Polynomial

Functions 5

Many people
have enjoyed an
exciting and exhilarating
roller coaster ride! One
organization estimates that
there are over 3000
roller coasters in the
world today.
5.1 Planting the Seeds
Exploring Cubic Functions . . . . . . . . . . . . . . . . . . . . . . . 315

5.2 Polynomial Power

Power Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333

5.3 Function Makeover

Transformations and Symmetry of
Polynomial Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . 347

5.4 Polynomial DNA

Key Characteristics of Polynomial Functions . . . . . . . . . 369
© Carnegie Learning

© Carnegie Learning

5.5 That Graph Looks a Little Sketchy

Building Cubic and Quartic Functions . . . . . . . . . . . . . . 385

5.6 Closing Time

The Closure Property . . . . . . . . . . . . . . . . . . . . . . . . . . . 403

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 Chapter 5 Overview
This chapter begins with two different problem situations to explore how cubic functions are built. Lessons provide
opportunities for students to connect characteristics and behaviors of cubic functions to their factors. An emphasis
is placed on verifying equivalence between different forms both algebraically and graphically. Students will explore
polynomial functions to gain an understanding of end behavior, symmetry, and whether a function is even, odd, or
neither. Questions will ask students to graph, write, and explain the effects of transformations on cubic functions, and
then draw conclusions about how symmetry is preserved in transformed functions.
In the later part of the chapter, lessons focus on building various polynomial functions by operating with the basic power
functions on a coordinate plane and in a table of values. Questions then ask students to compare and contrast the
various polynomials to understand all the possible shapes and key characteristics for linear, quadratic, cubic, quartic, and
quintic functions. At the end of the chapter, lessons focus on students’ understanding that polynomials form a system
analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication.

Worked Examples

Peer Analysis

Talk the Talk

Technology
Lesson CCSS Pacing Highlights

Models
This lesson presents two different problem
situations to explore how cubic functions
are built. It also provides opportunities for
students to explore key characteristics of
A.SSE.1.a cubic functions.
Exploring Cubic A.SSE.1.b
5.1 2 X X X X X
Functions A.APR.1 Questions ask students to connect
F.IF.7.c characteristics and behaviors of cubic
functions to their factors. Questions also
focus students to verify equivalence
between forms both algebraically
5 and graphically.
This lesson provides opportunities for
F.IF.4
Power students to explore power functions to
5.2 F.IF.7.a 2 X X X X
Functions understand end behavior, symmetry, and
F.IF.7.c
whether a function is even or odd.

© Carnegie Learning

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 Worked Examples

Peer Analysis

Talk the Talk

Technology
Lesson CCSS Pacing Highlights

Models
This lesson provides opportunities for
students to explore transformations of cubic
functions. Questions ask students to graph,
write, and explain the effects of
transformations on cubic functions.
Questions then ask students to determine
whether symmetry is preserved through
different transformations, and how
transformations affect even and
Transformations
odd functions.
and Symmetry A.APR.1
5.3 2 X X X
of Polynomial F.BF.3
Quartic and quantic functions are
Functions
introduced. Questions ask students to build
quartic and quantic functions by operating
with the basic power functions on a
coordinate plane and in a table of values.
Questions then ask students to compare
and contrast the various polynomials to
understand all the possible shapes for
linear, quadratic, cubic, quartic, and
quintic functions.
This lesson provides opportunities for
students to interpret key characteristics of
polynomials in a real world situation.

Questions ask students to generalize the

5.4
Key
Characteristics
A.APR.3
F.IF.4
1
key characteristics of polynomials and
sketch graphs. Questions then ask students
X X
5
of Polynomial F.IF.5 to explore the relationship between the
Functions F.IF.7.c possible number of extrema and the degree
of the polynomial; and the maximum
number of x-intercepts and the degree of
the polynomial. In the Talk the Talk, students
© Carnegie Learning

will summarize the key characteristics of

cubic, quartic, and quantic functions.

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 Worked Examples

Peer Analysis

Talk the Talk

Technology
Lesson CCSS Pacing Highlights

Models
This lesson provides opportunities for
students to explore how the properties of
linear and quadratic functions determine
key characteristics of cubic functions.
Questions ask students to sketch sets of
functions whose product builds cubic
A.APR.3
Building Cubic functions with given characteristics.
F.IF.7.c
5.5 and Quartic 2 Students conclude the possible X X X
F.IF.9
Functions combinations of real and imaginary roots of
F.BF.1.b
cubic functions.

Questions then ask students to sketch

graphs of cubic functions by first graphing
each factor as an individual function and
graphically determining the product.
This lesson begins by asking students to
provide rationale why graphs do not
represent polynomial functions.

The lesson then provides opportunities for

students to analyze the meaning for
polynomials to be closed under an
operation. Questions first ask students to
The Closure
5.6 A.APR.1 1 compare integer and polynomial operations X X
Property
to help make conjectures and connections.
Questions then ask students to choose
5 polynomials with various degrees to explore
closure. Finally, a worked example provides
a formal proof that polynomials are closed
under addition, and questions ask students
to prove polynomials are closed under
subtraction and multiplication as well.

© Carnegie Learning

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 Skills Practice Correlation for Chapter 5

Lesson Problem Set Objectives

Vocabulary

Determine possible volumes for a box given other dimensions and determine
Exploring Cubic 1–6
5.1 relative maximums or minimums
Functions
7 – 12 Determine products of three linear factors and verify graphically

13 – 18 Determine products linear and quadratic factors and verify graphically

Vocabulary

1–6 Sketch the graphs of power functions and describe end behavior
5.2 Power Functions
7 – 12 Determine whether functions are even, odd, or neither given their graphs

13 – 18 Determine algebraically whether functions are even, odd, or neither

Vocabulary

1–6 Use reference points to graph cubic and quartic functions

Transformations Given graphs of two functions, write the equation of one function in terms of
and Symmetry 7 – 12
5.3 the other function
of Polynomial
Functions Describe transformations performed on one function given its equation in
13 – 18
terms of another function
Graph and write a specific equation for a function given its equation in terms
19 – 24
of power functions

Vocabulary
Key
Characteristics 1–6 List numbers of possible extrema for polynomials of given degrees
5.4
5
of Polynomial 7 – 12 Sketch graphs of polynomials given their characteristics
Functions
13 – 18 Choose equations of polynomials that can model given graphs of polynomials

Sketch a set of functions whose product builds a cubic with given

1–6
characteristics
Building Cubic 7 – 12 Write different equations for cubics with given characteristics
© Carnegie Learning

5.5 and Quartic

Functions 13 – 18 Sketch graphs of cubics that are products of given functions

Sketch a set of functions whose product builds a quartic with given

19 – 24
characteristics

Vocabulary

1–6 Determine whether given graphs represent polynomial functions

The Closure
5.6
Property 7 – 12 Determine whether sets of numbers are closed under indicated operations

Perform indicated operations on sets of polynomials to show whether they

13 – 18
are closed under those operations

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© Carnegie Learning

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 5.1
Planting the Seeds
Exploring Cubic Functions

lEArning gOAlS KEy tErmS

In this lesson, you will: • relative maximum

• Represent cubic functions using words, • relative minimum
tables, equations, and graphs. • cubic function
• Interpret the key characteristics of the • multiplicity
graphs of cubic functions.
• Analyze cubic functions in terms of their
mathematical context and problem context.
• Connect the characteristics and behaviors
of cubic functions to its factors.
• Compare cubic functions with linear and
quadratic functions.
• Build cubic functions from linear and
quadratic functions.

ESSEntiAl idEAS COmmOn COrE StAtE

• A cubic function is a function that can StAndArdS FOr mAthEmAtiCS
be written in the standard form
A-SSE Seeing Structure in Expressions
f(x) = ax​3 1 b​x2​ 1 cx 1 d where a fi 0.
• Multiple representations such as tables, Interpret the structure of expressions
graphs, and equations are used to
represent cubic functions. 1. Interpret expressions that represent a
• A relative maximum is the highest point in quantity in terms of its context.
a particular section of a graph. a. Interpret parts of an expression, such
• A relative minimum is the lowest point in as terms, factors, and coefficients.
© Carnegie Learning

a particular section of a graph.

b. Interpret complicated expressions by
• Key characteristics are used to interpret
the graph of cubic functions. viewing one or more of their parts as a
• Characteristics and behaviors of cubic single entity.
functions are related to its factors.
• Multiplicity is how many times a
particular number is a zero for a given
polynomial function.
• The Fundamental Theorem states that a
cubic function must have 3 roots.

315A

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 A-APR Arithmetic with Polynomials and Rational Expressions

Perform arithmetic operations on polynomials

1. Understand that polynomials form a system analogous to the integers, namely, they are
closed under the operations of addition, subtraction, and multiplication; add, subtract, and
multiply polynomials.

F-IF Interpreting Functions

Analyze functions using different representations

7. Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and
showing end behavior.

Overview
The terms cubic function, relative minimum, relative maximum, and multiplicity are defined in this lesson.
The standard form of a cubic equation is given. In the first activity, a rectangular sheet of copper is used
to create planters if squares are removed from each corner of the sheet and the sides are then folded
upward. Students will analyze several sized planters and calculate the volume of each size. They then
write a volume function in terms of the height, length, and width and graph the function using a graphing
calculator. Using key characteristics, students analyze the graph and conclude that the graph is cubic.
Students differentiate the domain and range of the problem situation from the domain and range of the
cubic function. Using a graphing calculator and specified volumes, students determine which if any
possible sized of planters meet the criteria. The second activity is similar but uses a cylindrical planter.
The volume function is written in three forms and students will algebraically and graphically verify their
equivalence. A graphing calculator is used throughout this lesson.

© Carnegie Learning

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 Warm Up
Simplify each expression and identify its function family.

1. (x 1 4) (10)
(x 1 4) (10) 5 10x 1 40

Linear Function

2. (x 2 4) (x 2 5)
(x 2 4) (x 2 5) 5 x​2 2 9x 1 20

Quadratic Function

3. (x 1 8)2
(x 1 8)2 5 x​2 1 16x 1 64

Quadratic Function

4. (x 2 4) (x 2 5) (x 2 1)
(x 2 4) (x 2 5) 5 x​2 + 9x 1 20

(x2 1 9x 1 20) (x 2 1) 5 x3 1 8x2 1 11x 2 20

Cubic Function

5
© Carnegie Learning

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© Carnegie Learning

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 Planting the Seeds
5.1
exploring Cubic Functions

LeArNiNG GoALS Key TerMS

In this lesson, you will: • relative maximum

• Represent cubic functions using words, • relative minimum
tables, equations, and graphs . • cubic function
• Interpret the key characteristics of the • multiplicity
graphs of cubic functions .
• Analyze cubic functions in terms of their
mathematical context and problem context .
• Connect the characteristics and behaviors
of cubic functions to its factors .
• Compare cubic functions with linear and
quadratic functions .
• Build cubic functions from linear and
quadratic functions .

I f you have ever been to a 3D movie, you know that it can be quite an interesting
experience. Special film technology and wearing funny-looking glasses allow movie-
goers to see a third dimension on the screen—depth. Three dimensional filmmaking
dates as far back as the 1920s. As long as there have been movies, it seems that
people have looked for ways to transform the visual experience into three dimensions.

However, your brain doesn’t really need special technology or silly glasses to
experience depth. Think about television, paintings, and photography—artists have
© Carnegie Learning

been making two-dimensional works of art appear as three-dimensional for a long

time. Several techniques help the brain perceive depth. An object that is closer is
drawn larger than a similarly sized object off in the distance. Similarly, an object in
the foreground may be clear and crisp while objects in the background may appear
blurry. These techniques subconsciously allow your brain to process depth in
5
two dimensions.

Can you think of other techniques artists use to give the illusion of depth?
© Carnegie Learning

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 Problem 1
A planter is constructed from
a rectangular sheet of copper. Problem 1 Business is Growing
Given the dimensions of the The Plant-A-Seed Planter Company produces planter boxes . To make the boxes, a square is
rectangular sheet, students cut from each corner of a rectangular copper sheet . The sides are bent to form a rectangular
will complete a table of values prism without a top . Cutting different sized squares from the corners results in different
sized planter boxes . Plant-A-Seed takes sales orders from customers who request a sized
listing various sizes of planters planter box .
with respect to the length It may help
Each rectangular copper sheet is 12 inches to create a model of the planter
width, height, and volume. They by 18 inches . In the diagram, the solid lines by cutting squares out of the corners of a
describe observable patterns, indicate where the square corners are cut and sheet of paper and folding.
the dotted lines represent where the sides
analyze the relationship are bent for each planter box .
between the height, length, 18 inches
and width, and write a function h h
h h
to represent the volume of
12 inches
the planter box. Students
use a graphing calculator to h
h h
h

graph the function, describe

the key characteristics of the
1. Organize the information about each sized planter box made from a 12 inch by 18 inch
graph, identify the maximum copper sheet .
volume, the domain and range a. Complete the table . Include an expression for each planter box’s height, width,
length, and volume for a square corner side of length h .
of the function versus the
problem situation and conclude Square
Corner Side Height Width Length Volume
that it is cubic. The terms Length (inches) (inches) (inches) (cubic inches)
relative maximum and relative (inches)

minimum are defined. Given 5 0 0 12 18 0

specified volumes, students
1 1 10 16 160
use a graphing calculator
to determine possible sized 2 2 8 14 224

planter boxes that meet Recall

© Carnegie Learning
the volume 3 3 6 12 216
the criteria. formula V 5 lwh.
4 4 4 10 160

5 grouping
5 5 2 8 80

6 6 0 6 0
Have students complete
7 7 22 4 256
Questions 1 and 2 with a
partner. Then have students h h 12 2 2h 18 2 2h h(12 2 2h)(18 2 2h)

share their responses

© Carnegie Learning
as a class.
316 Chapter 5 Polynomial Functions

• How did you determine the width of each planter in the table of values?
guiding Questions • How did you determine the length of each planter in the table of values?
for Share Phase,
• How did you determine the volume of each planter in the table of values?
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Question 1, part (a)

• How did you determine each of the expressions when the length of the corner
• How did you determine the side was h inches in the table of values?
height of each planter in the
table of values?

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 guiding Questions
for Share Phase,
Question 1, part (b) b. What patterns do you notice in the table?
The height is the same as the side length of the square.
and Question 2
As the height increases, the width and length decrease.
• Is the height the same as the For every inch increase in height, the width and length decrease by 2 inches.
side length of each square?
The volume starts at 0 cubic inches, increases, and then decreases back to
• How does the increasing 0 cubic inches.

height affect the width and

length of planter?
• As the height increases by
2. Analyze the relationship between the height, length, and width of each planter box .
one inch, what happens to
a. What is the largest sized square corner that can be cut to make a planter box?
the width and the length? Explain your reasoning .

• If the volume is 0 cubic The size of the square corner must be less than 6 inches. A 6-inch square would
result in a width of 0 inches.
inches, what does that
mean with respect to the
problem situation?
• What happens to the width of
the planter if the size of the
b. What is the relationship between the size of the corner square and the length and
square corner is equal to width of each planter box?
6 inches? Twice the corner square’s length is subtracted from the length and the width of
each planter box.
• Is the corner square’s length
For example, a 1-inch cut corner square results in a length of 18 2 (2 3 1) and a
subtracted from the length width of 12 2 (2 3 1).
and width of the planter box?
• How was the table of values 5
useful when writing the
function for the volume of the c. Write a function V(h) to represent the volume of the planter box in terms of the
corner side of length h .
planter box? V(h) 5 h(12 2 2h)(18 2 2h)
© Carnegie Learning

5
© Carnegie Learning

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 grouping

?
Have students complete
Questions 3 and 4 with a
3. Louis, Ahmed, and Heidi each used a graphing calculator to analyze the volume function,
partner. Then have students V(h), and sketched their viewing window . They disagree about the shape of the graph .
share their responses
Louis Ahmed
as a class. y
y

guiding Questions

volume

volume
x
for Share Phase, x

Question 3
height
• What is a complete graph? height
The graph increases and then
• Did Louis, Ahmed, or Heidi decreases. It is a parabola.
The graph lacks a line of
symmetry, so it can’t be a
sketch a complete graph?
parabola.
• Does Louis’s graph have an Heidi
axis of symmetry? y

• What is the interval in which

the graph increases?

volume
x
• What is the interval in which
the graph decreases?
height

I noticed the graph curves back up

so it can’t be a parabola.

5
Evaluate each student’s sketch and rationale to determine who is correct .
For the student(s) who is/are not correct, explain why the rationale is not correct .
Ahmed and Heidi are correct.
Louis is not correct. The graph is not a parabola because it does not have a line of

© Carnegie Learning
symmetry. Extending the viewing window on the graph also shows that the graph
curves back up.

© Carnegie Learning
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 guiding Questions
for Share Phase,
Question 4 4. Represent the function on a graphing calculator using the window
[210, 15] 3 [2400, 400] .
• Where are the x-intercepts? a. Describe the key characteristics of the graph?

• Where are the y-intercepts? • The graph increases until it reaches a peak and then decreases.
• The x-intercepts are (0, 0) and (6, 0) and (9, 0). In this
• Does the function have problem you are
• The y-intercept is (0, 0).
a maximum or a determining the maximum
• The graph first increases and then begins to value graphically, but consider
minimum point? decrease at (2.35, 228). Then the graph other representations. How will your
solution strategy change when
• Where on the graph is the continues to decrease and finally begins to
using the table or equation?
increase at (7.65, 268.16).
point which describes the
b. What is the maximum volume of a planter box?
maximum volume of
State the dimensions of this planter box .
a planter box? Explain your reasoning .

• What is the significance of The maximum volume is 228 cubic inches.

the x-value at the maximum The dimensions of this planter are 2.35 inches 3
7.30 inches 3 13.30 inches.
point of the function?
Graphically this is the highest point between
• What is the significance of x 5 0 and x 5 6.
the y-value at the maximum
point of the function? c. Identify the domain of the function V(h) .

• Why is the domain of the Is the domain the same or different in terms of the context of this problem?
Explain your reasoning .
function different than the The domain of the function is (2`, `).
domain of the problem In terms of this problem situation, only the height values (0, 6) make sense. Values
situation? outside of this domain result in negative planter box dimensions.

• Why is the range of the

function different than d. Identify the range of the function V(h) .
5
the domain of the Is the range the same or different in terms of the context of this problem?
problem situation? Explain your reasoning .
The range of the function is (2`, `).
• Does it make sense to have a The range in terms of this problem situation is (0, 228) because the maximum
© Carnegie Learning

planter box with the height of volume is 228 and it is impossible to have a volume less than 0.

0 inches?

e. What do the x-intercepts represent in this problem situation? Do these values make 5
sense in terms of this problem situation? Explain your reasoning .
The x-intercepts represent the planter box heights in which the volume is 0 cubic
inches. It does not make sense to have a planter box with a height of 0 inches.
© Carnegie Learning

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 grouping
• Ask a student to read the The key characteristics of a function may be different within a given domain . The function
information and discuss the V(h) 5 h(12 2 2h)(18 2 2h) has x-intercepts at x 5 0, x 5 6, and x 5 9 .
worked example as a class. y
(2.35, 228)
• Complete Question 5 200

Volume (cubic inches)

V(h)
as a class. 100

0 2 4 6 8 x
2100

guiding Questions for 2200

discuss Phase Height (inches)

• What is the difference As the input values for height increase, the output values for volume approach infinity .
between the maximum point Therefore, the function doesn’t have a maximum; however, the point (2 .35, 228) is a relative
on the graph of a function maximum within the domain interval of (0, 6) . A relative maximum is the highest point in a
particular section of a graph . Similarly, as the values for height decrease, the output values
and a relative maximum point approach negative infinity . Therefore, a relative minimum occurs at (7 .65, 268 .16) . A relative
on the graph of a function? minimum is the lowest point in a particular section of a graph .

• What is the difference The function v(h) represents all of the possible volumes for a given height h . A horizontal line
is a powerful tool for working backwards to determine the possible values for height when
between the minimum point
the volume is known .
on the graph of a function
and a relative minimum point
on the graph of a function?
The given volume of a planter box is 100 cubic inches . You can determine the
• Can the width or the length
possible heights from the graph of V(h) .
of the planter box have a y • Draw a horizontal line at y 5 100 .
negative value? • Identify each point where V(h) intersects
Volume (cubic inches)

200 y = 100
V(h)
with y 5 100, or where V(h) 5 100 .
• Which values on the volume 100

function result in negative

5 0 2 4 6 8 x
2100
values for the width or length
2200
of the planter box?
• If a horizontal line such Height (inches)

© Carnegie Learning
as y 5 50 is graphed with The first point of intersection is represented using function notation as V(0 .54) 5 100 .

the volume function on a

5 coordinate plane, what is the
significance of the points
of intersection?

© Carnegie Learning
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 guiding Questions
for Share Phase,
Question 5 5. A customer ordered a particular planter box with a volume of 100 cubic inches, but did
not specify the height of the planter box .
• How did you identify the a. Use a graphing calculator to determine when V(h) 5 100 . Then write the intersection
points at which v(h) 5 100 points in function notation . What do the intersection points mean in terms of this
problem situation?
intersected the
V(0.54) 5 100,
volume function?
V(4.76) 5 100,
• What values are represented V(9.70) 5 100,
on the y-axis with respect to The intersection points are the heights that create a planter box with a volume of
the problem situation? What 100 cubic inches.
is the unit of measure?
• What values are represented
on the x-axis with respect to
the problem situation? What b. How many different sized planter boxes can Plant-A-Seed make to fill this order?
Explain your reasoning .
is the unit of measure?
The graph has 3 solutions, the points of intersection (0.54, 100), (4.76, 100), and
• Are all three solutions (9.70, 100).
reasonable with respect to The first two intersection points lie within the domain of this problem context,
the problem situation? Why indicating that planter boxes with height 4.76 inches and 0.54 inches have a
volume of 100 cubic inches.
or why not?
A height of 9.70 inches also results in a volume of 100 cubic inches, but this value
does not make sense in this problem situation. This height is not within the
domain because it leads to negative values for length and width.
grouping
6. A neighborhood beautifying committee would like to purchase a variety of planter boxes
Have students complete
with volumes of 175 cubic inches to add to business window sill store fronts . Determine
Questions 6 through 8 with a
partner. Then have students
the planter box dimensions that the Plant-A-Seed Company can create for the
committee . Show all work and explain your reasoning . 5
share their responses The 2 planters with dimensions h 5 3.78, l 5 10.44, w 5 4.44 and h 5 1.15, l 5 15.70,
w 5 9.70 have a volume of 175 cubic inches.
as a class.
The function has 3 graphical solutions, but only 2 possible planters make sense in
this problem situation.
© Carnegie Learning

guiding Questions I graphed the volume function and the horizontal line y 5 175. The intersection points
are the solutions to this problem.
for Share Phase,
Question 6 5
• How is this problem situation
different than the last
problem situation?
• How many times does
© Carnegie Learning

the horizontal line

y 5 175 intersect the 5.1 Exploring Cubic Functions 321

volume function?
• Are all three points of
intersection relevant to the
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problem situation? Why or

why not?

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 guiding Questions
for Share Phase,
Questions 7 and 8 7. Plant-A-Seed’s intern claims that he can no longer complete the order because he
spilled a cup of coffee on the sales ticket . Help Jack complete the order by determining
• If the area of the base of the missing dimensions from the information that is still visible . Explain how you
determined possible unknown dimensions of each planter box .
the planter box is 12 square
inches, what does this tell Plant-A-Seed
Sales Ticket
you about the length and
Base Area: 12 square inches
width of the planter box? Height:
Length:
• What algebraic expressions Width:
Volume:
are used to determine the
length and width of the The height of the planter box is 5.21 inches, the length is 7.58 inches, and the width
is 1.58 inches.
planter box?
I set up the equation (18 2 2x)(12 2 2x) 5 12. Then I used a graphing calculator to
• What equation can be used graph y1 5 (18 2 2x)(12 2 2x) and y2 5 12 and calculated the intersection points. The
to determine the length and intersection points are x 5 5.21 and x 5 9.79. However, the second value is greater
than 6, so it doesn’t make sense in this problem situation.
width of the planter box?
Finally, I substituted x 5 5.21 back into the expression (18 2 2x)(12 2 2x) to
• When the equation determine the values for the length and width of the planter box.
representing the area of the
planter box is graphed, what 8. A customer sent the following email:

is represented on the x- To Whom It May Concern,

and y-axis? I would like to purchase several planter boxes, all with a height How is
of 5 inches . Can you make one that holds 100 cubic inches the volume
• What is the width of a planter of dirt? Please contact me at your earliest convenience .
function built in this
box that has a height of Thank you,
problem?
5 inches? Muriel Jenkins

• What is the length of a 5 Write a response to this customer, showing all calculations .
planter box that has a height Dear Ms. Jenkins,
of 5 inches? Unfortunately, the Plant-A-Seed Company cannot create a

• How many planter boxes planter box that holds 100 cubic inches of dirt and has a
height of 5 inches. The height of the planter box determines
have a height of 5 inches?

© Carnegie Learning
the other dimensions. The three dimensions then determine the volume.

• What is the volume of a A planter box with a height of 5 inches is 2 inches wide and 8 inches long. It will hold

5 planter box that has a height

of 5 inches?
80 cubic inches of dirt. This is our only planter box available with a height of
5 inches.

I hope that this option for planter boxes will work for you.

Sincerely,
Plant-A-Seed

© Carnegie Learning
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 Problem 2
Planters take on a cylindrical
shape where the height to Problem 2 A Dirty Business
radius ratio is 2:1 in this The Plant-A-Seed Company also makes cylindrical shaped planters for city sidewalks and
situation. Given the length of the store fronts . The cylindrical shaped planters come in a variety of sizes, but all have a height
radius of the cylinder, students to radius ratio of 2:1 .

will complete a table of values r

listing various sizes of planters Recall from
with respect to the height, base Geometry that this
constant ratio makes
area, and volume. They describe h
the planters in this
a method to determine the problem similar.
volume when the length of the
radius is known, and a method
for determining the base area
1. Why do you think Plant-A-Seed might want to manufacture different sizes of a product,
and the height when the volume but maintain a constant ratio, such as height to radius ratio of 2:1?
is known. Students use the Answers will vary.
table of values to conclude that A company might want all of the products to be similar. Changing this ratio will
every unit increase in the radius change the overall appearance of the product.

causes the height to double, 2. Consider different sized cylindrical planters .

the area of the base to increase
Recall the
a. Complete the table . following formulas:
by 4 units, and the volume to Base Area Volume Volume of a cylinder:
Height V 5 (base area)(height)
increase by 8 units. Students Radius (square (cubic
(inches)
inches) inches) Area of a circle:
are given a base area function, A 5 pr2
0 0 0 0
a height function, and a volume
function. They then sketch 1 2 3.14 6.28 5
and label the functions on the
2 4 12.56 50.24
same coordinate plane. Using
a graphing calculator, students 3 6 28.26 169.56
contrast and compare the linear
© Carnegie Learning

function, quadratic function, and 4 8 50.24 401.92

cubic function. Students explain

why the graph of the volume
6.83 13.66 146.47 2000
5
function for the cylindrical x 2x 3.14x 2
(3.14x )(2x)
2

planter crosses the x-axis

only at the origin. The terms b. Describe how you determined the volume when you are given the radius .
I know the height is always twice the radius. So, I substituted the radius into the
cubic function and multiplicity
area of a circle formula to determine the area of the base. I then multiplied the
are defined. The standard
© Carnegie Learning

area of the base and the height to determine volume.

form of a cubic function is
5.1 Exploring Cubic Functions 323
given. Students conclude
cubic functions always have a
• Have students complete Question 2 with a partner. Then have students share
their responses as a class.
common third difference.
451450_IM3_Ch05_313-422.indd 323 11/12/13 4:39 PM

guiding Questions for Share Phase, Question 2, parts (a)

grouping and (b)
• Ask a student to read the • What is the relationship between the length of the radius and the height of the
introduction and complete cylindrical planter?
Question 1 as a class. • How did you determine the height of each planter in the table of values?
• What is the formula for computing the area of a circle?

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 guiding Questions
for Share Phase,
Question 2, parts (c) c. Describe your method to determine the base area and the height when you are given
the volume .
and (d) Answers will vary.

• How did you determine the • I graphed the volume function and a horizontal line at the output value. Their
base area of each planter in intersection is the solution.
• I used guess-and-check.
the table of values?
• I worked backwards algebraically, dividing by 2π and taking the cube root.
• How did you determine the
volume of each planter in the d. Analyze your table of values . For every unit increase in the radius, describe the rate
of change in the height, area, and volume of each planter .
table of values?
For every unit increase in the radius, the height doubles, the area increases by
• How did you determine each 4 units, and the volume increases by 8 units.

of the expressions when the

length of the radius was x
inches in the table of values?
3. The base area function A(x) 5 3 .14x2 and the height function h(x) 5 2x are multiplied to
• Is the intersection of the build the volume function V(x) 5 (3 .14x2)(2x) . Let’s analyze this problem situation
graph of the volume function graphically .
a. Sketch and label the functions h(x), A(x), and V(x) on the same coordinate plane .
and the graph of the
y
horizontal line y 5 2000 the A(x)
4
solution? 3 h(x)

• Did you take the cube root to 2

determine the solution? 1

• How did you work 22 21.5 21 20.5 0 0.5 1 1.5 2 x

backwards to solve for the 21

5
22
length of the radius?
23
• As the length of the radius
V(x) 24
increase by 1 unit, what
happens to the height? b. In what ways is the graph of V(x) similar to the graph of h(x)? In what ways is
it different?
•

© Carnegie Learning
As the length of the radius The graphs of V(x) and h(x) are similar in that they both increase from left to right.
increase by 1 unit, what They both intersect the x-axis at (0, 0). The graphs are in Quadrants I and III.

5 happens to the area of the

base?
The graphs of the functions have different shapes. The function h(x) is linear and
the function V(x) is curved and increases at a faster rate.

• As the length of the radius

increase by 1 unit, what
happens to the volume?

© Carnegie Learning
grouping 324 Chapter 5 Polynomial Functions

Have students complete guiding Questions for Share Phase, Question 3, parts (a)
Question 3 with a partner. and (b)
• What function
Then have students share their 451450_IM3_Ch05_313-422.indd 324 family is associated with h(x)? 11/12/13 4:39 PM

responses as a class.
•What function family is associated with A(x)?
• What function family is associated with V(x)?
• Do the three functions intersect at the same point?

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 guiding Questions
for Share Phase,
Question 3, parts (c) c. In what ways is the graph of V(x) similar to the graph of A(x)? In what ways is
it different?
through (e) The graphs of V(x) and A(x) are similar in that both intersect the x-axis at the

• What is the domain and origin. They are also both curved.

range of the function h(x)? The functions are different in that V(x) is increasing from left to right while A(x)
has an absolute minimum. The function V(x) is increasing at a faster rate.
• What is the domain and The function V(x) is located in Quadrants I and III while the function A(x) is located
range of the function A(x)? in Quadrants I and II.

• What is the domain and d. Does V(x) have a relative maximum or relative minimum? Explain your reasoning in
range of this function V(x)? terms of the function and in terms of this problem situation .
No. From the graph I can see that the function increases from left to right without
• What is the domain and decreasing. This makes sense in the context of this problem, because as the
range of each function radius increases, the height and volume will increase as well.
with respect to this
problem situation?

?
• Which functions are located
in the first quadrant?
e. Gene and Douglas disagree about the key characteristics of the graph of the
• Which functions are located cylindrical shaped planter compared to the graph of the rectangular planter box .

in the second quadrant?

• Which functions are located
in the third quadrant? Gene Douglas
• Which functions are located The volume function from the Both the linear and quadratic
in the fourth quadrant? rectangular planter boxes had three functions that built the volume
function for the cylindrical
• Which quadrants make x-intercepts, so the graph of the
sense with respect to this
cylindrical shaped planter also must shaped planter only cross the
x-axis at (0, 0). A function can’t
5
have three. If I extend my viewing
problem situation? have an x-intercept
window on my graphing calculator I different from its factors, so
• What is the length of the can determine where this graph (0, 0) is the only one.
radius when the volume of crosses the x-axis again.
© Carnegie Learning

the cylindrical planter is 0?

Who is correct? Explain your reasoning .
Douglas is correct. Algebraically he explains why the function that represents the
cylindrical shaped planter will only cross the x-axis at (0, 0). This makes sense in 5
the context of this problem, too, in that the only time the volume can be zero is
when the radius is 0.
© Carnegie Learning

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 grouping
• Ask a student to read the The volume functions for the rectangular planter box and the cylindrical shaped planter are
information, example, and examples of cubic functions . A cubic function is a function that can be written in the
definitions. Discuss as standard form f(x) 5 ax3 1 bx2 1 cx 1 d where a fi 0 . In other words, a cubic function is a
polynomial function of degree 3 .
a class.
The volume of the rectangular planter box was represented as V(h) 5 h(12 2 2h)(18 2 2h) .
• Then have students You can multiply the three factors to express the function in standard cubic form .
complete Questions 4 V(h) 5 h(12 2 2h)(18 2 2h)
through 6 as a class. 5 h(216 2 60h 1 4h2)
5 216h 2 60h2 1 4h3
V(h) 5 4h3 2 60h2 1 216h
guiding Questions The volume of the cylindrical shaped planter was represented as V(x) 5 (3 .14x2)(2x) . You can
for Share Phase, multiply the two factors to express the function in standard cubic form .
Questions 4 though 6 V(x) 5 6 .28x3

• What is the Fundamental The Fundamental Theorem of Algebra tells you that a cubic function must have 3 zeros .
Theorem of Algebra? Roots may be any number in the set of complex numbers, and can even appear multiple
times . Multiplicity is how many times a particular number is a zero for a given polynomial
• If a particular number function . For example in the polynomial function that represents the volume of the cylindrical
represents two zeros shaped planter, V(x) 5 (3 .14x2)(2x), the zero, x 5 0, has multiplicity 3 .

of a function, what is 4. The Fundamental Theorem states that a cubic function must have 3 zeros . Explain why
its multiplicity? the volume function in this problem crosses the x-axis only one time, yet still satisfies
the Fundamental Theorem of Algebra .
• If a particular number The function is built from a linear function and a quadratic function. The linear function
represents three zeros has a root at x 5 0. The quadratic function has a double root at x 5 0. This results in
a cubic function with a triple root at x 5 0.
of a function, what is
its multiplicity?
• How would you describe a 5. When analyzing a table, the values in a linear function have a common first difference

function that has a common

5 while quadratic functions have a common second difference . What pattern is present in
cubic functions? Do you think this pattern always holds true? Explain your reasoning .
third difference? Answers will vary. An important
Cubic functions have a common third difference. mathematical habit is to
• How would you describe the explore ideas informally. Examine
domain of a linear function, different cubic functions on your

© Carnegie Learning
a quadratic function, and a 6. The graphs of linear functions are always lines
calculator. Look for patterns, make
while quadratic functions are always parabolas .
predictions, and come up with
cubic function?
5
questions instead of answers.
How would you describe the shape of a cubic
• How would you describe the function? Do you think all cubic functions will have
the same general shape? Explain your reasoning .
reasoning
range of a linear function,
Answers will vary.
a quadratic function, and a
cubic function?

© Carnegie Learning
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 Problem 3
The volume function from
Problem 1 is written in three Problem 3 Cubic equivalence
different forms; the product Let’s consider the volume formula from Problem 1, Business is Growing .
of three linear functions, the
1. Three forms of the volume function V(h) are shown .
product of a linear function
V(h) 5 h(18 2 2h)(12 2 2h) V(h) 5 h(4h2 2 60h 1 216) V(h) 5 4h3 2 60h2 1 216h
and a quadratic function, and The product of three linear The product of a linear A cubic function in
a cubic function in standard functions that represent function that represent standard form .
height, length, and width . the height and a quadratic
form. Students will algebraically function representing the
and graphically verify the three area of the base .

forms of the volume function a. Algebraically verify the functions are equivalent . Show all work and explain
are equivalent. your reasoning .
V(h) 5 h(18 2 2h)(12 2 2h) V(h) 5 h(4h2 2 60h 1 216) V(h) 5 4h3 2 60h2 1
5 h(216 2 36h 2 24h 1 4h2) 5 4h3 2 60h2 1 216h 216h
5 h(216 2 60h 1 4h2)
grouping 5 216h 2 60h2 1 4h3
5 4h3 2 60h2 1 216h
Have students complete
Questions 1 and 2 with a
partner. Then have students b. Graphically verify the functions are equivalent . Sketch all three functions and explain
your reasoning .
share their responses as
a class.
y
4000

guiding Questions 3000

for Share Phase, 2000

Question 1 1000

5
• What algebraic properties 240 230 220 210
21000
0 10 20 30 40 x

were used to show the

22000
functions were equivalent? 23000

• What should happen

© Carnegie Learning

24000

graphically, if the three

functions are equivalent?
• Do all three forms of the
Graphing each of the functions on the same coordinate plane, I notice that they
all produce the same graph. This means that the functions must be equivalent.
5
function produce the
same graph? c. Does the order in which you multiply factors matter? Explain your reasoning .
No. The order in which I multiply factors doesn’t matter. The properties of integers
hold for manipulating expressions algebraically. In this case, the Associative
Property of Multiplication holds true.
© Carnegie Learning

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 guiding Questions
for Share Phase,
Worked Example
and Question 2 You can determine the product of the linear factors (x 1 2)(3x 2 2)(4 1 x) using
multiplication tables .
• Is there another way to
Step 1: Step 2:
multiply binomials?
Choose 2 of the binomials to multiply . Multiply the product from step 1 with the
• If the graph of the equation Then combine like terms . remaining binomial .
Then combine like terms .
written in standard form is
not the same as the graph ? x 2 ? 4 x

of the equation written in 3x 2

12x 2
3x3
3x 3x2 6x
factored form, what can 4x 16x 4x2

you conclude? 22 22x 24 24 216 24x

(x 1 2)(3x 2 2)(4 1 x) 5 3x3 1 16x2 1 12x 2 16 .

2. Analyze the worked example for the multiplication of three binomials .

a. Use a graphing calculator to verify graphically that the expression in factored form is
equivalent to the product written in standard form .

© Carnegie Learning
5 I entered y1 5 3x3 1 16x2 1 12x 2 16 and y2 5 (x 1 2)(3x 2 2)(4 1 x) in my
graphing calculator. Each equation produced the same graph, therefore the
expressions are equivalent.

b. Will multiplying three linear factors always result in a cubic expression?

Explain your reasoning .
Yes. A linear factor has an x-term. The product of three first degree terms is a
third degree term.

© Carnegie Learning
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 grouping
Have students complete
3. Determine each product . Show all your work and then use a graphing calculator to
Questions 3 through 5 with a verify your product is correct .
partner. Then have students a. (x 1 2)(23x 1 2)(1 1 2x)
share their responses as (x 1 2)(23x 2 6x2 1 2 1 4x)
(x 1 2)(26x2 1 x 1 2)
a class.
(26x3 1 x2 1 2x 2 12x2 1 2x 1 4)
26x3 2 11x2 1 4x 1 4

guiding Questions
for Share Phase,
Questions 3 through 5
• Which factors did you
multiply together first? Does
it matter?
• What method did you use to
multiply the binomials?
• What effect does a negative
leading term have on the
graph of the cubic function?
• What effect does the b. (10 1 2x)(5x 1 7)(3x)
(50x 1 70 1 10x2 1 14x)(3x)
constant term have on the
(10x2 1 64x 1 70)(3x)
graph of the cubic function?
30x3 1 192x 1 210x
• Does the function pass
through the origin?
5
• If the function passes
through the origin, does this
give you any information
about its factor(s)?
© Carnegie Learning

• Does the product of a

monomial and two binomials
create a cubic equation? 5
• If the graphs of two or more
functions are different, what
can you conclude?
• If the graphs of two or more
© Carnegie Learning

functions are the same, do

the functions always have 5.1 Exploring Cubic Functions 329
the same factors?

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 4. Determine the product of the linear and quadratic factors . Then verify graphically that
the expressions are equivalent .
a. (x 2 6)(2x2 2 3x 1 1)
(2x3 2 3x2 1 x 2 12x2 1 18x 2 6)
2x3 2 15x2 1 19x 2 6

b. (x)(x 1 2)2
x(x2 1 4x 1 4)
x3 1 4x2 1 4x

© Carnegie Learning
5

© Carnegie Learning
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 5. Max determined the product of three linear factors .

Max
The function f(x) 5 (x 1 2)3 is equivalent to f(x) 5 x3 1 8

a. Explain why Max is incorrect .

The product of (x 1 2)(x 1 2)(x 1 2) is x3 1 6x2 1 12x 1 8.
The functions (x 1 2)3 and x3 1 8 produce different graphs which proves that they
are not equivalent.

b. How many x-intercepts does the function f(x) 5 (x 1 2)3 have? How many zeros?
Explain your reasoning .
The function has only one x-intercept, (22, 0) since it crosses the x-axis only once.
The function has three zeros. The zero x 5 22 is a multiple root, occurring
3 times.

5
© Carnegie Learning

5
© Carnegie Learning

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 talk the talk
Students will compare and
Talk the Talk
contrast cubic functions to
linear and quadratic functions. In this lesson, you represented the cubic function for volume of a rectangular prism as the
product of three linear functions, volume 5 (length)(width)(height) . You also represented the
cubic function for volume of a cylinder as the product of a quadratic function and a linear
function, volume 5 (base area)(height) .
grouping
1. How are cubic functions similar to linear functions? How are they different?
Have students complete • When the leading coefficient of both cubic
Questions 1 and 2 with a functions and linear functions are positive, the Consider all
graphs approach positive infinity.
representations:
partner. Then have students graph, table, equation, and
share their responses as • Cubic functions may have a relative maximum or context.
minimum, whereas linear functions do not.
a class.
• Cubic functions increase or decrease much more
rapidly than linear functions.

• Linear functions have a constant first

difference while cubic functions have a constant
third difference.
• Linear functions are degree 1 while cubic
functions are degree 3.

2. How are cubic functions similar to quadratic functions? How are they different?
• Cubic functions may have 1, 2, or 3 x-intercepts while quadratic functions
may have 0, 1, or 2 x-intercepts.

• Cubic functions may have a relative maximum or minimum, while quadratic

functions have an absolute lowest or highest point.

• Cubic functions have three zeros, whereas quadratic functions have two zeros.

© Carnegie Learning
5

Be prepared to share your solutions and methods .

© Carnegie Learning
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 Check for Students’ Understanding
Determine each product and use a graphing calculator to verify your product is correct.

1. (x 1 3) (2x 1 5) (2 2 2x)
(2​x2 1 2x 115) (2 2 2x)
2x​3 2 6x​2 2 26x 1 30

y
80

60

40

20

28 26 24 22 0 2 4 6 8 x
220

240

260

280

2. (x 2 2)3
(x2 2 4x 1 4) (x 2 2)
​x3​ 2 6x​2 1 12x 2 8
y
80

60

40

20

28 26 24 22 0 2 4 6 8 x 5
220

240

260

280
© Carnegie Learning

5.1 Exploring Cubic Functions 332A

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 5

© Carnegie Learning

332B Chapter 5 Polynomial Functions

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 5.2
Polynomial Power
Power Functions

lEArning gOAlS KEy tErmS

In this lesson, you will: • power function

• Determine the general behavior of the graph • end behavior
of even and odd degree power functions. • symmetric about a line
• Derive a general statement and explanation • symmetric about a point
to describe the graph of a power function • even function
as the value of the power increases. • odd function
• Use graphs and algebraic functions
to determine symmetry of even and
odd functions.
• Determine whether a function is even or odd
based on an algebraic function or graph.
• Understand the structure of the basic
cubic function.
• Graph the basic cubic function using
reference points and symmetry.

ESSEntiAl idEAS COmmOn COrE StAtE

• A power function is a function of the form StAndArdS FOr mAthEmAtiCS
P(x) 5 axn​, where n is a non-negative
F-IF Interpreting Functions
integer.
• The end behavior of a graph of a function is Interpret functions that arise in applications
the behavior of the graph as x approaches
in terms of the context
infinity and as x approaches negative infinity.
• If a graph is symmetric about a line, the line 4. For a function that models a relationship
divides the graph into two identical parts.
© Carnegie Learning

between two quantities, interpret key

• A function is symmetric about a point if
each point on the graph has a point the features of graphs and tables in terms of
same distance from the central point, but the quantities, and sketch graphs showing
in the opposite direction. key features given a verbal description
• When a point of symmetry is the origin, the of the relationship. Key features include:
graph is reflected about the x-axis and the intercepts; intervals where the function
y-axis. If (x, y) is replaced with (2x, 2y), the is increasing, decreasing, positive,
function remains the same.
or negative; relative maximums and
• An even function has a graph symmetric minimums; symmetries; end behavior;
about the y-axis, thus f(x) 5 f(2x).
and periodicity.
• An odd function has a graph symmetric
about the origin, thus f(x) 5 2f(2x).

333A

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 Analyze functions using different representations

7. Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and
showing end behavior.

Overview
This lesson focuses on power functions described by the equation P(x) 5 axn​, where a 5 1 and
a 5 21. The term power function is defined. End behavior and end behavior notation is introduced.
Students generalize the end behavior of even and odd power functions and sketch the graphs of power
functions with negative coefficients. They will sketch graphs symmetric to lines in form y 5 , and x 5 ,
and conclude that any two points of the form (x, y) and (2x, y) are symmetric to the line x 5 0. And any
two points of the form (x, y) and (x, 2y) are symmetrical to the line y 5 0. Students then explore even and
odd functions and determine if several polynomial functions are even, odd, or neither.

© Carnegie Learning

333B Chapter 5 Polynomial Functions

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 Warm Up
The length of each side of the cube is x units.

1. Write a function to describe the volume of the cube.

f(x) 5 x​3

2. Complete a table of values for the volume function.

x f(x) 5 x​3

22 8

21 1

0 0

1 1

2 8

3. Graph the volume function on the coordinate plane.

y
4

5
24 23 22 21 0 1 2 3 4 x
21

22

23

24
© Carnegie Learning

4. What portions of the graph represent the length of a side of the cube and the volume of the cube?
All positive x-values represent the length of the side of the cube and all positive y-values
represent the volume of a cube.

5.2 Power Functions 333C

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 5

© Carnegie Learning

333d Chapter 5 Polynomial Functions

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 Polynomial Power
5.2
Power Functions

LeArNiNG GoALS Key TerMS

In this lesson, you will: • power function

• Determine the general behavior of the graph • end behavior
of even and odd degree power functions . • symmetric about a line
• Derive a general statement and explanation • symmetric about a point
to describe the graph of a power function • even function
as the value of the power increases . • odd function
• Use graphs and algebraic functions
to determine symmetry of even and
odd functions .
• Determine whether a function is even or odd
based on an algebraic function or graph .
• Understand the structure of the basic
cubic function .
• Graph the basic cubic function using
reference points and symmetry .

H ow strong are you? Did you ever try to pick something up just to see if you could
lift it? Often times, the weight a person can lift depends on that person’s weight.
People who weigh more tend to be able to lift more.

Powerlifting, a sport originating in the 1950’s, developed separate weight classes

for competitors in order to maintain a sense of fairness. Powerlifting consists of
© Carnegie Learning

athletes competing in specific lifts: squat, bench press, and deadlift. The USA
Powerlifting competition starts in high school, where young men in the 114 pound
weight class are able to bench press over 250 pounds; while men in the 181 pound
weight class have benched over 400 pounds. This competition is not only for
5
men—high school women compete as well. Women in the 132 pound weight class
have benched over 215 pounds.
© Carnegie Learning

333

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 Problem 1
The graphs of several
power functions are given Problem 1 What odd Behavior . . . or is it even?
and students will describe You have studied linear functions, quadratic functions, and now you will explore more
observable patterns with polynomial functions . A common type of polynomial function is a power function . A power
respect to even and odd power function is a function of the form P(x) 5 axn, where n is a non-negative integer .

functions. They then sketch For the purpose of this lesson, you will only focus on power functions where a 5 1 and 21 .
In the next lesson you will investigate power functions with various a-values .
several power functions given
the equation. End behavior 1. Consider each power function and its graph in the sequence shown .

is defined and end behavior y5x y 5 x2 y 5 x3

y y y
notation is introduced. Students
sketch power functions with
negative coefficients and
x x x
complete a table to describe
the end behavior of odd and
even degree power functions.
y 5 x4 y 5 x5 y 5 x6
y y y

grouping
• Ask a student to read the
introduction and definition. x x x

Discuss as a class.
• Have students complete
Question 1 with a partner.
Then have students share 5 a. Sketch and label the next two graphs in the sequence .

their responses as a class.

y 5 x7 y 5 x8
y y

© Carnegie Learning
5
x x

© Carnegie Learning
334 Chapter 5 Polynomial Functions

guiding Questions for Share Phase,

Question 1, part (a)
• Which graph(s) were most helpful when sketching the 7th graph in
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the sequence?
• Which graph(s) were most helpful when sketching the 8th graph in
the sequence?

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 grouping
Have students complete
b. State any observations or patterns that you notice about the graphs in the sequence.
Question 2 with a partner. Answers will vary.
Then have students share their Student responses could include:
responses as a class.
• Odd degree functions point up and down

• Even degree functions point up only

guiding Questions • The greater the degree of the function, the more flat the graph is near the origin

for Share Phase, c. Make a general statement about the graph of a power function raised to an
Question 1, parts (b) odd degree.
through (d) The graph of a power function raised to an odd degree moves up from left to
right, flattening near the origin, depending on the power.
• Do the odd or even
degree functions point up
and down? d. Make a general statement about the graph of a power function raised to an
even degree.
• Do the odd or even degree The graph of a power function raised to an even degree is a concave up parabola,
functions point up only? flattening near the origin, depending on the power.

• Do the odd or even degree

functions point up and 2. Based on you work in Question 1, sketch the graph of xn when:
down? a. n 5 12 b. n 5 27
y
• Do the odd or even degree
functions point up only?
• Which graphs are flattest x
near the origin?
• Do the odd or even degree 5
power functions move up
from left to right? c. n 5 2m, where m d. n 5 2m 1 1, where m is an
is an integer greater than 0 integer greater than 0
• Do the odd or even degree
power functions look like a y
© Carnegie Learning

concave up parabola?

x 5
guiding Questions
for Share Phase,
Question 2
• If n 5 12, is the power
function odd or even?
© Carnegie Learning

• If n 5 27, is the power 5.2 Power Functions 335

function odd or even?
• If n 5 2m, is the power
function odd or even? 451450_IM3_Ch05_313-422.indd 335 12/12/13 1:53 PM

• If n 5 2m 1 1, is the power
function odd or even?

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 grouping
• Ask a student to read the The end behavior of a graph of a function is the behavior of the graph as x approaches
information and definition infinity and as x approaches negative infinity .
and complete Question 3 as
a class.
You can write the end behavior of y
• Have students complete this polynomial function using the f(x)

Question 4 with a partner. notation:

Then have students share As x → `, f(x) → ` .

x
their responses as a class. As x → 2`, f(x) → 2` .

guiding Questions
for Share Phase,
Question 4
• How does the negative 3. Explain in words what the end behavior in the worked example means .
When x approaches positive infinity, y approaches positive infinity. When
coefficient change the x approaches negative infinity, y approaches negative infinity.
graph of the power function
f(x) 5 x?
4. Consider the sequence of graphs shown .
• How does the negative
f1(x) 5 x f2(x) 5 x2 f3(x) 5 x3
coefficient change the graph
y y y
of the power function
f(x) 5 x​2?
• How does the negative
x x x
coefficient change the
graph of the power function 5
f(x) 5 x​3?
• How does the negative
a. Write each function in terms of x, and then sketch it .
coefficient change the

© Carnegie Learning
2f1(x) 5 2x 2f2(x) 5 2x2 2f3(x) 5 2x3
graph of the power function
y
f(x) 5 x​4? y y

5 • Which power functions have

y-values that approach
x x x
negative infinity?
• Which power functions have
y-values that approach
positive infinity?

© Carnegie Learning
• Which power functions have 336 Chapter 5 Polynomial Functions
y-values that approach both • Which power functions have x-values that approach both negative and
negative and positive infinity? positive infinity?
• Which power functions have 451450_IM3_Ch05_313-422.indd 336 11/12/13 4:39 PM

x-values that approach

negative infinity?
• Which power functions have
x-values that approach
positive infinity?

336 Chapter 5 Polynomial Functions

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 b. Complete the table to describe the end behavior for any polynomial function .

Odd Degree Power Function Even Degree Power Function

As x → `, f(x) → `. As x → `, f(x) → `.
a.0
As x → 2`, f(x) → 2`. As x → 2`, f(x) → `.

As x → `, f(x) → 2`. As x → `, f(x) → 2`.

a,0
As x → 2`, f(x) → `. As x → 2`, f(x) → 2`.

Problem 2 Problem 2 if it’s Flat, Then How is it rising?

Students will compare the 1. The function, f(x) 5 x2, has been graphed for you . Complete the tables for g(x) 5 x4 and
graphs of different even power h(x) 5 x6 . Then use your knowledge of the axis of symmetry to graph and label each
functions and conclude that all function on the same coordinate plane shown .

even power functions intersect x g(x) 5 x4

at the points (21, 21), (0, 0), y f(x) = x2
0 0 2
and (1, 1), and the greater
1.5
0 .5 0.0625
the even power, the more 1 g(x) = x
4

compressed the graph looks 1 1

0.5
h(x) = x6
near 0, and the more rapidly k(x) = x12
22 21.5 21 20.5 0 0.5 1 1.5 2 x
it increases once the distance 20.5
x h(x) 5 x6
of x from 0 exceeds 1. Next, 21
0 0
they compare the graphs of
different odd power functions 0 .5 0.015625
21.5

22
5
and conclude that all odd 1 1
power functions intersects at
a. Notice how all 3 graphs intersect at (0, 0), therefore f(0) 5 g(0) 5 h(0) 5 0 .
the points (21, 21), (0, 0), and
© Carnegie Learning

Describe any other intersection points using function notation .

(1, 1), and the greater the odd f(21) 5 g(21) 5 h(21) 5 21
power, the more compressed
5
f(1) 5 g(1) 5 h(1) 5 1
the graph looks near 0, and
the more rapidly it increases b. As the even degree power increases, what do you notice about the graph?

once the distance of x from The greater the even power, the more compressed these graphs look near 0, and
the more rapidly it increases once the distance of x from 0 exceeds 1.
0 exceeds 1. Students also
explain why both kinds of c. Sketch the graph of k(x) 5 x12 on the same coordinate plane as g(x) and h(x) .
power functions flatten out See graph.
© Carnegie Learning

between the x-values of

21 and 1. 5.2 Power Functions 337
guiding Questions for Share Phase, Question 1, parts (a)
through (c)
grouping • Do all three graphs of even power functions intersect at the point (21, 1)?
451450_IM3_Ch05_313-422.indd 337 11/12/13 4:39 PM

Have students complete • Do all three graphs of even power functions intersect at the point (1, 1)?
Question 1 with a partner.
Then have students share their
• Will the graph of all even power functions pass through the points (21, 1) and
(1, 1)? How do you know?
responses as a class.

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 guiding Questions
for Share Phase,
Question 1, parts (d) d. Explain why the graphs of the even degree functions flatten as the degree increases
for values of x between 21 and 1 .
and (e) The graphs of greater even degree functions are more compressed for values of

• Does the graph look x between 21 and 1 because the base of the function is a fraction between 0 and
1 raised to a power, so the number is getting very small.
more compressed near 0,
as the even degree e. Explain why the graphs of the greater even degree functions steepen when the
power increases? distance from x exceeds 1 .
The graphs of greater even degree functions are steeper when the input value is
• Does the graph increase greater than 1 because that determines the base of the function. The greater the
more rapidly once the power, the more x is being multiplied, the larger the output value.

distance of x form
2. The function, f(x) 5 x3, has been graphed for you . Complete the tables for g(x) 5 x5 and
0 exceeds 1? h(x) 5 x7 . Then use your knowledge of the axis of symmetry to graph and label each
• What happens to the value function on the same coordinate plane .

of the number if the base x g(x) 5 x5

of the function is a fraction y
0 0 2
f(x) = x3
between 0 and 1 and it is
1.5
0 .5 0.03125
raised to a power? 1

• Does the input value 1 1

h(x) = x5
0.5
k(x) = x13

determine the base of 0 0.5 1 1.5 x

22 21.5 21 20.5 2
the function? x h(x) 5 x 7 20.5
g(x) = x7
21
0 0
grouping 21.5

0 .5 0.0078125 22
Have students complete
1 1
Question 2 with a partner. 5
Then have students share their a. Notice how all 3 graphs intersect at (0, 0), therefore f(0) 5 g(0) 5 h(0) 5 0 .
responses as a class. Describe any other intersection points using this function notation .
f(21) 5 g(21) 5 h(21) 5 21

f(1) 5 g(1) 5 h(1) 5 1

guiding Questions

© Carnegie Learning
for Share Phase, b. As the odd degree power increases, what do you notice about the graph?

5 Question 2 The greater the odd power, the more compressed these graphs look near 0, and
the more rapidly it increases once the distance of x from 0 exceeds 1.
• Do all three graphs of odd
power functions intersect at
c. Sketch and label the graph of k(x) 5 x13 on the same coordinate plane as g(x) and h(x) .
the point (21, 21)?
See graph.
• Do all three graphs of odd
power functions intersect at

© Carnegie Learning
the point (1, 1)?
338 Chapter 5 Polynomial Functions
• Will the graph of all odd
• Does the graph increase more rapidly once the distance of x form
power functions pass
0 exceeds 1?
through the points (21, 21)
and (1, 1)? How do • What happens to the value of the number if the base of the function is a
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you know? fraction between 0 and 1 and it is raised to a power?

• Does the graph look • Does the input value determine the base of the function?
more compressed near 0,
as the odd degree
power increases?

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 d. Explain why the graphs of the odd degree functions flatten as the degree increases
for values of x between 21 and 1 .
The graphs of greater odd degree functions are flatter for values of x between 21
and 1 because the base of the function is a fraction between 0 and 1 being raised
to a power, so the number is getting very small.

e. Explain why the graphs of the greater odd degree functions steepen when the
distance from x exceeds 1 .
The graphs of greater odd degree functions are steeper when the input value is
greater than 1 because that determines the base of the function. The greater the
power, the more x is being multiplied, and the larger the output value.

Hmm, what
was the axis of
symmetry in the function
Problem 3 Problem 3 Where’s the other Half? family of quadratics?
Students will sketch graphs that Recall that the axis of symmetry divides the graph into two
parts that are mirror images of each other . If you do a
are symmetric to the x-axis, and
reflection across an axis and the graph looks exactly the
to equations in the form of same as the original, it means that the graph is symmetric
y 5 and x 5. Students conclude with respect to that axis .

any two points of the form 1. Sketch 2 graphs that are symmetric to:
(x, y) and (2x, y) are symmetric Answers will vary.
to the line x 5 0. And any two Student responses could include the sketches shown.

points of the form (x, y) and (x,

2y) are symmetrical to the line a. the x-axis b. the line y 5 0
y 5 0. An odd degree power y y
8 8
function is described as
having a graph symmetric
6

4
6

4
5
about the origin where
2 2
f(x) 5 2f(2x). An even degree
0 x 0 x
power function is described as 28 26 24 22
22
2 4 6 8 28 26 24 22
22
2 4 6 8

having a graph symmetric about

© Carnegie Learning

24 24
the y-axis where f(x) 5 f(2x). 26 26
Next, students classify graphs
as even or odd functions. Then,
28 28
5
they determine algebraically
whether several polynomial
functions are even, odd,
or neither.
© Carnegie Learning

339
grouping 5.2 Power Functions

Have students complete

Question 1 with a partner.
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Then have students share their
responses as a class.

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 guiding Questions
for Share Phase,
Question 1 c. the line x 5 3 d. the line y 5 0
y y
• Where is the line x 5 0 on the 8 8
coordinate plane? 6 6

• Where is the line y 5 0 on the 4 4

coordinate plane? 2 2

• Which function family is 28 26 24 22 0 2 4 6 8 x 28 26 24 22 0 2 4 6 8 x

22 22
associated with the graph
24 24
you drew symmetric to the
26 26
x-axis?
28 28

• Which function family is

associated with the graph e. the line x 5 24 f. the line y 5 2
you drew symmetric to the y y

line x 5 0? 8 8

6 6
• Which function family is
4 4
associated with the graph 2 2
you drew symmetric to the
0 2 4 6 8 x 0 2 4 6 8 x
line x 5 3? 28 26 24 22
22
28 26 24 22
22

• Which function family is 24 24

associated with the graph 26 26

you drew symmetric to the 28 28

line y 5 0?
• Which function family is 5 g. Is each of your sketches a function? Explain why or why not .
The sketches in parts (b), (c), and (e) are functions.
associated with the graph The sketches in parts (a), (d) and (f) are not functions because there is more than
you drew symmetric to the one y-value for a given x-value.
line x 5 24?
•

© Carnegie Learning
Which function family is
associated with the graph

5 you drew symmetric to the

line x 5 22?

© Carnegie Learning
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 grouping
Have students complete
2. Analyze the graph shown . y
Questions 2 and 3 with a a. Identify 2 symmetric points . 8
partner. Then have students Answers will vary. 6

share their responses Student response should include any 4

2 points of the form (x, y) and (2x, y).
as a class. 2

b. If one point is (x, y) what are the 28 26 24 22 0 2 4 6 8 x

coordinates of the other symmetric point? 22
guiding Questions (2x, y) 24

for Share Phase, 26

Questions 2 and 3 c. What do you notice about the y-values

when you replace x with 2x?
28

• Is the graph in this situation When you replace x with 2x the y-values
a function? stay the same.

• How did you determine

if the two points you chose d. Write a general statement to explain the relationship between any two points
symmetrical to the line x 5 0 .
were symmetric?
Any two points of the form (x, y) and (2x, y) are symmetric to the line x 5 0.
• If two points are symmetric,
what is true about the
two points? 3. Analyze the graph shown . y

• When you replace x with a. Identify 2 symmetric points . 8

2x, do the y-values stay the Answers will vary. Student responses 6
should include any 2 points of the 4
same or do they change? form (x, y) and (x, 2y).
2
• Are any two points of
b. If one point is (x, y) what are the 0 x
the form (x, y) and (2x, y) 2 4 6 8
5
28 26 24 22
coordinates of the other symmetric point? 22
symmetric to the line x 5 0? (x, 2y) 24

• Is the graph in this situation 26

c. What do you notice about the x-values
a function? 28
when you replace y with 2y?
• How did you determine
© Carnegie Learning

The x-values stay the same.

if the two points you chose

•
were symmetric?
If two points are symmetric,
d. Write a general statement to explain the relationship between any two points
symmetrical to the line y 5 0 .
5
Any two points of the form (x, y) and (x, 2y) are symmetrical to the line y 5 0.
what is true about the
two points?
• When you replace y with
2y, do the x-values stay the
© Carnegie Learning

same or do they change?

341
• Are any two points of 5.2 Power Functions

the form (x, y) and (x, 2y)

symmetric to the line y 5 0?
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 grouping
Ask a student to read the
If a graph is symmetric about a line, the line divides the graph into two identical parts .
information. Then have students

?
Special attention is given to the line of symmetry when it is the y-axis as it tells you that the
complete Questions 4 through 6 function is even .

as a class.
4. Analyze the graph shown .

y
guiding Questions 8

for discuss Phase, 6

Questions 4 through 6 4

• How can you tell if the 2

function is symmetric about 24 23 22 21 0 1 2 3 4 x

22
a line?
24
• How can you tell if the 26
function is symmetric about 28

a point?
• If the graph is reflected about Olivia says that the graph has no line of symmetry because if she reflected the graph
the x-axis and the y-axis, across the x- or y-axis, it would just change the graph to look like an odd degree
power function with a negative a-value, thus not looking like a mirror image .
what do you know about the
Randall says that the graph has no line of symmetry because if he looks at the x-value
point of symmetry? at 1 and 21, the y-value is not the same, so there can’t be symmetry about the y-axis .
• If you can replace both Also if he looks at the y-value at 8 and 28, the x-value is not the same, so there can’t
be symmetry about the x-axis .
(x, y) with (2x, 2y) and the
Shedrick said that there is some type of symmetry . He notices that if he looks at the
function remains the same,
point (2, 8) the point (22, 28) is also on the graph . Likewise he looks at the point (1, 1)
what do you know about the
5
and notices that the point (21, 21) is also on the graph . He concluded that it must
point of symmetry? have a reflection across the x- and y-axis at the same time .

• What is the difference Who’s correct? Explain your reasoning .

Shedrick is correct. There is symmetry because for every point (x, y) the point
between an even function (2x, 2y) exists. There is a reflection first across the x-axis then the y-axis.
and an odd function?

© Carnegie Learning
• Which type of function is
symmetric about the y-axis?
5 • Which type of function is
symmetric about the origin?
• Which type of function has
the same y-value for every
value of x and 2x?

© Carnegie Learning
• Which type of function has
a point (x, y) for every point 342 Chapter 5 Polynomial Functions

(2x, 2y)?

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342 Chapter 5 Polynomial Functions

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 The graph of an odd degree basic power function is symmetric about a point, in particular
the origin . A function is symmetric about a point if each point on the graph has a point the
same distance from the central point, but in the opposite direction . Special attention is given
when the central point is the origin as it determines that the function is odd . When the point
of symmetry is the origin, the graph is reflected across the x-axis and the y-axis . If you
replace both (x, y) with (2x, 2y), the function remains the same .

You can think of the point of symmetry about the origin, as a double reflection .

f1(x) 5 x3 f2(x) 5 f1(2x)3 f3(x) 5 2f2(x)

5 (2x)3 5 x3
y y y

20 20 20

10 10 10

24 22 0 2 4 x 24 22 0 2 4 x 24 22 0 2 4 x
210 210 210

220 220 220

The function f1(x) The function f1(x) is The function f2(x) is

is shown . reflected across the reflected across the
y-axis to produce f2 . x-axis to produce f3 .

An even function has a graph symmetric about the y-axis, thus f(x) 5 f(2x) .

An odd function has a graph symmetric about the origin, thus f(x) 5 2f(2x) .
5
5. Which graph in Questions 2 through 4 represents an even function?
Explain your reasoning .
Question 2 represents an even function.
© Carnegie Learning

For every value of x and 2x, the y-value was the same. The graph has symmetry
about the y-axis.

6. Which graph in Questions 2 through 4 represents an odd function?

5
Explain your reasoning .
Question 4 represents an odd function.
For every point (x, y) there is a point (2x, 2y). The graph has symmetry about
the origin.
© Carnegie Learning

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 grouping
Have students complete
7. State whether the graph of each function shown is even, odd, or neither .
Questions 7 and 8 with a
partner. Then have students a. b. c.
y y y
share their responses as
4 4 4
a class.
2 2 2

22 21 0 1 2 x 22 21 0 1 2 x 22 21 0 1 2 x

guiding Questions 22 22 22

for Share Phase, 24 24 24

Questions 7 and 8
• Is the end behavior of even function neither odd function
a function helpful in
determining if the function is
odd, even, or neither? Odd and even
functions are NOT the
• Is the graph symmetric same as odd and even
degree functions.
to the y-axis? What does
that imply?
• Is the graph symmetric
about the origin? What does
that imply?
• If the graph is not symmetric
about a line or about a point,
what does this imply?
• If f(2x) 5 f(x), is the function
5
considered even or odd?
• If 2f(x) 5 f(2x), is the
function considered even

© Carnegie Learning
or odd?
•
5 If f(x) 5 2f(2x), is the
function considered even
or odd?

© Carnegie Learning
344 Chapter 5 Polynomial Functions

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 8. Lillian and Destiny are working on the problem shown .
Determine algebraically whether the polynomial function f(x) 5 3x4 2 2x3 1 4x 2 6 is
even, odd, or neither .

Lillian Destiny
f(x) 5 3x4 2 2x3 1 4x 2 6 f(x) 5 3x4 2 2x3 1 4x 2 6

f(x) 5 3x4 2 2x3 1 4x 2 6 f(x) 5 3x4 2 2x3 1 4x 2 6

f(2x) 5 3(2x)4 2 2(2x)3 1 4(2x) 2 6 f(2x) 5 3(2x4) 2 2(2x3) 1 4(2x) 2 6
f(2x) 5 23x4 1 2x3 2 4x 2 6
f(2x) 5 3x4 1 2x3 2 4x 2 6
2f(x) 5 2(3x4 2 2x3 1 4x 2 6) 2f(x) 5 2(3x4 2 2x3 1 4x 2 6)
2f(x) 5 23x4 1 2x3 2 4x 1 6
2f(x) 5 23x4 1 2x3 2 4x 1 6

f(x) fi f(2x) or 2 f(x) thus f(x) fi f(2x) or 2f(x) thus

f(x) is neither even or odd. f(x) is neither even or odd.

a. Explain why Destiny’s work is incorrect .

The function f(2x) requires that the base (2x) is raised to the power not just the x.
Destiny incorrectly substituted 3(2x4) and 22(2x3).

b. How can you use algebra to determine whether a function is even or odd?
5
I can use algebra to determine whether a function is even by evaluating the
function at f(2x). If f(2x) 5 f(x), then the function is even.
I can use algebra to determine if a function is odd by further evaluating the
function at 2f(x). If 2f(x) 5 f(2x), or f(x) 5 2f(2x) then the function is odd.
© Carnegie Learning

5
© Carnegie Learning

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 grouping
Have students complete
9. Determine algebraically whether the functions are even, odd, or neither .
Question 9 with a partner. a. f(x) 5 2x3 2 3x
Then have students share their f(2x) 5 2(2x)3 2 3(2x) Take your time
responses as a class. f(2x) 5 22x3 1 3x and check your
substitutions.
2f(x) 5 2(2x3 2 3x)
2f(x) 5 22x3 1 3x
guiding Questions The function f(x) is odd because f(2x) 5 2f(x).
for Share Phase,
Question 9
b. g(x) 5 6x2 1 10
• Is f(2x) 5 2f(x)? What does g(2x) 5 6(2x)2 1 10
this imply? g(2x) 5 6x2 1 10

• Is g(x) 5 g(2x)? What does The function g(x) is even because g(x) 5 g(2x).

this imply?
• Does h(x) 5 h(2x)? What
does this imply?
c. h(x) 5 x3 2 3x2 2 2x 1 7
• Does h(x) 5 2h(x)? What
h(2x) 5 (2x)3 2 3(2x)2 2 2(2x) 1 7
does this imply? h(2x) 5 2x3 2 3x2 1 2x 1 7

2h(x) 5 2(x3 2 3x2 2 2x 1 7)

2h(x) 5 2x3 1 3x2 1 2x 1 7

The function h(x) is neither even or odd because

h(x) fi h(2x) or 2h(x).

© Carnegie Learning
5

Be prepared to share your solutions and methods .

© Carnegie Learning
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 Check for Students’ Understanding
Graph and label each function.

f(x) 5 x​2

g(x) 5 (x 2 3)2

h(x) 5 3x​2
y
8 g(x)
f(x) 6 h(x)

28 26 24 22 0 2 4 6 8 x
22

24

26

28

Determine whether each function is an even function, an odd function, or neither.

The function f(x) 5 x​2 is an even function because x​2 5 (2x)2 for all values of x.

The function g(x) 5 (x 2 3)2 is neither an odd or an even function because g(x) fi g(2x)
and g(x) fi 2 g(2x) for all values of x.

The function f(x) 5 3x​2 is an even function because x​2 5 (2x)2 for all values of x.

5
© Carnegie Learning

5.2 Power Functions 346A

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 5

© Carnegie Learning

346B Chapter 5 Polynomial Functions

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 Function makeover
5.3
transformations and Symmetry
of Polynomial Functions

lEArning gOAlS KEy tErmS

In this lesson, you will: • polynomial function

• Dilate, reflect, and translate cubic and • quartic function
quartic functions. • quintic function
• Understand that not all polynomial functions can
be formed through transformations.
• Explore differences between even and odd
functions, and even and odd degree functions.
• Use power functions to build cubic, quartic, and
quintic functions.
• Explore the possible graphs of cubic, quartic, and
quintic functions, and extend graphical properties
to higher-degree functions.

ESSEntiAl idEAS COmmOn COrE StAtE

• The function g(x) 5 Af(B(x 2 C) 1 D is the StAndArdS FOr mAthEmAtiCS
transformational function where the
A-APR Arithmetic with Polynomials and
constants A and D affect the output values
of the function and the constants B and C Rational Expressions
affect the input values of the function.
Perform arithmetic operations on
• A polynomial function is a function that can
be written in the standard form; p(x) 5 an​xn​ ​ polynomials
1 an21xn-1 1 ? ? ? 1 a2x​2 1a1x 1 a0 where the
1. Understand that polynomials form a
coefficients an, an21, ? ? ? a2, a1, a0 are
system analogous to the integers, namely,
complex numbers and the exponents are
© Carnegie Learning

nonnegative integers. they are closed under the operations of

• A quartic function is a fourth degree addition, subtraction, and multiplication;
polynomial function. add, subtract, and multiply polynomials.
• A quintic function is a fifth degree
polynomial function.

347A

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 F-BF Building Functions

Build new functions from existing functions

3. Identify the effect on the graph of replacing f(x) by f(x) 1 k, 1 f(x), f(kx), and f(x 1 k) for specific
values of k (both positive and negative); find the value of k given the graphs. Experiment with cases
and illustrate an explanation of the effects on the graph using technology. Include recognizing even
and odd functions from their graphs and algebraic expressions for them.

Overview
Using a table of values, reference points and symmetric properties, students will graph cubic functions.
The transformational function g(x) 5 Af(B(x 2 C) 1 D is given and students use this function to graph
new functions, write equations for functions, and explain the effects of transformations. The standard
form of a polynomial function is given and quartic and quintic functions are defined. Students use the
graphs of functions to determine if the functions are odd or even or neither. Tables are used to organize
the effects of rigid motion on the basic cubic and quartic functions. Graphs of functions that have
undergone multiple transformations are given and students write the appropriate equation to describe
each graph.

© Carnegie Learning

347B Chapter 5 Polynomial Functions

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 Warm Up

1. Describe the graph of the equation y 5 xn​, where n is an even integer.

The graph is a parabola I the first and second quadrants. It reaches its lowest point when it
passes through the origin. It gets closer to the y-axis as the value of the exponent increases.

2. Describe the graph of the equation y 5 xn​, where n is an odd integer.

The graph climbs up in the third quadrant. It flattens out a little as it passes through the origin,
and continues up in the first quadrant. It gets closer to the y-axis as the value of the exponent
increases.

5
© Carnegie Learning

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 5

© Carnegie Learning

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 Function Makeover
5.3
Transformations and Symmetry
of Polynomial Functions

LeArNiNG GoALS Key TerMS

In this lesson, you will: • polynomial function

• Dilate, reflect, and translate cubic and • quartic function
quartic functions . • quintic function
• Understand that not all polynomial functions can
be formed through transformations .
• Explore differences between even and odd
functions, and even and odd degree functions .
• Use power functions to build cubic, quartic, and
quintic functions .
• Explore the possible graphs of cubic, quartic, and
quintic functions, and extend graphical properties
to higher-degree functions .

M. C. Escher is a well-known artist with a unique visual perspective. Many of his

works display elusive connections, peculiar symmetry, and tessellations.
Tessellations are symmetric designs with a repeated pattern.

You can find many images of Escher’s work on the World Wide Web. Take a look and
enjoy! Make sure to take a close look, because things may not be as straightforward
as they seem.
© Carnegie Learning

5
© Carnegie Learning

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5.3 Transformations and Symmetry of Polynomial Functions 347

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 Problem 1
Students will complete a table
of values given three reference Problem 1 refer to the reference Points
points for a cubic function. Recall that reference points are a set of points that are used to graph a basic function .
They then use the property of Previously, you used reference points and the key characteristics of a parabola to graph the
symmetry to determine other basic quadratic function . You learned that the reference points for the basic quadratic
function are (0, 0), (1, 1), and (2, 4) . The basic quadratic function is symmetric about the
reference points and then graph y-axis; that is, f(x) 5 f(2x) . Therefore, you can use symmetry to graph two other points of the
the cubic function. basic function, (21, 1), (22, 4) .

Let’s consider a set of reference points and the property of symmetry to graph the basic
cubic function .
grouping
To complete Questions 1 and 2, consider the basic cubic function, f(x) 5 x3 .
• Ask a student to read the
1. Complete the table for the given reference points . Then graph the points on the
introduction. Discuss as coordinate plane shown .
a class. y
x f(x) 5 x3 The pattern
•
8
Have students complete for a basic cubic
0 0 6
Questions 1 and 2 with a function is to cube
1 1 4 the input value to get
partner. Then have students the output value. So,
2
share their responses as 2 8 from the origin, move over
a class. 28 26 24 22 0 2 4 6 8 x 1 unit and up 1 unit.
22 For the next point, start
24
at the origin, move
over 2 units and
guiding Questions 26 up 8 units.
for Share Phase, 28

Questions 1 and 2
• If this basic cubic function is
symmetric about the origin, 5
what are the coordinates of
the point that corresponds to
point (1, 1)?

© Carnegie Learning
• How did you determine the 2. The graph of the basic cubic function is symmetric about the origin . So, f(x) 5 2f(2x) .
coordinates of the point that Use the property of symmetry to determine 2 other points from the reference points .

5 corresponds to point (1, 1)? Then, use these points to graph the basic cubic function on the coordinate plane
shown .
• If this basic cubic function is I can determine the points (21, 21) and (22, 28).
symmetric about the origin, See the graph in Question 1.
what are the coordinates of
the point that corresponds to
point (2, 8)?

© Carnegie Learning
• How did you determine the
348 Chapter 5 Polynomial Functions
coordinates of the point that
corresponds to point (2, 8)?
• If the x-coordinate is 3, what is the y-coordinate of a point on this basic
cubic function?
• If this basic cubic function is
symmetric about the origin,
• If the x-coordinate
451450_IM3_Ch05_313-422.indd 348 is 23, what is the y-coordinate of a point on this basic 11/12/13 4:39 PM

cubic function?
what are the coordinates of
the point that corresponds
to point (0, 0)?

348 Chapter 5 Polynomial Functions

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 Problem 2
The transformation function
g(x) 5 Af(B(x 2 C) 1 D is given Problem 2 Will Symmetry Prevail?
and a table that describes Transformations performed on a function f(x) to form a new function g(x) can be described by
the effect of each constant in the transformational function:
the equation with regard to g(x) 5 Af(B(x 2 C)) 1 D .

the graph of the function is Previously, you graphed quadratic functions using this notation . You can use this notation
to identify the transformations to perform on any function .
provided. Students complete a
Recall that the constants A and D affect the outside of the function (the output values) . For
table to show the coordinates
instance, if A 5 2, then you can multiply each y-coordinate of f(x) by 2 to determine the
of g(x) 5 Af(B(x 2 C) 1 D y-coordinates of g(x) .
after each type of specified The constants B and C affect the inside of the function (the input values) . For instance,
1 to determine the x-coordinates
transformation performed on if B 5 2, then you can multiply each x-coordinate of f(x) by __
2
of g(x) .
f(x). In the next activity, the
graph of a basic cubic function
is given and each constant in Function Equation
Description of Transformation of Graph
Form Information
the transformation function is
altered to create new functions. |A| . 1 vertical stretch of the graph by a factor of A units
Students will use reference
points provided to determine y 5 Af(x) 0 , |A| , 1 vertical compression of the graph by a factor of A units
their corresponding points
on each transformed graph. A,0 reflection across the x-axis

They answer questions about

1
compressed horizontally by a factor of ___
the symmetry of the graphs |B| . 1
|B|
and determine algebraically if
1
stretched horizontally by a factor of ___
5
y 5 f(Bx) 0 , |B| , 1
the transformed functions are |B|
even, odd, or neither. In the last
B,0 reflection across the y-axis
activities, students complete
tables to summarize the effects
C.0 horizontal shift right C units
that transformations have
© Carnegie Learning

y 5 f(x 2 C)
on the base cubic function C,0 horizontal shift left C units
c(x) 5 x​3 and the basic quartic
function q(x) 5 x​4. D.0 vertical shift up D units 5
y 5 f(x) 1 D
D,0 vertical shift down D units
grouping
Ask a student to read the
introduction. Discuss as
© Carnegie Learning

a class.
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 grouping
Have students complete
1. Complete the table to show the coordinates of g(x) 5 Af(B(x 2 C)) 1 D after each type
Question 1 with a partner. of transformation performed on f(x) .
Then have students share their
responses as a class. Type of Transformation Performed on f(x) Coordinates of f(x) → Coordinates of g(x)

Vertical Dilation by a Factor of A (x, y) → ( x , Ay )

guiding Questions 1x
__
for Share Phase, Horizontal Dilation by a Factor of B (x, y) → ( B , y )
Question 1
Horizontal Translation of C units (x, y) → ( x1C , y )
• A vertical dilation by
a factor of A affects x y1D
Vertical Translation of D units (x, y) → ( , )
which coordinate?
1 x1C
__
• Does a vertical dilation by All four transformations: A, B, C, and D (x, y) → ( B , Ay 1 D )
a factor of A compress the
graph or stretch the graph? You are
now ready to
• A horizontal dilation transform any
by a factor of B affects function!
which coordinate?
• Does a horizontal dilation by
a factor of B compress the
graph or stretch the graph?
• A horizontal translation
of C units affects
which coordinate?
5
• Does the horizontal
translation of C units shift the
graph to the left or shift the

© Carnegie Learning
graph to the right?
•
5 A vertical translation
of D units affects
which coordinate?
• Does the vertical translation
of D units shift the graph up
or shift the graph down?

© Carnegie Learning
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 grouping
Have students complete
2. The graph of the basic cubic function c(x) 5 x3 is shown .
Questions 2 through 8 with a y
partner. Then have students 16
g(x) c(x)

share their responses as 12

h(x)

a class. 8

0 x
guiding Questions
24 23 22 21 1 2 3 4
24

for Share Phase, 28

Question 2 212

• Is the graph of g(x) closer 216

to or further away from the

a. Suppose that g(x) 5 2c(x) . Use reference
y-axis with respect to c(x)? Reference
→
Corresponding
points and properties of symmetry to Points on c(x) Points on g(x)
• How did you determine the complete the table of values for g(x) .
(0, 0) → (0, 0)
Then, graph and label g(x) on the same
point that corresponds to the
coordinate plane as c(x) . (1, 1) → (1, 2)
point (1, 1) when graphing See graph and table.
(2, 8) → (2, 16)
the function g(x)?
• Is the graph of h(x) closer 1 c(x) . Use reference
b. Suppose that h(x) 5 __
2 Reference Corresponding
to or further away from the points and properties of symmetry to Points on c(x)
→
Points on h(x)
y-axis with respect to c(x)? complete the table of values for h(x) .
(0, 0) → (0, 0)
Then, graph and label h(x) on the same
• How did you determine the coordinate plane as c(x) and g(x) . (1, 1) → __
(1, 1 )
2
point that corresponds to the See graph and table.
(2, 8) → (2, 4)
point (1, 1) when graphing
the function h(x)? c. Describe the symmetry of g(x) and h(x) . How does the symmetry of g(x) and h(x)
5
• Are both g(x) and h(x) compare to the symmetry of c(x)?
Both g(x) and h(x) are symmetric about the origin. The original function c(x) is also
symmetric about the origin?
symmetric about the origin.
• Is the original function, c(x)
© Carnegie Learning

symmetric about the origin?

• If a function is symmetric
about the origin, is it d. Determine whether g(x) and h(x) are even functions, odd functions, or neither . 5
Verify your answer algebraically .
considered an even or an
Both g(x) and h(x) are odd functions. I know they are odd functions because they
odd function? are both symmetric about the origin. I can prove this algebraically by showing
that 2g(x) 5 g(2x) and 2h(x) 5 h(2x).
• Does 2g(x) 5 g(2x)?
2g(x) 5 2(2x3) 5 22x3 2h(x) 5 2(0.5x3) 5 20.5x3
• Does 2h(x) 5 h(2x)?
© Carnegie Learning

g(2x) 5 2(2x)3 5 22x3 h(2x) 5 0.5(2x)3 5 20.5x3

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 guiding Questions
for Share Phase,
Questions 7 and 8 3. The graph of the basic cubic function c(x) 5 x3 is shown .
y
• Is the graph of u(x) closer 16
u(x)
c(x)
to or further away from the 12 v(x)

y-axis with respect to c(x)? 8

• How did you determine the 4

point that corresponds to the 24 23 22 21 0 1 2 3 4 x

point (1, 1) when graphing 24

28
the function u(x)?
212
• Is the graph of v(x) closer 216
to or further away from the
y-axis with respect to c(x)? a. Suppose that u(x) 5 c(2x) . Use reference Reference Corresponding
→
• How did you determine the points and properties of symmetry to
complete the table of values for u(x) .
Points on c(x) Points on u(x)

point that corresponds to the (0, 0) → (0, 0)

Then, graph and label u(x) on the
point (1, 1) when graphing same coordinate plane as c(x) . (1, 1) → __
( 1 , 1)
2
the function v(x)? See graph and table.
(2, 8) → (1, 8)

• Are both u(x) and v(x)

symmetric about the origin? 2( )
1x . Use reference
b. Suppose that v(x) 5 c __ Reference
→
Corresponding
points and properties symmetry to Points on c(x) Points on v(x)
• Does 2u(x) 5 u(2x)?
complete the table of values for v(x) . (0, 0) → (0, 0)
• Does 2v(x) 5 v(2x)? Then, graph and label v(x) on the
(1, 1) → (2, 1)
same coordinate plane as c(x) and u(x) .
See graph and table. (2, 8) → (4, 8)

5
c. Describe the symmetry of u(x) and v(x) . How does the symmetry of u(x) and v(x)
compare to the symmetry of c(x)?
Both u(x) and v(x) are symmetric about the origin. The original function c(x) is also
symmetric about the origin.

© Carnegie Learning
5 d. Determine whether u(x) and v(x) are even functions, odd functions, or neither .
Verify your answer algebraically .
Both u(x) and v(x) are odd functions. I know they are odd functions because they
are both symmetric about the origin. I can prove this algebraically by showing
that 2u(x) 5 u(2x) and 2v(x) 5 v(2x).

2u(x) 5 2(2x3) 5 22x3 2v(x) 5 2(0.5x3) 5 20.5x3

© Carnegie Learning
u(2x) 5 2(2x) 5 22x
3 3
v(2x) 5 0.5(2x)3 5 20.5x3

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 guiding Questions
for Share Phase,
Question 4 4. The graph of the basic cubic function c(x) 5 x3 is shown .
y
• How did you determine the 16

point that corresponds to the a(x) = b(x)

12
c(x)

point (1, 1) when graphing 8

the function a(x)? 4

• How did you determine the 24 23 22 21 0 1 2 3 4 x

point that corresponds to the 24

28
point (1, 1) when graphing
212
the function b(x)?
216
• Are both a(x) and b(x)
symmetric about the origin? a. Suppose that a(x) 5 2c(x) . Use reference Reference Corresponding
→
• How did you determine the points and properties of symmetry to
complete the table of values for a(x) .
Points on c(x) Points on a(x)

point that corresponds to the Then, graph and label a(x) on the
(0, 0) → (0, 0)

point (1, 1) when graphing same coordinate plane as c(x) . (1, 1) → (1, 21)
the function a(x)? See graph and table.
(2, 8) → (2, 28)

• How did you determine the

point that corresponds to the b. Suppose that b(x) 5 c(2x) . Use reference Reference Corresponding
points and properties symmetry to →
Points on c(x) Points on b(x)
point (1, 1) when graphing
complete the table of values for b(x) .
(0, 0) → (0, 0)
the function b(x)? Then, graph and label b(x) on the
same coordinate plane as c(x) and a(x) . (1, 1) →
• Are both a(x) and b(x)
See graph and table.
(1, 21)

symmetric about the origin? (2, 8) → (2, 28)

• Does 2a(x) 5 a(2x)?

c. Describe the symmetry of a(x) and b(x) . How does the symmetry of a(x) and b(x)
5
• Does 2b(x) 5 b(2x)? compare to the symmetry of c(x)?

• Why are the graphs of a(x) Both a(x) and b(x) are symmetric about the origin. The original function c(x) is also
symmetric about the origin.
and b(x) the same?
© Carnegie Learning

d. Determine whether a(x) and b(x) are even functions, odd functions, or neither . 5
Verify your answer algebraically .
Both a(x) and b(x) are odd functions. I know they are odd functions because they
are both symmetric about the origin. I can prove this algebraically by showing
that 2a(x) 5 a(2x) and 2b(x) 5 b(2x).

2a(x) 5 2(2(x3)) 5 x3 2b(x) 5 2(2x3) 5 x3

© Carnegie Learning

a(2x) 5 2(2x)3 5 x3 b(2x) 5 (2(2x))3 5 x3

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 guiding Questions
for Share Phase,
Question 5 5. The graph of the basic cubic function c(x) 5 x3 is shown .
y
• Is the graph of m(x) located 16

to the left or to the right of n(x)

12
c(x) m(x)

the graph of c(x)? 8

• How did you determine the 4

point that corresponds to the 28 26 24 22 0 2 4 6 8 x

point (1, 1) when graphing 24

28
the function m(x)?
212
• Is the graph of n(x) located to 216
the left or to the right of the
graph of c(x)? a. Suppose that m(x) 5 c(x 2 5) . Use reference Reference Corresponding
→
• How did you determine the points and properties of symmetry to
complete the table of values for m(x) .
Points on c(x) Points on m(x)

point that corresponds to the (0, 0) → (5, 0)

Then, graph and label m(x) on the
point (1, 1) when graphing same coordinate plane as c(x) . (1, 1) → (6, 1)

the function n(x)? See graph and table.

(2, 8) → (7, 8)

• Is the point of symmetry

translated the same way the
b. Suppose that n(x) 5 c(x 1 5) . Use reference Reference Corresponding
functions are translated? points and properties of symmetry to →
Points on c(x) Points on n(x)
• Why is the function m(x) complete the table of values for n(x) .
(0, 0) → (25, 0)
Then, graph and label n(x) on the
symmetric about the point same coordinate plane as c(x) and m(x) . (1, 1) → (24, 1)
(25, 0)? See graph and table.
(2, 8) → (23, 8)
• Why is the function n(x) 5
symmetric about the point
(5, 0)? c. Describe the symmetry of m(x) and n(x) . How does the symmetry of a(x) and b(x)
compare to the symmetry of c(x)?
• If a function is not symmetric
The function m(x) is symmetric about the point (5, 0). The function n(x) is

© Carnegie Learning
about the y-axis or the origin, symmetric about the point (25, 0). The original function c(x) is symmetric about
is it considered an even or an the origin. The point of symmetry is translated in the same way the functions are

5
translated.
odd function?

d. Determine whether m(x) and n(x) are even functions, odd functions, or neither .
Verify your answer algebraically .
Both m(x) and n(x) are neither even nor odd. I know they are neither even or odd
functions because they are not symmetric about the y-axis or the origin.

© Carnegie Learning
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 guiding Questions
for Share Phase,
Question 6 6. The graph of the basic cubic function c(x) 5 x3 is shown .
y
• Is the graph of j(x) located 16
j(x) c(x)
above or below the graph 12

of c(x)? 8
k(x)

• How did you determine the 4

point that corresponds to the 28 26 24 22 0 2 4 6 8 x

point (1, 1) when graphing 24

the function j(x)? 28

212
• Is the graph of k(x) located 216
above or below the graph
of c(x)? a. Suppose that j(x) 5 c(x) 1 5 . Use reference Reference Corresponding
→
• How did you determine the points and properties of symmetry to
complete the table of values for j(x) .
Points on c(x) Points on j(x)

point that corresponds to the (0, 0) → (0, 5)

Then, graph and label j(x) on the same
point (1, 1) when graphing coordinate plane as c(x) . (1, 1) → (1, 6)

the function k(x)? See graph and table.

(2, 8) → (2, 13)

• Is the point of symmetry

translated the same way the
b. Suppose that k(x) 5 c(x) 2 5 . Use reference Reference Corresponding
functions are translated? points and properties of symmetry to →
Points on c(x) Points on k(x)
• Why is the function j(x) complete the table of values for k(x) .
(0, 0) → (0, 25)
Then, graph and label k(x) on the same
symmetric about the point coordinate plane as c(x) and j(x) . (1, 1) → (1, 24)
(0, 5)? See graph and table.
(2, 8) → (2, 3)
• Why is the function k(x) 5
symmetric about the point
(0, 25)? c. Describe the symmetry of j(x) and k(x) . How does the symmetry of j(x) and k(x)
compare to the symmetry of c(x)?
• If a function is not symmetric
The function j(x) is symmetric about the point (0, 5). The function k(x) is symmetric
© Carnegie Learning

about the y-axis or the origin, about the point (0, 25). The original function c(x) is symmetric about the origin.
is it considered an even or an The point of symmetry is translated in the same way the functions are translated.

odd function?
5
d. Determine whether j(x) and k(x) are even functions, odd functions, or neither .
Verify your answer algebraically .
Both j(x) and k(x) are neither even nor odd. I know they are neither even or odd
functions because they are not symmetric about the y-axis or the origin.
© Carnegie Learning

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 Guiding Questions
for Share Phase,
Questions 7 and 8 7. Complete the table to summarize the effects that transformations have on the basic
cubic function c(x) 5 x3. The first row has been completed for you.
• Under what circumstances
was the transformed cubic Effects of Rigid Motions on the Basic Cubic Function c(x) 5 x3

function not symmetric about New Transformed Description of Is p(x) Even, Odd,
Rigid Motion Function p(x) in
the origin? Symmetry of p(x) or Neither?
Terms of c(x)
• What rigid motions resulted
Vertical p(x) 5 Ac(x), Symmetric about
Odd
in transforming a basic cubic Stretch Dilation |A| . 1 the point (0, 0)

function into a function that

Vertical p(x) 5 Ac(x), Symmetric about
is neither odd nor even? Compression Dilation 0 , |A| , 1 the point (0, 0)
Odd

Horizontal p(x) 5 c(Bx), Symmetric about

Odd
Stretch Dilation 0 , |B| , 1 the point (0, 0)

Horizontal p(x) 5 c(Bx), Symmetric about

Odd
Compression Dilation |B| . 1 the point (0, 0)

Reflection across Symmetric about

p(x) 5 2c(x) Odd
x-axis the point (0, 0)

Reflection across Symmetric about

p(x) 5 c(2x) Odd
y-axis the point (0, 0)

Vertical Symmetric about

p(x) 5 c(x) 1 D Neither
Translation the point (0, D)

Horizontal Symmetric about

p(x) 5 c(x 2 C) Neither
Translation the point (C, 0)
5
8. Do you think that your results in Question 7 would be the same for any odd power
function? Explain your reasoning.
Yes. Because the general shape and end behavior is the same for any odd power

© Carnegie Learning
function, I think that the results in the table would be the same.

© Carnegie Learning
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 Grouping
Have students complete
9. The graph of the basic quartic function q(x) 5 x4 and its reference points are shown.
Questions 9 through 11 with Use the graph to sketch the function after dilations, reflections, and translations. Pay
a partner. Then have students special attention to the symmetry after the transformations. Record your conclusions by
completing the table that follows. The first row has been completed for you.
share their responses as
y
a class. q(x)
(2, 16)

Guiding Questions
for Share Phase,
Questions 9 (0, 0)
(1, 1)
x

through 11
• Under what circumstances Effects of Rigid Motions on the Basic Cubic Function q(x) 5 x4
was the transformed quartic
New Transformed
function not symmetric about Rigid Motion Function p(x) in
Description of Is p(x) Even, Odd,
Symmetry of p(x) or Neither?
Terms of q(x)
the y-axis?
Vertical p(x) 5 Ac(x), Symmetric about
• What rigid motions resulted Stretch Dilation |A| . 1 the y-axis
Even

in transforming a basic
Vertical p(x) 5 Aq(x), Symmetric about
Even
quartic function into a Compression Dilation 0 , |A| , 1 the y-axis
function that is neither odd Horizontal p(x) 5 q(Bx), Symmetric about
Even
nor even? Stretch Dilation 0 , |B| , 1 the y-axis

Horizontal p(x) 5 q(Bx), Symmetric about

Even
Compression Dilation |B| . 0 the y-axis

Reflection across Symmetric about

p(x) 5 2q(x) Even
x-axis the y-axis
5
Reflection across Symmetric about
p(x) 5 q(2x) Even
y-axis the y-axis

Vertical Symmetric about

p(x) 5 q(x) 1 D Even
Translation the y-axis
© Carnegie Learning

Horizontal Symmetric about

p(x) 5 q(x 2 C) Neither
Translation the line x 5 C

5
10. Do you think that your results in Question 9 would be the same for any even power
function? Explain your reasoning.
Yes. Because the general shape and end behavior is the same for any even power
function, I think that the results in the table would be the same.
© Carnegie Learning

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 11. Use the appropriate word from the box to complete each statement .

always sometimes never

a. If a dilation is performed on an odd function f(x) to produce g(x), then g(x) will
always be an odd function .

b. If a reflection is performed on an even function f(x) to produce g(x), then g(x) will
always be an even function .

c. If a translation is performed on an odd function f(x) to produce g(x), then g(x) will
never be an odd function .

d. If a translation is performed on an even function f(x) to produce g(x), then g(x) will
sometimes be an even function .

Problem 3 Problem 3 Multiple Transformations

Students will analyze the graphs
1. Analyze the graphs of f(x) and g(x) . Describe the transformations performed on f(x) to
of f(x) and g(x), describe the create g(x) . Then, write an equation for g(x) in terms of f(x) . For each set of points shown
transformations performed on on f(x), the corresponding points after the rigid motions are shown on g(x) .

f(x) to create g(x), then write a. g(x) 5 3f(x) 2 4

an equation for g(x) in terms y f(x) y g(x)
of f(x). 20 20
(2, 20)

5 16 16

12 12

grouping 8 (2, 8) 8

4 4
Have students complete (1, 1) (1, 21)
Questions 1 and 2 with a (0, 0) x 0 x

© Carnegie Learning
28 26 24 22 4 6 8 28 26 24 22 4 6 8

partner. Then have students 24 24 (0, 24)

28 28
share their responses as
5 a class.
212 212

guiding Questions
for Share Phase,
Questions 1 and 2

© Carnegie Learning
• Was the graph of the 358 Chapter 5 Polynomial Functions
function translated vertically
or horizontally? If so, how
• Was the graph of the function reflected across the axis? How does this affect
the equation for the function?
many units?
• Was the graph of the function compressed vertically? If so, by what scale
451450_IM3_Ch05_313-422.indd 358 11/12/13 4:39 PM

• Was the graph of the function

factor? How do you know?
compressed or stretched? If
so, how many units? • Was the graph of the function stretched? If so, by what scale factor? How do
you know?
• Was the graph of the function reflected across any line? If so, what is the
equation of the line?

358 Chapter 5 Polynomial Functions

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 b. g(x) 5 2f(0.5x)

y f(x) y
16 (2, 16) 16

12 12

8 8

4 4 1
(1, 2 )
(1, 1) 16

28 26 24 22 (0, 0) 2 4 6 8 x 28 26 24 22 (0, 0) 4 6 8 x
24 24 (2, 21)
28 28

212 212

216 216
g(x)

c. g(x) 5 f(2(x 1 1) or f(2x 2 1)

y f(x) g(x) y
64 (25, 64) 64
(4, 64)
48 48

32 32

16 16
(3, 1) (24, 1)

28 26 24 22 0 (2, 0) 4 6 8 x 28 26 24 0 2 4 6 8 x
216 (23, 0) 216

232 232

248 248

264 264

2. The equation for a polynomial function p(x) is given . The equation for the transformed
5
function t(x) in terms of p(x) is also given . Describe the transformation(s) performed on
p(x) that produced t(x) . Then, write an equation for t(x) in terms of x .
a. p(x) 5 x5
t(x) 5 0 .5p(2x)
© Carnegie Learning

(x, y) → (2x, 0.5 y)

The graph of the function p(x) is reflected across the axis and compressed
vertically by a scale factor of 0.5 to produce t(x).
t(x) 5 0.5 f(2x)
5
5 0.5(2x)5

5 0.5(2x5)

5 20.5x5
© Carnegie Learning

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 b. p(x) 5 x4
t(x) 5 2p(x 1 3)
(x, y) → (x 2 3, 2y)

The graph of the function t(x) is translated 3 units to the left and stretched by a
scale factor of 2 away from the x-axis.
t(x) 5 2(x 1 3)4
5 2(x4 1 12x3 1 54x2 1 108x 1 81)

5 2x4 1 24x3 1 108x2 1 216x 1 162

c. p(x) 5 x3
t(x) 5 2p(x 2 2) 1 4
(x, y) → (x 1 2, 2y 1 4)

The graph of the function t(x) is translated two units to the right and four units up.
Then reflected across the line y 5 4.
t(x) 5 2(x 2 2)3 1 4
5 2(x3 2 6x2 1 12x 2 8) 1 4

5 2x3 1 6x2 2 12x 1 8 1 4

5 2x3 1 6x2 2 12x 1 12

Problem 4 Problem 4 When Transformations Just Don’t Cut it

A polynomial function is defined A polynomial function is a function that can be written in the form
and written in standard form. p(x) 5 anxn + an 2 1xn 2 1 1 · · · 1 a2x2 1 a1x 1 a0,
The terms quartic function and All of
where the coefficients an, an 2 1, . . . a2, a1, a0 are complex numbers the polynomial
quintic function are defined. and the exponents are nonnegative integers . The form shown here functions in this course
Students will create polynomial is called the standard form of a polynomial . will have real number
functions from the basic power
5 You already know that a third-degree polynomial function has a
coefficients.
special name—a cubic function . A quartic function is a fourth
functions through a series of
degree polynomial function, while a quintic function is a fifth
specified transformations. They degree polynomial function .
write an equation to represent You can describe any linear or quadratic functions in terms of

© Carnegie Learning
the polynomial function, the transformations performed on the basic functions . Is this
true for any polynomial function? That is, can you derive any
complete a table of values and
5
polynomial function by transforming a basic function?
sketch the polynomial function
1. Consider the polynomial function p(x) 5 x3 1 2x2 2 3x .
on a coordinate plane. They
a. Predict what the graph of p(x) looks like . Describe the
also explain any differences number of x-intercepts and end behavior .
between the graph of the Answers will vary.
new polynomial function and Student responses could include key characteristics of the basic cubic function
the graph of the basic power or characteristics of the given function. End behavior is the same for both p(x) and

© Carnegie Learning
the basic cubic function, but the number of x-intercepts can be either 1 or 3.
function of the same degree.
360 Chapter 5 Polynomial Functions

grouping
• Ask a student to read the introduction and definitions. Discuss as a class.
• Have students complete Question 1 with a partner. Then have students share
451450_IM3_Ch05_313-422.indd 360 11/12/13 4:39 PM

their responses as a class.

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 guiding Questions
for Share Phase,
Question 1 b. Use a graphing calculator to graph p(x) . Were your predictions accurate?
Answers will vary.
• What is the domain of a
basic cubic function?
y
• What is the range of a basic
cubic function?
• Does this cubic function have
one or three zeros? How do
you know? x

• Was the cubic function

compressed or stretched?
• Was the cubic function
translated up, down, to the
left, or to the right?
c. Can you describe which transformations were performed on f(x) 5 x3 that results in
the graph of p(x)?
Answers will vary.
The correct answer is that no transformations can be performed on f(x) that
results in p(x), but it is fine for students to get this question wrong at this point.

5
© Carnegie Learning

5
© Carnegie Learning

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 grouping
Have students complete
Transformations on basic functions cannot be used to derive any polynomial . Therefore, you
Questions 2 through 6 with a will need to consider another method .
partner. Then have students Use each basic power function shown to complete Questions 2 through 6 .
share their responses as
a class. f(x) 5 x g(x) 5 x2 h(x) 5 x3 j(x) 5 x4 k(x) 5 x5

2. Consider the function a(x), where a(x) 5 h(x) 1 2g(x) .

guiding Questions a. The functions g(x) and h(x) are shown . Complete the table of values and sketch a(x)
for Share Phase, on the coordinate plane shown . The first row has been completed for you .
Question 2 g(x)
y
16
• What is another way to write 12
h(x)

the function a(x)? 8

• How did you determine each 4

value for h(x)? 0 x

28 26 24 22 2 4 6 8

• How did you determine each 24

value for g(x)? 28

212
• How did you determine each 216
value for a(x)? a(x)

• Does the function a(x)

x h(x) g(x) a(x)
have the same number of
22 4 28 1 2(4) 5 0
x-intercepts as the basic 28

power function? 21 21 1 21 1 2(1) 5 1

• Does the function a(x) 0 0 0 0 1 2(0) 5 0

have the same intervals of

5 1 1 1 1 1 2(1) 5 3

increase and decrease as 2 8 4 8 1 2(4) 5 16

the basic power function?
b. Write the equation for a(x) .
• Does the function a(x) have a(x) 5 x3 1 2x2

© Carnegie Learning
the same minimums and Hmm . . . I
c. Explain any differences between the graph of a(x) and
wonder if the sum or
maximums as the basic difference of polynomials is
5 power function?
the graph of the basic power function of the same
degree as a(x) .
still a polynomial? Let’s
find out!
Answers will vary.

The differences could include:

• number of x-intercepts.
• intervals of increase and decrease.
• minimums and maximums.

© Carnegie Learning
362 Chapter 5 Polynomial Functions

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362 Chapter 5 Polynomial Functions

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 guiding Questions
for Share Phase,
Question 3 f(x) 5 x g(x) 5 x2 h(x) 5 x3 j(x) 5 x4 k(x) 5 x5
• What is another way to write
the function b(x)? 3. Consider the function b(x), where b(x) 5 2f(x) 2 h(x) .
a. The functions f(x) and h(x) are shown . Complete the table of values and sketch b(x)
• How did you determine each on the coordinate plane .
value for f(x)? y

• How did you determine each 8

h(x)
f(x)
6
value for h(x)?
4
• How did you determine each 2
value for b(x)?
28 26 24 22 0 2 4 6 8 x
• Does the function b(x) 22

have the same number of 24

x-intercepts as the basic 26

power function? 28

• Does the function b(x)

have the same intervals of x f(x) h(x) b(x)
increase and decrease as the 22 22 28 2(22) 1 8 5 4
basic power function? 21 21 21 2(21) 1 1 5 21
• Does the function b(x) have 0 0 0 2(0) 2 0 5 0
the same minimums and
1 1 1 2(1) 2 1 5 1
maximums as the basic
2 2 8 2(2) 2 8 5 24
power function?
b. Write the equation for b(x) . 5
b(x) 5 2x 2 x 3

c. Explain any differences between the graph of b(x) and the graph of the basic power
function of the same degree as b(x) .
© Carnegie Learning

Answers will vary.

The differences could include:

•
•
number of x-intercepts.
intervals of increase and decrease.
5
• minimums and maximums.
© Carnegie Learning

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5.3 Transformations and Symmetry of Polynomial Functions 363

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 guiding Questions
for Share Phase,
Question 4 f(x) 5 x g(x) 5 x2 h(x) 5 x3 j(x) 5 x4 k(x) 5 x5
• What is another way to write
the function c(x)? 4. Consider the function c(x), where c(x) 5 j(x) 1 0 .5h(x) 2 2g(x) .
a. The functions g(x), h(x), and j(x) are shown . Complete the table of values and sketch
• How did you determine each c(x) on the coordinate plane .
value for j(x)? y
g(x)
• How did you determine each 8

value for h(x)? 6 j(x)

4
• How did you determine each
2
value for g(x)?
0 2 4 6 8 x
•
28 26 24 22
How did you determine each 22

value for c(x)? 24

• Does the function c(x)

h(x)
26

have the same number of 28

x-intercepts as the basic

power function? x j(x) h(x) g(x) c(x)

• Does the function c(x) 22 16 28 4 16 1 0.5(28) 2 2(4) 5 4

have the same intervals of 21 1 21 1 1 1 0.5(21) 2 2(1) 5 21.5

increase and decrease as 0 0 0 0 0 1 0.5(0) 2 2(0) 5 0
the basic power function?
1 1 1 1 1 1 0.5(1) 2 2(1) 5 20.5
• Does the function c(x) have 2 16 8 4 16 1 0.5(8) 2 2(4) 5 12
the same minimums and
maximums as the basic 5 b. Write the equation for c(x) .
power function? c(x) 5 x4 1 0.5x3 2 2x2

c. Explain any differences between the graph of c(x) and the graph of the basic power

© Carnegie Learning
function of the same degree as c(x) .
Answers will vary.

5 The differences could include:

• number of x-intercepts.
• intervals of increase and decrease.
• minimums and maximums.

© Carnegie Learning
364 Chapter 5 Polynomial Functions

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364 Chapter 5 Polynomial Functions

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 guiding Questions
for Share Phase,
Question 5 f(x) 5 x g(x) 5 x2 h(x) 5 x3 j(x) 5 x4 k(x) 5 x5
• What is another way to
write the function d(x)? 5. Consider the function d(x), where d(x) 5 2j(x) 1 3g(x) 2 1 .
a. The functions g(x) and j(x) are shown . Complete the table of values and sketch d(x)
• How did you determine on the coordinate plane .
each value for j(x)? y

• How did you determine j(x)

8

6
each value for g(x)? g(x)
4
• How did you determine 2
each value for d(x)?
28 26 24 22 0 2 4 6 8 x
• Does the function d(x) 22

have the same number of 24

x-intercepts as the basic 26

power function? 28

• Does the function d(x)

have the same intervals of x j(x) g(x) d(x)
increase and decrease as 22 16 4 216 1 3(4) 2 1 5 25
the basic power function? 21 1 1 21 1 3(1) 2 1 5 1
• Does the function d(x) have 0 0 0 0 1 3(0) 2 1 5 21
the same minimums and
1 1 1 21 1 3(1) 2 1 5 1
maximums as the basic
2 16 4 216 1 3(4) 2 1 5 25
power function?

b. Write the equation for d(x) . Is d(x) a polynomial?

5
d(x) 5 2x4 1 3x2 2 1

c. Explain any differences between the graph of d(x) and the graph of the basic power
© Carnegie Learning

function of the same degree as d(x) .

Answers will vary.
The differences could include:

• number of x-intercepts.
5
• intervals of increase and decrease.
• minimums and maximums.
© Carnegie Learning

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 guiding Questions
for Share Phase,
Question 6 f(x) 5 x g(x) 5 x2 h(x) 5 x3 j(x) 5 x4 k(x) 5 x5
• What is another way to
write the function z(x)? 6. Consider the function z(x), where z(x) 5 k(x) 1 2j(x) 2 4h(x) 2 6g(x) .
a. The functions g(x), h(x), j(x), and k(x) are shown . Complete the table of values and
• How did you determine sketch z(x) on the coordinate plane .
each value for k(x)? y
g(x)
• How did you determine 8
j(x)
6
each value for j(x)?
4
• How did you determine 2
each value for h(x)?
24 23 22 21 0 1 2 3 4 x
• How did you determine 22

each value for g(x)? h(x) 24

• How did you determine 26

28
each value for z(x)? k(x)

• Does the function z(x)

have the same number of x k(x) j(x) h(x) g(x) z(x)
x-intercepts as the basic 23 2243 81 227 9 2243 1 2(81) 2 4(227) 2 6(9) 5 227
power function?
22 232 16 28 4 232 1 2(16) 2 4(28) 2 6(4) 5 8
• Does the function z(x)
21 21 1 21 1 21 1 2(1) 2 4(21) 2 6(1) 5 21
have the same intervals of
0 0 0 0 0 0 1 2(0) 2 4(0) 2 6(0) 5 0
increase and decrease as the
1 1 1 1 1 1 1 2(1) 2 4(1) 2 6(1) 5 27
basic power function?
• Does the function z(x) have
5 2 32 16 8 4 32 1 2(16) 2 4(8) 2 6(4) 5 8

3 243 81 27 9 243 1 2(81) 2 4(27) 2 6(9) 5 243

the same minimums and
maximums as the basic
power function? b. Write the equation for z(x) .

© Carnegie Learning
z(x) 5 x5 1 2x4 2 4x3 2 6x2

5
c. Explain any differences between the graph of z(x) and the graph of the basic power
function of the same degree as z(x) .
Answers will vary.
The differences could include:

• number of x-intercepts.
• intervals of increase and decrease.
• minimums and maximums.

© Carnegie Learning
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366 Chapter 5 Polynomial Functions

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 talk the talk
Students are given the possible
Talk the Talk
shapes of linear, quadratic,
cubic, quartic, and quintic The possible shapes of linear, quadratic, cubic, quartic, and quintic functions are shown .

functions. They use these Linear Functions

sketches as a reference when
deciding which graph(s)
could possibly match a given
polynomial function.

Quadratic Functions
grouping
Have students complete the
problem with a partner. Then
have students share their
responses as a class.

Cubic Functions

Quartic Functions
5
© Carnegie Learning

Quintic Functions
5
© Carnegie Learning

5.3 Transformations and Symmetry of Polynomial Functions 367

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5.3 Transformations and Symmetry of Polynomial Functions 367

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 guiding Questions
for Share Phase,
Question 1 1. Choose the possible graph(s) for each given polynomial function f(x) .
a. Which graph(s) could be the graph of f(x) 5 2x2?
• What did the degree of the Graph A Graph B Graph C
function tell you about the y y y

shape of the graph?

• What key characteristics
x x x
could you tell by analyzing
the form of the
given function?
Graph A
• How can you identify
the end behavior of the
given function?
b. Which graph(s) could be the graph of f(x) 5 2x3 2 x2 1 6x?
• How would you justify
Graph A Graph B Graph C
that your choice of a graph y y y

is correct?
• Why are the other graphs x x x
not possible?

Graph C

c. Which graph(s) could be the graph of f(x) 5 x4 1 1?

5 Graph A Graph B Graph C
y y y

x x x

© Carnegie Learning
5 Graphs B and C

Be prepared to share your solutions and methods .

© Carnegie Learning
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368 Chapter 5 Polynomial Functions

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 Check for Students’ Understanding
• Graph the function.
• Determine the degree of the function.
• Describe the domain and range of the function.
• Identify the x- and y-intercepts.
f(x) 5 2x​4 2 20x​2 1 18
y
32

24

16

24 23 22 21 0 1 2 3 4 x
28

216

224

232

Degree: 4

Domain: all real numbers

Range: y $ 232

y-intercept: (0, 18)

x-intercepts: (23, 0), (21, 0), (1, 0), (3, 0)

5
© Carnegie Learning

5.3 Transformations and Symmetry of Polynomial Functions 368A

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 5

© Carnegie Learning

368B Chapter 5 Polynomial Functions

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 5.4
Polynomial dnA
Key Characteristics of Polynomial Functions

lEArning gOAlS KEy tErmS

In this lesson, you will: • absolute maximum

• Interpret polynomial key characteristics • absolute minimum
in the context of a problem situation. • extrema
• Generalize the key characteristics
of polynomials.
• Sketch the graph of any polynomial given
certain key characteristics.

ESSEntiAl idEAS COmmOn COrE StAtE

• The absolute maximum is the highest point StAndArdS FOr mAthEmAtiCS
on the entire graph.
A-APR Arithmetic with Polynomials and
• The absolute minimum is the lowest point
Rational Expressions
on the entire graph.
• Extrema, extremum, or extreme points is the Understand the relationship between zeros
set of absolute maximums, absolute
and factors of polynomials
minimums, relative maximums, and relative
minimums of a function. 3. Identify zeros of polynomials when suitable
• For any nth degree odd polynomial, it can factorizations are available, and use the
have 0 or even numbered extrema with a
zeros to construct a rough graph of the
maximum of (n 2 1) extrema.
function defined by the polynomial.
• For any nth degree even polynomial, it can
have an odd numbered extrema with a
F-IF Interpreting Functions
maximum of (n 2 1) extrema.
• The maximum number of x-intercepts is the Interpret functions that arise in applications
same as the degree of the function and that
© Carnegie Learning

in terms of the context

there is always one less extrema than the
degree of the polynomial.
4. For a function that models a relationship
between two quantities, interpret key
features of graphs and tables in terms of
the quantities, and sketch graphs showing
key features given a verbal description of
the relationship.

5. Relate the domain of a function to its graph

and, where applicable, to the quantitative
relationship it describes.

369A

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 Analyze functions using different representations

7. Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and
showing end behavior.

Overview
Students are given tables of data, a graph containing the data, and a quartic regression equation
describing the best fit. Students will answer questions related to the problem situation. They then use
the graph to state all relative maximums, relative minimums, absolute maximums, and absolute
minimums. The graphs and equations of several polynomials are given and students determine the
number of extrema in each situation. They make connections between the possible number of extrema
and the degree of the polynomial. Students sketch that basic shaped graph of linear, cubic, quadratic,
quartic, and quintic functions and conclude the maximum number of x-intercepts is the same as the
degree of the function and that there is always one less extrema than the degree of the polynomial.
Students are given information and sketch an appropriate graph, then given a graph and identify the
function associated with the graph.

© Carnegie Learning

369B Chapter 5 Polynomial Functions

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 Warm Up

1. Sketch the graph of a cubic function 2. Sketch the graph of a cubic function
with one zero. Describe the domain, with two zeros. Describe the domain,
range, and zeros of the function. range, and zeros of the function.
y y
8 8
6 6
4 4
2 2

28 26 24 22 0 2 4 6 8 x 28 26 24 22 0 2 4 6 8 x
22 22
24 24
26 26
28 28

Answers will vary. Answers will vary.

The graph of f(x) 5 x is a cubic
3
The graph of f(x) 5 x3 1 9x2 1 24x 1
function with one zero. The origin is 20 is a cubic function with two zeros.
the zero. The domain and range are all The zeros are 22, 22, and 25. The
real numbers. domain and range are all real
numbers.

3. Sketch the graph of a cubic function with three zeros. Describe the domain, range, and
zeros of the function.
y
8

5
6

28 26 24 22 0 2 4 6 8 x
22

24
© Carnegie Learning

26

28

Answers will vary.

The graph of f(x) 5 x3 1 8x2 1 17x 1 10 is a cubic function with two zeros.
The zeros are 21, 22, and 25. The domain and range are all real numbers.

5.4 Key Characteristics of Polynomial Functions 369C

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 5

© Carnegie Learning

369d Chapter 5 Polynomial Functions

451451_IM3_TIG_CH05_313-422.indd 4 12/12/13 3:53 PM

 Polynomial DNA
5.4
Key Characteristics of
Polynomial Functions

LeArNiNG GoALS Key TerMS

In this lesson, you will: • absolute maximum

• Interpret polynomial key characteristics • absolute minimum
in the context of a problem situation . • extrema
• Generalize the key characteristics
of polynomials .
• Sketch the graph of any polynomial given
certain key characteristics .

C hildren typically resemble their parents because of the inheritance of genes from
parent to offspring. Scientists know of over 200 hereditary traits that are
transmitted across generations of families. The genes that carry these traits are in
specific strands of DNA. You can witness these traits by crossing your hands. Is your
left thumb over your right thumb? If it is, you have the dominant trait. People with the
recessive trait will cross their right thumb over their left thumb. Try it the opposite
way, it feels awkward doesn’t it?

Did you ever work with Punnett squares in biology to determine the probability of an
offspring having a particular characteristic like blue eyes versus brown eyes or
eyelash length? Being able to roll your tongue is actually a dominant genetic feature.
Some other dominant genetic human traits are non-cleft chins, widow’s peaks, broad
© Carnegie Learning

eyebrows, freckles, dimples, and unattached ear lobes to name a few. When you look
at the specific genotype of a species you can determine or predict what the offspring
may look like.

The same thing is true for polynomials! If you know certain characteristics about
5
the polynomial, you can predict what the graph will look like, as well as other
key characteristics.
© Carnegie Learning

369

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5.4 Key Characteristics of Polynomial Functions 369

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 Problem 1
Students are given tables of
data containing an endangered Problem 1 Math World vs. real World
species of frog population over The data shown represents the population of a rare, endangered species of frog called the
a period of 44 months. A graph glass frog . In order to better understand the glass frog’s fertilization habits, scientists
and equation shows the best performed a study and recorded the average number of frog eggs over the span of 44 months .

fit quartic function using the Average Number Average Number

Month of of Glass Frog Month of of Glass Frog
data points from the tables. The Study Eggs Study Eggs
graph and regression equation 0 10,534 19 14,330 .5
are used to answer questions 1 5500 20 13,845 .1
related to the problem situation. 2 5033 21 13,893 .1
3 2600 22 14,546 .3
4 239 .4 23 11,815 .8
grouping 6 137 .3 23 13,086 .2

Ask a student to read the 7 108 .4 24 15,966 .9

introduction. Discuss as 8 667 .1 29 9904 .4

a class. 9 387 .4 29 8257 .3

12 4813 .1 31 5297 .5
14 9539 .5 32 2494 .1
15 11,318 .6 33 1805 .4
16 8953 .3 34 665
18 15,402 .5 43 4813

The data has been plotted for you and a quartic regression was used to generate the
polynomial function to best represent the data . The quartic regression option calculates the
best-fit equation of the form y 5 ax4 1 bx3 1 cx2 1 dx 1 e .
5 20,000
Glass Frog Eggs Recorded

y = 0.2251x4 – 19.747x3 + 528.95x2 – 4292x + 10445

Series1
R2 = 0.9515
Poly. (Series1)
Average Number of Eggs Observed

15,000

© Carnegie Learning
10,000

5 5000

0
0 5 10 15 20 25 30 35 40 45 50

–5000
Number of Months

© Carnegie Learning
370 Chapter 5 Polynomial Functions

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 grouping
Have students complete
1. Consider the graph and equation to answer each question .
Questions 1 through 5 with a a. What is the domain and range of the study?
partner. Then have students The domain is [0, 45]. The range is [108.4, 15,966.9]
share their responses as
a class. b. Explain what the domain and range represent in the context of this problem .
The domain is the length of the study, the range is the average number of frog eggs.

c. What is the domain and range of the function?

guiding Questions The domain is [2`, `]. The range is [23098.26, `].
for Share Phase,
Questions 1 and 2 d. At what month in the study were the most frog eggs observed? How many eggs
were recorded?
• Is the length of the study the Month 24 recorded the most frog eggs. There were 15,966.9 eggs.
same as the domain of the
problem situation? e. At what month in the study were the least frog eggs observed? How many eggs
were recorded?
• What is the length of Month 7 recorded the least frog eggs. There were 108.4 eggs.
the study?
• Is the average number of f. If the study lasted for 50 months, how many frog eggs would there be according to
the function?
frogs the same as the range There would be 56,720 eggs at month 50.
of the problem situation?
g. If the study lasted forever, how many eggs would there be according to the function?
• What was the lowest
There would be an infinite amount of eggs if the study lasted forever.
average number of frog
eggs observed? h. How many frog eggs appeared between months 35 and 40?

• What was the highest There appeared to be a negative amount of eggs.

average number of frog

eggs observed?
i. At what month(s) of the study were there approximately 4800 glass frog
eggs observed?
5
• Is the domain of a Using the given graph, the approximate months when there were 4813 glass frog
eggs happens approximately at months 2, 10, 30, and 45.
quartic function the same
as the domain of a 2. Use a graphing calculator to determine the x-intercepts of the function . What do the
© Carnegie Learning

quadratic function? x-intercepts mean in the context of this problem situation?

The x-intercepts are 41.69, 34.48, 6.82, and 4.73.
• Where is the lowest
point on the graph of the
These are the months that there are no frog eggs.
5
quartic function?
• What are the coordinates of
the lowest point on the graph
of the quartic function?
© Carnegie Learning

• Is the domain of the problem

situation the same as the 5.4 Key Characteristics of Polynomial Functions 371
domain of the quartic • How did you determine the number of frog eggs at 50 months?
function? Why not? • Why would there be an infinite number of frog eggs if the study lasted forever?
• Is the range of the problem • Is it possible to have a negative number of frog eggs?
451450_IM3_Ch05_313-422.indd 371 11/12/13 4:39 PM

situation the same as the

• At which points on the graph of the quartic function are there 0 frog eggs?
domain of the quartic
function? Why not?
• What is the significance of the x-intercepts with respect to this
problem situation?

5.4 Key Characteristics of Polynomial Functions 371

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 guiding Questions
for Share Phase,
Questions 3 through 5 3. State the end behavior of the function . Does this make sense in the context of this
problem scenario? Explain your reasoning .
• What is the significance of As x → `, f(x) → `.
the y-intercept with respect As x → 2`, f(x) → `.

to this problem situation? This does not make sense in the context of the problem. This type of end behavior
means that the number of eggs came from infinity and will move towards infinity as
• How many intervals the month’s progress.
are increasing?
4. How many frog eggs were observed at the beginning of the study? Explain the
• How many intervals mathematical meaning of your answer .
are decreasing? There were 10,534 eggs at the beginning of the study which represents the
y-intercept of the function.
• What is the degree of
this function?
• How is a quartic 5. Describe the interval when the frog’s egg population is:
function different than a a. increasing .

quadratic function? The frog population is increasing from month 5.74 to month 21.57 and from month
38.48 to the end of the study.
• How is a quartic
function similar to a b. decreasing .

quadratic function? The frog population is decreasing from month 0 to month 5.74 and from month
21.57 to 38.48.

Problem 2
Problem 2 A Polynomial is Born
Students use the graph from
Problem 1 to state all relative So far in this chapter, you have learned a great deal about polynomial functions . You have
learned about minimums, maximums, zeros, end behavior, and the general shapes of their
maximums, relative minimums, graphs . Now, you will combine all that information to generalize the key characteristics for
absolute maximums, and 5 any degree polynomial .
absolute minimums. The Recall the definition of a relative maximum is the highest point in a particular section of a
graphs and equations of function’s graph, and a relative minimum is the lowest point in a particular section of the
graph . Similarly, the absolute maximum is the highest point in the entire graph, and the
several polynomials are given absolute minimum is the lowest point in the entire graph . The set of absolute maximums,
and students will determine absolute minimums, relative maximums, and relative minimums may also be referred to as

© Carnegie Learning
the number of extrema in extrema . The extrema are also called extreme points and extremum .

5
each situation. They make 1. Consider the graph that represents the average number of glass frog eggs in Problem 1 .
connections between the a. State all relative maximums and minimums .

possible number of extrema and There is a relative maximum at (21.57, 14,519.91). There are relative minimums at
(5.7, 2253.63) and (38.48, 23098.26).
the degree of the polynomial.
Students conclude that for any b. State all absolute maximums and minimums .
nth degree odd polynomial, it There is an absolute minimum at (38.48, 23,098.26).

can have 0 or even numbered According to the graph, there is no absolute maximum.

© Carnegie Learning
extrema with a maximum of
372 Chapter 5 Polynomial Functions
(n 2 1) extrema. They also several polynomial functions. Students then sketch the basic graphs of linear,
conclude that for any nth cubic, quadratic, quartic, and quintic functions and conclude the maximum
degree even polynomial, it can number of x-intercepts is the same as the degree of the function and that there is
451450_IM3_Ch05_313-422.indd 372 11/12/13 4:39 PM
have an odd numbered extrema always one less extrema than the degree of the polynomial.
with a maximum of (n 2 1)
extrema. Students compare and grouping
contrast the graphs of even and
• Ask a student to read the introduction and definitions. Discuss as a class.
odd degree power functions
and polynomial functions and
• Have students complete Question 1 with a partner. Then have students share
their responses as a class.
use this information to analyze

372 Chapter 5 Polynomial Functions

451451_IM3_TIG_CH05_313-422.indd 372 12/12/13 3:54 PM

 grouping
Have students complete
c. Do the absolute minimums and/or maximums make sense in the context of this
Questions 2 through 5 with a problem situation? Explain your reasoning .
partner. Then have students The absolute minimum does not make sense because there cannot be a negative
share their responses as average number of frog eggs.

a class.
2. Determine the number of extrema in each polynomial .
Don’t forget
g1(x) 5 x4 g2(x) 5 x4 2 3x2 to look for
guiding Questions y y relationships!
for Share Phase, 4th Degree
Question 1 Polynomials

• What is the difference

x x
between an absolute
maximum and a Number of 1 3
Extrema
relative maximum?
• Does this quartic function
have both an absolute f1(x) 5 x5 f2(x) 5 x5 1 4x2 f3(x) 5 x5 2 5x3 1 5x 1 1 .18
y y y
maximum and a
relative maximum? 5th Degree
Polynomials
• Why doesn’t this function x x x

have an absolute maximum?

• Does the relative maximum
Number of 0 2 4
make sense in this Extrema
problem situation?
• What is the difference
5
h1(x) 5 x6 h2(x) 5 x6 2 3x2 h3(x) 5 2x6 2 13x5 1 26x4 2 7x3 2 2
between an absolute y y y
minimum and a
relative minimum? 6th Degree
© Carnegie Learning

Polynomials x
• Does this quartic x

function have both an

5
x

absolute minimum and a

Number of 1 3 5
relative minimum? Extrema

• Does the absolute

minimum make sense
in this problem situation?
•
© Carnegie Learning

Does the relative

minimum make sense 5.4 Key Characteristics of Polynomial Functions 373
in this problem situation? guiding Questions for Share Phase, Question 2
• Do any negative values for • Are extrema always where the function switches directions?
x or y make sense in this 451450_IM3_Ch05_313-422.indd 373
• When an interval of increase changes to an interval of decrease, or vice versa, 11/12/13 4:39 PM

problem situation? is an extrema always formed?

• Which quadrants make sense
• Why can’t a 4th degree polynomial have 2 extrema?
in this problem situation?
• Why can’t a 5th degree polynomial have 1 or 3 extrema?
• Why can’t a 6th degree polynomial have 2 or 4 extrema?

5.4 Key Characteristics of Polynomial Functions 373

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 guiding Questions
for Share Phase,
Questions 3 through 5 3. List any observations you notice about the possible number of extrema and the degree
of the polynomial .
• Is the maximum number Answers will vary.
of extrema always one • The maximum number of extrema is one less than the degree of the polynomial.
• The possible number of extrema is always a difference of 2.
less than the degree of
• The possible number of extrema for an odd degree polynomial is even.
the polynomial? • The possible number of extrema for an even degree polynomial is odd.
• Why is the possible number
Use the
of extrema always a 4. List the possible number of extrema for the each polynomial .
knowledge you
a. 9 degree polynomial
th
gained about 4th, 5th,
difference of 2?
A 9th degree polynomial can have 0, 2, 4, 6, or 8 extrema. and 6th degree polynomials
• Why is the possible number to answer these
of extrema for an odd degree b. 18th degree polynomial questions.
An 18th degree polynomial can have 1, 3, 5, 7, 9, 11, 13,
polynomial always even?
15, or 17 extrema.
• Why is the possible
number of extrema for an c. nth degree odd polynomial
A nth degree odd polynomial can have 0 or even
even degree polynomial
numbered extrema with a maximum of (n 2 1) extrema.
always odd?
• How did you determine the d. nth degree even polynomial
A nth degree even polynomial can have odd numbered
number of extrema for a 9th
extrema with a maximum of (n 2 1) extrema.
degree polynomial?
• How did you determine the 5. Choose the appropriate word from the box to complete each statement . Justify your
answer with a sketch or explanation .
number of extrema for a 18th
degree polynomial? always sometimes never

• Why does an nth degree 5

never
odd polynomial have 0 or a. An odd degree function will have absolute extrema .
An odd degree function has opposite end behavior. It will approach both infinity
even numbered extrema
and negative infinity, so there will never be an absolute extrema.
with a maximum of
(n 2 1) extrema?

© Carnegie Learning
b. An even degree function will always have relative extrema .
• Why does an nth degree
An even degree function’s graph always makes a parabolic shape. Therefore, it

5 even polynomial have an

odd numbered extrema
will have a vertex, and the vertex will have to be a relative extrema.

with a maximum of sometimes

c. An even degree function will have 3 or more relative extrema .
(n 2 1) extrema? The graph of y 5 x2 has only one relative extrema, but the graph of y 5 x4 2 3x2 1 x
• Why will an odd degree has 3 relative extrema.

function never have an

© Carnegie Learning
absolute extrema?
374 Chapter 5
• Why will an even degree
Polynomial Functions

function always have an

absolute extrema?
•
451450_IM3_Ch05_313-422.indd 374 11/12/13 4:39 PM
Why will an even degree
function always have relative
extrema?

374 Chapter 5 Polynomial Functions

451451_IM3_TIG_CH05_313-422.indd 374 12/12/13 3:54 PM

 grouping
Have students complete
d. An even degree function will always have absolute extrema .
Question 6 with a partner.
An even degree function’s graph always makes a parabolic shape, meaning it will
Then have students share their have a vertex. Therefore, the vertex will have to be an absolute extrema.
responses as a class.
e. An odd degree function will sometimes have relative extrema .
The graph of y 5 x is always increasing and has no relative extrema, but the
3

guiding Questions graph of y 5 x3 2 3x2 1 x has 2 relative extrema.

for Share Phase,

never
Question 6 f. An odd degree function will one have relative extrema .
An odd degree function has opposite end behavior. It will approach both infinity
• What is the difference and negative infinity, so if there is one relative extrema, there will always have to
between an even degree be another relative extrema to change direction again.

power function and an even

6. Analyze the graphs shown .
degree polynomial function?
Even Degree Power Functions Even Degree Polynomial Functions
• What is the difference y y
y y
between an odd degree
power function and an odd
x x x x
degree polynomial function?
• Do the power functions and
their polynomial functions Odd Degree Power Functions Odd Degree Polynomial Functions
have the same end behavior? y y
y y

• How many extrema do

the even degree power x x x x

functions have?
• How many extrema do the
5
even degree polynomial a. State the similarities and differences you notice between the power functions and
functions have? the polynomial functions .
Answers will vary.
• Is the end behavior of a
© Carnegie Learning

• The power functions and their polynomial functions have the

parabola the same as the same end behavior.
end behavior of all even
5
• The power functions have 0 or 1 extrema.
degree polynomial functions? • The polynomial functions have more than 1 extrema.

• Is the end behavior of a cubic b. What conclusions can you make about the end behavior of all even degree
function the same as the end polynomial functions?

behavior of all odd degree The end behavior of all even degree functions is
As x → `, f(x) → `. As x → `, f(x) → 2`.
polynomial functions? or
As x → 2`, f(x) → `. As x → 2`, f(x) → 2`.
•
© Carnegie Learning

Is the domain of all even

degree polynomial functions 5.4 Key Characteristics of Polynomial Functions 375
always all real numbers? • Is the range of all even degree polynomial functions with a positive a-value
• Is the range of all even always the absolute minimum and all real numbers greater than it?
degree polynomial functions • Is the
451450_IM3_Ch05_313-422.indd 375 domain and range of all odd degree polynomial functions always all 11/12/13 4:40 PM

with a negative a-value real numbers?

always the absolute
maximum and all real
numbers less than it?

5.4 Key Characteristics of Polynomial Functions 375

451451_IM3_TIG_CH05_313-422.indd 375 12/12/13 3:54 PM

 grouping
Have students complete
c. What conclusions can you make about the end behavior of all odd degree
Questions 7 and 8 with a polynomial functions?
partner. Then have students The end behavior of all odd degree functions is
share their responses as As x → `, f(x) → `. As x → `, f(x) → 2`.
or
a class. As x → 2`, f(x) → 2`. As x → 2`, f(x) → `.

d. What conclusions can you make about the domain and range of all even degree
polynomial functions?
guiding Questions The domain of all even degree functions is all real numbers. The range of all even
for Share Phase, functions with a negative a-value is the absolute maximum and all real numbers
Questions 7 and 8 less than it. The range of all even functions with a positive a-value is the absolute
minimum and all real numbers greater than it.
• What visual characteristic
of the graph helped you e. What conclusions can you make about the domain and range of all odd degree
polynomial functions?
determine the sign of the
The domain and range of all odd functions is all real numbers.
a-value of the function?
• What end behavior is y
7. Consider the graph shown .
associated with a 20
a. Is the a-value of this function positive or negative?
positive a-value? 24 22 0 2 4 x
The a-value is positive.
•
220
What end behavior is
240
associated with a b. Is the degree of this function even or odd?
The degree of this function is odd. 260
negative a-value?
• What visual characteristic c. Can this function be a cubic function? Explain why or why not .
of the graph helped you No. This function cannot be a cubic because it has more than 3 x-intercepts.

determine if the degree of the

function was even or odd? 5 d. State the domain of this function .
The domain of this function is (2`, `).
• How many x-intercepts
e. State the range of this function .
can be associated with a
The range of this function is (2`, `).
cubic function?

© Carnegie Learning
• What visual characteristic f. Determine the number of relative extrema in this graph .

of the graph helped you The graph has 4 relative extrema.

5 determine the number of

g. Determine the number of absolute extrema in this graph .
relative extrema? The graph has no absolute extrema.

• What visual characteristic

h. State the intervals where the graph is increasing .
of the graph helped
The graph is increasing on the intervals 2` , x , 22.5, 21, x , 0.25, and
you determine the 2.3 , x , `.
presence or absence of

© Carnegie Learning
absolute extrema? 376 Chapter 5 Polynomial Functions

• What feature of the graph

helps determine the domain
of the polynomial function? 451450_IM3_Ch05_313-422.indd 376 11/12/13 4:40 PM

• What feature of the graph

helps determine the range
of the polynomial function?

376 Chapter 5 Polynomial Functions

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 8. Consider the graph shown . y

a. Is the a-value of this function positive or negative? 4

The a-value is negative. 2

24 22 0 2 4 x
22
b. Is the degree of this function even or odd?
24
The degree of this function is even.

c. Can this function be a 6th degree polynomial function? Explain why or why not .
Yes. The function can be a 6th degree polynomial function. It has less than
6 x-intercepts and less than 6 extrema.

d. State the domain of this function .

The domain of this function is (2`, `).

e. State the range of this function .

The range of this function is approximately [2, 2`).

f. Determine the number of relative extrema in this graph .

The graph has 5 relative extrema.

g. Determine the number of absolute extrema in this graph .

The graph has one absolute extrema.

5
h. State the intervals where the graph is decreasing .
The graph is decreasing on the intervals
22.7 , x , 21.5, 0.25 , x , 2.1, and 3 , x , `.
Wow! You
© Carnegie Learning

know a lot about

graphs of
polynomials.
5
© Carnegie Learning

5.4 Key Characteristics of Polynomial Functions 377

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5.4 Key Characteristics of Polynomial Functions 377

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 grouping
Have students complete
9. Complete the table on the next page to represent the
Question 9 with a partner. graphs of various polynomials .
After you
complete the
Then have students share their a. Sketch the basic shape on each set of axes, given the table, answer parts
responses as a class. number of zeros . If you cannot sketch the basic shape, (b) through (e).
explain why .

guiding Questions
for Share Phase,
Question 9 b. Compare your graphs with a partner . State the
• Why can’t a linear function similarities and differences .
Answers will vary.
have more than one zero?
Student responses could include the graph
• Why can’t a quadratic being in different quadrants and having
function have more than different a-values.

two zeros?
• Why is the maximum number
c. What do you notice about the maximum number of x-intercepts and the degree of
of x-intercepts always the
the function?
same as the degree number The maximum number of x-intercepts is the same as the degree.
of the function?
• Why is there always one
less extrema than the
degree number of the
polynomial function? d. Use your graphs to determine the greatest number of extrema (absolute and relative)
in each degree polynomial .
5 Type of Polynomial
Number of Extrema
Function
Linear 0

Quadratic 1

© Carnegie Learning
Cubic 2

Quartic 3

5 Quintic 4

e. What do you notice about the number of extrema and the degree of a polynomial?
Write a statement to generalize the possible number of extrema in any degree
polynomial function .
There is always one less extrema than the degree of the polynomial. The
maximum number of extrema in a polynomial function f(x) 5 xn is n 2 1.

© Carnegie Learning
378 Chapter 5 Polynomial Functions

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378 Chapter 5 Polynomial Functions

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 © Carnegie Learning

451451_IM3_TIG_CH05_313-422.indd 379
© Carnegie Learning

No Zeros 1 Zero Exactly 2 Zeros Exactly 3 Zeros Exactly 4 Zeros Exactly 5 Zeros

451450_IM3_Ch05_313-422.indd 379
Linear

A linear function has no turning points so it cannot cross the x-axis more than once.

Quadratic

A quadratic only has one turning point, so it cannot

cross the x-axis more than 2 times.

5.4
A cubic has opposite
end behavior so it must
Cubic cross the x-axis at least
one time.

5.4
A cubic has at most 2 turning points, so it
cannot cross the x-axis more than 3 times.

A quartic has at most 3

turning points, so it
Quartic cannot cross the x-axis
more than 4 times.

A quintic has opposite

end behavior so it must
Quintic cross the x-axis at least
one time.

Key Characteristics of Polynomial Functions

Key Characteristics of Polynomial Functions

379
5

379
11/12/13 4:40 PM
5

12/12/13 3:55 PM
 Problem 3
Students are given sets of
specific key characteristics Problem 3 Who Am i?
and will sketch a graph that
1. Use the coordinate plane to sketch a graph with the characteristics given . If the graph is
encompasses these aspects for not possible to sketch, explain why .
each situation when possible. a. Characteristics: y

Next, they are given graphs and • degree 4 8

will identify which of the given • starts in quadrant III 6

functions could possibly model • ends in quadrant IV 4

each graph and explain • relative maximum at x 5 24 2

• absolute maximum at x 5 3
their reasoning. 28 26 24 22 0 2 4 6 8 x
22

24

grouping 26

28
Have students complete
Questions 1 and 2 with a
partner. Then have students
share their responses as
a class.
b. Characteristics: y

• always increasing 8

guiding Questions • y-intercept at 5 6

for Share Phase, • x-intercept at 21 .7 4

Question 1, part (a) 2

• Is this the graph of a power 5 28 26 24 22 0 2 4 6 8 x

function or a polynomial 22

24
function? How do you know?
26
• Is the a-value of the function 28
positive or negative?

© Carnegie Learning
5 guiding Question
for Share Phase,
Question 1, part (b)
• If the function is always
increasing, what is the range
of the function?

© Carnegie Learning
• Does the number of 380 Chapter 5 Polynomial Functions
y-intercepts help determine
the equation of the
polynomial function?
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380 Chapter 5 Polynomial Functions

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 guiding Question
for Share Phase,
Question 1, part (c) c. Characteristics: y

• odd degree 8
Can an odd degree function • increases to x 5 23, then 6
have an absolute maximum? decreases to x 5 3, then 4
increases
Why not? 2
• absolute maximum at y 5 4
I cannot sketch the graph because 28 26 24 22 0 2 4 6 8 x
an odd degree function cannot have an 22
guiding Question absolute maximum. 24
for Share Phase, 26
Question 1, part (d) 28

• If the function has four

x-intercepts, what does
that imply about the
polynomial function? d. Characteristics: y

• Is the a-value of the graph • as x → `, f(x) → ` 8

as x → 2` , f(x) → ` 6
positive or negative?
• 4 x-intercepts 4
• Is this the graph of an even • relative maximum at y 5 3 2
or odd polynomial function?
28 26 24 22 0 2 4 6 8 x
• How does the number of 22

x-intercepts help determine 24

the equation of the 26

polynomial function? 28

5
guiding Question
for Share Phase, e. Characteristics: y
Question 1, part (e) • x-intercepts at 22, 2 and 5 8

• How many intervals of

© Carnegie Learning

• negative a value 6

increase and decrease are on • degree 2 4

5
I cannot sketch the graph because
the graph? if the polynomial is of degree 2 it can
2

• If the graph has three have at most 2 x-intercepts. A second 28 26 24 22 0 2 4 6 8 x

degree polynomial cannot have 22
x-intercepts, can the function 3 x-intercepts. 24
be a 2nd degree function?
26
Why not? 28
© Carnegie Learning

5.4 Key Characteristics of Polynomial Functions 381

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 2. Analyze each graph . Circle the function(s) which could model the graph . Describe your
reasoning to either eliminate or choose each function .
a. f1(x) 5 23x5 22x2 1 4x 1 7
I eliminated this function because the graph
represents an even degree function and this
function is odd degree.

f2(x) 5 2(x 1 2)(x 1 1 .5)(x 1 0 .5)(x 2 2 .5)2 (x 2 3)

I chose this function because it represents an

even degree polynomial with a negative a-value.
x
The graph has 3 negative x-intercepts and 2
positive x-intercepts.

f3(x) 5 23x4 2 2x2 1 4x 1 7

I eliminated this function because the graph has 5
x-intercepts, which means that the function must
be a degree higher than 4.

b. f1(x) 5 0 .5(x 1 7)(x 1 1)(x 2 5) 2 3

I chose this function because it represents an odd

degree polynomial with a positive a-value. The

5 y
graph could have 2 negative x-intercepts and
1 positive x-intercept.

f2(x) 5 22(x 1 7)(x 1 1)(x 2 5) 2 3

I eliminated this function because the graph
x

© Carnegie Learning
represents an odd degree polynomial with a positive
a-value. This function has a negative a-value.

5
f3(x) 5 2(x 1 7)(x 1 1)(x 2 5)(x 2 3)
I eliminated this function because the graph
represents an odd degree polynomial and this
function has a degree of 4.

© Carnegie Learning
382 Chapter 5 Polynomial Functions

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 talk the talk
Students will complete a
Talk the Talk
table that summarizes the
key characteristics for quartics Complete each table to summarize the key characteristics for quartics and quintics .
The cubics table has been done for you .
and quintics.
Cubics

As x → `, f(x) → ` .
grouping As x → 2`, f(x) → 2` .
All possible end behavior
Have students complete the As x → `, f(x) → 2` .
As x → 2`, f(x) → ` .
problem with a partner. Then
have students share their
responses as a class. Possible number of x-intercept(s) 3, 2, or 1

Possible number of y-intercept(s) 1

• Always increasing
Possible intervals of increase • Always decreasing
and decrease • Increasing, decreasing, increasing
• Decreasing, increasing, decreasing

Number of possible relative extrema 2 or none

5
Number of possible absolute extrema None
© Carnegie Learning

5
© Carnegie Learning

5.4 Key Characteristics of Polynomial Functions 383

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 Quartics
As x → `, f(x) → `.
As x → 2`, f(x) → `.
All possible end behavior
As x → `, f(x) → 2`.
As x → 2`, f(x) → 2`.

Possible number of x-intercept(s) 4, 3, 2, 1, or 0

Possible number of y-intercept(s) 1

• Decreasing, increasing
Possible intervals of increase • Increasing, decreasing
and decrease • Increasing, decreasing, increasing, decreasing
• Decreasing, increasing, decreasing, increasing

Number of possible relative extrema 3 or 1

Number of possible absolute extrema 1

Quintics
As x → `, f(x) → `.
As x → 2`, f(x) → 2`.
All possible end behavior
As x → `, f(x) → 2`.
As x → 2`, f(x) → `.

Possible number of x-intercept(s) 5, 4, 3, 2, or 1

5 Possible number of y-intercept(s) 1

• Always increasing
• Always decreasing
• Increasing, decreasing, increasing
Possible intervals of increase • Decreasing, increasing, decreasing
and decrease • Increasing, decreasing, increasing, decreasing,

© Carnegie Learning
increasing
• Decreasing, increasing, decreasing, increasing,
decreasing

5 Number of possible relative extrema 4, 2, or none

Number of possible absolute extrema None

Be prepared to share your solutions and methods .

© Carnegie Learning
384 Chapter 5 Polynomial Functions

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384 Chapter 5 Polynomial Functions

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 Check for Students’ Understanding
The zeros of a polynomial function are 21, 2, 4, and 6.

• Write the zeros as factors.

• Write the equation of the polynomial function by multiplying the factors.
• Determine the degree of the polynomial function.
• Sketch a graph of the polynomial function
• Describe the shape of the graph of the polynomial function.
• Identify the domain and range of the polynomial function
• Determine the y-intercept(s) of the polynomial function.
y
32

24

16

24 23 22 21 0 1 2 3 4 x
28

216

224

232

f(x) 5 (x 1 1) (x 2 2) (x 2 4) (x 2 6)

f(x) 5 x4 2 11x3 1 32x2 2 4x 2 48

The quartic function is shaped like the letter W. 5

Degree: 4

Domain: all real numbers

Range: y $ 248
© Carnegie Learning

y-intercept: (0, 248)

5.4 Key Characteristics of Polynomial Functions 384A

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 5

© Carnegie Learning

384B Chapter 5 Polynomial Functions

451451_IM3_TIG_CH05_313-422.indd 2 12/12/13 3:55 PM

 that graph looks 5.5
a little Sketchy
Building Cubic and Quartic Functions

lEArning gOAlS

In this lesson, you will:

• Construct cubic functions graphically from three linear functions.
• Construct cubic functions graphically from one quadratic and one linear function.
• Connect graphical behavior of a cubic function to key characteristics of its factors.
• Construct quartic polynomial functions.
• Determine the number of real and imaginary roots for a polynomial function based on its factors.

ESSEntiAl idEAS F-IF Interpreting Functions

• Cubic functions can be the product of three Analyze functions using different
linear functions or a quadratic function and
a linear function. representations
• Quartic functions can be the product of four
7. Graph functions expressed symbolically
linear functions, two quadratic functions, a
quadratic function and two linear functions, and show key features of the graph, by
or a cubic function and one linear function. hand in simple cases and using technology
• Functions of degree n can be the product of for more complicated cases.
the factor functions whose sum of the c. Graph polynomial functions, identifying
degree will equal n. zeros when suitable factorizations are
available, and showing end behavior.

COmmOn COrE StAtE 9. Compare properties of two functions

each represented in a different way
StAndArdS FOr mAthEmAtiCS
(algebraically, graphically, numerically in
© Carnegie Learning

A-APR Arithmetic with Polynomials and tables, or by verbal descriptions).

Rational Expressions
F-BF Building Functions
Understand the relationship between zeros
and factors of polynomials Build a function that models a relationship
between two quantities
3. Identify zeros of polynomials when suitable
factorizations are available, and use the 1. Write a function that describes a
zeros to construct a rough graph of the relationship between two quantities.
function defined by the polynomial. b. Combine standard function types using
arithmetic operations.

385A

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 Overview
Students will sketch a set of functions whose product builds a cubic function when possible, given the
three zeros of the function, or other key characteristics of the function. They begin by circling the
x-intercepts, which divides the graph into intervals and use the sign of the outputs to determine the
behaviors of the function within each interval. A table with sketches summarizing all possible
combinations of roots and factors for cubic functions is given (real or imaginary, multiplicities of 1, 2,
and 3). A similar set of activities are completed with quartic functions. Students then analyze several
functions and their graphic representations.

© Carnegie Learning

385B Chapter 5 Polynomial Functions

451451_IM3_TIG_CH05_313-422.indd 2 12/12/13 3:55 PM

 Warm Up
Calculate the zero values of each function.

1. f(x) 5 23x 1 2
0 5 23x 1 2
22 5 23x
2
x​​5 __
3
2 , 0)
(__
3

2. f(x) 5 x2 2 3x 1 2
0 5 (x 2 2) (x 2 1)

x​5 1, 2

(1, 0) and (2, 0)

3. f(x) 5 x3 2 2x2 2 x 1 2
0 5 (x 2 2) (x 2 1) (x 1 1)
x​5 21, 1, 2

(21, 0), (1, 0), and (2, 0)

5
© Carnegie Learning

5.5 Building Cubic and Quartic Functions 385C

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 5

© Carnegie Learning

385d Chapter 5 Polynomial Functions

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 That Graph Looks 5.5
a Little Sketchy
Building Cubic and Quartic Functions

LeArNiNG GoALS

In this lesson, you will:

• Construct cubic functions graphically from three linear functions .
• Construct cubic functions graphically from one quadratic and one linear function .
• Connect graphical behavior of a cubic function to key characteristics of its factors .
• Construct quartic polynomial functions .
• Determine the number of real and imaginary roots for a polynomial function based on its factors .

P eople in the world today use a lot of energy, much more than previous generations.
Consider modern conveniences people in the U.S. have in public spaces such as
heating, air conditioning, lights, and electronic devices. Also, consider food products,
clothes, and other goods that often travel halfway around the world on planes, ships, or
trucks before ending up in U.S. shopping malls. Quite a bit of energy goes into getting
these resources to you. People also travel much more these days than ever before. You
may ride a bus to school and shop at a mall; adults may commute 301 miles to work;
business people may fly across the country to attend a conference. Compare this
lifestyle to how people lived throughout the vast majority of history. People generally
grew their own food, traveled on foot, and made their own clothes and wares. Is our
lifestyle sustainable? In other words, can we continue using this much energy forever?

We use approximately 1.2 trillion gallons of gasoline each year. We also use
tremendous amounts of coal and natural gas. The world’s current energy consumption
© Carnegie Learning

is so large that the numbers are difficult to even comprehend. The unit of measure
Cubic Mile of Oil was developed to help make sense of it. A CMO is literally the
amount of energy released by burning a cubic mile of oil. To visualize a cubic mile,
imagine a huge cube-shaped container with length, width, and height of approximately
18 football fields. The energy from burning three of these containers of oil is the
5
amount of energy we currently use in just one year. At this rate of consumption our
natural gas reserves will be gone by 2080. Coal reserves will run out by 2150.

It is hard to imagine people voluntarily returning to a world without the conveniences

we have today. However, natural resources are limited. What options do we have if we
© Carnegie Learning

want our children to live a life filled with the conveniences that we currently enjoy?
385

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5.5 Building Cubic and Quartic Functions 385

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 Problem 1
Students sketch a set of
functions whose product Problem 1 They Don’t Build Cubics Like They Used To!
builds a cubic function when So far in this chapter you’ve built a cubic function by multiplying three linear functions and
possible, given the three zeros by multiplying a linear function and a quadratic function . Let’s explore how the properties of
of the function, or other key linear and quadratic functions determine the key characteristics of cubic functions .

characteristics of the function. 1. Sketch a set of functions whose product builds a cubic function with the given
They then compare their characteristics . Explain your reasoning . Then list similarities and differences between
your graphs and your classmates’ graphs .
graph with the graphs of their Answers will vary.
classmates. Some functions a. zeros: x 5 0, x 5 2, and x 5 25 y

may have 0, or 2 imaginary Explanation: 4

zeros. A table with sketches The graphs can be three linear functions or 2
a linear function and a quadratic function.
summarizing all possible I sketched 3 distinct linear functions with the 24 22 0 2 4 x

combinations of roots and x-intercepts given.

22

factors for cubic functions 24

Similarities/Differences:
is given (real or imaginary,
My classmates had different sketches. Many had different y-intercepts, slopes,
multiplicities of 1, 2, and 3). vertices, but the correct answers all had the same x-intercepts.

Remember, you You will

grouping are not graphing the learn more as you work
cubic—just the linear or through the lesson. At this point
• Ask a student to read the quadratic functions that build it. if you are unsure, experiment on your
introduction. Discuss as Precise drawings aren’t necessary calculator, discuss with partners, and
here, just sketches with key try a few things . . . That’s how
a class. characteristics. mathematicians work!
• Have students complete
Questions 1 and 2 with a 5
partner. Then have students
share their responses as
a class.

© Carnegie Learning
guiding Questions
5 for Share Phase,
Question 1, part (a)
• Are the zeros of the functions
also the x-intercepts on the
graph of the functions?
•

© Carnegie Learning
What is the difference
between the zero of a 386 Chapter 5 Polynomial Functions
function and the x-intercept • Is it possible for the three lines to intersect at a single point?
of the function?
• Is it possible for two of the lines to intersect at an x-intercept?
• Can the three lines be drawn451450_IM3_Ch05_313-422.indd 386 11/12/13 4:40 PM

parallel to each other?

• Did you draw the three lines
parallel to each other?
• Do the three lines have to be
drawn parallel to each other?

386 Chapter 5 Polynomial Functions

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 guiding Questions
for Share Phase,
Question 1, part (b) b. zeros: x 5 23, x 5 4 (multiplicity 2)
4
y

Explanation:
and Question 2
Which mathematical The graphs can be three linear functions, 2 of 2

• Can the graph contain property guarantees that which have an x-intercept at x 5 4. It can 0 x
2 4
a parabola? the zeros of a function must be also be a linear function with an x-intercept 24 22
22
the same as the zeros of its at x 5 23 and a quadratic function with
• If the graph contains a factors? vertex at x 5 4. 24

parabola, can its zero have a

Similarities/Differences:
multiplicity of two?
My classmates had different sketches. Many had different y-intercepts,
• If the graph contains a slopes, vertices, etc. but the correct answers all had the same
xx-intercepts.
zero where x 5 4 with a
multiplicity of 2, does that
mean the graph must contain
a parabola?

?
• What is the location of the
y-intercepts on your graph?
2. Alex and Derek disagree over which functions when multiplied together build a cubic
How do they compare to function with zeros x 5 5, x 5 21 (multiplicity 2) .
your classmates graphs?
• Can both Alex and Derek Alex Derek
y
both be correct? 4
y
4
• Are the zeros correct in each 2
2
of their graphs? 0 x
24 22 2 4 0 x
2 4
•
24 22
How did Alex insure his 22
22

graph had a zero where 24

24 5
x 5 21 with a multiplicity
I sketched three linear functions, I sketched a parabola with vertex
of 2? each with an x-intercept that (–1, 0) and a line with x-intercept
• How did Derek insure his matches the zero. at (5, 0).
© Carnegie Learning

graph had a zero where

x 5 21 with a multiplicity Who is correct? Explain your reasoning .
of 2? Both students are correct.

Any quadratic function with a double root at x 5 21 and any linear function with
5
a root at x 5 5 will build a cubic function. Also, any 3 linear functions with roots
x 5 5, x 5 21, and x 5 21 will build a cubic function.
© Carnegie Learning

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 grouping
Have students complete
3. Sketch a set of functions whose product builds a cubic function with the given
Questions 3 through 5 with a characteristics . Explain your reasoning . Then list similarities and differences between
partner. Then have students your graphs and your classmates’ graphs .

share their responses as a. two imaginary zeros and a real zero y

16
Explanation:
a class. 12
The linear function has a real root. The quadratic
8
function above the x-intercept has no real zeros,
so the roots must be imaginary. 4
guiding Questions 0 x
for Share Phase,
24 22 2 4
Similarities/Differences: 24

Question 3, parts (a) All correct answers were a combination of one

linear function with one real root, and one quadratic
through (c) function with two imaginary roots.

• What is the difference

between real zeros and
imaginary zeros? b. y-intercept of (0, 12) y
16

• If the cubic function contains Explanation:

12
I can sketch either 3 linear functions or a linear
two imaginary zeros, how function and a quadratic. The product of the 8

many x-intercepts are on constant terms is 12. This guarantees that the 4
cubic function will have a y-intercept of (0, 12).
the graph? 24 22 0 2 4 x

• Can a cubic function contain Similarities/Differences:

24

one imaginary zero? The functions have different characteristics. The only commonality is that the
product of the constant terms is 12.
• If the graph contains two
imaginary zeros and one
real zero, does the parabola
intersect the x-axis or does 5 c. zero: x 5 24 (multiplicity 3) y
the linear function intersect Explanation: 4

the x-axis? I can sketch either 3 linear functions or a linear 2

function and a quadratic function. The x-intercepts
• If the y-intercept is (0, 12), must be at x 5 24. 28 26 24 22 0 2x

© Carnegie Learning
will 3 linear functions satisfy 22

24
this criteria? Similarities/Differences:

5 • If the y-intercept is (0, 12),

The functions have different characteristics.
The only commonality is that the x-intercepts
will 1 linear function and are all at x 5 24.

1 quadratic function satisfy

this criteria?
• If the cubic function has a
single zero with a multiplicity

© Carnegie Learning
of 3, must the parabola and 388 Chapter 5 Polynomial Functions
linear function intersect on
the x-axis?

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388 Chapter 5 Polynomial Functions

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 guiding Questions
for Share Phase,
Question 3, parts (d) d. The cubic function is in Quadrants II and IV only . y

Explanation: 4
and (e) The cubic function will decrease from left to 2
The product
• If the cubic function is only has to be in Quadrants right, so either 1 function is negative, or all
0 x
in Quadrants II and IV, do II and IV, not necessarily the 3 negative. All x-intercepts are at (0, 0) 24 22
22
2 4

functions that build it. What because the cubic function needs to
any of the equations of the determines direction? What pass through the origin. 24

functions contain a constant determines the

intercepts? Similarities/Differences:
term? Why not?
All three functions do not have a constant term.
• Why is it impossible for the
cubic function to have all
imaginary zeros?

guiding Questions
for Share Phase,
Question 4 e. 3 imaginary roots

• What does the graph of a Not possible

cubic function look like if it Explanation:

has three distinct real roots? A cubic function increases or decreases from left to
right so it must at some point intersect the x-axis.
• What does the graph of a
It will always have 1, 2, or 3 zeros.
cubic function look like if it
has a double real root and Similarities/Differences:
a third distinct real root? All correct answers are impossible. A classmate may include a quadratic above

• What does the graph of a

the x-axis and a constant function above the x-axis, but their product is quadratic,
not cubic.
5
cubic function look like if it
has a triple root?
• What does the graph of a
© Carnegie Learning

4. What are the possible combinations of real and imaginary

cubic function look like if it Remember to
roots that a cubic function can have? Explain your reasoning include multiple
has two imaginary roots and in terms of the functions that can build a cubic function .

5
roots.
a real root? A cubic function may have:

• Three distinct real roots.

• A double real root and a third distinct real root.

• A triple root.
• Two imaginary roots and a real root.
© Carnegie Learning

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 guiding Questions
for Share Phase,
Question 5 5. Emily makes an observation about the number of imaginary zeros a cubic function
may have .
• Why do imaginary roots
appear only in pairs?
emily
• Why is it impossible for a
function to contain only one A cubic function must have three zeros. I know this
imaginary root? from the Fundamental Theorem. However, the number
of real and imaginary zeros can vary. The function may
have 0, 1, 2, or 3 imaginary zeros.

Explain the error in Emily’s reasoning .

If a cubic function has imaginary roots, those imaginary roots come from the
quadratic function that builds the cubic function. The imaginary roots will appear
only in pairs when the quadratic function never intersects the x-axis. Therefore, the
number of imaginary zeros a cubic function may have is 0 or 2 imaginary roots.

grouping 6. Augie, Kathryn, and Chili each wrote a cubic function with zeros at x 5 3, x 5 1,
and x 5 24 .
Have students complete
Question 6 as a class.
Augie
The cubic function f(x) 5 (x 2 3)(x 2 1)(x 1 4) has the three zeros given.
I can verify this by solving the equations x 2 3 5 0, x 2 1 5 0, and
x 1 4 5 0.
5

Kathryn
The cubic function g(x) 5 5(x 2 3)(x 2 1)(x 1 4) has the three zeros given.

© Carnegie Learning
5
Chili

The cubic function j( x) 5 (2x 2 6)(3x 2 3)(x 1 4) has

the three zeros given.

© Carnegie Learning
390 Chapter 5 Polynomial Functions

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390 Chapter 5 Polynomial Functions

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 a. How does multiplying by a constant affect the graph of the function?
Multiplying by a constant stretches the graph. The zeros stay the same.

b. Why do the zeros remain the same after multiplying by a constant?

Multiplying zero by any constant still results in zero.

c. How many different cubic functions can you write from a given set of zeros?
I can write infinitely many functions. Multiplying by a constant does not change
the zeros of the function.

grouping 7. Write two different cubic functions with the given characteristics .
Answers will vary.
Have students complete
Question 7 with a partner. a. zeros: x 5 2, x 5 0 and x 5 24
Then have students share their f(x) 5 x(x 2 2)(x 1 4) and g(x) 5 5x(2x 2 4)(3x 1 12)

responses as a class.
b. zeros: x 5 0, x 5 2i, x 5 22i
f(x) 5 5x(x2 1 4) and g(x) 5 x(2x2 1 8)
guiding Questions
for Share Phase,
Question 7 c. zeros: x 5 6 (multiplicity 2) and x 5 25 5
f(x) 5 (x 2 6)2(x 1 5) and g(x) 5 10(2x 2 12)2(3x 1 15)
• What multiplier did you use
to write the second function?
d. zeros: x 5 2, x 5 3, x 5 1 and a y-intercept (0, 224)
• Which factors were used f(x) 5 4(x 2 2)(x 2 3)(x 2 1) and g(x) 5 (2x 2 4)(x 2 3)(22x 1 2)
© Carnegie Learning

when writing your function?

•
5
How did you change the zero e. the point (1, 12) lies on the graph of the function
to a factor? f(x) 5 (x)(x)(x 1 11) and g(x) 5 x(4x)(3x)

• How can you tell if the zeros

are imaginary?
• What do imaginary zeros
look like in factored form?
© Carnegie Learning

• What is the easiest way to

write an equivalent function? 5.5 Building Cubic and Quartic Functions 391

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 The factors and roots determine the general shape of a cubic function . The table
summarizes all possible combinations of roots and factors for a cubic function .

Roots Factors Graph

y

1 real (linear factor) 3 (quadratic factor with 0 real

2 imaginary roots) x

1 real (multiplicity 1)
(linear factor) 3 (linear factor)2 x
1 real (multiplicity 2)

1 real (multiplicity 3) (linear factor)3 x

3 real distinct (linear factor) 3 (linear factor) 3 (linear factor) x

© Carnegie Learning
5

© Carnegie Learning
392 Chapter 5 Polynomial Functions

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392 Chapter 5 Polynomial Functions

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 Problem 2
The Plant-A-Seed context from
the previous lesson is revisited. Problem 2 i Like My Cubics Built the old-Fashioned Way
A worked example of the graph Recall that the volume function V(x) 5 x(18 2 2x)(12 2 2x) from Plant-A-Seed was built by
of a cubic function is sketched multiplying three linear functions representing length, width, and height . It was also built from
by determining the x-intercepts a quadratic function representing the area of the base and a linear function representing the
height . You can sketch the graph of a cubic function by determining the x-intercepts and the
and the intervals for which the intervals for which the output values of the factors are positive or negative .
output values of the factors are The Plant-A-Seed example is shown .
positive or negative. Students
analyze the worked example
by answering questions related
to the volume function above The linear functions that represent the length, width, and height of the planter boxes from
and below the x-axis, and the Plant-A-Seed are shown on the graph .

intercepts. Next, students will

Description Graphical Display
sketch the graph of a cubic Graph each factor as an individual function . y
function that is the product of • The x-intercepts for each function 16
I(x)
h(x)
3 graphed linear functions, and are circled. 12

one that is the product of a 8

quadratic and linear function. 4

They then determine the 24 22 0 2 4 6 8 10 12 14 x

product of the linear 24

functions algebraically and 28

212
verify their sketch using a
216
graphing calculator. w(x)

5
grouping Draw dashed vertical lines through the
x-intercepts . 16
y
I(x)
h(x)
Ask a student to read the • The coordinate plane is now divided 12

introduction and complete into 4 sections: (2`, 0), (0, 6), (6, 9)
8
© Carnegie Learning

and (9, `).

Question 1 as a class. Discuss 4

as a class.
5
24 22 0 2 4 6 8 10 12 14 x
24

28

212

216 w(x)
© Carnegie Learning

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 Think about
the rules for operating with
integers. In each interval you have
3 sets of output values that are either
positive or negative. When will each
product be positive or
negative?

Determine whether the output values for (Neg) (Pos) (Neg) (Pos)
each function in the interval are positive or y
I(x)
negative . 16
h(x)
• Values above the x-axis are positive. 12

• Values below the x-axis are negative. 8

• Determine the location of the cubic 4
function by calculating whether the
product of the factors is positive or 24 22 0 2 4 6 8 10 12 14 x
negative over each interval. 24

28

212

216 w(x)

5 • Use the x-intercepts and the sign of y

I(x)
the output value over each interval to 320
h(x)
sketch the graph. 240
• The new function will cross the x-axis
160
at each of the x-intercepts as the
80

© Carnegie Learning
factors.
• The graph will increase or decrease 0
24 22 2 4 6 8 10 12 14 x
depending on whether the output is

5
280
positive or negative as it moves from
2160
one interval to the next.
2240

2320 w(x)

© Carnegie Learning
394 Chapter 5 Polynomial Functions

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 grouping
Have students complete
1. Analyze the worked example .
Questions 2 through 4 with a a. Given the three functions l(x), w(x), and h(x), summarize how to determine when V(x)
partner. Then have students lies above or below the x-axis .
share their responses as The volume function is alternating between negative and positive. The cubic
function is positive when the outputs of three functions are positive over the
a class.
interval. The cubic function will also be positive when 1 output is positive and
2 outputs are negative. The cubic function will be negative if 1 or 3 outputs are
negative for a given interval.
guiding Questions
for Share Phase,
Questions 2 through 4 b. Why must the volume function intersect the x-axis at (0, 0), (6, 0), (9, 0)?

• How do you know where Each of the linear functions has a zero. By the Zero Product Property, the product
must also have the same zeros.
to draw the vertical dashed
lines on the graph?
c. Is it possible for a function to have a zero that is different from its factors?
• How do you determine
Explain your reasoning .
location of the 4 intervals No. In order for the product of two factors to be zero, one of the factors must
on the graph? be zero.

• Is the cubic function positive

when only one of the factors 2. Sketch the graph of the cubic function that is the product of the 3 linear functions
is positive? shown . Show all work and explain your reasoning .
y
• Is the cubic function positive
j(x)
8
k(x)

when two of the factors 6

are negative? 4

• Is the cubic function positive

5
2

when all three factors 28 26 24 22 0 2 4 6 8 x

are positive? 22

• Is the cubic function negative

24

26
when only one of the factors
© Carnegie Learning

28
is negative? l(x)

• Is the cubic function negative

when all three of the factors
I drew dashed vertical lines through the x-intercepts dividing the coordinate plane
into 4 intervals. Next, I determined the sign of the output values over each interval, 5
and finally determined the output of the product.
are negative?
My sketch went through the x-intercepts and is above or below the x-axis over the
• How can you tell if the lead interval depending on whether the product was positive or negative.
term of the cubic function
is negative?
© Carnegie Learning

• How can you tell if the lead

term of the cubic function 5.5 Building Cubic and Quartic Functions 395
is positive? • If the sketch of your graph is correct, what should happen when you use the
graphing calculator?
• How did you determine the
end behavior of the 451450_IM3_Ch05_313-422.indd 395 11/12/13 4:40 PM

cubic function?
• Which properties are used to
determine the product of the
functions algebraically?

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 3. Sketch the graph of the cubic function that is the product
of the quadratic and linear functions shown . Show all The process
work and explain your reasoning .
is the same as
before. Focus on the
y zeros and the intervals over
20
m(x) which the output is
10 positive or negative.
24 22 0 2 4 x
210

220
n(x)
230

I drew dashed vertical lines through the x-intercepts

dividing the coordinate plane into 4 intervals. Next,
I determined the sign of the output values over each
interval, and finally determined the output of the
product. My sketch went through the x-intercepts and
is above or below the x-axis over the interval
depending on whether the product was positive
or negative.

4. In Question 2 you graphically determined the product of the functions

f(x) 5 3 2 x, g(x) 5 x and h(x) 5 x 2 2 .
a. Determine the product of the functions algebraically .
(3 2 x)(x)(x 2 2)

(3x 2 x2)(x 2 2)

3x2 2 6x 2 x3 2 2x2
2x3 1 x2 2 6x

5 b. Verify your sketch by graphing the product on a graphing calculator .

See graph.

5. In Question 3 you graphically determined the product of the functions

j(x) 5 4 2 x2 and k(x) 5 x 1 5

© Carnegie Learning
a. Determine the product of the functions algebraically .
(4 2 x2)(x 1 5)

5 4x 1 20 2 x3 2 5x2

2x3 2 5x2 1 4x 1 20

b. Verify your sketch by graphing the product on a graphing calculator .

See graph.

© Carnegie Learning
396 Chapter 5 Polynomial Functions

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 Problem 3
Students analyze a set of linear,
quadratic, and cubic functions Problem 3 Anyone Have Change for a Quartic?
by listing the number and type In Problems 1 and 2, you determined that a cubic function has 3 zeros . The zeros may be
of zeros for each function. real, imaginary, or have multiplicity depending on the key characteristics of the functions that
They then list five possible built it . Similarly, the Fundamental Theorem of Algebra guarantees that a quartic function has
4 zeros . The key characteristics of the quartic function also vary depending on the functions
sets of functions from the list that built it .
that multiply to build a quartic
1. Analyze the linear, quadratic, and cubic functions that are shown .
function. Students are given
tables containing values for x, f(x) 5 x g(x) 5 2x 1 2 m(x) 5 x2 2 2x 2 5
f(x), g(x), and h(x), where p(x) 5 x2 1 4 r(x) 5 (x 1 2)2 w(x) 5 x3
h(x) 5 f(x) ? g(x). They determine
if h(x) is a quartic function, the a. List the number and type of zeros for each function provided .

number of real and imaginary The function f(x) is linear with 1 real zero.
The function g(x) is linear with 1 real zero.
zeros, and the end behavior of
The function m(x) is quadratic with 2 real zeros.
the function. In the next activity, The function p(x) is quadratic with 0 real and 2 imaginary roots.
students sketch a set The function r(x) is quadratic with a real double root.
of functions whose product The function w(x) is cubic with one real triple root.

builds a quartic function

given specific criteria. They
will explore the building of a
function of degree 5, and of
degree n. b. List 5 possible sets of functions from the list that
multiply to build a quartic function . You may
use a function more
grouping Answers will vary.
The sum of the degrees of the functions is 4.
than once. 5
• Ask a student to read the
introduction. Discuss as
a class.
© Carnegie Learning

• Have students complete

Questions 1 and 2 with a
partner. Then have students
share their responses as
5
a class.

guiding Questions
for Share Phase,
© Carnegie Learning

Question 1
5.5 Building Cubic and Quartic Functions 397
• How do you know if a zero is • How many cubic functions are in this set? How do you know?
real or imaginary?
•
How many quartic functions are in this set? How do you know?
• How many linear functions
are in this set? How do
•
Which functions in this set have imaginary zeros? How do you know?
451450_IM3_Ch05_313-422.indd 397 11/12/13 4:40 PM

you know? •
What is the degree of a quartic function?

• How many quadratic •

Will the product of a cubic function and linear function be a quartic function?
functions are in this set? • Will the product of four linear functions be a quartic function?
How do you know? • Will the product of two quadratic functions be a quartic function?

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 guiding Questions
for Share Phase,
Question 2 2. Complete each statement with always, sometimes, or never . Explain your reasoning .
sometimes
a. A quartic function has 4 real roots .
• What does the Fundamental The function may have imaginary roots.
Theorem of Algebra state,
b. A function of the nth degree always has n roots .
with regard to zeros
The Fundamental Theorem states that a nth degree function has n roots.
and functions?
• Why won’t a function ever c. The number of x-intercepts sometimes matches the number of roots of
have an odd number of a function .
Some roots may be imaginary or have multiplicity.
imaginary roots?
d. A function sometimes has imaginary roots .
All roots may be real.
grouping
e. A function never has an odd number of imaginary roots .
Have students complete
Imaginary roots always exist in pairs.
Questions 3 through 5 with a
partner. Then have students 3. Analyze the table shown . The function h(x) is the product of f(x) and g(x) .
share their responses as
x f(x) g(x) h(x) 5 f(x) ? g(x)
a class.
22 8 4 32

21 5 1 5
guiding Questions 0 4 0 0
for Share Phase, 1 5 1 5
Question 3
2 8 4 32
• Do the functions f(x) and 3 13 9 117
g(x) have a constant second 5
difference? What does this a. Determine whether h(x) is a quartic function . Explain your reasoning .
tell you? I know h(x) is quartic because both f(x) and g(x) are quadratic. I know they are
quadratic because they have a constant second difference and symmetry about
• Is the product of two the vertex.
quadratic functions always a

© Carnegie Learning
quartic function? b. Determine the number of real and imaginary zeros of h(x) . Explain your reasoning .
The function f(x) has 2 imaginary zeros. The function g(x) has a double root, so

5 • Does the function f(x) have

two imaginary roots? How
h(x) must have 2 real and 2 imaginary zeros.

do you know?
c. Describe the end behavior of h(x) . How does this help you determine whether the
• Does the function g(x) have a function is quartic or not?
double root? How do As x approaches negative infinity, h(x) approaches positive infinity. As x
approaches positive infinity, h(x) also approaches positive infinity. Therefore, it
you know? must be an even-degree function.

© Carnegie Learning
• What is the end behavior of
398 Chapter 5 Polynomial Functions
an even degree function?

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 guiding Questions
for Share Phase,
Question 4 4. Analyze the table shown . The function m(x) is the product of j(x) and k(x) .

• Does the function k(x) have x j(x) k(x) m(x) 5 j(x) ? k(x)
a common first difference? 22 4 21 24
How do you know? 21 0 0 0

• Does the function j(x) have a 0 22 1 22

common second difference? 1 22 2 24
How do you know? 2 0 3 0

• What is the product of a 3 4 4 16

linear function and
quadratic function? a. Determine whether m(x) is a quartic function . Explain your reasoning .
I know the function m(x) must be cubic, not quartic. I know this because j(x) is
• Are all zeros observable in quadratic, but k(x) is linear. I know this because k(x) has a common first
the table? difference, while j(x) has a constant second difference.

• Why can’t the function m(x)

be an odd degree function?
b. Determine the number of real and imaginary zeros for the function m(x) .
Explain your reasoning .
The function m(x) has three zeros. All zeros can be seen in the table where the
output is zero. A quadratic function with two zeros multiplied by a linear function
must have 3 zeros.

c. Describe the end behavior of m(x) . How does this help you determine whether the
function is quartic or not?
5
As x approaches negative infinity, m(x) approaches negative infinity. As x
approaches positive infinity, m(x) approaches positive infinity. The function
increases from left to right, therefore it cannot be an odd-degree function.
© Carnegie Learning

5
© Carnegie Learning

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 guiding Questions

?
for Share Phase,
Question 5
5. Gavin explains the relationship between the imaginary zeros of a polynomial function
• Do the zeros result from and the table of values for that function . Henry disagrees .
setting the equation equal to
zero and solving it? Gavin Henry
• If the function does not cross A polynomial function with It is impossible for a polynomial
the x-axis, does f(x) ever imaginary zeros has imaginary function to have imaginary
equal zero? numbers in the table of values. numbers in the table of values. A
For example, the function real input value must have a real
x2 1 4 has 2 imaginary zeros. output value.

grouping These values appear in the table.

Have students complete

Questions 6 through 8 with a Who is correct? Explain your reasoning .
partner. Then have students Henry is correct. The zeros result from setting the equation equal to zero and
solving. If a function does not cross the x-axis, the value will not appear in the table.
share their responses as
a class.

guiding Questions
for Share Phase,
Question 6, part (a)
• If two of the roots of
the quartic function are 6. Sketch a set of functions whose product builds a quartic function with the given
imaginary, does the parabola 5 characteristics . Explain your reasoning . Determine similarities and differences between
your graphs and your classmates’ graphs .
containing theses roots
a. two imaginary roots and a double root y
intersect the x-axis? Answers will vary. 4

• If the quartic function has 2

Explanation:
double roots in addition to

© Carnegie Learning
24 22 0 2 4 x
The imaginary roots come from a quadratic function
the two imaginary roots, above or below the x-axis without an x-intercept.
22

5 does the parabola intersect 24

A double root can be from two linear functions with
the x-axis in one or the same x-intercept or a quadratic function with
multiplicity 2.
two points?
• Did you draw your parabolas Similarities/Differences:
The functions have different characteristics. The commonalities are a quadratic
opening upward or
above or below the x-axis and a double root from two linear functions or a
downward? Does it satisfy quadratic with vertex on the x-axis.

© Carnegie Learning
the criteria either way?
400 Chapter 5 Polynomial Functions

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 guiding Questions for
Share Phase, Question
6, parts (b) through (d) b. four distinct roots and a y-intercept of (0, 224) y

Answers will vary. 4

• Do the constant values 2
multiply to 224? Explanation:
24 22 0 2 4 x
I can sketch any functions as long as the constant
• Are the products of the values multiply to 224.
22

outputs of one quadratic 24

function always negative?

Why?
• Which type of function Similarities/Differences:
The product of the y-intercepts is 224.
decreasing from left to right?
• Does an odd degree function
decrease from left to right?
c. located in Quadrants III and IV only y
• Is a quartic function Answers will vary. 4

considered an odd 2

degree function? Explanation:

24 22 0 2 4 x
I know that in order to be in Quadrants III and IV the
22
product of the outputs must be negative. Therefore
24
I chose 2 quadrants, 1 with all positive outputs and
1 with all negative outputs.

Similarities/Differences:
The product of the outputs is always negative, so at least one quadratic function
must have values that are negative.

5
d. located in quadrants II and IV only
Not possible.

Explanation:
© Carnegie Learning

A function in Quadrants II and IV is a function that

is decreasing from left to right. This function
must be odd-degree. A quartic has end behavior
such that as x approaches infinity, y also
approaches infinity. 5
Similarities/Differences:
Students should determine from the given information that this sketch is not
possible.
© Carnegie Learning

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5.5 Building Cubic and Quartic Functions 401

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 guiding Questions
for Share Phase,
Questions 7 and 8 7. What function types can be multiplied together to build a new function of degree 5?
How many total zeros will the function have? How many can be imaginary?
• Is the product of a linear Various combinations of function degree 5, 4, 3, 2, and 1 can be used to build a
function and a quartic function of degree 5. The functions may repeat, but the sum of the exponents must
equal 5. The function may have 0, 2, or 4 imaginary zeros.
function always a function
of degree 5?
• Is the product of two
quadratic functions and
a linear function always a
function of degree 5?
• Is the product of two linear
functions and a cubic
8. Explain the possible ways to build a function of degree n?
function always a function The combinations will vary, but the sum of the degree of the factor-functions will
of degree 5? equal n. For example, a 7th degree function may be the product of a first degree and
sixth degree function, or a 3rd degree and 4th degree function.
• Will the sum of the degree of
the factor functions always
equal n when building a
function of degree n?

© Carnegie Learning
5

Be prepared to share your solutions and methods .

© Carnegie Learning
402 Chapter 5 Polynomial Functions

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 Check for Students’ Understanding
The graph of a polynomial function is shown.
y
16

12

24 23 22 21 0 1 2 3 4 x
24

28

212

216

• Write the zeros as factors.

• Write the equation of the polynomial function by multiplying the factors.
• Determine the degree of the polynomial function.
• Determine if the function is an even or odd function.
• Identify the domain and range of the polynomial function
• Determine the y-intercept(s) of the polynomial function.
f(x) 5 (x 2 3) (x 2 2) (x 1 1) (x 1 2)

f(x) 5 2x4 1 2x3 1 7x2 2 8x 2 12

The quartic function is shaped like the letter M.

Degree: 4 5
The function is an even function.

Domain: all real numbers

Range: y # 4
© Carnegie Learning

y -intercept: (0, 212)

5.5 Building Cubic and Quartic Functions 402A

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© Carnegie Learning

402B Chapter 5 Polynomial Functions

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 5.6
Closing time
the Closure Property

lEArning gOAlS KEy tErm

In this lesson, you will: • closed under an operation

• Compare functions that are closed under addition,
subtraction, and multiplication to functions that
are not closed under these operations.
• Analyze the meaning for polynomials to be closed
under an operation.
• Compare integer and polynomial operations.

ESSEntiAl idEAS COmmOn COrE StAtE

• When an operation is performed on any StAndArdS FOr mAthEmAtiCS
number or expression in a set and the result
A-APR Arithmetic with Polynomials and
is in the same set, it is said to be closed
under that operation. Rational Expressions
• Polynomials are closed under addition,
Perform arithmetic operations on
subtraction, and multiplication.
polynomials

1. Understand that polynomials form a

system analogous to the integers, namely,
they are closed under the operations of
addition, subtraction, and multiplication;
add, subtract, and multiply polynomials.
© Carnegie Learning

403A

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 Overview
Students will sketch graphs that are not polynomials. A table lists the attributes of polynomial graphs
and algebraic representations. This information is used to analyze graphs that are not polynomial
functions. The concept of closed under an operation is defined and students first conjecture, and then
formally prove that polynomials are closed under subtraction, and multiplication. A worked example of
proving polynomials closed under addition is provided and students use it to model their proofs.

© Carnegie Learning

403B Chapter 5 Polynomial Functions

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 Warm Up
Describe the error in graphing f(x) for each function. Then graph the function correctly.

1. f(x) 5 (x 2 4) (x 1 1)2 2. f(x) 5 x(x 2 2)3

y y
16 8
12 6
8 4

4 2

24 23 22 21 0 1 2 3 4 x 24 23 22 21 0 1 2 3 4 x
24 22
28 24
212 26
216 28

The zeros are not correct. The The function is quartic and the graph
function graphed is f(x) 5 is cubic. The function graphed is
(x 1 4) (x 2 1)2. f(x) 5 (x 2 2)3.
The correct graph is shown: The correct graph is shown:

y y
16 8

12 6

8 4

4 2

24 23 22 21 0 1 2 3 4 x 24 23 22 21 0 1 2 3 4 x
24 22

28

212
24

26
5
216 28
© Carnegie Learning

5.6 The Closure Property 403C

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© Carnegie Learning

403d Chapter 5 Polynomial Functions

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 Closing Time
5.6
The Closure Property

LeArNiNG GoALS Key TerM

In this lesson, you will: • closed under an operation

• Compare functions that are closed under addition,
subtraction, and multiplication to functions that
are not closed under these operations .
• Analyze the meaning for polynomials to be closed
under an operation .
• Compare integer and polynomial operations .

T he word “closure” can mean many things depending on the context.

• In business, closure is a process in which an organization can no longer operate.

For instance, closure for a business may be caused by an organization going
bankrupt.
• In psychology, closure is a person’s emotional need for the conclusion of a difficult
event in their life.
• In government, closure, which is also referred to as “cloture,” is a procedure by
© Carnegie Learning

which the Senate can vote to place a time limit on consideration of a bill.

Closure is also an important term in mathematics. Can you think of any other
meanings for the word closure?
5
© Carnegie Learning

403

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5.6 The Closure Property 403

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 Problem 1
Students first sketch graphs
of functions that are not Problem 1 Closed for Business
polynomials, and then they In this chapter you have learned the properties of polynomials in different representations .
analyze the graphs of functions
that are not polynomial Graphically, Algebraically, In a table of values,
polynomials are: polynomials are: polynomials are:
functions. The concept of • smooth • written in the form • made up of real numbers
closed under an operation • continuous axn 1 bxn 2 1 1 · · · • increase or decrease to
is defined and closure is • increase or decrease to infinity as x approaches
infinity as x approaches positive or negative
analyzed within the real number infinity
positive or negative
system. Students conjecture infinity
that integers and polynomials
You have studied many different types of functions . A function has a unique output for every
are closed under addition, input value . However, a function does not necessarily have to be a polynomial function .
subtraction, and multiplication,
1. Sketch the graphs of two functions that are not polynomial functions .
but not closed under division. Explain your reasoning .
a.

grouping
Ask a student to read the
introduction and complete
Question 1 as a class.

5
b.

© Carnegie Learning
5

© Carnegie Learning
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 grouping
Have students complete
2. Analyze the graphs of the functions shown . Describe why each function is not a
Question 2 with a partner. polynomial function .
Then have students share their
y y
responses as a class.
4 4

2 2

guiding Questions 24 22 0 2 4 x 24 22 0 2 4 x

for Share Phase,

22 22

Question 2
24 24

• If the graph of the function As x approaches negative infinity, f(x) The graph is not a smooth curve. A
approaches 0, therefore not positive or linear function is the only polynomial
is not a smooth curve, is it a negative infinity. that is a straight line and this function is
graph of a polynomial? not linear.

• As x approaches negative
infinity, what does y y

f(x) approach? 4 4

• If the graph of the function is

2 2

not continuous, is it a graph 24 22 0 2 4 x 24 22 0 2 4 x

22 22
of a polynomial?
24 24

• How would you describe

the end behavior of The graph is not continuous. The end behavior is different than
polynomial functions.
polynomial functions?
Recall how
it is a useful
grouping Throughout this chapter you added, subtracted, or multiplied
two or more polynomial functions to build a new polynomial
mathematical practice to 5
compare abstract topics to
Ask a student to read the function . You did this using a graph, algebra, and a table of values . . what we already know about
When an operation is performed on any number or expression in real numbers.
information and definition. a set and the result is in the same set, it is said to be closed
Discuss as a class. under that operation . Are polynomials closed under addition,
© Carnegie Learning

subtraction, and multiplication? In other words, when you add,

subtract, or multiply polynomial functions, will you always create
another polynomial function?

Before answering this question, let’s analyze closure within the

real number system .
5
© Carnegie Learning

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 grouping
Have students complete
3. Determine whether each set within the Real Number System is closed under addition,
Question 3 with a partner. subtraction, multiplication, and division .
Then have students share their a. Complete the table . If a set is not closed under a given operation, provide a
responses as a class. counterexample .

Addition Subtraction Multiplication Division

Natural Numbers Yes No Yes No
guiding Questions {1, 2, 3, 4, . . .} 2 2 4 5 22 __
2 5 0.5
4
for Share Phase,
Question 3 Whole Numbers Yes No Yes No

• How are whole numbers {0, 1, 2, 3, . . .} 2 2 3 5 21 __3 5 1.5

2
different than integers?
Integers Yes Yes Yes No
• How are rational { . . . 22, 21, 0, 1, 2 . . .} __3 5 0.75
4
numbers different than
irrational numbers?
Rational Yes Yes Yes No
• Which sets within the Real Can be represented __2
as the ratio of two 0
Number System are not integers
closed under addition? Irrational Yes No No No
Cannot be π2π50
__ __
√2 3 √2 5 2 ____
__
√2
•
__
51
Which sets within the Real represented as the √2
ratio of two integers
Number System are not
closed under subtraction? The sum of
• Which sets within the Real b. What patterns do you notice? 2 whole numbers is
always another whole number.
Answers will vary.
Number System are not Therefore, whole numbers are closed
None of the sets are closed under division.
closed under multiplication? under addition. Whole numbers are not
5 All sets of numbers are closed under addition. closed under subtraction. The
• Which sets within the Real counterexample is 2 2 3 5 21, since
21 is not a whole number. Experiment
Number System are not with other sets of numbers to
closed under division? determine whether they
are closed.
• The Real Number

© Carnegie Learning
System is closed under

5 what operations?

© Carnegie Learning
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 grouping
Have students complete
4. Determine whether polynomial functions are closed under addition, subtraction,
Question 4 with a partner. multiplication, and division?
Then have students share their a. Write 5 polynomials with various degrees that you will use to explore closure .
responses as a class.

y1 5 y2 5

guiding Questions
y3 5
for Share Phase,
Question 4 y4 5 y5 5

• What degree are your

b. Determine whether the polynomials are Take some
polynomial functions? time to explore closure
closed under addition, subtraction, multiplication,
• Does the sum of the and division . Show all work and explain by performing operations with
various polynomials. Experiment
your reasoning .
polynomials result in a algebraically and graphically and see
The polynomials are closed under addition, what happens, then make a
polynomial function? subtraction, and multiplication. The sum, conjecture – that’s what
• When the polynomials are difference, and product always resulted in
another polynomial. They are not closed under
mathematicians do!
subtracted from each other, division. The algebraic and graphical
is the difference also a representations are not polynomials.

polynomial function?
• Does the product of two or
more polynomials result in a
c. How do you know when a polynomial is not
polynomial function? closed under a given operation? Explain your
• How are counterexamples reasoning in terms of the graph, table, and
algebraic representation .
useful in this situation? The graph is not a smooth, continuous curve that
approaches positive or negative infinity as x
5
increases or decreases to infinity. The algebraic
representation is not in the correct form.
© Carnegie Learning

d. Have you proven that polynomials are closed under

5
a given operation? Have you proven that
polynomials are not closed under a given
operation? Explain your reasoning .
No. I have made a conjecture based on a few
examples, but I have not proven that polynomials
are closed under addition, subtraction, or
multiplication. I have shown that they are not
closed under division by providing a
counterexample.
© Carnegie Learning

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 Problem 2
A table shows the similarities
between integer and polynomial Problem 2 Okay Then, Prove It!
operations. A worked example In the previous problem, Closed For Business, you conjectured that integers and polynomials
formally proves polynomials are are both closed under addition, subtraction, and multiplication. You also determined through
closed under addition. Students counterexamples that integers and polynomials are not closed under division.

then use the worked example 1. Similarities between integer and polynomial operations are shown in the table.
as a model to formally prove
Integer Example Polynomial Example
polynomials are closed under
400 1 30 1 7 4x2 1 3x 1 7
subtraction and multiplication Addition 1 20 1 5 1 2x 1 5
as well. 400 1 50 1 12 4x2 1 5x 1 12
400 1 30 1 7 4x2 1 3x 1 7
Subtraction 2 (20 1 5) 2 (2x 1 5)
400 1 10 1 2 4x2 1 x 1 2
Grouping 400 1 30 1 7 4x2 1 3x 1 7
3 20 1 5 3 2x 1 5
Have students complete Multiplication 2000 1 150 1 35 20x2 1 15x 1 35
8000 1 600 1 140 8x 1 6x 1 14x
3 2
Question 1 with a partner. 8000 1 2600 1 290 1 35 8x3 1 26x2 1 29x 1 35
Then have students share their
Division 437 5 17 R12
____ 4x 1 3x 1 7 5 (2x 23) R(2x 1 22)
2
____________
responses as a class. 25 2x 1 5

a. Describe the similarities between polynomial and integer operations.

Guiding Questions The constants in a polynomial are multiplied exactly the same as in an integer
operation. When separating the tens and hundreds, the process parallels the
for Share Phase, distributive property over polynomials. The differences are that any value can
Question 1 substitute for x in the polynomial expression, and I cannot combine all terms for
the polynomial expression.
• Are the constants in the For part d,
polynomials multiplied the
same way as in the
5 b. In what ways is the distributive property essential to
performing operations with integers and polynomials?
consider the
integer example. How
In subtraction, the negative sign is distributed. It is would you verify that
integer operation? evident that with polynomials and integers,
437 5 17 R12?
___
25
• How does separating the multiplication is a process of repeated addition.

tens and hundreds in the

© Carnegie Learning
c. How does this example demonstrate that polynomials
integer operation compare are not closed under division?
to using the distributive
5
Integers and polynomials are not closed under
division. The result is not a number in the set.
property over polynomials?
• Can all terms be combined in d. Verify that the polynomial division was
the integer operations? performed correctly.
(2x 2 3)(2x 1 5) 5 4x2 1 4x 2 15
• Can all terms be combined in
4x2 1 4x 2 15 1 (2x 1 22) 5 4x2 1 3x 1 7
the polynomial expression?

© Carnegie Learning
• How is multiplication similar
to addition? 408 Chapter 5 Polynomial Functions

• How is multiplication
a process of
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408 Chapter 5 Polynomial Functions

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 grouping
Ask a student to read the
You have explored operations under various polynomials . It appears as though polynomials
information and worked are closed under addition, subtraction, and multiplication, but these examples do not constitute
example. Discuss as a class. a proof . The real number system is closed, but discovering that polynomials are analogous
to the real number system does not allow you to assume that polynomials are also closed .
The worked example shows you how to formally prove that polynomials are closed
under addition .

Consider the two polynomial functions f(x) and g(x) .

f(x) 5 anxn 1 an 2 1xn 2 1 1 · · · 1 a1x 1 a0

g(x) 5 bnxn 1 bn 2 1xn 2 1 1 · · · 1 b1x 1 b0

You can show that the polynomials are closed under addition .

Step 1: Write the sum f(x) 1 g(x) . Because the polynomials have multiple
terms, it is best to arrange the sum vertically .

anxn 1 an 2 1xn 2 1 1 · · · 1 a1x 1 a0

1 bnxn 1 bn 2 1xn 2 1 1 · · · 1 b1x 1 b0

Step 2: Add the polynomials by combining like terms .

anxn 1 an 2 1xn 2 1 1 · · · 1 a1x 1 a0

1 bnx n
1 bn 2 1x
n21
1···1 b1x 1 b0

(an 1 bn)x 1 (an 2 11 bn 2 1) x

n n21
1 · · · 1 (a1 1 b1)x 1 (a0 1 b0)

Step 3: In the sum, each coefficient is of the form an 1 bn .

A coefficient an 1 bn is a real number because an and bn are real
numbers, and the real numbers are closed under addition .

Step 4: The sum of the polynomials f(x) and g(x) is in the form of a polynomial
function with a real coefficient . Therefore, polynomials are closed
5
under addition .
© Carnegie Learning

Remember, like
terms are terms that
have identical variables
and exponents.
5
© Carnegie Learning

5.6 The Closure Property 409

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 grouping
Have students complete
2. Consider the two polynomial functions f(x) and g(x) .
Question 2 with a partner. f(x) 5 anxn 1 an21xn21 1 ? ? ? 1 a1x 1 a0
Then have students share their g(x) 5 bnxn 1 bn21xn21 1 ? ? ? 1 b1x 1 b0
responses as a class.
a. Prove that polynomials are closed under subtraction .
anxn 1 an 2 1xn 2 1 1 · · · 1 a1x 1 a0
guiding Questions 2 (bnx n
1 bn 2 1xn21
1 · · · 1 b1x 1 b0)
for Share Phase, (an 2 bn)xn 1 (an 2 1 2 bn 2 1)xn 2 1 1 · · · 1 (a1 2 b1)x 1 (a0 2 b0)
Question 2
The difference is a polynomial with real coefficients. Therefore, polynomials are
• How is the worked example closed under subtraction.
of proving polynomials
are closed under addition
helpful when proving b. Use the multiplication table to prove that polynomials are closed
polynomials are closed under multiplication .

under subtraction? (anxn 1 an 2 1xn 2 1 1 · · · 1 a1x 1 a0)(bnxn 1 bn 2 1xn 2 1 1 · · · 1 b1x 1 b0)

• Are coefficients in the form

• anxn ··· a 1x a0
an 2 1xn 2 1
(an 2 bn) also polynomials?
• Is each term of the
product a monomial with bnxn (anbn)x2n (an 2 1bn)x2n 2 1 ··· (a1bn)xn 1 1 (a0bn)xn

real coefficients?
• If the product the sum bn 2 1xn 2 1 (anbn 2 1)x2n 2 1 (an 2 1bn 2 1)x2n 2 2 ··· (a1bn 2 1)xn (a0bn 2 1)xn 2 1
of monomials, is the
product a polynomial with
5
·

·
real coefficients?
·

·
·

·
b1x (anb1)xn 1 1 (an 2 1b1)xn ··· (a1b1)x2 (a0b1)x

© Carnegie Learning
b0 (anb0)xn (an 2 1b0)xn 2 1 ··· (a1b0)x (a0b0)

5 Each term of the product is a monomial with real coefficients. The product is the
sum of these monomials so the product is a polynomial with real coefficients.
Therefore, polynomials are closed under multiplication.

Be prepared to share your solutions and methods .

© Carnegie Learning
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410 Chapter 5 Polynomial Functions

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 Check for Students’ Understanding

1. Is the set of even integers closed under addition?

The set of even integers is closed under addition because the sum of any two even numbers
is always divisible by 2.

2. Is the set of odd integers closed under addition?

The set of odd integers is not closed under addition because the sum of two odd numbers is
always divisible by 2, so it is not an odd number.

3. Is the set of even integers closed under division?

The set of even integers is not closed under divisions because 20 4 4 is not an even integer.

4. Is the set of odd integers closed under division?

The set of odd integers is not closed under divisions because 9 4 5 is not an odd integer.

5. Is the set of even integers closed under multiplication?

The set of even integers is closed under multiplication because the product of any two even
numbers is also an even number.

6. Is the set of odd integers closed under multiplication?

The set of odd integers is closed under multiplication because the product of any two odd
numbers is also an odd number.

7. Is the set of even integers closed under subtraction?

The set of even integers is closed under subtraction because the difference between any
two even numbers is also an even number.

8. Is the set of odd integers closed under subtraction?

The set of odd integers is not closed under subtraction because 11 2 1 is not an odd number.
5
© Carnegie Learning

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 5

© Carnegie Learning

410B Chapter 5 Polynomial Functions

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 Chapter 5 Summary
Key TerMS

• relative maximum (5 .1) • symmetric about a line (5 .2) • quartic function (5 .3)
• relative minimum (5 .1) • symmetric about • quintic function (5 .3)
• cubic function (5 .1) a point (5 .2) • absolute maximum (5 .4)
• multiplicity (5 .1) • even function (5 .2) • absolute minimum (5 .4)
• power function (5 .2) • odd function (5 .2) • extrema (5 .4)
• end behavior (5 .2) • polynomial function (5 .3) • closed under an operation (5 .6)

5.1 representing Cubic Functions Using Words, Tables, and

equations and identifying Key Characteristics
The formula for volume: V 5 I ? w ? h can represent a cubic function when length and width
are given in terms of height . Each value can be shown in a table and the final formula as a
function of one variable . The key characteristics of a function may be different within a given
domain . As the input values for height increase, the output values for volume approach
infinity . Therefore, the function doesn’t have a maximum . But, it can have a relative
maximum, or a highest point in a particular section of a graph . Similarly, as the values for
height decrease, the output values approach negative infinity . Therefore, a relative minimum
can occur at the lowest point in that particular section of a graph .

Example
The relative maximum is circled .

Height of Box (in.) Width of Box (in.) Length of Box (in.) Volume of Box (cu. in.)

0 6 12 0 5
1 5 11 55

2 4 10 80

3 3 9 81
© Carnegie Learning

© Carnegie Learning

4 2 8 64

5 1 7 35

6 0 6 0

h 62h 12 2 h h(6 2 h)(12 2 h)

411

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 5.1 Building Cubic Functions From Linear and Quadratic Functions
A cubic function is a polynomial function of degree three
three . When multiplying three linear factors,
the result is always a cubic function . First choose two of the factors to multiply and combine
like terms . Then, multiply that product with the remaining factor and combine like terms . The
original expression and the new expression can be graphed to verify that they are equivalent .

Example
(2x 2 1)(3x 1 2)(x 2 5) 5 (6x2 1 4x 2 3x 2 2)(x 2 5)
5 (6x2 1 x 2 2)(x 2 5)
5 6x3 2 30x2 1 x2 2 5x 2 2x 1 10
5 6x3 2 29x2 2 7x 1 10

The graph of the original expression and the final expression are the same, so the product
is correct .

(12 2 5x 2 x2)(3x 1 1) 5 36x 1 12 2 15x2 2 5x 2 3x3 2 x2

5 23x3 2 16x2 1 31x 1 12

The graph of the original expression and the final expression are the same, so the product
is correct .

5.2 Determining the General Behavior of the Graph of even and odd
Degree Power Functions
A power function is a function of the form P(x) 5 axn, where n is a non-negative integer . The
graph of a power function raised to an odd degree increases from left to right (or right to left
if a , 0), flattening near the origin, as the absolute value of the power increases . The graph
of a power function raised to an even degree is a concave up (or down if a , 0) parabola,
flattening near the origin as the absolute value of the power increases . The end behavior for
even and odd degree power functions can be described as:

Odd Degree Power Function Even Degree Power Function

5 a.0
As x → `, f(x) → ` .
As x → 2`, f(x) → 2` .
As x → `, f(x) → ` .
As x → 2`, f(x) → ` .
As x → `, f(x) → 2` . As x → `, f(x) → 2` .
a,0
As x → 2`, f(x) → ` . As x → 2`, f(x) → 2` .

Example y
8
x12
© Carnegie Learning

© Carnegie Learning
6
As x → `, f(x) → ` .
4
As x → 2`, f(x) → ` . 2

28 26 24 22 0 2 4 6 8 x
22

24

26

28

412 Chapter 5 Polynomial Functions

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 5.2 Using a Graph to Determine the Symmetry of even and
odd Functions
If a graph is symmetric about a line, the line divides the graph into two identical parts .
Special attention is given to the line of symmetry when it is the y-axis, as it tells you that the
function is even . The graph of an odd degree basic power function is symmetric about a
point, in particular the origin . A function is symmetric about a point if each point on the
graph has a point the same distance from the central point but in the opposite direction .
Special attention is given when the central point is the origin as it determines that the
function is odd . When the point of symmetry is the origin, the graph is reflected across the
x-axis and the y-axis . If you replace both (x, y) with (2x, 2y), the function remains the same .
You can think of the point of symmetry about the origin, as a double reflection . An even
function has a graph symmetric about the y-axis, thus f(x) 5 f(2x) . An odd function has a
graph symmetric about the origin, thus f(x) 5 2f(2x) .

Example

y y
8 8

6 6

4 4

2 2

28 26 24 22 0 2 4 6 8 x 28 26 24 22 0 2 4 6 8 x
22 22

24 24

26 26

28 28

The function is even because it is The function is odd because it is

symmetrical about the y-axis . symmetrical about the origin . 5
y
8

4
© Carnegie Learning

© Carnegie Learning

28 26 24 22 0 2 4 6 8 x
22

24

26

28

The function is neither even nor odd

because it is not symmetrical .

Chapter 5 Summary 413

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 5.2 Determining Whether a Function is even or odd Based on an
Algebraic Function
An even function has a graph symmetric about the y-axis, thus f(x) 5 f(2x) . An odd function
has a graph symmetric about the origin, thus f(x) 5 2f(2x) . So, solve f(x) for 2x and solve
for 2f(x) and compare .

Example
m(x) 5 4x5 2 2x2

m(2x) 5 4(2x)5 2 2(2x)2

m(2x) 5 24x5 1 2x2

2m(x) 5 2(4x5 2 2x2)

2 m(x) 5 24x5 1 2x2

m(2x) 5 2m(x) thus m(x) is odd .

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© Carnegie Learning

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 5.3 Using reference Points to Dilate, reflect, and Translate Cubic
and Quartic Functions
Reference points are a set of points of a basic function that are used to graph the
function . The graph of the basic cubic function is symmetric about the origin . So,
f(x) 5 2f(2x) . Use symmetry to determine two other points from the reference points . Rigid
motions performed on a function f(x) to form a new function g(x) can be described by
g(x) 5 Af(B(x 2 C)) 1 D . The table shows the coordinates of g(x) after each type of rigid
motion performed on f(x) .

Type of Rigid Motion Performed on f(x) Coordinates of f(x) → Coordinates of g(x)

Vertical Dilation by a Factor of A (x, y) → (x, Ay)

Horizontal Dilation by a Factor of B 1 x, y

(x, y) → __
B ( )
Horizontal Translation of C units (x, y) → (x 1 C, y)

Vertical Translation of D units (x, y) → (x, y 1 D)

All four rigid motions (A, B, C, and D) (1 x 1 C, Ay 1 D

(x, y) → __
B )
Example y
16
m(x) 5 x4
m(x)
12
p(x) 5 2m(x) 1 2
8
Reference
Points on m(x)
→
Corresponding
Points on p(x)
4 5
24 23 22 21 0 1 2 3 4 x
(0, 0) → (0, 2) 24

28
(1, 1) → (1, 1) p(x)
212
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© Carnegie Learning

(2, 16) → (2, 214) 216

The line of reflection is y 5 2 .

The function p(x) is an even function .

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 5.3 Describing the Rigid Motions and Writing Cubic and Quartic
Functions That Have Been Dilated, Reflected, or Translated
The table shows the effects of rigid motions on basic cubic and quartic functions. Rigid
motions performed on a function f(x) to form a new function g(x) can be described by
g(x) 5 Af(B(x 2 C)) 1 D. Observe how corresponding points have changed on a graph
and use the data to write the new function. Or, describe the rigid motions based on the
equation of the transformed function in terms of the original function.

Rigid Motion New Transformed Function p(x) in Terms of q(x)

Vertical Stretch Dilation p(x) 5 Aq(x), |A| . 1

Vertical Compression Dilation p(x) 5 Aq(x), 0 , |A| , 1

Horizontal Stretch Dilation p(x) 5 q(Bx), 0 , |B| , 1

Horizontal Compression Dilation p(x) 5 q(Bx), |B| . 1

Reflection across x-axis p(x) 5 2q(x)

Reflection across y-axis p(x) 5 q(2x)

Vertical Translation p(x) 5 q(x) 1 D

Horizontal Translation p(x) 5 q(x 2 C)

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© Carnegie Learning

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 Example y
g(x)
16
g(x) 5 x3 f(x)
12
f(x) 5 0 .5g(x 2 1) 1 2
8
A 5 0 .5 4
(3, 6)
(1, 2)
C51 (2, 2.5)
D52 24 23 22 21 0 1 2 3 4 x
24
(x, y) → (x 1 1, 0 .5y 1 2)
28

The graph of the function g(x) has 212

been vertically compressed by a factor
216
of 0 .5, translated 1 unit to the
right, and 2 units up .

f(x) 5 0 .5g(x 2 1) 1 2

5 0 .5(x 2 1)3 1 2

5 0 .5(x3 2 3x2 1 3x 2 1) 1 2

5 0 .5x3 2 1 .5x2 1 1 .5x 1 1 .5

5
© Carnegie Learning

© Carnegie Learning

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 5.3 Using Power Functions to Build Cubic, Quartic, and
Quintic Functions
A polynomial function is a function that can be written in the form

p(x) 5 anxn 1 an 2 1 xn 2 1 1 ? ? ? 1 a2x2 1 a1x 1 a0

where the coefficients an, an 2 1, … a2, a1, a0 are complex numbers and the exponents are
nonnegative integers . The form shown here is called the standard form of a polynomial . A
third degree polynomial function has a special name—a cubic function . A quartic function
is a fourth degree polynomial function . A quintic function is a fifth degree polynomial
function . Basic power functions, such as f(x) 5 x2, f(x) 5 x3, f(x) 5 x4, etc, can be transformed
and combined to create more complex polynomial functions .

Example
f(x) 5 x; g(x) 5 x2 y
a(x)
16
a(x) 5 2g(x) 2 3f(x)
12
x g(x) f(x) a(x) g(x)
8

4 14 4
22 22 f(x)

0 1 2 3 4 x
21 1 21 5 24 23 22 21
24
0 0 0 0 28

1 1 1 21 212

216
2 4 2 2

a(x) 5 2x2 2 3x

5 5.4 Determining the Number of Possible extrema for a Polynomial

The relative maximum and minimum are the highest and lowest point in a particular section
of a graph . Similarly, absolute maximum is the highest point in the entire graph, and absolute
minimum is the lowest point in the entire graph . The set of absolute maximums, absolute
minimums, relative maximums, and relative minimums may also be referred to as extrema .
The extrema are also called extreme points and extremum . The maximum number of
© Carnegie Learning

© Carnegie Learning
extrema is one less than the degree of the polynomial . The possible number of extrema is
always a difference of 2 . The possible number of extrema for an odd degree polynomial is
even . The possible number of extrema for an even degree polynomial is odd .

Example
A 9th degree polynomial can have 0, 2, 4, 6, or 8 extrema .

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 5.4 Determining the Correct Graph and Function of a Polynomial
Given Key Characteristics
Key characteristics of polynomial function such as the number and kind of extrema, the end
behavior, the a-value, degree of the function, intercepts, etc ., can be used to sketch the
graph of the polynomial . These characteristics can also be gleaned from the function and the
correct polynomial function matched to the graph .

Example y
4
Characteristics:
3
• even degree polynomial
2
• negative a-value
• y-intercept of 22 1

• x-intercepts of 1 and 2
24 23 22 21 0 1 2 3 4 x
21

22

23

Circle the possible function(s) to 24

represent the graph:

f1(x) 5 (x 2 1)(x 2 2)
This function can be eliminated because
it does not have a negative a-value .

f2(xx) 5 2x2 1 3x
x)
((x) 3 22
This function matches the graph because it has a negative a-value, an even degree,
a y-intercept of 22, and can be factored into (2x 1 1)(x 2 2) which gives x-intercepts of
1 and 2 .
5
f3(x) 5 2x3 1 2x2 2 x 1 1
This function can be eliminated because it has an odd degree .
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© Carnegie Learning

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 5.5 Determining Linear and Quadratic Functions That Would
Construct a Cubic Function With Key Characteristics
Cubic functions can be built by multiplying three linear functions or by multiplying a linear
function and a quadratic function . Key characteristics of cubic functions, such as zeros and
y-intercepts can be used to determine the linear and quadratic functions whose product
builds that cubic function .

Example y
4
zeros are x 5 0, x 5 24, and x 5 2
g(x)
3
The graphs can be three linear functions or
2
one linear and one quadratic . f(x)
1
h(x)
The following functions represent one
possible solution . 24 23 22 21 0 1 2 3 4 x
21
f(x) 5 x
22
g(x) 5 (x 1 4)
23
h(x) 5 (x 2 2)
24

5.5 Constructing Cubic Functions Graphically From Linear and

Quadratic Functions
The graph of a cubic function can be sketched by graphing the linear and quadratic factors
of the function . Divide the graph into vertical sections at the x-intercepts . Determine whether
the output values for each function in the interval are positive or negative . Values above the
x-axis are positive . Values below the x-axis are negative . Determine the location of the cubic
function by calculating whether the product of the factors is positive or negative over each
interval . Use the x-intercepts and the sign of the output value over each interval to sketch
5 the graph . The new function will cross the x-axis at each of the x-intercepts as the factors .
The graph will increase or decrease depending on whether the output is positive or negative
as it moves from one interval to the next .
(Pos) (Neg) (Pos) (Neg)
y
Example m(x)
8
h(x) 5 2x2 1 1 © Carnegie Learning

© Carnegie Learning
6
g(x) 5 x 2 3 4
g(x)
m(x) 5 h(x) ? g(x) 2

24 23 22 21 0 1 2 3 4 x
22

24

26
h(x)
28

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 5.5 Graphing Linear and Quadratic Functions That Would Construct
a Quartic Function With Key Characteristics
Quartic functions can be built by multiplying two quadratic functions, four linear functions, or
a linear function and a cubic function . Key characteristics of quartic functions, such as zeros
and y-intercepts can be used to determine the linear and quadratic functions whose product
builds that quartic function .

Example y
8
zeros are x 5 0, x 5 1, and x 5 2 (multiplicity 2)
6
f(x)
The graphs can be 4 linear functions,
4 g(x)
1 quadratic and 2 linear functions, 1 linear
and 1 cubic, or two quadratics . The following 2

functions represent one possible solution .

23 22 21 0 1 2 3 4 5 x
f(x) 5 (x 2 x)
2
22

g(x) 5 (x 2 2)2 24

26

28

5.6 Determining Whether a Graph represents a Polynomial or Not

The graph of a polynomial function is smooth, continuous, and increases or decreases to
infinity as x approaches positive or negative infinity .

Example

y y
8 8

6 6 5
4 4

2 2

28 26 24 22 0 2 4 6 8 x 28 26 24 22 0 2 4 6 8 x
22 22
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© Carnegie Learning

24 24

26 26

28 28

The graph is a polynomial The graph is not of a polynomial

function because it is continuous function because as x approaches
and increases as x approaches positive infinity, the graph
positive infinity and decreases as approaches 0 instead of positive
x approaches negative infinity . or negative infinity .

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 5.6 Determining Whether a Set is Closed or Not Under
Multiple operations
When an operation is performed on any number or expression in a set and the result is in the
same set, it is said to be closed under that operation .

Example
Is the set of integers closed under subtraction?

24 2 8 5 212

Yes . The set of integers is closed under subtraction .

5.6 Determining Whether Polynomials Are Closed or Not Under

Multiple operations
Polynomials are closed under addition, subtraction, and multiplication . The sum, difference,
and product is always another polynomial . They are not closed under division: the algebraic
and graphical representations are not polynomials, the graph is not a smooth, continuous
curve that approaches positive or negative infinity as x increases or decreases to infinity, and
the algebraic representation is not in the correct form .

Example y
4
Is the set of polynomials closed under addition?
3
y1 5 24x3 1 2x2 2 x 1 3
2
y2 5 5x3 2 2x2 2 4
1
24x3 1 2x2 2 x 1 3
15x3 2 2x2 24 24 23 22 21 0 1 2 3 4 x

x3 2x21 21

22
Yes . The set is polynomials are
5 closed under addition because the 23
sum is a polynomial . 24

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© Carnegie Learning

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