Topic 1.

1 Change in Tandem (Daily Video 1)

AP Precalculus
In this video, we will explore how a graph allows us to track how the values of two quantities change
together.
Goal: Track one rider as they complete one full trip around the Ferris
wheel with a diameter of 30 feet (Circumference 30!)
1. What quantities are we tracking? Sketch them on the diagram.

2. How are these two quantities changing?

Interpretation of the y-intercept (0,5): The rider’s

Rider’s height above the ground height above the ground is feet when they get
in terms of their distance along the arc on the Ferris wheel and have traveled feet along
the arc.

Minimum height: What is the rider’s minimum height

above the ground? How many times is that height
reached?
Express your answers to the above question as
ordered pairs.

Maximum height: Locate a point on the graph where the rider is the maximum height above the
ground. What are the coordinates of this point? Write an interpretation of the coordinates
of this point in the context of a Ferris wheel ride?

How is the height of the rider above the ground How is the height of the rider above the ground
changing before reaching the maximum height? changing after reaching the maximum height?
Circle one. Circle one.
increasing decreasing increasing decreasing

What should we take away?

• Graphs track how .

• When we describe a graph, we should talk about:

• ____-intercept(s) and/or ____-intercept(s)

• Intervals over which the function is _______________ or _______________

• ______________ and/or ________________ points

Topic 1.1 Change in Tandem (Daily Video 2)
AP Precalculus

In this video, we will investigate how two quantities change together, how to calculate that rate of
change, and how to visualize this through the concavity of the graph.

Example 1: So, let’s explore why the graph from Topic 1.1 was
curved and what that curvature tells us about HOW these
quantities change together.

Coordinating Amounts of Change: Let’s systematically explore how the output changes for equal
changes in the input.

As you watch the video use red and blue to fill in the
picture.

1. Partition the horizontal axis into equal-sized chunks

2. Focus on one of these intervals
3. Identify corresponding points on the graph
4. Determine corresponding change in the output
5. Compare how the output changes for equal changes in
the input.

What does the “red” segment represent? ___________________________________________________

What does the “blue” segment represent? ___________________________________________________

This type of diagram, that shows both the change in the _________________ and the change in the

_______________ is sometimes called? ______________________________________________________

If, for equal changes in the ___________, the corresponding change in the ___________ is increasing,

then the graph is ___________________________.

So, how does the graph describe aspects of the Ferris Wheel phenomena? Complete the diagram in
red and blue as you watch the video.

As the rider travels equal distances along the

__________, the distance above the ground increases

by _________________________.

Let’s Practice:

If, for equal changes in the ____________, the corresponding change in the _____________ is

decreasing, then the graph is _________________________.

What should we take away?

● _______________________________ describes how two quantities change together.

● A graph is ______________________ if, for equal changes in the _____________, the

corresponding change in ____________ is ______________________________

● A graph is ______________________ if, for equal changes in the _____________, the

corresponding change in the ______________ is _________________________.

Topic 1.2 Rates of Change (Daily Video 1)
AP Precalculus
In this video, we will define average rate of change and explore how to use average rate of
change to solve problems.

Let’s Review!

The Rate of change describes how the independent and dependent

variables change together.

We can visualize how variables change together on the graph by

looking at the corresponding change in ! (Δ!) and the change
in & (Δ&) on the graph.

Example: In What Way Does the Temperature Change?

The table below gives the temperature in Baltimore, MD, on July 5, 2022. The independent variable
is the number of hours since midnight and the dependent variable is the temperature in degrees
Fahrenheit.
In what way does the temperature change
between 6 a.m. and 9 a.m.?
What is the change in time? Δ! = ______

What is the change in temperature?

Δ((!) = ______

Draw the slope triangle on the graph.

Average Rate of Change over the interval Average Rate of Change over the interval
[*! , *" ] [-, .]
The ratio of the change in output values to the
change in input values over the specified Δ((!) ((9) − ((6)
= = =
interval of the domain. Δ! 9−6

Δ((!) Interpretation: If the temperature changed by

= the same amount each hour between 6 a.m.
Δ! !2 − !1
and 9 a.m., the temperature would have
increased by _________ degrees Fahrenheit per
hour.
Practice Computing Average Rate of Change
The table below gives the temperature in Baltimore, MD, on July 5, 2022. The independent variable
is the number of hours since midnight and the dependent variable is the temperature in degrees
Fahrenheit.
Compute the average rate of change for the following intervals of the
domain, then interpret that average rate of change. Show your work.

Δ((!)
A. [9,11] =
Δ!
If the temperature changed by the same amount each hour between
_____ a.m. and ______ a.m., the temperature would have increased by
_________ degrees Fahrenheit per hour.

Δ((!)
B. [11,12] =
Δ!

If the temperature changed by the same amount each hour between _____ a.m. and ______ a.m., the
temperature would have increased by _________ degrees Fahrenheit per hour.

Δ((!)
C. [12,17] =
Δ!

If the temperature changed by the same amount each hour between _____ a.m. and ______ a.m., the
temperature would have decreased by _________ degrees Fahrenheit per hour.

Assumptions of Average Rate of Change

What should we take away?

• Average rate of change is the ratio of the change in _________ _________ to the change in
input values over the specified interval of the domain.
• Average rate of change describes how two quantities would have changed together if the
output consistently changed by the same amount over a specified interval of the domain.
Topic 1.2 Rates of Change (Daily Video 2)
AP Precalculus
In this video, we will attempt to improve our estimate of a function’s rate of change by working
with average rate of change over various intervals.
Example!
In 2008, Usain Bolt set a world-record time running the 100-meter sprint; he ran 100 meters in 9.69
seconds. What was Bolt’s average speed over the entire race?
Δdistance 100 m
= = _______________________
Δtime 9.69 s
Average speed is a type of average rate of change.

Interpreting Average Speed The table below gives the time recorder every
Did Bolt run 10.32 meters every second? 50 meters during Bolt’s 2008 race.

Δdistance 50 − 0
= = ____________
Δtime 5.50 − 0

Δdistance 100 − 50
= = ____________
Δtime 9.69 − 5.50

Was 10.32 meters per second the fastest that Is a speed of 10.32 meters per second a good
Bolt ran? approximation for Bolt’s speed 4 seconds into
the race?

The table below gives the time recorded every 10 meters during Bolt’s 2008 race.

Fill in the third row of the table by calculating the average speed over each of these 10 m intervals.
Workspace:

Was Bolt running the fastest as he crossed the finish line? ___________________
What was Bolt’s fastest speed? _________________

What should we take away?

• Computing average speed over a long period of time gives an estimate of bolt’s actual
speed. Looking at the average speed over shorter intervals of time gives a ___________
approximation of Bolt’s actual speed throughout the race.
• In general, we can better describe _______ _____ __________ by determining the average rate
of change over smaller and smaller intervals of the domain.
Topic 1.3 Rates of Change in Linear and Quadratic Functions (Daily Video 1)
AP Precalculus
In this video, we will review the idea of average rate of change and explore what an average rate
of change value conveys about how two quantities’ values are related.

Let’s WARM UP!

Monica is running a 100-meter race. Since she is

the starting line (meters

Monica’s distance from
younger than the other runners, the race official gave
her a 10-meter head start. We are given a graph that
represents Monica’s distance from the start
“in terms of” the number of seconds since the race
began.
The points on the graph represent the corresponding
distance-time pairs as Monica is running the race
seconds since the start of the race

The point (12,100) indicates that Monica is _________meters from the _______________________,
___________seconds after the race began.

Write an interpretation of what the y-intercept indicates in the context of Monica’s 100-meter race?

________________________________________________________________________________________

________________________________________________________________________________________

Calculate Monica’s average rate of change. What constant speed is needed by Monica to
Show all your work. Draw and label a rate of run 90 meters in 12 seconds?
change triangle on the graph above.
Draw a graph on the grid above of Monica’s
distance from the start in terms of the number
of seconds since the race began, if Monica ran
at this constant speed.

Example: Representing Average Rate of Change Using Function Notation

We are given that the volume of air in a spherical balloon varies with
!
the balloon’s radius, ', according to the formula ((') = " *' " .
Use function notation to represent the average rate of change of the
balloon’s volume, (('), in terms of its radius, ', as the balloon’s radius
increases from 2 to 5 inches. Include units in your answer. Show all
work.
Example: Using Constant Rate of Change to Estimate Future Values
Juan is traveling on a curvy road to attend his friend’s Do you think Juan drove at a
wedding. After driving for 90 minutes (3/2 hours) on the constant speed on this curvy road?
curvy road, Juan’s odometer indicated he had traveled 60 If he could drive at a constant
miles. What was Juan’s average speed over that 60-mile speed, what is the value of this
stretch of the road. Include units in your answer. Show all constant speed, in miles per hour,
work. so he went 60 miles in 90 minutes?
along the line Δ" = "! − "" ,

As Juan is driving, he notices that his friend’s wedding

begins in 15 minutes (1/4 hours). According to his
navigation system, he has 7 more miles (of driving on the
curvy road) to the wedding destination. Using the average
rate of change 40 mph you already computed, will Juan
make it to the wedding on time? Justify your answer.

What should we take away?

The average rate of change of a function over some interval of its domain is the __________ rate of
change, m , that produces the same ______ ___________ in the function’s output quantity on the
specified interval of the function’s domain, as what was achieved by the function.

Δ- -# − -$
+= =
Δ. .# − .$

Δ-

Δ.
Topic 1.3 Rates of Change in Linear and Quadratic Functions (Daily Video 2)
AP Precalculus
In this video, we will explore how the average rate of change of the average rate of change varies
over intervals of a function’s domain.

Let’s WARM UP!

Let’s consider a graph that represents a car’s distance (in
feet) north of a stop sign in relation to the number of
seconds since the car began to move.

Use the graph to fill in the blanks.

The car’s distance north of the stop sign
$$$$%$$$$$& as the time after the car started moving
____________________
#$
!"#$%&'%'/)%#$%&'%'
increases from t = ______ to t = ______ seconds.

Complete the table to the right.

Is the car speeding up, slowing down, or

moving at a constant rate of change?
(Circle one)
How do you know? Use the values in the
table to explain your answer below.

What kind of pattern are the average rates of change following over successive
#$$%$$& equally sized intervals
!" +$)%$
of 2? Explain your reasoning below.
The pattern is __________________________ because __________________________________________
Example: A truck’s distance north of a stop sign
The concave down graph to the right represents a

stop sign
truck’s distance north of a stop sign in relation to the

stop sign
number of seconds since it started moving.

thethe
north ofof
Use the information in the graph to fill in the blanks

in feetnorth
below.
The truck stops heading north away from the stop sign,

in feet
Distance
turns around, and heads south toward the stop sign at

Distance
time t = ____ seconds because the graph stops
______________________ and starts #$$$$$%$$$$$&
#$$$$$%$$$$$& ______________________ .
!"#$%&'!",/)%#$%&'!", !"#$%&'!",/)%#$%&'!",
# of seconds
# of secondssince the
since the car truck started
started to move to move

Fill in the values in the table to the right and use the
values in the table to fill in the following blanks.
The truck’s average rate of change in #$ $$%$$$& is
______________ 2
-"!.'
______________________ on the interval 0 < / < 6 seconds
#$$$$$%$$$$$& 1
!"#$%&'!",/)%#$%&'!",
1
because the graph of the truck’s distance north of the
stop sign is #$$$$$%$$$$$&
______________________ . 2
#+"#&/% -0⁄#+"#&/% )+1"

Example: Water flowing in a bottle

The height of the water’s average rate of
change in inches per cup is
______________________ on the interval
#$$$$$%$$$$$&
!"#$%&'!",/)%#$%&'!",

because the graph of the height of the

water is #$$$$$%$$$$$&
______________________ .
#+"#&/% -0⁄#+"#&/% )+1"

What should we take away?

If a function’s graph is concave up on an interval of the function’s domain, the function’s average
rate of change ______________ on successive fixed intervals of this interval of the function’s domain.
If a function’s graph is ______________ on an interval of the function’s domain, the function’s
average rate of change decreases on successive fixed intervals of this interval of the function’s
domain.
Topic 1.4 Polynomial Functions and Rates of Change (Daily Video 1)
AP Precalculus
In this video, we will learn the vocabulary for polynomials and discuss maximums, minimums,
global maximums, global minimums, and inflection points.

Definition of a Polynomial Function: Example of a Polynomial Function

Let n be a nonnegative integer and let 0(() = (* + 1(+ − "#! − # + %
!! , !!"# , !!"$ , ⋯ , !$ , !# , !% be real numbers where !! ≠ 0.
The leading term is the term with
& &"' &"( (
&(() = +& ( + +&"' ( + +&"( ( + ⋯ + +( ( + +' ( the ___________degree of the given
+ +) variable and the leading coefficient
then &(() is a polynomial function in terms of ( with is the coefficient of the leading term.
degree ..

A polynomial function of degree 2 has at most 2 − 1 turning points. Turning

points are the relative (or local) maximums and the minimums on a graph. In
other words, turning points are where a function switches from increasing to
decreasing, or vice versa.
Example: Given 5(6) = 6 , − 36 $ − 26 + 1, how many turning points does the
graph have? At most ___________.

Relative Minimum Relative Maximum

Where a graph switches from Where a graph switches from
() ))))*)))))+ to()
____________________ ))))*)))))+.
____________________ () ))))*)))))+ to ()
____________________ ____________________
))))*)))))+
"#$%&'("#)/+&$%&'("#) "#$%&'("#)/+&$%&'("#) "#$%&'("#)/+&$%&'("#) "#$%&'("#)/+&$%&'("#)
This can also occur at an end point of This can also occur at an end point of
a polynomial that has a restricted a polynomial that has a restricted
domain. domain.

Global Minimum Global Minimum

The lowest of all the minimums on a The highest of all the maximums on a
graph. graph.

Inflection Point: This occurs where the graph of a polynomial function changes from concave-up to
concave-down or concave-down to concave-up. Occurs at input values where the rate of change of
the function changes from increasing to :; ;;;;<;;;;;=or from decreasing to :;
____________________ ____________________
;;;;<;;;;;=
-./0123-.4/61/0123-.4 -./0123-.4/61/0123-.4
Let’s Practice!
Problem #1: Given the graph to the right,
which of the points are the following:
Give approximate values.
1. Global maximum

2. The global minimum occurs at ...

3. The relative maximums occur at ...

4. The relative minimums occur at ... Note: While the x values of the points indicated
are where the extrema (minima; maxima) occur,
5. Inflection points the output (or y) value is considered the actual
maximum or minimum.

Problem #2: Given the polynomial 5(6) = 26 7 − 36 $ − 86 + 1

A. What is the degree of the polynomial? ______________
B. What is the leading coefficient? _________________
C. How many turning points does the graph have? _____________

What should we take away?

• The definition of a polynomial
• What the leading term is and what it tells us about the graph.
• The key points on a polynomial: maximums, minimums, and inflection points
• The difference between relative and global
• How to find the number of turning points on a graph
Topic 1.4 Polynomial Functions and Rates of Change (Daily Video 2)
AP Precalculus
In this video, we will explore how rates of change behave at different key points of a polynomial
function.
Roller Coaster Polynomial
A portion of a roller coaster’s path is modeled by the
polynomial ℎ(#) = # ! − 7# " + 14# + 8, where t is time in
seconds, and ℎ(#) is the height, in meters.
Where on the graph is the average rate of change of ℎ(#)
positive? Choose any two points where the graph is
increasing. Mark them on the graph and draw a line
between them.
Where on the graph is the average rate of change of ℎ(#)
negative? Choose any two points where the graph is
decreasing. Mark them on the graph and draw a line
between them.
What is the average rate of change between the relative maximum of the graph and the
relative minimum of the graph? Use a graphing calculator to find the relative maximum
and minimum points of ℎ(#) = # ! − 7# " + 14# + 8. You will need both coordinates of
these points. What is the average rate of change between these two points? Show your work below.

What is the average rate of change between the One of the inflection points is at (2.333, 15.259).
absolute maximum of the graph and the What happens to the rate of change before that
absolute minimum of the graph? Show your point and after that point?
work below. The rate of change approaching the inflection
point is 45 55556555557 ... Then, after
____________________
#$%&'()#$*/,'%&'()#$*
inflection point, the rate of change begins to
55556555557...
____________________
45
#$%&'()'/,'%&'()'

What should we take away?

• When a graph is _____________, its average rate of change is positive.
• When a graph is _____________, its average rate of change is negative.
• At an inflection point, the rate of change changes from ______________to ______________
or vice versa.
Topic 1.5 Polynomial Functions and Complex Zeros (Daily Video 1)
AP Precalculus
In this video, we will learn how to find the zeros (both real and complex) of a polynomial function.

Let’s WARM UP!

Zeros of a Polynomial Function
If ! is a complex number and "(!) = 0 then ! is called a ____________ of ", or a ___________ of the
polynomial function ".
If ! is a real number, then (' − !) is a ___________ factor of " if and only if ! is a zero of ".

Example: )(*) = *! − +*
Check: "(0) =_______________________
Factor:
"(2) =_______________________
"(') =_______________________________
Solve: 0 = '(' + 2)(' − 2) "(−2) =______________________
' =_______________________

Looking at Zeros Graphically

Remember that a real ____________of a function is a point at which the graph
crosses the x-axis, which is called an ___________________.
Don’t forget that there can be nonreal zeros that can’t be seen on the graph.
They come in complex conjugate pairs.
For example, if ' = 2 + 3/ is a zero of the function, then its complex
conjugate ' = _____________________ is also a zero.

Number of Complex Roots

The number of complex roots a polynomial has is equal to the
_________________ of the polynomial.
Example: 0(*) = *" + *! + 12*# − 13* − 43
There should be _______ complex zeros. Using a graphing calculator, we find
that zeros are
' =______ and ' =______ , and two complex zeros ' =_____ and ' =_____.
Let’s Find the Zeros of a Polynomial Function
Example 1: Find the zeros of Example 2: Find the zeros of
5(') = ' $ + 2' % − 15' 5(') = ' & + 2' % − 64
Factor: 5(') = ________________________ Factor: 5(') = ________________________
Set 5(') = 0: _______________________ Set 5(') = 0: _______________________
Set the factors equal to zero and solve. Show Set the factors equal to zero and solve. Show
your work in the space below. your work in the space below.
Example 3: Given the zero ' = 2 + 3/, find the other zeros of the polynomial function
5(') = ' $ − 8' % + 29' − 52.
Find the second complex zero: ' =_________________

Graph the function to find the third zero: ' =__________

Write out all of the zeros: ' =______; ' =______; ' =______

Multiplicty of a Zero
The multiplicty of a zero is how many times the zero’s factor appears in a given polynomial.
If the zero’s multiplicity is odd, then the graph If the zero’s multiplicity is
will cross through the zero on the x-axis. even, then the graph will
be tangent to the x-axis
at that point, because the
signs of the output values
are the same for input
values near ' = !.
5(') = ' & − 10' $ + 36' % − 54' + 27
5(') = (' − 3)% (' − 1)&
Factor: 5(') = ________________________
Set 5(') = 0: _______________________
Set 5(') = 0: _______________________ Set the factors equal to zero and solve. Show
Set the factors equal to zero and solve. Show your work in the space below.
your work in the space below.

Multiplicty of a Zero Viewed Graphically

5(') = '(' − 4)% (' + 2)

Zeros: ' =________ Multiplicity: ________

' =________ Multiplicity: ________
' =________ Multiplicity: ________

What should we take away?

• The highest power of a polynomial function’s variable states how many zeros the function has.
• To find the zeros of a polynomial function, either ________ the polynomial (if possible) or use
a graphing calculator.
• All complex zeros come in complex ____________ pairs.
Topic 1.5 Polynomial Functions and Complex Zeros (Daily Video 2)
AP Precalculus
In this video, we will learn how to tell if a polynomial function is odd or even, practice finding
zeros and matching graphs to their zeros.

What do odd and even mean in terms of a graph?

Even: The graph is symmetric over the y-axis or Odd: The graph is symmetric over the origin or
the line x = 0. the point (0,0).

Even and Odd: Analytically

Even Symmetry Odd Symmetry
!(−$) = !($) !(−&) = −((&)
If substituting (−') for the variable and If substituting (−') for the variable and
simplifying gives you the exact same signs as simplifying gives you the exact opposite signs
the original polynomial, then it has even as the original polynomial, then it has odd
symmetry. symmetry.
Example: !($) = $! − ($" Example: !($) = ($# − ($

Substituting: !(−$) =______________________ Substituting: !(−$) =______________________

Simplifying: !(−$) =_______________________ Simplifying: !(−$) =_______________________

State Whether the Graph is Even or Odd

Is the function )(') = 5' $ − 5' % even or odd?
For it to be even, )(−') = )(')
Substituting: )(−') =______________________

Simplifying: )(−') =_______________________

Is the function )(') = 5' $ − 5' % even or odd?

Circle the correct choice.
Practice Problem #1
Given )(') = (' − 3)(' + 2)& (' + 6)% , state the zeros, their multiplicity, and what the graph does at
those points: cross through the x-axis or be tangent to the x-axis.
Zeros: ' =________ Multiplicity: ________ Graph: ______________
' =________ Multiplicity: ________ Graph: ______________
' =________ Multiplicity: ________ Graph: ______________

Practice Problem #2 Practice Problem #3

Given the following graph of a polynomial Given the following table, what is the lowest-
equation, what is its equation? degree polynomial function it could represent?
Circle the correct choice.
A. )(') = '(' − 4)(' + 2) A. Degree: 2

B. )(') = (' + 4)(' − 2) B. Degree: 3

C. )(') = (' + 4)(' − 2)' C. Degree: 4

D. )(') = (' − 2)(' + 4)' D. Degree: 1

Open-Response Practice Problem

Given the polynomial function: )(') = ' % − 2' ' − 4' − 16. You are allowed to use your
graphing calculator to graph )(').
A. How many complex zeros could the function have? Explain how you know below.

B. What is (are) the x-intercept(s) of the graph? _____________________

C. Are there any non-real zeros? Explain how you know below.

D. Does the graph of the polynomial have even or odd symmetry? _____________
Substituting: )(−') =____________________________________________

Simplifying: )(−') =_____________________________________________

What should we take away?

The graph of a function has _________ symmetry when )(−') = )(') and _________ symmetry
when )(−') = −)(').
Topic 1.6 Polynomial Functions and End Behavior (Daily Video 1)
AP Precalculus
In this video, we will learn explore how to know the end behavior of polynomial functions based
on their equations.

Let’s WARM UP!

Leading Term Practice
Find the leading term of the following polynomials.
1. !(#) = 3# ! − 2# " − 4# + 1 __________ 2. !(#) = −2# # + # " − 4# $ + 1# − 8 ___________

3. !(#) = −5# # + # $ + 4# % + 12# & + 2 _____________

Definition of End Behavior

The end behavior of a graph is what the graph is doing as the input values move to the:
right without bound (to positive infinity) and the left without bound (to negative infinity).
Graph the function !(#) = 4# $ Graph the function !(#) = −4# $
As input values of the As input values of the
nonconstant polynomial function nonconstant polynomial function
increase without bound the increase without bound the
ouput values ________________ ouput values ________________
without bound. without bound.
As input values of the nonconstant polynomial As input values of the nonconstant polynomial
function decrease without bound the ouput function decrease without bound the ouput
values ________________ without bound. values ________________ without bound.

Graph the function !(#) = 4# " Graph the function !(#) = −2# '
As input values of the As input values of the
nonconstant polynomial function nonconstant polynomial function
increase without bound the increase without bound the
ouput values ________________ ouput values ________________
without bound. without bound.
As input values of the As input values of the
nonconstant polynomial function nonconstant polynomial function
decrease without bound the ouput values decrease without bound the ouput values
________________ without bound. ________________ without bound.
 End Behavior Summary

Let’s look at an EXAMPLE!

Given !(#) = −4# " − 2# $ − 6 Given
describe the end behavior of the !(#) = −# ! + 4# " − 6# $ + 5# &
graph of the polynomial. describe the end behavior of the
• Leading Coefficient: _______ graph of the polynomial.
• Power: _______ • Leading Coefficient: _______
• Sign: _______ • Power: _______
• Answer: ! → ∞ % → ______ • Sign: _______
! → −∞ % → ______ • Answer: ! → ∞ % → ______
! → −∞ % → ______

Let’s PRACTICE!

A
C
.
.
B
.

4 5
2
1
3

What should we take away?

• If the leading term is even powered, then both ends of the graph go in the ___________.
If the sign is ____________, both ends go up. If the sign is __________, both ends go down.
• If the leading term is odd powered, then the ends of the graph go in the _______________
directions. If the sign is _________, the left side goes down and the right side goes up. If the
sign is __________, the left side goes up and the right side goes down.