LESSON

4.3 Name Class Date

Solving 4.3 Solving Linear-Quadratic

Linear-Quadratic Systems
Equations Essential question: How can you solve a system composed of a linear equation in two
variables and a quadratic equation in two variables?
Resource
Locker

Common Core Math Standards Explore Investigating Intersections of Lines

The student is expected to: and Graphs of Quadratic Equations
COMMON
CORE A-REI.C.7 There are many real-world situations that can be modeled by linear or quadratic functions. What happens when the
two situations overlap? Examine graphs of linear functions and quadratic functions and determine the ways they can
Solve a simple system consisting of a linear equation and a quadratic intersect.
equation in two variables algebraically and graphically.
A Examine the two graphs below to consider the ways a line could intersect the parabola.
Mathematical Practices
COMMON y y
CORE MP.1 Problem Solving 8 8

4 4
Language Objective
x x
Work with a partner to explain, orally and in writing, how to solve a -8 -4 0 4 8 -8 -4 0 4 8
simple linear-quadratic system. -4 -4

-8 -8

ENGAGE
Essential Question: How can you solve B Sketch three graphs of a line and a parabola: one showing intersection in one point, one
showing intersection in two points, and one not showing intersection.
a system composed of a linear equation
© Houghton Mifflin Harcourt Publishing Company

in two variables and a quadratic 8

y
8
y
8
y

equation in two variables? 4 4 4

Possible answer: graphing; or solving the linear x x x
-8 -4 0 4 8 -8 -4 0 4 8 -8 -4 0 4 8
equation for a variable and substituting it in the
-4 -4 -4
quadratic equation to solve for the other variable
-8 -8 -8

PREVIEW: LESSON
So a constant linear function and a quadratic function can intersect at 0, 1, or 2 points.
PERFORMANCE TASK C
View the Engage section online. Discuss the photo
and how to determine the distance a skier travels
after leaving a ramp by solving a system of equations. Module 4
EDIT--Chan
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Date
Lesson 3

Then preview the Lesson Performance Task.

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Resource
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HARDCOVER PAGES 135144

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A2_MNLESE385894_U2M04L3 189
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Module 4

L3 189
4_U2M04
SE38589
A2_MNLE

189 Lesson 4.3

 Reflect

1. If a line intersects a circle at one point, what is the relationship between the line and the radius of the circle
at that point?
EXPLORE
The line and the radius are perpendicular.
Investigating Intersections of Lines
2. Discussion Does a line have to be horizontal to intersect a parabola at exactly one point? and Graphs of Quadratic Equations
No; for example, a line can be tangent to a parabola at any point along the curve.

Explain 1 Solving Linear-Quadratic Systems Graphically INTEGRATE TECHNOLOGY

Graph each equation by hand and find the set of points where the two graphs intersect. After solving both equations for y, students may
Example 1 Solve the given linear-quadratic system graphically. graph the equations on their graphing calculators and
find the solutions of the system by finding the
⎧2x - y = 3 Plot the line and the parabola.
 ⎨ intersections of the graphs.
⎩ y + 6 = 2(x + 1)
2

y
Solve each equation for y. 8

2x - y = 3
y = 2x - 3
4
QUESTIONING STRATEGIES
x
y + 6 = 2(x + 1) If a linear-quadratic system with no solution
2
-8 -4 0 4 8
y = 2(x + 1) - 6
2
contains a quadratic equation that opens
downward with a vertex at (3, 7), what is a possible
equation for the linear equation? Why? Equation
Find the approximate points of intersection: Estimating from the graph, y = 8; the maximum value of the quadratic
the intersection points appear to be near (-1.5, -5.5) and (0.5, -2.5).
equation is 7.
( )
_
, -√3 - 4 and ( _______ , √3 - 4 ),
_ _ _
-1 - √3 -1 + √3
The exact solutions (which can be found algebraically) are _______
2 2
or about (-1.37, –5.73) and (0.37, -2.27).

⎧ 3x + y = 4.5
 ⎨ _1 ( )
y= ⎩ x- 3
2
Plot the line and the parabola on the axes provided.
© Houghton Mifflin Harcourt Publishing Company
EXPLAIN 1
2 y
Solve each equation for y. 8
Solving Linear-Quadratic Systems
3x + y = 4.5 4
x
Graphically
y = -3x + 4.5
-8 -4 0 4 8
1(
y= __ x - 3)
2
2 -4
INTEGRATE MATHEMATICAL
-8
PRACTICES
Find the approximate point(s) of intersection: (0, 4.5) .
Focus on Reasoning
Note that checking these coordinates in the original system shows that this is an exact solution.
MP.2 The numbers of solutions of a linear-
quadratic system varies. There may be 0, 1, or 2
solutions, because a line and a circle or parabola may
Module 4 190 Lesson 3 intersect at 0,1, or 2 points.

PROFESSIONAL DEVELOPMENT
A2_MNLESE385894_U2M04L3 190 6/8/15 1:47 PM QUESTIONING STRATEGIES
Learning Progressions
How do you know if the graph of a quadratic
Students have already learned to graph lines, circles, and parabolas. In this lesson
equation is a circle or parabola? The equation
they are introduced to combining these graphs to solve linear-quadratic equations.
of a circle contains both an x 2 and a y 2. The equation
In future lessons, students will learn to graph other systems of equations and
of a parabola contains only an x 2 or a y 2.
inequalities, including linear systems in three variables and systems of linear
inequalities.

Solving Linear-Quadratic Equations 190

 Your Turn

EXPLAIN 2 Solve the given linear-quadratic system graphically.

⎧y + 3x = 0
1 (x - 3) 2
⎧y + 1 = _
3. ⎨ 4. ⎨ x-y= 6
2
Solving Quadratic Systems ⎩ y - 6 = -3x
2
⎩

Algebraically y y
8 8

4 4
AVOID COMMON ERRORS x x
-8 -4 0 4 8 -8 -4 0 4 8
Students may forget to solve for both the positive and
-4 -4
negative square roots when solving a quadratic
-8 -8
equation containing y 2 for y. Encourage students to
consider the number of possible solutions before (−1, 3) and (2, −6) No solution
solving.
Explain 2 Solving Linear-Quadratic Systems Algebraically
Use algebra to find the solution. Use substitution or elimination.

Example 2 Solve the given linear-quadratic system algebraically.

⎧3x - y = 7
 ⎨
⎩ y + 4 = 2(x + 5)
2

Solve this system using elimination. 7 + y = 3x

4 + y = 2(x + 5)
2
First line up the terms.

7 + y = 3x

(―――――――――)
Subtract the second equation from
- 4 + y = 2(x + 5 2)
the first to eliminate the y variable.
3 = 3x - 2(x + 5)
2
© Houghton Mifflin Harcourt Publishing Company

3 = 3x - 2(x + 5)
2
Solve the resulting equation for x
using the quadratic formula.
3 = 3x - 2(x 2 + 10x + 25)

3 = 3x - 2x 2 - 20x - 50

0 = -2x 2 - 17x - 53

2x 2 + 17x + 53 = 0
――――――
-17 ± 17 2 - 4 ⋅ 2 ⋅ 53
x = ___
2⋅ 2
――――
-17 ± 289 - 424
= __
4

―― ――
-17 ± -135
= __
There is no real number equivalent to -135 , so the system
4
has no solution.
Module 4 191 Lesson 3

COLLABORATIVE LEARNING
A2_MNLESE385894_U2M04L3 191 5/22/14 11:52 AM

Peer-to-Peer Activity
Have students work in pairs. Have one student write a linear equation, and the
other write a quadratic equation. Students trade equations and graph both
equations on the same coordinate plane. Students find the solutions of the system
of equations by identifying the points of intersection, then compare answers.

191 Lesson 4.3

 ⎧y = _1 (x - 3)2
4
B ⎨
⎩ 3x - 2y = 13 QUESTIONING STRATEGIES
Solve the system by substitution. The first equation is already solved for y. Substitute the
expression __14 (x - 3) for y in the second equation. Is it necessary to always solve the linear
2

3x - 2 _ ( )
1 (x - 3)2 = 13
equation first and then substitute into the
( )
4
1 (x - 3) 2
13 = 3x - 2 _
Now, solve for x. 4 quadratic equation? Explain. No. It is possible to
_1 (x - 3) 2 solve the quadratic equation for one of the variables
13 = 3x - 2
and then use substitution to solve the linear
13 = 3x - _
2 (
1 x 2 - 6x + 9
) equation.
9
1 x 2 + 3x - _
13 = 3x - _
2 2

1 x2 + 9
13 = - _ 6x - _
2 2

35
1 x 2 + 6x - _
0 = -_
2 2

0 = x 2 -12x + 35

( ) (x - 7 )
0 = x -5

x = ( -5 ) or x = ( -7 )

So the line and the parabola intersect at two points. Use the x-coordinates of the intersections to find
the points.

Solve 3x - 2y = 13 for y. 3x - 2y = 13

-2y = 13 - 3x

y= -
_____
13
(
- 3x
2 )
© Houghton Mifflin Harcourt Publishing Company
Find y when x = 5 and when x = 7.
13 - 3 ⋅ 5
y = -_ 13 - 3 ⋅ 7
y = -_
2 2
13 - 15
= -_ 13 - 21
= -_
2 2
-2
= -_ -8
= -_
2 2
= 1 = 4

So the solutions to the system are (5, 1) and (7, 4) .

Reflect

5. How can you check algebraic solutions for reasonableness?

Graph the system and compare the algebraic solutions to the approximated solutions from
the graph.

Module 4 192 Lesson 3

DIFFERENTIATE INSTRUCTION
A2_MNLESE385894_U2M04L3 192 5/22/14 11:52 AM

Cognitive Strategies
Emphasize the importance of considering whether there may be another way to
solve the problem. Students may try elimination in a linear-quadratic system and
then decide that they can easily solve the quadratic for a variable and use
substitution instead.

Solving Linear-Quadratic Equations 192

 Your Turn

EXPLAIN 3 Solve the given linear-quadratic system algebraically.

⎧x - 6 = -__1 y2 ⎧x - y = 7
6. ⎨ 6
7. ⎨x
Solving a Real-World Problem ⎩ 2x + y = 6 ⎩
2
-y= 7

2x + y = 6 → y = 6 - 2x x- y= 7→ y= x- 7
_ _
x - 6 = - 1 y 2 → x - 6 = - 1 (6 - 2x)
2
x 2 - y = 7 → x 2 - (x - 7)= 7
INTEGRATE MATHEMATICAL 6 6
Simplifies to x(x - 1)= 0.
PRACTICES Simplifies to x (_23 x - 3) = 0. x= 0 or x= 1
Focus on Communication
x= _ y= 0- 7 y= 1- 7
9 or
x= 0 or
MP.3 You may ask students to work in pairs or
(_)
2
y = 6 - 2(0) or y = 6 - 2
9 y = -7 or y = -6
small groups to identify other real-world situations 2
y= 6 or y = -3 The solutions are (0, -7) and (1,-6).
that can be modeled by the intersection of a line and
a circle or parabola. The solutions are (0, 6) and (_92 , -3).
Explain 3 Solving Real-World Problems
You can use the techniques from the previous examples to solve real-world problems.

Example 3 Solve each problem.

 A tour boat travels around an island in a pattern that can be modeled

by the equation 36x 2 + 25y = 900. A fishing boat approaches the
2

island on a path that can be modeled by the equation 3x - 2y = -8.

© Houghton Mifflin Harcourt Publishing Company · Image Credits: ©jcsmilly/

Is there a danger of collision? If so, where?

Write the system of equations.
⎧ 2
36x + 25y 2 = 900
⎨ 3x - 2y = -8
⎩
Solve the second equation for x.

3x - 2y = -8

3x = 2y - 8
2y - 8
x= _
3
Shutterstock

Module 4 193 Lesson 3

LANGUAGE SUPPORT
A2_MNLESE385894_U2M04L3.indd 193 19/03/14 3:24 PM

Connect Vocabulary
Have students work in pairs. Have one student write and solve a simple system
with a linear and quadratic equation algebraically and explain to the partner every
step of the process. The partner must then solve the same system graphically,
explaining every step of that process. The partners then write down the steps they
used both algebraically and graphically to solve the system.

193 Lesson 4.3

 Substitute for x in the first equation.

36x 2 + 25y 2 = 900

QUESTIONING STRATEGIES

( )
2y - 8
2 How do you decide which variable to solve
36 _ + 25y 2 = 900
3 for first in a linear quadratic system when
(4y 2 - 32y + 64
36 __ + 25y 2 = 900
9 ) using the substitution method? Determine which
solved-for variable will result in the simpler solving
4(4y 2 - 32y + 64) + 25y 2 = 900 process when substituted in the quadratic equation.
16y 2 - 128y + 256 + 25y 2 = 900
How can you check the reasonableness of
41y 2 - 128y - 644 = 0 your answer if one equation is that of a
circle? Graph the system of equations using a
Solve using the quadratic equation.
___ graphing calculator, being sure to graph the two
128 ± √128 2 - 4(41)(-644)
y = ___ arcs of the circle as separate functions. Trace to see
2(41)
128 ± √122,000――― whether the solutions are points of intersection.
= __
82
≈ -2.70 or 5.82

Collisions can occur when y ≈ -2.70 or y ≈ 5.82.

2y - 8
To find the x-values, substitute the y-values into x = _____
3
.

2(-2.70) - 8 2(5.82) - 8
x = __ x= _
3 3
-5.40 - 8
= _ 11.64 - 8
= _
3 3
-13.40
= _
3.64
= _
3 3

≈ -4.47 ≈ 1.21

So the boats could collide at approximately (-4.47, -2.70) or (1.21, 5.82). © Houghton Mifflin Harcourt Publishing Company

Module 4 194 Lesson 3

A2_MNLESE385894_U2M04L3 194 5/22/14 11:52 AM

Solving Linear-Quadratic Equations 194

 B The range of the signal from a radio station is bounded by a circle described by the
equation x 2 + y 2 = 2025. A stretch of highway near the station is modeled by the equation
1
y - 15 = __
20
x. At which points, if any, does a car on the highway enter and exit the
broadcast range of the station?

Write the system of equations.

⎧ x 2 + y 2 = 2025
⎨ 1
⎩ y - 15 = _x
20

Solve the second equation for y.

y - 15 = _1x
20
y = __
1
x + 15
20

Substitute for x in the first equation.

x 2 + y 2 = 2025

( ) = 2025
2
__
1
x + 15
x2 + 20

1 2 _
___
x2 +
400
x + 3x + 225
2
= 2025

___
401 3 x + 225 = 2025
x2 + _
400 2
401 2 _
_ 3
x + x - 1800 = 0
400 2

401x 2 + 600x - 720000 = 0

―――――――――
Solve using the quadratic formula.
-600 ± √600 2 - 4(401)(-720000)
y = ____
2(401)
© Houghton Mifflin Harcourt Publishing Company

__
600 ± √ 1,155,240,000
= __
802

≈ -41.63 or 43.13 (rounded to the nearest hundredth)

To find the y-values, substitute the x-values into y = _1 x + 15.

y= _
1 (
-41.63) + 15 y= _1
20
(43.13) + 15
20 20

=- _
41.63
+ 15 = _
43.13
+ 15
20 20

= -2.08 + 15 = 2.16 + 15
= 12.92 = 17.16

The car will be within the radio station’s broadcast area between (-41.63, 12.92) and (43.13, 17.16).

Module 4 195 Lesson 3

A2_MNLESE385894_U2M04L3.indd 195 5/22/14 2:37 PM

195 Lesson 4.3

 Your Turn

8. An asteroid is traveling toward Earth on a path that can be modeled by the equation y = __
1
28
y2
x - 7. It ELABORATE
approaches a satellite in orbit on a path that can be modeled by the equation __
x
+ __ = 1. What are the
2

49 51
approximate coordinates of the points where the satellite and asteroid might collide?
INTEGRATE MATHEMATICAL
Substitute __
1
x - 7 into the second equation.
28 PRACTICES
__ ( )
2
1
__ +
x
2 28
x-7
_ Focus on Reasoning
49
=1
51
__
x2
+ 39984x - 102x + __
_____
1 2 ___
1 49
=1
MP.2 Ask students how the squares of the variables
49 51
in the quadratic equation affect the graph of the
816x 2 + x 2 - 392x + 49(784) = 39,984
system and the solutions. Students should indicate
817x 2 - 392x - 1568 = 0
―――――――――
-(-392) ± √(-392) - 4(817)(-1568)
that the graph of the linear equation is a line. If y is
____
2

x= squared in the quadratic equation, the graph is a

2(817)
x ≈ 1.65 or x ≈ -1.17 parabola opening up or down, if x is squared it opens
y ≈ __
1(
28
1.65) - 7 or y ≈ __
1(
28
-1.17) - 7 left or right, and if both are squared, it is a circle. The
y ≈ -6.94 or y ≈ -7.04 number of solutions is 2, 1, or 0, regardless.
The solutions are approximately (-1.17, -7.04) and (1.65, -6.94).

9. The owners of a circus are planning a new act. They want to have a trapeze artist catch another acrobat
in mid-air as the second performer comes into the main tent on a zip-line. If the path of the trapeze can
SUMMARIZE THE LESSON
be modeled by the parabola y = __14 x 2 + 16 and the path of the zip-line can be modeled by y = 2x + 12, at What are the principal ways to solve
what point can the trapeze artist grab the second acrobat?
a linear-quadratic system, and how do you
(2x + 12) = _
1 2
x + 16
4 determine the number of solutions? Algebraically
Simplifies to 0 = (x - 4)(x - 4).
and by graphing the system; solving the system will
x=4
result in two solutions, one solution, or no solution.
y = 2(4) + 12 = 20 The solution is (4, 20).
When the system is solved by graphing, the number
Elaborate © Houghton Mifflin Harcourt Publishing Company of solutions is determined by the number of
intersection points.
10. A parabola opens to the left. Identify an infinite set of parallel lines that will intersect the parabola only once.
⎧ | ⎫
⎨y = a|a∈R ⎬, the set consisting of the x-axis and all lines parallel to the x-axis.
⎩ | ⎭
⎧ | ⎫
11. If a parabola can intersect a line from the set of lines ⎨x = a|a∈R ⎬ in 0, 1, or 2 points, what do you know
⎩ | ⎭
about the parabola?
It is a horizontal parabola.

12. Essential Question Check-In How can you solve a system composed of a linear equation in two
variables and a quadratic equation in two variables?
Graphically or algebraically using substitution. Systems in which the quadratic equation
only has one second-order term can be solved algebraically using elimination.

Module 4 196 Lesson 3

A2_MNLESE385894_U2M04L3 196 09/06/15 11:59 PM

Solving Linear-Quadratic Equations 196

EVALUATE Evaluate: Homework and Practice
1. How many points of intersection 2. How many points
are on the graph? 1 of intersection are there
on the graph
⎧y = x 2 + 3x - 2
y of ⎨ ?
8 ⎩y - x = 4

4 2
ASSIGNMENT GUIDE x
-8 -4 0 4 8
Concepts and Skills Practice -4

Explore Exercises 1–2

Investigating Intersections of Lines
and Graphs of Quadratic Equations
Example 1 Exercises 3–8 Solve each given linear-quadratic system graphically. If necessary, round
Solving Linear-Quadratic Systems to the nearest integer.
Graphically ⎧ y = -(x - 2)2 + 4 ⎧y - 3 = (x - 1)
2

3. ⎨ 4. ⎨
Example 2 Exercises 9–14 ⎩ y = -5 ⎩ 2x + y = 5
y y
Solving Linear-Quadratic Systems 8 8
Algebraically
4 4
Example 3 Exercises 15–18 x x
Solving a Real-World Problem -8 -4 0 4 8 -8 -4 0 4 8
-4 -4

-8 -8
INTEGRATE MATHEMATICAL
PRACTICES (−1, −5) and (5, −5) (−1, 7) and (1, 3)
© Houghton Mifflin Harcourt Publishing Company

Focus on Communication
⎧x = y 2 - 5 ⎧ x - 4 = (y + 1)
2

MP.3 Group students in pairs. In turns, students 5. ⎨ 6. ⎨

⎩ -x + 2y = 12 ⎩ 3x - y = 17
tell partners what their preferred method of solving
y y
linear-quadratic systems is and why. 8 8

4 4
x x
CONNECT VOCABULARY -8 -4 0 4 8 -8 -4 0 4 8
-4 -4
Relate the term linear system to the idea that this
-8 -8
kind of system has only linear equations, while a
linear-quadratic system has one linear and one No solution (5, -2) and approximately (6, 0)
quadratic equation. Have students look at graphs on
graphing calculators or in pictures to verify this. Module 4 197 Lesson 3

COMMON
A2_MNLESE385894_U2M04L3 197
Exercise Depth of Knowledge (D.O.K.) CORE Mathematical Practices 6/8/15 1:58 PM

1–2 1 Recall of Information MP.6 Precision

3–8 1 Recall of Information MP.5 Using Tools
9–14 1 Recall of Information MP.3 Logic
15–18 2 Skills/Concepts MP.4 Modeling
19–20 2 Skills/Concepts MP.5 Using Tools
21 2 Skills/Concepts MP.2 Reasoning

197 Lesson 4.3

 ⎧(y - 4) + x 2 = -12x - 20
2
⎧ 5 - y = x2 + x
7. ⎨ 8. ⎨
⎩x = y ⎩y + 1 = _3x INTEGRATE MATHEMATICAL
4
y
y
PRACTICES
8
8
Focus on Math Connections
4
x
4
x
MP.1 Solving a linear-quadratic system by
-8 -4 0 4 8
-8 -4 0 4 8
substitution will result in a quadratic equation. If the
-4
-4 discriminant (b 2 - 4ac) is negative, there are no
-8
-8 solutions. If the discriminant is 0, there is one
solution, and if the discriminant is positive, there are
No solution approximately (-3, -4) and (2, 0)
two solutions.
Solve each linear-quadratic system algebraically.
⎧6x + y = -16 ⎧y - 5 = (x - 2) 2
9. ⎨ 10. ⎨
⎩y + 7 = x ⎩ x + 2y = 6
2

y + 7 = x2 → y = x2 - 7 x + 2y = 6 → x = 6 - 2y
y - 5 = (x - 2 ) ((6 - 2y) - 2)
2
= 6x + (x 2 - 7) = -16 → y-5=
2
6x + y = -16 →
Simplifies to (x + 3)(x + 3) = 0 Simplifies to 0 = 4y 2 - 17y +21.
x = (-3)
-(-17) ±
―――――――
√(-17) - 4(4)(21)
___
2

17 ± √――
y + 7 = (-3) y=
2

-47 2(4)
y=2 y = __
8
The solution is (-3, 2). Since this is not a real number, this system
has no solution.
⎧y 2 - 26 = -x 2 ⎧y - 3 = x 2 -2x
11. ⎨ 12. ⎨
⎩x - y = 6 ⎩ 2x + y = 1
x-y=6 → x-6=y 2x + y = 1 → y = 1 - 2x
y 2 - 26 = -x 2 → (x - 6) - 26 = -x 2 y - 3 = x 2 - 2x → (1 - 2x) - 3 = x 2 - 2x
2

Simplifies to (x - 1)(x - 5) = 0. (1 - 2x) - 3 = x 2 - 2x

x=1 or x=5 -2 = x 2 © Houghton Mifflin Harcourt Publishing Company

1-y=6 or 5- y=6 Since the square of a real number cannot be

y = -5 or y = -1 negative, this system has no solution.
The solutions are (1, -5) and (5, -1).
⎧y = x 2 + 1 ⎧y = x 2 + 2x + 7
13. ⎨ 14. ⎨
⎩y - 1 = x ⎩y - 7 = x
y-1=x → y=x+1 y-7=x → y=x+7
y = x2 + 1 → x + 1 = x2 + 1 y = x 2 + 2x + 7 → x + 7 = x 2 + 2x + 7
Simplifies to 0 = x(x - 1). Simplifies to 0 = x(x + 1).
x=0 or x = 1 x=0 or x = -1
y = x + 1 or y = x + 1 y = x + 7 or y = x + 7
y = 0 + 1 or y = 1 + 1 y = 0 + 7 or y = -1 + 7
y=1 or y = 2 y=7 or y = 6
The solutions are (0, 1) and (1, 2). The solutions are (0, 7) and (-1, 6).
Module 4 198 Lesson 3

COMMON
Exercise
A2_MNLESE385894_U2M04L3.indd 198
Depth of Knowledge (D.O.K.) CORE Mathematical Practices 11/20/14 7:39 PM

22 3 Strategic Thinking MP.3 Logic

23 3 Strategic Thinking MP.2 Reasoning
24 3 Strategic Thinking MP.3 Logic

Solving Linear-Quadratic Equations 198

 15. Jason is driving his car on a highway at a constant rate of 60 miles per hour when he
passes his friend Alan whose car is parked on the side of the road. Alan has been
AVOID COMMON ERRORS waiting for Jason to pass so that he can follow him to a nearby campground. To catch
up to Jason's passing car, Alan accelerates at a constant rate. The distance d, in miles,
Students may try to find a solution when there is that Alan's car travels as a function of time t, in hours, since Jason's car has passed is
none. Remind students that a linear-quadratic system given by d = 3600t 2. Find how long it takes Alan's car to catch up with Jason's car.

may not have a solution. This is the case when the Set the distances equal and solve for t.

graphs of the equations do not intersect. 60t = 3600t 2 → t = 60t 2 → t= _

1
60
So it takes __
1
60
of an hour, or 1 minute, to catch up.

16. The flight of a cannonball toward a hill is described by the

INTEGRATE MATHEMATICAL parabola y = 2 + 0.12x - 0.002x 2.
PRACTICES The hill slopes upward along a path given by y = 0.15x.

Where on the hill does the cannonball land?

Focus on Technology
Set the flight of the cannonball and the hill slope equal.
MP.5 When graphing a linear-quadratic system on
0.15x = 2 + 0.12x - 0.002x 2 → 0 = 2 - 0.03x - 0.002x 2
a graphing calculator, students may need to use ―――――――――
-(-0.03) ± √(-0.03) - 4(-0.002)(2)
____
2
features such as zoom and intersect when a system x=
2(-0.002)
appears to have one solution. It is possible that, upon x = -40 or x = 25
further inspection, that there may be two solutions or The negative answer can be ignored.
no solution.
y = 0.15(25)

y = 3.75

The cannonball lands on the hill at (25, 3.75).

© Houghton Mifflin Harcourt Publishing Company · Image Credits: Corbis

17. Amy throws a quarter from the top of a building at the same time that a balloon is
released from the ground. The equation describing the height y above ground of
the quarter in feet is y = 64 - 2x 2, where x is the time in seconds. The equation
describing the elevation of the balloon in feet is y = 6x + 8, where x is the time
in seconds. After how many seconds will the balloon and quarter pass each other?
Check your solution for reasonableness.
Set the quarter’s height above ground and the
elevation of the balloon equal.
6x + 8 = 64 - 2x 2
2x 2 + 6x - 56 = 0
2(x + 7)(x - 4) = 0
x = -7 or x = 4
The negative result is meaningless in context. The
quarter and the balloon will pass after 4 seconds.

Module 4 199 Lesson 3

A2_MNLESE385894_U2M04L3 199 6/8/15 2:01 PM

199 Lesson 4.3

 18. The range of an ambulance service is a circular region
bounded by the equation x 2 + y 2 = 400. A straight road AVOID COMMON ERRORS
within the service area is represented by y = 3x + 20. Find
the length of the road, in miles, that lies within the range
When elimination requires subtracting equations,
of the ambulance service (round your answer to the nearest students may subtract only the terms they want to
hundredth).
eliminate. Encourage them to multiply all of the
Recall ____
that the distance formula is
d = √(x 2 - x 1)2 + (y 2 - y 1)2 . terms by –1 and then add.
⎧x 2 + y 2 = 400
⎨
⎩ y = 3x + 20
Substitute and solve for x.
x 2 + (3x + 20) = 400 → x(x + 12) = 0
2

x=0 or x = -12
y = 3x + 20 y = 3x + 20
y = 3(0) + 20 y = 3(-12) + 20
y = 20 y = -16
So, the endpoints are (0, 20) and (-12, -16). Use the distance formula.
d=
―――――――――
√(-12 - 0)2 + (-16 - 20)2 = 12 √―
10 ≈ 37.95
The length of the road is approximately 37.95 miles.
19. Match the equations with their solutions.
⎧y = x - 2
B ⎨ A. (4, 3) (-4, -3)
⎩ -x + y = 4x - 2
2

⎧y = (x - 2)2

© Houghton Mifflin Harcourt Publishing Company · Image Credits: ©Glen

D ⎨ B. (0, -2) (5, 3)
⎩ y = -5x - 8
⎧4y = 3x
A ⎨ 2 C. (2, 0)
⎩ x + y = 25
2

⎧y = (x - 2) 2
C ⎨ D. No solution
⎩y = 0
⎧y - 7 = x 2 - 5x
20. A student solved the system ⎨ graphically and
⎩ y - 2x = 1 8
y
determined the only solution to be (1, 3). Was this a reasonable

answer? How do you know? 4

Jones/Shutterstock

x
It was not reasonable. The line is not tangent to the parabola -8 -4 4 8
nor parallel to its axis of symmetry, so there will be a second
solution, which occurs outside the boundary of the part of the
coordinate plane shown on the grid. -8

Module 4 200 Lesson 3

A2_MNLESE385894_U2M04L3 200 6/8/15 2:02 PM

Solving Linear-Quadratic Equations 200

JOURNAL H.O.T. Focus on Higher Order Thinking

Have students describe the ways they learned to solve 21. Explain the Error A student was asked to come up with a system of equations, one
⎧ y 2 = -(x + 1)2 + 9
linear-quadratic equations. Encourage students to linear and one quadratic, that has two solutions. The student gave ⎨
⎩ y = x - 4x + 3
2

include a solved example for each method. as the answer. What did the student do wrong?

The student did not give a linear equation. The first equation is a circle,
and the second equation is a parabola.

22. Analyze Relationships The graph shows a quadratic function and a y

linear function y = d. If the linear function were changed to y = d + 3, 8
how many solutions would the new system have? If the linear function
were changed to y = d - 5, how many solutions would the new system 4
have? Give reasons for your answers. x
y = d + 3 : two solutions; the line and the parabola currently -8 -4 0 4 8
intersect in one point. Translating the line up 3 units will result -4
in the line intersecting the parabola in two points.
-8
y = d - 5 : no solution; the line and the parabola currently
intersect in one point. Translating the line down 5 units will
result in the line being entirely below the parabola, so there
would be no points of intersection.

23. Make a Conjecture Given y = 100x 2 and y = 0.0001x 2, what can you say about any
line that goes through the vertex of each but is not horizontal or vertical?
Because the graphs are both parabolas that share a vertex, any line that
goes through the vertex but is not horizontal or vertical will go through
some other point on each parabola.

24. Communicate Mathematical Ideas Explain why a system of a linear equation

and a quadratic equation cannot have an infinite number of solutions.
Only if both equations described have the same curve would the system
© Houghton Mifflin Harcourt Publishing Company

have an infinite number of solutions. A linear equation will always be a

straight line, and a quadratic equation will never be a straight line.

Module 4 201 Lesson 3

A2_MNLESE385894_U2M04L3 201 10/17/14 5:30 PM

201 Lesson 4.3

 Lesson Performance Task QUESTIONING STRATEGIES
What is accomplished by setting the equations
Suppose an aerial freestyle skier goes off a ramp with her path represented by the equation
y = -0.024( x - 25 ) + 40. If the surface of the mountain is represented by the linear equation
2 equal to each other? The solution is the
y = -0.5x + 25, find the distance in feet the skier lands from the beginning of the ramp. x-value for which both equations are equal, so
setting the equations equal to each other and
solving for x gives you this value.

What is the vertex of the quadratic equation?

How can you use this to determine whether
the solution is reasonable? (25, 40); this indicates
that the skier reaches her highest point at a
horizontal distance of 25 feet from the takeoff
point. Because the ramp slopes downward, the skier
should land at least another 25 feet farther, or at
least 50 feet from the takeoff point.

-0.5x + 25 = -0.024(x - 25) + 40

2

-0.5x + 25 = -0.024(x 2 - 50x + 625) + 40

-0.5x + 25 = -0.024x 2 + 1.2x - 15 + 40
-0.5x + 25 = -0.024x 2 + 1.2x + 25

© Houghton Mifflin Harcourt Publishing Company · Image Credits:

0 = -0.024x 2 + 1.7x
0 = x(-0.024x + 1.7)
0 = -0.024x + 1.7 x=0
-0.024x = -1.7
x=
425 _
6
x ≈ 70.83
©EpicStockMedia/Alamy

Since the value of 0 is where the skier meets the ramp, the skier lands
about 71 feet from the ramp.
Students may also choose to solve the problem using a graphing
calculator.

Module 4 202 Lesson 3

EXTENSION ACTIVITY
A2_MNLESE385894_U2M04L3.indd 202 19/03/14 3:22 PM

The equation y = x - __ 10 2
v2
x describes the path of a thrown ball, where v is the
initial velocity of the ball in meters per second and distances are in meters. Have
students graph the ball’s trajectory for v = 10, 20, 30, and 40, and determine for
what value of v the vertical height of the ball reaches y = 10 meters. Students
should find that increasing v increases the vertical height of the ball as well as the
horizontal distance it travels. For v = 20, the graphs y = x - __10 2
v2
x and y = 10
Scoring Rubric
intersect at one point, (20, 10). For values of v greater than 20, the two graphs 2 points: Student correctly solves the problem and explains his/her reasoning.
intersect at two points, which means the ball reaches a height of 10 meters twice in 1 point: Student shows good understanding of the problem but does not fully
its trajectory, once when it is going up and once when it is going down. solve or explain his/her reasoning.
0 points: Student does not demonstrate understanding of the problem.

Solving Linear-Quadratic Equations 202