as ________
  = ________
  .
short leg short leg QS = 12

The length of altitude ‾
QS is 12.
Try It! 2. Refer to △

PQRin Example 2.
a. Write a proportion that you can use to solve for PS.
b. What is PS?
DEFINITION
  ax = __
The geometric mean is the number x such that __   x , where a, b, and x are
b
positive numbers.
LESSON 9-4 Similarity in Right Triangles 437

Activity Assess
EXAMPLE 3 Relate Altitude and Geometric Mean
Given △ACB, what is CD?

6.4 D 3.6
A B
Notice that CD is the length

of the longer leg of △
CDB
and is also the length of
the shorter leg of △
ADC.
By Theorem 9-4, △ADC ∼ △CDB. Use the properties of similar triangles to

MODEL WITH MATHEMATICS write a proportion.
What is another way to express
the relationship of the geometric  ___   CD
AD = ___
CD BD CD is the geometric
mean? mean of AD and BD.
  6.4 = ___
___   CD
CD 3.6
(CD)  2 = 23.04

CD = 4.8

The length of altitude ‾
CD
is 4.8.
Try It! 3. Use △ABC.

A
5
D
15
C
B
a. What is CD?
b. D
escribe how you can use the value you found for CD to find
AC and CB.
COROLLARY 1 TO THEOREM 9-4
The length of the altitude to the If... A

hypotenuse of a right triangle
D
is the geometric mean of the
lengths of the segments of the
hypotenuse.
C B
PROOF: SEE EXERCISE 14. Then... ___   CD 

  AD = ___
CD DB

Activity Assess
EXAMPLE 4 Relate Side Lengths and Geometric Mean
Given △RST, what is RT?
5.4 S
U
9.6
STUDY TIP R T
If you have difficulty identifying
the similar triangles, remember By Theorem 9-4, △ RST ~ △RTU. Use the properties of similar triangles to
that you can draw them separately write a proportion.
as was done in Example 1. RS  = ___
 ___   RT  
RT RU RT is the geometric
  15  = ___
___   RT   mean of RS and RU.
RT 9.6
(RT)  2 = 144
R
T = 12
The length of ‾
RT
is 12.
Try It! 4. Use triangle △JKL.

4 M 20
J K
a. What is JL?
b. What is KL?
COROLLARY 2 TO THEOREM 9-4
The altitude to the hypotenuse If... A

of a right triangle divides the
D
hypotenuse so that the length of
a given leg is the geometric mean
of the length of the hypotenuse
and the length of the segment of
the hypotenuse that is adjacent C B
to the leg.
  AC   and ___
  AB  = ___
Then... ___ CB  
  AB  =  ___
PROOF: SEE EXERCISE 14. AC AD CB DB

Activity Assess
EXAMPLE 5 Use the Geometric Mean to Solve Problems
What is the value of x?

long leg
________ long leg y
    = ________
    z
short leg short leg 6
x+5 6
 _____ = __
  x
6
x(x + 5) = 36 x+5 x
The geometric mean
x  2 + 5x − 36 = 0 of x and x + 5is 6.
STUDY TIP (x + 9)(x − 4) = 0

With right triangles, you can
apply the Pythagorean Theorem x = −9 or x = 4

to verify your results. Length is always positive.
The value of x is 4.
Try It! 5. Use the geometric mean and Example 5 to find each unknown.
a. Find the value of y. b. Find the value of z.
APPLICATION EXAMPLE 6 Apply Geometric Mean to Find a Distance
Zhang is constructing a 4-ft

high loading ramp. The length
of the back of the base must A
be 12.8 ft. How long must the
p
entire base be? Ram
4 ft
Formulate The ramp and the base C
form the long leg and the
B D
hypotenuse of a right triangle. Back Front
The height of the ramp is the Base
altitude of the triangle. The
base of the ramp is composed
of the front base x and the
back base 12.8.
Compute Step 1 Find the length of the front base x.

short leg ________
________ short leg
    =    
long leg long leg
    =   4  
x
_____ __
4 12.8 The geometric mean
12.8x = 16 of x and 12.8is 4.
x = 1.25

Step 2 Find the length of the base.
12.8 + 1.25 = 14.05
Interpret The base is 14.05 feet long.
Try It! 6. In Example 6, how long should Zhang make the ramp?

Concept Assess
Summary
CONCEPT SUMMARY Similarity in Right Triangles
WORDS • The altitude to the hypotenuse of a right triangle divides the triangle into two
triangles that are similar to the original triangle and to each other.
• The length of the altitude is the geometric mean of the lengths of the segments
of the hypotenuse.
• The length of each leg is the geometric mean of the length of the hypotenuse and
the length of the segment adjacent to the leg.
DIAGRAMS A
C
D
A
D C C B D B
SYMBOLS △ACD ∼ △ABC ∼ △CBD
  AC , ___
AB  = ___
 ___   CD , and ___
  AD = ___   CB
  AB = ___
AC AD CD DB CB DB

1. ESSENTIAL QUESTION In a right For Exercises 4–6, use △
DEFto find the lengths.
triangle, what is the relationship between 4. ER E
R
the altitude to the hypotenuse, triangle
5. DF 27 10
3√‾
similarity, and the geometric mean? 9
6. DE D F
2. Error Analysis Chris K
is asked to find a M For Exercises 7–9, use △PQRto find the lengths.
geometric mean in
JKL. What is his
△ 7. QA Q
error?
J L 8. PQ
9. QR P R
2 A 8
∆JKL ~ ∆MKJ
10. Deshawn installs a shelf wall
hypotenuse hypotenuse
= bracket. What is the widest shelf
leg leg width
shelf that will fit without
KL
=
JK JM
JK
✗ overhang? Explain.
4 in.
3. Vocabulary Recall that the arithmetic mean 5 in.

is the average of two numbers. How are the
arithmetic mean and geometric mean alike? bracket

UNDERSTAND PRACTICE
11. Mathematical Connections Consider △ XYZ 16. In the figure, what two smaller triangles are
with altitude to the hypotenuse ‾
ZW. similar to △ABC? Explain. SEE EXAMPLE 1
X B
W
A C
D
Z Y
a. Describe a sequence of transformations that 17. What are the values of h and x in the right
maps △ XYZto △
XZW. triangle? Explain. SEE EXAMPLE 2
x 144
b. Describe a sequence of transformations that
maps △XYZto △ ZYW.
65 h
12. Error Analysis Amaya was asked to find DC. 156
What is Amaya’s error?
18. What is the value of y in the right triangle?
B B
∆ABC ~ ∆ACD by Theorem 9–4.
8 8
10 AC AC —› 7.5 7.5 10
D BC = DC 10 = DC D y
12
7.5 × DC = 7.5 × 10,
✗ A 7.5 C so DC = 10. ✗ A 7.5 C 6
19. What are the values of a and b in each right

triangle? Explain. SEE EXAMPLES 4 AND 6
13. Make Sense and Persevere Is CD the geometric
mean of AD and BD? Explain. 25
a
b
C 625
B
175
20
D
A
20. What are the values of m and n in each right
14. Construct Arguments Write proofs of triangle? Explain. SEE EXAMPLE 5
Theorem 9-4 and its corollaries. a. m – 4 2m
a. Given: m∠JLK = 90and ‾
⊥ ‾
LM JK
K 8
Prove: △JKL ~ △JLM ~ △LKM
b. Given: △JLM ~ △LKM

JM = ____ M b. 9
Prove:  ___   LM
LM KM n+3
J L 7
c. Given: △JKL ~ △JLM ~ △LKM
JK = ___
Prove:  ___   JL and ___
 JK = ____
  LK
JL JM LK MK 21. What is the value of w in the right triangle?
15. Higher Order Thinking Suppose the altitude to Explain.
the hypotenuse of a right triangle also bisects 3 10
the hypotenuse. What type of right triangle 4
is it? Use the similarity of right triangles to 5 w
explain your answer.

Practice Tutorial
22. Reason Jake wants the profile of a hotel he 25. For each figure, write an equation that you
is planning to be a right triangle with the could use to find the value of x.
dimensions shown. The city prohibits structures a. b. 21
over 100 ft at the location where he would x
9
like to build. Can the hotel be located there?
18
Explain.
7 x
26. SAT/ACT Which triangle is similar to △

ABC?
t
0f
12
16 B
0f
t
200 ft A C
D
23. Look for Relationships Kiyo is repairing a Ⓐ△

CBA Ⓒ△
CDB
wooden climbing tower.
Ⓑ △ABD Ⓓ △BDC
127 27. Performance Task To estimate the height
.5 c
cm
m of a tree, Tia and Felix walk away from the

68
tree until the angle of sight with the top

and bottom of the tree is a right angle. Let
h represent the height of a person’s eyes and
68
.5 cm d represent the distance away from the tree.

cm
127
a. He needs to cut two crossbars. What should

the lengths of the two crossbars be? Explain.
b. Kiyo will make a notch in each crossbar in

order to fit them together. Where should
he make the notch on each crossbar? h
Explain.
24. Higher Order Thinking Write a proof. d

Given: Right △ WXY with altitude ‾
XZ to
hypotenuse ‾
WY Part A If the height of Tia’s eyes is 1.6 m and
her distance away from the tree is 2.5 m, what
Prove: The product of the slopes of
is the height of the tree? Round to the nearest
perpendicular lines is −1.
hundredth of a meter.
y
X Part B If the height of Felix’s eyes is 1.7 m,
about how far from the tree is Felix if his angle
b of sight is a right angle? Round to the nearest
W Y x
a Z c hundredth of a meter.
Part C Suppose Tia and Felix stand the same

distance away from another tree and their
angles of sight are right angles, what is the
height of the tree? Explain.

9-5
Activity Assess
EXPLORE & REASON
Draw a triangle, like the one shown, by dividing

Proportions in
one side into four congruent segments and
Triangles drawing lines parallel to one of the other sides.
A. How many similar triangles are in the figure?

SavvasRealize.com
Explain.
B. Look for Relationships How are the lengths of the parallel segments
related to each other?
I CAN… find the lengths of
segments using proportional
relationships in triangles
resulting from parallel lines.
When parallel lines intersect two transversals, what are the relationships
ESSENTIAL QUESTION
among the lengths of the segments formed?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Explore Proportions from Parallel Lines
JLN, if LN = 9.6, what are LM and MN? Are the sides divided into
In △
proportional segments? Explain.
Step 1 Determine how △ JLNand L

△KLMare related.
3
The triangles share ∠L, K M
and ∠LJN ≅ ∠LKM by the
Corresponding Angles 5
Theorem. Therefore,
JLN ~ △KLM by AA ~.
△ J N
Step 2 Write a proportion to relate the corresponding sides.
LK = ___
 ___   LM
LJ LN
Step 3 Use the proportion to find LM and MN.

3 = ___
 __   LM
8 9.6 LK = 3, LJ = LK + KJ = 3 + 5 = 8,
LM = 3.6
and LN = 9.6
Then MN = LN − LM = 9.6 − 3.6 = 6.

LOOK FOR RELATIONSHIPS Step 4 F ind the ratios of the corresponding segments in the sides divided
Think about how the proportions by the parallel line.
are related to the scale factors for
similar triangles. How can you use
___   3 = 0.6and ___
  LK  = __   3.6 = 0.6
  LM   = ___
KJ 5 MN 6
_
LM ‾
and ‾
the scale factor to get the ratio LK
Since  ___
KJ
= ___
  MN , KM
divides LJ proportionally.
LN
between the sides?
BD bisects sides ‾

Try It! 1. Suppose ‾ and ‾
AC CE. C
Is ‾
AE
∥ ‾
BD? Explain.
5 6
B D
5 6
A E
LESSON 9-5 Proportions in Triangles 445

Activity Assess
THEOREM 9-5 Side-Splitter Theorem
If a line is parallel to one side of a MN ∥ ‾

If... ‾ AC

triangle and intersects the other
B
two sides, then it divides those
sides proportionally.
M N
A C
PROOF: SEE EXERCISE 14. Then...  ___ CN 

AM  =  ___
MB NB
THEOREM 9-6 Triangle Midsegment Theorem
If a segment joins the midpoints If... ‾

≅ ‾
DG GEand ‾
≅ ‾
FH HE
of two sides of a triangle, then the
E
segment is parallel to the third side
and is half as long.
G H
D F

GH ∥ ‾   1 DF
and GH = __
DF
2
EXAMPLE 2 Use the Side-Splitter Theorem
What is the value of x in △

PQR?
MAKE SENSE AND PERSEVERE Q
Consider other strategies you can
use. Can you use proportions of 12 9
similar triangles? y
4
U V3
S T
x+2 z x
P R
30
Since ‾
ST∥ ‾
PR, ___ PS
  SQ = ___RT
  TQ by the Side-Splitter Theorem. Write a proportion in
terms of x and solve.
PS = ___
 ___   RT SQ = 4 + 12 = 16 and
SQ TQ
TQ = 3 + 9 = 12
x+2
  _____ =   x
___
16 12
48(_____
  x + 2 ) = 48(___
  x )
16 12
3x + 6 = 4x
x = 6
Try It! 2. Refer to △

PQR in Example 2.
a. What is the value of y? Explain.
b. What is the value of z? Explain.

Activity Assess
COROLLARY TO THE SIDE-SPLITTER THEOREM
If three parallel lines intersect two If... ℓ ∥ m ∥ n

transversals, then the segments
intercepted on the transversals are A D
ℓ
proportional.
B E
m
C F
n

AB = ___
Then...  ___   DE
BC EF
APPLICATION EXAMPLE 3 Find a Length
A reflecting pool is separated by walkways parallel to Lincoln St. and

Jefferson St., which are parallel to each other. The city wants to add
additional tiling around the pool. How much tiling does x ft represent?
Walnut St.
x ft
Lincoln St.
60 ft 2412
ft ft
Jefferson St.
y ft
72 ft
24 ft
.
ce St
Spru
Formulate Walnut St. and Spruce St. are transversals of Jefferson St., Lincoln St.,
and the walkways that separate the pool.
Compute Write an equation with x.
  x   = ___
___   24  Apply the Corollary to the
60 72 Side-Splitter Theorem.
x = 60(___
  24 )
72
x = 20

Interpret The amount of tiling represented by x ft is 20 ft.
Try It! 3. In Example 3, how much tiling does y ft represent?

Activity Assess
EXAMPLE 4 Investigate Proportionality with an Angle Bisector
In △KLM, ‾  KN   and ___

NL bisects ∠KLM. Compare the ratios ____   KL  . K
MN ML
Is △LKN ~ △LMN? Explain. 10.5
Compute the ratios of the corresponding sides N 14
for the given measures. 7.5
 ____   10.5 = 1.4  
KN = ____ KL   = ___
___   14 = 1.4 M L
MN 7.5 ML 10 10
KN
The ratios  ___
MN
and ___ KL
  ML   are equal. However, the third pair is ‾
NL and ‾
NL
, and
that ratio is 1. So, the two triangles are not similar.
⟶
Try It! 4. Draw ML
  and a line through K parallel K
to ‾
NL. Let P be the point of intersection. 10.5
a. Is △MNL ~ △MKP? Explain.
N 14
7.5
b. Is ∠LKP ≅ ∠LPK? Explain.
P
M
10 L
THEOREM 9-7 Triangle-Angle-Bisector Theorem
If a ray bisects an angle of a If... ∠UVX ≅ ∠WVX

triangle, then it divides the
V W
opposite side into two segments
that are proportional to the other
two sides of the triangle. X
U

UX   = ___
Then...  ___   UV  
WX WV
EXAMPLE 5 Use the Triangle-Angle-Bisector Theorem
What are the values of AD and DC? A

COMMON ERROR Since ‾
BD bisects ∠ABC, use the Triangle-Angle- x
13 D 10
You may incorrectly use 13 as Bisector Theorem to write a proportion.
the length of one of the shorter AD  = ____
 ____   AB 
segments. Remember to CD CB
correctly identify the lengths of all CD = AC – AD or   10
x = ___
 ______ C B
13 − x 16 16
of the segments. CD = 13 – x 16x = 130 − 10x
26x = 130
x = 5
In the figure, AD = 5and CD = 13 − 5 = 8.
Try It! 5. a. What is the value of x? H

b. What are the values of GH 3x + 3
18
and GK?
G J
3x – 7 K 12

Concept Assess
Summary
CONCEPT SUMMARY Proportions in Triangles
THEOREM 9-5 THEOREM 9-6 THEOREM 9-7

Side-Splitter Theorem Triangle Midsegment Triangle-Angle-Bisector
Theorem Theorem
MN ∥ ‾
If... ‾ AC If... ‾
DG ≅ ‾
GE and ‾
≅ ‾
FH HE ∠UVX ≅ ∠WVX
If...
B E
V W
M N G H
A C X
D F U
  CN
AM = ___
Then...  ____ Then... ‾
GH ∥ ‾
DF
and UX   = ____
 ____
Then...   UV
MB NB WX WV
GH = __  1 DF
2

1. ESSENTIAL QUESTION When parallel For Exercises 6–11, find each value of x.
lines intersect two transversals, what are
6. 7. x
the relationships among the lengths of the 5
8
segments formed?
7 6
2. Error Analysis Carmen thinks that AD = BD. x 3
What is Carmen’s error? 8
9 6
A D
8.
B
16 r
12
C
3. Make Sense and Persevere What information s

x
is needed to determine if x is half of y? 13
ℓ m n
x 9.
ℓ
x+1 x–1
m
12 8
y n
4. Look for Relationships P Q 10.

If ‾
RS ≅ ‾
30 20
QS, what type
of triangle is △PQR?
S 24 x
Use the Triangle-Angle-
Bisector Theorem to
R
explain your reasoning. 11. 3x + 3 16
5. Construct Arguments L
Explain why LP must be x+6 12
P
less than LM.
N M

UNDERSTAND PRACTICE
12. Error Analysis What is Benson’s error? For Exercises 17–19, find each value.
ℓ 5 x 4 6
=
10 10 7
7
10x = 35 2 z y
x 5
m
n
x = 3.5
✗ 6
x
9

13
13. Mathematical Connections What percent of 17. x 18. y 19. z
the area of △
PQRis the area of △QRS? Explain.
20. What is the value of x? SEE EXAMPLE 3
Q
8 12 ℓ m n
P R 16 x
6 S
4
14. Construct Arguments Write a proof of the x

Side-Splitter Theorem.
For Exercises 21–23, find each value of x for the
Given:‾

MN∥‾
AC
B
given value of y. Round to the nearest tenth.
Prove:  ____   CN
AM = ___ SEE EXAMPLES 4 AND 5
MB NB M N
A C A
7
15. Higher Order Thinking M D

15
Suppose O, P, and Q are x
midpoints of the sides of
△LMN.Show that △ LOQ, O P C B
y
△OMP, △QPN, and △PQOare
congruent to each other. L N 21. y = 16 22. y = 20 23. y = 18
Q
16. Construct Arguments Write a C 24. Write a proof of the Triangle Midsegment
proof for the Triangle-Angle- Theorem.
Bisector Theorem. Given: ‾
DG ≅ ‾
GE, ‾
≅‾
FH HE
E
⟶ D
Given:  AD bisects ∠A. Prove: ‾
GH ∥ ‾   1 DF
DF, GH = __
A 2 G H
  CA = ___
Prove: ___   CD
AB DB
D F
Use the following outline. B
⟶ 25. Write a proof of the Corollary to the
• Extend CA
  and C Side-Splitter Theorem.
draw a line through
⟶
point B parallel to AD   Given: ℓ ∥ m ∥ n
⟶ A D
that intersects  CA
at D AB = ___ ℓ
Prove:  ___   DE
point E. BC EF
A B E
  CA = ___
• Show that ___   CD . Hint: Draw ‾AF
. m
AE DB Label the
• Then show that △AEB B intersection of ‾
AF C F
is isosceles. E ⟷ n
and BEpoint G.

Practice Tutorial
26. Use Structure A building in the shape of a 29. What is the value of x?
pyramid needs to have supports repaired, and
10 x
two parallel sections need to be reinforced. The
face of the building is an equilateral triangle. y 4
What are the lengths of ‾ and ‾
KO LN? 15 12
J
6m
K 30. SAT/ACT What is the measure of side CB?
6m
L A
3
18 m D 6.4
4.2
C B
P O N M Ⓐ 4.57 Ⓑ 6.4 Ⓒ 8.96 Ⓓ 9.4

31. Performance Task Emma is determining
27. Higher Order Thinking Use the figure to prove: measurements needed to simulate the distances
Two non-vertical lines are parallel if and only if in a shuffleboard computer game that she is
they have the same slope. programming.
y m y z
E n x 4.5
7.5 w
D
A
C x 10 8
B
12
a. Assume the slopes of lines m and n are equal.

Use proportions in △
ACE and △
BCD to show
that m ∥ n. Part A The horizontal lines must be parallel
and in proportion so that each zone of the
b. Now assume that m ∥ n. Show that the slopes shuffleboard appears to be the same length.
of m and n are equal. What are the lengths w, x, and y?
28. Use Structure Aisha is building a roof and Part B What is the length of each
needs to determine the lengths of ‾
CG and ‾
CF
horizontal segment?
from the design shown. How can she determine
Part C Which horizontal segment is closest to
CGand CF? What are CGand CF?
the midsegment of the triangle that extends
C off of the screen? How do you know?
8 ft 8 ft
B D
10 ft 10 ft
A E
G F
24 ft

9-6
Activity Assess
EXPLORE & REASON
ABCwith altitude ‾
Consider △ CD
as shown.
Right Triangles and
the Pythagorean B
Theorem
D
SavvasRealize.com
45°
A C
5√2
I CAN… prove the
Pythagorean Theorem using A. What is the area of △
ABC? Of △ACD? Explain your answers.
B. Find the lengths of ‾
AD and ‾
similarity and establish the
relationships in special right AB.
triangles.
C. Look for Relationships Divide the length of the hypotenuse of △ ABC
by the length of one of its sides. Divide the length of the hypotenuse of
VOCABULARY
△ACDby the length of one of its sides. Make a conjecture that explains
• Pythagorean triple
the results.
ESSENTIAL QUESTION How are similarity in right triangles and the Pythagorean Theorem related?
Remember that the Pythagorean Theorem and its converse describe how the
side lengths of right triangles are related.
THEOREM 9-8 Pythagorean Theorem
If a triangle is a right triangle, If... △ABCis a right triangle.

then the sum of the squares of the
B
lengths of the legs is equal to
the square of the length of the
hypotenuse. c a
A C
b
PROOF: SEE EXAMPLE 1. Then... a  2 + b  2 = c  2
THEOREM 9-9 Converse of the Pythagorean Theorem
If the sum of the squares of the If... a  2 + b  2 = c  2

lengths of two sides of a triangle is
B
equal to the square of the length
of the third side, then the triangle
is a right triangle. c a
A C
b
PROOF: SEE EXERCISE 17. Then... △ABCis a right triangle.

Activity Assess
PROOF EXAMPLE 1 Use Similarity to Prove the Pythagorean Theorem
Use right triangle similarity to write a proof of the Pythagorean Theorem.

Given: △XYZis a right triangle. Y
Prove: a  2 + b  2 = c  2
c
a
Plan: To prove the Pythagorean Theorem, draw the
altitude to the hypotenuse. Then use the relationships in X Z
b
the resulting similar right triangles.
Proof:
Step 1 Draw altitude ‾

XW
.
Y
e
c
W
Step 2 △XYZ ∼ △WXZ ∼ △WYX a
f
d
LOOK FOR RELATIONSHIPS X Z

Think about how you can apply b
properties of similar triangles. Step 3 Because
What is the relationship between △XYZ ∼ △WYX, _ ac = _  ae .
corresponding sides of similar So a  2 = ce.
triangles? Step 4 Because △ XYZ ∼ △WXZ,
c
_ b
_ 2
  =   . So b  = cf.
b f
Step 5 Write an equation that relates a  2 and b  2 to ce and cf.
a  2 + b  2 = ce + cf
a  2 + b  2 = c(e + f)
a  2 + b  2 = c(c)
a  2 + b  2 = c  2
Try It! 1. Find the unknown side length of each right triangle.

a. AB b. EF
B
F
7
15
E D
10
A C
12
LESSON 9-6 Right Triangles and the Pythagorean Theorem 453

Activity Assess
APPLICATION EXAMPLE 2 Use the Pythagorean Theorem and Its Converse
A. To satisfy safety regulations, the

distance from the wall to the base
of a ladder should be at least one-
fourth the length of the ladder. Did
Drew set up the ladder correctly?
The floor, the wall, and the ladder
9 ft
form a right triangle.
Step 1 Find the length of the ladder.

a  2 + b  2 = c  2
2.5 2 + 9  2 = c  2
2.5 ft
87.25= c  2
9.34 ≈ c Use the Pythagorean Theorem
with a = 2.5 and b = 9.
  1 the length of the ladder.
Step 2 Find __
4
1 c ≈ __
 __   1 (9.34)
4 4 The length of the ladder is 9.34 ft.
≈ 2.335
Since 2.5 > 2.335, Drew set up the ladder correctly.
B. The length of each crosspiece of the fence is 10 ft. Why would a rancher
build this fence with the measurements shown?
The numbers 6, 8, and 10 form a
Pythagorean triple. A Pythagorean
STUDY TIP triple is a set of three nonzero whole 6 ft
Learn and recognize common numbers that satisfy the equation
Pythagorean triples such as 3, 4, a  2 + b  2 = c  2. 8 ft
and 5; and 5, 12, and 13 to speed
Since 6 2
+ = 8  2 10 2,
the posts, the
calculations.
ground, and the crosspieces form right triangles.
By using those measurements, the rancher knows that the fence posts
are perpendicular to the ground, which stabilizes the fence.
Try It! 2. a. What is KL? K
9 cm
J L
40 cm
b. Is △
MNOa right triangle? N 37 cm
Explain. O
35 cm
12 cm

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Investigate Side Lengths in 45°-45°-90° Triangles
Is there a relationship between the lengths of ‾

AB
A
and ‾
AC in △A
BC? Explain.
REASON Draw altitude ‾

CD to form similar right triangles D
Think about the properties of △ABC, △ACD, and △CBD.
a triangle with two congruent
angles. How do the properties of
Notice that △
ABC is a 45°
the triangle help you relate the C B
45°-45°-90° triangle,
side lengths?
and that AC = BC.
Use right-triangle similarity to write an equation.

  AC
AB = ___
 ___
AC AD ABC ∼ △ACD, AC is the
Since △
  1AC
  AB = ____
___ geometric mean of AB and AD.
AC __   AB
2
__ 1
  AB  = AC  2
2
2 Because △ABC is isosceles,
2 = 2AC  2 ‾
CD bisects ‾
AB
.

AB 
__
AB = √2  ∙ AC

__
The length of ‾ 2 times the length of ‾
AB is √ AC
.
Try It! 3. Find the side lengths of each 45°-45°-90° triangle.

a. What are XZ and YZ? b. What are JK and LK?
X L
7 45°
K
45° 45° 12√2
Y Z
45°
THEOREM 9-10 45°-45°-90°Triangle Theorem
In a 45°-45°-90°triangle, the legs If... B

are congruent and the __ length of
the hypotenuse is √ 2  times the 45°
length of a leg. s
45°
A s
C
__
PROOF: SEE EXERCISE 18. Then... BC = s√2 

Activity Assess
EXAMPLE 4 Explore the Side Lengths of a 30°-60°-90° Triangle

Using an equilateral triangle, show how the lengths of the short leg, the
long leg, and the hypotenuse of a 30°-60°-90°triangle are related.
B
Altitude ‾
△ABCis an equilateral
BD
divides △
ABC into
triangle. two congruent 30°-60°-90°
30° 30° triangles, △ADBand △ CDB.
60° 60°
A C
D
Look at △ADB. Let the length of the short leg ‾

AD
be s.
STUDY TIP
Recall that an altitude of a Find the relationship between AD and AB.
triangle is perpendicular to a side.
AD = CD = s
Think about what properties of bisects ‾
‾ BD AC
.
the triangle result in the altitude AC = AD + CD
also being a segment bisector. AC = 2s
△ABC is equilateral, so AB = AC = 2s.
AB = 2s
Find the relationship between AD and BD.
AD  2 + BD  2 = AB  2
Use the Pythagorean Theorem.
2 + BD  2 = (2s)  2
s 

BD  2 = 3s  2
__
BD = s√3 
In △ADB, the length of hypotenuse ‾ AB
__ is twice the length of the short leg
‾
AD. The length of the long leg ‾
is √
BD 3 times the length of the short leg.
Try It! 4. a. What are PQ and PR? b. What are UV and TV?
R 9√3
T 30°
U
60°
6
60°
30°
P Q
V
THEOREM 9-11 30°-60°-90°Triangle Theorem
In a 30°-60°-90°triangle, the length If... A

of the hypotenuse is twice the
length of the short__leg. The length
30°
of the long leg is √ 3 times the
length of the short leg.
60°
C s B
__
PROOF: SEE EXERCISE 19. Then... AC = s√3 , AB = 2s

Activity Assess
EXAMPLE 5 Apply Special Right Triangle Relationships
A. Alejandro needs to make both the horizontal B

and vertical supports, ‾
and ‾
AC AB
, for the ramp.
60° 10 ft
Is one 12-foot board long enough for both
supports? Explain.
COMMON ERROR 30°
The ramp and supports form a 30°-60°-90° A C
Be careful not to mix up the
relationship of the shorter and triangle.
longer legs. Remember that the __
__ BC = 2AB AC = AB√3 
longer leg is √
3 times as long __
as the shorter leg, so the longer 10
= 2AB AC = 5√3 ft
leg is between 1 _12 and 2 times as
AB = 5 ft
long as the short leg.
Find the total length of the supports.
__
AB + AC = 5 + 5√3 
≈ 13.66 ft
Since 13.66 > 12, the 12-foot board will not be long enough for
Alejandro to make both supports.
B. Olivia starts an origami paper crane by making

the 200-mm diagonal fold. What are the side
length and area of the paper square?
Step 1 Find the length of one side of the paper.
__
s√2  = 200
  200
s = ____ __
√2  fold
s ≈ 141.4 mm
s
Step 2 Find the area of the paper square. 45° 45°
A = s  2 200 mm
__ 2
A = ( 100√2  ) 
A = 20,000 mm 2
The paper square has side length 141.4 mm and area 20,000 mm  2.
Try It! 5. a. What are AB and BC? b. What are AC and BC?
B B
60°
45°
14
30°
A C
28
45°
A C

CONCEPT SUMMARY The Pythagorean Theorem and Special Right Triangles
Converse of the
THEOREM 9-8 Pythagorean Theorem THEOREM 9-9
Pythagorean Theorem
If...
△ABCis a right triangle
If... a  2 + b  2 = c  2
B
B
c
a c
a
A C
b A C
b
Then... a  2 + b  2 = c  2
Then... △ABCis a right triangle.
THEOREM 9-10 45°-45°-90° Triangle Theorem THEOREM 9-11 30°-60°-90° Triangle Theorem
If... B If... A
45°
s 30°
45°
A C
60°
__ C s
B
Then... BC = s√2 
__
Then... AC = s√3 , AB = 2s

1. ESSENTIAL QUESTION How are For Exercises 4 and 5, find the value of x.
similarity in right triangles and the 4. 6.4 5. E x
B C F
Pythagorean Theorem related? 45°
x 18
2. Error Analysis Casey was asked to find XY. 60°
What is Casey’s error? A D
For Exercises 6–8, is △

RSTa right triangle?
XY = YZ √3 Y Explain.
XY = 4√3 60°
4 6. RS = 20, ST = 21, RT = 29
30° 7. RS = 35, ST = 36, RT = 71
X Z
✗ 8. RS = 40, ST = 41, RT = 11
9. Charles wants to hang the

pennant shown vertically
between two windows that 41 in.
30°
are 19 inches apart. Will the
3. Reason A right__ triangle has leg lengths pennant fit? Explain.
4.5 and 4.5√3 . What are the measures of the
angles? Explain.

UNDERSTAND PRACTICE
10. Mathematical Connections Which rectangular For Exercises 15 and 16, find the unknown side
prism has the longer diagonal? Explain. length of each triangle. SEE EXAMPLE 1
Prism P Prism Q 15. RS 16. XY
T Y
5√10 10
15 9
9 X Z
R S 13
3 4
4 12 17. Given △ABC with B
21
a  2 + b  2 = c  2, write a
11. Error Analysis Dakota is D E c
paragraph proof of a
asked to find EF. What is
the Converse of the
her error?
Pythagorean Theorem. A C
SEE EXAMPLE 2
b
F
There is not enough information 18. Write a two-column proof K
to find EF because you need to of the 45°-45°-90° Triangle
know either the length of DF or Theorem. SEE EXAMPLE 3
one of the other angle measures. 45° 45°
J L
✗ 19. Write a paragraph proof

of the 30°-60°-90° Triangle
A
Theorem. SEE EXAMPLE 4

30°
12. Make Sense and Persevere What are

expressions for MN and LN? Hint: Construct the
altitude from M to ‾
LN
. 60°
C B
M
x
For Exercise 20 and 21, find the side lengths of
each triangle. SEE EXAMPLES 3 AND 4
45° 30°
L
N 20. What are GJ and HJ? 21. What are XY and YZ?
13. Higher Order Thinking H Y

Triangle XYZ is a right Y
triangle. For what kind 12 45°
of triangle would 60° 30°
X Z
XZ  2 + XY  2 > YZ  2? For what 18
45°
kind of triangle would G J
X Z
XZ  2 + XY  2 < YZ  2? Explain.
22. What is QS? SEE EXAMPLE 5
14. Look for Relationships Write an equation R
that represents the relationship between JK
and KL.
L
30° 45°
Q S
10 T
30°
K
J

Practice Tutorial
23. Reason Esteban wants marble bookends cut 26. Match each set of triangle side lengths with the
at a 60° angle, as shown. If Esteban wants his best description of the triangle.
__ __ __
bookends to be between 7.5 in. and 8 in. tall, I. √2 , √2 , √3  A. right triangle
what length d should the marble cutter make __ ___
the base of the bookends? Explain. II. 5, 3√2 , √43  B. 30°-60°-90° triangle
__
III. 8, 8, 8√2  C. 45°-45°-90° triangle
__
IV. 11, 11√3 , 22 D. not a right triangle
27. SAT/ACT What is GJ?
60°
d 30°
37.4
24. Communicate Precisely Sarah finds an antique

60°
dinner bell that appears to be in the shape G
J
of an isosceles right triangle, but the only __
measurement given is the longest side. Ⓐ 18.7 Ⓒ 18.7√3 
__
Sarah wants to display the bell and wand
Ⓑ 18.7√2  Ⓓ 74.8
in a 5.5-in. by 7.5-in. picture frame. Assuming
that the bell is an isosceles right triangle, 28. Performance Task Emma designed two
can Sarah display the bell and wand within the triangular sails for a boat.
frame? Explain.
45°
30°
12 m
5.5 in. 8.7 m
7 in.
45° 60°
1.5 in. 7.5 in.
Part A What is the area of Sail A?
25. Construct Arguments When Carmen parks on
a hill, she places chocks behind the wheels of Part B What is the area of Sail B?
her car. The height of the chocks must be at
least one-fourth of the height of the wheels to Part C Is it possible for Emma to cut both sails
hold the car securely in place. The chock shown from one square of sailcloth with sides that are
has the shape of a right triangle. Is it safe for 9 meters in length? Draw a diagram to explain.
Carmen to use? Explain.
24 in.
.
in
9
6 in.

9-7
Activity Assess
CRITIQUE & EXPLAIN
A teacher asked students to write a proportion using the lengths of the legs
Trigonometric
of the two right triangles.
Ratios
L
O
PearsonRealize.com
J K M N
I CAN…
use trigonometric ratios
Two students’ responses are shown.
to find lengths and angle Diego Rebecca
measures of right triangles.
VOCABULARY JK = JL JK = MN
• cosine MN MO JL MO
• sine
• tangent
• trigonometric ratios
A. Do you think that the proportion that Diego wrote is correct? Explain.
B. Do you think that the proportion that Rebecca wrote is correct? Explain.
  a = __
C. Use Structure If __   c , how can you get an equivalent equation such
b d
that the left side of the equation is  __ac ?
How do trigonometric ratios relate angle measures to side lengths of

ESSENTIAL QUESTION
right triangles?
CONCEPT Trigonometric Ratios
The trigonometric ratios, or functions, relate the side lengths of a right

triangle to its acute angles.
sine of ∠A B
length of leg opposite ∠A
_______________________
in A =    
s       leg opposite
length of hypotenuse hypotenuse
∠A
  BC
= ___
AB A C
leg adjacent
cosine of ∠A to ∠A
length of leg adjacent to ∠A
_______________________
cos A =    
       
length of hypotenuse
AC 
=  ___
AB
tangent of ∠A
_______________________
an A =    
t        
BC  
=  ___
AC
LESSON 9-7 Trigonometric Ratios 461

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Trigonometric Ratios Using Similarity
How are the sines of two different angles with the same measure related?
Let △ DEFbe right triangles with m∠B = m∠E.

ABCand △
A
D Since ∠C ≅ ∠Fand ∠B ≅ ∠E,
△ABC ~ △DEFby AA.
x° x°
C B F E
You can use properties of similarity to determine the relationship between

sin B and sin E.
MAKE SENSE AND PERSEVERE   AC , and sin E = ___

By the definition of the sine ratio, sin B = ___   DF .
AB DE
There are many proportional Because △ABC ~ △DEF, you know that corresponding side lengths are
relationships in similar triangles. AC  =  ___
proportional. In particular,  ___ AB . Rewrite this equation to compare the
Look for one that uses all the side DF DE
lengths in the expressions for sides in △ABC to the sides in △DEF.
sin B and sin E. AC ∙ ___
 ___   DF =  ___
AB  ∙ ___
  DF
DF AB DE AB
  AC
Substitute sin B for ___
AC =  ___
DF AB
 ___ DF
___
and sin E for   .
AB DE DE
sin B = sin E
Any two acute angles with the same measure have the same sine.
Try It! 1. Show that any two acute angles with the same measure have
the same cosine.
EXAMPLE 2 Write Trigonometric Ratios
What are the sine, cosine, and tangent ratios for ∠H?
COMMON ERROR
You may incorrectly assume the Use the definitions of the trigonometric ratios.
horizontal leg and vertical leg length of leg opposite ∠H
to be the adjacent and opposite
_______________________
sin H =    
        12
  = ___ H
length of hypotenuse 15
legs. Remember that adjacent and
length of leg adjacent ∠H 9 15
opposite are relative to the angle. cos H = _______________________
    
     9
  = ___
length of hypotenuse 15
G F
length of leg opposite ∠H 12
  12
_______________________  = ___
tan H =     
length of leg adjacent ∠H 9
Try It! 2. In Example 2, what are the sine, cosine, and tangent
ratios of ∠F?

Activity Assess
EXAMPLE 3 Trigonometric Ratios of Special Angles
A. What are the sine, cosine, and tangent ratios for 30°, 45°, and
60° angles?
You can use what you know about 45°-45°-90° and 30°-60°-90° right
triangles to find the ratios.
45° 60°
√‾2 1 2
1
45° 30°
1 √3
__ __
√ √
3 
sin 45° = ___   2  sin 30° =  __
  1__ = ___ 1 sin 60° =  ___
√2  2 2 2
__ __
√ √
3 
STUDY TIP cos 45° = ___   2  cos 30° =  ___
  1__ = ___ cos 60° = __   1
√
2  2 2 2
You might find comparing __ __
√3 __
√3  √
irrational numbers is often tan 45° =  __ 1 = 1 tan 30° = ___    
  1__ = ___   tan 60° =  ___ = 3 
1 √3  3 1
easier if you rationalize the
denominators. B. Use trigonometric ratios to find the value of x for each triangle.
C
W
45°
x 60°
12
45° 30°
A B U V
6 x
Choose an appropriate trigonometric ratio to write an equation, and

then solve for x.
  6x
cos 45° = __ x
sin 60° =  ___
__ 12
√
 
___   6
1__ = __   3  = ___
___   x
√2  x Substitute the value of 2 12
__ the trigonometric ratio. __
x = 6√2  x = 6√3
 
Try It! 3. a. In △FGH, what is the value of y?

F
60° y
30°
H G
9

b. In △LMN, what is the value of z?
L
45°
z 24
45°
N M

Activity Assess
APPLICATION EXAMPLE 4 Use Trigonometric Ratios to Find Distances
A plane takes off and

climbs at a 12° angle.
Draw a right triangle to
Is that angle sufficient
represent the situation.
enough to fly over an
11,088-foot mountain
that is 12.5 miles from x
the runway or does the 12°
12.5 miles
plane need to increase
STUDY TIP
its angle of ascent?
To choose the right trigonometric
ratio, consider which side of the Step 1 You know thelength of the side adjacent to the 12°angle, so use the
triangle you know and which side tangent ratio to find the altitude of the plane as it passes the mountain.
you need to find.
  x
tan 12° = ____
12.5
x = 12.5 ∙ tan 12°
Use a calculator.
≈ 2.66 12.5 12
The altitude of the plane is about 2.66 miles.

Step 2 Compare the altitude of the plane to the height of the mountain.
1 mi = 2.1 mi
11,088 ft ∙  _______ Write the height of
5,280 ft the mountain in miles.
A 12° angle is sufficient because 2.1 mi < 2.66 mi.
Try It! 4. If a plane climbs at 5°and flies 20 miles through the air as it
climbs, what is the altitude of the airplane, to the nearest foot?
EXAMPLE 5 Use Trigonometric Inverses to Find Angle Measures
What are m∠Aand m∠B? A

If you know the trigonometric ratio for an 1 4
angle, you can use its inverse (sin −1, cos  −1, C B
or tan  −1) to find the angle measure.
Find m∠A. Find m∠B.

On many graphing calculators,   1
cos A = __   1
sin B = __
4 4
you can use the key and
the appropriate trigonometric c os  −1(cos A) = ( 4 )
  1
cos  −1 __ sin  −1(sin B) = sin  −1 __
( 4 )
  1
function key to access the inverse
m∠A = cos  −1(__
  1 ) m∠B = sin  −1(__
  1 )
functions. 4 4
m∠A ≈ 75.5° m∠B ≈ 14.5°
Try It! 5. a. What is m

∠P? Q
∠Q?
b. What is m
2
P R
3

Concept Assess
Summary
CONCEPT SUMMARY Trigonometric Ratios
WORDS For a right triangle, the trigonometric ratios sine, cosine, and tangent relate
the measure of an acute angle of the triangle to the lengths of the sides.
DIAGRAM Triangle ABC is a right triangle. SYMBOLS

_______________________
B sin A =    
     
hypotenuse leg opposite
∠A length of leg adjacent to ∠A
cos A = _______________________
   
       
A C
leg adjacent
to ∠A length of leg opposite ∠A
_______________________
tan A =     
    

1. ESSENTIAL QUESTION How do For Exercises 7–12, use △ABC to find each
trigonometric ratios relate angle measures trigonometric ratio or angle measure.
to side lengths of right triangles? A
2. Error Analysis What is the error in this

√34
equation for a trigonometric ratio? 3
C B
5
2 A
sin A = 4.5
7. tan B 8. cos B
4.5
2
9. sin A 10. tan A
C B
11. m∠B 12. m∠A
✗ 13. What are the sine and cosine of the smallest

angle in the right triangle shown?

5
3. Vocabulary How are finding the inverses of 3
trigonometric ratios similar to using inverse
operations? 4
4. Communicate Precisely How is the sine 14. What is the measure of the largest acute
ratio similar to the cosine ratio? How is angle in the right triangle shown?
it different?
13
5
  ac , how
5. Look for Relationships If s in A = __
could you use a and c to find cos A? 12
6. Reason What is an expression for d using x°, 15. In the figure shown, what are m∠Sand m∠T?
y°, and h? T
10
4
h
S U
x° y°
d

UNDERSTAND PRACTICE
16. Error Analysis Jacinta’s teacher asks her to find For Exercises 21–23, write each ratio. SEE EXAMPLE 1
the tangent of ∠Y. What is her error?
Z c
a
2
2√10
tan Y= XY
XZ x°
X Y tan Y = 6
2
b
6
tan Y = 3 21. sin x° 22. cos x° 23. tan x°
For Exercises 24–29, find each value. SEE EXAMPLE 2
y°
2√17
2
17. Make Sense and Persevere If sin B = 0.5 in
the triangle shown, what is an expression x°
for AB? 8
C 24. sin x° 25. cos x° 26. tan x°
27. sin y° 28. cos y° 29. tan y°

3x
For Exercises 30–35, find each value. SEE EXAMPLE 3
A B
30. sin 30° 31. cos 60° 32. sin 45°
18. Reason Every tread of a staircase is 8 in. deep,
33. tan 45° 34. cos 30° 35. tan 60°
and every riser is 6 in. high. How would you
find the angle the staircase makes with the For Exercises 36 and 37, find each length.
floor? Explain. SEE EXAMPLE 4
C
59°
31°
A B
9
19. Mathematical Connections Find the values.
A 36. AC 37. BC
For Exercises 38–43, find the angle measures in

each triangle. SEE EXAMPLE 5
√2x2 + 20x + 50
x+5 38. m∠B C
F
39. m∠C 3
C B 2

A B D E
4 6
a. sin B b. m∠B C
40. m∠E F
20. Higher Order Thinking Why are the sine and
3
cosine ratios of x°never greater than one? 41. m∠F 2
Use the triangle below to explain your A B D E
4 6
reasoning.
42. m∠K L
c 9
a 43. m∠L 5
x°
J K
b

Practice Tutorial
44. Make Sense and Persevere Workers need to 47. Match each expression to a trigonometric ratio.
make repairs on a building. A boom lift has
A
maximum height of 60 ft at an angle of 48°.
If the bottom of the boom is 60 ft from the 4
building, can the boom reach the top of D
the building? Explain. 3 B
C 12
I. cos ∠ACD   12

A. ___
13
II. tan ∠ABC 4 
B.  ___
5
III. sin ∠BAC C.   3 
___
5
60 ft IV. cos ∠CAD 5  
D.  ___
12
45 ft
48. SAT/ACT What is the value of cos x°?
48°
8 ft
12 12
60 ft
45. Model With Mathematics A coach draws up a x° x°

play so a quarterback throws the football at the 16
__ __
same time a receiver runs straight down the field. √ √
  5 
Ⓐ ___ Ⓑ __  32   5 
Ⓒ ___ Ⓓ __  23
Suppose the quarterback throws the football at a 2 3
speed of 20 ft/s and the receiver runs at a speed 49. Performance Task Jacy anchors a retractable
of 12 ft/s. At what angle x° to the horizontal line leash to a tree and attaches the leash to her
must the quarterback throw the football in order dog’s collar. When the dog fully extends the
for the receiver to catch it? Explain. leash, the angle between the leash and the
tree is 84°.
x°
receiver 75 ft quarterback
84˚
4 ft
46. Use Structure Kelsey puts up an inflatable 2 ft
gorilla to advertise a sale. She realizes that
she needs to secure the figure with rope. She
estimates she needs to attach three pieces at
the angles shown. How much rope does
Part A If her neighbor’s yard is 18 feet away
Kelsey need? Round to the nearest foot.
from the tree, can Jacy’s dog get into her
neighbor’s yard? If so, how far into the yard can
the dog go? Round to nearest tenth of a foot.
Part B If Jacy wants to make sure her dog

Al's Auto cannot get within 1 foot of her neighbor’s
25 ft
SALE
yard, how high up the tree must she anchor the
60°
leash? Round to the nearest tenth of a foot.
45° 50°

10-1
Activity Assess
EXPLORE & REASON
Baseball teams at a high school and a college play at the same stadium. Results
Two-Way
for every game last season are given for both teams. There were no ties.
Frequency
Tables Baseball Season Results at Mountain View Stadium
HOME AWAY
PearsonRealize.com
WEST MOUNTAIN
HIGH SCHOOL 11 OUT
OF 16 08 OUT
OF 14
I CAN… organize data in BIG MOUNTAIN
two-way frequency tables and COLLEGE 18 OUT
OF 26 18 OUT
OF 30
use them to make inferences.
VOCABULARY
• conditional relative A. How could you organize the data in table form?
frequency
B. Look for Relationships How would you analyze the data to determine
• joint frequency
whether the data support the claim that the team that plays at home is
• joint relative frequency
more likely to win?
• marginal frequency
• marginal relative frequency
ESSENTIAL QUESTION How can you use two-way frequency tables to analyze data?
APPLICATION EXAMPLE 1 Interpret a Two-Way Frequency Table
Owners of a major food chain are planning to add a vegetarian item to its
menu. Customers were asked to choose one of two vegetarian items. The
results are shown in the table. What trends do the results suggest?
A joint frequency is
at the joint of a
column and a row. A marginal
frequency
Veggie Burger Veggie Pizza Totals is at the
Male 50 40 90 margin, or
Female 60 75 135 edge of a
column or
Totals 110 115 225 row.
Joint frequencies indicate the frequency of a single option for one category;
STUDY TIP
for example, the frequency of males choosing a veggie burger.
A two-way frequency table can
show possible relationships Marginal frequencies indicate the total frequency for each option or
between two sets of categorical category, such as the total frequency of female respondents.
data. The joint frequencies suggest that male customers prefer veggie burgers over
veggie pizzas, and female customers prefer veggie pizzas over veggie burgers.
The marginal frequencies suggest that all of the respondents showed only
a slight preference for veggie pizza over a veggie burger. They also indicate
that more females than males were surveyed.
Try It! 1. What do the marginal frequencies tell you about the number of
male and female respondents?
LESSON 10-1 Two-Way Frequency Tables 477

Activity Assess
APPLICATION EXAMPLE 2 Interpret a Two-Way Relative Frequency Table
What do the survey results reveal about male and female customer
preferences for veggie burgers?
COMMON ERROR
Divide each frequency by the total Joint relative frequency is the ratio, or percent, of the joint frequency to
count, found in the bottom right the total.
corner of the two-way frequency Marginal relative frequency is the ratio, or percent, of the marginal
table. Express relative frequency frequency to the total.
as a fraction, decimal, or percent.
Veggie Burger Veggie Pizza Totals
50 40 90
Male 225
≈ 22% 225
≈ 18% 225
= 40%
Female 60 75 135
225
≈ 27% 225
≈ 33% 225
= 60%
Totals 110 115 225

225
≈ 49% 225
≈ 51% 225
= 100%
Of the customers surveyed, about 22% were males who selected veggie
burgers and about 27% were females who selected veggie burgers. So, a
greater percent of females than males selected veggie burgers.
Try It! 2. How can you tell whether a greater percent of customers
surveyed selected veggie burger or veggie pizza?
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Calculate Conditional Relative Frequency
Using data from Examples 1 and 2, a marketing team concludes that females
prefer veggie burgers more than men do. Do the survey results support
this conclusion?
Conditional relative frequency is the ratio of the joint frequency and the
related marginal frequency.
Calculating the conditional relative frequency for each row will adjust for
differences in the number of male and female customers surveyed.
CONSTRUCT ARGUMENTS
What do the conditional relative Veggie Burger Veggie Pizza Totals
frequencies tell you about 50 40 90
Male 90
≈ 56% 90
≈ 44% 90
= 100%
associations between gender and
menu item choice? Female 60 75 135
135
≈ 44% 135
≈ 56% 135
= 100%
joint frequency
Conditional relative frequency = ______________
    
  
marginal frequency
The results do not support this conclusion. The conditional relative frequencies
show that while about 56% of the males surveyed prefer veggie burgers,
only about 44% of the females prefer veggie burgers.
Try It! 3. What conclusion could the marketing team make about male
and female preferences for veggie pizza? Justify your answer.
478 TOPIC 10 Probability Go Online | PearsonRealize.com

Activity Assess
EXAMPLE 4 Interpret Conditional Relative Frequency
The marketing team also concludes that there is a greater variation between
the percent of men and women who like veggie pizza than there is for those
who prefer veggie burgers. Do the survey results support this conclusion?
USE STRUCTURE
The conditional relative Calculating the conditional relative frequency for each column allows you to
frequencies calculated for rows analyze male and female preferences within each food choice category.
are not the same as those The conclusion is supported by
calculated for columns. How are Veggie Burger Veggie Pizza
the survey results. Conditional
the questions you can answer 50 40
relative frequencies show that of Male ≈ 45% ≈ 35%
looking at the table in Example 3 110 115
the customers who prefer veggie
different from the questions you Female 60
≈ 55% 75
≈ 65%
can answer looking at the table in pizza, 65% are female and only 110 115
Example 4? 35% are male. Of those who 110 115
Totals = 100% = 100%
prefer veggie burgers, 55% are 110 115
female and 45% are male.
Try It! 4. What conclusion could you draw if the percentages for male and
female customers were the same across the rows in this table?
EXAMPLE 5 Interpret Data Frequencies
A random sample of spectators Cheering Cheering

entering a stadium were asked for Bears for Tigers Total
whether they were cheering
Male 72 65 137
for the Bears or the Tigers in a
championship game. The sample Female 49 44 93
was categorized according to Totals 121 109 230
gender and team.
 65 represent in this context?
___
A. What does the joint relative frequency 230
Joint relative frequency is the ratio of the joint frequency to the total.
joint frequency Find the joint frequency 65 in the
table. You can see that 65 males
cheered for the Tigers, so ___
65
 ____
230  65
230
represents the ratio of male Tigers
total spectators surveyed fans to the total number of people
surveyed.
49
B. What does the conditional relative frequency  __
93
represent in this context?
Conditional relative frequency is the ratio of the joint frequency to the

related marginal frequency.
49
joint frequency The number  __
93
represents the
ratio of female Bears fans to the
49 
 ____
93 number of females surveyed.
related marginal frequency
Try It! 5. What does the conditional relative frequency  ___

137
72
represent in
this context?

Concept Assess
Summary
CONCEPT SUMMARY Two-Way Frequency Tables
WORDS Two-way frequency tables show relationships between two sets of categorical data.
Entries can be frequency counts or relative frequencies. Entries in the body of the table
are joint frequencies (counts) or joint relative frequencies (ratios). Entries in the totals
column or row are marginal frequencies or marginal relative frequencies.
Conditional relative frequencies show the frequency of responses for a given condition,
or the ratio of the joint frequencies to the corresponding marginal frequency.
TABLES Movie Time Preferences
Afternoon Evening Totals

20 of the 200 90 50 140 70% of the respondents
Student 200
= 45% 200
= 25% 200
= 70%
respondents, or were students.
10%, were adults Adult 20 40 60
200
= 10% 200
= 20% 200
= 30%
who prefer the
Totals 110 90 200
afternoon show. 200
= 55% 200
= 45% 200
= 100%
Conditional Relative Frequency Conditional Relative Frequency

Afternoon Evening Totals Afternoon Evening
90 50 140 90 50
Student 140
≈ 64% 140
≈ 36% 140
= 100% Student 110
≈ 82% 90
≈ 56%
Adult 20 40 60 20 40
60
≈ 33% 60
≈ 67% 60
= 100% Adult
110
≈ 18% 90
≈ 44%
Totals 110 90
110
= 100% 90
= 100%

Of all of the adult Of all of the respondents

respondents, 33% prefer that prefer evening shows,
afternoon shows. 44% were adults.

1. ESSENTIAL QUESTION How can you In a survey, customers select Item A or Item B.
use two-way frequency tables to analyze Item A is selected by 20 males and 10 females.
data? Of 20 customers who select Item B, five are males.
5. Make a two-way frequency table to
2. Communicate Precisely How are joint
organize the data.
frequencies and marginal frequencies
similar? How are they different? 6. Make a two-way relative frequency table to
organize the data.
3. Look for Relationships How are
conditional relative frequencies related 7. Calculate conditional relative frequencies
to joint frequencies and marginal for males and females. Is it reasonable to
frequencies? conclude that males prefer Item A more
than females do?
4. Error Analysis Zhang says that the
marginal relative frequency for a given 8. Calculate conditional relative frequencies
variable is 10. Could Zhang be correct? for Item A and Item B. Is it reasonable to
Explain your reasoning. conclude that a customer who prefers Item B
is more likely to be a female than a male?

UNDERSTAND PRACTICE
9. Reason An equal number of juniors and In a survey, music club members select their
seniors were surveyed about whether they preference between Song A or Song B. Song A is
prefer lunch item A or B. Is it reasonable to selected by 30 teens and 10 adults. Of 20 members
infer from the table that more juniors prefer who select Song B, five are teens. SEE EXAMPLES 1–4
lunch item B while more seniors prefer lunch Make a two-way frequency table to organize
item A? Explain. the data.
Item A Item B Totals 13. Is it reasonable to say that more people

surveyed prefer Song A? Explain.
Junior 0.1 0.4 0.5
Senior 0.3 0.2 0.5 14. Is it reasonable to say that more adults than
teens participated in the survey? Explain.
Totals 0.6 0.4 1.0

Calculate conditional relative frequencies.
10. Error Analysis Describe and correct the errors
a student made when making a generalization 15. Is it reasonable to say that teens prefer Song A
based on a two-way frequency table. more than adults do? Explain.
16. Is a member who prefers Song B significantly

more likely to be an adult than a teen? Explain.
Which subject do you prefer?
Math Language Arts Totals In the two-way frequency table, frequencies are
Male 45 45 90 shown on the top of each cell in blue, and relative
Female 30 30 60 frequencies are shown at the bottom in red. Most
Totals 75 75 150 of the frequencies are missing. SEE EXAMPLES 1–5
Male students prefer math more
than female students do. ✗ High School
Graduate?
Yes
Choice A
16
Choice B Totals
0.08 0.56
24
No
11. Look for Relationships In a two-way
relative frequency table, how are joint relative Totals
frequencies and marginal relative frequencies
related? 17. Complete the table.
12. Higher Order Thinking Students are surveyed 18. Calculate conditional relative frequencies
to see how long they studied for a test. for yes and no.
• 10% of the students who studied 3 hours or
19. Calculate conditional relative frequencies
more failed the test.
for Choices A and B.
• 40% of the students who studied less than
3 hours passed the test. 20. Is a high school graduate more likely to prefer
• 2 students who studied 3 hours or more Choice A or B? Explain.
failed the test. 21. Is someone who prefers Choice A more likely to
• 4 students who studied less than 3 hours be a high school graduate than not? Explain.
passed the test. 64
22. What does the joint relative frequency ___
 200
a. Make a two-way frequency table that represent in this context?
shows the association between hours spent
studying and passing the test. 23. What does the conditional relative
96
frequency ___
  120 represent in this context?
b. Does the association appear to be
significant? Explain.

Practice Tutorial
24. Construct Arguments Is there a significant 27. Consider a two-way frequency table. Select
association between income and whether or all that apply.
not a voter supports the referendum? Justify Ⓐ The sum of all joint frequencies equals the
your answer. total frequency.
Ⓑ The sum of all marginal frequencies equals
Do you support the referendum?
the total frequency.
Income Yes No Totals Ⓒ The sum of all marginal frequencies in a
≤ $100,000 80 20 100 row equals the total frequency.
> $100,000 40 10 50 Ⓓ The sum of all joint frequencies in a column
Totals 120 30 150 equals the marginal frequency at the bottom

of the column.
25. Make Sense and Persevere A gardener is only Ⓔ A relative frequency is the ratio of a joint
satisfied when a hydrangea bush has at least frequency and a marginal frequency.
14 blooms. How can you organize the data
shown in the dot plots into two-way frequency 28. SAT/ACT In a two-way frequency table, the
tables to make inferences about the new plant joint frequency in a cell is 8 and the marginal
food and the number of blooms? frequency in the same row is 32. What is the
conditional relative frequency for the cell?
Hydrangeas Without New Plant Food
Ⓐ 0.12
Ⓑ 0.20
10 11 12 13 14 15 16 17 18 Ⓒ 0.25
Number of Blooms Ⓓ 0.40
Hydrangeas with New Plant Food Ⓔ 0.50
29. Performance Task A high school offers a prep
course for students who are taking a retest for
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 a college entrance exam.
Number of Blooms • Of 25 students who took the prep course, 20
scored at least 50 points higher on the retest
26. Construct Arguments Based on the survey
than on the original exam.
data below, a marketing team for an airline
concludes that someone between 18 and • Overall, 100 students took the retest and 50
24 years of age is more likely never to have students scored at least 50 points higher on
flown on a commercial airliner than someone the retest than on the original exam.
25 years or older. Do you agree with this
Part A Create a two-way frequency table to
conclusion? Justify your answer.
organize the data.

Part B Funding for the prep course may be cut
because more students scored at least 50 points
Have you ever flown on a commercial airline? higher on the retest without taking the prep
Yes No Totals course. Do you agree with this decision? If not,
how could you use a two-way frequency table
18–24 yrs 198 81 279
to construct an argument to keep the funding?
25+ yrs 2,539 448 2,987
Totals 2,737 529 3,266

10-2
Activity Assess
EXPLORE & REASON
Allie spins the spinner and draws

Probability Events
one card without looking. She gets 1 2
1 2
a 3 on the spinner and the 3 card.
Then she sets the card aside, spins
again, and draws another card. 4 3
3 4
PearsonRealize.com
A. Is it possible for Allie to get a 3
on her second spin? On her second card? Explain.
I CAN… use relationships
among events to find B. Construct Arguments How does getting the 3 card on her first
probabilities. draw affect the probability of getting the 2 card on her second
draw? Explain.
VOCABULARY
• complement
• independent events How does describing events as mutually
• mutually exclusive ESSENTIAL QUESTION exclusive or independent affect how you
find probabilities?
EXAMPLE 1 Find Probabilities of Mutually Exclusive Events
You roll a standard number cube once. Let E represent the event “roll an
even number.” Let T represent the event “roll a 3 or 5.”
A. What is the probability that you roll an even number or roll a 3 or 5?

Show the outcomes of events E and T as a subset of the sample space S.
S There are 5 outcomes that are

Events E and T are
mutually exclusive E T even numbers or a 3 or 5.
because there is no 2 {2, 3, 4, 5, 6}
4 5
outcome in both sets. There are a total of 6 possible
1 6 3 outcomes in the sample space.

P(E or T) =    number of favorable outcomes

______________________________
     
number of total possible outcomes
3+2
=  _____ There are 3 outcomes in event E and 2 outcomes in event T.
6
  3 + __
= __   2
6 6
This is equivalent to P(E) + P(T).
5
=  __
6
 5 .
The probability of rolling an even number or rolling a 3 or a 5 is __
STUDY TIP 6
Notice the roles of or and and
B. You roll a standard number cube once. What is the probability that you
when working with probability of
roll an even number and a 3 or 5?
mutually exclusive events.
number of favorable outcomes
______________________________
P(E and T) =     
   
number of total possible outcomes
0 
=  __
6 Because events E and T are mutually exclusive,
= 0 there are no outcomes that are in both sets.
The probability of rolling an even number and rolling a 3 or a 5 is 0.

LESSON 10-2 Probability Events 483

Activity Assess
EXAMPLE 1 CONTINUED
GENERALIZE
C. You roll a standard number cube once. What is the probability that you
What is the probability of any
do not roll an even number?
pair of mutually exclusive events?
Explain.   3  or __
P(not E) = __   1
6 2 There are 3 outcomes that are not even numbers.
 1 .
The probability of not rolling an even number is __
2
Try It! 1. A box contains 100 balls. Thirty of the balls are purple and 10
are orange. If you select one of the balls at random, what is the
probability of each of the following events?
a. The ball is purple or orange.
b. The ball is not purple and not orange.
CONCEPT Probabilities of Mutually Exclusive Events
If A and B are mutually exclusive events, then S

• P(A or B) = P(A) + P(B)
A B
• P(A and B) = 0
The complement of an event is the set of all S

outcomes in a sample space that are not
included in the event. A C
If C is the event that A does not occur, then
P(C) = 1 − P(A).
APPLICATION EXAMPLE 2 Find the Probabilities of Non-Mutually

Exclusive Events
A student-made target includes two overlapping squares. Assume that a sticky
ball thrown at the target is equally likely to land anywhere on the target.
What is the probability that the ball lands inside one or both of the squares?
10 cm
A
10 cm 10 cm
20 cm 5 cm
A
10 cm 10 cm
B 5 cm
20 cm 5 cm
10 cm 10 cm
B
5 cm
60 cm
10 cm
Step 160Find
cm the area of the squares, and their overlapping area.
100 cm2
25 cm2
100 cm2 2
100 cm 25 cm2
Total area = 1200 cm2
100 cm2
Total area = 1200 cm2

Activity Assess
EXAMPLE 2 CONTINUED
Step 2 Find the probabilities.
USE STRUCTURE Subtract the probability of the
What other method could you use   100   + _____
P(A or B) = _____   100   − _____
  25   overlapping area because it
1,200 1,200 1,200 was included twice, once for
to compute P (A and B)?
  175   = ___
= _____
  7   each large square.
1,200 48
The probability that the ball will land inside one or both squares
7
is  __
48
 , or about 15%.
Try It! 2. A video game is played on a 34 cm by 20 cm rectangular

computer screen. A starship is represented by two overlapping
circles of radius 6 cm whose area of overlap is 20 cm 2. A black
hole is equally likely to appear at any point on the screen. To
the nearest whole percent, what is the probability that the
point will appear within the starship?
CONCEPT Probabilities of Non-Mutually Exclusive Events
If A and B are not mutually exclusive events, then Events A and B

P(A or B) = P(A) + P(B) − P(A and B).
A AB B
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Identify Independent Events
A jar contains 12 green marbles and 8 violet marbles.

A. A marble is chosen at random from the jar and replaced. Another marble
is chosen at random from the jar. Does the color of the first marble
chosen affect the possible outcomes for the second marble chosen?
Determine the probabilities for each choice to decide whether the first
marble chosen affects the possibilities for the second marble.
First Choice-Sample Space Second Choice-Sample Space

12 Green 12 Green
8 Violet 8 Violet
P(G) = ___   3
  12 = __   3
  12 = __
P(G) = ___
20 5 20 5
  8 = __
P(V) = ___   2   8 = __
P(V) = ___   2
20 5 20 5
The probabilities are the same.
The color of the first marble chosen does not affect the possible
outcomes for the second marble chosen.
Two events are independent events if and only if the occurrence of one
event does not affect the probability of a second event.

Activity Assess
EXAMPLE 3 CONTINUED
B. A marble is chosen at random from the jar and not replaced. Another
marble is chosen at random from the jar. Does the color of the first marble
chosen affect the possible outcomes for the second marble chosen?
Determine whether the events are independent.
First Choice-Sample Space

12 Green
COMMON ERROR
When two or more items are 8 Violet
selected from the same set, you
must determine whether the first P(G) = ___   3
  12 = __ 8   = __
P(V) =  ___   2 
20 5 20 5
item(s) is replaced before the
next item is selected. Then find Assume a green marble was Assume a violet marble is
the probabilities. chosen first. chosen first.
Second Choice-Sample Space Second Choice-Sample Space

11 Green 12 Green
8 Violet 7 Violet
P(G) = ___   8  

  11  P(V) = ___   12  P(V) = ___
P(G) = ___   7  
19 19 19 19
When the first marble is not replaced in the jar, the color of the first
marble chosen does affect the possible outcomes for the second marble
chosen. These events are not independent.
Try It! 3. There are 10 cards in a box, 5 black and 5 red. Two cards are
selected from the box, one at a time.
a. A card is chosen at random and then replaced. Another card
is chosen. Does the color of the first card chosen affect the
possibilities of the second card chosen? Explain.
b. A card is chosen at random and not replaced. Another card
is chosen. Does the color of the first card chosen affect the
possibilities of the second card chosen? Explain.
CONCEPT Probability of Independent Events
If A and B are independent events, If P(A and B) = P(A) ∙ P(B), then
then P(A and B) = P(A) ∙ P(B). A and B are independent events.
Example: There are 12 possible results from the independent events rolling
a number cube and tossing a coin.
4
1 2   1 P(H) = __
P(4) = __   1 
6
1 ∙ __
P(4 and H) =  __   1 = ___
  1
2
6 2 12

Activity Assess
APPLICATION EXAMPLE 4 Find Probabilities of Independent Events
Alex cannot decide which shirt to

wear today, so she chooses one
at random.
The probability of rain today is
  25 .
40%, or __
A. What is the probability that
Alex chooses a yellow shirt
and it does not rain today?
Let Y represent the event “yellow shirt.” Let N represent “no rain.”
Y and N are independent because Alex’s choice of shirt does not affect
the weather, and the weather does not affect Alex’s choice of shirt. Use
STUDY TIP the formula to find P(Y and N).
You can write probabilities as Subtract the probability that it
fractions, decimals, or percents. Step 1 Find P(N) and P(Y). will rain, _  25 , from 1 to find the
Choose the most convenient form
for your purposes. P(N) = 1 − __   3 .
  2 = __ probability that it will not rain.
5 5
number of favorable outcomes   2 or __
___________________________
    = __
P(Y) =        1
total number of outcomes 4 2
Step 2 Apply the formula and multiply the probabilities of Y and N.

P(Y and N) = P(Y) ∙ P(N) = __
  3 = ___
  1 ∙ __   3 = 30% Use the rule for the
2 5 10
probability of
independent events.
The probability that Alex chooses a yellow shirt and it does not rain is 30%.
B. What is the probability that Alex chooses a yellow shirt and it does not
rain today or that Alex chooses a green shirt and it rains today?
Let G represent “green shirt.” Let R represent “rain.”
The events “Y and N” and “G and R” are mutually exclusive because
no outcomes are in both events.
Step 1 Find P(G and R) Add to find the
1 ∙ __ probability that
P(G and R) = P(G) ∙ P(R) =  __
  2 = ___
  2 = ___
  1 = 10%
4 5 20 10 either event
Step 2 Find P((Y and N) or (G and R)) will occur.
P((Y and N) or (G and R)) = P(Y and N) + P(G and R)

= 30% + 10% = 40%
The probability that Alex chooses a yellow shirt and it does not rain or
that Alex chooses a green shirt and it rains is 40%.
Try It! 4. You spin the spinner two times. Assume

that the probability of Blue each spin is  __13
and the probability of Orange each spin B
  23 . What is the probability of getting the
is __
same color both times? Explain. O

Concept Assess
Summary
CONCEPT SUMMARY Probability Events
Mutually Exclusive Events Independent Events
WORDS A and B are mutually exclusive because D and M are independent because the
no outcome is in both A and B. occurrence of one does not affect the
probability of the other.
ALGEBRA If A and B are mutually exclusive events, If D and M are independent events, then
then P(A or B) = P(A) + P(B). P(D and M) = P(D) ∙ P(M).
If C is the event that A does not occur, If P(D and M) = P(D) ∙ P(M), then D and M
then P(C) = 1 − P(A). are independent events.
EXAMPLES Experiment: spin the spinner. Experiment: spin the spinner and roll a
number cube
6 1
3
5
4 3
2
9 5
Event D: odd number on spinner
Event A: number less than 3
Event M: number greater than 4 on
Event B: number greater than 5
number cube
  2 + __
P(A or B) = P(A) + P(B) = __   1 = __
  1
6 6 2   1 ∙ __
P(D and M) = P(D) ∙ P(M) = __   1 = __
  1
2 3 6

1. ESSENTIAL QUESTION How does 5. A bag contains 40 marbles. Eight are
describing events as independent or mutually green and 2 are blue. You select one
exclusive affect how you find probabilities? marble at random. What is the probability
of each event?
2. Reason Two marbles are chosen, one at
a. The marble is green or blue.
a time, from a bag containing 6 marbles,
4 red marbles and 2 green marbles. Suppose b. The marble is not green and not blue.
the first marble chosen is green. Is the 6. A robot at a carnival booth randomly tosses a
probability that the second marble will dart at a square target with 8 inch sides and a
be red greater if the first marble is returned circle with a 3 inch radius in the middle. To the
to the bag or if it is not returned to the nearest whole percent, what is the probability
bag? Explain. that the dart will land in the circle?
3. Error Analysis The probability that Deshawn For Exercises 7 and 8, assume that you roll a
plays basketball (event B) after school is 20%. standard number cube two times.
The probability that he talks to friends
7. What is the probability of rolling an even
(event T) after school is 45%. He says that
number on the first roll and a number less
P(B or T) is 65%. Explain Deshawn’s error.
than 3 on the second roll?
4. Vocabulary What is the difference 8. What is the probability of rolling an odd
between mutually exclusive events and number on the first roll and a number
independent events? greater than 3 on the second roll?

UNDERSTAND PRACTICE
9. Construct Arguments Let S be a sample space 16. Hana is playing a virtual reality game in which
for an experiment in which every outcome she must toss a disc to land on the largest
is both equally likely and mutually exclusive. triangular section of the board. If the disc is
What can you conclude about the sum of equally likely to land anywhere on the board,
the probabilities for all of the outcomes? what is the probability that she will succeed?
Give an example. Explain. SEE EXAMPLE 1
10. Error Analysis At Lincoln High School, 50 cm

6 students are members of both the Chess
Club and the Math Club. There are 20 students
in the Math Club, 12 students in the Chess Club, 40 cm
and 400 students in the entire school.
Danielle calculated the probability that a
student chosen at random belongs to the Chess
Club or the Math Club. Explain her error.
In a class of 25 students, 8 students have heights
less than 65 inches and 10 students have heights
Event C: Student is in Chess Club of 69 inches or more. For Exercises 17–19, find the
Event M: Student is in Math Club probabilities described. SEE EXAMPLE 1
17. P(less than 65 inches or greater than 69 inches)
P(C or M)= P(C) + P(M)
18. P(greater than or equal to 65 inches)
12 20
= 400
32
= 400
+ 400
= 0.08
✗ 19. P(greater than or equal to 65 inches and less
than or equal to 69 inches)
20. A skydiver is equally likely to land at any point
on a rectangular field. Two overlapping circular
targets of radius 5 meters are marked on
11. Higher Order Thinking Murphy’s math teacher the field. To the nearest percent, what is the
sometimes wears scarves to class. Murphy has probability that the sky diver will land in one or
been documenting the relationship between both of the circles? SEE EXAMPLE 2
his teacher wearing a scarf and when the
class has a math quiz. The probabilities are 30 m
as follows:
• P(wearing a scarf) = 10%
• P(math quiz) = 15% 5m 5m
20 m
• P(wearing a scarf and math quiz) = 5%
Are the events “the teacher is wearing a 30 m2
scarf” and “there will be a quiz” independent
events? Explain.
21. Two marbles are chosen at random, one at a
Reason A card is drawn from a box containing
time from a box that contains 7 marbles, 5 red
5 cards, each showing a different number from
and 2 green. SEE EXAMPLES 3 AND 4
1 to 5. Consider the events “even number,” “odd
number,” “less than 3,” and “greater than 3.” a. Find the probability of drawing 2 red
Determine whether each pair of events marbles when the first marble is replaced
mutually exclusive. before the second marble is chosen.
12. < 3, > 3 13. even, > 3 b. Determine whether the situation described is
14. odd, > 3 15. odd, even independent.

Practice Tutorial
22. Mathematical Connections For a science fair 25. The probability of events A and B both
project, Paige wants to test whether ants occurring is 15%. The probability of event A
prefer certain colors. She releases ants on the or B occurring is 60%. The probability of B
colored surface shown. If the ants are randomly occurring is 50%. What is the probability of A
distributed across the entire surface, what is the occurring?
probability that any given ant will be within
the blue circle, but not within the yellow circle? 26. SAT/ACT A robot spins the spinner shown
Round to the nearest whole percent. twice. Assume that the outcomes 1, 2, 3, and
4 are equally likely for each spin. What is the
probability that the sum of the two outcomes
15 in.
will be 6?
9 in. 1 2
Y
3 in.
4 3
B

W
Ⓐ  ___
1
16
Ⓓ __  14
23. Use Structure A city Ⓑ  __18 Ⓔ __  34
issues 3-digit license
plates for motorized Ⓒ  ___
3
16
scooters. The digits 0–9
are chosen at random 27. Performance Task Paula is packing to visit a
by a computer program. friend in another city for a long weekend. She
What is the probability looks at the weather forecast shown below to
that a license plate find the chance of rain. Assume that whether it
issued meets each set
??? rains on each day is independent of whether it
of criteria? rains on any other day.
a. no digit is repeated
Weather Forecast
b. all 3 digits are the same SAT SUN MON
c. the 3-digit number formed is even

high 70° 63° 65°
d. the first two digits are the same and the
low 59° 49° 48°
third digit is different
10% 50% 20%
Start
24. Model With Mathematics During a football

game, a kicker is called in twice to kick a field
goal from the 30 yard line. Suppose that for
each attempt, the probability that he will make Part A What is the probability that it will not
the field goal is 0.8. rain on any of the three days to the nearest
percent?
a. What is the probability that he will make
both field goals? Part B What is the probability that it will rain
at least one of the three days to the nearest
b. What is the probability that he will make
percent?
neither field goal?
Part C Do you think Paula should pack an
umbrella? Explain.

10-3
Activity Assess
EXPLORE & REASON
At Central High School, 85% of all senior girls attended and 65% of all senior
Conditional
boys attended the Spring Dance. Of all attendees, 20% won a prize.
Probability
A. Assuming that the number of girls is about equal to the number of boys,
estimate the probability that a randomly selected senior won a prize at
PearsonRealize.com the dance. Explain.
B. Construct Arguments If you knew whether the selected student was a
boy or a girl, would your estimate change? Explain.
I CAN… find the probability
of an event given that
another event has occurred.
How are conditional probability and
VOCABULARY ESSENTIAL QUESTION independence related in real-world
• conditional probability experiments?
• dependent events
EXAMPLE 1 Understand Conditional Probability
A student committee is Monday Club Memberships by Grade

being formed to decide how Drama Science Art Total
after-school activities will
Sophomore 3 9 24 36
be funded. The committee
members are selected at Junior 6 18 16 40
random from current club Senior 8 13 18 39
members. The frequency Total 17 40 58 115
table shows the current club
membership data.
What is the probability that a member of the art club selected at random
is a junior?
One Method Use the frequency table to find the probability that the student
chosen is a junior given that the student is a member of the art club.
The probability that an event B will occur given that another event A has
already occurred is called a conditional probability and is written as P(B | A).
COMMON ERROR number of juniors in art club

P(junior | member of the art club) = ______________________________
     
   
Avoid confusing P(A | B) with total number of art club members
P(B | A). In the first case the
  16 = ___
= ___

  8
prior event is B, but in the second 58 29
case the prior event is A. Another
Method Use the formula for conditional probability.
P(B and A)
For any two events A and B, with P(A) ≠ 0, P(B | A) = __________
  .
P(A)
16
____
P(junior and art)
_______________ = ____
P(junior | art) =       8
  115 = ___ Of the 115 Monday club members
P(art)   58
____ 29
115 and 58 art club members, 16 are
juniors and in the art club.
The probability that the student chosen is a junior member from the art
8 .
club is  ___
29
LESSON 10-3 Conditional Probability 491

Activity Assess
EXAMPLE 1 CONTINUED
Try It! 1. a. What is the probability that a member of the drama club is a
sophomore, P(sophomore | drama)?
b. What is the probability that a sophomore is a member of the
drama club, P(drama | sophomore)? Is P(sophomore | drama)
the same as P(drama | sophomore)? Explain.
CONCEPT Conditional Probability and Independent Events
Let A and B be events with P(A) ≠ 0 and P(B) ≠ 0.

If events A and B are independent, If events A and B are independent,
then the conditional probability of B then P(B | A) = P(B) and
given A equals the probability of B P(A | B) = P(A).
and the conditional probability of A
given B equals the probability of A.
If the conditional probability of B If P(B | A) = P(B) and

given A equals the probability of B P(A | B) = P(A), then events A and B
and the conditional probability of A are independent.
given B equals the probability of A,
then events A and B are independent.
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Use the Test for Independence
The table below shows the vehicles in a parking garage one afternoon.
A vehicle in the garage will be selected at random. Let B represent
“the vehicle is black” and V represent “the vehicle is a van.” Are the events
B and V independent or dependent?
STUDY TIP Car Van Pickup Totals

When looking at a table of
probabilities, consider outcomes Red 5 0 2 7
that are impossible or guaranteed
to occur. For example, it is White 0 0 2 2
impossible to select a red van. Black 6 3 4 13
Totals 11 3 8 22
One Method
  13 ≠ 0and P(V and B) = ___
Since P(B) = ___   3 ,
22 22
3
___
P(V and B)
  3
  22 = ___
P(V | B) =  _________= ___
P(B)   13
___ 13
22
Since P(V | B) ≠ P(V), B and V are not independent events, they are
dependent events.

Activity Assess
EXAMPLE 2 CONTINUED
Another Method
  3   ≠ 0and P(B and V) = P(V and B),

Since P(V) = ___
22
P(B and V)
P(B | V) = _________
    A probability of 1, or 100%,
P(V)
indicates an outcome that is
3  
___
22 certain. Given that a van is
=  ___
=1 selected, it must be black.
  3  
___
22
Again, Since P(B | V) ≠ P(B), the events B and V are dependent events.
Try It! 2. Let R represent “selecting a red vehicle” and C represent

“selecting a car.” Are the events R and C independent or
dependent? Explain.
3
EXAMPLE 3 Apply the Conditional Probability Formula
A band’s marketing agent

conducted a survey to determine Concert Survey Results
how many high school fans the Students who plan to attend concert
band has. What is the probability
that a surveyed student plans to • 70% of students plan to attend,
attend the band’s concert and is • 80% of students who plan to attend
a fan of the group? are fans of the band.
Students who do not plan to attend
• 30% of students do not plan to attend,
• 25% are fans of the band.
Use the conditional probability formula to find the combined probability.

P(A and B)
Rewrite P(B | A) = __________
    as P(A and B) = P(A) ∙P(B | A).
P(A)
P (A and B) = P (A) ∙P (B | A)

Event A is “attend.”
Event B is “fan.”
P (attend and fan) = P (attend) ∙P (fan | attend)
= 0.7 ∙ 0.8
Substitute 0.7 for P (attend)
and 0.8 for P (fan | attend).
LOOK FOR RELATIONSHIPS = 0.56, or 56%

Why might P(fan | attend) not The probability that a surveyed student plans to attend the concert and is a
equal P (attend | fan) in this fan of the group is 0.56, or 56%.
situation?
Try It! 3. What is the probability that a surveyed student plans to attend
but is not a fan of the group?

Activity Assess
APPLICATION EXAMPLE 4 Use Conditional Probability to Make a Decision
A marketer is looking at mobile phone statistics to help plan an online

advertising campaign. She wants to find which product is most likely to be
purchased after a related search.
Mobile Phone Search and

Buying Behavior
Search & Buy
Product Search(S) (S and B)
W 46% 16%
X 32% 14%
Y 35% 12%
Z 40% 15%
Find the probability a mobile phone customer buys, given that they
P(S and B)
performed a related search. Use the formula P(B | S) = ________
   .
P(S)
Product P(B ∣ S)
Product W has the highest
P(S and B) of 16% but not the 0.16
W 0.46
≈ 0.348 or about 34.8%
highest P(B | S). Can you explain
0.14
why? X 0.32
= 0.4375 or 43.75%
0.12
Y 0.35
≈ 0.343 or 34.3%
0.15
Z 0.40
= 0.375 or 37.5%
Product X has the highest probability of being purchased given that a

related search was performed. So product X is probably a good choice
for the online advertising campaign.
Try It! 4. The marketer also has data from desktop computers. Which
product is most likely to be purchased after a related search?
Computer Search and Buying Behavior

(% of computer-based site visitors)
Product Search Search & Buy
J 35% 10%
K 28% 9%
L 26% 8%
M 24% 5%

Concept Assess
Summary
CONCEPT SUMMARY Conditional Probability
Conditional Probability Formula Conditional Probability and Independent Events
WORDS The probability that an event B Events A and B are independent

will occur given that another events if and only if the conditional
event A has already occurred is probability of A given B is the same
called a conditional probability. as the probability of A, and the
conditional probability of B given A
is the same as the probability of B.
ALGEBRA For any two events A and B, For any events A and B with P(A) ≠ 0
with P(A) ≠ 0, and P(B) ≠ 0, A and B are independent
P(A and B) if and only if P(B | A) = P(B) and
P(B | A) = __________
 
P(A) P(A | B) = P(A).

1. ESSENTIAL QUESTION How are   34 , P(B) = __
7. Let P(A) = __   23 , and P(A and B) = __
  16 .
conditional probability and independence Find each probability.
related in real-world experiments?
a. What is P(B | A)?
2. Vocabulary How is the sample space for b. What is P(A | B)?
P(B | A) different from the sample space
for P(B)? 8. Students randomly generate two digits from
0 to 9 to create a number between 0 and 99.
3. Vocabulary Why does the definition of Are the events “first digit 5” and “second
P(B | A) have the condition that P(A) ≠ 0? digit 6” independent or dependent in each
case? What is P(56) in each experiment?
4. Use Structure Why is P(A) ∙ P(B | A) =
P(B) ∙ P(A | B)? a. The digits may not be repeated.
5. Error Analysis Taylor knows that b. The digits may be repeated.

P(red) = 0.8, P(blue) = 0.2, and P(red and
9. Suppose that you select one card at random
blue) = 0.05. Explain Taylor’s error.
from the set of 6 cards below.
P(blue|red) = 0.05
0.2
W2 B3 W4 B3 B2 W3
= 0.25
✗ Let B represent the event “select a blue
card” and T represent the event “select a
6. Reason At a sports camp, a coach wants to card with a 3.” Are B and T independent
find the probability that a soccer player is a events? Explain your reasoning.
local camper. Because 40% of the students
in the camp are local, the coach reasons
that the probability is 0.4. Is his conclusion
justified? Explain.

UNDERSTAND PRACTICE
10. Mathematical Connections How can the For Exercises 14–18, use the data in the table to
formula P(A and B) = P(A) ∙ P(B | A) be find the probability of each event. SEE EXAMPLE 1
simplified to find the probability of A and B
Technology Class Enrollment by Year
when the events are independent? Explain.
Sophomore Junior
11. Error Analysis From a bag containing 3 red Robotics 16 24
marbles and 7 blue marbles, 2 marbles are
Game Design 18 22
selected without replacement. Esteban
calculated the probability that two red marbles
14. P(Junior | Robotics)
are selected. Explain Esteban’s error.
15. P(Robotics | Junior)
P(red) = 0.3 16. P(Game Design | Sophomore)
P(red and red) = P(red) • P(red)
= 0.3 • 0.3 17. P(Sophomore | Game Design)
= 0.09 ✗ 18. Are year and technology class enrollment
dependent or independent events? Explain.
SEE EXAMPLE 2
12. Generalize Kiyo is creating a table using
mosaic tiles chosen and placed randomly. 19. At a high school, 40% of the students play
She is picking tiles without looking. How an instrument. Of those students, 20% are
does P(yellow second | blue first) compare to freshmen. Of the students who do not play
P(yellow second | yellow first) if the tiles are an instrument, 30% are freshmen. What is the
selected without replacement? If the tiles are probability that a student selected at random
selected and returned to the pile because Kiyo is a freshman who plays an instrument?
SEE EXAMPLE 3
wants a different color?
In a study of an experimental medication, patients
G were randomly assigned to take either the
R B
B Y medication or a placebo.
Y B
G G Effectiveness of New Medication
As Compared to a Placebo
B B G
B Medication Placebo
Y R
Health Improved 53 47
Health Did Not Improve 65 35
13. Use Structure At a fundraiser, a participant is
asked to guess what is inside an unlabeled can 20. What
is the probability that a patient taking
for a possible prize. If there are two crates of the medication showed improvement? Round
cans to choose from, each having a mixture of to the nearest whole percent. SEE EXAMPLE 1
vegetables and soup, what is the probability that
the first participant will select a vegetable can 21. Are taking the medication and having
from the left crate given each situation? improved health independent or dependent
events? SEE EXAMPLE 2
a. The left crate has 2 cans of vegetables and
8 cans of soup, and the right crate has 7 cans 22. Based on the data in the table, would you
of vegetables and 3 cans of soup. recommend that the medication be made
available to doctors? Explain. SEE EXAMPLE 4
b. The left crate has 8 cans of vegetables and
2 cans of soup, and the right crate has 5 cans
of vegetables and 5 cans of soup.

Practice Tutorial
23. Reason In a recreation center with 27. Which of the following pairs of events are
1,500 members, 200 are high school students. independent? Select all that apply.
Of the members, 300 regularly swim.
The 45 students of the high school swim team Ⓐ A student selected at random has a
are all members and practice at the pool every backpack. A student selected at random has
week. What is the probability that a high brown hair.
school member selected at random is on the Ⓑ Events A and B, where P(B | A) = __  13 , P(A) = __  35
swim team? and P(B) =  __59
24. Use Structure At the school fair, 5% of students Ⓒ A student selected at random is a junior.
will win a prize. A winner has an equally likely A student selected at random is a freshman.
chance to win each prize type shown. What is Ⓓ Events A and B, where P(A) = 0.30,
the probability that a student at the fair will P(B) = 0.25and P(A and B) = 0.075
win a comic book? Explain.
Ⓔ Events A and B, where P(A) = 0.40, P(B) = 0.3
and P(A and B) = 0.012
28. SAT/ACT The table shows student participation

in the newspaper and yearbook by year. A
student on the newspaper staff is selected
at random to attend a symposium. What is
the probability that the selected student is a
25. Make Sense and Persevere A box contains senior?
50 batteries, of which 10 are dead and 5 are Journalism Club Members
weak. Suppose you select batteries at random
Junior Senior
from the box and set them aside for recycling if
they are dead or weak. If the first battery you Newspaper 16 9
select is dead and the second one is weak, what Yearbook 8 17
is the probability that the next battery you
select will be weak? Ⓐ  ___
9   Ⓓ __
  9  
50 17
26. Higher Order Thinking An inspector at a
Ⓑ  __
9   Ⓔ __
26
  9  
16
factory has determined that 1% of the flash
drives produced by the plant are defective. If Ⓒ ___
  9  
assembly line A produces 20% of all the flash 25
drives, what is the probability that a defective 29. Performance Task In a survey of 50 male and 50
flash drive chosen at random is from the female high school students, 60 students said
corresponding conveyor belt A? Explain. they exercise daily. Of those students, 32 were
female.
Part A Use the data to make a two-way

frequency table.
Part B What is the probability that a surveyed

student who exercises daily is female? What is
the probability that a surveyed student who
exercises regularly is male?
Conveyor Belt A
Defective Rate: 1.5% Part C Based on the survey, what can you
conclude about the relationship between
exercise and gender? Explain.

10-4
Activity Assess
EXPLORE & REASON
Holly, Tia, Kenji, and Nate are eligible to be officers of the Honor Society.
Permutations and
Two of the four students will be chosen at random as president and
Combinations vice-president. The table summarizes the possible outcomes.
Honor Society Officers
PearsonRealize.com Vice-President
Holly Tia Kenji Nate
I CAN… use permutations Holly – HT HK HN
President
and combinations to find Tia TH – TK TN
the number of outcomes in a
Kenji KH KT – KN
probability experiment.
Nate NH NT NK –
VOCABULARY
• combination A. Holly wants to be an officer with her best friend Tia. How many
• factorial outcomes make up this event?
• Fundamental Counting B. How many outcomes show Holly as president and Tia as vice-president?
Principle
• permutation C. Generalize How many outcomes have only one of them as an officer?
Explain.
ESSENTIAL QUESTION How are permutations and combinations useful when finding probabilities?
EXAMPLE 1 Use the Fundamental Counting Principle
Manuel wants to advertise

the number of one- MANUEL’S PIZZERIA
topping pizzas he offers to Choose a Size:
his customers. How many large, medium
different one-topping Choose a Crust:
deep dish or thin
pizzas are available at
Choose One Topping:
Manuel’s Pizzeria? sausage, pepperoni, cheese
Make a tree diagram to
find the number of pizzas.
COMMON ERROR
When you compare a tree
diagram to the Fundamental L M sizes
Counting Principle, remember to
count the total number of paths
D T D T crusts
from the beginning to the end of Each path represents
the tree diagram, not the number toppings a pizza. There are
of branches in each section. S P C S P C S P C S P C 12 different pizzas.
sizes × crusts × toppings = number of pizzas

2 × 2 × 3 = 12
This example illustrates the Fundamental Counting Principle. If there are m ways
to make the first selection and n ways to make the second selection, then
there are m × nways to make the two selections. If a third selection, p,
is added, then there are m × n × pto make all three selections, and so on.
LESSON 10-4 Permutations and Combinations 499

Activity Assess
EXAMPLE 1 CONTINUED
Try It! 1. The car that Ms. Garcia is buying comes with a choice of
3 trim lines (standard, sport, or luxury), 2 types of transmission
(automatic or manual), and 8 colors. How many different option
packages does Ms. Garcia have to choose from? Explain.
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Find the Number of Permutations
A. Gabriela is making a playlist with her 3 favorite songs.

How many possible orders are there for the songs?
Method 1 Use an organized list.
ABC ACB
Let A, B, and C represent the 3 songs. BAC BCA
There are 6 different possible orders for the songs. CAB CBA
Method 2 Use the Fundamental Counting Principle.
There are 3 choices for the first song, 2 choices for

3 ∙ 2 ∙ 1
the second song, and 1 choice for the third song.
The factorial of a positive integer n is the product of all positive

integers less than or equal to n. It is written n! and is read as n factorial.
By definition, 0! equals 1.
n! = n ∙ (n − 1) ∙ (n − 2) ∙ ... ∙ 2 ∙ 1
The number of different possible orders for the songs is 3!
3! = 3 ∙ 2 ∙ 1 = 6
There are 6 different possible orders for the 3 songs.
B. Gabriela wants to make another playlist using 5 of the 8 songs from her
favorite artist’s latest album. How many playlists are possible?
Method 1 Use the Fundamental Counting Principle.
There are 8 choices for the first song, 7 choices for the second song,
and so on.
8 ∙ 7 ∙ 6 ∙ 5 ∙ 4 = 6,720
There are 6,720 possible playlists with 5 of the 8 songs.
Method 2 Use factorials.
To count the number of ways to order 5 songs from A, B, C, D, E, F, G,
and H, consider the list ABCDE. The diagram shows all the possible ways
that sequence appears among the 8! ways to list all songs.
For any sequence of 5 songs, there are
ABCDEFGH ABCDEFHG
(8 − 5)! = 3! ways that sequence appears as the
ABCDEGFH ABCDEGHF
first 5 songs when listing all 8! lists. So divide
8! by 3! to find the number of 5-song playlists. ABCDEHFG ABCDEHGF
How is the Fundamental Counting 8 ∙ 7 ∙ 6   
∙ 5 ∙ 4 ∙ 3 ∙ 2 ∙ 1 = 6,720
  8! = ____________________
__    
Principle related to the number of 3! 3∙2∙1
permutations?
There are 6,720 possible playlists with 5 of the 8 songs.

Activity Assess
EXAMPLE 2 CONTINUED
Try It! 2. How many possible playlists are there for each situation?
a. Gabriela’s 4 favorite songs b. 5 of the 10 most popular songs
CONCEPT Permutations
A permutation is an arrangement of some or all objects of a set in a

specific order.
The number of permutations of n items arranged r items at a time is
  n! for 0 ≤ r ≤ n.
  nP  r = _______
(n − r)!
CONCEPTUAL
UNDERSTANDING EXAMPLE 3 Find the Number of Combinations
Marisol is planning to be a counselor

at summer camp. She can choose SUMMER CAMP ACTIVITIES
3 activities for her session. How many (Choose 3)
different combinations of 3 activities
Archery Arts and Crafts Canoeing
are possible?
Climbing Cooking Fishing
Use the formula to write an expression Horseback Riding Volleyball
for the number of permutations of 10 Painting Sailing
choices taken 3 at a time.
10   10!  
  P  3 = _______ = 720
(10 − 3)!
owever, in this situation, the order of the 3 chosen activities does not
H
matter, so you must adjust the formula.
A combination is a set of objects with no specific order.
3! Permutations 1 Combination
ABC ACB
BAC BCA ABC
CAB CBA

A group of 3 items can be arranged in 3! ways, so you must divide the the
number of permutations,  10P  3, by the number of arrangements of the
chosen items, 3!.
  P  10!
USE APPROPRIATE TOOLS   C  3 = ____
10   10 3 = __________
      C  3 denotes the
The notation   nC  r 3! 3!(10 − 3)! 10
Most scientific and graphing number of combinations
indicates the number of 720
calculators can calculate =  ____ of 10 items taken 3
combinations of n items 6
permutations (  nP  r) and at a time.
chosen r items at a time. = 120
combinations (  nC  r).
There are 120 different combinations of activities that Marisol can choose.
Try It! 3. How many ways can a camper choose 5 activities from the
10 available activities at the summer camp?

Activity Assess
CONCEPT Combinations
A combination is a set of objects with no specific order.

The number of combinations of n items chosen r at a time is
  n!  for 0 ≤ r ≤ n.
  nC  r = _______
r!(n − r)!
APPLICATION EXAMPLE 4 Use Permutations and Combinations to

Find Probabilities
A teacher chooses 5 students Alicia
at random from the names Mohamed Monisha
Joshua
shown to work together Carla Ella
on a group project. What Olivia
Leo
is the probability that the Jacinta Simon
Juan
5 students’ names begin with Adam
a consonant? Mart a Felix
Renaldo
Formulate Determine if the problem Arthur
Terrence LaTanya
is about permutations or
combinations.
Since the order in which the students are chosen does not matter, use
combinations to find the numbers of possible outcomes and desirable
outcomes to calculate the probability.
Compute Step 1 Find the total number of possible outcomes.

  18!
  18C  5 = __________ = 8,568
5!(18 − 5)!
There are 8,568 ways the teacher could choose 5 students.
Step 2 Find the number of possible outcomes in which all the names begin
with a consonant and none of the names begin with a vowel.
  13!
  13C  5 = __________  = 1,287   5!
  5C  0 = __________  = 1
5!(13 − 5)! 0!(5 − 0)!
Choose 5 out of 13 names. Choose 0 out of 5 names.
Use the Fundamental Counting Principle. Multiply the number of

possible outcomes for the two subsets to find the total number of
outcomes.
  13C  5 ∙  5C  0 = 1,287 ∙ 1 = 1,287
There are 1,287 outcomes with all the names beginning with consonants.
Step 3 Find the probability.

number of outcomes with all consonants
___________________________________
P(all consonants) =      
    
total number of possible outcomes
1,287
=  _____  ≈ 0.15
8,568
Interpret The probability that all 5 names begin with a consonant is about 0.15, or 15%.
Try It! 4. Using the data from Example 4, what is the probability that the
5 students’ names end with a vowel?

Concept Assess
Summary
CONCEPT SUMMARY Permutations and Combinations
Permutation Combination
WORDS An arrangement of items in which An arrangement of items in which the

the order of the items is important order of the items is not important
  nP  r represents the number of   nC  r represents the number of combinations
permutations of n items arranged of n items chosen r at a time.
r at a time.
ALGEBRA   n!  for 0 ≤ r ≤ n
  nP  r = _______   n!  for 0 ≤ r ≤ n
  nC  r = _______
(n − r)! r!(n − r)!
NUMBERS The number of permutations of The number of combinations of 6 items taken

6 items taken 3 at a time is 3 at a time is
  6P  3 = __   6 ∙ 5   
  6! =    ∙ 4 ∙ 3 ∙ 2 ∙ 1 = 120
_______________   6C  3 = ___ 6 ∙ 5 ∙ 4 ∙ 3 ∙ 2 ∙ 1 = 20
  6!   = ________________
    
  
3! 3∙2∙1 3!3! (3 ∙ 2 ∙ 1)(3 ∙ 2 ∙ 1)

1. ESSENTIAL QUESTION How are Do the possible arrangements represent
permutations and combinations useful permutations or combinations?
when finding probabilities? 7. Jennifer will invite 3 of her 10 friends to
a concert.
2. Use Structure How is the formula for a
combination related to the formula for a 8. Jennifer must decide how she and her
permutation? 3 friends will sit at the concert.
3. Vocabulary Why is it important to Find the number of permutations.

distinguish between a permutation and a 9. How many ways can 12 runners in a race
combination when counting items? finish first, second, and third?
4. Look for Relationships How is   9C  2 related Find the number of combinations.
to   9C  7? Explain. How can you generalize this
10. In how many ways can 11 contestants for an
observation for any values of n and r?
award be narrowed down to 3 finalists?
5. Error Analysis Explain Beth’s error. 11. How many different teams of 4 people can
be chosen from a group of 8 people?
3P3 3! 3! 1 Students will be chosen at random for school

= = 5!2! = 40
5 P3 5!
spirit awards. There are 6 athletes and
(5 – 3)!
✗ 8 non-athletes who are eligible for 2 possible
prizes. What is each probability?
12. P(both prizes are awarded to athletes)
6. Construct Arguments A company wants to 13. P(both prizes are awarded to non-athletes)
form a committee of 4 people from its
14. P(no prize is awarded to an athlete)
12 employees. How can you use a
combination to find the probability that 15. P(no prize is awarded to a non-athlete)
the 4 people newest to the company will
be selected? 16. Explain how Exercises 12 and 13 are similar
to Exercises 14 and 15.

UNDERSTAND PRACTICE
17. Use Structure Dwayne bought a new bike lock, For Exercises 22–27, state if the possible
and the lock came with instructions to choose 3 arrangements represent permutations or
out of 30 numbers on a circular dial to keep his combinations, then state the number of possible
bike secure. The numbers cannot be repeated. arrangements. SEE EXAMPLES 1, 2, AND 3
How many possible arrangements can Dwayne 22. A student chooses at random 4 books from a
choose for his lock? Do the arrangements reading list of 11 books.
represent permutations or combinations?
Explain. 23. At the end of a season, 10 soccer teams are
ranked by the state.
18. Construct Arguments Sage volunteers to read
and play with sick children in a hospital. She 24. A committee of 5 people is being selected from
selects some erasers at random from a bag a group of 9 to choose the food for a sport’s
to use as prizes. There are 8 alien erasers and banquet.
10 flying saucer erasers.
25. Hugo displays his 8 model planes in a single row.
a. How many groups of 6 erasers can be formed
from the 18 erasers? Explain. 26. A class president, secretary, and treasurer are
chosen from 12 students running for office.
b. In how many ways can 3 aliens be selected?
Explain. 27. A food truck has a lunch special on tacos.
Customers choose a shell, three toppings,
c. In how many ways can 3 aliens and 3 flying
and two sides for one price.
saucers be selected? Explain.
d. What is the probability that 3 aliens and Menu
3 flying saucers will be selected? Explain. Shell : Hard, Soft, Wheat
Toppings: Ground Beef, Chicken,
19. Error Analysis There are 6 tiles numbered Steak, Cheese, Lettuce,
1 to 6 in a box. Two tiles are selected at random Tomato, Sour Cream
without replacement to form a 2-digit number. Sides: Fountain Drink, Rice,
Jeffrey found the probability that the number Beans, Fruit
selected is 16. Explain his error.
28. There are 4 comedians and 5 musicians

The number of ways to select 1 performing in a variety show. The order in
and 6 is given by 6C2 = 15 which the performers are chosen is random.
✗
1 1 SEE EXAMPLE 4
P(16) = C = 15
6 2
a. What is the probability that the first
3 performers are comedians?
20. Mathematical Connections How many lines b. What is the probability that the first two
are determined by the points, P, Q, R, and S? performers are a comedian followed by a
Explain. musician?
S 29. A jewelry maker chooses three beads at

Q
P random from a bag with 10 beads labeled A, B,
R
C, D, E, F, G, H, I, and J. SEE EXAMPLES 2, 3, AND 4
21. Higher Order Thinking There are 11! different
a. How can you use permutations or
ways for a group of people to sit around a
combinations to find P(selected beads spell
circular table. How many people are in the
the initials DEB)? What is the probability?
group? Explain.
b. How can you use permutations or
combinations to find P(selected beads are
all vowels)? What is the probability?

Practice Tutorial
30. Make Sense and Persevere Amaya’s wallet 34. Consider an arrangement of 8 items taken 3 at
contains three $1 bills, two $5 bills, and three a time in which order is not important. Does
$10 bills. If she pulls 2 bills without looking, each expression give the correct number of
what is the probability that she draws a $1-bill arrangements? Select Yes or No.
and a $10-bill? Explain.
Yes No
31. Model with Mathematics Raul’s favorite
restaurant is running a prize game. Five of each 8P3 ❑ ❑
of the winning tickets shown are available, and
8C 3 ❑ ❑
a customer must collect three winning tickets
to receive the prize. What is the probability 8P 3
❑ ❑
3!
Raul will receive the prize for the baseball cap
with his first 3 tickets? 8! • 3! ❑ ❑
WIN A... 8!
WIN A... 3! ❑ ❑
8!
5! ❑ ❑
8!
3!5!
❑ ❑
.
WIN A..
WIN A...
8•7 ❑ ❑

35. SAT/ACT Fifteen students enter a Safety Week

poster contest in which prizes will be awarded
for first through fourth place. In how many
32. Look for Relationships Smart Phones, Inc.
ways could the prizes be given out?
chooses a 5-digit security code at random from
the digits 0–9. Ⓐ4
a. Suppose the digits cannot be repeated. Ⓑ 60
What is the probability that the security code Ⓒ 1,365
is 30429? Explain. Ⓓ 32,760
b. Suppose the digits can be repeated. What Ⓔ 50,625
is the probability that the security code is
36. Performance Task Use the word shown on the
30429? Explain.
tiles below to find each probability.
33. Make Sense and Persevere Edwin randomly
plays 6 different songs from his playlist. S U R F B O A R D
72% 3:45
Edwin’s Playlist Total Songs: 20 Part A Two tiles are chosen at random without
Edwin’s Playlist replacement. Use conditional probability
Total Songs: 20 to find the probability that both letters
4:39 are vowels. Then find the probability using
saxdcasdfg
permutations or combinations. Explain.

Track - 01
M
Track - 02 Part B Four of the tiles are chosen at random

and placed in the order in which they are
a. What is the probability that Edwin hears his drawn. Use conditional probability to find the
6 favorite songs? probability the tiles spell the word SURF. Then
find the probability using permutations or
b. What is the probability that he hears the
combinations. Explain.
songs in order from his most favorite to his
sixth most favorite?

10-5
Activity Assess
MODEL & DISCUSS
Mr. and Mrs. Mason have three children. Assume that the probability of
Probability
having a baby girl is 0.5 and the probability of having a baby boy is also 0.5.
Distributions
Model A Model B
0.5 G 3 girls
PearsonRealize.com
0.5 G 0.5
3 girls B 2 girls
0.25 G 0.5 0.5 G
I CAN… define probability 2 girls
distributions to represent 0.5 B 0.5
experiments and solve 0.25 2 girls
B 1 girl
problems. 0.5 G
0.25 2 girls
1 girl 0.5 0.5 G
VOCABULARY 0.25 0.5
• binomial experiment B 1 girl
0 girls B 0.5 0.5 G
• binomial probability 1 girl
• probability distribution B 0.5
• uniform probability B 0 girls
distribution
A. Reason Which model represents the situation correctly, Model A or
Model B? Explain.
B. What is the probability that Mr. and Mrs. Mason have 3 girls?
C. Compare the probability that the Masons’ first child was a boy and
they then had two girls to the probability that their first two children
were girls and they then had a boy. Does the order affect the
probabilities? Explain.
ESSENTIAL QUESTION What does a probability distribution tell you about an experiment?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Develop a Theoretical Probability Distribution
A. Teo and Henry are running for President of the Student Council. You
will select a campaign button at random from the box containing 3 Teo
COMMUNICATE PRECISELY buttons and 3 Henry buttons. You will record the number of Teo buttons
The sample space {0, 1} represents that you get. What is the theoretical probability distribution for the
how many Teo buttons you can sample space {0, 1}?
select in one trial.
A probability distribution for an experiment is a function that assigns
a probability to each outcome of a sample space for the experiment.
Since you are selecting a button at random, you are equally likely to
get 0 buttons or 1 button for Teo.
The theoretical probability distribution A theoretical probability is
based upon assumptions rather
for this experiment is the function P,
than on experimentation.
defined on the set {0, 1}, such that
  12 and P(1) = __
P(0) = __   12 .

Activity Assess
EXAMPLE 1 CONTINUED
B. Now you plan to select a button at random, put it back in the box, and
then select another button at random. You will record the total number
of times that you get a Teo button in the experiment. Define the
theoretical probability distribution for the sample space {0, 1, 2}. How
does this probability distribution differ from the distribution in Part A?
Make a tree diagram for the experiment.

1
2 T P(TT) = 14 Multiply probabilities
1
along each path.
T
1 2
2 H P(TH) = 14
1 1
2 2 T P(HT) = 14
H 1
2
H P(HH) = 14
Add the probabilities of TH and HT to find the probability of getting

one Teo button.
STUDY TIP
One way to check your work is   1 + __
P(1) = __   1 = __
  1
4 4 2
to check that the sum of The theoretical probability distribution is the function P, defined on
the probabilities of all the   14 , P(1) = __
the set {0, 1, 2}, such that P(0) = __   12 , and P(2) = __
  14 .
outcomes is 1.
Compare this probability distribution to the one in Part A.
A uniform probability distribution assigns the same probability to
each outcome.
Comparing Probability Distributions

1 1
Select one button P(0) = 2 , P(1) = 2 . uniform
1 1 1
Select two buttons P(0) = 4 , P(1) = 2, P(2) = 4 not uniform
The probability distribution in Part A is a uniform probability

distribution. The probability distribution in this part is not.
Try It! 1. You select two marbles

at random from the
bowl. For each situation,
define the theoretical G
R
probability distribution G G R
for selecting a number
of red marbles on the
sample space {0, 1, 2}. Is it a uniform probability distribution?
a. You select one marble and put it back in the bowl. Then you
select a second marble.
b. You select one marble and do not put it back in the bowl.
Then you select a second marble.
LESSON 10-5 Probability Distributions 507

Activity Assess
APPLICATION EXAMPLE 2 Develop an Experimental Probability Distribution

A cell phone company surveyed 500 households about the number of
smartphones they have that are in use.
Number of Smartphones per Household

Number 0 1 2 3 4 5 6 or
more
Frequency 10 66 120 144 79 37 44
Would you recommend that the company concentrate on selling data plans
for individuals or plans for families with three or more smartphones? Explain.
Step 1 Define an experimental probability distribution on the sample space
{0, 1, 2, 3, 4, 5, 6 or more}.
First divide each frequency by 500 to find each relative frequency.
For convenience, round each relative frequency to the nearest
whole percent.
Number of Smartphones per Household

Number 0 1 2 3 4 5 6 or
more
Frequency 10 66 120 144 79 37 44
Relative 2% 13% 24% 29% 16% 7% 9%
Frequency
Each relative frequency represents

An experimental probability
the experimental probability that a
is based upon collecting
household selected at random from
real-world data and finding
the 500 households has a given
relative frequencies.
number of smartphones.
An experimental probability distribution for the experiment is the
function P such that if n is an outcome of the sample space, then
P(n) is the probability of that outcome. For example, P(0) = 2%.
Step 2 Graph the probability distribution.
Smartphones per Household
35%
30%
25%
Probability
COMMON ERROR 20%

When graphing a probability 15%
distribution, the heights of the
bars represent the probabilities 10%
of each outcome, not their 5%
frequencies.
0%
6 or
99
99
99
99
99
more
9
0.
1.
2.
3.
4.
5.
1–
2–
3–
5–
0–
4–
Number of Smartphones
Step 3 Interpret the results.

The probability that a household has 3 or more cell phones is 61%.
Therefore, the company should probably focus on family plans rather
than individual plans.

Activity Assess
EXAMPLE 2 CONTINUED
Try It! 2. Suppose that you selected a Ages of Students in Drama Club
student at random from the
Age 14 15 16 17 18
Drama Club and recorded
the student’s age. Number 4 7 10 7 9
a. Define an experimental probability distribution on the

sample space {14, 15, 16, 17, 18}.
b. Graph the probability distribution you defined.
CONCEPT Binomial Experiments
A binomial experiment is an experiment that consists of a fixed number of

trials, with the following features.
• Each trial has two possible outcomes, one of which is denoted as “success.”
• The results of the trials are independent events.
• The probability of “success” is the same for every trial.
EXAMPLE 3 Binomial Experiments
Is the experiment a binomial experiment?

A. This spinner is spun 3 times. Assume D 3 GO FO
WAR RWAR
D2
ACK
SP
S
that the spinner is equally likely to O B
P
G
AC
A
stop in any of the sections. Success
LOS
E
ES
is landing on a section marked
S
N
T
EA
AG
U
SPIAI
“Go Forward 2 Spaces.”
R
N
N
Compare the experiment to the RN

N
SPI
AI
TU
AG
requirements for a binomial
EA
N
ES
E
LOS
experiment.
C
AC
A
GO F
P
• There are two possible outcomes
ORW
S
SP
D3
CKWAR ARD
GO BA 2
for each trial, landing on a
section labeled “Go Forward 2
Spaces” (success) and not landing on one of those sections.
• The outcome of one spin does not affect the probability of success
on any other spin.
• The probability of success is 0.25 for every trial.
The experiment is a binomial experiment.
B. There are 7 students in a class of 23 students taking French. You are
going to choose a student at random and then a second student at
GENERALIZE random. Success is choosing a student who is taking French.
Would the experiment be a
binomial experiment if there were  7 .
The probability that the first student is taking French is ___
23
25 students in the class? Some If the first student is taking French, the probability that the second student
other number? 6
is taking French is  __ . If the first student is not, the probability is __ 7
 22 .
22
Because the probabilities for each trial are different, the experiment is
not a binomial experiment.

Activity Assess
EXAMPLE 3 CONTINUED
Try It! 3. Is the experiment a binomial experiment? If so, find the

probability of success. Explain.
a. You select one card at random from a set of 7 cards,
4 labeled A and 3 labeled B. Then you select another card
at random from the cards that remain. Success is getting a
card labeled A each time.
b. You roll a standard number cube 4 times. Assume that each
time you roll the number cube, each number is equally likely
to come up. For each trial, success is getting an even number.
CONCEPT Binomial Probability Formula
For a binomial experiment consisting of n trials with the probability of

success p for each trial, the probability of r successes out of the n trials is
given by the following formula:
P(r) =  nC  r ∙ p  r(1 − p) n−r
The probability of having a given number of successes in a binomial
experiment is called a binomial probability.
EXAMPLE 4 Probabilities in a Binomial Experiment

A grocery store gives away scratch-off cards with a purchase of
more than $100.
Terrell has 5 scratch-off cards. What is the probability that he has exactly
3 winning cards if each card has a 30% chance of being a winner?
Step 1 Determine whether the situation is a binomial experiment.
• Terrell’s 5 cards represent 5 trials.
• Each card is either a winning card (success) or not.
• Whether one card is a winning card does not affect the
probability that another card is a winning card.
• The probability of success, 0.3, is the same for every trial.
So this is a binomial experiment.
REASON
Step 2 Find the probability of 3 successes.
In the formula for binomial
probability, what probability does The formula P(r) =  nC  r ∙ p  r(1 − p) n−r gives the probability of r
the term 1 − p represent? successes out of n trials. Use n = 5, r = 3, and p = 0.3.
  5!
  5C  3 = ________ P(3) =   5C  3 ∙ (0.3) 3(1 − 0.3) 5−3
3!(5 − 3)!
5∙4
=  ____ = 10(0.3) 3(0.7) 2
2∙1
= 10 = 10(0.027)(0.49)
= 0.1323
The probability of having exactly 3 winning cards is about 13%.
Try It! 4. To the nearest tenth of a percent, what is the probability that
Terrell has more than 3 winning cards? Explain.

Concept Assess
Summary
CONCEPT SUMMARY Probability Distributions
TYPES OF DISTRIBUTIONS BINOMIAL EXPERIMENT

A probability distribution for an experiment A binomial experiment is an experiment that
is a function that assigns a probability to each consists of a fixed number of trials, in which:
outcome of a sample space for the experiment.
• each trial has two possible outcomes,
Uniform Not Uniform
0.4 0.4 one of which is denoted as “success”;
A uniform probability
• the results of the trials are independent
Probability
Probability
distribution assigns
0.2 the
0.2same probability events; and
to each outcome. • the probability of “success” is the same
0 0 for every trial.
9
99
99
99
99
99
99
9
9
If the probability of success is p for each trial,
1.
2.
3.
4.
1.
2.
3.
4.
1–
1–
2–
2–
3–
3–
4–
4–
then the probability of r successes out of n
Not Uniform
0.4 trials is P(r) =  nC  r ∙ p  r(1 − p) n−r.
Probability
0.2
0
99
99
99
99
9
4.
1.
2.
3.
4.
1–
2–
3–
4–
4–

1. ESSENTIAL QUESTION What does a Graph the probability distribution P.
probability distribution tell you about an 4. Theoretical probability of selecting a
experiment? student at random from a group of
3 students Jack, Alani, and Seth
2. Vocabulary What is the difference between
a binomial experiment and one that is not 5. Experimental probability of flipping a fair
binomial? coin 3 times and counting the number
3. Error Analysis A regular tetrahedron has of heads. The sample space is the set of
four triangular sides, with one of the letters numbers 0, 1, 2, 3. P(0) = 0.125, P(1) = 0.375,
A, B, C, and D on each side. Assume that if P(2) = 0.375, P(3) = 0.125
you roll the tetrahedron, each of the letters
is equally likely to end up on the bottom. A bag contains 5 balls: 3 green, 1 red, and
{A, B, C, D} is a sample space for the 1 yellow. You select a ball at random 4 times,
experiment. Rochelle was asked to find the replacing the ball after each selection. Calculate
theoretical probability distribution for the the theoretical probability of each event to the
experiment. Explain and correct the error. nearest whole percent.
6. getting a green ball exactly 3 times
7. getting a green ball exactly 4 times

P(A) = 0.3
P(B) = 0.3 8. getting a green ball at least 3 times
P(C) = 0.3
P(D) = 0.3 ✗ 9. getting a yellow ball twice
10. getting only red and green balls


UNDERSTAND PRACTICE
11. Communicate Precisely Explain what it means A card is chosen at random from the box
for a coin to be a fair coin. containing 10 cards: 3 yellow, 4 red, 2 green,
and 1 blue. SEE EXAMPLES 1 AND 2
12. Reason You spin the spinner shown.
16. Define a probability distribution for this
experiment on the sample space {Y, R, G, B}.
4 6 17. Graph the probability distribution.
90° 90°
180°
In a certain game, the player can score 0, 1, 2, 3,
5
or 4 points during their turn. The table shows
the number of times Kennedy scored each number
of points the last time she played the game.
Describe a theoretical probability distribution
SEE EXAMPLE 2
for the experiment.
13. Communicate Precisely Five students in a Score 0 1 2 3 4

class of 27 students ate hamburgers for lunch. Frequency 3 7 9 6 5
Suppose the teacher selects a student in the
class at random and then selects another 18. Define an experimental probability distribution
student at random. Success for each selection based on Kennedy’s scores.
is selecting a student who ate a hamburger.
Is this a binomial experiment? Explain. 19. Graph the probability distribution you defined
in Exercise 18.
14. Error Analysis A standard number cube is
rolled 7 times. Success for each roll is defined Is the experiment a binomial experiment? Explain.
as getting a number less than 3. Abby tried SEE EXAMPLE 3
to calculate the probability of 5 successes. 20. A quality control specialist tests 50 LED light
Describe and correct her error. bulbs produced in a factory. Success is that a
tested light bulb burns for at least 2,000 hours
without dimming. For each light bulb, the
5 22
P(5)= 1
3 3 ≈ 0.002
✗ probability of success is 0.9.
21. There are 10 black and 10 red cards face down

on the table. One card is selected at random.
15. Mathematical Connections A marble is selected Then another card is selected at random.
from the bowl shown 4 times. The marble is Success is getting a red card.
returned to the bowl after each selection.
22. A basketball player is shooting 2 free throws.
The probability of her making the first free
throw is 0.86. The probability of her making
the second free throw is 0.92.
Y
G G G Y Each time Bailey is at bat, the probability that
he gets a hit is 0.250. If he bats 10 times in the
course of two games, what is the probability
of each result? Round to the nearest tenth of a
a. Show that there are exactly 4C  2ways to get percent. SEE EXAMPLE 4
exactly 2 green marbles.
23. He gets no hits.
b. How are 5C  3and 5C  2related? Explain.
24. He gets exactly 1 hit.
25. He gets exactly 2 hits.
26. He gets fewer than 3 hits.

Practice Tutorial
27. Model with Mathematics The circle graph 30. You are going to roll a game piece two times.
shows the result of a survey of the most The game piece has 10 sides of equal area,
popular types of music in the U.S., based on each with one of the numbers
sales, downloads, and streaming. 0 through 9. Assume that it is
equally likely to land with any
of the sides on top. Success is
Most Popular Other defined as getting a 3 on top.
Rock
Music 19% 30% Let P be the function defined
Genres on {0, 1, 2} such that P(n) is
Country
the probability of n successes.
10%
Select all that apply.
Pop Hip-Hop
19% R&B Ⓐ This is a binomial experiment.
22% Ⓑ P is a probability distribution for the sample
space {0, 1, 2}.

Ⓒ P(0) = 0.81
a. Define a probability distribution for the Ⓓ P(1) = 0.09
sample space.
Ⓔ P(2) = 0.01
b. Graph the probability distribution.
31. SAT/ACT A standard number cube is rolled
c. According to the survey, which is the most 6 times. Success is defined as getting a number
popular type of music in the United States? greater than 4. Rounded to the nearest percent,
what is the probability of exactly 2 successes?
28. Higher Order Thinking A pharmaceutical
company is testing a new version of a Ⓐ 2% Ⓑ 8% Ⓒ 23% Ⓓ 33% Ⓔ 50%
medication. In a clinical trial of the old version
32. Performance Task Get 5 index cards. Draw a
of the medication, 18% of the subjects taking
picture on one side and no picture on the other
the old medication experienced headaches.
side of each card.
a. Suppose that 18% of the people taking the
new medications will experience headaches. Part A You are going to throw all 5 cards up
If 8 subjects are selected at random and in the air and count the number of cards that
given the new medication, what is the land face up. Assume that it is equally likely
probability that less than two of them will that each card will land face up and face down.
experience headaches? Define a theoretical probability distribution for
the sample space {0, 1, 2, 3, 4, 5}.
b. Suppose that two of the eight subjects
experience headaches after taking the Part B Perform the experiment 20 times. Each
new medication. Is that cause for concern? time you perform the experiment, record the
Explain your reasoning. number of cards that land face up. Find the
experimental probability for each outcome in
29. Communicate Precisely In a quiz show, a the sample space {0, 1, 2, 3, 4, 5} and define
contestant is asked 6 questions. Each question an experimental probability distribution the
has 5 answer choices. Assume that the sample space.
contestant picks an answer at random for each
question and the probability of guessing the Part C Compare the results of Part A and B. If
correct answer is 20%. What is the probability they are different, explain why you think they
of guessing correctly on at least 4 of the are different.
questions? Round your answer to the nearest
tenth of a percent.

10-6
Activity Assess
EXPLORE & REASON
A company has 20 employees Employee Hourly Wages

Expected Value 15
whose hourly wages are shown
in the bar graph.
Number of
Employees
10
A. An employee is chosen at random.
PearsonRealize.com What is the probability that his or 5
her hourly wage is $12? $25? $50?
0
B. What is the mean hourly wage? $12 $25 $50
I CAN… calculate, interpret,
and apply expected value.
Explain your method.
C. Construct Arguments Is the mean a good description of the typical
VOCABULARY hourly wage at this company? Explain.
• binomial distribution
• expected value
ESSENTIAL QUESTION What does expected value tell you about situations involving probability?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Evaluate and Apply Expected Value
The table shows data on sales in one Profit Percent

month for each item on a restaurant Meal per Serving Sold
menu. To estimate future profits, the
Stew $0.34 12%
owner evaluates the average profit
from each meal. Soup $0.41 7%
Lasagna $0.64 45%
Expected value is the sum of the value
Chili $0.73 36%
of each outcome multiplied by the
probability of the outcome.
E(x) = x  1P(x  1) + x  2P(x  2) + x  3P(x  3) + … + x  nP(x  n)
A. Based on the data, what is the average profit that the owner can expect
to make from each meal?
COMMON ERROR The outcomes are the profits for each meal. The probability for each meal
Note that average profit from is the percent sold. Multiply each outcome by its probability. Then add.
each meal is not simply the
average of the cost of 1 serving E(x) = 0.34(0.12) + 0.41(0.07) + 0.64(0.45) + 0.73(0.36) = 0.6203
of each of the 4 meals because
the number of each kind of Use the expected value formula when the probability of
meal varies. at least one event differs from any of the others.
If this weighted average continues, the owner can expect to earn about
$0.62 per meal.
B. What is the expected profit for the next 200 meals ordered?
$0.6203 × 200 = $124.06
The owner can expect to net about $124.06 for the next 200 meals.

Activity Assess
EXAMPLE 1 CONTINUED
Try It! 1. a. What would happen to the expected value if fewer people
ordered chili and more people ordered stew? Explain.
b. Suppose the owner of the restaurant increased the cost of
an order of stew by $.05 and decreased the cost of an order
of chili by $.05. How would these changes affect the average
value per meal?
EXAMPLE 2 Find Expected Payoffs
A charity is considering a fundraising event in which donors will pay $1

to spin the wheel 3 times. What is the expected payoff for the charity for
each game?
EVEN THREES
6 1 There are 6 possible outcomes.
Spin 3 times 3 of the possible outcomes
Get 3 even numbers 5 2
are even numbers.
Win an item worth $4
4 3

MAKE SENSE AND PERSEVERE Step 1 Find the probabilities for the donor.
Think about methods used to find
probabilities. What do you need There are 6  3, or 216 outcomes for spinning the wheel 3 times.
to identify to find the probabilities There are 3  3, or 27, ways to spin 3 even numbers in a row, so the
for each situation? probability of a donor winning a $4 prize is ___ 27
 216   18 .
, or __
  18 , or __
So, the probability of a donor not winning is 1 − __   78 .
Step 2 Find probabilities for the charity.

The probability that the charity gains $1 is P (1) =  __78 .
The probability that the charity loses $3 is P (−3) =  __18 .
Step 3 Find the expected value of each game for the charity.
E(x) = 1(__
  78 ) + (−3)(__
  18 )
=  __48 
  12 
= __
The charity can expect to earn $0.50 each game.
Try It! 2. What is the expected payoff for the person making
the donation?
LESSON 10-6 Expected Value 515

Activity Assess
APPLICATION EXAMPLE 3 Use Expected Values to Evaluate Strategies
A car owner is considering three options for an auto insurance policy.

Statistics show that there is a 10% chance of needing a repair with an
average cost of $500.
Car Insurance Policy Options

Annual Deductible The deductible is the
Option Premium ($) ($) portion of repair costs
A 480 0 that the car owner pays.
B 447 200
C 402 500
A. Based on the owner’s assumptions, which option has the least expected
total annual cost to the owner?
The total cost is the annual cost of insurance plus the cost of any
deductible.
Annual Annual Probability Expected
+ ∙ =
premium deductible of repairs annual cost
Option A: 480 + 0 ∙ 0.10 = $480
Option B: 447 + 200 ∙ 0.10 = $467
Option C: 402 + 500 ∙ 0.10 = $452
MAKE SENSE AND PERSEVERE Option C has the least expected total cost to the owner.
In most financial transactions,
the parties have different goals. B. Find the insurance company’s expected income each year for each
How would a consumer’s goals option. Which option provides the greatest income to the company?
be different from the insurance
company’s goals? The income for the insurance company will be the premium minus
what they expect to pay for repairs. The insurance company pays the
difference between the cost of the repair and the deductible.
Expected
Annual Payment Probability
− ∙ = annual
premium for Repairs of repairs
earnings
Option A: 480 − 500 ∙ 0.10 = $430
Option B: 447 − 300 ∙ 0.10 = $417
Option C: 402 − 0 ∙ 0.10 = $402
On average, the insurance company’s annual income for Option A is

greatest. The company’s expected earnings are $430 per year.
Try It! 3. Latoya is considering two Homeowner Policy Options

options for a homeowner Annual Deductible
policy. She estimates there Option Cost ($) ($)
is a 5% chance she will need
A+ 1400 0
home repairs costing more
than $500 in any given year. Economy 1250 500
Which policy has the lesser
expected total cost?

Activity Assess
EXAMPLE 4 Use Binomial Probability to Find Expected Value
According to the weather app on Talisha’s smartphone, there is a 40%

chance of rain for each of the 5 days of her vacation. How many rainy days
should Talisha expect during her vacation?
STUDY TIP Days of Rain Probability Find the binomial probability

Organize your work in a table that when n = 5, p = 0.4, and
0 5C0 (0.4)0(0.6)5 ≈ 0.0777
clearly shows each outcome and 1 − p = 0.6for the possibility
its probability. 1 4
1 5C1(0.4) (0.6) = 0.2592 of rain for each number of
2 3 days of Talisha’s vacation.
2 5C2(0.4) (0.6) = 0.3456
3 2
3 5C3(0.4) (0.6) = 0.2304
4 1
4 5C4(0.4) (0.6) = 0.0768
5 0
5 5C5(0.4) (0.6) ≈ 0.0102
To find the expected number of rainy days, multiply each probability by the
number of rainy days it corresponds to, and add those values together.
Expected number of rainy days
= 0 ∙ P(0) + 1 ∙ P(1) + 2 ∙ P(2) + 3 ∙ P(3) + 4 ∙ P(4) + 5 ∙ P(5)
= 0(0.0777) + 1(0.2592) + 2(0.3456) + 3(0.2304) + 4(0.0768) + 5(0.0102) ≈ 2
Talisha should expect 2 rainy days during her vacation.
The table shows the probability of every outcome of a binomial experiment.
This probability distribution is called a binomial distribution. A special
relationship exists for the expected value for any binomial distribution.
E(x) = np
2 = 5(0.4)
E(x) expected value n trials p probability
Try It! 4. A carnival game has 4 orange lights and 1 green light that flash
rapidly one at a time in a random order. When a player pushes
a button, the game stops, leaving one light on. If the light is
green, the player wins a prize. Copy and complete the table,
then determine the number of prizes that a player can expect
to win if the game is played 4 times.
Number of Probability
Green Lights
0 4
0 4C0(0.2) (0.8) = ■
■ ■
1 4C■(0.2) (0.8) = ■
■ ■
2 ■C■(0.2) (0.8) = ■
■ ■
3 ■C■(0.2) (0.8) = ■
■ ■
4 ■C■(0.2) (0.8) = ■

Concept Assess
Summary
CONCEPT SUMMARY Expected Value
WORDS ALGEBRA
xpected value is the average outcome that

E L et x  1, x  2, x  3, … x  nrepresent the values of the
will occur with many trials of an experiment. It outcomes of a set of trials.
is the sum of the value of each outcome times If p  1, p  2, p  2, … p  n is the probability of each
the probability of the outcome. outcome, then you can find the expected
value, E(x), with this formula.
E(x) = x  1p  1 + x  2p  2 + … + x  np  n

1. ESSENTIAL QUESTION What does 6. What is the expected value when rolling a
expected value tell you about situations standard number cube?
involving probability?
7. What is the expected value of the sum when
2. Error Analysis What is Benjamin’s rolling two standard number cubes?
error?
8. A travel website reports that in a particular
European city, the probability of rain on any
Toss a coin 10 times day in April is 40%. What is the expected
E(heads) = 50% number of rainy days in this city during the
month of April?

✗ 9. You buy an airplane ticket for $900. You
discover that if you cancel or rebook
3. Construct Arguments A carnival game your vacation flight to Europe, you will
costs $1 to play. The expected payout for be charged an extra $300. There is a 20%
each play of this game is $1.12. Should the chance that you will not be able to travel
carnival operators modify the game in any on that flight.
way? Explain.
a. What is the expected value of the ticket?
4. Reason The students in Ms. Kahn’s class
are raising money to help earthquake b. Does the expected value help you make a
victims. They expect to raise $0.52 for decision to buy the ticket? Explain.
each raffle ticket they sell. If each raffle
ticket is sold for $2, what can 10. A child-care service charges families an
you conclude? hourly rate based upon the age of the
child. Their hourly rate per child is $20 per
5. Vocabulary When is the expected value hour for infants less than 1 year old, $18
of a set of items equal to the average of for toddlers 1 to 3 years old, $15 per hour
the items? children 3 or more years old. The ratios of
infants : toddlers : 3+ years is 2 : 3 : 5. What
is the expected charge per child per hour?

UNDERSTAND PRACTICE
11. Error Analysis For the dartboard shown, A farmer estimates her hens will produce
Deshawn calculated the expected number of 3,000 dozen more eggs this year than last year.
points per dart. Explain Deshawn’s error. What She estimates the probability of her net profit or
is the correct expected value? loss on each dozen eggs based on her costs.
SEE EXAMPLE 1
1
Point Egg production last year: 12,000 dozen
4
r=7 r=2 Estimated Net Profit per Dozen Eggs
Points Net profit
8 6 4 2 0 -2
(¢ per doz.)
Probability 0.1 0.4 0.2 0.1 0.1 0.1

15. What is her expected profit per dozen eggs?
16. What is her expected profit on the total egg

Expected value = 2 5
7 (4) + 7 (1) production?
=8 +5
7 7 17. An electronics store offers students a discount
= 13
7
≈ 1.86
✗ of 10% on purchases of computers. They
estimate that __ 1
  16 of computer sales are to
students. The average sale per customer is $498
and the store’s profit is $80 before the discount.
What is the expected profit on the sale of a
12. Reason A nonrefundable plane ticket costs computer? SEE EXAMPLE 2
$600, while a refundable ticket costs $900.
A traveler estimates there is a 20% chance 18. An insurance company offers three policy
he will have to cancel his upcoming trip. options. The probability a car will be damaged
Should the traveler purchase a refundable or in a given year is 5%, and if a car is damaged,
nonrefundable ticket? Explain. the cost of the repairs will be $1000. Which
option has the least expected annual cost for
13. Construct Arguments A consumer determines the car owner? Explain. SEE EXAMPLE 3
that her expected cost for Option B is $528
Insurance Policy Options
per year.
Annual Deductible
Annual Premium Deductible Option Premium ($) ($)
Option A 900 0
A $600 $0 B 800 400
B $500 $1,000 C 700 1000

a. Why might this consumer select the policy On a tropical island, the probability of sunny
with the $1000 deductible? weather is 90% each day. SEE EXAMPLE 4
b. Why might this consumer select the policy 19. What is the expected number of sunny days in
with no deductible? a non-leap year?
14. Mathematical Connections How is expected 20. What is the expected number of sunny days
value related to the mean? during the month of June?

Practice Tutorial
21. Model With Mathematics A solar panel 25. A commuter recorded data on the arrival
company has found that about 1% of its panels time of his morning train each weekday for
are defective. The company’s cost to replace 5 weeks. According to the data, he should
each defective panel is $600. A consultant expect the train to be 1.16 minutes late on any
recommends changes to the manufacturing given day. What are the missing values in the
process that will cost $200,000 and reduce the commuter’s table?
defective rate to 0.2%. The company estimates
Arrival Time for Train
that it will sell 30,000 panels next year and
that sales will increase by 5,000 panels per year Minutes late 0 1 2 3 4 5
for the next 10 years. Should the company Number of days ■ 5 1 ■ 1 3

follow the consultant’s recommendation?
Explain. 26. SAT/ACT What is the expected total for
20 spins?
22. Reason A student tosses a coin 4 times and the
results are heads, tails, heads, and heads. The Ⓐ 100 10 1
student concludes that the expected number of Ⓑ 105 9 2
heads for 100 tosses is 75. How did the student Ⓒ 110 8 3
find this number? Do you agree with the Ⓓ 115 7 4
student’s reasoning? Explain.
Ⓔ 120 6 5
23. Higher Order Thinking Your family is going
to buy a new TV set for $599. You find out 27. Performance Task A toy company is designing
that the probability that the TV set will need a children’s game in which players toss chips
to be serviced in the second year is 0.05 and onto a board. The square board will contain a
the probability that the TV set will need to smaller square at its center.
be serviced in the third year is 0.08. A 2-year
warranty costs $55, and a 3-year warranty
costs $80. The average cost of repairing the TV
set is $278. What would you advise your family
to do, get a 2-year extended warranty, a 3-year 20 points
extended warranty or not to get any extended
warranty? Explain your reasoning.
24. Make Sense and Persevere A company makes

tablets that are guaranteed for one year. On
Part A Write design instructions for the board
average, one out of every 200 tablets needs to
so that a chip tossed randomly onto the board
be repaired or replaced within the first year.
is 8 times more likely to land in the outer region
If a tablet needs to be repaired, the company
than in the inner square. Explain your reasoning.
loses an average of $140. If the company
sells 2,600,000 of the tablets in a year, what Part B Assign a whole number of points to the
is their net profit on the sale of the tablets in outer region so that the expected score on a
that year? single toss is as close as possible to 5. Explain
your reasoning.
72%
10.15AM
If no repairs or Part C If the area of the inner square is
replacement is doubled and the overall size of the board
needed for a remains the same, how does the expected score
tablet, the change? Is it also doubled? Explain.
company makes
a $24 profit on
that tablet.


10-7
Activity Assess
CRITIQUE & EXPLAIN
Probability and Your friend offers to play

the following game with 1 6
Decision Making you “If the product of the 5 4 2 3
roll of two number cubes
is 10 or less, I win. If not,
PearsonRealize.com you win!”
A. If you were to play the game many times, what percent of the games
I CAN… use probability to would you expect to win?
make decisions.
B. Is the game fair? Should you take the offer? Explain.
C. Make Sense and Persevere Suggest a way to change the game from fair
to unfair, or vice versa, while still using the product of the two number
cubes. Explain.
ESSENTIAL QUESTION How can you use probability to make decisions?
APPLICATION EXAMPLE 1 Use Probability to Make Fair Decisions
Sadie, Tamira, River, Victor, and Jae are candidates to represent their school
at an event. How can you use random integers to select 2 students from
the 5 candidates, so that each one is equally likely to be selected?
There are 5 students. Assign a number to each student.
Consider how you would assign
integers from 1 to 10 among the
5 students. How do you adjust this 1 2 3 4 5
for a random number generator Sadie Tamira River Victor Jae
that gives a number r from the
interval 0 ≤ r < 1? To select a student, use a calculator or other random number generator to
generate a random integer from 1 to 5. Repeat to select the second student.
randInt (1,5)
5 Ignore the duplicate 5. Some
randInt (1,5) calculators may have a function
5
randInt (1,5) that eliminates duplicates.
1
Jae (5) and Sadie (1) are selected.
Try It! 1. Your trainer creates training programs for you. How can
you use index cards to randomly choose the following:
Strength training 1 day per week; Cardio training 2 days per
week, with no consecutive days; Swimming 1 day per week.
LESSON 10-7 Probability and Decision Making 521

Activity Assess
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Determine Whether a Decision Is Fair or Unfair
Thato places three cards in a hat 1
and challenges Helena to a game. 1

2 3
2 3
1
A. Thato says, “If you draw a

3
number greater than 2,

you earn 2 points. Otherwise,
I earn 2 points.” Is the game
fair or unfair? If it is unfair,
which player has the advantage? Explain.
In each round, Thato either wins
If Helena draws a “3” and gets
2 points or loses 2 points. 2 points, Thato considers this a
COMMON ERROR loss of 2 points for himself.
Find the probability of each outcome.
Recall that the expected value
is the sum of the product of Then find the expected value.
the value for each outcome   1 and P(+2) = __
P(−2) = __   2 .
and its probability. Be careful 3 3
not to use the sum of the
E   1 ) + 2 ∙ (__
= −2 ∙ (__   2 )
3 3
probabilities. A game is considered “fair” if and
2
=  __

3 only if the expected value is 0.
The game is unfair and is skewed to Thato’s advantage. The probability

of his scoring 2 points is twice the probability of Helena scoring 2 points.
B. Helena proposes a change to the scoring of the game. She says,

“If I draw a number greater than 2, I get 2 points. Otherwise, you get
1 point.” Is the game fair or unfair? If it is unfair, which player has
the advantage? Explain.
In each round, Thato either scores 1 point or he loses 2 points.
Find the probability of each outcome. Then find the expected value.
1 and P(+1) = __
P(−2) =  __   2 .
3 3
E = −2 ∙ __
(3) (3)
  1 + 1 ∙ __
  2
2 + __
= − __
  2 = 0
3 3
This is a fair game because the expected value is 0. Neither player has an
advantage over the other.
Try It! 2. Justice and Tamika use the same 3 cards but change the game.
In each round, a player draws a card and replaces it, and then
the other player draws. The differences between the two cards
are used to score each round. Order matters, so the difference
can be negative. Is each game fair? Explain.
a. If the difference between the first and second cards is 2,
Justice gets a point. Otherwise Tamika gets a point.
b. Each player subtracts the other person’s number from her

own to find the score. They take turns drawing first, and the
first person who draws keeps the score for that turn.

Activity Assess
APPLICATION EXAMPLE 3 Make a Decision Based on Expected Value
The Silicon Valley Company manufactures tablets and computers. Their

tablets are covered by a warranty for one year, so that if the tablet fails, the
company replaces it. Since the failure rate of their model TAB5000 tablet is
high, the head of production has a plan for replacing certain components
inside the TAB5000 and calling the new model TAB5001.
Model TAB5000 Model TAB5001

• Cost to produce: $100 • Cost to produce: $105
• Price: $150 • Price: $150
• 5% fail within first year 10.15AM 72% • 1% fail within first
year (estimate)
10.15AM
72%
• Replacement cost to
company: $130 • Replacement cost
4:39 to company: $135
Track - 01
If you were the head of production, would you recommend replacing the
TAB5000 with the TAB5001?
Formulate Find the expected profit for each model.

Expected profit = price − cost − (cost to replace)(failure rate)
Compute Expected
profit of TAB5000 = $150 − $100 − ($130)(0.05)
= $50 − $6.50

= $43.50

Expected
profit of TAB5001 = $150 − $105 − ($135)(0.01)
= $45 − $1.35

= $43.65

Interpret The expected profit of the TAB5001 is more than the expected profit of
the TAB5000. It makes sense to recommend replacing the TAB5000 with the
TAB5001. Also, customers who bought a tablet would be more likely to be
pleased with their purchase and buy from the same company in the future.
Try It! 3. Additional data is collected for the TAB5000 and TAB5001. The
manufacturing cost and the replacement cost for the TAB5001
remain unchanged.
a. The manufacturing cost for the TAB5000 increased by $10.
What would the expected profit be for the TAB5000?
b. The failure rate for the TAB5001 increased by 1%. What

would the expected profit be for the TAB5001?
c. As a consultant for the company, what would you
recommend they do to maximize their profit?

Activity Assess
EXAMPLE 4 Use a Binomial Distribution to Make Decisions
An airport shuttle company takes

8 reservations for each trip because
25% of their reservations do not
show up. Is this a reasonable policy?
Find the probability that more

passengers show up than the van AIRPORT
Shuttle
can carry. Capacity: 6 people
For 8 reservations, the graph shows

the possible number of passenger
combinations showing up.
Airport Shuttle Too many

80
passengers!
70
Number of Combinations
60
50
How does the graph of the
binomial distribution help you 40
think about the situation?
30
20
8 ways that 7 people
10 show up (  8C  7 = 8)
1 way that 8 people
0 0 1 2 3 4 5 6 7 8 show up (  8C  8 = 1)
Number of Passengers That Show Up
To find the probability that too many reservations show up, compute
the probability that either 7 or 8 passengers show up. Each reservation
has a 75% chance of showing up and a 25% chance of not showing up.
Use P (r) =   nC r p  r(1 − p)  n − r.
Find the probability that 7 reservations show up.
P(7) =  8C 7(0.75) 7(0.25) 1 ≈ 8(0.1335)(0.25) ≈ 0.267
Find the probability that 8 reservations show up.
P(8) =  8C 8(0.75) 8(0.25) 0 ≈ 1(0.1001)(1) ≈ 0.100
The probability that more reservations will show up than the van can carry is
P (7) + P (8), or about 0.267 + 0.100 = 0.367.
Over one third of the trips will have passengers who can not get a seat in the
van. This will result in dissatisfied customers, so this is not a reasonable policy.
Try It! 4. A play calls for a crowd of 12 extras with non-speaking parts.
Because 10% of the extras have not shown up in the past, the
director selects 15 students as extras. Find the probabilities
that 12 extras show up to the performance, 15 extras show
up to the performance, and more than 12 extras show up to
the performance.

Concept Assess
Summary
CONCEPT SUMMARY Using Probability to Make Decisions
METHOD DESCRIPTION APPLICATIONS
Simple Probability Find the probability of random • Select the most favorable
events. among random events.
Expected Value Multiply the probability of each • Compare expected values to

outcome by its value. Add to choose the best of several
find the expected value. options.
• Compare expected values to
decide if a game is fair.
Probability Distribution Find the probability distribution • Compare expected values of

of all possible outcomes. several options.
• Create a graph of a probability
distribution to present the
distribution visually.

1. ESSENTIAL QUESTION How can you 7. A teacher assigns
randInt (1,30)
use probability to make decisions? 30 students a number 9
from 1 to 30. The randInt (1,30)
9
2. Reason How can you use random teacher uses the random randInt (1,30)
numbers to simulate rolling a 6-sided 4
numbers shown to
number cube? select students for
presentations. Which student was selected
3. Error Analysis Explain the error in Diego’s
first? second?
reasoning.
8. Three friends are at a restaurant and they
all want the last slice of pizza. Identify three
If a game uses random
methods involving probability that they can
numbers, it is always fair. use to determine who gets the last slice.
✗ Explain mathematically why each method
will guarantee a fair decision.
9. Edgar rolls one number cube and Micah

4. Use Structure Describe what conditions are rolls two. If Edgar rolls a 6, he wins a prize.
needed for a fair game. If Micah rolls a sum of 7, she gets a prize.
Is this game fair? Explain.
5. Use Appropriate Tools Explain how you can
visualize probability distributions to help 10. The 10 parking spaces in the first row
you make decisions. of the parking lot are reserved for the
12 members of the Student Council. Ten
6. Reason Why must the expected value of a percent of Student Council members usually
fair game equal zero? do not drive to school dances. What is the
probability that more members of the
Student Council will drive to a dance than
there are reserved parking spaces?

UNDERSTAND PRACTICE
11. Reason Suppose Chris has pair of 4-sided dice, 14. How can you use random integers to select
each numbered from 1 to 4, and Carolina has 3 students from a group of 8 to serve as student
a pair of 10-sided dice, each numbered from body representatives, so that each student is
1 to 10. They decide to play a series of games equally likely to be selected? SEE EXAMPLE 1
against each other, using their own dice.
Explain whether each game is fair or unfair.
a. Describe a game that would be fair. Explain. SEE EXAMPLE 2
b. Describe an unfair game. Explain. 15. When it is your turn, roll a standard number
cube. If the number is even, you get a point.
If it is odd, you lose a point.
16. When it is your turn, roll two standard number

cubes. If the product of the numbers is even,
you get a point. If the product is odd, you lose
a point.

Fatima is a contestant on a game show. So far, she
12. Construct Arguments Mr. and Ms. Mitchell
has won $34,000. She can keep the $34,000 or spin
have 3 children, Luke, Charlie, and Aubrey.
the spinner shown below and add or subtract the
All 3 children want to sit in the front seat.
amount shown from $34,000. SEE EXAMPLE 3
Charlie suggests that they flip a coin two times
to decide who will sit in the front seat. The
number of heads determines who sits in the
–$4,000
front seat. Is this a fair method? Explain. +
$2
00
,0
,0
00
$3
Number Front Seat
+
–$5,000 –$6,000
of Heads Passenger +
0 $6
0 Luke , 00 ,0
–$1,000
$4 00
+
1 Charlie
2 Aubrey
13. Error Analysis Mercedes is planning a party 17. If Fatima spins the spinner, what are her
for 10 people. She knows from experience that expected total winnings?
about 20% of those invited will not show up.
If she invites 12 people, how can she calculate 18. Would you advise Fatima to keep the $34,000
the probability that more than 10 people will or to spin the spinner? Explain your reasoning.
show up. What error did she make? What is the
19. Suppose 0.5% of people who file federal tax
correct probability?
returns with an adjusted gross income (AGI)
between $50,000 and $75,000 are audited. Of
5 people in that tax bracket for whom ABC Tax
Use the binomial probability for 12,
Guys prepared their taxes, 2 were audited.
and more than 10 show up. SEE EXAMPLE 4
(12)(0.80)1(0.20)11 +
(1)(0.80)0(0.20)12 a. If 5 people with an AGI between $50,000
✗ and $75,000 are selected at random from

all the people who filed federal tax returns,
what is the probability that at least 2 people

are audited?
b. Would you recommend that a friend with an

AGI between $50,000 and $75,000 use ABC
Tax Guys to prepare her tax returns? Explain.

Practice Tutorial
20. Model With Mathematics For $5.49 per month, 22. Paula, Sasha, and Yumiko live together. They
Ms. Corchado can buy insurance to cover the want a system to determine who will wash the
cost of repairing a leak in the natural gas lines dinner dishes on any given night. Select all of
within her house. She estimates that there is the methods that are fair.
a 3% chance that she will need to have such Ⓐ Roll a standard number cube. If the result is 1
repairs made next year. or 2, Paula does the dishes; if 3 or 4, Sasha;
if 5 or 6, Yumiko.
a. What is the expected cost of a gas leak, if
Ms. Corchado does not buy insurance? Use Ⓑ Roll a standard number cube. If the result
the cost shown in the middle of the graph. is 1, Paula does the dishes; if 2, Sasha; if 4,
Yumiko. If the result is 3, 5, or 6, roll again.
b. With more recent information, Ms. Corchado Ⓒ Roll two standard number cubes. If the sum
learns that repair costs could be as much as of the numbers that come up is less than 6,
$1,200 dollars with an 8% probability of a Paula washes the dishes; if the sum is 8, 9, or
leak. What is the expected cost of a gas leak 12, Sasha; if the sum is 6 or 7, Yumiko. If the
with these assumptions? sum is 10 or 11, roll again.
c. Would you advise Ms. Corchado to buy the Ⓓ Write the name of each girl on a slip of
insurance? Explain. paper, place the slips in a box, mix them up,
and select one at random. The person whose
Install or Reparit Gas Pipes Costs
LOCATION NATIONAL Change Location Embed this graph name is selected does the dishes.
Average Reported
Costs 23. SAT/ACT A fair choice among a group of
$657 students may be made by flipping three coins
in sequence, and noting the sequences of heads
Most Spent
Low Cost Between High Cost and tails. If each student is assigned one of
$150 $387 to $951 $1,200 these sequences, how many students can be
selected fairly by this method?
How do we get this data?
Ⓐ4 Ⓑ5 Ⓒ6 Ⓓ7 Ⓔ8
21. Higher Order Thinking You are a consultant
to a company that manufactures components 24. Performance Task Acme Tire Company makes
for cell phones. One of the components the two models of steel belted radial tires, Model
company manufactures has a 4% failure rate. 1001 and Model 1002.
Design changes have improved the quality
Model 1002
of the component. A test of 50 of the new Model 1001
components found that only one of the new Blowouts per
Blowouts per
200,000 tires 1
components is defective. 200,000 tires 2
Profits before $56
Profits before $60
a. Before the design improvements what was any lawsuits
any lawsuits
the probability that among 50 of the items,
at most one of the items was defective?
b. Is it reasonable to conclude that the new

components have a lower failure rate
than 4%?
If one of these tires fails and the company is
c. Would you recommend further testing to
sued, the average settlement is $1,200,000.
determine whether the new parts have a
lower failure rate than 4%? Explain. Part A Find the expected profit for both models
of tires after any potential lawsuits. Explain.
Part B Would you recommend that the

company continue selling both models? Explain.

11-1
Activity Assess
EXPLORE & REASON
Players place game pieces

Polygons in the
on the board shown and
Coordinate Plane earn points from the
attributes of the piece
placed on the board.
PearsonRealize.com
• 1 point for a right angle
• 2 points for a pair of
I CAN… use the coordinate
plane to analyze geometric
parallel sides
figures. • 3 points for the shortest
perimeter
A. Which game piece is worth the greatest total points? Explain.

B. Make Sense and Persevere Describe a way to determine the perimeters
that is different from the way you chose. Which method do you consider
better? Explain.
ESSENTIAL QUESTION How are properties of geometric figures represented in the coordinate plane?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Connect Algebra and Geometry Through Coordinates
What formulas can you use to identify y A(1, 6)

6
properties of figures on the coordinate plane?
4
A. Which formula can you use to find AB? C(8, 3)
Use the Distance Formula to find segment 2
length. B(3, 1) x
_________________ ___ O 2 4 6 8
AB = √ (3 − 1)  2 + (1 − 6)  2 
   = √29 
B. What point bisects ‾

AB?
Use the Midpoint Formula to find a segment bisector.
midpoint of ‾
AB= (_____
  1 + ,   6 + 
3 _____ 1
) = (2,    )
7
__
2 2 2
COMMON ERROR
Recall that the slope of a line is and ‾
C. Why do slopes of ‾
AB show that m∠ABC = 90°?
BC
the ratio of the difference in the Use the slopes of the two segments to show that they are perpendicular.
y-coordinates to the difference in
the x-coordinates. Be careful not slope of ‾   1 − 6  = − __
AB= _____ 5 
3−1 2
to reverse the ratio.
slope of ‾   − 1  =
3
= _____
BC   2 
__
8−3 5
⟂ ‾
The product of the slopes is −1. So ‾
AB BC, and m∠ABC = 90°.
Try It! 1. Given △

ABCin Example 1, what is the length of the line
segment connecting the midpoints of ‾
AC and ‾
BC?
LESSON 11-1 Polygons in the Coordinate Plane 535

Activity Assess
EXAMPLE 2 Classify a Triangle on the Coordinate Plane
A. Is △ XYZequilateral, isosceles, or scalene? y Y(5, 8)

8
Find the length of each side.
_________________ ___ 6
XY = √ (5 − 1)  2 + (8 − 2)  2  = √
   52  Z(8, 6)
_________________ ___ 4
YZ = (8
   √
− 5)  2 + (6 − 8)  2  = √13 
_________________ ___
XZ = (8
   √
− 1)  2 + (6 − 2)  2  = √65  2
X(1, 2)
x
No two sides are congruent. The triangle
O 2 4 6 8
is scalene.
B. Is △ XYZa right triangle?

XYZis a right triangle, then ‾
If △ XZ
is the hypotenuse because it is the
longest side, and XY, YZ, and XZ satisfy the Pythagorean Theorem.
___ 2 ___ 2 ___ 2
(√52 )  + (√13 )  ≟ (√65 ) 
65 = 65 ✓
Triangle XYZ is a right triangle.
Try It! 2. The vertices of △

PQR are P(4, 1), Q(2, 7), and R(8, 5).
a. Is △PQRequilateral, isosceles, or scalene? Explain.
b. Is △
PQRa right triangle? Explain.
EXAMPLE 3 Classify a Parallelogram on the Coordinate Plane
What type of parallelogram is RSTU? y S(2, 8)

8
Determine whether RSTU is a rhombus, a
rectangle, or a square. First calculate ST and SR: 6
_________________ R(1, 5)
___
ST = √ (2
   − 8)  2 + (8 − 4)  2  = √52  4 T(8, 4)
_________________ ___
RS = √ (2 − 1)  2 + (8 − 5)  2 
   = √10  2
Since not all side lengths are equal, RSTU is not a U(7, 1) x
MAKE SENSE AND PERSEVERE rhombus or a square. O 2 4 6 8
Consider other formulas you use Check for right angles by finding the slopes.
on the coordinate plane. What
are some ways to show that a slope of ‾   4 − 8  = − __
ST= _____ 2 
8−2 3
quadrilateral is not a rectangle or
a rhombus? slope of ‾   8 − 5  = 3
= _____
RS
2−1
The product of the slopes is not −1, so ‾
and ‾
ST RS are not perpendicular. At
least one angle is not a right angle, and RSTU is not a rectangle. Therefore,
quadrilateral RSTU is a parallelogram that is neither a square, nor a rhombus,
nor a rectangle.
Try It! 3. The vertices of a parallelogram are A(−2, 2), B(4, 6), C(6, 3),
and D(0, −1).
a. Is ABCD a rhombus? Explain.
b. Is ABCD a rectangle? Explain.
536 TOPIC 11 Coordinate Geometry Go Online | PearsonRealize.com

Activity Assess
EXAMPLE 4 Classify Quadrilaterals as Trapezoids and

Kites on the Coordinate Plane
A. Is ABCD a trapezoid? y C(7, 8)
8
A trapezoid has exactly one pair of parallel
sides. Use the slope formula to determine if 6
only one pair of opposite sides is parallel. B(1, 5)
4 D(6, 4)
COMMUNICATE PRECISELY slope of ‾   5 − 3  = − __
= _____
AB 2 
A(4, 3)
1−4 3 2
slope of ‾
Think about the properties of
  8 − 5  = __
= _____
BC   1  x
a trapezoid. Why do you need 7−1 2
slope of ‾
O 2 4 6 8
to find the slopes for all four   4 − 8  = __
= _____
CD   4 
sides? 6−7 1
slope of ‾   4 − 3  = __
= _____
AD   1 
6−4 2
Since only the slopes of ‾
and ‾
BC are equal, ‾
AD ∥ ‾
BC , and only
AD
one pair of opposite sides is parallel. Therefore, quadrilateral ABCD is
a trapezoid.
B. Is JKLM a kite? y L(1, 8)

8
M(4, 7)
A kite has two pairs of consecutive
congruent sides and no opposite sides 6
K(0, 5)
congruent. Use the Distance Formula to
4
find the lengths of the sides.
_________________
JK = √  
(0 − 4)  2 + (5 − 2)  2  = 5 2 J(4, 2)
_________________ ___ x
KL = √ (1 − 0)  2 + (8 − 5)  2 
   = √10  –2 O 2 4 6 8
_________________ ___
LM = √  
(4 − 1)  2 + (7 − 8)  2  = √
10 
_________________
MJ = √(4
   − 4)  2 + (2 − 7)  2  = 5
Consecutive pair ‾

KL and ‾
and consecutive pair ‾
LM and ‾
JK MJ
are
congruent. No opposite pair is congruent, so JKLM is a kite.
Try It! 4. Is each quadrilateral a kite, trapezoid, or neither?

a. y b. y
8 8 X(4, 7)
R(7, 6)
6 Q(2, 5) 6
Y(7, 5)
4 4
2 2
S(6, 1) W(2, 2) Z(4, 1)
P(2, 1) x x
O 2 4 6 8 O 2 4 6 8

Activity Assess
APPLICATION EXAMPLE 5 Find Perimeter and Area
Dylan draws up a plan to fence in a yard for his chickens. The distance
between grid lines is 1 foot.
y B(10, 12)
A. Is 30 feet of fencing 12
enough to enclose
10
the yard?
8
6
A(2, 6)
4
2
C(10, 2)
x
0
0 2 4 6 8 10 12 14
Find the lengths of the sides.

___________________
AB = √  
(2 − 10)  2 + (6 − 12)  2  = 10 ft
______________________
BC = √(10
   − 10)  2 + (12 − 2)  2  = 10 ft
__________________ ___
AC = √  
(2 − 10)  2 + (6 − 2)  2  = √80  ft
Find the perimeter of the yard.
___
P = 10 + 10 + √80 
≈ 28.9 ft
The perimeter is about 28.9 feet, which is less than 30 feet. Dylan has
enough fencing material.
B. For a healthy flock, each chicken needs at least 8 square feet of space.
CONSTRUCT ARGUMENTS What is the maximum number of chickens Dylan can put in the yard?
Consider the properties of an
The yard is an isosceles triangle. To find the area, you need the height of
isosceles triangle. What property
of an isosceles triangle justifies the triangle. The height of △ ABC is BX, where X is the midpoint of ‾
AC
.
that ‾
BX
is a height of the Find the midpoint of ‾
AC
.
triangle?
X = (______
  2 +  ,   6 + 
10 _____ 2
)= (6, 4)
2 2
Find the height of △
ABC.
___________________ ___
BX = √ (10 − 6)  2 + (12 − 4)  2  = √
   80  ft
Then find the area of the yard.
___ ___
  1 (√80 )(√80 ) = 40 ft  2
area of △ ABC = __
2
Divide 40 by 8 to find the number of chickens.
40 ÷ 8 = 5
Dylan can keep as many as 5 chickens in the yard.
Try It! 5. The vertices of WXYZ are W(5, 4), X(2, 9), Y(9, 9), and Z(8, 4).
a. What is the perimeter of WXYZ?
b. What is the area of WXYZ?

Concept Assess
Summary
CONCEPT SUMMARY Connecting Algebra and Geometry
You can use algebra to determine properties of and to classify geometric figures on the coordinate plane.
WORDS Use the Distance Formula Use the Slope Formula Use the Midpoint Formula
to find the lengths of to determine whether to determine if a point
segments to classify figures. two lines or segments are bisects a segment.
parallel or perpendicular.
GRAPH y y
8 8 y A(1, 6)
6
E(5, 6) E(5, 6)
6 6
4
4 4 C(8, 3)
D(1, 4) D(1, 4) 2
2 F(7, 2) 2 F(7, 2) B(3, 1) x
x x
O 2 4 6 8
O 2 4 6 8 O 2 4 6 8
_________________
NUMBERS DE = √  
(5 − 1)  2 + (6 − 4)  2  slope of ‾
DE   6 − 4 
= _____ midpoint of ‾
DF

___
5−1
= √20  1 
=  __ = (_____
  1 + ,   4 + 
7 _____ 2
) = (4, 3)
2 2 2

1. ESSENTIAL QUESTION How are Use JKLM for Exercises 4–6.
properties of geometric figures represented 4. What is the y
in the coordinate plane? 8 L(7, 7)
perimeter of
K(3, 6)
JKLM? 6
2. Error Analysis Chen y
is asked to describe 6 B(2, 6)
5. What is the 4
two methods to relationship M(6, 4)
_
find BC. Why is 4 between JL
and 2 J(2, 3)
Chen incorrect? C(5, 2) ‾
KM? Explain. x
2
A(2, 2) O 2 4 6 8
x 6. What type of
O 2 4 6 8 quadrilateral is
JKLM? Explain.
The only possible method is to use Use △P

QR for Exercises 7 and 8.
the Distance Formula because 7. What kind of y

8 Q(3, 7)
you only know the endpoints of BC. triangle is PQR?
Explain.
✗ 8. What is the area
6
4
R(7, 4)
of PQR?
2
3. Communicate Precisely Describe three ways P(4, 0) x

O 2 4 6 8
you can determine whether a quadrilateral
is a parallelogram given the coordinates of
the vertices.

UNDERSTAND PRACTICE
9. Error Analysis What y Q Use the figure shown y

error did Kelley make for Exercises 14–17. ℓ p
2 4
in finding the area of P SEE EXAMPLE 1
x m B
△PQR? 2
−4 −2 O 2 14. Which lines are
−2 parallel?
n O 4 x
−4 15. Which lines are −2
R
perpendicular? A
16. What is the length of ‾
AB
?
Area = 1 bh = 1 (PR)(PQ) = 1 √26 √40 17. What is the midpoint of ‾

AB?
2 2 2
The area of ∆PQR is about
Use the figure shown for Exercises 18–23.
16.12 square units.
✗ A 4
y B
2 C
10. Mathematical Connections Find the equation
x
of the line that passes through point R and is
−4 −2 O 2 4
perpendicular to line m.
−2
y D
R 4 −4
m E
2
x 18. Is △ ABCa scalene, isosceles, or equilateral
−4 −2 O 2 4 triangle? Is it a right triangle? Explain.
SEE EXAMPLE 2
−2
19. Is △ ADC a scalene, isosceles, or equilateral
−4
triangle? Is it a right triangle? Explain.
SEE EXAMPLE 2
ABC ≅ △DEF.
11. Construct Arguments Prove △
20. What type of parallelogram is ACED?
y Explain. SEE EXAMPLE 3
4
D
C 21. What type of quadrilateral is ABCD? How do
F you know? SEE EXAMPLE 4
E x
−4 O 4 22. Find the area and perimeter of △
ABC.
SEE EXAMPLE 5
A B
−4 23. Find the area and perimeter of ABCD.
SEE EXAMPLE 6
12. Communicate Precisely Given the coordinates Three vertices of a quadrilateral are P(−2, 3),
of the vertices, how can you show that a Q(2, 4), and R(1, 0). SEE EXAMPLE 3
quadrilateral is a kite without using the
Distance Formula? 24. Suppose PQRS is a parallelogram. What are
the coordinates of vertex S? What type of
13. Higher Order Thinking Let line p be the parallelogram is PQRS?
perpendicular bisector of ‾ AB
that has endpoints
and A(x  1, y  1) and B(x  2, y  2). Describe the 25. Suppose PQSR is a parallelogram. What are
process for writing a general equation in the coordinates of vertex S? What type of
slope-intercept form for line p. parallelogram is PQSR?

Practice Tutorial
26. Use Appropriate Tools An architect overlays 29. Triangle ABC has vertices A(2, 5), B(6, 8), and
a coordinate grid on her plans for attaching a C(5, 1). Determine whether each statement
greenhouse to the side of a house. She wants about △ ABCis true. Select Yes or No.
to locate point D so that ABCD is a trapezoid
and ‾
CD is perpendicular to the house. What are Yes No
the coordinates for point D?
AB ≅ AC ❑ ❑
y BC = AB √2 ❑ ❑
8 C(2, 8)
6 How
The midpoint of BC is (5.5, 4). ❑ ❑
House t
Build o
4 Gree a
nhou
se The perimeter is 12.5 units. ❑ ❑
2 B(0, 0)
A(4, 0) x
−2 O 2 4 6 8 10 30. SAT/ACT Quadrilateral JKLM has vertices
J(1, −2), K(7, 1), L(8, −1), and M(2, −4). Which is
the most precise classification of JKLM?
27. Model With Mathematics Yuson thinks the Ⓐ rectangle
design she made is symmetric across the dashed
line she drew. How can she use coordinates to Ⓑ rhombus
show that her design is symmetric?
Ⓒ trapezoid
Ⓓ kite
31. Performance Task Dana draws the side view of
a TV stand that has slanted legs. Each unit in his
plan equals half of a foot.
y B C
4
2
A D x
28. Construct Arguments The map shows the O 2 4 6 8
regions that Anna and Richard have explored.
Each claims to have explored the greater area. Part A Dana thinks his TV stand is in the shape
Who is correct? Explain. of isosceles trapezoid. Is he correct? Explain.
Part B Dana adds an additional support by

y connecting the midpoints of the legs. How
10 long is the support?
8
Anna Part C Dana decides he wants to make the TV
6 stand a half foot higher by placing B at
Richard
4 (2, 5) and C at (6, 5). How much longer will the
legs and support connecting the midpoints be?
2
x
O 2 4 3 8 10

11-2
Activity Assess
CRITIQUE & EXPLAIN
Dakota and Jung are trying to show that △ ABC y

Proofs Using B
is a right triangle. Each student uses a 4
Coordinate different method.
Geometry 2 C
A
x
O 2 4 6
PearsonRealize.com
Dakota Jung
___ ___
I CAN… prove geometric slope of ‾
AB   2
= __ 3
, slope of ‾ 3
= − __
BC 2
AB = BC = √13 , AC = √26 
theorems using algebra and _______ _______ _______
the coordinate plane. ∙ slope of ‾
slope of ‾
AB = −1
BC (√13 )  2 +(√13 )  2 = (√26 )  2
Triangle ABC is a right triangle. Triangle ABC is a right triangle.
A. Did Dakota and Jung both show △

ABC is a right triangle? Explain.
B. Reason If the coordinates of △ABCwere changed to (2, 3), (5, 5), and
(7, 2), how would each student’s method change? Explain.
How can geometric relationships be proven algebraically in the

ESSENTIAL QUESTION
coordinate plane?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Plan a Coordinate Proof
How can you use coordinates to prove geometric relationships

algebraically? Plan a proof for the Trapezoid Midsegment Theorem.
Draw and label a diagram that names all points to be used in the proof.
y
B(a, b) C(c, b)
Set parallel lines
horizontally to simplify
E F
computation with
A(0, 0) D(d, 0) x
coordinate pairs.
O
Restate the Trapezoid Midsegment Theorem so the statement can be proved

using algebra on the coordinate plane.
Theorem: The midsegment of a trapezoid is parallel to each base and its
length is one half the sum of the lengths of the bases.
USE STRUCTURE
Variables are used according Restatement: If ‾ EF
is the midsegment of trapezoid ABCD, then
to the properties of trapezoids. slope ‾
EF= slope ‾ = slope ‾
AD   AD 2+ BC .
BCand EF = _______
Why is the proof valid for all
trapezoids? Plan: To show that the midsegment is parallel to the bases, show that their
slopes are equal. Then show that the mean of the base lengths is the length
of the midsegment.
Try It! 1. Plan a proof to show that the diagonals of a square are
congruent and perpendicular.
LESSON 11-2 Proofs Using Coordinate Geometry 543

Activity Assess
PROOF EXAMPLE 2 Write a Coordinate Proof
Write a coordinate proof of the Trapezoid Midsegment Theorem.

Use the conditional statement from Example 1 to decide what is given
and what is to be proved.
STUDY TIP Given: Trapezoid ABCD, with midpoints E and F

Prove: ‾ AD∥ ‾
EF∥ ‾
y
Placing one vertex at the origin   AD + BC
BCand EF = ________ B(a, b) C(c, b)
makes calculations of slopes 2
and distances easier. If a figure Plan: Apply the plan and diagram
E F
is symmetrical, align the line of from Example 1. Use the coordinates
A(0, 0) D(d, 0) x
symmetry along one of the axes in the diagram to show that
slope ‾
= slope ‾ = slope ‾
O
to simplify calculations. EF AD ,
BC
AD + BC
________
and EF =   .
2
Proof:
Step 1 Use the Midpoint Formula to find the coordinates of points E and F.
E=(   0 + b )
F = (_____
2 )
  0 + a , _____
_____   c + ,   b + 
d _____ 0

2 2 2
= (__
2 2)
= (  c__
2)
  a , __
  b +  ,
d  __
b 
2
, ‾
Step 2 The slopes of ‾
AD , and ‾
BC EF
all equal zero, because the segments
are horizontal.
Therefore, ‾ ∥‾
EF∥ ‾
AD .
BC
Step 3 Determine AD, BC, and EF.

Since the segments are horizontal lines, the lengths are differences of
the x-coordinates.
AD = d − 0
BC = c − a   c + d − __
EF = _____   a
2 2
+d−a
c_____
= d =  
 
2
 AD + BC = EF.
Step 4 Use algebra to show that ________
2
d + (c − a)
AD + BC _________ ________
 ________=   =   c + d − a = EF
2 2 2
The bases and the midsegment are parallel, and the length of the
midsegment is equal to the mean of the base lengths.
Therefore, ‾ ∥ ‾
EF∥ ‾
AD   AD + BC .
BCand EF = ________
2
Try It! 2. Use coordinate geometry to prove that the diagonals of a

rectangle are congruent.

Activity Assess
PROOF EXAMPLE 3 Plan and Write a Coordinate Proof
Write a coordinate proof of the Concurrency of Medians Theorem.

Given: △ABCwith medians ‾
AD , and ‾
, ‾
BE
CF
Prove: The medians are concurrent at point P such that
2 AD,BP = __
AP =  __
  2 BE, and CP = __
  2 CF.
3 3 3
Plan: Draw and label a triangle in the coordinate plane. Then use the
Midpoint Formula to locate the midpoints. Draw two medians and locate
the point of intersection P. Use algebra to determine that the medians are
concurrent at P. Finally, find the distance from P to each vertex.
Proof: Draw the triangle with the coordinates y
shown. B(2a, 2b)
COMMON ERROR
Do not confuse the Midpoint Find the coordinates of D, E, and F using the
and Distance Formulas. The Midpoint Formula. F D
x-coordinate of a midpoint is A(0, 0) x
the average of the x-coordinates D = (a + c, b) E = (c, 0)
F = (a, b)
O E C(2c, 0)
of the endpoints and the Then find the slopes of the lines containing the
y-coordinate is the average of the AD and ‾
medians ‾ CF
.
y-coordinates.
slope of ‾   b − 0 = _____
AD = ________   a b
+ c slope of ‾   b − 0   = _____
= ________
CF   b  
a+c−0 a − 2c a − 2c
⟷ ↔
Write equations for AD
  and CF
  using point-slope form.
↔ y ⟷
equation for CF
  : equation for AD
  :
B(2a, 2b) b   (x − 0)
b   (x − 2c)
y − 0 =  _____ y − 0 = _____
  a + c
a − 2c
F D   a bx
y = _____
y = _____
  2bc  
  bx   − ______ + c 
a − 2c a − 2c
A(0, 0) x
O E C(2c, 0)
2(a + c)
Set the expressions for y equal to each other. Solve for x to get x = _______
  .
3
  abx
Then substitute the expression for x into y = _____ 2b
___
+ c to get y =   . 3
Let point P be ( ,   2b ).
2(a + c) ___
_______
 
3 3
To show that point P is on ‾

, find an equation for the line containing ‾
BE BE
.
Start by finding the slope of ‾
BE.
slope of‾   0 − 2b = − ______

BE = ______ 2b
c − 2a c − 2a
⟷ 2bx + ______
  is y = − ______
Then, using point-slope form, an equation for BE   2bc .
c − 2a c − 2a
2(a + c)
Substituting _______
    2b , so point P is
for x into the equation results in y = ___
3 3
on ‾
BE
. The three medians are concurrent at P.
To complete the proof in the Try It, use the Distance Formula to show that
  2 AD, BP = __
AP = __   2 BE, and CP = __
  2 CF.
3 3 3

Activity Assess
EXAMPLE 3 CONTINUED
Try It! 3. To complete the proof in Example 3, use the coordinates to

2 AD, BP = __
show that AP =  __   2 BE, and CP = __
  2 CF.
3 3 3
APPLICATION EXAMPLE 4 Use Coordinate Proofs to Solve Problems
An interior designer wants the center of a circular fountain to be

equidistant from the corners of a triangular lobby. Where should he place
the center of the fountain?
y B(a, b)
A(0, 0) x
O C(c, 0)
Formulate The center of the fountain must be at the circumcenter of the triangle.
Find the point of intersection of the perpendicular bisectors of two sides
of the triangle.
Compute Determine the intersection of the perpendicular bisectors of ‾

and ‾
AC AB
.
An equation of the perpendicular bisector of ‾   c .

AC is x = __
2
‾ contains the point (
The perpendicular bisector of AB __   b )and has slope − __
  a , __ a .
2 2 b
(   a ), which simplifies to
b = − __
Its point-slope equation is y −  __ a x − __
2 2 2 b 2
  a  + b  .
a x + _______
y = − __
b 2b
Calculate the intersection of the two lines.
2 2
  a  + b 
a x + _______
y = − __
b 2b
2 2 Substitute _  2c for x,
a ∙ __
y = − __   a  + b 
  c + _______ and then solve for y.
b 2 2b
2
a  − ac + b  2
_______
y =      
2b
The center of the fountain should be at the point (__ ).

2 2
Interpret   a  − ac  
  c  ,   
_______ + b 
2 2b
Try It! 4. A table in the corner of a restaurant is a right triangle whose

legs have lengths a and b. The salt and pepper shakers should
be placed equidistant from the sides of the table. Plan a
coordinate geometry proof to find their location.

Concept Assess
Summary
CONCEPT SUMMARY Writing a Coordinate Proof
WORDS • Determine which numerical relationships you must calculate to show the statement
is true.
• Draw and label a figure on a coordinate plane. Choose coordinates that
simplify computations.
• Calculate the numerical values needed to prove a statement or solve a problem.
DIAGRAMS Choose coordinates Choose coordinates so Choose coordinates so the

so parallel lines are the line of symmetry is coordinates of midpoints
horizontal. the y-axis. are convenient.
y y
y
B(0, b) B(2a, 2b)
B(a, b) C(c, b)
A(0, 0) x x A(0, 0) x
O D(d, 0) A(–a, 0) O C(a, 0) O D(2c, 0)

1. ESSENTIAL QUESTION How can For Exercises 6–8, write a plan for a
geometric relationships be proven coordinate proof.
algebraically in the coordinate plane? 6. The diagonals of a rhombus are
perpendicular.
2. Error Analysis Venetta tried to find the
slope of ‾
AB. What is her error? 7. The area of a triangle with vertices A(0, 0),
  ac
B(0, a) and C(b, c) is __ 2
.
y 8. The lines that contain the altitudes of a
B(a, b) triangle are concurrent.
For Exercises 9–11, plan and write a coordinate

x
proof.
O A(0, 0)
9. A point on the perpendicular bisector of a
segment is equidistant from the endpoints.
a—0
slope AB =
b—0
a
✗ 10. The diagonals of a kite are perpendicular.
slope AB =
b 11. All squares are similar.
12. Show that the diagonals of an isosceles
3. Communicate Precisely What is a trapezoid are congruent.
coordinate geometry proof? y
4. Reason Describe why it is important to plan B(−b, c) C(b, c)
a coordinate proof.
5. Use Structure What coordinates would you x
use to describe an isosceles triangle on a A(−a, 0) O D(a, 0)
coordinate plane? Explain.

UNDERSTAND PRACTICE
13. Communicate Precisely What coordinates For Exercises 18–21, write a plan for a coordinate
would you use to describe an equilateral proof. SEE EXAMPLE 1
triangle in the coordinate plane? Explain. 18. The diagonals of a parallelogram that is not a
rectangle are not congruent.
14. Error Analysis Tonya drew a diagram to prove
the Perpendicular Bisector Theorem using 19. The length of a diameter of a circle is twice
coordinate geometry. What coordinates should that of its radius.
she use for point C?
20. The diagonals of a parallelogram bisect
each other.
y
C(a, a) 21. The area of △
XYZ is twice the area of △
XWZ,
A(0, a) where W is the midpoint of ‾
YZ.
x For Exercises 22–25, plan and write a coordinate

O proof. SEE EXAMPLES 2 AND 3
B(a, 0)
22. The length of a diagonal of a rectangle is the
AC = BC = a ✗ square root of the sum of the squares of the
lengths of two adjacent sides.
23. All right triangles with one acute angle
For Exercises 15 and 16, use the graph. measuring 30° are similar.
y 24. One and only one diagonal of a kite bisects

B the other.
6
25. The length of the median to the hypotenuse
4
C of a right triangle is half the length of the
2 A D hypotenuse.
E x
26. Find the centroid of the triangle by finding the
O 2 4 6
point two thirds of the distance from the vertex
on one median. SEE EXAMPLE 4
15. Make Sense and Persevere How would you
plan a proof to show that △
ABCis a right y
(4, 5)
triangle?
16. Make Sense and Persevere Describe how you

would prove points B, D, and E are collinear. (7, 2)
(1, 1) x
O
17. Mathematical Connections What is
the equation of the line containing the
perpendicular bisector of ‾
AB? 27. Show that the centroid and circumcenter of an
equilateral triangle are the same point.
y
y
B(a, a) C(b, √3b)
x
O A(0, 0) x
O A(0, 0) B(2b, 0)


Practice Tutorial
28. Model With Mathematics Each student in a ?

31. A coordinate proof requires a _____
____ and
woodworking class inlays brass wire along the ?
then uses _____
____ ?
on the _____
____ of the points
lines connecting the midpoints of adjacent in the diagram to complete the proof.
sides of a trivet. A trivet is six inches square. If
the wire costs $0.54 per inch, what is the cost of 32. SAT/ACT Which statements are true?
the wire for making 12 trivets? y
C(a − b, b + a)
y D (0, 6) C (6, 6)
B(a, b)
x
O A(0, 0)

x
O A (0, 0) I. AB = BC

B (6, 0)
AB⟂ ‾
II. ‾ BC
III. AC = 2a  2 + 2b  2
29. Make Sense and Persevere The owner of
an animal park wants a quadrilateral trail
Ⓐ I only Ⓒ I and II only
that connects the four sides of the iscosceles-
trapezoid-shaped park, with all sides of the Ⓑ II only Ⓓ I, II, and III
trail the same length. Deon says that if the 33. Performance Task Consider △ ABCon the
trail connects the midpoint of each side to the coordinate plane. Points D, E, and F are the
midpoints of the adjacent sides, the trail will be midpoints of the sides.
a rhombus. Write a coordinate proof to show
that Deon is correct. y
B(x2, y2)
Safari Park
Lions Elephants Giraffes Zebras Safari Park F
y D
B C
A(x1, y1) E
C(x3, y3)
x
O
x Part A What are the coordinates of D, E, and F?
A D
Part B Prove that the coordinates of the point
of concurrency of the medians is the average of
30. Higher Order Thinking The front of a sculpture
the x and y coordinates of the vertices.
is symmetric about the y-axis. Point A is located
at (−3, 0), and ‾
is the longest side of △
AC ABC. (___________
  1 2 3 ___________
,   1 2 3
)
x  + x  + x  y  + y  + y 
3 3
The perimeter of △ ABCis 16. What is the value
of a? Hint: Apply the Concurrency of Medians
 23 of the way from
Theorem and find the point __
A to D.
y
Part C Explain why it does not make sense to
B(0, a) place one of the coordinates at the origin for
this proof.
x
A( 3, 0) O C

11-3
Activity Assess
MODEL & DISCUSS
Damian uses an app to find all pizza restaurants within a certain distance of
Circles in the
his current location.
Coordinate Plane
A. What is the shape of the region that the app uses to search for pizza
restaurants? Explain how you know.
PearsonRealize.com B. What information do you think the app needs to determine the area
to search?
I CAN… use the equations C. Construct Arguments If Damian’s friend is using the same app from a
and graphs of circles to solve different location, could the app find the same pizza restaurant for both
problems. boys? Explain.
ESSENTIAL QUESTION How is the equation of a circle determined in the coordinate plane?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Derive the Equation of a Circle
What equation defines a circle in the coordinate plane?

Draw a circle with point (h, k) as the center of y
the circle. Then select any (x, y)
point (x, y) on the circle. Use variables that can r
Use the Distance Formula apply to any circle on the
to find the distance r coordinate plane. (h, k) x
GENERALIZE between the two points. O
What other formula or formulas _____________________
compares the sum of two squares d = √ (x  2 − x  1)  2 + (y  2 − y  1)  2 
   
to a third square? How do these (x − h)  2 + (y − k)  2 = r  2
formulas relate?
Because the radius is the same from the center to any point (x, y) on the
circle, this equation satisfies all points of the circle.
Try It! 1. What are the radius and center of the circle with the equation
( x − 2)  2 + (y − 3)  2 = 25?
THEOREM 11-1 Equation of a Circle
An equation of a circle with center If... y

(h, k) and radius r is
(x − h)  2 + (y − k)  2 = r  2. r
(h, k) x
O

Then... (x − h)  2 + (y − k)  2 = r  2

Activity Assess
EXAMPLE 2 Write the Equation of a Circle
What is the equation for ⊙A? y

6 P(1, 5)
The notation ⊙A means a circle with center at
point A. 4
r
Step 1 Find the radius r. 2
A(−1, 2)
x
The radius is the distance from P to A.
_________________ −4 −2 O 2
___
r = √(−1
   − 1)  2 + (2 − 5)  2  = √
13  −2
___
The radius of the circle is √13 . −4
Step 2 Use the radius and center to write

the equation.
COMMON ERROR (x − h)  2 + (y − k)  2 = r  2
Be careful with the signs of Use the equation of a circle.
___
coordinates. Coordinates of the (x − (−1))  2 + (y − 2)  2 = (√13 )  2
center are subtracted, so if a Substitute values for h, k, and r.
(x + 1)  2 + (y − 2)  2 = 13
coordinate is negative, the
expression will convert to addition. The equation for ⊙A is (x + 1)  2 + (y − 2)  2 = 13.
Try It! 2. What is the equation for each circle?

a. y b. y
2 2
x x
O 2 4 6 −4 −2 O 2
−2 −2
−4
EXAMPLE 3 Determine Whether a Point Lies on a Circle
Circle__Q has radius 7 and is centered at the origin. Does the point
(−3√2 , 5) lie on ⊙Q?
__
Step 1 Write the equation for ⊙Q. Step 2 Test the point (−3√2 , 5) in
the equation.
(x − h)  2 + (y − k )  2 = r  2 __
(−3√2 )  2 + 5  2 ≟ 49
STUDY TIP (x − 0)  2 + (y − 0)  2 = 7  2
Remember that __ to square an 18 + 25 ≟ 49
x  2
+ y  2 = 49
expression a__√b , you square __
both
43 ≠ 49
factors: (a√b )  2 = a  2(√b )  2. __
The point (−3√2 , 5) does not lie on ⊙Q.
Try It! 3. Determine whether each point lies on the given circle.
__ __
a. (−3, √11 ); circle with center at the origin and radius 2√
5 
__
b. (6, 3); circle with center at (2, 4) and radius 3√3
 
LESSON 11-3 Circles in the Coordinate Plane 551

Activity Assess
EXAMPLE 4 Graph a Circle from Its Equation
What is the graph of (x − 3)  2 + (y + 4)  2 = 9?

Write the equation in the form (x − h)  2 + (y − k)  2 = r  2
to identify the center and radius.
(x − 3)  2 + (y − (−4))  2 = 3  2 y
x
center (h, k) = (3, −4) O 2 4 6
Plot the point (3, −4).
radius r = 3 −2
3
Plot points 3 units above, below, left, −4
C(3, −4)
and right of the center. Use the points
−6
as a guide to draw the circle.
Try It! 4. What is the graph of each circle?

a. (x + 2)  2 + y  2 = 25 b. (x + 1)  2 + (y − 2)  2 = 1
APPLICATION EXAMPLE 5 Use the Graph and Equation of a Circle to

Solve Problems
Doppler radar detects precipitation y

within a 90-mile radius. Doppler radar 360
gear in Grafton and Meyersville does Greenville Davis
300 Grafton
not extend to Clear Lake or Davis. Haverford
240 Maple Plain
Miles
Where can a third Doppler station be Fairfield

placed so all towns are covered? 180
Clear Lake Meyersville
120
Draw circles with a 90-mile radius
with centers at Grafton and 60 Minora West Elm
REASON
x
Think about the parts of the Meyersville. 0
0 60 120 180 240 300 360
equation for a circle. How A circle with a 90-mile radius has a Miles
could you write an inequality
diameter of 180 miles, so 180 miles
to determine whether a point is
is the farthest distance between two
within a circle?
locations covered by the same radar.
Use the Distance Formula to find the distance between Clear Lake and Davis.
__________________________
√(300
    − 180)  2 + (300 − 120)  2  ≈ 216
The towns are more than 180 miles apart. Adding one more Doppler radar
will not cover all the towns.
Try It! 5. If one or both of the existing radar stations could be moved to
another town, would three radar stations be sufficient to cover
all the towns? Explain.

Concept Assess
Summary
CONCEPT SUMMARY Equations and Graphs of Circles
WORDS A circle is the set of points equidistant from a fixed point. The fixed point is
the center.
ALGEBRA (x − h)  2 + (y − k)  2 = r  2 where (h, k) is the center and r is the radius.
GRAPH y
6
4
4
center: (3, 1)
Distance from center C(3, 1) x
to any point is 4. −2 O 2 4 6 8
−2
(x − 3)  2 + (y − 1)  2 = 4  2
−4

1. ESSENTIAL QUESTION How is the 5. What are the center and radius of the circle
equation of a circle determined in the with equation (x − 4)  2 + (y − 9)  2 = 1?
coordinate plane?
6. What is the equation for the circle with
2. Error Analysis Leo says that the equation center (6, 2) and radius 8?
for the circle is (x − 1) 2 + (y − 2)  2 = 3. What
7. What are the center and radius of the circle
is his error?
with equation (x + 7)2+ (y − 1)2= 9?
y
4 center (−9, 5) and radius 4?
2
For Exercises 9 and 10, write an equation for
x each circle shown.
−2 O 4
9. y 10. y
3
3. Construct Arguments If you are given the 1 3
x
coordinates of the center and one point on
−3 O 1 3
a circle, can you determine the equation of 1 x
O
the circle? Explain. −3 1
−3
4. Make Sense and Persevere How could you
write the equation of a circle given only 11. Is point (5, −2) on the circle with radius
the coordinates of the endpoints of its 5 and center (8, 2)?
diameter?
center (5, 11) that passes through (9, −2)?

UNDERSTAND PRACTICE
13. Construct Arguments Write a proof of For Exercises 20–23, find the center and radius for
Theorem 11-1. each equation of a circle. SEE EXAMPLE 1
20. (x − 4)  2 + (y + 3)  2 = 64
14. Mathematical Connections What are the
point(s) of intersection of x  2 + y  2 = 25and 21. (x + 2)  2 + y  2 = 13
y = 2x − 5? Graph both equations to check
your answer. 22. (x + 5)  2 + (y + 11)  2 = 32
15. Error__Analysis LaTanya was asked to determine
23. (x – 8)  2 + (y – 12)  2 = 96
if (3√5 , 4) lies on the circle with radius 7
centered at (0, −2). What is her error? For Exercises 24 and 25, write the equation for the
circle shown in each graph. SEE EXAMPLE 2
x2 + (y — 2)2 = 49 24. y 25. y
? x
(3√5)2 + (4 — 2)2 = 49 2
45 + 4 = 49 −2 O 2
x
−2 O
−2 2 4
The point (3√5, 4) lies on the circle
−4 −2
with radius 7 and center (0, —2).
✗
For Exercises 26–29, write the equation for each
circle with the given radius and center. SEE EXAMPLE 2
16. Communicate Precisely Describe the graph of
26. radius: 4, center: (5, 1)
(x − a)  2 + (y − b)  2 = 0.
27. radius: 9, center: (−3, 8)
17. Reason If the area of B
__
square ABCD is 50, 28. radius: 5√5 , center: (2, −4)
A
what is the equation
___
for ⊙R? 29. radius: √
13 , center: (−5, −9)
R(2, 4)
C
For Exercises 30–32, determine whether each given
D point lies on the circle with the given radius and
center. SEE EXAMPLE 3
18. Construct Arguments The points (a, b) and
(c, d) are the endpoints of a diameter of a 30. (2, 4); radius: 4, center: (−1, 1)
___
circle. What are the center and radius of 31. (√17 , 8); radius: 9, center: (0, 0)
the circle? ___
32. (2, 0); radius: √
10 , center: (3, −9)
19. Higher Order Thinking Isabel says the graph
shows the circle with center (−2, 2) and radius 3. For Exercises 33–35, graph each equation.
Nicky says the graph shows all possible centers SEE EXAMPLES 4 AND 5
for a circle that passes through (−2, 2) with
33. (x − 5)  2 + (y + 1)  2 = 4
radius 3. Which student is correct? Explain.
y 34. x  2 + (y − 1)  2 = 16
4 35. (x + 3)  2 + (y + 4)  2 = 9
2 36. The point (2, b) lies on the circle with radius

O x 5 and center (−1, −1). What are the possible
−4 −2 values of b?
37. Is (7, 2) inside, outside, or on the circle

(x − 4)  2 + y  2 = 25? Explain.
Practice Tutorial
38. Model With Mathematics After an earthquake, 41. A circle has center (0, 0) and passes through
a circle-shaped tsunami travels outward from the point (−5, 2). Which other points lie on the
the epicenter at an average speed of 420 miles circle? Select all that apply.
per hour. If the earthquake with the epicenter
shown occurred at 5:48 a.m., at what time will Ⓐ (0, 6)
Ⓓ (−5, −2)
___ __ ___
the tsunami reach Port Charles? Justify your Ⓑ (√ 11 , 3√ 2 )
Ⓔ (4, −√ 13 )
answer. ___
Ⓒ (2, 5) Ⓕ (−√ 29 , 0)
y 42. SAT/ACT Which equation represents the circle
600 with center (−3, 7) and radius 9?
Port Charles
400 Ⓐ (x + 3)  2 + (y − 7)  2 = 3  2
200
Epicenter Ⓑ (x − 3)  2 + (y + 7)  2 = 9  2
x
0
200 400 600 800 Ⓒ (x − 7)  2 + (y + 3)  2 = 9  2
Distance in Miles
Ⓓ (x + 3)  2 + (y − 7)  2 = 9  2
39. Make Sense and Persevere A cell phone tower Ⓔ (x + 7)  2 + (y − 3)  2 = 3  2
is attached to the ground as shown. A circular
security fence must be placed around the tower 43. Performance Task A farmer can use up to four
10 feet from where the guy wires are attached rotating sprinklers for the field shown. He has
to the ground. Can a cell phone tower be ten 50-meter sections that can be combined to
placed in the location shown? If so, what are form rotating arms with lengths from 50 m to
possible coordinates of the tower? 500 m. The irrigation circles cannot overlap and
must not extend beyond the edges of the field.
y
The distance between grid lines is 50 m.
200
100 500
y
x
100 ft 400
O 100 200 Rotating
125 ft 125 ft arm
300
Dimensions in Feet
200
40. Reason Semitrailer trucks can be up to 14 feet 100

tall. Should they be allowed in the outer lanes x
0
of the semicircular tunnel? Explain. 0 100 200 300 400 500 600
Part A Design an irrigation system for the field

that irrigates as much of the field as possible.
Draw a sketch of your system. For each
sprinkler, give the coordinates of the center of
the sprinkler, the radius, and the equation.
Part B What is the total area of the field? What

3 ft 3 ft is the total area irrigated by your system? What
12 ft 12 ft 12 ft 12 ft
percent of the field does your system irrigate?

11-4
Activity Assess
EXPLORE & REASON
Consider two points and two intersecting lines.

Parabolas in the
Coordinate Plane
PearsonRealize.com
A. Describe the set of points that is equidistant from two points. Draw a
diagram to support your answer.
I CAN… use the equations
and graphs of parabolas to B. Describe the set of points that is equidistant from each of two
solve problems. intersecting lines. Draw a diagram to support your answer.
C. Look for Relationships What do you think a set of points that is
VOCABULARY
equidistant from a line and a point would look like? Draw a diagram to
• directrix
support your answer.
• focus
• parabola
ESSENTIAL QUESTION How does the geometric description of a parabola relate to its equation?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Explore the Graph of a Parabola
What is the set of points that are equidistant from the graph of the
equation y = –2and the point (0, 2)?
Step 2 Find a point on the perpendicular
Graph the line and the point. that is equidistant from (0, 2) and y = −2.
y
8
(−8, 8) (8, 8)
Step 1 Draw a 6 (0, 2)
10 10
line perpendicular
4
to y = −2.
10 4 4 10
(−4, 2) (4, 2)
Step 3 4 2 4 x
MAKE SENSE AND PERSEVERE Repeat to find Step 4
−8 −6 −4 −2 O (0, 0) 4 6 8
Think about the relationship other equidistant 2 Connect the
between the point and line. points. y = −2 points.
How would the shape of the
parabola change if the line and
point were closer together or The set of points equidistant from (0, 2) and y = −2is a curve called
farther apart? a parabola.
Try It! 1. The set of points equidistant from (3, 5) and the line y = 9is
also a parabola.

a. What is the vertex of the parabola?

b. Describe the graph of the parabola.

Activity Assess
EXAMPLE 2 Derive the Equation of a Parabola
What is the equation of a parabola?

A parabola is the set of all points in a plane that are the same distance from
a fixed point F, the focus, as they are from a line d, the directrix.
y
P(x, y)
STUDY TIP vertex focus
The focus is p units above the F(0, p)
vertex, so the directrix must be x
p units below the vertex. directrix: V(0, 0)
y = −p (x, −p)
d A
Every point on the parabola is equidistant from F and line d.

PF = PA
_________________ ____________________
√  
(x − 0)  2+ (y − p)  2  = √(x
   − x)  2+ (y − (−p))  2  Distance Formula
____________ ________

   √
x  2 + (y − p)  2  =√ (y + p)  2  Simplify.
x  2+ (y − p)  2= (y + p)  2 Square each side.
x  2+ y  2− 2py + p  2= y  2+ 2py + p  2 Simplify.
x  2 − 2py = 2py
x  2= 4py
  1 x  2
y = ___ Solve for y.
4p
The equation for a parabola with vertex y

  1 x  2.
at the origin is y = ___
4p
If the vertex is at (h, k), then the parabola
F(h, k + p)
is translated h units horizontally and
k units vertically, and the equation is V(h, k)
y − k = ___ 1
  4p (x − h)  2. O x
y=k−p
Try It! 2. What expression represents the distance between the focus
and the directrix?
LESSON 11-4 Parabolas in the Coordinate Plane 557

Activity Assess
CONCEPT Equation of a Parabola
Vertex at origin: Vertex at (h, k):

  1 x  2
y = ___   1 (x − h)  2
y − k = ___
4p 4p
The variable p represents the distance between the focus and the vertex.
EXAMPLE 3 Write the Equation of a Parabola
A. What equation represents the parabola with focus (5, 5) and

directrix y = 1?
Graph the focus and directrix to determine the vertex and p.
y
The vertex is the 6 F(5, 5) The value of p is the
midpoint of the distance between the
4 p=2
segment connecting focus and the vertex.
V(5, 3)
the focus and the 2
directrix. y=1
x
O 2 4 6 8 10
Write the equation for the parabola with vertex (5, 3) and p = 2.
COMMON ERROR 1 (x − h)  2
y − k =  ___
4p Write the formula for a
When substituting values into the parabola with vertex (h, k).
equation of a parabola, be sure to 1  (x − 5)  2
y − 3 =  ___
use the coordinates of the vertex, 4(2)
not the coordinates of the focus. 1 (x − 5)  2 + 3
y =  __
8
B. Graph the parabola from part A.

Use the equation to make a table of values to help you sketch the graph.
x y (x, y) y
6 (1, 5) F(5, 5)
1 1 (1 – 5)2 + 3 (1, 5)
8 4 (8, 4 18 )
1 (3 – 5)2 + 3 (3, 3 12 )
3 8 d 2
(3, 3 12 ) V(5, 3) y=1
1 (8 – 5)2 + 3 x
8
8
(8, 4 18 ) O
2 4 6 8 10
Try It! 3. a. What equation represents the parabola with focus (−1, 4)
and directrix y = −2?

b. What equation represents the parabola with focus (3, 5) and
vertex (3, −1)?

Activity Assess
APPLICATION EXAMPLE 4 Apply the Equation of a Parabola
The cross section of a satellite dish

is a parabola, with the feed horn at 10 cm Feed horn
the focus. How long do the braces 150 cm
holding the feed horn need to be?
60 cm
Formulate Place the parabola on a coordinate plane. Parabolas are symmetric, so

computations are easier for a parabola with its vertex at the origin.
y
brace
feed horn (0, 70)
(0, 60)
(−75, h) (0, h) (75, h)
(−75, 0) (0, 0) (75, 0) x

Write an equation for the parabola, and then use the equation to find
the height h of the dish. Finally, use the Pythagorean Theorem to find the
length of the brace.
Compute Step 1 Write the equation. Write the equation for a parabola with
  1 x  2
y = ___ vertex at the origin, where p is the distance
4p between the focus and the vertex.
  1   x  2
y = _____
4(60)
Substitute 60 for p.
  1 x  2
y = ____
240
Step 2 Evaluate for x = 75to find the height h of the dish.

  1 (75)  2 ≈ 23.4cm
h = ____

240
Step 3 Use the Pythagorean Theorem to find the length of the brace.
(70 − 23.4)  2 + 75  2 = b  2 (0, 70)
7,796.56 = b  2

(0, 23.4) (75, 23.4)
b ≈ 88.3
Interpret The braces need to be 88.3 cm long.
Try It! 4. On a different satellite dish, the feed horn is 38 inches above
the vertex. If the height of the dish is 22 inches, what is
its width?

Concept Assess
Summary
CONCEPT SUMMARY Parabolas
WORDS A parabola is the set of points equidistant from a focus and a directrix.
ALGEBRA   1 (x − h)  2

y − k = ___
4p
where (h, k) is the vertex and p is the distance from the vertex to the focus
GRAPH y
focus 6
(2, 4) a
4 a
(2, 3)
2
y=2
vertex x directrix
−2 O 2 4 6

1. ESSENTIAL QUESTION How does the For Exercises 6–9, write an equation of each
geometric description of a parabola relate parabola with the given focus and directrix.
to its equation? 6. focus: (0, 4); directrix: y = −4
2. Error Analysis Arthur says that an equation 7. focus: (5, 1); directrix: y = −5
of the parabola with directrix y = 0and
focus = (0, 6)is y − 3 = __ 1 2
  24 x  . What is 8. focus: (4, 0); directrix: y = −4
his error?
9. focus: (2, −1); directrix: y = −4
3. Vocabulary How could the word direction
For Exercises 10–13, give the vertex, focus, and
help you remember that the directrix is
directrix of each parabola.
a line?
  1 x  2
10. y = __   1 x  2
11. y − 2 = __
8 6
4. Reason What are the coordinates of
point P? Show your work.   1 (x − 1)  2
12. y − 6 = __   1  (x − 9)  2
13. y + 3 = __
4 20
y For Exercises 14–17, write an equation of each
parabola with the given focus and vertex.
14. focus: (6, 2); vertex: (6, −4)
focus: P
(0, a) 15. focus: (−1, 8); vertex: (−1, 7)
x 16. focus: (4, 0); vertex: (4, −2)
17. focus: (−3, −1); vertex: (−3, −4)
directrix:   1 x  2.

18. Consider the parabola y = ___
36
y = −a
a. What are the focus and directrix?
5. Communicate Precisely Given vertex (a, b) b. The parabola passes through (12, 4).
and focus (a, c), describe how you would Show that this point is equidistant from
write an equation for the parabola. the focus and the directrix.

UNDERSTAND PRACTICE
19. Communicate Precisely Use the graph to For Exercises 24–27, find the vertex of each
answer the questions. Line m is the directrix of parabola. SEE EXAMPLE 1
the parabola. 24. focus: (3, 7); directrix: y = −1
y 25. focus: (6, 2); directrix: y = −4
6
26. focus: (−4, 3); directrix: y = 0
4 m 27. focus: (−2, −1); directrix: y = −6
2
For Exercises 28–31, find the vertex, focus and
x directrix of each parabola. SEE EXAMPLE 2
−4 −2 O 2 4
  1 (x − 3)
28. y − 7 = __   1  (x − 1)
29. y + 4 = __
8 36
1  (x + 6)
30. y − 3 =  __ 1 (x − 10)
31. y + 5 =  __
a. How would you find the vertex of the 16 2
parabola? Explain. For Exercises 32–34, write an equation of each
b. How would you find the focus of the parabola with the given focus and directrix.
parabola? Explain. SEE EXAMPLE 3
c. How would you find an equation of the 32. focus: (0, 4); directrix: y = 0
parabola? Explain. 33. focus: (5, 1); directrix: y = −9
20. Communicate Precisely Define a parabola as 34. focus: (−4, 5); directrix: y = 2
a set of points. What is the relationship of the
For Exercises 35–37, write an equation of
points to the lines and points associated with
each parabola with the given focus and vertex.
the parabola?
SEE EXAMPLE 3
21. Mathematical Connections The general form 35. focus: (4, 5); vertex: (4, −1)
of the equation of a parabola is y = x  2 − 6x + 9.
36. focus: (−4, 9); vertex: (−4, 5)
What are the focus, vertex, and directrix of
the parabola? 37. focus: (2, 4); vertex: (2, 0)
22. Reason How does changing the distance For Exercises 38–40, use the graph of the parabola
from the focus to the directrix change shown to answer each question. SEE EXAMPLE 4
the shape of a parabola in the coordinate y
plane? Explain.
6
23. Construct Arguments The parabola has its
4
focus at (   14 )and vertex at (0, 0). How would
0, __
you find the equation of the parabola? 2
y x
−4 −2 O 2 4
6
4 38. What is the vertex of the parabola?

2 39. Using a point on the parabola and the equation
1
x y − k = ___
4p (x − h)2, what is p?
−4 −2 O 2 4
40. What is the focus of the parabola?

Practice Tutorial
41. Reason Henry is building a model of the Clifton   18 (x − 4).

44. An equation of a parabola is y − 5 = __
Suspension Bridge using a scale factor of Select all that apply.
100 ft : 1 in. The cables between the towers Ⓐ The vertex of the parabola is (5, 4).
are in the shape of a parabola. He writes
an equation of the parabola to describe the
Ⓑ p = 2
model he is building and uses the equation to Ⓒ The focus of the parabola is (4, 7).
determine the distances from the cable to the Ⓓ The directrix of the parabola is y = 3.
deck of the bridge. Suppose the deck is the
x-axis and the vertex lies on the y-axis. What is 45. SAT/ACT Which is the vertex of the parabola
the equation that Henry writes? represented by the equation y + 5 = 6(x − 6)  2?
Ⓐ (6, 5) Ⓒ (6, −5)
702 ft
Ⓑ (−6, −5) Ⓓ (−6, 25)
86 ft 46. Performance Task Some flashlights are
designed so that a parabolic mirror reflects
light forward from a light source.

42. Model With Mathematics Devin builds a solar

hot dog cooker for the science fair. Suppose the
base of the cooker is the x-axis and the hot dog is
on the y-axis at the focus. What is the equation of
the parabola that models the cooker?
y
h
4 in.
43. Higher Order Thinking KE For the flashlight to work best, the light source
8
An engineer is making an KE = v2 is placed at the focus of the parabola. Deon
impact analysis on a car 6 designs a flashlight so d = 4in. and h = 3in.
bumper. He graphs the
kinetic energy of a 2-kg steel 4 Part A How could Deon model the mirror on
ball as a function of the the coordinate plane? What is an equation for
2 the mirror?
velocity of the ball. Kinetic
energy is measured in joules v
Part B At what point above the vertex would
(J) and velocity is measured −2 O 2
Deon place the light source?
in meters per second.
a. What are the vertex, focus, and directrix of Part C Suppose Deon wants to place the light
the parabola?   12 in. farther from the vertex with the
source __
same h = 3in. Will the mirror be narrower or
b. The car bumper has to withstand an impact
wider? Explain.
of 25 J from the 2-kg steel ball without any
damage. How fast is the ball moving when
it strikes the bumper with that amount of
energy?

12-1
Activity Assess
EXPLORE & REASON
Darren bends a piece of wire using a circular disc to make the shape as shown.
Arcs and Sectors
22 cm
PearsonRealize.com
100 cm
I CAN… find arc length and
sector area of a circle and use
them to solve problems. A. How long does the piece of wire need to be to make the shape? Explain.
B. Construct Arguments What information do you think is needed to find
VOCABULARY
part of the circumference of a circle? Justify your answer.
• arc length
• central angle
• intercepted arc
• major arc
How are arc length and sector area related
ESSENTIAL QUESTION
• minor arc
to circumference and area of a circle?
• radian
⏜
• sector of a circle EXAMPLE 1 Relate Central Angles and Arc Measures
• segment of a circle ⏜
What are mAB
and mACB
? A
A central angle of a circle is an angle formed by two B

95°
radii with the vertex at the center of the circle.
Angle APB is a central angle. P
A central angle creates two intercepted arcs. An

C
intercepted arc is the part of a circle that lies between
two segments, rays, or lines that intersect the circle.
A central angle and its intercepted minor arc have equal measure.
STUDY TIP A A minor arc of a circle is

Remember that the minor arc has ∠APB ⏜is a central angle, an arc that⏜ is smaller than a
95° B
a measure less than 180° and the and AB
is its corresponding semicircle. AB
is a minor arc.
major arc has a measure greater intercepted arc.
than 180°. 360° P
A major arc of a circle is
360° an arc that⏜ is larger than a
⏜
C semicircle. ACB
is a major arc.
⏜
Find mAB
.
⏜
⏜
= m∠APB = 95
mAB The degree measure of AB
is equal
to the measure of its corresponding
⏜
Find mACB
. central angle ∠APB.
mACB
= 360 − 95 = 265
Try It! 1. Use ⊙W.

⏜
Y
⏜

a. What is mXZ?
W

b. What is mXYZ
? 115° Z
LESSON 12-1 Arcs and Sectors 569

Activity Assess
CONCEPT Arc Measure
The measure of an arc is equal to the measure of its L

K
⏜
corresponding central angle.
mJM = m∠JPM J
P
Congruent central angles intercept congruent arcs,
and congruent arcs are intercepted by congruent
M
⏜ ⏜
central angles.
∠JPK ≅ ∠KPL JK≅ KL
CONCEPTUAL
UNDERSTANDING EXAMPLE 2 Relate Arc Length to Circumference
A. How do you find the length s of an arc measured in degrees?

n°
The measure of an arc is a fraction of 360°
r The arc length is a fraction of the circumference.
arc length Use a proportion to represent the

_____________
   =   
      arc measure
___________
 
circumference 360 relationship between arc length s,
  =   s
___ n
____ radius r, and arc measure n.
2𝜋r 360
s =   n
____ ∙ 2𝜋r
360
  n ∙ 2𝜋r.
The formula to find the length of an arc is s = ____
360
B. How do you find the length s of an arc measured in radians?
Besides degrees, angle measures can be expressed in radians.
r
r A radian is equal to the measure of a

central angle that intercepts an arc with
1 radian length equal to the radius of the circle.
Circumference is 2𝜋r, which is 2𝜋 arcs of length r. Since each arc of

length r corresponds to 1 radian, there are 2𝜋 radians in a circle.
So, 2𝜋 radians is equivalent to 360°.
The variable
To find the arc length, use the theta (𝜃) is
STUDY TIP following proportion. often used
s 𝛉
Remember that the circumference for angles
arc length
_____________ arc measure (radians)
measures the distance around    = ___________________
     
      r measured in
circumference 2𝜋
all of the circle and the arc length radians.
is the distance around part of  ___   𝜃
s = ___
2𝜋r 2𝜋
the circle.
Arc length is proportional to
  𝜃 ∙ 2𝜋r = 𝜃r
s = ___ radius, with 𝜃 as the constant
2𝜋
of proportionality.
To find the length of an arc measured in
radians, use the formula s = 𝜃r. CONTINUED ON THE NEXT PAGE
570 TOPIC 12 Circles Go Online | PearsonRealize.com

Activity Assess
EXAMPLE 2 CONTINUED
Try It! 2. a. In a circle with radius 4, what is the length of an arc that has
a measure of 80? Round to the nearest tenth.

b. In a circle with radius 6, what is the length of an arc that has
a measure of 𝜋 radians? Round to the nearest tenth.
CONCEPT Arc Length
The length s of an arc of a circle is the product of the ratio relating the
measure of the central angle in degrees to 360 and the circumference of the
circle. The length of the arc is also the product of the radius and the central
angle measure in radians.
Central angle in degrees: Central angle in radians:
  n ∙ 2𝜋r s = 𝜃r
s = ____
360 s
r

n° s 𝛉
r
EXAMPLE 3 Apply Arc Length

⏜ C
What is the length of AD
? Express the answer
in terms of π. B 43°
104° D
⏜ ⏜ ⏜ ⏜
Step 1 Find the arc measure. 73°
P
4
mAD = 360 − mAB − mBC − mCD
A
= 360 − 73 − 43 − 104

= 140
Each arc measure is equal to the measure of the
corresponding central angle.
MAKE SENSE AND PERSEVERE Step 2 Find the arc length.
Think about when you should n ∙ 2𝜋r
express arc lengths in terms of s =  ____
360 Use the formula for arc length
𝜋 and when you should give 140 ∙ 2𝜋(4) = ___ for angles given in degrees.
=  ____   28 𝜋
⏜ 28
approximate answers. How would 360 9
you decide? ___
The length of AD is   𝜋.
9
Try It! 3. Use ⊙Q. Express answers 3 𝛑 radians

in terms of 𝜋. J 4
1 𝛑 radians
3

a. What ⏜ is the length K
of JK? Q 5
H
⏜ is the length
b. What
of HK
?

Activity Assess
EXAMPLE 4 Relate the Area of a Circle to the Area of a Sector

N
A sector of a circle is the region bounded by two radii
10 cm
and the intercepted arc. What is the area of sector MQN? 78°
78 Q
GENERALIZE To find the area of the sector, find ___
 360 of the
M
Compare the formulas for arc area of the circle.
length and sector area. What 78 ∙ 𝜋r  2
A =  ____
relationships do you see between 360 n
In general, the area of a sector is A = ___
  360 ∙ 𝜋r  2,
the arc length and sector area for   78 ∙ 𝜋(10)  2 = ___
= ____
  65 𝜋
any given arc? 360 3 where n° is the measure of the intercepted arc
and r is the radius of the circle.
  65 𝜋 cm  2.
The area of sector MQN is ___
3
Try It! 4. What is the area of each sector?

a. A b. G
3
59°
H T
165° F 10
EXAMPLE 5 Find the Area of a Segment of a Circle
A segment of a circle is the part of a circle bounded

by an arc and the segment joining its endpoints.
What is the area of the shaded region? 8 cm R
To find the area of the segment, subtract the 60°
Y
area of the triangle from the area of the sector.
Step 1 Find the area of the sector. X
  32 𝜋
  n ∙ 𝜋r  2 = ___
A = ____
Use the formula
360 3 for area of a sector.
STUDY TIP
To find areas of triangles in Step 2 Find the area of the triangle. R
circles, you may need to apply Since ‾
RX
and ‾
RY
are both radii and the angle
trigonometric ratios to find the between them is 60°, △RYX is equilateral. 60°
base and height. 8 cm h 8 cm
Use the Pythagorean Find the area
Theorem to find h. of the triangle.
  1 bh
A = __
4  2 + h  2 = 8  2 Y
4 cm 4 cm
X
2
__ __
h  = 8  − 4  =   1 (8)(4√3 ) = 16√3 
2 2 2 __
___ __ 2
h = √ 48  = 4√3 
Step 3 Find the area of the segment.
area of segment = area of sector − area of triangle
__
32 𝜋 − 16√3  ≈ 5.8
=  ___
3
The area of the shaded region is about 5.8 cm 2.

Activity Assess
EXAMPLE 5 CONTINUED
Try It! 5. What is the area of each segment?

a. M b. B
10 ft
Q T
5m 144°
N A
APPLICATION EXAMPLE 6 Solve Problems Involving Circles
Chen uses circular

corkboards to make
18 watermelon coasters
to sell at a craft fair.
COMMON ERROR A. He paints one side
Be careful not to confuse the of each coaster 72°
formula for the area of a sector with special paint. 8 in.
with the formula for arc length.
Each jar of paint
Remember that the area of a
covers 200 in.  2.
sector is proportional to the area
of the circle, and the arc length is Will one jar of
proportional to the circumference. paint be enough to
paint all the coasters?
Find the area of one watermelon coaster. Use 3.14 for 𝜋.
  n ∙ 𝜋r  2
A = ____ Use the formula for
360
area of a sector.
  72 ∙ 𝜋(4)  2
= ____

360
≈ 10.0

The area of one watermelon coaster is about 10 in. 2.
Chen can paint 200 ÷ 10 = 20coasters with one jar of paint, so he has
enough paint for 18 coasters.
B. He puts decorative tape around the edge of each coaster. How much
tape does he need for each coaster?
The perimeter of the coaster consists of two radii and an arc.
  n ∙ 2𝜋r
P = r + r + ____ 4 in.
360
72°
72 ∙ 2𝜋(4)
= 4 + 4 +  ____ 4 in.
360
≈ 13.0
Chen needs about 13 inches of tape for each coaster.
Try It! 6. What is the area and Q

perimeter of sector 6
QNR? Round to
N 260°
the nearest tenth.

Concept Assess
Summary
CONCEPT SUMMARY Arc Length and Sector Area
WORDS DIAGRAMS
Arc Length Degrees Radians

The arc length is a fraction of the s
circumference. r
n° s 𝛉
r
  n ∙ 2𝜋r
s = ____ s = 𝜃r
360
Sector n°
A sector of a circle is the region bounded by

r
two radii and the intercepted arc.
  n ∙ 𝜋r  2
A = ____
360
Segment
A segment of a circle is the part of a circle
bounded by an arc and the segment joining
its endpoints. segment area =
sector area − triangle area

1. ESSENTIAL QUESTION How are For Exercises 5 and 6, find B
51°
arc length and sector area related to the measures and lengths A 4
circumference and area of a circle? of each arc. Express the
⏜
answers in terms of 𝞹.
2. Error Analysis⏜
83°
Luke was asked to compute
⏜
5. BC

the length of AB
. What is Luke’s error?
6. ABC
C
1.5 radians
B
A n
S = 360 • 2πr 7. Circle P has radius 8. Points⏜ Q and R lie on
3
circle P, and the length of QR
is 4𝜋. What is
1.5
= 360 • 2π(3) m∠QPRin radians?
= 0.0785 ✗ 8. What is the area of

sector EFG? Express the G
answer in terms of 𝜋. F
128°
10
3. Vocabulary How can the word segment
help you remember what a segment of
E
a circle is?
9. What is the area of
4. Reason Mercedes says that she can find the
the segment? Express
area of a quarter of a circle using the formula S
the answer in terms
  1 𝜋r  2. Using the formula for the area of
A = __ of 𝜋. 90°
4 R 6
a sector, explain why Mercedes is correct.
T

UNDERSTAND PRACTICE
10. Generalize Is it always true that two arcs with For Exercises 16–19, find each arc measure.
the same length have the same measure? SEE EXAMPLE 1
Explain. ⏜
16. mFE C
⏜
B
90°
11. Error Analysis Steve is asked 17. mBC
to compute the area of the ⏜ A
50° G
3 18. mCE D
⏜
shaded region. What is his C S 100°
error?
19. mCFE F E
For Exercises 20 and 21, find each arc length in
⏜
Segment area = sector D
terms of π. SEE EXAMPLES 2 AND 3
area — triangle area ⏜
20. length of JK
21. length of XYZ

= 90 • 2π(3) — 1 (3)(3)
360 2
K X
≈ 0.21
✗ 3
5𝛑 radians
Y
110° L W 4
8
J
12. Mathematical Connections The equation Z
(x − 2)  2 + (y − 3)  2 = 25represents ⊙T. Points
For Exercises 22 and 23, find the area of each sector.
⏜ 6) and Y(−1, −1)lie on ⊙T. What is
X(−2,
Round to the nearest tenth. SEE EXAMPLES 4 AND 6
mXY? Explain how you know.
22. sector DEF 23. sector GHJ
13. Reason Figure GHJKL is a regular pentagon. G
Rounded to the nearest tenth, what percent
of the area of ⊙T is not part of the area of
E
GHJKL? Explain.
F 163° H
H 12
52° 9
D
G T J J
5 For Exercises 24 and 25, find the area of each

segment. Round to the nearest tenth. SEE EXAMPLE 5
L K 24. W 25. V
11
14. Use Structure Explain why the length of an 5
arc with arc measure a° is proportional to the X 78°
120° T
radius of the circle. U
⏜
15. Higher Order Thinking The areas of sectors Y
ACB and DEF are equal. What expression gives 26. The length of ABC
is 110 ft. What is the radius
the value of x? Show your work. of ⊙D? Round to the nearest tenth.
B B
m°
F 2r
x°
A C D E
r
D
A
54° C

Practice Tutorial
27. Make Sense and Persevere Aubrey and Fatima 30. What is the diameter of ⊙T ?
will each run 150 m on the two inside lanes of
the track, so the end markers need to be placed
correctly. To the nearest hundredth, what are x
and y? 72° T
end xm
end
ym Sector Area = 64 𝛑
5
50 m
start 31. SAT/ACT An arc has a central angle of
15 m   25 𝜋 radians and a length of 6𝜋. What is the
__
circumference of the circle?

1.5 m
Ⓐ 12𝜋 Ⓑ 15𝜋 Ⓒ 30𝜋 Ⓓ 36𝜋

32. Performance Task A carpenter is constructing
28. Reason Charlie is designing a dart board and the stage for a concert.
wants the red sections to be 25% of the total
area. What should be the radius of the inner
circle? Round to the nearest tenth. 20 ft
25° back
15 ft
25 ft
x° w
65° 65°
25° 25° Raised Section
65° 65°
25°
Part A What is the total amount of flooring
50 cm
needed to cover the stage? Round to the
nearest square foot. Explain how you found
29. Look for Relationships Enrique is selling the your answer.
drop-leaf table and wants to include the area
of the table when the leaves are down in his Part B A string of lights will be strung along
ad. What is the area of the center section the sides and front of the stage. What is the
when the leaves are down? Round to the total length of light string needed? Show
nearest square inch. Explain how you found your work.
your answer.
Part C One portion of the stage can be raised
drop-leaves during the concert. The lift mechanism can lift
a maximum area of 180 ft 2, but the band
needs the width w of the raised area to be
at least 20 ft. What could be the value of x?
38 in.
38 in.
44 in.

12-2
Activity Assess
CRITIQUE & EXPLAIN
Alicia and Renaldo made conjectures about the lines that intersect
Lines Tangent
a circle only once.
to a Circle
Alicia Renaldo
PearsonRealize.com
I CAN… use properties

of tangent lines to solve
problems.
• Parallel lines intersect the circle
VOCABULARY • Many lines intersect the circle at opposite ends of the same
• point of tangency once at the same point. diameter.
• tangent to a circle • Two lines that intersect the • The lines intersecting the circle
circle once and the segment at one point are perpendicular
connecting the points form to a diameter of the circle.
an isosceles triangle.
A. Use Appropriate Tools Which of the four conjectures do you agree

with? Which do you disagree with? Draw sketches to support your
answers.
B. What other conjectures can you make about lines that intersect a circle
at one point?
ESSENTIAL QUESTION How is a tangent line related to the radius of a circle at the point of tangency?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Understand Tangents to a Circle
What is the relationship between a circle and a tangent to the circle?
A tangent to a circle is a line in the plane of the circle that intersects the
circle in exactly one point. That point is the point of tangency.
Circle C has tangent line m with point of tangency X. Point Y is any other
point on m.
GENERALIZE
Point Y represents any point CX = r ‾
CY passes through Z on ⊙C.
other than the point of tangency.
Would the result be true no C
matter where point Y is located r
on m? CY = r + ZY, so CX < CY
r
Z
m
X Y
So, ‾
CX is the shortest segment from C to line m. Since the shortest segment
from a point to a line is perpendicular to the line, ‾ ⟂ m.
CX
Try It! 1. Does Example 1 support Renaldo’s conjecture that parallel

lines intersect the circle at opposite ends of the same
diameter? Explain.
LESSON 12-2 Lines Tangent to a Circle 577

Activity Assess
THEOREM 12-1 AND THE CONVERSE
Theorem If... A P B
⟷ ⟷
If AB
  is tangent to ⊙C at P, then AB
 
is perpendicular to ‾CP.
C
⟷
Then...  AB ⟂ ‾
CP

Converse If... A P B
⟷
If  AB is perpendicular to radius
⟷
‾
at P, then AB
CP   is tangent to ⊙C.
C
⟷
PROOF: SEE EXERCISES 12 AND 13. Then...  AB is tangent to ⊙C.
EXAMPLE 2 Use Tangents to Solve Problems

A. Is ‾
tangent to ⊙P at J?
KJ K 4
A segment or ray that intersects a circle 6
9
in one point is tangent to the circle if it is P
part of a tangent line. 6
J
If ‾
is part of a _
KJ line that is tangent
⟂ ‾
to ⊙P at J, then PJ JKand △PJKis a
right triangle.
9  2 + 6  2 ≟ (4 + 6)  2 Use the Converse of the Pythagorean Theorem
to determine whether △ PJKis a right triangle.
117 ≠ 100
_
is not perpendicular to ‾
So, PJ KJ
.
Therefore, ‾
KJ is not tangent to ⊙P at J.
B. Segment ST is tangent to ⊙R. What is the radius of ⊙R?

Since ‾
ST is tangent to ⊙R, △
RSTis a right triangle.
S
x 24
R x
COMMON ERROR 18
T
You may incorrectly square just
the terms x and 18. Recall how
x  2 + 24  2 = (x + 18)  2 Use the Pythagorean Theorem with length
to square a binomial. It may be
of the hypotenuse x + 18.
helpful to first write (x + 18)  2 as x  2 + 576 = x  2 + 36x + 324
(x + 18)(x + 18)and multiply.
252 = 36x

7 = x

The radius of ⊙Ris 7.

Activity Assess
EXAMPLE 2 CONTINUED
C. Line m is tangent to ⊙T at B, and line n is tangent to ⊙T at C. What is
the value of x?
m
B
Points B and C are points of

x° 135° T tangency, so m∠ABT = 90
A and m∠ACT = 90.
C
STUDY TIP n
Remember that for any convex Use the Polygon Angle-Sum Theorem to find x.
polygon, the sum of the interior m∠BAC + m∠ACT + m∠CTB + m∠TBA = 360
angles is (n − 2)180°, where n is
the number of sides. x + 90 + 135 + 90 = 360

x = 45

Try It! 2. Use ⊙

N.
⟷ P
a. Is  MP tangent to ⊙N? Explain. L N
58°
‾ x+5 33°
is tangent to ⊙N at L,
b. If LK 9
what is KN?
K M
x−1
EXAMPLE 3 Find Lengths of Segments Tangent to a Circle
What is the relationship between ‾

and ‾
YZ XZ
?
X
Z _ _
_ _ Since TX
and TY
are
≅ TZ
TZ T both radii of ⊙T, they
are congruent.
Y
By HL, △TXZ ≅ △TYZ, so ‾

YZ ≅ ‾
XZ by CPCTC.
Try It! 3. If T X = 12and T Z = 20, what are XZ and YZ?
THEOREM 12-2 Segments Tangent to a Circle Theorem
If two segments with a common If... B

endpoint exterior to a circle are
tangent to the circle, then the A P
segments are congruent.
PROOF: SEE EXERCISE 14. AB≅ ‾

Then... ‾ AC

Activity Assess
APPLICATION EXAMPLE 4 Find Measures Involving Tangent Lines
A satellite requires a line of sight for communication. Between the ground

stations farthest from the satellite, what is the amount of time needed for
a signal to go from one station up to the satellite, and then down to the
other station?
Satellite
Speed of
radio waves:
300,000 km/sec 35,786 km
Ground Ground
Station Station
Earth’s radius:
6,371 km
Formulate The lines from the satellite to the farthest ground stations are tangent to
Earth’s surface.
Use the Pythagorean Theorem to compute the distance to the ground

stations. Then compute the time for radio waves to travel twice this distance.
Compute Step 1 Find the distance from the farthest ground stations to the satellite.
x  2 + 6,371  2 = (6,371 + 35,786)  2 Satellite
x  2 + 40,589,641 = 1,777,212,649 35,786 km

x
x  2 = 1,736,623,008
x ≈ 41,673
Ground 6,371 km
Station
Center of
6,371 km Earth
Step 2 Find the time for radio waves to travel this distance twice.
(41,673 × 2) km ÷ 300,000 km/sec ≈ 0.28 sec
Interpret The amount of time for a signal to travel from one of the farthest ground
stations to the satellite and back to the other ground station is about
0.28 second.
Try It! 4. What is the perimeter of ABCD?

B
A 2
7 3
C
D
Activity Assess
EXAMPLE 5 Construct Tangent Lines
How do you construct a tangent to ⊙Ppassing through point T?
Step 1 U
se a straightedge to draw Step 2 U
se a compass to construct
‾
PT. Label point A where ‾
PT
a circle with center P
intersects the circle. and passing through T.
COMMON ERROR Construct a perpendicular
You may think _that A is the to ‾
PT at A. Label point B
midpoint of PT
. However, the where the perpendicular
construction of a perpendicular intersects the outer circle.
line here is different from
constructing_the perpendicular
bisector of PT
.
T A T A
P P
Step 3 U
se a straightedge to Step 4 U
se a straightedge to
construct ‾ BP
. Label point C construct ‾TC
.
‾
where BP intersects the
inner circle.
T A T A
P P
C C
B B
The tangent to ⊙Ppassing through T is ‾

TC
.
Try It! 5. Prove that ‾

TC is tangent to ⊙P.
Given: Concentric circles with center P,
points A and C on the smaller
T A
circle, points T and B on the
P
larger circle, ‾
AB ⟂ ‾
PT
Prove: ‾
TC is tangent to ⊙P at C. C
B

Concept Assess
Summary
CONCEPT SUMMARY Tangents to a Circle
WORDS A tangent to a circle intersects the circle at exactly one point. The radius that
contains the point of tangency is perpendicular to the tangent.
DIAGRAM
‾
CP⟂ m
m tangent line
P
point of tangency

1. ESSENTIAL QUESTION How is a Tell whether each line or segment is a tangent
tangent line related to the radius of a circle to ⊙B.
at the point of tangency?
N Q
3
2. Error Analysis Kona looked at the figure
shown and said that ‾ is tangent to ⊙G at
AB 79° √‾
33
A because it intersects ⊙Gonly at A. What M B 4 P
was Kona’s error? 167°
⟷
6. ‾
A
B 5.  MN QP
20°
Segment ACis tangent to ⊙D at B.
71° Find each value.
G
D
5
3. Vocabulary Can any point on a circle be a
4
point of tangency? Explain. 31°
A C
4. Reason Lines m and n are tangent to B
circles A and B. What are the relationships 7. m∠ADB 8. BC
between ∠PAS, ∠PQS, ∠RQS, and ∠RBS?
Explain. Segment FG is tangent to ⊙K at F and ‾
HG
is
tangent to ⊙K at H. Find each value.
n
m P Q R F
B K (3x)° (2x)° G
A S 17
H

9. FG 10. m∠FGH

UNDERSTAND PRACTICE
11. Error Analysis D 6 E The segments ‾ and ‾

AB CD are tangent to ⊙T.
Segments ‾
F
DF, Find each value. SEE EXAMPLES 1 AND 2
DH, and ‾
‾ GF are 16. AB
8 B
tangent to the circle.
H 6
Andrew was asked G 17. m∠TDC
A (8x + 2)°
to find DF. Explain 6 T
Andrew’s error.
D
C (4x + 4)°
DF = DE + EF For Exercises 18–20, the segments are tangent to
By Theorem 12-2, DE = EF. the circle. Find each value. SEE EXAMPLES 3 AND 4
So, DF = 6 + 6 = 12.
✗ 18. DG
D
19. Perimeter of JLNQ
L
2x − 4 K
3
12. Construct Arguments Use the following outline E J 5
to write an indirect proof of Theorem 12-1. G
x+7 M
Given: Line m is tangent to ⊙T at G. x−2 R 2
F N
Prove: ‾
GT⟂ m G P
m 7
• Assume that ‾
GT
is not
perpendicular to m. Q
T
• Draw ‾ HT such that
‾
HT ⟂ m. 20. AC
• Use triangles to show that GT > HT. A

• Show that this is a contradiction, since H is in
the exterior of ⊙T. B
H
13. Construct Arguments Prove the Converse of G D 32
Theorem 12-1. 9
F 29 C
Given: ‾
Q E
QR⟂ n
Prove:
n is tangent to 21. Trace ⊙Pand point A. Construct a tangent to
⊙Q at R n ⊙Pthat passes through A. SEE EXAMPLE 5
R
Hint: Select any other point S on line n. Show
that ‾ QRS, so QS > QR
QS is the hypotenuse of △ A
and therefore S lies outside ⊙Q. P
14. Construct Arguments Prove Theorem 12-2.
Given: ‾
DE and ‾
DF are E
tangent to ⊙T. 22. The diameter of B
D T
Prove: ‾
DE≅ ‾
DF ⊙Fis 8; AB = 10;
AB, ‾
and ‾ BC, and
F
‾
AC are tangent
15. Higher Order Thinking A B to ⊙F. What is F
If AC = x, what is the D the perimeter of
perimeter of △ BCE? Z C △ABC? C
A
Explain.
E
F

Practice Tutorial
23. Make Sense and 26. Circle P is described by the equation

Persevere Yumiko is (x + 3)  2 + (y − 2)  2 = 25. Which of the following
shopping for a stand for a lines are tangent to ⊙P? Select all that apply.
h
decorative glass ball with
an 8-inch diameter. She
Ⓐ y = x + 3 Ⓓ x = 2
is considering the stand Ⓑ y = 5 Ⓔ y = −3
shown and wants to
know the height h of the 5 in. Ⓒ y = x Ⓕ y = x − 3
portion of the ball that
27. SAT/ACT Line m is m
will be visible if the sides B
tangent to ⊙Aat B.
of the stand are tangent
What is the area of
to the sphere. What is the value of h? A
△ABC? C
4
5
24. Use Structure
Samantha is looking out ___
from the 103rd floor Ⓐ 10 Ⓒ 2√65 
___
of the Willis Tower on √
a clear day. How far Ⓑ 18 Ⓓ   5 65 
_____
2
away is the horizon? 28. Performance Task The African art design
Earth’s radius is about below is based on circles that are tangent to
6,400 km. 412 m
each other.
r
25. Mathematical Connections Rail planners
want to connect the two straight tracks with a
curved track as shown. Any curves must have a
Part A If the radius of the larger circles is r,
radius of at least 450 m.
what is the radius of the smaller circles?
106° Part B Choose a value for the larger radius

to Arville: 5 km
and draw the pattern. Measure the radii of the
to Bremen:
3.5 km small and large circles. Are the values related in
450 m the way you described in Part A?
450 m Part C In your diagram for Part B, mark the

P
points where the small and large circles are
tangent to each other. Add lines that are
tangent to the circles at these points. Describe
a. Explain how engineers can locate point P, how the tangent lines you drew illustrate
the center of the curved section of track. Theorems 10-1 and 10-2.
b. Once the curved track is constructed, what
distance will trains travel between Arvillle
and Bremen? Justify your answer.

12-3
Activity Assess
EXPLORE & REASON
Use the diagram to answer the questions.

Chords
B F
3 5.27
PearsonRealize.com 123°
123°
A D
E 3
C
I CAN… relate the length
of a chord to its central angle
and the arc it intercepts.
A. What figures in the diagram are congruent? Explain.
VOCABULARY
• chord B. Look for Relationships How can you find EF?
ESSENTIAL QUESTION How are chords related to their central angles and intercepted arcs?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Relate Central Angles and Chords
A chord is a segment whose endpoints are on a circle.

Why is ‾
RS≅ ‾
UT?
∠RQS ≅ ∠UQT
because they are
vertical angles.
S
T
STUDY TIP
Q
Refer to the diagram as you read
the proof. Note which parts of the R
‾
SQ ≅ ‾
≅‾ ≅‾
triangles are congruent. U
TQ UQ
RQ
because all radii of a
circle are ≅.
By the SAS Congruence Theorem, △QRS ≅ △QUT. Therefore ‾

≅‾
RS UT because
they are corresponding parts of congruent triangles.
Try It! 1. Why is ∠

BAC ≅ ∠DAE?
C
A
D
B

Activity Assess
Theorem ‾ ≅ ‾
If... MN PQ
If two chords in a circle or in Then... ∠MTN ≅ ∠PTQ
congruent circles are congruent, then
N P
their central angles are congruent.
Converse
T Q
If two central angles in a circle or M
in congruent circles are congruent,
then their chords are congruent.
If... ∠MTN ≅ ∠PTQ
PROOF: SEE EXERCISES 12 AND 13. MN≅ ‾
Then... ‾ PQ


⏜ ⏜
Theorem MN≅ PQ
If...
If two arcs in a circle or in congruent MN≅ ‾
Then... ‾ PQ

circles are congruent, then their P
chords are congruent. N
Converse
If two chords in a circle or in T
congruent circles are congruent, then Q
their arcs are congruent. M
‾ ≅ ‾
If...
MN⏜PQ ⏜
PROOF: SEE EXAMPLE 2 AND EXAMPLE 2 TRY IT. Then... MN≅ PQ

PROOF EXAMPLE 2 Relate Arcs and Chords
⏜ ⏜
Write a proof of Theorem 12-4. A
Given: AB≅ CD
B
AB≅ ‾
Prove: ‾
CD
Think about other strategies P C
you can use. How could you use Plan: Use the relationship between
congruent triangles to prove the central angles and arcs by drawing the D
relationship? radii ‾
, ‾
PA , ‾
PB , and ‾
PC PD
.
⏜ ⏜ A
⏜ Since
Proof: ⏜ AB ≅ CD
, you know that
B
mAB = mCD. And since the measure
of a central angle is equal to the ⏜
⏜m∠APB = mAB
measure of its arc, P C
and m∠CPD = mCD. Using the given,
m∠APB = m∠CPDand ∠APB ≅ ∠CPD. D
So, by the Converse of Theorem 12-3,
AB≅ ‾
‾ .
CD
Try It! 2. Write a flow proof of the Converse of Theorem 12-4.
LESSON 12-3 Chords 587

Activity Assess
Theorem A
If chords are equidistant from the
center of a circle or the centers D E B
of congruent circles, then they
are congruent. S
F
Converse
C
If chords in a circle or in congruent
circles are congruent, then they ‾ ≅ ‾
If... SE AB≅ ‾
SF, Then... ‾ CD

are equidistant from the center ‾
If... AB
‾
≅ CD
, Then... ‾
≅‾
SE
SF
or centers.
PROOF: SEE EXAMPLE 3 AND EXAMPLE 3 TRY IT.
PROOF EXAMPLE 3 Relate Chords Equidistant from the Center
Write a proof of Theorem 12-5. A

Given: ⊙P with ‾ AB ⟂ ‾
PE
, D
COMMON ERROR ‾ ‾
CD ⟂ PF
, E B
PE ≅ ‾
‾
Be sure to construct the triangles P
PF F
with corresponding parts that
yield the desired conclusion. AB≅ ‾
Prove: ‾
CD C
Plan: Construct triangles by drawing the radii A
‾ , ‾
PA, ‾ PB , and ‾
PC . Then show that the triangles
PD
D
are congruent in order to apply CPCTC. E B
P
Proof: F
C
AB ⊥ PE, CD ⊥ PF
Given PA ≅ PB ≅ PC ≅ PD
All radii of a circle are ≅.
∠AEP, ∠BEP, ∠CFP,

and ∠DFP are right ∠s. PE ≅ PF
Def. of ⊥ Given
△AEP, △BEP, △CFP,

△AEP ≅ △BEP ≅ △CFP ≅ △DFP
and △DFP are right △s.
Def. of right △s By HL
AE ≅ BE ≅ CF ≅ DF AB = AE + EB and
By CPCTC CD = CF + FD
Seg. Addition Post.
AB = 2AE and CD = 2CF AB = CD AB ≅ CD

Substitution Substitution Def. of ≅ segments
Try It! 3. Write a flow proof of the Converse of Theorem 12-5.

Activity Assess
EXAMPLE 4 Construct a Regular Hexagon Inscribed in a Circle
How do you draw a regular hexagon inscribed in ⊙P?

STUDY TIP
Remember, a regular polygon is Step 1 Mark point Q on the circle.
both equilateral and equiangular.
Step 2 Set the compass the radius of the circle. Place
Q
the compass point at Q and draw an arc
through the circle. P
Step 3 Keep the compass setting. Move the compass
point to the intersection of the arc and the
circle. Draw another arc through the circle. Each
point of intersection is a vertex of the hexagon.
Continue this way until you have five arcs.
Q
Step 4 Draw chords connecting consecutive points
on the circle. P
The side lengths of the resulting figure are all
congruent because they have the same length as
the radius of the circle.
Connecting the center of the circle with the six vertices of the inscribed
polygon forms six equilateral triangles, so each angle measures 120. The
figure is a regular hexagon.
Try It! 4. Construct an equilateral triangle inscribed in a circle.
Theorem A
If a diameter is perpendicular to a
C
chord, then it bisects the chord.
E
Converse P
D
If a diameter bisects a chord B
(that is not a diameter), then it is
perpendicular to the chord. If... ‾ AB⟂ ‾
CD is a diameter, ‾ CD
Then... ‾ AE≅ ‾BE
If... ‾
CD is a diameter, ‾
AE ≅‾

BE
PROOF: SEE EXERCISES 15 AND 16. Then... ‾ AB⟂ ‾ CD

THEOREM 12-7
A
The perpendicular bisector of If...
a chord contains the center of
the circle. C
E
S
D
B
PROOF: SEE EXERCISE 27. Then... S is on ‾

CD

Activity Assess
APPLICATION EXAMPLE 5 Solve Problems Involving Chords of Circles
An engineer is designing a service 27 ft

tunnel to accommodate two trucks
18 ft
simultaneously. If the tunnel can
accommodate a width of 18 ft,
what is the greatest truck height
that the tunnel can accommodate?
Subtract 0.5 ft to account for
fluctuations in pavement.
6 ft
Formulate Draw and label a sketch to help
solve the problem.
9 ft
x ft Let x be the distance from the center to

13.5 ft
C the greatest height. The radius is 13.5 ft.
6 ft
Compute Write and solve an equation for x.

9  2 + x  2 = 13.5  2 Use the Pythagorean Theorem.
x  2 = 13.5  2 − 9  2
__________
x = √ 13.5  2 − 9  2 
x ≈ 10.06
Add the distance from the ground to the center 13.5 − 6 = 7.5to x and
subtract 0.5 ft to account for fluctuations in pavement.
7.5 + 10.06 − 0.5 = 17.06
Interpret The greatest height that the tunnel can accommodate is about 17.06 ft.
Try It! 5. Fresh cut flowers need to

be in at least 4 inches of
water. A spherical vase is
filled until the surface
of the water is a circle
5 inches in diameter. Is the 5 in.
water deep enough for
the flowers? Explain.
6 in.

Concept Assess
Summary
CONCEPT SUMMARY Chords
Chords and Central Angles Chords and Arcs
WORDS Two chords in a circle or in Two chords in a circle or in congruent

congruent circles are congruent if circles are congruent if and only if the
and only if the central angles of chords intercept congruent arcs.
the chords are congruent.
DIAGRAMS P P
N N
T Q
M T
Q
⏜ ⏜
M
MN≅ ‾
∠MTN ≅ ∠PTQif and only if ‾ PQ. MN≅ ‾
if and only if ‾
MN≅ PQ PQ.

⏜
1. ESSENTIAL QUESTION How are For Exercises 5–10, in ⊙P, mAB
= 43°, and
chords related to their central angles and AC = DF. Find each measure.
intercepted arcs?
B
2. Error Analysis Sasha writes a proof to show A C
that two chords are congruent. What is her G 2
error? F
P
H
∠APB = ∠CPD Vert. ∠s = E
⏜
AB = CD Intercepted by = ∠s D
AB = DC Chords intercept = arcs
5. DF 6. mABC
⏜
D
A
P 7. FH 8. mDE
⏜
T
C ✗ 9. AC
11. For the corporate headquarters, an

10. mDF
B
executive wants to place a company logo
that is six feet in diameter with the sides of
3. Vocabulary Explain why all diameters of the H five feet tall on the front wall. What is
circles are also chords of the circles. the width x of the crossbar for the H?
⏜ ⏜
4. Reason Given RS ≅ UT
, how can you find x ft
UT ?
S
5 ft
R 5.5 T
Q 4
6 ft
U

UNDERSTAND PRACTICE
⏜
12. Construct Arguments Write a paragraph proof For Exercises 18–21, in ⊙B, m∠VBT = mPR= 90,
of Theorem 12-3. C and QR = TU. SEE EXAMPLES 1 AND 2
B
AB≅ ‾
Given: ‾ CD
18. Find m∠PBR. P Q
⏜
Prove: ∠AEB ≅ ∠CED E D 19. Find mTV
. R
A
V B
20. Which angle is congruent
to ∠QBR? U
13. Construct Arguments Write a two-column
T
proof of the Converse of Theorem 12-3. 21. Which segment is congruent
Given: ∠AEB ≅ ∠CED
C to ‾
TV?
B
AB≅ ‾
Prove: ‾ CD 22. Construct a square inscribed in a circle. How
D is drawing an inscribed square different from
A E
drawing an inscribed hexagon or triangle?
SEE EXAMPLE 4
14. Error Analysis What is Ashton’s error? 23. Find CD. SEE EXAMPLE 3
A 15
TS = √PR2 – PS2 6 B
D
T =√ 122 – 92 Q
✗
9 ≈ 7.9 6
P S6
R C
Q
24. Find FG. SEE EXAMPLE 3
Theorem 12-6. M F
Given: ‾
is a diameter
LN L
E 21 T
of ⊙Q; ‾
LN ⟂ ‾

KM 10
P 10
Prove: ‾
KP ≅‾

MP Q H
K N
G
16. Construct Arguments Write a proof of the
25. A chord is 12 cm long. It is 30 cm from the
Converse of Theorem 12-6.
center of the circle. What is the radius of the
Given: ‾
is a diameter
LN M circle? SEE EXAMPLE 5
of ⊙Q; ‾
KP≅ ‾
MP
L 26. The diameter of a circle is 39 inches. The circle
Prove: ‾
LN ⟂ ‾

KM P has two chords of length 8 inches. What is
Q the distance from each chord to the center of
K N the circle?
⏜ABP⏜
17. Higher Order Thinking △ ∼ △CDE. 27. A chord is 4 units from the center of a circle.
≅ CD
How do you show that AB ? The radius of the circle is 5 units. What is the
length of the chord?
B A
A D 28. Write a proof of Theorem 12-7.
C
Given: ‾
QRis a chord in ⊙P;
P E ‾
is the perpendicular Q
AB P
S
bisector of ‾
QR
.
Prove: ‾
AB contains P. B R

Practice Tutorial
29. Mathematical Connections Nadia designs a 32. Which must be true? Select all that apply.
water ride and wants to use a half-cylindrical
P Q
pipe in the construction. If she wants the
waterway to be 8 ft wide when the water is V S
R
2 ft deep, what is the diameter of the pipe?
U A
W
T
⏜ ⏜
Ⓐ QR
≅ TU
Ⓒ VW = AS
8 ft Ⓑ PR = TV Ⓓ PS = SR
2 ft 33. SAT/ACT The radius of the semicircle is r, and
  34 ∙ AB. What is the distance from the
CD = __
chord to the diameter?
30. Model With Mathematics A bike trail has
holes up to 20 in. wide and 5 in. deep. If the C D
diameter of the wheels of Anna’s bike is
A B
26 in., can she ride her bike without the wheels __ __
hitting the bottom of the holes? Explain. √ √
  7  r
Ⓐ __  54 r Ⓑ ___   7  𝜋r Ⓓ __
Ⓒ ___   5 𝜋r
4 4 4
34. Performance Task The radius of the range of a

radar is 50 miles. At 1:00 p.m., a plane enters the
radar screen flying due north. At 1:04 p.m. the
aircraft is due east of the radar. At 1:08 p.m., the
5 in. aircraft leaves the screen. The plane is moving at
20 in. 8 miles per minute.
31. Make Sense and Persevere The bottom of 1:08

a hemispherical cake has diameter 8 in. 40
30
20
A
1:04
1:00
8 in. Part A What distance does the plane fly on the

controller’s screen?
a. If the cake is sliced horizontally in half so each
Part B What is the distance of the plane from
piece has the same height, would the top half
the radar at 1:04 p.m.?
fit on a plate with diameter 6 in.? Explain.
Part C Another plane enters the screen at point
b. If the cake is sliced horizontally in thirds so
A at 1:12 p.m. and flies in a straight line at
each piece has the same height, would the
9 miles per minute. If it gets no closer than
top third fit on a plate with diameter 5 in.?
40 miles from the radar, at what time does it
Explain.
leave the screen? Explain.

12-4
Activity Assess
EXPLORE & REASON
Consider ⊙T.
Inscribed Angles
B
A 52°
PearsonRealize.com
T
C
I CAN… use the
relationships between angles
and arcs in circles to find
their measures.
A. Make Sense and Persevere List at least seven things you can conclude
about the figure.
VOCABULARY B. How is ∠ACBrelated to ∠ATB? Explain.
• inscribed angle
ESSENTIAL QUESTION How is the measure of an inscribed angle related to its intercepted arc?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Relate Inscribed Angles to Intercepted Arcs
⏜
and ∠ACB?
What is the relationship between AB
An inscribed angle has its vertex on a circle and its sides contain chords of
the circle.
⏜ B
is intercepted by ∠C.
AB
△QCBis isosceles,
A so ∠QBC ≅ ∠QCB.
x°
Q
C
∠Cis inscribed in ⊙Q.
Draw radius ‾ QCBand central angle ∠AQB.

to form △
QB
m∠QBC + m∠QCB = x
Apply the Exterior Angles Theorem.
2(m∠QCB) = x

1 x
m∠QCB =  __
⏜
2 m∠QBC = m∠QCB since ∠QBC ≅ ∠QCB.
1 mAB
m∠ACB =  __
STUDY TIP 2 ⏜
There are an infinite number of
m ∠QCB = m∠ACB and x° = mAB.
inscribed angles that intercept
the arc. These inscribed angles all
have the same angle measure. The measure of ⏜ an inscribed angle ∠ACB is half the measure of the
intercepted arc AB
.
⏜
Try It! 1. Given ⊙Pwith inscribed angle ∠S, if m = 47,
RT R
∠S?
what is m
S P
T

Activity Assess
THEOREM 12-8 Inscribed Angles Theorem
The measure of an inscribed angle is half the measure of its intercepted arc.
Case 1 Case 2 Case 3
The center is on one The center is inside The center is outside
side of the angle. the angle. the angle.
If... If... If... S
R R
S R
S
C C C
T
T
⏜ ⏜ ⏜
T
  1 mRT
Then... m∠S = __ 1 mRT
Then... m∠S =  __ 1 mRT
Then... m∠S =  __
2 2 2
PROOF: SEE EXERCISES 19, 32, AND 33.
EXAMPLE 2 Use the Inscribed Angles Theorem

⏜
⏜ ⏜
= 45.6, what are m∠Eand m∠F?
A. If mDG E
  1 mDG
m∠E = __
m∠F =  __ 1 mDG
F
2 2 P
1
__ =   1 (45.6) = 22.8
=   (45.6) = 22.8 __
⏜
2 2
LOOK FOR RELATIONSHIPS B. If RT is a semicircle, what is m∠RST?
⏜
R D
The diameter of a circle is a G
straight angle. What is the m∠S = __   1 mRT

2
measure of the arc intercepted by 1 S
a diameter? =  __(180) = 90 Q
2
⏜ ⏜
T
C. If mABC = 184 and mBCD

= 242, what are the measures B
⏜ ⏜
A
of the angles of quadrilateral ABCD?
m∠A = __   1 mBCD m∠B
1 mADC
=  __ Z
2 2 D
1
__ =   1 (360 − 184) = 88
=   (242) = 121 __
⏜
2 2 C
  1 mABC m∠C
m∠D = __ = 360 − (121 + 88 + 92)
2
1 (184) = 92
=  __ = 59
2
⏜
⏜
Try It! 2. a. If m
RST
= 164, what is m
∠RVT? T
∠SPU = 79, what is m

b. If m STU
? U
S Q
V
R
P
LESSON 12-4 Inscribed Angles 595

Activity Assess
COROLLARIES TO THE INSCRIBED ANGLES THEOREM
Corollary 1 Corollary 2 Corollary 3

Two inscribed angles An angle inscribed in The opposite angles
that intercept the a semicircle is a right of an inscribed
same arc are angle. quadrilateral are
congruent. supplementary.
⏜
If... If... mRS = 180 If...
S
S
R T R
C R
C C
S
U
T U T
Then... ∠S ≅ ∠T Then... m∠T = 90 Then...

m∠R + m∠T = 180
m∠S + m∠U = 180

EXAMPLE 3 Explore Angles Formed by a Tangent and a Chord
⏜
↔
Given chord ‾FH   tangent to ⊙Eat point
and HJ H, J
what is the relationship between ∠FHJ and FGH
? G
H
Consider the angles and arcs formed by the chord, F
tangent line, and diameter. E
⏜
Let m∠FHJ = x, so m∠FHD = 90 − x.
D
m∠FHD =  __ 1 mDF

⏜
2 Use the Inscribed m∠DHJ = 90
1 mDF
90 − x =  __
⏜ 2
COMMON ERROR Angles Theorem.
Be careful not to assume arc
⏜
mDF= 180 − 2x

⏜ ⏜ such as
measure relationships
Since ‾
⏜ ⏜
= mFH. Think
assuming mDF
⏜
DH is a diameter, mDFH = 180.
about concepts and theorems
⏜
you can apply when writing mDF+ mFGH= mDFH
⏜
mathematical statements.
180 − 2x + mFGH = 180
⏜
mFGH
= 2x
⏜

mFGH
= 2m∠FHJ
m∠FHJ = __
  1 mFGH

2
⟷
⏜ to ⊙P at
Try It! 3. a. Given  BD tangent B C D
point C, if mAC = 88,
what is m ∠ACB?
P E
⟷ A
b. Given  EG tangent to ⊙P at

point F, if ⏜
F
m∠GFC = 115,
what is m FAC
? G

Activity Assess
THEOREM 12-9
The measure of an angle formed If... D

B
by a tangent and a chord is half the E
measure of its intercepted arc. A C
⏜
PROOF: SEE EXERCISE 34.   1 mABE
Then... m∠AED = __
2
APPLICATION EXAMPLE 4 Use Arc Measure to Solve a Problem
A director wants to position 16 ft

two cameras to capture
an entire circular backdrop
behind two newscasters.
Where should he position
the cameras?
Formulate Represent the set as a chord

‾
AB of a circle that intercepts
an arc measuring 90°. 45°
90° Camera
A B
16 ft
⏜
45° 45°
Any point on the major arc AB ⏜the vertex of
is
a 45° angle that intercepts arc AB
.
To find the size of the circle, find the radius of the circle.
Compute Let P be the center of the circle. 90°

A B
⏜ 16 ft
∠APB = mAB= 90
m r r
P
Find r.
__
√2  ∙ r = 16
△APBis a 45°-45°-90°triangle, and
r   16
= ___ __ the length of the hypotenuse is 16.
√
2 
__
r = 8√2 

Center P is on the perpendicular bisector of ‾
AB
, 16 ft
so P is 8 ft from the midpoint of ‾
A B
AB.
8√2 ft 8√2 ft
Interpret Position
__ a camera on any point of circle with radius
8√2 ft and center 8 ft from the midpoint of the set. P
⟷
⏜
Try It! 4. a. Given WY
  tangent to ⊙Cat point X, 50° Z
what is m
XZ?
Y 196°
C
∠VXW?
b. What is m
X
W V

Concept Assess
Summary
CONCEPT SUMMARY Inscribed Angles and Intercepted Arcs
Angles Formed by a Tangent

Inscribed Angles and a Chord
WORDS The measure of an inscribed angle is one-half the The measure of an angle formed by
measure of its intercepted arc. a tangent and a chord is one-half
the measure of its intercepted arc.
B C D
DIAGRAMS B A A
A A
B
P P B P P
C C C
⏜ ⏜
SYMBOLS   1 mAC
m∠ABC = __ 1 mBCD
m∠ABD =  __
2 2
⏜
1. ESSENTIAL QUESTION How is the For Exercises 5–8, find each measure in ⊙Q.
measure of an inscribed angle related to its 5. mJKL
M
⏜
120°
intercepted arc?
⏜ 6. mMJ
49°
2. Error Analysis Darren is asked to find mXZ. L
Q
What is his error? 7. m∠KJM 46°
Y 8. m∠KLM K
J
51° ⟷
mXZ = 1 m XYZ   is tangent to ⊙Q at
For Exercises 9–12, DF
⏜
C 2
point E. Find each measure.
X
Z
= 1 (51)
2
= 25.5
✗ 9. mEGH
⏜
D E F
K 72°
10. mEKJ

11. m∠HEJ Q G
J
3. Reason Can the measure of an inscribed 12. m∠DEJ 106° H
angle be greater than the measure of the
intercepted arc? Explain. For Exercises 13–16, find each measure in ⊙M.
⏜
4. Make Sense and Persevere Is there enough 13. m∠PRQ T
P
information in the diagram to find mRST?
14. m∠PTR
Explain. S
15. m∠RST M
T 106° Q
U 86°
16. m∠SRT 82°
R
Q
71°
S
R

⏜
UNDERSTAND PRACTICE
17. Mathematical Connections ⏜ Given mABC

= x, For Exercises 22–25, find each measure in ⊙P.
⏜
what is an expression for mDABin terms of x? SEE EXAMPLES 1 AND 2
Explain.
⏜
22. mAD
D
B C C 68°
23. mBDC
P
A
O
24. m∠ADC 110°
A D 91°
25. m∠BAD B
⏜

⟷
18. Error Analysis Casey is asked to find mWVZ
.   is tangent to ⊙Pat point T.
For Exercises 26–28, SU
⏜
What is Casey’s error? Find each measure. SEE EXAMPLES 2 AND 3
26. mTVW
W
V
mWVZ = 360° − 71° 27. m∠TWX 74° P
W
C
71°
Z = 289°
✗ 28. m∠TWV V 67° X
Y T
U S
X
⟷
  is tangent to ⊙C at point J.
For Exercises 29–31, HK
19. Higher Order Thinking Write R Find each measure. SEE EXAMPLES 3 AND 4
a proof of the Inscribed Angles 29. m∠KJM M
C S
Theorem, Case 2.
30. m∠MJN 96° N
⏜
Given: Center C is inside ∠RST. C
T L
31. m∠HJN 126°
Prove: m∠RST = __  1 mRT

2
K J H
20. Construct Arguments Margaret measures
∠HGKwith a protractor and says that it is 98°. 32. Write a proof of the Inscribed R
Is Margaret’s answer reasonable? Explain. Angles Theorem, Case 1. S
Given: Center C is on ‾
H T C
⏜
J ST
.
G Prove: 1 mRT
m∠RST =  __
2
C
K 33. Write a proof of the Inscribed R
Angles Theorem, Case 3. S

T
Given: Center C is outside
‾
21. Use Structure Given ⊙Qwith diameter AC
, if
C
⏜
∠RST.
point B is located on ⊙Q, can ∠ABCever be Z
Prove: 1 mRT
m∠RST =  __
less than 90°? Can it ever be greater than 90°? 2
Explain.
34. Write a two-column proof of C D
A
C Theorem 12-9.
Q ⟷ B
Given:  AB tangent to ⊙P at P
⏜
point B.
A
Prove: m∠ABD = __   1 mBCD

2

Practice Tutorial
35. Construct Arguments Deondra needs to 38. Write an expression that represents m∠DGF.
know the angle measure for each notch in
the 16-notch socket wrench she is designing. G
The notches will be the same size. What is the F
angle measure? x° Q
E
x ∘
D
39. SAT/ACT Segment AB is tangent to ⊙M at

Point A. What is m∠DAC?
C D
130°
M
36. Use Structure Cheyenne wants to make
a replica of an antique sundial using the B
fragment of the sundial she acquired. Is there A

enough information for her to determine the
diameter of the sundial? Explain. Ⓐ 25
6 in. Ⓑ 65
Ⓒ 50
Ⓓ 90
36° Ⓔ 100
40. Performance Task Triangle DEF is inscribed in
, ‾
⊙G, and ‾
AB , and ‾
BC AC are tangent to ⊙G.
37. Use Appropriate Tools Malcom sets up E

F
chairs for a home theater showing on his 60°
G 70°
television. His optimal viewing angle is 50°.
Besides at chair A, where else could he sit with 50°
the same viewing angle? Draw a diagram A C
and explain. D
Part A Are there any isosceles triangles in the

98 in. diagram? If so, explain why the triangles are
isosceles. If not, explain why not.
Part B Are △A

BC and △DEF similar? Explain.
50°

12-5
Activity Assess
EXPLORE & REASON
Skyler made the design shown. Points A, B, C, and B

Secant Lines and
D are spaced evenly around the circle.
Segments
A. Using points A, B, C, and D as vertices, what
congruent angles can you find? How can you A C
PearsonRealize.com justify that they are congruent?
B. Make Sense and Persevere What strategy did
D
you use to make sure you found all congruent
I CAN… use angle measures
and segment lengths formed
angles?
by intersecting lines and
circles to solve problems.
How are the measures of angles, arcs, and
VOCABULARY ESSENTIAL QUESTION segments formed by intersecting secant
• secant lines related?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Relate Secants and Angle Measures
A secant is a line, ray, or segment that intersects a circle at two points.

⟷ ⟷
Secants AC
  and BD
  intersect to form ∠1. How can you use arc measures
to find m∠1?
Draw ‾
B C
AB
to form △AEB. Since ∠ABDis an
E inscribed angle,⏜
1 m∠ABD = _  12 mAD
.
⏜
Since ∠BACis an inscribed
angle, m∠BAC = _ 12 mBC
. A
D

Apply the Triangle Exterior Angle Theorem.
Consider other relationships in
⏜ 1 ⏜
the diagram. What is an alternate m∠1 = m∠ABD + m∠BAC
plan you could use to solve the 1 mAD
=  __
+ __
  mBC

problem? 2 2
So the measure of the angle is half the sum of the measures of the two
intercepted arcs.
⏜ ⏜
Try It! 1. If mAD
= 155and mBC
= 61, what is m
∠1?
THEOREM 12-10
The measure of an angle formed If... x°

by two secant lines that intersect
inside a circle is half the sum of the 1
measures of the intercepted arcs.
y°
PROOF: SEE EXERCISE 16.   1 (x + y)

Then... m∠1 = __
2
LESSON 12-5 Secant Lines and Segments 601

Activity Assess
THEOREM 12-11
The measure of an angle formed by two lines that intersect outside a circle is
half the difference of the measures of the intercepted arcs.

If... If... If...
1 a° b° d°
3 e° f°
c°
2
Then... Then... Then...

m   1 (b − a)
∠1 = __ 1 (d − c)
∠2 =  __
m   1 (f − e)
m∠3 = __
2 2 2
PROOF: SEE EXAMPLE 2, TRY IT 2, AND EXERCISE 18.
EXAMPLE 2 Prove Theorem 12-11, Case 1

Write a proof for Theorem 12-11, Case 1. S
→ ⟶
⏜
Given: Secants PS
  and PT
  Q
⏜
1 (mST− mQR) P
Prove: m∠P =  __
2
R
Proof:
T
Statement Reason
→ ⟶
1)  PS and PT
  are secants. 1) Given
STUDY TIP 2) Draw ‾
QT. 2) Two points determine a segment.
Remember to look for helpful ⏜
relationships that you can 3) m∠QTP = __  1 mQR
3) Inscribed Angles Theorem
⏜
2
draw on the given figure when 1 mST
4) m∠SQT =  __
completing a proof. Drawing ‾
4) Inscribed Angles Theorem
QT 2
forms inscribed angles, which are 5) m∠SQT = m∠P + m∠QTP 5) Triangle Exterior Angle Theorem
needed for this proof.
6) m∠P = m∠SQT − m∠QTP 6) Subtraction Property of Equality
⏜ 1 ⏜
1 mST
7) m∠P =  __ − __
   mQR
7) Substitution
⏜ ⏜
2 2
1 (mST− mQR )
8) m∠P =  __ 8) Distributive Property
2
Try It! 2. Prove Theorem 12-11, Case 2.

X
W
Y
Z


Activity Assess
EXAMPLE 3 Use Secants and Tangents to Solve Problems
⏜
A. What is m∠ABD? D
139°
⏜ ⏜ ⏜
Step 1 Find mAC
.
= 360 − mAD− mCD
mAC 151°
C
= 360 − 151 − 139
B
A
= 70
⏜ ⏜
Step 2 Find m∠ABD.
Since the angle is formed outside
  1 (mAD − mAC )
m∠ABD = __ the circle by a secant and a tangent,
2
1 (151 − 70)
=  __ apply Theorem 12-11, Case 2.
2
= 40.5
⏜
B. What is mLM?
L
K
J 34° (6x + 6)°
(3x − 5)° N
COMMON ERROR M
Remember to add the arc
⏜ ⏜
measures when the vertex is Step 1 Find x. Since the angle is formed
inside the circle and to subtract outside the circle by two
  1 (mLM− mKN)
∠LJM = __
m
them when it is outside the circle. 2 secants, apply Theorem
1 ((6x + 6) − (3x − 5))
34 = __ 12-11, Case 1.
2
1 (3x + 11)
34 = __
2
68 = 3x + 11
19 = x
⏜
⏜
Step 2 Find mLM
.
= 6x + 6
mLM
= 6(19) + 6 Substitute the value
of x found in Step 1.
= 120
⏜
Try It! 3. a. What is m
WX? ∠PSQ?
b. What is m
74° Y P
152°
Z
107°
X S Q
R
126°
W

Activity Assess
EXAMPLE 4 Develop Chord Length Relationships
What is the value of x?
B C
∠Aand ∠B are 4 ∠Cand ∠D are
5
inscribed angles 6 E inscribed angles
that intercept A x
that intercept
the same arc. the same arc.
D
AED ∼ △BEC.
By the Angle-Angle Similarity Theorem, △
COMMON ERROR ED = ___
 ___   EA The ratios of corresponding sides
Be careful to correctly identify EC EB
corresponding sides in similar   =   6
x
__ __ of similar triangles are equal.
5 4
triangles. The sides opposite
congruent angles are the 4∙x=6∙5
corresponding sides. x = 7.5
The value of x is 7.5.
Try It! 4. What is the value of y?

G
F y
15 7
T H
10
THEOREM 12-12
For a given point and circle, the product of the lengths of the two
segments from the point to the circle is constant along any line through
the point and circle.
If... If... m
If...
a n x
R d
S T
b q
p z
c y
Then... Then... Then...

ab = cd (n + m)n = (q + p)q x   2 = (z + y)z
PROOF: SEE EXERCISES 11, 23, and 24.

Activity Assess
APPLICATION EXAMPLE 5 Use Segment Relationships to Find Lengths
Archaeologists found part of the circular wall that surrounds an ancient

city. They measure the distances shown. The 272-m segment lies on a line
through the center of the circular wall. What was the diameter of the
circular wall?
310 m
805 m
272 m
Draw a diagram to represent the situation.
A 310 m C
272 m
The line through ‾ AB
B 805 m D
continues to the_ center
of the circle, so BE is
a diameter.
MAKE SENSE AND PERSEVERE E
Are there other measurements
that archaeologists could have Write an equation to relate the segment lengths.
taken to help find the diameter
using another method? (AB + BE)AB = (AC + CD)AC
Apply Theorem 12-12 and substitute
(272 + BE)(272) = (310 + 805)(310)

known segment lengths.
73,984 + 272 ∙ BE = 345,650

272 ∙ BE = 271,666

BE ≈ 998.8

The diameter of the circular wall was about 998.8 meters.
Try It! 5. a. What is the value of a? b. What is EC?
Q B
6
P
8
a 4 C
R
A E
5
9 D
S

CONCEPT SUMMARY Angle and Segment Relationships in a Circle
Vertex Inside the Circle Vertex Outside the Circle
ANGLES
b°
1
a° 2
y° y° y°
2 x°
x°
2 x°
  1 (a + b)
m∠1 = __ 1 (y − x)
m∠2 =  __
2 2
SEGMENTS z a
w b u
x
c
y
d t
v
wx = yz (a + b)a = (c + d)c
(t + u)t = v  2

1. ESSENTIAL QUESTION How are the For Exercises 5 and 6, find each angle measure.
measures of angles, arcs, and segments Rays QP and QR are tangent to the circle in
formed by intersecting secant lines related? Exercise 6.
5. m∠BEC 6. m∠PQR
2. Error Analysis Derek is G
asked to find the value F 9 86° P 125°
of x. What is his K B C
12 Q
error? 8 H
x E
A
J 60°
R
D
GK • FK = HK • JK
12 • 9 = 8 • x For Exercises 7 and 8, find each length. Ray HJ is
x = 13
1
2
✗ tangent to the circle in Exercise 7.
7. GF 8. LM
8 H K 6 L
G
3. Vocabulary How are secants and tangents 7
12
to a circle alike and different? P
9 M
J
4. Construct Arguments The rays shown are F
tangent to the circle. Show that
N
m∠1 = (x − 180).
For Exercises 9 and 10, C
‾
AE is tangent to ⊙P.
5
Find each length.
x° 1 P D
9. BC B 4
2
10. EF A 4 F E

UNDERSTAND PRACTICE
11. Construct Arguments Given ⊙X, write a For Exercises 16 and 17, find each measure.
two-column proof of Theorem 12-12, SEE EXERCISE 1
Case 2. 16. m∠1 17. x
D 122°
106°
B
A 1
X 81°
C 80° x°
E
12. Error Analysis Cindy is asked to find m∠VXZ. 18. Given ⊙Aand secants ‾PR
and R
What is her error? ‾
QS, write a paragraph proof of Q
Theorem 12-10. SEE EXAMPLE 1 T
Y Z
X A
S
24° W C 96°
P
19. Given ⊙Qand tangents B
V ⟶ ⟶
  AB and AC
  , write a
A
two-column proof of
Q D
1
Theorem 12-11, Case 3.
m∠VXZ = (mWY + mVZ ) SEE EXAMPLE 2
2 C
= 1 (24 + 96)
2
= 60
✗ 20. Given ⊙C, inscribed
angle ∠RWV, and
⟶ ⟶ R
138°
S
W
T
secants TR
  and TV
  , what
47°
is the measure of ∠RTV? C U
SEE EXAMPLE 3
98°
13. Mathematical Connections Given ⊙P, secant V
⟶ ⟶
CA   , what is the area of ⊙P?
  , and tangent CD For Exercises 21 and 22, find each length.
SEE EXERCISE 4
4
C
B 21. a 22. b
6
a b 5
6
P D 4 6
6 9
A
23. Given ⊙Tand secants ‾ JK
and L
‾
J
14. Higher Order Thinking Given ⊙T, and tangents LM intersecting at point N,
AD and ‾
‾ , what is the measure of ∠ADC?
CD write a paragraph proof of
T N K
Theorem 12-12, Case 1.
C
SEE EXAMPLE 4
M
⟶
T 24. Given ⊙C, secant QS
  P Q
and tangent ‾
B 72°
PQ, write
R
D a two-column proof of
A C
Theorem 12–12, Case 3.
SEE EXAMPLE 5
15. Communicate Precisely How would you
describe each case of Theorem 12-11? S

Practice Tutorial

⏜
25. Use Structure Chris stands in the position 28. For what measure of UW
does m∠TVX = 34?
shown to take a picture of a sculpture with a ⏜ V
circular base. mUW = ________
U
W
T G
5 ft
4 ft
112° X
29. SAT/ACT Given ⊙Pand secants ‾

and ‾
FH FK
,
what is FG?
a. Chris is deciding on which lens to use. What H

is the minimum view angle from where he 3x
stands so he can get as much of the base as G
possible in his picture? x −5 P
b. If Chris uses a lens with a view angle of 40°, F x−6 K

J
what is the shortest distance he could stand 4x
from the sculpture?
26. Reason A satellite orbits above the equator

Ⓐ3 Ⓑ4 Ⓒ9 Ⓓ 27 Ⓔ 36
of Mars as shown and transmits images back 30. Performance Task Alberto, Benson, Charles,
to a scientist in the control room. What percent and Deon sit at a round lunch table with
of the equator is the scientist able to see? diameter 54 inches. The salt shaker is 27 inches
Explain. from Charles, 18 inches from Benson, 20 inches
from Deon, and 30 inches from Alberto.
? ?
x°
42°
salt shaker
?
Part A In what order around the table are they

seated? Explain.
27. Use Structure Carolina wants to etch the design
shown onto a circular piece of glass. At what Part B Alberto, Benson, Charles, and Deon
measure should she cut ∠1? Explain. change the positions of their seats and sit
evenly spaced around the table. If the location
x° of the salt shaker does not change, what is the
x° x° closest that one of them could be from the salt
shaker? What is the farthest?
x° 1 x°
x° x°
x° x°

13-1
Activity Assess
EXPLORE & REASON
Consider a cube of cheese. If you slice

Three-Dimensional
straight down through the midpoints
Figures and of four parallel edges of the cube, the
Cross Sections outline of the newly exposed surface is
a square.
PearsonRealize.com
A. How would you slice the cube to
expose a triangular surface?
B. Communicate Precisely How would
I CAN… identify three- you slice the cube to expose a
dimensional figures and their
relationships with polygons triangular surface with the greatest
to solve problems. possible area?
ESSENTIAL QUESTION How are three-dimensional figures and polygons related?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Develop Euler’s Formula
How many faces, vertices, and edges does each prism contain? Do you
notice any patterns in these quantities?
Make a table of the number of vertices, edges, and faces for each prism.
Look for patterns and relationships.
Type of Faces Vertices Edges

Prism (F) (V) (E)
triangular 5 6 9
rectangular 6 8 12 For each additional face on
the prism, the prism gains
pentagonal 7 10 15
2 vertices and 3 edges.
hexagonal 8 12 18
MODEL WITH MATHEMATICS Look at the sums of the faces and vertices. Compare it to the number of edges.
Look at the relationships between
the number of vertices, faces, 5 + 6 = 9 + 2
6 + 8 = 12 + 2 The sum of the faces and
and edges. How might you vertices is always 2 more
represent these relationships in 7 + 10 = 15 + 2

than the number of edges.
an equation? 8 + 12 = 18 + 2

Try It! 1. How many faces, vertices, and edges do the pyramids have?
Name at least three patterns you notice.
LESSON 13-1 Three-Dimensional Figures and Cross Sections 615

Activity Assess
CONCEPT Euler’s Formula
The sum of the number of faces (F) F+V=E+2

and vertices (V) of a polyhedron is 4+4=E+2

2 more than the number of its
= 6
E
edges (E).
F + V = E + 2
APPLICATION EXAMPLE 2 Apply Euler’s Formula

To make polyhedron-shaped game pieces using a
3D printer, Juanita enters the number of faces,
edges, and vertices into a program. If she wants a
COMMON ERROR game piece with 20 faces and 30 edges, how many
Remember to add the number vertices does the piece have?
of faces and vertices on one side
of the equation and to add the F + V = E + 2
number of edges plus 2 on the 20 + V = 30 + 2
Apply Euler’s Formula.
other side of the equation.
= 12
V
The game piece has 12 vertices.
Try It! 2. a. A polyhedron has 12 faces and 30 edges. How many vertices
does it have?

b. Can a polyhedron have 4 faces, 5 vertices, and 8 edges? Explain.
EXAMPLE 3 Describe a Cross Section
Plane M and plane N intersect the regular octahedron as shown.

What is the shape of each cross section?
STUDY TIP
Plane M slices the octahedron in half M
Recall that a cross section is the
through the top and bottom vertices.
intersection of a solid and a plane.
The cross section is a rhombus.
N
Plane N slices horizontally between
the bases of two square pyramids.
The cross section is a square.
Try It! 3. a. What shape is the cross section shown?

b. What shape is the cross section if the
plane is perpendicular to the base
and passes through the vertex of the
pyramid?
616 TOPIC 13 Two- and Three-Dimensional Models Go Online | PearsonRealize.com

Activity Assess
EXAMPLE 4 Draw a Cross Section
A plane intersects a tetrahedron parallel to the base.

How do you draw the cross section?
Step 1 Visualize the plane intersecting
the tetrahedron.
Step 2 Draw lines where the plane cuts

the surface of the polyhedron.
STUDY TIP
It is not possible for a polyhedron
Step 3 Shade the cross section.
with n faces to have a cross
section with more than n sides.
Try It! 4. a. Draw the cross section of a plane intersecting the tetrahedron
through the top vertex and perpendicular to the base.

b. Draw the cross section of a plane intersecting a hexagonal
prism perpendicular to the base.
EXAMPLE 5 Rotate a Polygon to Form a Three-Dimensional Figure

If you rotate an isosceles triangle about the altitude, what three-dimensional
figure does the triangle form?
As the triangle rotates, each point on the sides traces out a circle about the
axis of rotation.
The line containing the altitude The rotation forms The three-dimensional
is the axis of rotation. a stack of circles. figure is a cone.
Try It! 5. a. What three-dimensional figure is formed

B
by rotating equilateral triangle △ ABC
about ‾ ?
BD

b. What three-dimensional figure is formed
ABC about ‾
by rotating △ BC?
D
A C

Concept Assess
Summary
CONCEPT SUMMARY Polyhedrons, Cross Sections, and Rotating a Polygon
WORDS DIAGRAMS
uler’s Formula The faces of a polyhedron are

E F+V=E+2
polygons. The sum of the number of faces F 5+6≟9+2
and vertices V of a polyhedron is 2 more than
11 = 11
the number of its edges E.
F + V = E + 2
Cross Sections A cross section is the intersection A cross section

of a plane and a solid. The cross section of a perpendicular to the
plane and a convex polyhedron is a polygon. base of the triangular
prism is a rectangle.
Rotation of Polygons Rotating a polygon about

The right triangle is
an axis forms a three-dimensional figure with at
rotated about the line
least one circular cross section.
containing a leg to
form a right cone.

1. ESSENTIAL QUESTION How are three- For Exercises 4–7, copy and complete the table.
dimensional figures and polygons related?
2. Error Analysis Nicholas drew a figure to Faces Vertices Edges
find a cross section of an icosahedron, a 4. 5 6
polyhedron with 20 faces. What is Nicholas’s 5. 8 18
error?
6. 12 20
7. 22 44
M 8. What polygon is
formed by the
intersection of plane
N and the octagonal N
prism shown?
Because the plane that intersects
9. Describe the three-dimensional figure that
the icosahedron is a rectangle, the
is formed from rotating the isosceles right
cross section is a rectangle.
✗ triangle about the hypotenuse.
3. Reason Can a polyhedron have 3 faces,

4 vertices, and 5 edges? Explain.

UNDERSTAND PRACTICE
10. Mathematical Connections If you rotate For Exercises 16–20, find the missing number for
⟷
rectangle ABCD about CD
  , what is the volume each polyhedron. SEE EXAMPLES 1 AND 2
of the resulting three-dimensional figure? 16. A polyhedron has 24 edges and 12 vertices.
How many faces does it have?
12 cm
B C 17. A polyhedron has 20 faces and 12 vertices. How
many edges does it have?
5 cm
A D 18. A polyhedron has 8 faces and 15 edges. How

many vertices does it have?

19. A polyhedron has 16 edges and 10 vertices.
11. Error Analysis Philip was asked to find the How many faces does it have?
number of vertices of a polyhedron with
32 faces and 60 edges. What is his error? 20. Draw the cross section
formed by the intersection
of plane A and the
F+E=V+2 polyhedron shown. What
32 + 60 = V + 2 type of polygon is the cross
A
90 = V
✗ section? SEE EXAMPLE 3
For Exercises 20 and 21, use the square pyramid

12. Make Sense and Persevere shown. SEE EXAMPLE 4
A tetrahedron is a polyhedron 21. Visualize a plane intersecting the
with four triangular faces. square pyramid parallel to the
Can a plane intersect the base. Describe the cross section.
tetrahedron shown to form a
cross section with four sides? 22. Visualize a plane intersecting
Explain. the square pyramid through the vertex and
perpendicular to opposite edges of the base.
13. Use Appropriate Tools Can Describe the cross section.
the intersection of a plane
and a triangular prism 23. Describe the three-dimensional figure
produce a rectangular cross that is formed from by rotating the
section? Draw a diagram to rectangle about the side.
SEE EXAMPLE 5
explain.
14. Higher Order Thinking Is it

possible to rotate a polygon to
form a cube? Explain. 24. Describe the three-dimensional
figure that is formed by rotating
the pentagon about the line
15. Make Sense and Persevere Use the polyhedron
shown. SEE EXAMPLE 5
shown.
a. Does the figure have a cross
section with five sides? Copy the
25. Describe the three-dimensional
figure and draw the cross section
figure that is formed by rotating
or explain why not.
the circle about a diameter.
b. What is the maximum number of sides that a
cross section of this figure can have?

Practice Tutorial
26. Model With Mathematics Parker cuts 29. Complete the table for each polyhedron.
12 pentagons and 20 hexagons out of fabric
to make the pillow shown. The pillow has Faces Vertices Edges
Polyhedron
60 vertices. If it takes 20 inches of thread per (F) (V) (E)
seam to connect the edges of the polygons, regular
12 30
how many inches dodecahedron
of thread does heptagonal
pyramid 8 9
Parker need to
make the pillow? octahedron 8 12
rhombohedron 8 12
30. SAT/ACT Which best describes the cross section

of plane X and the polyhedron shown?
27. Reason A gem cutter cuts a polyhedral crystal
from a garnet gemstone. The crystal has
10 fewer vertices than edges and twice as
many edges as faces. How many faces, vertices,
and edges does the crystal have? X

Ⓐ hexagon
Ⓑ pentagon
Ⓒ rectangle
Ⓓ trapezoid
Ⓔ triangle
31. Performance Task Draw a polyhedron with
the fewest possible faces, vertices, and edges.
Choose the faces from the polygons shown.
You may use a polygon more than once.
28. Communicate Precisely Rebecca wants to
install a safety mat under the path of a
revolving door. What shape should she make
the mat? Explain.
Part A Explain why the polygon or polygons

you chose minimize the number of vertices
and edges.
Part B How do you know that there is

no polyhedron with fewer faces, vertices,
or edges than the one you drew?

13-2
Activity Assess
MODEL & DISCUSS
The Environmental Club has a

Volumes of Prisms 60 in.
piece of wire mesh that they want
and Cylinders to form into an open-bottom and
open-top compost bin.
PearsonRealize.com A. Using one side as the height, 100 in.

describe how you can form a
compost bin in the shape of a
I CAN… use the properties rectangular prism using all of
of prisms and cylinders to the mesh with no overlap.
calculate their volumes.
B. Construct Arguments Which height would result in the largest
VOCABULARY volume? Explain.
• Cavalieri’s Principle
C. Suppose you formed a cylinder using the same height as a rectangular
• oblique cylinder
prism. How would the volumes compare?
• oblique prism
How does the volume of a prism or cylinder relate to a cross section parallel
ESSENTIAL QUESTION
to its base?
CONCEPTUAL EXAMPLE 1 Develop Cavalieri’s Principle

UNDERSTANDING
How are the volumes of the two different stacks of index cards related?
The first stack forms a right prism. The second stack forms an oblique prism.
An oblique prism is a prism such that some or all of the lateral faces are
nonrectangular.
VOCABULARY The heights of

Remember that in a right prism, the stacks are
the sides are perpendicular to the the same.
bases. In an oblique prism, one or
more sides are not perpendicular
to the bases.
Each index card has the same area and represents
the rectangular cross section of the prisms.
The volumes of the two stacks are the same because the sums of the areas of
the cards are the same.
Try It! 1. Do you think that right and oblique cylinders that have the same
height and cross-sectional area also have equal volume? Explain.
CONCEPT Cavalieri’s Principle
Cavalieri's Principle states that If...

if two three-dimensional figures B B h
B
have the same height and the same
cross-sectional area at every level,
then they have the same volume. Then... the volumes are equal.
LESSON 13-2 Volumes of Prisms and Cylinders 621

Activity Assess
CONCEPT Volumes of Prisms and Cylinders
The volume of a prism is the The volume of a cylinder is the

product of the area of the base product of the area of the base
and the height of the prism. and the height of the cylinder.
V = Bh V = Bh
h

V = 𝜋r  2h h
B r
B
EXAMPLE 2 Find the Volumes of Prisms and Cylinders
A. Lonzell needs to store 20 ft 3 of

firewood. Could he use the storage
rack shown?
4 ft
The rack is a triangular prism.
V = Bh
= [__
  1 (4)(6)](2) = 24 6 ft
2
The volume of the storage rack is 2 ft
24 ft  3, so Lonzell can store his
firewood in the rack.
B. Keisha is deciding between the two canisters shown. Which canister

holds more? What is the volume of the larger canister?
20 cm 20 cm
This canister is an
oblique cylinder. An
oblique cylinder is
a cylinder such that
m
25 cm the segment joining

27 c
the centers of the

bases is not
perpendicular to the
planes of the bases.
COMMON ERROR
The height of an oblique
cylinder or prism is the length The canisters have the same cross-sectional area at every height. So, by
perpendicular to the bases, Cavalieri’s Principle, the canisters have the same volume.
not the length of the sides of
the figure. Use the volume formula to find the volume of the canister on the left.
V = 𝜋r  2h The diameter is 20 cm,
= 𝜋(10)  2(25) ≈ 7,854 so the radius is 10 cm.
The volume of both canisters is about 7,854 cm 3.
Try It! 2. a. How would the volume of the storage shed change if the
length of the triangular base is reduced by half?
b.
How would the volume of the canisters change if the
diameter is doubled?

Activity Assess
APPLICATION EXAMPLE 3 Apply the Volumes of Prisms to Solve Problems
Marta is repurposing a sandbox as a garden and is buying the soil from her
school’s fundraiser. Estimate the number of bags she should buy.
4 ft 4 ft
10 in.
10 in.
18 in.
5 in.
Step 1 Determine the volume of soil needed.

Compute the volume of the sandbox in cubic inches.
V = Bh
= (48 ∙ 48)(10) Use 4 ft = 48 in.
= 23,040
Marta needs 23,040 in.  3 of soil.
Step 2 Estimate the volume of soil in each bag by modeling the bag of soil
as a rectangular prism.
The height of the bag is 18 in.

tapered on the ends, but
thicker in the middle, so
we still use 5 inches to 5 in.
estimate the height.
10 in.
V = Bh
= (10 ∙ 18)(5) = 900
MODEL WITH MATHEMATICS The volume of one bag of soil is about 900 in. 3.
Think about other ways to model
the bag. Is a rectangular prism Step 3 Estimate the number of bags needed.
with the values used a reasonable
23,040 ÷ 900 ≈ 26
model?
Marta should buy 26 bags of soil to fill the sandbox.
Try It! 3. Kathryn is using cans of juice to fill a cylindrical pitcher that is
11 in. tall and has a radius of 4 in. Each can of juice is 6 in. tall
with a radius of 2 in. How many cans of juice will Kathryn need?

Activity Assess
EXAMPLE 4 Apply Volume of Cylinders to Solve Problems
Benito has 15 neon tetras

in his aquarium. Each
neon tetra requires at
least 2 gallons of water.
What is the maximum
number of neon tetras 32 in.
that Benito should have
in his aquarium?
(Hint: 1 gal = 231 in.  3)
16 in.
Step 1 Compute the volume of water in cubic inches.
V = 𝜋r  2h
The radius is half
= 𝜋(8)  2(32) the diameter.
≈ 6,434
The volume of the water in the aquarium is about 6,434 in. 3.
Step 2 Find the volume of water in gallons.

1 gal
6,434 in.  3 ∙ _______
  3
≈ 27.85 gal
231 in. 
STUDY TIP The volume of the water in the aquarium is about 27.85 gal.
You can also think about this step
as finding the maximum number Step 3 Compute the number of neon tetras that Benito’s tank should hold.
of fish for the tank using a density
of 0.5 tetra per gallon. Use a proportion to find the maximum number x of neon tetras that
should be in 27.85 gal of water.
  x fish = _____
________   1 fish
27.85 gal 2 gal
x = __
 _____   1
27.85 2
2x = 27.85
x = 13.925
Benito should have no more than 13 neon tetras in his aquarium.
Try It! 4. Benito is considering

the aquarium
shown. What is the
maximum number 16 in.
of neon tetras
that this aquarium
can hold?
12 in.
24 in.

Activity Assess
APPLICATION EXAMPLE 5 Determine Whether Volume or Surface Area Best

Describes Size
A forester surveys giant sequoias by gathering data about the heights and
circumference of the trees.
A B C
Height 270 ft 258 ft 248 ft
Circumference 101 ft 109 ft 106 ft
(measured at 4.5 ft)
A. Should the forester use surface area or volume to describe the sizes of
the sequoias? Explain.
The amount of wood in a tree is represented by its volume, so she should
MODEL WITH MATHEMATICS
use volume to determine the size of a giant sequoia.
Think about other shapes you
could use to represent the tree. B. What are the sizes of the sequoias shown? Rank them in order by size
What is another mathematical
from largest to smallest.
model you could use for this
problem? Although the sequoias have branches and the trunk tapers gradually
toward the top of the tree, each tree can be modeled as a cylinder. Find
the volume of each cylinder to estimate the volume of each tree.
Radius (ft) Volume of Trunk (ft3)

Tree A
101
V = π r 2h
r= ≈ 16.1
270 ft 2π = π (16.1)2(270)
≈ 219,870
Tree B
109
V = π r 2h
r= ≈ 17.3
258 ft 2π = π (17.3)2(258)
≈ 242,584
Tree C
106
V = π r 2h
r= ≈ 16.9
248 ft 2π = π (16.9)2(248)
≈ 222,523
In order from largest to smallest, the three trees are: Tree B,

Tree C, Tree A.
Try It! 5. Describe a situation when surface area might be a better

measure of size than volume.

Concept Assess
Summary
CONCEPT SUMMARY Volumes of Prisms and Cylinders
WORDS Cavalieri’s Principle Figures with the same height and same cross-sectional
area at every level have the same volume.
As a result, right and oblique prisms and cylinders with the same base area
and height have the same volume.
DIAGRAMS
14 in. 14 in.
11 m 11 m
5 in. 5 in.
5m 5m
6 in. 12 in.
V = Bh V = Bh
V = 30 ∙ 14

V = 𝜋r  2h
V = 420 cubic inches
= 𝜋 ∙ 5  2 ∙ 11
= 863.9 cubic meters

1. ESSENTIAL QUESTION How does the For Exercises 6–11, find the volume of each
volume of a prism or cylinder relate to a figure. Round to the nearest tenth.
cross section parallel to its base? 6. 15 in. 7.
8 in.
2m
2. Error Analysis Sawyer says that Cavalieri’s
7 in. 5m
Principle proves that the two prisms
shown have the same volume. Explain
Sawyer’s error.
8. 9. 6 cm
4 cm 8 cm
5 cm
12 12 6 cm 15 cm
10 cm
3 5 10. 11.
10 6
3. Vocabulary How are an oblique prism and 7m 11 in.

8 in.
an oblique cylinder alike and different?
1m
4. Reason The circumference of the base of a 3m
cylinder is x, and the height of the cylinder
12. Which figures have the same volume? Explain.
is x. What expression gives the volume of
the cylinder? A B C
5. Construct Arguments Denzel kicks a

large dent into a trash can and says that 4 ft 4 ft 4 ft
the volume does not change because of
Cavalieri’s Principle. Do you agree with 1 ft
Denzel? Explain. 2 ft 𝛑 ft 2 ft

UNDERSTAND PRACTICE
13. Error Analysis Dylan compares the volumes of 17. Katrina buys the two vases shown. How do
two bottles. What is Dylan’s error? the volumes of the vases compare? Explain.
SEE EXAMPLE 1
20 cm 20 cm
9 in. 9 in. 12 cm 12 cm
18. Talisa plans a 6-foot deep pond. While digging,

she hits rock 5 feet down. How can Talisa
4 in. 4 in. 4 in. modify the radius to maintain the original
volume of the pond? SEE EXAMPLE 2
The volume of the rectangular
3 ft
prism is equal to the volume of the
cylinder because they have
the same dimensions.
✗ 6 ft pond pond
dirt
5 ft
dirt rock
Original Plan Modified Pond

14. Higher Order Thinking Does Cavalieri’s
Principle apply to the volumes of the cones 19. The instructions for plant food say to use
shown? Explain. 0.25 gram per cubic inch of soil. How many
grams of plant food should Jordan use if the
planter box shown is full of soil? SEE EXAMPLE 3
h h
9 in.
d d 12 in.
35 in.
15. Mathematical Connections Does rotating the
20. If a stack of 40 nickels fits snugly in the coin
rectangle about line m result in a cylinder with
wrapper shown, how thick is 1 nickel? Round to
the same volume as rotating the rectangle
the nearest hundredth. SEE EXAMPLE 4
about line n? Explain.
m n
nickel wrapper
d = 21.21 mm V = 27,560 mm3
21. Sections of two flood-control ditches are

shown. Which one holds the greater volume of
16. Use Appropriate Tools Do the prisms shown
water per foot? Explain. SEE EXAMPLE 5
have equivalent volumes? Explain.
1 ft 60 in. 1 ft 60 in.
x 30 in.
30 in.
x 40 in.
2a
a
2b b

Practice Tutorial
22. Use Appropriate Tools How many 3-inch-thick 25. Cylinders A, B, and C have the same volume.
bags of mulch should Noemi buy to cover Cylinder A has diameter 12 cm and height 8 cm.
100 square feet at a depth of 4 inches?
a. If the diameter of cylinder B is 16 cm, what is
the height?
b. If the height of cylinder C is 32 cm, what is
the diameter?
3.2 ft
26. SAT/ACT If the volume of the prism shown is
70 cubic yards, what is its length?
2.5 ft 5 yd
23. Reason Ines’s younger brother will be home in

a half hour. If her garden hose flows at a rate ℓ
24 gal/min, does she have enough time to fill 3.5 yd
the pool before he gets home? Explain.
(Hint: 1 ft  3 = 7.48gal) Ⓐ 4 yd Ⓑ 8 yd Ⓒ 16 yd Ⓓ 28 yd
27. Performance Task A candle company receives
9 ft
an order for an overnight delivery of 8 short
candles and 6 tall candles. The overnight service
has a weight limit of 23 kg.
10 in.
3 ft
30 cm
14 cm
24. Model With Mathematics The ABC Cookie

Company wants to promise an average of 14 cm 14 cm 6 cm 6 cm
“12 chocolate chips per cookie.” Assuming
that the cookies fill about 80% of the box by
Part A The density of the wax used to make
volume, will 600 chocolate chips for each box
each candle is 0.0009 kg/cm  3. What is the
of cookies be sufficient to make the claim?
weight of the order? Can the order be filled
Explain.
and shipped for delivery?
Part B If no tall candles are included in the
Cookie 9.25 in.
order, what is the greatest number of short
d = 3 in. candles that can be delivered?
h = 0.5 in. Part C What combination of tall and short
3.5 in.
6.5 in. candles can be delivered if the total number of
Box candles delivered is 10?

13-3
Activity Assess
EXPLORE & REASON
Consider the cube and pyramid.

Pyramids and Cones
1 cm
A. How many pyramids could you fit
2 cm
inside the cube? Explain.
2 cm 2 cm
B. Write an equation that shows the 2 cm 2 cm
PearsonRealize.com
relationship between C and P. Volume = C Volume = P
C. Look for Relationships Make a conjecture about the volume of
I CAN… use the volumes of any pyramid. Explain your reasoning.
right and oblique pyramids
and cones to solve problems.
ESSENTIAL QUESTION How are the formulas for volume of a pyramid and volume of a cone alike?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Apply Cavalieri’s Principle to Pyramids and Cones
How are the volumes of pyramids and cones with the same base area and
height related?
Imagine a set of cardboard discs, each with a slightly smaller radius than the
previous disc. You can stack the discs in different ways.
GENERALIZE
The heights of the stacks are the
Think about the shape formed by
same, and the area at each level
the stacks. What would happen
is the same. The total volume of
if the number of discs increases
while the difference in the radii cardboard in each stack is the same.
and the thickness of each disc
decreases?
The stacks approximate cones. You can apply Cavalieri’s Principle to cones
and pyramids.
If two figures have the same height
and equal area at every cross section, =
they have equal volumes. h = h
=
Try It! 1. Is it possible to use only Cavalieri’s Principle to show that a cone
and a cylinder have equal volumes? Explain.
CONCEPT Volumes of Pyramids and Cones
The volume of a pyramid is one-third The volume of a cone is one-third

the product of the area of the base the product of the area of the base
and the height of the pyramid. and the height of the cone.
  1 Bh
V = __ 1 Bh
V =  __
3 3
1 𝜋r  2h
V =  __ h
h
3
r
B B

Activity Assess
EXAMPLE 2 Find the Volumes of Pyramids and Cones
A. Kyle’s truck can haul 1.75 tons

of corn per load. One cubic
1.5 m
meter of corn weighs 0.8 ton.
How many loads will Kyle haul
to move this pile of corn? 4m
  1 𝜋r  2h
V = __
3 The pile is shaped like a cone, so
  1 𝜋(2)  2(1.5) ≈ 6.3 m  3
= __ use the volume formula for cones.
3
Since 6.3 m  3 ∙ 0.8 ton/m  3 = 5.04 tons, Kyle will need to haul
5.04 ÷ 1.75 = 2.88or 3 loads.
3 in.
B. Jason is using the mold to make 12 candles.
How many cubic inches of wax does he need?
STUDY TIP 4 in.
1 Bh
V =  __
The base of a pyramid can be 3 Use the volume formula
any polygon, so the formula you 6 in.
for a pyramid.
use to determine the area of the   1 [__
= __   1 (4)(3)](6) = 12 in.  3
3 2
base B depends on the shape of
the base. Use the area formula for a triangle to find the base.
For 12 candles, Jason needs 12 in. 3 ∙ 12, or 144 in.  3 of wax.
Try It! 2. a. What is the volume of a cone with base diameter 14 and
height 16?

b. What is the volume of a pyramid with base area 10 and
height 7?
EXAMPLE 3 Apply the Volumes of Pyramids to Solve Problems
Dyani is 1.8 m tall and wants to be

able to stand inside her new tent. Tent Features:
ers
Should she buy this tent? - 3.4 cubic met
th
- Square floor wi
Step 1 Draw and label a square 8.4 m perimeter
e Price:
- Height: Clearanc
pyramid to represent the tent. $59.00
h
Since the perimeter of the square floor
s
is 8.4 m, s = 2.1 m.
s
Step 2 Find the height of the pyramid.

  1 Bh
V = __

3
1 (2.1)  2 h
3.4 =  __
3
h ≈ 2.3

The height of the pyramid is approximately 2.3 m.
Dyani will be able to stand in the tent, so she should buy this tent.
LESSON 13-3 Pyramids and Cones 631

Activity Assess
EXAMPLE 3 CONTINUED
Try It! 3. A rectangular pyramid has a base that is three times as long as
it is wide. The volume of the pyramid is 75 ft 3and the height is
3 ft. What is the perimeter of the base?
APPLICATION EXAMPLE 4 Apply the Volumes of Cones to Solve Problems
A restaurant sells smoothies in two 10 cm

sizes. Which size is a better deal? 7 cm
Formulate Compare the prices by determining the
cost per cubic centimeter for each size. 15 cm
12 cm
The volume of fruit smoothie in each
glass can be approximated as the
volume of a cone.
Large: $5.89 Small: $3.49
Compute Step 1 Calculate the height of each
cone using the Pythagorean
Theorem.
Large Small
5 3.5
5  2 + h  2 = 15  2 3.5  2 + h  2 = 12  2
h  2 = 200 15 h h  2 = 131.75 12 h
h ≈ 14.1 h ≈ 11.5
The height of the large cone is The height of the small cone is
approximately 14.1 cm. approximately 11.5 cm.
Step 2 Calculate the volume of each cone.

Large Small
V = __   1 𝜋r  2h V = __  1 𝜋r  2h
3 3
  1 𝜋(5)  2(14.1)
= __ = __   1 𝜋(3.5)  2(11.5)
3 3
≈ 369.1 ≈ 147.5

he volume of the large cone is
T he volume of the small cone is
T
approximately 369.1 cm  3. approximately 147.5 cm  3.
Step 3 Calculate the cost per cubic centimeter for each size.
Large Small
$5.89 $3.49
 _________3 ≈ $0.016 per cm  3 _________
  ≈ $0.024 per cm  3
369.1 cm  147.5 cm  3
Interpret The large size smoothie costs less per cubic centimeter, so the large size
smoothie is a better deal.

Activity Assess
EXAMPLE 4 CONTINUED
Try It! 4. A cone has a volume of 144𝜋 and a height of 12.

a. What is the radius of the base?
b. If the radius of the cone is tripled, what is the new volume?
What is the relationship between the volumes of the
two cones?
APPLICATION EXAMPLE 5 Measure a Composite Figure
Kaitlyn is making a concrete animal sculpture. 16 in.

Each bag of concrete mix makes 0.6 ft 3 of
concrete. How many bags of concrete mix does 20 in. 16 in.
Kaitlyn need?
18 in.
Calculate the volume of each part.
15 in.
Step 1 Calculate the volume of one of the legs. 22 in.
V = 𝜋r  2h
The legs are
= 𝜋(2)  2(16) oblique cylinders. 16 in. 4 in.
≈ 201 in. 3
Step 2 Calculate the volume of the body.
V = Bh
The body is a
= (22 ∙ 18)(15) rectangular prism.
= 5,940 in.  3
Step 3 Calculate the volume of the head.

  1 Bh
V = __
3 The head is a
  1 (16 ∙ 16)(20)
= __ square pyramid.
3
≈ 1,707 in. 3
COMMON ERROR Step 4 Calculate the total volume.
When multiple parts of a
V = 4(201) + 5,940 + 1,707
Add the volumes of the
composite figure have the same
parts of the sculpture.
volume, make sure you account = 8,451

for each part in your total.
The total volume is 8,451 in.  3. Convert to cubic feet to determine the
amount of concrete needed.
  1 = 4.9
8,451 ∙ _____ 1 ft  3 = (12 in.)  3 = 1,728 in. 3
1,728
To make the sculpture, 4.9 ft 3of concrete is needed. Kaitlyn needs
4.9 ÷ 0.6 ≈ 8.2 or 9 bags of concrete mix.
Try It! 5. A cone-shaped hole is drilled in a 3 cm

prism. The height of the triangular
base is 12 cm. What is the volume of
the remaining figure? Round to the 8 cm
nearest tenth.
22 cm

Concept Assess
Summary
CONCEPT SUMMARY Pyramids and Cones
WORDS The volume of a pyramid is one- The volume of a cone is one-third the
third the volume of a prism with volume of a cylinder with the same
the same base area and height. base area and height.
DIAGRAMS
h h
B
B
r
  1 Bh
= __
V
3
  1 Bh or V = __
V = __   1 𝜋r  2h
3 3

1. ESSENTIAL QUESTION How are the For Exercises 5–10, find the volume of each
formulas for volume of a pyramid and figure. Round to the nearest tenth. Assume that
volume of a cone alike? all angles in each polygonal base are congruent.
5. 6.
2. Error Analysis Zhang is finding the height
of a square pyramid with a base side 6 cm 7 cm
length of 9 and a volume of 162. What is 6 cm
7 cm
his error?
9 cm
7. 8.
V = Bh
162 = 92(h) 8 in.
✗
5m
h=2
3 in. 2m
3. Reason A cone and cylinder have the same 9. 10. 4 in.

radius and volume. If the height of the cone
is h, what is the height of the cylinder?
24 ft 9 in.
11 ft 8 in.
4. Construct Arguments Do you have enough
information to compute the volume of the 18 ft
cone? Explain. 12 ft
11. A solid metal square pyramid with a base

side length of 6 in. and height of 9 in. is
8 cm melted down and recast as a square pyramid
with a height of 4 in. What is the base side
1 cm length of the new pyramid?

UNDERSTAND PRACTICE
12. Construct Arguments A stack of 39 pennies is 17. The plane intersects sections of equal area in
exactly as tall as a stack of 31 nickels. Do the two the two solids. Are the volumes equal?
stacks have the same volume? Explain. SEE EXAMPLE 1
5 5
5 5
For Exercises 18–21, find the volume of each solid.

Assume that all angles in each polygonal base are
13. Error Analysis Jacob is finding the volume of congruent. SEE EXAMPLE 2
the cylinder. What is his error? 18. 19.
9
10
V = B•h
V = 3π2 • 2 6
V ≈ 59.2 cubic units 4

4
20. 21.
3
3
✗ 12
9 7
21
14. Communicate Precisely How would you find 22. A cone is inscribed in a right square pyramid.
the volume of a right square pyramid with a What is the remaining volume if the cone is
base side length of 10 cm, and the altitude of a removed? SEE EXAMPLES 3 AND 4
triangular side is 13 cm? Explain.
15. Mathematical Connections In terms of the

radius r, what is the volume of a cone whose
height is equal to its radius? 12
18
r
r
For Exercises 23 and 24, find the volume of each
composite figure. SEE EXAMPLE 5
16. Higher Order Thinking A plane slices a cone
23. 24.
parallel to the base at one-half of the height of 2
18
the cone. What is the volume of the part of the
cone lying below the plane?
5
5 5
1
10
5 10

Practice Tutorial
25. Make Sense and Persevere Chiang makes gift 29. Cavalieri’s Principle states that if two solids
boxes in the shape of a right square pyramid. have the same _____ ?
____ and the same _____ ?
____
She fills each box with at every cross section, then the two solids have
chocolate cubes with the same _____ ?
____ .
  78 -in. sides. She can fill
__
1 in.
4 30. SAT/ACT Which is the volume of the largest
about 75% of a box. 2
How many pieces cone that will fit entirely within the right
can she fit in square prism?
each box?
4
4 in.
26. Reason A pile of snow is plowed into
the shape of a right cone.
How many trucks with
8
a capacity of
10 yd  3 per truck 12 ft
will be needed 8
to move
the pile? Ⓐ ____
  16𝜋
3
Ⓑ   32𝜋
____
3
  Ⓒ ____
  64𝜋
3
  Ⓓ ____
  128𝜋
3
 
21 ft
31. Performance Task
A designer is
iPad
27. Use Structure The basin beneath a fountain is

working on a
a right cone that is 7 m across and 1 m deep at 3 in. 3 in.
design for two
the center. After the fountain is cleaned, the
goblets. Design
pool is refilled at a rate of 300 L /min. One cubic
A is based on
meter is 1,000 L. How long does it take to refill 6 in. A B
a cylinder and
the pool?
design B is based
on a cone. The
client wants both
goblets to be the
7m
same height and
width.
1m Part A The client wants the smaller goblet
to hold at least 10 fl oz. One fluid ounce is
Basin 1.8 in.  3. Will design B be large enough to meet
the client’s requirements? Explain.
28. Model With Mathematics A physicist wants to
know what percentage of gas is empty space. Part B The client wants the larger goblet to
A molecule of methane can be modeled by a hold 20 fl oz. Does design A meet the client’s
regular tetrahedron with side length 0.154 nm requirement? Explain.
(1 nm = 1 × 10  −9m).The altitude of each
Part C How could design B be changed if the
triangular side is 0.133 nm.
client wants the smaller goblet to hold at least
If 6.022 × 10  23 molecules
12 fl oz?
make up 0.0224 m  3
0.133 nm
of gas, how does the
volume of the molecules
compare to the volume
of the gas? 0.154 nm

13-4
Activity Assess
CRITIQUE & EXPLAIN
Ricardo estimates the volume of a sphere with radius 2 by placing the

Spheres
sphere inside a cylinder and placing two cones inside the sphere. He says
 16
that the volume of the sphere is less than 16π and greater than __ 3
π.
PearsonRealize.com
2 2
I CAN… calculate the

volume of a sphere and
solve problems involving the
A. Do you agree with Ricardo? Explain.
volumes of spheres.
B. Reason How might you estimate the volume of the sphere?
VOCABULARY
• hemisphere
ESSENTIAL QUESTION How does the volume of a sphere relate to the volumes of other solids?
CONCEPTUAL
UNDERSTANDING EXAMPLE 1 Explore the Volume of a Sphere
What is the volume of a sphere? Why does the volume formula for a sphere
make sense?
A plane, parallel to the bases, intersects half of a sphere with radius r and a
cylinder with radius r and height r. The cylinder has a cone with radius r and
height r removed from its center.
By the Pythagorean Theorem, The cross section of the cylinder

the cross section
______ is a circle has radius r. The cross section
√
with radius r  − h  2 .
2 of the cone has radius h.
USE APPROPRIATE TOOLS r2‾

√‾ −‾h2
Think about how you can draw
the section of the cylinder with r r h
the cone removed. What does the h h r h
cross section look like?
Area______
of the cross section is Area of the cross section is
π(√
r  2 − h  2 )  = π(r  2 − h  2).
2
(𝜋 ∙ r  2) − (𝜋 ∙ h  2) = 𝜋(r  2 − h  2).
Once the cone is removed, the areas of the cross sections of the solids are
equal at any height. Therefore, by Cavalieri’s Principle, the two solids have
the same volume.
volume of half a sphere = volume of cylinder − volume of cone
  1 𝜋r  2 ∙ r
= 𝜋r  2 ∙ r − __
3

=   2  𝜋r  3
__
3
The volume of a sphere is twice the volume of half of the sphere, so the
volume of a sphere with radius r is  __43 𝜋r  3.
LESSON 13-4 Spheres 637

Activity Assess
EXAMPLE 1 CONTINUED
Try It! 1. Find the volumes of the three solids. What do you notice?
10 m 10 m 10 m
10 m 10 m

CONCEPT Volume of a Sphere
The volume of a sphere is four-thirds

of the product of 𝜋 and the cube of the r
radius of the sphere.
  4 𝜋r  3
V = __
3
APPLICATION EXAMPLE 2 Use the Volumes of Spheres to Solve Problems

The drama club makes
a big ball from foam to
hang above the stage
for a play. They plan to V =1.8 m3
cover the surface of the
ball with metallic fabric.
What is the minimum
number of square
meters of fabric that
the club needs?
Use the volume formula to determine the radius of the ball. Then use the
surface area formula of a sphere.
First find r from the volume of the ball.
  4 𝜋r  3
V = __
3 Use the volume formula.
  4 𝜋r  3
1.8 = __

3
1.35
r  3 = ____
  𝜋 Use a calculator to
find the cube root.
STUDY TIP r ≈ 0.75

Remember that the surface area
The radius of the ball is about 0.75 m. Next, calculate the surface area.
of a sphere is four times the area
of a circle with the same radius. The surface area of a sphere with radius r is S.A. = 4𝜋r  2.
S.A. = 4𝜋r  2
S.A. = 4𝜋(0.75)  2 Substitute the radius into
the surface area formula.
S.A. ≈ 7.1
The club needs at least 7.1 m 2 of fabric.
Try It! 2. What is the largest volume a sphere can have if it is covered by
6 m  2 of fabric?

Activity Assess
EXAMPLE 3 Find the Volumes of Hemispheres
What is the volume of the hemisphere?
A great circle is the intersection of a 4

sphere and a plane containing the
center of the sphere.
VOCABULARY
A great circle divides a sphere
The prefix hemi is from the Greek
into two hemispheres.
and means half. Thus, hemisphere r
means half-sphere.
The volume of a hemisphere is one-half the volume of a sphere with the

same radius.
  2 𝜋r  3
V = __
3
  2 𝜋 ∙ 4  3 ≈ 134.04
V = __

3
Try It! 3. a. What is the volume of a hemisphere with radius 3 ft?

b. What is the volume of a hemisphere with diameter 13 cm?
EXAMPLE 4 Find the Volumes of Composite Figures
A solid is composed of a right cylinder and a hemisphere

as shown. If the density of the solid is 100 kg/m 3, what is
the mass of the solid?
Find the volume of the solid.
COMMON ERROR volume of solid = volume of cylinder 3m

As you break a composite figure + volume of hemisphere
into figures or parts of figures   2 𝜋r  3
= 𝜋r  2h + __
you are familiar with, be careful 3
not to mix up the measurements = 𝜋(1)  2(3)   2 𝜋(1)  3
+ __
3 2m
of each figure. ≈ 11.5
The volume of the solid is about 11.5 m 3. Next, find the mass of the solid.
11.5 ∙ 100 = 1,150
The mass of the solid is about 1,150 kg.
Try It! 4. What is the volume of the space

between the sphere and the cylinder?
12 cm

Concept Assess
Summary
CONCEPT SUMMARY Volume of Spheres
WORDS Cavalieri’s Principle can be used to show how the volume of the sphere is related
to the volumes of a cylinder and cone. The area of a cross section of a hemisphere
is the same as the area of a cross section of a cylinder with height equal to the
radius minus the cross section of a cone with height equal to the radius.
DIAGRAMS r2‾
√‾ −‾h2
r
r = r r – r h
h r h h
2 𝜋r  3 = 𝜋r  2 ∙ r −  

 __ 1 𝜋r  2 ∙ r
__
3 3

1. ESSENTIAL QUESTION How does the For Exercises 5 and 6, find the surface area of
volume of a sphere relate to the volumes of each solid.
other solids? 5. 6.
9
2. Error Analysis Reagan
is finding the volume of 6
the sphere. What is her 3
error?
For Exercises 7 and 8, find the volume of

each solid.
4 3
S.A. = πr 7. 8.
3 𝛑
4
S.A. = • π • 33 5
3
S.A. ≈ 113.1 square units
✗ 9. Find the volume of the largest sphere that

can fit entirely in the rectangular prism.

3. Vocabulary How does a great circle define a
hemisphere?
5 cm
4. Reason The radius of a sphere, the base
radius of a cylinder, and the base radius of a
cone are r. What is the height of the cylinder
if the volume of the cylinder is equal to the
4 cm
volume of the sphere? What is the height of 4 cm
the cone if the volume of the cone is equal
to the volume of the sphere? 10. Find the volume and surface area of a
sphere with radius 1.

UNDERSTAND PRACTICE
11. Construct Arguments How does Cavalieri’s For Exercises 16–18, find the area of each cross
Principle apply to finding the volume of a section. SEE EXAMPLE 1
hemisphere? Explain. 16. 17.
r
12. Error Analysis Kayden is h h
finding the surface area r
of the sphere. What is her 7
error? 18. r
h

h1
S.A. = 4πr2 For Exercises 19–22, find the surface area of each
S.A. = 4 • π • 142 solid to the nearest tenth. SEE EXAMPLE 2
S.A. ≈ 2,463.0 square units ✗ 19. 20.
√3 19
13. Mathematical Connections Given the surface

area of a sphere, write a formula for the
volume of a sphere in terms of the surface area. 21. sphere with volume 35 cm  3
14. Construct Arguments Fifteen cylinders and 22. sphere with volume 100 in.  3
15 rectangular prisms are stacked. Each cylinder
has the same top surface area and height For Exercises 23–26, find the volume of each solid
as each rectangular prism. What can you to the nearest tenth. SEE EXAMPLES 2 AND 3
determine about the volumes of the two stacks
23. 24. 4
of 15 solids? Explain.
13
25. hemisphere with radius 12 ft
26. sphere with radius 25 m

15. Reason A sphere is divided by two great circles For Exercises 27 and 28, find the volume of each
that are perpendicular to each other. How composite figure to the nearest tenth.
would you find the surface area and volume of SEE EXAMPLE 4
each part of the sphere between the two planes 27. 28.
containing the great circles? Explain. 5
10
2 6
12
10

Practice Tutorial
29. Make Sense and Persevere To reach the 33. Match each description with its expression.
regulation pressure for a game ball, the I. volume of a sphere 4 𝜋
A.  __
amount of air pumped into a ball is 1.54 times 3
with radius 1
the volume of the
II. surface area of a sphere 16 𝜋
B.  ___
ball. A referee adds 3
15 in.  3of air for with radius 2
each pump of air. III. circumference of a C. 6𝜋
How many pumps 9.55
9.55in.
in. great circle for a sphere
of air will it take with radius 3
the referee to fill an
empty ball? IV. volume of a hemisphere D. 16𝜋
with radius 2
30. Reason Jeffery uses a block of clay to make
round beads. How many beads can he make 34. SAT/ACT The surface area of a sphere is 64𝜋 ft  2.
from the block? What is the radius of the sphere?
Ⓐ 64 ft
Ⓑ 16 ft
3 cm
6 cm Ⓒ 8 ft
Ⓓ 4 ft
1 cm
35. Performance Task Jayesh is to fill the tank
1 cm shown with liquid propane.
31. Felipe places a spherical round-bottom flask

in a cylindrical beaker containing hot water.
The flask must fit into the beaker with 2 cm of 4m 1.2 m
space around the flask. What is the minimum
diameter d of the beaker?
Part A The liquid propane expands and

contracts as the temperature changes, so a
V = 250 cm3 propane tank is never filled to more than 80%
capacity with liquid propane. How much liquid
2 cm 2 cm propane should Jayesh put in the tank?
Part B If Jayesh has 20 m  3of liquid propane to

fill another tank. What are the dimensions of
d the tank if the length of the cylindrical part is
three times the diameter?
32. Higher Order Thinking
A company packs each
wireless cube-shaped
speaker in a spherical r
shell protected by foam.
How much foam does
the company use for
each speaker? 5 cm

Operations On Real Numbers: I Can

Uploaded by

Copyright:

Available Formats

Operations On Real Numbers: I Can

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Operations On Real Numbers: I Can

Uploaded by

Copyright:

Available Formats

1-1

CRITIQUE & EXPLAIN

I CAN… reason about 1.3

EXAMPLE 1 Understand Sets and Subsets

A set is a collection of objects such as numbers. An element of a set is an

Name of the set

Elements of the set

The number 10 is the only number that is an element of both subsets.

LESSON 1-1 Operations on Real Numbers 5

APPLICATION EXAMPLE 2 Compare and Order Real Numbers

Jim is playing a math game where he____

Try It! 2. Order each

A. Is the sum of two rational numbers always a rational number?

B. Is the product of two rational numbers always a rational number?

Since ac and bd are integers, and bd ≠ 0, the product is rational.

Try It! 3. Is the quotient of two rational numbers always a rational

6 TOPIC 1 Exponents and Roots Go Online | PearsonRealize.com

A. Is the sum of a rational number and an irrational number rational or

The sum of a rational number and an irrational number is always an

B. Is the product of a rational number and an irrational number rational or

As in part A, c is both rational and irrational. So the assumption that you

So the product of a rational number and an irrational number is always

Try It! 4. Is the difference of a rational number and an irrational number

LESSON 1-1 Operations on Real Numbers 7

CONCEPT SUMMARY Operations on Real Numbers

Do You UNDERSTAND? Do You KNOW HOW?

5. Reason Let D = {−2, −1, 0, 1, 2}. Is D a

8 TOPIC 1 Exponents and Roots Go Online | PearsonRealize.com

LESSON 1-1 Operations on Real Numbers 9

APPLY ASSESSMENT PRACTICE

Part C Rank the players by the percentage of

10 TOPIC 1 Exponents and Roots Go Online | PearsonRealize.com

CRITIQUE & EXPLAIN

Students are asked to write an equivalent expression

CONCEPTUAL EXAMPLE 1 Write Radicals Using Rational Exponents

LESSON 1-2 Rational Exponents and Properties of Exponents 11

EXAMPLE 2 Use the Product of Powers Property to Solve

EXAMPLE 3 Use the Power of a Power Property to Solve

CONTINUED ON THE NEXT PAGE

12 TOPIC 1 Exponents and Roots Go Online | PearsonRealize.com

Try It! 3. What is the solution of each equation? x

APPLICATION EXAMPLE 4 Use the Power of a Product Property to Solve

Formulate Area = length ∙ width

​√18 ​)​ =​​(​8​​ 2 ​)​​(​18​​ 2 ​)​

LESSON 1-2 Rational Exponents and Properties of Exponents 13

APPLICATION EXAMPLE 5 Use the Quotient of Powers Property to Solve

Step 1 Write a proportion using the side lengths.

14 TOPIC 1 Exponents and Roots Go Online | PearsonRealize.com

CONCEPT SUMMARY Rational Exponents and Properties of Exponents

WORDS If the nth root of a is a real number and m is an integer, then

ALGEBRA Power of a Power Power of a Product Product of Powers Quotient of Powers

Do You UNDERSTAND? Do You KNOW HOW?

2. Communicate Precisely A square has ___ ___

relationship between x and y?

error did Corey make?

LESSON 1-2 Rational Exponents and Properties of Exponents 15

equal to ​​√​5​​ 4​ ​​if the Power of a Power Property – ​ _x ​ −​ _2x ​ + 1

For each partial solution, identify the property of

23. Higher Order Thinking The Zero Exponent

√18 ) =(8  2 )(18  2 )

2. Communicate Precisely A square has _ _

equal to √5  4 if the Power of a Power Property –  _x  − _2x   + 1

The monthly growth rate is about 1.00206 − 1 = 0.00206. The population is

17. P = 3,750, r = 3.5%, t = 20years; compounded

A = 7937.80 ✗ 18. P = 2,400, r = 5.25%, t = 12years; compounded

The domain is restricted to x ≥ 0, because only nonnegative numbers have a

From x = 0to x = 0.3:

The average rate of change over the interval 0 ≤ x ≤ 0.3is greater