MBF3C

Foundations for College

Mathematics, Grade 11, College
Preparation
MBF3C Unit 1 - Foundations for College Mathematics

Foundations for College Mathematics

Welcome to the Grade 11 Foundations for College Mathematics, MBF3C. This full-
credit course is part of the new Ontario Secondary School curriculum (2006).

Course Description

This course enables students to broaden their understanding of mathematics as a

problem-solving tool in the real world. Students will extend their understanding of
quadratic relations; investigate situations involving exponential growth; solve problems
involving compound interest; solve financial problems connected with vehicle
ownership; develop their ability to reason by analysing, and evaluating data involving
one variable; connect probability and statistics; and solve problems in geometry and
trigonometry. Students will consolidate their mathematical skills as they solve problems
and communicate their thinking.

Materials

This course is self-contained and does not require a textbook. You will however, need
the following items:

 **Scientific calculator (this is a must have instrument)

 Lined paper
 Graph paper
 Ruler
 Writing utensil (preferably a pencil with an eraser)

Structure of Lessons

Each lesson contains one or two concepts and multiple examples for complete insight.
Definitions and formulas will be bolded for emphasis. At the end of each new concept,
there are support questions to complete on your own to check for full understanding. At
the end of each lesson, there are several key questions that cover all concepts learned
in the lesson which need to be submitted for evaluation.

Evaluation

In order to be granted a credit in this course, you must:

 Successfully complete the Key Questions for each unit and submit them for
evaluation within the required time frame (70%)
 Complete and pass the four unit tests (10%)
 Complete and pass the final exam (20%)

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Support Questions

Support Questions will be noted with this pencil icon. These questions will help
you understand and master each new concept and are not to be submitted for
evaluation.

 Answer support questions in your notebook and keep them as a reference for
key questions.
 Check your answers to support questions by using the “Support Question
Solutions” at the end of each unit.

Key Questions
Key Questions will be noted with this key icon. These questions evaluate your
achievement of the expectations for the lesson and must be submitted at the end of
each unit.

 Write your solutions (a solution is a step by step process of how you get to your
final answer) on your own paper.
 Write the lesson number on the top of the page and label each question clearly
when you submit your work.
 You must try all key questions and complete most of them successfully in order
to pass each unit.

Unit Tests and Final Examination

The unit tests are open book and worth 10% of the final mark and the final exams is
worth 20% and covers material from the entire course. .

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Table of Contents

Unit 1

Lesson 1 Transformations of Quadratic Functions

Lesson 2 Polynomials and Factoring
Lesson 3 Solving and Graphing Quadratic Equations
Lesson 4 Exponent Laws
Lesson 5 Simple Exponential Equations

Unit 2

Lesson 6 Simple Interest & Linear Growth

Lesson 7 Compound Interest & Exponential Growth
Lesson 8 Compound Interest Formula
Lesson 9 Loans & RRSP’s
Lesson 10 Buying New/Used Vehicles and Vehicle Costs

Unit 3

Lesson 11 Trigonometry Ratios

Lesson 12 Law of Sines
Lesson 13 Law of Cosine
Lesson 14 Trigonometry and Problem Solving
Lesson 15 Creating Nets

Unit 4

Lesson 16 Sampling Data

Lesson 17 Measures of Central Tendency and Standard Deviation
Lesson 18 Data Distributions
Lesson 19 Theoretical Probability
Lesson 20 Probability and Statistics in the Media

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Lesson One: Transformations of Quadratic Functions

 Understanding the meaning of “a” in the equation as to the
opening of a quadratic function
 Understanding the meaning of “h” in the equation as it relates to
transformation to and from left to right
 Understanding the meaning of “k” in the equation as it relates to
transformation up and down

Opening of a Parabola

When the equation of a parabola has its “a” value as positive then the parabola opens
up.

When the equation of a parabola has its “a” value as negative then the parabola opens
down.

y = -a(x-h)² + k

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Example 1

Using the value of “a” in the equation given, state whether its parabola would open up or
down.

Example 2

Using the value of “a” in the equation given, state whether its parabola would open up or
down.

Support Questions
1. For each of the following equations state whether the parabola would open up or
down.

a. b. c.
d. e. f.

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The role of “h” in the quadratic function

When an equation of a parabola is in vertex form the value of h shifts

the function left if the value is positive and right if the value is negative.

Example 3

Explain the transformation for the equation then graph it and the
function

Solution

If h = -3 then the function will shift left -3 units. When -3 is substituted into the equation
the value of “h” appears to be positive but this is only because of the two
negative signs converting the negative sign to a positive value.
becomes .

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Support Questions
2. For each of the following equations state the value of “h” and describe the
shifting of the function.

a. b. c.
d. e. f.

3. Graph with each of the functions given below:

a. b. c.

The role of “k” in the quadratic function

When an equation of a parabola is in vertex form the value of k shifts the

function up if the value is positive and down if the value is negative.

Example 4

Explain the transformation for the equation .

Solution

If k = 5 then the function will shift up 5 units.

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Support Questions
4. For each of the following equations state the value of “k” and describe the shifting
of the function.

a. b. c.
d. e. f.

5. Graph with each of the functions given below:

a) y = x² - 3 b) y = x² +7 c) y = -x² + 1

Key Question #1
1. For each of the following equations state whether the parabola would open up or
down.

a. b. c.
d. e. f.

2. For each of the following equations state the value of “h” and describe the
shifting of the function.

a. b. c.
d. e. f.

3. Graph and each of the functions given below:

a. b. c.

4. For each of the following equations state the value of “k” and describe the shifting
of the function.

a. b. c.
d. e. f.

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Key Question #1 (con’t)

5. Graph and each of the functions given below:

a. b. c.

6. For each of the following functions describe the transformation on .

a. b. c.
d. e. f.

7. The path of a cliff diver as he dives into a lake, is given by the equation
, where y metres is the diver’s height above the water and, x
metres is the horizontal distance travelled by the diver. What is the maximum
height the diver is above the water?

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Lesson Two: Polynomials and Factoring

 collecting like terms
 distributive law
 expanding second degree polynomial expressions
 simplifying second degree polynomial expressions factoring quadratic relations of
the form where a = 1

What is a Polynomial?

Polynomials are terms that have variables to whole number exponents.

Is a polynomial The variable “x” has a whole number

exponents of 3
Not a polynomial Has a negative exponent
Not a polynomial Has the variable in the denominator

Below is an example of a second degree polynomial express:

Expanding using the Distributive Law (Property)

Example 1

Simplify 3(x – 4)

Solution

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Example 2

Simplify 2y(3y + 2)

Solution

Su pport Questions
1. Simplify each polynomial by using the distributive law.

a. 4(2w + 5) b. 5x(-3x – 7) c. 2y(-4y + 8) d. –(3x + 4)

e. –6x(-x + 2)

Expanding and Simplifying Binomials using the Distributive

Law (Property)

Example 1

Simplify (2x + 4) (x – 3)

Solution

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Example 1 con’t.

Simplify (2x + 4) (x – 3)

Solution

You can only add/subtract “like terms” if the

terms have the same variable(s) and each
variable has matching exponents. The only
like terms in this expression are –6x and 4x.

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Support Questions
Directions: Expand and simplify each expression.

2. a. (x + 3)(x - 4) b. (2y - 3)(7y - 1) c. (-t - 5)(t + 2)

d. (3x + 1)(2x - 9) e. (7w - 3)(5w + 6) f. (x - 5)
g. (4n – 2) h. (-7s –3)(s + 1)

3. a. 5(3y – 2)(y+7) b. –2(y – 3)(5y – 6) c. 6(4x + 3)(5x – 2)

4. a. (x – 2y)(3x + 5y) b. (-x + 3w)(w – 1) c. –8(3w – 7y)(2w + y)

5. a. –(x + 4) b. 3x + (2x – 3)(x + 5) c. -y(2y + 4x)(y - x)

Factoring Quadratic Relations of the form where a = 1

The following are examples of trinomials of the form where a = 1:

Example 1

Factor

Solution

Steps used to find the factors:

#1 list all the integers that multiply to equal + 15

15 , 1
- 15 , -1
3,5
-3 , -5

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#2 from the list find the pair that add to equal the value of the middle term’s coefficient

Example 2

Factor

Solution

Support Questions
6. Factor completely

a. b. c.
d. e. f.
g. h. i.

Key Question #2
Directions: For questions 1 – 4, expand and simplify each expression.

1. a. (x - 6)(x - 7) b. (4y - 5)(8y + 3) c. (-x + 7)(x - 2)

d. (3y + 1)(y - 4) e. (6w - 4)(w + 9) f. (x - 9)

2. a. 2(5y – 1)(y - 3) b. –(y - 3)(2y – 5) c. 3(2x - 5)(3x + 1)

3. a. (x – y)(x + 2y) b. (-w + 2x)(w - 8) c. –8(3s – 4r)(9s + r)

4. a. –(x - 3) b. 7x - (x – 4)(-x -3) c. -d(2d - 1p)(-3d - p)

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5. Write a simplified expression for the area of each object given below.

a. b.

6. Given the expression , explain in words the steps taken to

completely simplify the expression.

7. Directions: Fill in the missing terms (do not write in this booklet)

a) (m + 3) (m + 2) = ____ + 3m + 2m + _____
b) (y – 2) (y + 1) = _____ - 2y + _____ - 2
c) (x + 4) (x – 3) = x² + ____ - 3x - ____
d) (w – 5) (w – 2) = w² - ____ - ____ + 10

8. Directions: Factor completely

a. b. c.
d. e. f.

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Lesson Three: Solving and Graphing Quadratic Equations

 solving quadratic equations by factoring and finding the zeros
 recognizing the zeros of a quadratic equation from a corresponding graphed
quadratic function where a=1.

Solving Quadratic Equations with Factoring

Solving a quadratic equation is often called finding the zeros or roots and gives the
value(s) of x when y = 0.

Example 1

Solve: y =

Solution

Step #1 factor the quadratic equation

= (x – 5)(x + 2)

Step #2 set each factor that contains a variable equal to zero

x – 5 = 0 and x + 2 = 0

Step #3 solve for x for each equation in step #2

x–5=0 x+2=0
x=5 x = -2

Therefore the roots of x = 5 and x = -2

Example 2

Solve: y =

Solution

Step #1 factor the quadratic equation (find the common factos)

0= 3n(n – 2)

Step #2 set each factor that contains a variable equal to zero

3n = 0 and n – 2 = 0

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Step #3 solve for x for each equation in step #2

3n = 0 n-2=0
n=0 n=2

Therefore the roots of n = 0 and n = 2

Example 3

A rock is thrown straight down from a building 95 metres high. The relation
is a model that gives the approximate height of the rock h, in metres, at
t seconds after it is thrown. How long does it take the rock to reach a ledge 25 metres
from the base of the building?

Solution

h = -5t² - 25t + 95
25 = -5t² - 25t + 95
25 – 25 = -5t² - 25t + 95 – 25
0 =- 5t² - 25t +70
0 = -5(t² + 5t – 14)
0 = -5 (t + 7) (t – 2)

t–2=0 and t+7=0

t=2 t = -7

Therefore the roots of t = 2 and t = - 7

Since you cannot have negative time (–7 seconds) the rock reaches a height of 25
metres at 2 seconds.

Support Questions
1. Directions: Factor each expression. Then find the roots of each equation.

a. b. c.

2. Directions: Solve each equation.

a. b. c.

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Support Questions (con’t)

3. Directions: Determine all the values of n that satisfy the equation.

a.
b.

4. A person jumps off a 20 m high cliff into water below. The height of the person
above the ground at time t seconds is given by the equation How
long does it take the person to reach the half way mark to the water?

Recognizing the zeros on a graph.

The zeros of a quadratic function are represented by the value(s) of the x-intercept of
the function.

Example

Graph the function and identify the values of the zeros.

Solution

S upport
Questions
5. For each of the
quadratic
functions given
below find the
zeros and then
state which
graph it
matches
below.

a.
b.

x = -1 c.

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d. e. f.

Key Question #3
1. Directions: Factor each expression. Then find the roots of each equation.

a. b. c.
d.

Key Question #3 (con’t)

2. Directions: Solve each equation.

a. b. c.

3. Directions: Determine all the values of n that satisfy the equation.

a. b.

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4. A model rocket is shot straight up from the roof of a school. The

height at any time t is approximated by the model ,
where h is the height in metres and t is the time in seconds.
When does the rocket hit the ground?

5. For each of the quadratic functions given below find the zeros
and then state which graph it matches below.

a. b. c.

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Lesson Four: Exponent Laws

 Demonstrate the quick recall or calculation of simple powers of natural numbers

(e.g., 28, 63, 54, 202), without using technology
 Evaluate simple numerical expressions involving rational exponents, without
using technology
 Evaluate numerical expressions involving negative exponents, using scientific
calculators
 Simplify algebraic expressions involving integral exponents, using the laws of
exponents

Law #1: Multiplying Powers - When multiplying variables with the same base, we add
the exponents together.

Example 1: Simplify the following:

a. 53 x 57 b. (-3)2 x (-3) c. (x-3)(x11)

Solution

a. 53 + 7 b. (-3)2 + 1 c. x(-3) + 11
= 510 = (-3)3 = x8

Law #2: Dividing Powers - When dividing variables with the same base, we subtract
the exponents.

Example 2: Simplify the following:

a. b. c.

Solution
a. 125 - 3 b. y15 – 14 c. (-6)9 – (-4)
= 122 = y1 or y = (-6)13

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Law #3: Power to a Power - When we have a power to a power, we multiply the
exponents together.

Example 3: Simplify the following:

a) (64)7 b) [(-2)5]4 c) (s2)2

Solution

a. 64 x 7 b. (-2)5 x 4 c. s2 x 2
= 628 = (-2)20 = s4

Zero Exponents

Anything with an exponent of 0 equals 1. ***The Exception is: if the base is 0, then the
number cannot be solved

Example 4: Simplify:

a) 20 b) (-4)0 c) d) 00

Solution
a) 1 b) 1 c) 1 d) cannot be solved

Negative Exponents - Anything with a negative exponent gets flipped and the negative
exponent becomes positive (this is called taking the negative reciprocal).

Example 5: Simplify: Simplify will always mean to put the power

into a single positive exponent.

a. 2-1 b. 4-3 c. d.

Solution
a. b. c. 36 d.

Example 6: Simplify:

a. b. (2a2)4 x 3(a4)2 c.

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Solution
a. n4 + (-5) – 6 b. (24a2 x 4) x 3(a4 x 2) c.

= n-7 = (16a8)(3a8)

= = 16(3)a8 + 8
= 48a16

Support Questions

1. Evaluate:

a. (-11)0 b. 52 c. 81-1 d. 154320

e. 6-3 f. 2-3 x (16-7)0 g. 7-2 h. (-5)2

2. Simplify:

a. b. (-21)-2 x (-21)-3 c. (m-3)6

d. (3ab2c)2 e. f.

Key Question #4

1. Evaluate.

a. 33 b. (-2)5 c. (-1)35 d.

e. (-2)0 f. (-161)0 g. h.

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2. Simplify.
a. 78 ÷ 7-2 b. 11-5 x 11-3 c. x 28

d. –(-2)0 x (-2)3 x (-2)-4 ÷ (-2)3 e.

f.

3. Express each as a single power of 2.

a. 2a x 2b x 2c b. 2a + b x 2a – b c.

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Lesson Five: Simple Exponential Equations

 Sketch the graphs of simple exponential functions, given their equations, without
using technology
 Identify, through investigations, the key properties of exponential functions with
equations of the form y = ax (a > 0, a ≠ 1) and their graphs

Exponential Functions

An exponential function will always be in the form:

y = Abx

Where A is any non zero number

b is any positive number except 1
x is any variable

There are several properties of the graph of all exponential functions:

 When b > 1, the graph will go up to the right (exponential growth)

 When b > 0 and b < 1, the graph will go down to the right (exponential decay)
 All graphs will go through (0, 1)
 There is no x-intercept (the graph will never touch or cross the x-axis) so all y-
values will be positive.

Example 1:

a. Complete a table of values using values of x between -3 and 3 inclusive for the
exponential functions:
i) y = 2x ii) y =
b. Graph each function

c. How are the graphs similar? Different?

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Solution
a. i) y = 2x ii) y =

x y = 2x
-3
-2
-1
0 1
1 2
2 4
3 8

b. i) y = 2x ii) y =

 x = 2x 10

-2 2 4

-2 2

-2

c. The graphs are similar because:

 they both go through (0, 1)

 Neither graph crosses the x-axis

The graphs are different because:

 y = 2x goes up to the right and y = goes down to the right.

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Support Questions

1. Which equations represent exponential functions? Explain.

a. y = x2 b. V = 4t c. y = 1.05x

2. a. Make a table of values for the following exponential functions:

i) y = 5x ii) y =
b. How are the values in each table related?

c. Graph the functions in a)

d. How are the graphs related?

Key Question #5
1. Which equations represent exponential functions? Explain.

a. P = 5x b. f = 2x3 c. A = P(1 + i)n

2. a. Make a table of values for the following exponential functions:

i) y = 4x ii) y =
b. How are the values in each table related?

c. Graph the functions in a)

d. How are the graphs related?

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Unit 1 – Support Question Answers

Lesson 1

1. a. a = 3 therefore opens up
b. a = -1 therefore opens down
c. a = 1 therefore opens up
d. a = -1 therefore opens down
e. a = -1 therefore opens down
f. a = 3 therefore opens up

2. a. h = 1 therefore shifts right 1 unit

b. h = -3 therefore shifts left 3 units
c. h = 0 therefore there is no shift
d. h = 0 therefore there is no shift
e. h = -2 therefore shifts left 2 units
f. h = 4 therefore shifts right 4 units

3. a. b. c.

4. a. k = 2 therefore shifts up 2 units

b. k = 0 therefore there is no shift
c. k = 5 therefore shifts up 5 units
d. k = 0 therefore there is no shift
e. k = 1 therefore shifts up 1 unit
f. k = -2 therefore shifts down 2 units

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5. a. b. c.

Lesson 2

1. a.

b.

c.

d.

e.

2. a.

b.

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c.

d.

e.

f.

g.

h.

3. a.

b.

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c.

4. a.

b.

c.

5. a.

b.

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c.

6. a. (2)(1)=2 and 2 +1 = 3 so (c + 2)(c + 1)

b. (5)(-3)= -15 and 5 - 3 = 2 so (x + 5)(x - 3)

c. (4)(1)=4 and 4 + 1 = 5 so (g + 4)(g + 1)

d. (6)(-3)= -18 and 6 - 3 = 3 so (x + 6)(x - 3)

e. (-3)(-3)= 9 and -3 - 3 = -6 so (x - 3)(x - 3)

f. (2)(-4)= -8 and 2 - 4 = -2 so (f + 2)(f - 4)

g. (3)(3)= 9 and 3 + 3 = 6 so (m + 3)(m +3)

h. factor out GCF or 5 then (-7)(2)= -14 and 2 - 7 = -5 so 5(n - 7)(n + 2)

i. factor out GCF or 3 then (-5)(-3)= 15 and -5 - 3 = -8 so 3(b - 5)(b - 3)

7. a) (3x – 7) (2x) b) (4x -3) (4x – 3)

= 6x² - 14x = 16x² - 12x – 12x + 9
= 16x² - 24x + 9

8. communication: (FOIL – method)

(3s – 4) (4s + 5)
Multiply the First two (3s) x (4s) = 12s²
Multiply the Outside two (3s) x (+5) = 15s
Multiply the Inside two (-4) x (4s) = -16s
Multiply the Last two (-4) X (5) = -20

12s² + 15s – 16s – 20

Add the numbers that are the same:

12s² - 1s - 20

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9. Directions: Fill in the missing terms (do not write in this booklet)

Answers:

a) m² + 3m + 2m + 6
b) y² - 2y + 1y – 2
c) x² + 4x + 3x -12
d) w² -2w -5w +10

10. Directions: Factor completely

a. b. c.
c² + 2c + 2c +4 x² -4x +2x -8 g² +6g +2g +12
(c + 2) (c + 2) (x – 4) (x +2) (g + 6) (g + 2)

d. e. f.
x² - 9x + 2x -18 r² +9r +1r +9 x² -6x – 4x + 24
(x – 9) (x + 2) (r + 9) (r + 1) (x – 6) (x – 4)

Lesson 3

1. a.

b.

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c.

2. a.

b.

c.

3. a.

b.

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4.

Cannot have negative time so it would take 2 seconds to reach the half way mark to
the water.

5. a.

matches graph iii

b.

matches graph v

c.

matches graph iv

d.

matches graph ii

e.

matches graph i

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f.

matches graph vi

Lesson 4
1. a. 1 b. 25 c. d. 1

e. = f. x 16-7 x 0 = x1= g. =

h. 25

2. a. b. (-21)-2 +(-3) =(-21)-5 =

c. m-3 x 6 =m-18 = d. (32a1 x 2b2 x 2c1 x 2) = 9a2b4c2

e. (a-2 – 4)-2 = a-6 x -2 = a12

f.

Lesson 5

1. Equations V = 4t and y = 1.05x are exponential equations because they are in the
form y = Abx

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2. a. i) y = 5x ii) y =

x y = 5x
-3
-2
-1
0 1
1 5
2 25
3 125

b. i) y = 5x ii) y =

10

10  

8
8

6
6

4 4

2 2

2
-2 2

c) The graphs are similar because:

 they both go through (0, 1)
 Neither graph crosses the x-axis

d) The graphs are different because:

 y = 5x goes up to the right and y = goes down to the right.

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