Algebra 1

Variables and Expressions

Variable: Something that you don’t know. We use a letter to symbolize the variable.
Example: x, y

Expression: A mathematical problem that contains a variable. It helps us understand how to solve for the variable. The same
expression can be written in several ways.
Examples:

Coefficient: The number that multiplies the variable

Example:

3 is the coefficient because that is the number that multiplies the variable.

Commutative Property:
Addition and Multiplication problems can have the order changed and still have the same answer.
Example:
4x2=8 is the same as 2x4=8
Algebraic Language

We need to know how to speak the language of algebra.

There are four main operations in math:

Multiplication, Division, Addition, and Subtraction. We use specific words to describe each of these operations.

•Multiplication •Addition
-Multiply -Add
-Product -Sum
-Times -Plus

•Division •Subtraction
-Divide - Subtract
-Quotient - *Less than* (when you use this
term you need to switch the order)

Remember, a Variable is an Unknown Quantity.

We can use this vocabulary to say an expression in several ways.

Examples:
•If the equation is 3x+7 we can say:

-Three times a number plus seven

OR

-The product of three and a number plus seven

•If the equation is x/4-3 we can say:

-A number divided by four subtracted by three

OR

-Three less than the quotient of a number and four

*Remember that if you use "less than" the order of the expression must be switched.
Order of Operations

Main Concept
The Order of Operations helps us solve problems in the correct order so that we get the right answer.

Vocabulary:

Evaluate - Find the value. (In other words, do the math problem and find the answer.)

Example 1:
Evaluate.
x•y

If we know that x = 3 and y = 4, we can evaluate the expression.

We just put the "3" in for x, and the "4" in for y.

3 • 4 = 12

Example 2:
Evaluate
a+b•c
When a = 3, b = 4, and c = 5.

3+4•5

Since there is more than one operation that needs to be done in this problem, it is very important that we do the operations in
the correct order. If we don't, we will not end up getting the correct answer!

The Order of Operations helps us know which order to do the operations in, so that no matter who solves the problem,
everyone will get the same answer.

Order of Operations:
P Parenthesis
E Exponents
MD Multiplication & Division (solve left to right)
AS Addition & Subtraction (solve left to right)

Since, in this example, we have no parenthesis and no exponents, we will start with the multiplication and division step. There
is one multiplication problem to do.
3+4•5
3 + 20

Now we will do the addition and subtraction. There is one addition problem to do.
3 + 20 = 23
Our final answer is 23.

Example 3:
Evaluate.
3(4 + 5)2 - 2

Remember the order of operations! Parenthesis come first. So we will do what's in the parenthesis, and leave everything else
the same.

3(4 + 5)2 - 2
3(9)2 - 2

Next we look for any exponents. There is an exponent of "2" on the 9. So we will do that next and leave everything else the
same.

3(9)2 - 2
3(81) - 2

Next comes multiplication and division. We have one multiplication problem to solve in this example.

3(81) - 2
243 - 2

Finally, comes addition and subtraction. We have one subtraction problem to solve.

243 - 2 = 241

Our final answer is 241.

Example 4:
Evaluate.
8 + 10
3

Remember this...
Whenever you see a fraction bar with an expression above it, there is a "hidden parenthesis". The
fraction bar is saying "We want to take this whole sum and divide it by two."

We can rewrite this as:

(8 + 10)
3

Parenthesis first.
(8 + 10)
3

(18)
 3

We don't have any exponents, so multiplication and division will come next. We have one division problem.
(18) = 6
3

Our final answer is 6.

Always use this order of operations whenever you are evaluating an expression!

Classifying Numbers

Whole numbers:
A positive number that is not a decimal or fraction. It includes zero.
Examples: 100, 37, 5, 0

Natural numbers:
These occur naturally in nature. They include all of the whole numbers EXCEPT zero.
Examples: 101, 57, 6 Remember NOT zero.

Integers:
Whole numbers including negative numbers.
Examples: 100, 52, 17, 0, -10, -589

Rational numbers:
Any number that can be expressed as a fraction. These include all whole numbers, integers, fractions, and terminating or
repeating decimals.
Examples: 100, -37, 5, 0, ¾, -½ , 3.752

Irrational numbers:
These are numbers that cannot be expressed as a fraction. They cannot be converted into a number that ends or a decimal that
repeats. These are numbers that continue on forever.
Examples: π
Real Numbers

Main Concept
Real numbers consist of natural numbers, whole numbers, integers, and rational and irrational numbers.

Natural numbers
{ 1 , 2 , 3 , 4 , 5 , ... }
are numbers used for counting.
0 is not a natural number because 0 has no numerical value, so it is not naturally used when counting
something.

Whole numbers
{ 0 , 1 , 2 , 3 , 4 , ... }
are any natural numbers and also 0. Anything less than zero is a negative number. A negative number is not
whole or natural. Whole numbers are very useful if all we want to do is addition.

Integers
{ ... , -3 , -2 , -1 , 0 , 1 , 2, 3 , ... }
are negative and positive whole numbers. Integers are useful if all we want to do is add, subtract and/or
multiply. All whole numbers and natural numbers are integers, but not all integers are whole numbers or
natural numbers. For example, -6 is an integer, however it is not a whole or natural number because it is
numerically less than 0.

Rational numbers

are numbers that can be written as a ratio (or a fraction). Rational numbers are not integers. Since we can

not list all of the fractions, rational numbers have a simple equation:

This equation can be read, "all numbers p over q, such that q does not equal 0. Q cannot be 0, because any
number divided by 0 will be 0.

Irrational numbers

are numbers that are not rational and cannot be written as a fraction. Irrational numbers in decimal form on
a calculator will never repeat or stop.
Real numbers

are all numbers, positive, negative, rational and irrational. Real numbers all have their own placement on the
number line.

NOTE: The square root of perfect squares are rational because when they are evaluated, they are a whole
number.
Example:

Remember this...
When we want to determine the value of any number, we can think about where that number is located on
the number line.

Example 1
Assess which number has the largest value.

4, ,-4

By placing these values on a number line, we can easily determine which one is bigger. From left to right on
the number line, the numbers increase in value.

4 is a positive number, so it is placed on the right side of 0, and -4 is a negative number so it is placed on the
left side of 0.

Since 4 is a perfect square, we can determine the value of . Since 2 • 2 = 4 and -2 • -2 = 4, the square
root of 4 is ±2.
Since we are looking for the larger number, we will place the at the positive 2 position.

When looking at the numbers on a number line, it is very easy to see that 4 is the largest number.
Properties

Main Concept
In this lesson, we will be looking at the terminology for different properties.

Vocabulary:

Commutative Property of Addition: You can add numbers in any order and still get the same sum. 3 + 5 = 8 and 5 + 3 = 8

Commutative Property of Multiplication: You can multiply numbers in any order and still get the same product.
3 • 5 = 15 and 5 • 3 = 15

Remember this...
Although the Commutative property works for addition and multiplication, it does NOT work for
subtraction and division!
6 - 2 = 4 is NOT the same as 2 - 6 = -4
6 ÷ 2 = 3 is NOT the same as 2 ÷ 6 = 1/3

Associative Property of Addition: You can change which addends are grouped together and still get the same sum.
(5 + 2) + 1 = 8 and 5 + (2 + 1) = 8

Associative Property of Multiplication: You can change the multiples that are grouped together and still get the same product.
(5•2)1 = 10 and 5(2•1) = 10

Remember this...
Although the Associative property works for addition and multiplication, it does NOT work for
subtraction and division!
(5 - 2) - 1 = 2 is NOT the same as
5 - (2 - 1) = 4
(4 ÷ 2) ÷ 2 = 1 is NOT the same as
4 ÷ (2 ÷ 2) = 4

Identity Property of Addition: When zero is added to any number, the answer is that number. 0 + 2 = 2

Identity Property of Multiplication: When 1 is multiplied by any number, the answer is that number. 3 • 1 = 3

Zero Property of Multiplication: No matter what number you multiply by 0, the answer is 0.
0 • 255 = 0

When you multiply a number by -1, you get the opposite number.
Examples:
-1 • 5 = -5
-1 • -3 = 3
y • -1 = -y

Remember this...
The opposite of a positive is a negative and the opposite of a negative is a positive. Multiplying a number by -1 just switches the
sign in front of the number.
Adding and Subtracting

Main Concept
In this lesson, we will practice adding and subtracting rational numbers with different signs.

Vocabulary:

Absolute Value: a number's distance from 0.

|4| = 4
|-4| = 4
On a numberline, both 4 and -4 are 4 units away from 0.

When you are adding two numbers with the same sign, add the absolute value of both numbers and keep the same sign.
Two Negative Numbers: -3 + -8 = -11
Two Positive Numbers: 7 + 2 = 9

When you are adding a positive and a negative number together, subtract the absolute value of the numbers and keep the
sign of the larger number.
Larger Positive Number: 8 + -3 = 5
Larger Negative Number: -7 + 3 = -4

An easy way to do these problems is to think of a numberline.

9 + -4 = 5
If you start at 9, then go back 4 places (because you're adding a negative), you land on positive 5.

Remember this...
You can turn any subtraction problem into an addition problem by thinking "add the opposite."
Example 1:
8 - 12

Think "add the opposite".

8 + -12 = -4

This also works for rational numbers.

Example 2:

Can be written as:

Before we add, we must get like denominators. We can do this by multiplying the numerator and denominator of 1/2 by 2.

Now we just add the numerators. Think of a numberline. If you start at positive 2, then move backwards 3 places (because we
are adding a -3), we will land on -1.

So our answer is -1/4.

Multiplying and Dividing

Main Concept
In this lesson, we will practice multiplying and dividing positive and negative rational numbers.

Whenever you multiply two numbers with different signs, the product will be a negative number.
Example 1: 3 • -4 = -12
Example 2: -5 • 6 = -30

Whenever you multiply two numbers that have the same sign, your answer will be positive.
Positive times positive: 5 • 3 = 15
Negative times negative: -6 • -4 = 24

Remember this...
When your two factors have unlike signs, your answer will be negative.
When your two factors have the same sign, your answer will be positive.

This is true whenever we multiply any two numbers, not just integers.

Example:

Since we are multiplying two negative numbers (both numbers have the same sign), we know that our answer will be positive.
Distributive Property

Main Concept
In this lesson, we will practice using the distributive property to rewrite expressions.

Distributive Property: If you have a number multiplied by a group of numbers that are added together, you can distribute the
number being multiplied to each term inside the parenthesis.
a(b + c) = ab + ac

Example 1:
10(8+12) = 10•8 + 10•12 = 200

Example 2:
3(2x + 7)

We take 3 times the first term, write the addition sign, and take 3 times the second term.

3(2x + 7) = 6x + 21

The distributive property also can be done backwards.

If we have two or more terms added together and they all share a common factor, we can factor the common factor out of
each term.

Example 3:
5y + 7y

We can see that each term has a common factor of y.

So we can rewrite this as

5y + 7y = y(5 + 7)

Remember this...
It's important to pay attention to addition and subtraction signs.
Example 4:
-3(2x - 4)

We will distribute the -3 to each term in side the parenthesis.

-3(2x - 4) = -3(2x) + (-3)(-4)

Notice that in the second term, we have a negative multiplied by a negative!

A negative times a negative is a positive.

-3(2x - 4) = -6x + 12
Evaluating Algebraic Expressions

When you evaluate algebraic expressions, you can combine two or more whole numbers, and you can combine two or more
numbers with the same variable, but you cannot combine a whole number and a variable.

Example 1:

In this expression there are two numbers with a variable of x, and two whole numbers. You can combine "like terms" as shown
below.

Your simplified expression looks like this:

This is your final answer because you cannot combine a whole number and a number with a variable.

Example 2:

In this expression, there are two variables, x and y, as well as constants. We can combine like terms as follows.

The simplified expression is:

We cannot simplify this expression any further because x and y are NOT like terms.
Example 3:

This time, the only terms that we can combine are the ones with "d2". The variable "d" cannot be combined with "d2" because
the exponent of 2 makes them NOT like terms.

The simplified expression is

Introduction to Equations
W
e use a variable for an unknown quantity. Many times the variable is x. Use mental math to solve for x. Here are some
examples.

Solve for x:

x+1=4
Use mental math to find x.

x=3
Check your work:

(3) + 1 = 4
That is correct, so your answer for x is correct.

Solve for x:

x - 4 = 10
Use mental math to find x.

x = 14
Check your work.

(14) - 4 = 10
That is correct, so your answer for x is correct.

*Remember that a negative times a negative equals a positive.

Solve for x:

-4x = 8
Use mental math to find x.

x = -2
Check your work.

-4(-2) = 8
That is correct, so your answer for x is correct.

If you check your work, and the answer is incorrect, you have the wrong number for x and you should try again.
Input and Output

Ordered Pairs
When there are two variables, you can solve the equation if you give one variable a value.
An ordered pair is always written where
x is your input and y is your output. (x,y)

Here is an example:

y=x+2
If x = 1 you can find the value of y .

y = (1) + 2
Your ordered pair is (1,3)

You can find another ordered pair for the same equation by using a different number for x .
Using the same equation, if x = 4 you can find the value of y.

y=x+2
y = (4) + 2
Your ordered pair is (4,6)

Here is an example using a different equation:

y=x+5
If x = 2 , find the answer for y .

y = (2) + 5
Your ordered pair is (2, 7)

If you have the ordered pair, you can evaluate an equation to see if it is true.

Example 1:
Will the ordered pair (2,15) make the following equation true?
y = x + 13
Substitute the ordered pair for the variables. We put the "2" in for x, and we put the "15" in for y. (REMEMBER: in an ordered
pair (in this example (2,15) ), "x" is always the first number, and "y" is always the second number.)

(15) = (2) + 13 Yes!

The ordered pair (2,15) makes the equation true.

Example 2:
Will the ordered pair (3,8) make the following equation true?

y=x-6
Substitute the ordered pair for the variables. Put "3" in for x, and put "8" in for y.

(8) = (3) - 6 NO!!

The ordered pair (3, 8) makes the equation false.
Solving One-Step Equations- Add & Subtract

We need to solve an equation for a variable. Here is an equation.

x+1=4
To solve this equation we need to follow the rules:
•Be Fair. You need to do the same thing on each side of the equal sign.

•Do the opposite operation to isolate the variable. You want to get the variable alone on one side.

Here's how:

x + 1 = 4 The 1 is added to the x, so we'll subtract.

-1 -1 ALWAYS do the same thing to both sides.

x=3
Check your work. Just plug your solution into the original equation. Switching out "3" for x, we get:
3 + 1 = 4 Yes!

Since this is true, we know that x = 3 is indeed a solution to the equation.

Here is another example:

x + 7 = -10
-7 -7

x = -17

Check your work.

-17 + 7 = -10 Yes!

Solving One-Step Equations - Multiply and Divide
There are two extremely important things to remember when solving equations:
1) Be Fair. You need to do the same thing on each side of the equal sign.
2) Do the opposite operation to isolate the variable. You want to get the variable alone on one side.

Solve this equation for the variable.

Multiply both sides by 2. (Our variable "x" is divided by 2. Multiplication is the opposite of division.)

And our answer is:

Check your work:

(Substitute "12" in for x in the original equation.)

Let’s try another one.

Solve this equation for the variable.

This time, our variable is being multiplied by a "-7". So we will use the opposite of multiplication which is division!
Divide both sides by -7.
So our answer is:

Check your work:

(Substitute "-4" in for r, into the original equation.)

Solving Two-Step Equations

There are three important things to keep in mind when solving equations with more than one operation.
1) Be Fair. You need to do the same thing on each side of the equal sign.
2) Do the opposite operation to isolate the variable. You want to get the variable alone on one side.
3) Focus on the addition or subtraction step first.

Example:
Solve this equation for the variable:

First, look for any addition or subtraction. We have a "-3" that we need to get rid of. The opposite of subtraction is addition. So
we'll
add 3 to both sides.

Now the equation looks like this:

We still have a "2" that is multiplied to our variable. So will divide 2 from both sides:

Your answer should be:

Check your work:

(Substitute "5" for x, into the original equation.)
Solving Multi-Step Equations

When solving multi-step equations, it's important to remember the following:

1) Be Fair. You need to do the same thing on each side of the equal sign.
2) Do the opposite operation to isolate the variable. You want to get the variable alone on one side.
3) Eliminate the fraction (if necessary).
4) Focus on the addition or subtraction step first.

Example 1:
Solve this equation for the variable:

First, let's check for any addition or subtraction. We see that there is a "-7" that we need to get rid of. The opposite of
subtraction is addition, so we will add 7 to both sides:

*Remember, adding positive 7 to negative 7 cancels your 7 completely from the left side. Leaving you with -2x over 3.

Your equation should look like this:

Now we need to eliminate the fraction. We see that there is a denominator of "3". Let's multiply both sides of the equation by
"3".
Multiply both sides by 3.

*Remember, when multiplying fractions, if the number on the numerator and the denominator is the same (3), that
number will cancel out.
Your equation should look like this:

Now we just need to get rid of the "-2" that is multiplied to our variable. So we need to divide both sides by -2.

Your answer should look like this:

Check your answer:

Example 2:
Solve this equation for the variable:

This time, before we can do anything else, we have to get rid of the fraction. We can do this by multiplying both sides by 2.
Multiply both sides by 2.

*Remember, when multiplying fractions, if the number on the numerator and the denominator is the same (2), that
number will cancel out.

Your equation should look like this:

Now we can look for addition or subtraction. We see that there is a "4" that is added. So let's subtract 4 from both sides.

Your equation should look like this:

Last step! Since our variable is multiplied by 6, we need to divide 6 from both sides.

Your answer should be:

Check your answer:

Solving Equations Using Distributive Property
When we use the distributive property, we distribute the number on the outside of the parenthesis to all of the numbers inside
of the parenthesis.

Example:

Use the distributive property to solve for the variable.

Distribute the -2. To do this, we multiply the "-2" by each of the terms inside of the parenthesis. Notice that the minus sign
between the terms stays the same.

Simplify.

Remember, two negatives give us a positive sign. So we have:

Subtract 6 from both sides.

Next divide both sides by -2.

Our answer is:

Check the answer by substituting "-2" for x into the original equation:

It works!
Solving Equations with Variables on Both Sides

When we have an equation with variables on both sides of the equal sign, we must get the variables on the same side. We
solve this type of problem using skills we've already learned.

Example 1:
•Solve the equation.

Add the 3 to both sides

2x - 3 = x + 2
+3 +3
*Remember, adding positive 3 to negative 3 will cancel the 3 completely from the left side, leaving you with 2x.

Your equation should look like this:

Subtract x from both sides.

Your answer should be:

Check your answer:

Input the answer into the equation.

Example 2:
•Solve the equation.
First, let's get rid of the fraction!
Multiply both sides by 8.

*Remember when multiplying fractions, if the number in the numerator and the denominator is the same (8), that
number will cancel out.

Your equation should look like this:

Now we need to get variable (x) together on one side of the equal sign.
Subtract 4x from both sides.

Your equation should look like this:

Our final step is to divide both sides by 4.

Our answer is:

Check the answer.

Solving Special Equations

These are steps to solving equations:

Be Fair. You need to do the same thing on each side of the equal sign.
Do the opposite operation to isolate the variable. You want to get the letter alone on one side.
Eliminate the fraction (if necessary).
Use the distributive property.
Focus on addition or subtraction.
Get the variables on one side of the equation.

Example 1:
Solve the equation.

Distribute the 2 that is outside of the parenthesis to the x and -3 that are inside the parenthesis.

Your equation should look like this:

Subtract 2x from both sides.

Your answer should be:

OH NO! This is a false statement.

The answer to this problem is:
No Solution

Example 2:

Distribute the negative (-) that is outside of the parenthesis to x and -3 that are inside the parenthesis.

Your equation should look like this:

Combine like terms.

Your equation should look like this:

Subtract x from both sides.

Your answer should be:

This is a true statement. 3 does equal 3, so your final answer is ALL REAL NUMBERS.

To Summarize...
Whenever the variables cancel each other out so that there are no more variables, you are left with either a true statement or a
false statement. If you're left with a true statement, then any real number that you could choose would work and make the
equation true. If you're left with a false statement, then there is no solution - no number would ever work to make that
equation true.

Solving Literal Equations and Formulas

Equations to solve for momentum, mass, and velocity.

Equations to solve for measurements of a triangle.

There are formulas and equations that help describe our world. You can use them to help you solve for any given variable. You
have the skills.
 Unit 2
Ratios, Rates, & Conversions

We can convert quantities to different units, if we know the ratio.

Ratio:
The way to compare one number in relation to another number.

For example if we know that £1 = $1.60 and we want to buy something that costs £10, we can use a ratio to compute how
many dollars £10 equals.

= $16.00
Let’s try another example. If we know 1 meter = 3.3 feet and we want to know how many feet 96 meters equals, we can use a
ratio.

= 316.8 ft.

Remember this...
Notice that we arrange the conversion factor so that the units we are wanting to get rid of cancel. In the
example above, we have meters in the numerator multiplied by meters in the denominator. So the meters
cancel and we are left with feet.
Solving Proportions

Proportion: a proportion is two ratios that are equivalent.

Here are some examples:

A proportion is two equal ratios. If we have a variable, we can solve it by multiplying the denominator to
eliminate the fraction on one side OR by cross multiplying.
Here is an example of multiplying by the denominator. In this problem "3" is the denominator for the
variable.

Multiply both sides by 3.

Here is another way to solve for a variable in a proportion: Cross Multiply and Divide. Multiply the diagonals.
Then divide to solve for the variable.

Example:

Cross multiply:

x • 14 = 7 • 2

Then divide:

14x = 14
14 14

x=1
Let’s try another example using cross multiply and divide. Remember to use your steps.

These are the steps:

1. Use the distributive property to clear the parenthesis.

2. Cross multiply.

3. Be fair: Remember when you cross multiply to be fair and multiply both parts.

(x – 3) • 7 = 4 • (2x – 2)

7x – 21 = 8x – 8

4. Get the variables on one side of the equation.

5. Be fair. You need to do the same thing on each side of the equal sign.

7x – 21 = 8x – 8
-7x -7x

-21 = x – 8

6. Isolate the variable by getting the numbers on the same side of the equal sign. Do the opposite.

7. Be fair. You need to do the same thing on each side of the equal sign.

-21 = x – 8
+8 +8

-13 = x

Or

x = -13

8. Check your work by inputting the solution into the original equation.

-4 = -4
This is true so we know that our answer is correct!
Solving Proportions with Maps

In many maps there will be a legend that will give you a proportion to solve distance. You can use a ruler to measure distance.

•Solve this equation.

Set up the proportion and be consistent.

Cross mutiply.

Your answer should be:

•Solve this equation.

A map shows that the distance from Austin, TX to Dallas, TX is 5 cm . If 1 cm = 40 miles we can see how many miles apart the
cities are located.
Set up the proportion and be consistent.

Cross multiply.

Your answer should be:

Proportions and Similar Figures

Triangle ABC is similar to triangle XYZ.

They are proportional.

Side AB ~ Side XY
Side BC ~ Side YZ
Side AC ~ Side XZ

Find the length of side XZ to solve for H.

Set up a proportion.
•Solve for H.

Cross multiply.

Next divide 2 from both sides to get H alone.

35 = 2H
2 2

Your answer is:

Now solve for L.

Set up a proportion.

Cross multiply.
Next divide 2 from both sides to get L alone.

55 = 2L
2 2
Your answer is:

You can set up a proportion for any similar geometric shapes.

Percents

Main Concept
In this lesson, we will be solving different percent problems.

Vocabulary:

Percent: A ratio that means "out of 100."

Example 1:
What is 18% of 30?

Remember this...
When doing percent problems, the word "of" means to multiply.
The word "is" is where you put your equal sign.
We will let x stand for "what", the value that we are trying to find.

We'll replace "is" with "=", and we'll replace "of" with "•".

What is 18% of 30?

x = 0.18 • 30

(Notice that when we write this equation, we put the percent in decimal form so that we can do the calculations. Instead of
writing 18%, we write 0.18)

x = 5.4

Example 2:
131 is what % of 582?
131 = x • 582

To find the answer, we just need to solve this equation for x. To get x by itself, we need to divide both sides by 582.

131 = x • 582
582 582

We can do 131/582 on a calculator.

x = 0.22508591065292096219931...

Let's round to the nearest thousandth.

x = 0.225

Our question asked "131 is what % of 582?". So we need to write our answer as a percent.

To write a decimal as a percent, just move the decimal point two places to the right. Then write a percent sign.

0.225 = 22.5%

Example 3:
13 is 60% of what number?
13 = 0.60 • x

To solve for x, we need to divide both sides by 0.60.

13 = 0.60 • x
0.60 0.60
Percent Change
You can find the percent change by setting up a proportion.

If you invest $50 and you make a 40% gain, you can figure out how much money you have earned (your profit).
To calculate your profit in dollars, here is your formula:

Cross multiply to find your answer.

40 × 50 = 2,000
100 × p = 100p

2,000 = 100p

Divide both sides by 100 to solve for p.

2,000 = 100p
100 100

p = 20
So the profit was $20.

Let’s look at another example. If you know how much you started with and how much you have now, you can find the percent
of increase or decrease.
To find your percent gain, here is your formula:

(Remember using NOO!)

If you started with $50 and now you have $70 you can figure out the percent gain. Set up your proportion.

Now you need to change the fraction to a percent. One way you can do this by multiplying the numerator and denominator by
the same number so that the denominator equals 100.
Graphing Inequalities on a Number Line

We can graph inequalities on a number line.

This can be read: x is greater than eight.

All numbers larger than eight are a solution. Because 8 is not a solution, the circle is not filled in.

This can be read: x is less than or equal to -6.

All numbers six and smaller are solutions. Because six is included in the solution, the circle is filled in.
Solving Positive,
Multi-Step Inequalities
To solve for a variable in an inequality, you follow the same procedures that you used to solve for a variable in an equation.

Example 1:
Solve this inequality.

To get rid of the "-4" we need to add a positive "4" to both sides.

+4 +4

Your equation should look like this:

Next divide 2 from both sides.

Your answer should be:

X is greater than or equal to five. You can graph that on a number line. (Notice that the circle on 5 is colored in. This is because
we are using the "greater than or equal to sign.")

Any number 5 or greater will make this a true statement. You can prove that by checking your work. Choose any number
greater than 5 to see if the statement is true.

In this example, to check our work we will use 7. We replace the "x" in the original inequality with "7".

Multiply the 2 and the 7.

Your equation should look like this:

Subtract 4 from 14.

10 is greater or equal to 6. This is a correct statement.

Example 2:
Solve this inequality.

Multiply both sides by 4.

Now the equation looks like this:

Next distribute the 2 that is outside of the parenthesis to the x and -3 that are inside the parenthesis.

Your equation should look like this:

Add 6 to both sides.

+6 +6
*Remember, adding positive 6 to negative 6 will cancel the 6 completely from the left side. Leaving you with 2x.

Next divide both sides by 2.

Your answer is:

X is less than or equal to seventeen.

You can graph that on a number line.

Any number that is seventeen or less than seventeen will make this a true statement.
Solving Negative,
Multi-Step Inequalities

Solving negative, multi-step inequalities is exactly the same as solving positive, multi-step inequalities EXCEPT when you
multiply or divide both sides by a negative number the inequality sign must flip over.

Example 1:
Solve this inequality:

Subtract 3 from both sides.

-2x + 3 < 7
-3 -3
Next divide both sides by -2.

-2x < 4
-2 -2
Wait!!!!!!!
Remember, when you multiply or divide the inequality by a negative number you need to flip the inequality sign.

Your answer should be:

X is greater than negative two.

To check, choose a number greater than negative two and input it into the original inequality. In this example, we'll use "-1".

Multiply -2 and -1.

Add 2 and 3.
Your answer should be:

Great! This is a true statement!

Example 2:
Solve this inequality:

Multiply both sides by 4.

Distribute -2 to x and -3.

Your equation should look like this:

Subtract 6 from both sides.

-2x + 6 < 4
-6 -6
Next divide both sides by -2.

-2x < -2
-2 -2
Wait!!!!!!!
Remember, when you multiply or divide the inequality by a negative number you need to flip the inequality sign.
Your answer should look like this:
Solving Inequalities - Variables on Both Sides

To solve:
Add or subtract the opposite to get the variables on the same side. Be fair.

Add or subtract the opposite to get the numbers on the same side so the variable is isolated.
Be fair.

Isolate x by removing the negative. Do the opposite. Be fair.

Reverse the inequality sign because you divided an inequality by a negative number!!
x > -4
You can graph your results on a number line. Do NOT fill in the dot because it is not equal to -4.

Let’s try another one. Solve.

Eliminate the fraction:

Distribute:

Add or subtract the opposite to get the variables on the same side. Be fair.
Remove the negative to isolate x. Do the opposite. Be fair.

Reverse the inequality sign because you divided an inequality by a negative number.

You can graph your results on a number line. Fill in the dot because x is equal to or greater than -6.

Check your work using a number greater than negative six.

Solving Special Inequalities

Main Concept
Sometimes there are "special inequalities" where the variable will cancel out. When this happens, we are left with either a true
or a false statement. If we have a true statement, then the solution set is all real numbers. If we have a false statement, then
the solution set is no solution (there is no number that would make that inequality true).

Example 1:
Solve this inequality.

Combine like terms.

Add x to both sides.

+x +x
Notice that the x's cancel out and we are left with this statement:
There are no variables and the statement is true. The answer is: All Real Numbers

Example 2:
Solve this inequality.

Multiply both sides by 2.

Distribute 2 outside of the parenthesis to the x and -3 that are inside the parenthesis.

Your equation should look like this:

Subtract 2x from both sides.

-2x -2x
Your answer should be:

There are no variables and the statement is false. The answer is: No Solution
Compound Inequalities

A compound inequality is two (or more) inequalities. We can solve each side and then put them together.

Example 1:
Solve this compound inequality.

Choose a side and solve.

Multiply both sides by 2.

Add 3 to both sides.

+3 +3
Your equation should look like this:

Now solve the other side.

Multiply both sides by 2.

Add 3 to both sides.

Your equation should look like this:

Put both solved equations together to come up with your final answer.
 Graph this on a line.

Example 2:
Solve this compound inequality.

Choose a side to solve first.

Add 6 to both sides.

+6 +6
Multiply both sides by 2.

Your equation should look like this:

Solve the other side.

Multiply both sides by 4.

Subtract 2 from both sides.

 -2 -2
Divide both sides by 3.

Your equation should look like this:

Put both solved equations together.

Your final answer should be:

m < -28 OR m > 18

Graph your answer on a line.

The answer is everything except the numbers in the middle that are not covered.
Absolute Value Equations

The absolute value is defined as the distance from zero.

It is shown by bars. | |
The absolute value is always positive.

Both |3| = 3 AND |-3| = 3

because both negative three and positive three are three away from zero on the number line.

Example:
Solve.

This means that

We will need to solve both to get the answer.

Check your work.

This is true.
AND

Distribute first.

Check your work.

This is true.

The answer to this problem is

Example 2:
Let’s try another one.

Eliminate the fraction by multiplying both sides by three.

Divide both sides by two.

This now becomes two problems and we need to solve both.

Check your work by putting your answer into the equation.

Both are true. The answer to this problem is

Absolute Value Inequalities
To solve absolute value inequalities, we can use the skills we've learned about solving absolute value equations together with
the skills that we've learned about solving inequalities.

Example 1:
Solve.

Divide both sides by 2.

Now we have two equations, negative and positive. We'll need to solve both.

We'll start with the positive:

Add 1 to both sides.

+1 +1
Divide both sides by 3.

Now we'll solve the negative equation:

First, let's distribute the negative sign that is outside of the parenthesis to everything that is inside the parenthesis.
We get:

Subtract 1 from both sides.

-1 -1

Divide both sides by -3.

Wait!!!!!!!
Remember, when you multiply or divide the inequality by a negative number you need to flip the inequality sign.

Our answers are:

To check your work, you can use any number larger than 10/3 and any number less than -8/3.
 Unit 3
Analyzing Equations, Patterns, and Graphs

When comparing two numbers with a consistent pattern, you can use a table to express the equation. This table shows data
if Jeff joins Gina after she has run two laps and he continues to run with her.

This can also be expressed in a graph:

•You can write a formula for this pattern:

y=x+2
•You can check your work by putting any one of your points into the equation.

Let's try the point (3,5). We put "3" in for x, and "5" in for y.

5=3+2
Distinguishing Relations from Functions

By using a chart, we can analyze relationships.

•A function is data where every x value is unique.

This chart is a function because every x value (age) is unique. You do not repeat an age.

•Let’s look at another chart.

This is not a function because the x values are not unique. The x axis has numbers that repeat. 12 feet of horizontal distance is
repeated multiple times at different elevations. The ordered pairs would show that repetition.
(12, -20) (12, -25) (12, -30)
This data is a relation and not a function.

•Let’s look at another graph.

To determine if this is a function you can use a vertical line test. If you draw a vertical line (a line up and down) and it intercepts
the graph two or more times, this is a relation and not a function.

The x value repeats itself whenever the vertical line, in this case the orange line, crosses the data more than once on the graph.
This is a relation and not a function. Two ordered pairs would have the same value for x; therefore, it is not a function.
Investigating Patterns and Linear Functions

Is this a linear function?

Linear Function: There are two things to determine:

1. Is it a function?
2. Is it linear?
Remember that a function is data where every value of x is unique. It must pass the vertical line test. If a vertical line is drawn
through it, the vertical line should only intersect it one time. The orange line is a function.
Linear means that it is a straight line.
The orange line above is a linear function.

Let’s look at data and see if we have a linear function.

Here is the data:

Is it a function? Yes, all of the x values are unique.

Is it linear? If it is linear it will have a continuous pattern. Find the pattern and see if the pattern is the same. The pattern for y is
+1.
7+1=8, 8+1=9, 9+1=10, etc.

The pattern for x is +6.

-2+6=4, 4+6=10, 10+6=16, etc.

Both x and y have a continuous pattern.

This is a linear function.

Investigating Patterns and Nonlinear Functions

To be a linear function, the data has to be a function and it has to form a straight line. When looking at a linear data table there
will be a consistent pattern.

Nonlinear means that the data is not linear.

To be a nonlinear function, the data has to be a function, but it does NOT form a straight line.
Example 1:
Is this a nonlinear function?

Each x-value is unique, so it is a function.

There is a consistent pattern for the x axis; each number increases by 1.

However, there is NOT a consistent pattern for the y axis. There is both a -1 and a +1 pattern.
If we were to graph this data, it would look like the letter V. It is not a line. This is a nonlinear function.

Example 2:
Is this a nonlinear function?

This is a function because it passes the vertical line test. It is not linear because it is not a straight line. This is a nonlinear
function.

Nonlinear functions will have interesting shapes with curves or Vs.

Independent and Dependent Variables

Dixi and Roy D will help us remember the characteristics for the X (independent) variable and for the Y (dependent) variable.

Here are a couple examples:

Example 1:
To determine the cost of mailing a letter, you must know how much the letter weighs.
One thing depends on the other. The cost depends on the weight. The cost is the dependent variable. The weight is the
independent variable.

Example 2:
The cellular bill becomes more expensive as you use more data.
One thing depends on the other. The bill depends on the data. The bill is the dependent variable. The data is the independent
variable.

Cognitive dissonance: When you say something that does not make sense. If you change the statement (the weight depends on
the cost) it does not make sense.
Graphing a Function Rule

Here is a function.

y = 2x - 3
To graph a function rule we need to create a table of values. Choose a number to input for X and input it into the equation.

Use 0. Use 1. Use 2.

y = 2x-3 y = 2x-3 y = 2x-3
y = 2(0)-3 y = 2(1)-3 y = 2(2)-3
y = 0-3 y = 2-3 y = 4-3
y = -3 y = -1 y=1

Let’s insert our data into our table of values. When we input zero for X, our Y value equaled -3. Continue by adding the other
values to the data table.

We can use the data table to get our ordered pairs.

(0,-3),(1,-1),(2,1)
Now we can graph our data.

Steps to graph a function rule:

Create a table.
Input values for X. Solve for output.
Graph your ordered pairs.
Connect the points with a line.
Function Notation

Function Notation - a way to express X and Y values.

It is written in this format:
f(x) = x+2

We read it this way:

the function of x equals x plus two.

f(x) = x+2 and y = x+2 are the same thing. They are equivalent.

You can solve f(x) = -2x+3 easily. You can put in any number for x.

•Solve this by replacing x with 1.

f(x) = -2x+3
f(1) = -2(1)+3
f(1) = -2+3
f(1) = 1

•Solve this by replacing x with -5.

f(x) = -2x+3
f(-5) = -2(-5)+3
f(-5) = 10+3
f(-5) = 13
Writing a Function Rule

Function rules start with

y=
Here is the information you need to write a function rule:
You want to organize a field trip to the local museum. While investigating the cost, you find the museum charges a $40 field
trip fee and $2 per student.

Here is the important information:

$40
$2
Per student

Independent variable is per student. That is the number that can change. We will use x to represent that.
Each student will cost $2 so we will multiply the number of students times 2 because the cost is $2 per student.
We will need to add the $40 flat fee.
We would write our equation like this:
y = 40 + 2x

Let’s try another one. Here is the information you need to know to write a function rule:
You start making custom smart phone cases for your class. Each person pays you a $10 flat fee and $8 per hour.

Here is the important information:

$10 flat fee
$8
Per hour

Independent variable is per hour. That is the number that can change. We will use x to represent that.
Each hour will cost $8 so we will multiply the number of hours times 8 because the cost is $8 per hour.
We will need to add the $10 flat fee.
We would write our equation like this:
y = 10 + 8x
Rate of Change and Slope

We can look at a data table to identify whether or not we have a linear function.
We determined the pattern for this data table below.

Pattern: for the x function the pattern is +1 consistently. -5+1=-4, -4+1=-3, -3+1=-2, -2+1=-1, etc.
Pattern: for the y function the pattern is +2 consistently. 1+2=3, 3+2=5, 5+2=7, 7+2=9, etc.
We can graph the data as shown below. This is a linear function.

There are three ways that we can identify the slope.

Slope Identification #1: Y Change rise

In this linear function:

y changes by 2 every time.
x changes by 1 every time.
We would write that:
Slope Identification #2:
We could count the rise and run on the graph. From point A to point B on the graph we rise (go up) 2. From point A to
point B on the graph we run (go over) 1.
Add your data:

Slope Identification #3:

We can use any two points from the data table. Let’s circle the points we will use.

Let’s insert the data into the formula.

9-3

Please notice, we got the same answer in all three methods.

Direct Variation

Direct Variation: Means that two unknown quantities change directly with each other:
y= 5x

In this example, the output value y changes directly with the input value x with the constant variation of five.
If the input value was 2:
y= 5x
y= 5(2)
y= 10 x= 2
5 is the constant variation.

Here is an example:
Hooke’s law states that the distance a spring stretches varies directly with the force applied.
If a force of 15 lbs stretches a spring 8 inches, how much will a force of 30 lbs stretch the spring?
We can write an equation:
y = kx where k = constant of variation

We know that 15 lbs stretches a spring 8 inches.

To find our constant variation, solve for K.

8/15 is the constant variation.

Now solve the problem: How much will a force of 30 lbs stretch the spring?
We know k. We know the new force is 30 lbs. Input those into the equation.

Simplify and Multiply.

Your answer should be:

If we apply a force of 30 lbs the spring will stretch 16 inches.
•Solve. If the value of “y” varies directly with “x” and y=-8 when x=20, find “y” when x=-4.
Use the equation of direct variation:

Divide both sides by 20.

Simplify by dividing -8 and 20 by 4.

Now solve: find “y” when x=-4 by inputting what you know.

Your answer should be:

Slope-Intercept Form

Slope intercept form: y = mx+b

m = slope
b = y-intercept; this is the constant
(where we start on the y-axis on a graph)
Here is an example:
y = 2x - 4
Slope = 2
Y-intercept is -4
We know that to graph this equation, our first point will be at (0, -4) on the y intercept. Our slope is 2 (which can be written
like 2/1 ). Slope is rise divided by run. Start at your point at (0, -4). Rise 2 and run 1. Continue going up 2, over 1 to get the
points on your graph.
Special Linear Equations

Linear Function Equation:

y = mx + b
m is the slope and b is the y-intercept.

Here is an example of a special linear equation.

y = -2
There is zero mx . This could be written:
y = 0x -2
If we graphed the line we would start at the y-intercept of -2. There is zero slope so we go up zero and run one. Your graph
would look like a horizontal line like this:

Here is a different special linear equation.

x=5
This is not a function because it doesn’t start with y. It never crosses the y access. It is a vertical line.
Let’s graph this.
 Unit 4
Slope-Intercept Transformations
Slope Intercept Form:
y = mx + b where m is the slope and b is the
y-intercept
Let’s look at this graph:

The y-intercept (b) is -3. We can put that into our equation:
y = mx + -3.

The correct way to write this, to make it less confusing, is:

y = mx - 3
Let’s zoom in on the graph.

We can figure out the slope. The slope is rise over run. Let’s look at our graph. If we want to get from one dot to the next dot,
we will count up 2 and over 1.
We can write our slope like this:

We can input the slope into our equation:

y = 2x - 3
To get a flatter line that is higher on the y-axis we can change the formula.
Here is our original equation: y = 2x + -3.
If we want this to be higher on the y-axis, we need to increase the b value. y = 2x + 1.
If we want a flatter line, we need to decrease the slope. The smaller the slope, the flatter the line. Let’s use 1/3:

Here is the graph for this line:

Graph both lines:

Our second line is higher on the y-axis and flatter than our first line.
Point-Slope Form

Between any two points there is a straight line. If we know two points we can find the line.
Find the equation of a line that passes through (-16, 18) and (-15, 22)
x1 y1 x2 y2
You can find this without using a graphing board by using the Point-Slope Form.
Point-Slope Form: y-y1 = m(x-x1)
To find the equation of a line using point-slope form you need two things: you need one point and the slope. We can find the
slope if we are given two points using the formula:

Now we can insert the points.

Solve.

We can input the slope and one of the points into the Point-Slope Form. We will use the point (-16, 18).

y-y1 = m(x-x1)
y-18 = 4(x- -16)

y-18 = 4(x + 16)

y-18 = 4x +64
+18 +18

y = 4x + 82
Our final answer is: y = 4x + 82
82 is our y-intercept and 4 is our slope.
We can input either point into the Point-Slope Form and get the same answer. Let’s use the other point. We will use point (-15,
22)

y-y1 = m(x-x1)
y-22 = 4(x- -15)
y-22 = 4(x + 15)
y-22 = 4x + 60
+22 +22
y = 4x + 82
Our final answer is: y = 4x + 82
82 is our y-intercept and 4 is our slope.

This is the same answer we got when we used the other given point. You can use either set of points and get the same
answer.
Find X and Y Intercepts with Standard Form
X and Y intercepts are where the line intercepts at X and Y.
Here is an example. The line is in green.

To find the intercepts:

Start at the origin (0, 0). Count the spaces to get to the spot where it intersects the x-axis. You counted over 4 spaces and you
counted 0 spaces up or down.
The ordered pair for the x-intercept is (4, 0).
Start at the origin (0, 0). Count the spaces to get to the spot where it intersects the x-axis. You counted over zero spaces and
you counted 1 space down. When you go down it is negative.
The ordered pair for the y-intercept is (0, -1).
The x-intercept ALWAYS has a y coordinate of zero.
The y-intercept ALWAYS has an x coordinate of zero.
Standard Form: Ax + By = C
Standard form will help you find the x-intercept and the y-intercept.

Here is an example:
3x - 9y = 27
(Remember x, y, constant, standard form)

We know the x-intercept has a y coordinate of 0.

We know the y-intercept has an x coordinate of 0. When we solve for x, that will represent the x-intercept. Let’s input a 0 for y.

3x - 9(0) = 27

3x - 0 = 27

3x = 27

x=9

The x-intercept is (9,0)

When we solve for y, it will represent the y-intercept. Let’s input a 0 for x.
3(0) - 9y = 27
0 - 9y = 27
-9y = 27
y = -3
The y-intercept is (0,-3)

Using standard form helps us find the x and y intercepts easily and quickly. If you want the y-intercept use a zero for x and
solve for y. If you want the x-intercept use a zero for y and solve for x.
Converting Standard Form - Slope-Intercept Form

2x-3y=15 This linear function is in standard form. This makes it easy to find the x and y intercepts, but not to graph the line.
y = mx+b is the slope-intercept form. This is what we use to graph a line.
To transfer something from standard form to slope-intercept form, we follow several steps.

Start with an equation in Standard Form:

2x - 3y = 15

Eliminate x from y's side.

2x - 3y = 15
-2x -2x

-3y = 15 - 2x

Isolate y by dividing -3 from both sides.

-3y = 15 - 2x
-3 -3

y = -5 + 2x
3

This can be rewritten as:

y = (2/3)x - 5
The slope is 2/3. The y-intercept is -5.
The slope-intercept form is useful for graphing by hand. Standard form is helpful for finding the x and y intercepts
Converting Slope-Intercept Form - Standard Form

Convert from slope-intercept to standard form.

Slope-intercept form: y = mx + b
Standard form: Ax + By = C
(no fractions allowed)
Here is our example written in slope-intercept form.

Multiply both sides by 2.

2y = -x + 12

Add x to both sides.

x + 2y = 12

This is now written in standard form.

Now we can use this to find our x and y intercepts.

Find the x-intercept. Input a zero for y in our equation that is written in standard form.
x + 2(0) = 12

x + 0 = 12

x = 12

x-intercept: (12, 0)

Find the y-intercept. Input a zero for x in our equation that is written in standard form.

(0) + 2y = 12

2y = 12

y=6

y-intercept: (0, 6)
Parallel Lines
Parallel lines never intersect. Here is a graph showing parallel lines.

The y-intercept of the red line: (0, 3).

The y-intercept of the green line: (0, -1).
The intercepts will not tell us if the lines are parallel.
The slope of the red line: m = -1\2
The slope of the green line: m = -1\2
If lines have the same slope they will be parallel.

Using this knowledge, let’s solve a problem:

Line B is parallel to the line y = 2x-7 and intersects the point (-11, 17). What is the equation of Line B?
Let’s use the Point-Slope Formula.

Point-Slope Form: y-y1 = m(x-x1)

We know that parallel lines have the same slope; therefore, the slope for Line B is 2.
Y1 = 17.
X1 = -11.
This is all of the information we need to solve the problem using Point-Slope form.

y - 17 = 2(x - (-11))
combine the two negatives, creating a positive.

y - 17 = 2(x + 11)

Distribute the 2.

y - 17 = 2x + 22

Add 17 to both sides.

y = 2x + 39
Final Answer:
y = 2x + 39
Perpendicular Lines

Perpendicular Lines occur daily. A perpendicular line is a line that crosses another line at a 90 degree angle.

The intersection (the point where the lines cross) is at a right angle.
To see how they are related, look at their slopes.

If you flipped one fraction over and made it negative, the fractions would be the same. When you flip a fraction it is called
its reciprocal. You can remember this term by thinking “re-flip-rocal”.
Perpendicular lines have opposite reciprocal slopes.
3/1 and -1/3 -5/4 and 4/5

•Use what we learned to solve a problem.

Line P is perpendicular to line y = 2x and intersects
(14, -7). What is the equation of Line P?
Let’s use the Point-Slope Formula.
Point-Slope Form: y-y1 = m(x-x1)
We know that perpendicular lines have opposite reciprocal slopes; therefore, the slope for Line B is: -1/2.
Y1 = -7.
X1 = 14.
This is all of the information we need to solve the problem using Point-Slope Form.

Input the numbers into the equation:

Isolate the “y” by subtracting 7 from both sides.

Solving Systems by Graphing

System: Two or more of something.

We solve a system by determining where the two lines intersect each other. The solution is where the two lines intersect.

You can solve a system of equations by graphing them and finding the ordered pair where the lines intersect.
Let’s try it by graphing these two equations and determining where they intersect. They are written in Slope-Intercept form
(y=mx+b)
y = -2x + 4 and y=x-2

Notice the place where the lines intersect.

The solution is (2, 0) for this system of linear equations. Check your answer. Input the solution into each of the equations.

y = -2x + 4 y=x-2
y = -2(2) + 4 and y = (2) - 2
y = -4 + 4 y=0
y=0
Solving Systems by Substitution

To solve a system of equations we need to determine where they intersect. Some lines do not intersect at perfect whole
numbers.

Here is an example:

If we are not sure if the linear equations will have a whole number intersecting point we can use substitution.

Look at some linear functions.

x - 2y = 7
3y = 6x + 2

Here are the steps to solve a system of equations when using substitution.

Choose the easiest variable to solve for. In the top example, let’s solve for x.
Isolate x by adding the opposite.
Be fair!
x -2y = 7
+2y +2y
x = 7 + 2y
Input the value of that variable into the other equation, 3y = 6x + 2. (We just replace the "x" with "7 + 2y".)

3y = 6(7+2y) + 2
Solve for y.
Distribute the 6.

3y = 6(7+2y) + 2
3y = 42 + 12y + 2
The variables must be on the same side. So subtract 12y from both sides.

3y = 42 + 12y + 2
-12y -12y

-9y = 42 + 2
Combine the whole numbers.

-9y = 42+2
-9y = 44

Isolate for “y” by dividing both sides by -9.

-9y = 44
÷-9 ÷-9

y = -44/9
Input the solution into either of the equations. Solve for the x coordinate.
x = 7 + 2y
(We replaced the "y" with -44/9)

Multiply the fractions.

Add the fractions - to do this you will need common denominators.

So we now know the ordered pair where the two lines intersect.

This is the solution to the system of equations.

Solving Systems by Elimination

A system is two lines. The solution is where they intersect.

There are three ways to solve for the solution of systems of linear equations.
1. Graphing
2. Substitution
3. Elimination
To use graphing: we would have to isolate for “y” which would take a few steps.
To use substitution: we would have to isolate for a variable and input it into the other equation for substitution which would
take several steps.
Using elimination may be the easiest.
Let’s look at elimination. Here are two linear equations:
-2x + y = 7
4x + 3y = 10

To use elimination we need to have stacked equations. In this problem, the equations are stacked. We need to change a
variable so that if we add these equations one variable will equal zero.

Multiply each part of the first equation by 2.

-2x + y = 7
×2 ×2 ×2

-4x + 2y = 14

Now restack the equations. Then add the equations.

-4x + 2y = 14
+ 4x + 3y = 10
__________________
5y = 24

Isolate the variable by dividing both sides by 5.

y = 24/5
Input the value of y into either equation to solve for x.
-2x + y = 7 (We'll just replace the "y" with "24/5" in this equation.)

-2x + (24/5) = 7

Subtract 24/5 from each side to isolate the variable.

To subtract fractions there must be a common denominator.

Isolate the variable by dividing both sides by -2.

Instead of dividing a fraction you can multiply by the reciprocal.

The solution for the two linear functions

-2x + y = 7
4x + 3y = 10

is at the coordinate:
Systems - Infinite Solutions and No Solutions

Main Concept
When we solve a system of equations, sometimes there are cases where there are an infinite number
of solutions. Other times there are cases where there are no solutions.

Example 1:
What is the solution to this system of equations?
4x - y = 7
8x - 2y = 14

If we multiply the top equation by -2, we can solve this system by elimination.

-2(4x - y = 7) = -8x + 2y = -14

We'll rewrite the two equations with their common terms lined up.

-8x + 2y = -14
8x - 2y = 14

-8x cancels with 8x

+2y cancels with -2y
-14 cancels with 14

We're left with:

-8x + 2y = -14
8x - 2y = 14
0 +0 =0

All of the x's and y's have canceled out.

0 = 0 is a true statement!

This means that we don't have just one solution, we have an infinite number of solutions!

If we were to solve these equations for y, look what happens.

We'll start by solving the first equation for y.

Subtract "4x" from both sides:

4x - y = 7
-4x -4x

Divide both sides by "-1":

-y = -4x + 7
-1 -1
y = 4x - 7

Now we'll solve the second equation for y.

Subtract "8x" from both sides:

8x - 2y = 14
-8x -8x

Divide both sides by "-2":

-2y = -8x + 14
-2 -2

y = 4x - 7

Both lines are exactly the same!

y = 4x - 7

This means that if we graphed these lines, they would be directly on top of each other. Since they
have the same equation, it makes sense that their solutions are infinite.

Remember this...
Whenever there is a system of equations that both represent the same line, they will have an infinite
number of solutions.

Example 2:
What is the solution to this system of equations?
3x + 2y = 1
9x + 6y = 1

If we multiply the top equation by -3, we can solve this system by elimination.

-3(3x + 2y = 1) = -9x - 6y = -3
We'll rewrite the equations with the common terms stacked up.
-9x - 6y = -3
9x + 6y = 1

Now we just need to add the two equations together.

-9x - 6y = -3
9x + 6y = 1
0 + 0 = -2

The variables have canceled out and we're left with the statement:
0 = -2

This is NOT true!

This means that there is no solution to this system of equations.

What would happen if we solve both of these equations for y?

We'll start by solving the first equation for y.

Subtract "3x" from both sides:
3x + 2y = 1
-3x -3x

Divide both sides by "2":

2y = -3x + 1
2 2

Next, we'll solve the second equation for y.

Subtract "9x" from both sides:

9x + 6y = 1
-9x -9x

Divide both sides by "6":

6y = -9x + 1
6 6

The slope -9/6 can reduce. We can divide the numerator and denominator by 3. This gives us a
slope of -3/2.
If we look at our first and second line side by side, we can see that they both have the same slope!

They are not the same line, however, because their y-intercepts are not the same.

These lines are parallel to each other. Two parallel lines never meet.

Remember this...
Whenever there is a system of equations that consists of two parallel lines, the lines will never
intersect and there will be no solution.
Applying Linear Systems in the Real World
To find a solution for linear equations we can use:
1. Graphing
2. Substitution
3. Elimination
Here is an example of a time we may use this in a real world situation.
An exam worth 120 points contains 45 questions. Some of the questions are worth two points and some are worth five
points. How many two point and five point questions are there on the test?
Here is the important information:
120 points
45 questions
2 point questions
5 point questions
The information with the label of “points” goes together.
We don’t know how many 2 point questions there are so we use an “x” to represent the number of 2 point questions. 2x
We don’t know how many 5 point questions there are. We may not have the same number of 2 point and 5 point questions so
we use a “y” to represent the number of 5 point questions. 5y
If we add the 2 point questions and the 5 point questions we will have 120 points. Here is our first equation: 2x + 5y = 120

We don’t know how many of each type of question there are. Here is our equation for the types of questions: x + y = 45

Now we have two linear equations:

x + y = 45
2x + 5y = 120

They are stacked, so we can use elimination.

First, we'll multiply the top equation by (-2).

x + y = 45
•(-2) •(-2) •(-2)
-2x + (-2y) = -90

Now when we add the equations, the x's will cancel out.
2x + 5y = 120
+ -2x + (-2y) = -90
----------------------------------------
3y = 30
÷3 ÷3
y = 10

Input the answer for y.

x + y = 45
x + (10) = 45
-10 -10
x = 35

The solution for this problem is:

There are 35 questions worth 2 points and 10 questions worth 5 points for a total of 120 points.

Check your work.

2x + 5y = 120
2(35) + 5(10) = 120
70 + 50 = 120 (this is true)

x + y = 45
35 + 10 = 45 (this is true)

Let’s look at another example.

You have $4.40 in pennies and nickels in your change drawer. If there are twice as many nickels as pennies, how many nickels
and pennies do you have?
Here is the important information:
$4.40 total
$0.01
$0.05
Twice as many nickels as pennies
Using this information, we can create our equations.
Here is our first equation:
$0.01p + $0.05n = $4.40
Here is our second equation:
n=p·2

Now we have two linear equations:

$0.01p + $0.05n = $4.40
n=2p
This problem can be solved by any of the three methods; however, since we already know the value of n, substitution would be
a great choice.
Solve using substitution.
0.01p + 0.05(2p) = 4.40
0.01p + 0.1p = 4.40
0.11p = 4.40
×100 ×100
11p = 440
÷11 ÷11
p = 40
To solve for nickels we can put the value of p into one of the equations.
n = 2p
n = 2(40)
n = 80

We can input our answers to check our work.

$0.01p + $0.05n = $4.40
$0.01(40) + $0.05(80) = $4.40
$0.40 + $4.00 = $4.40 (This is true.)
n = 2p
80=2(40) (This is true.)

The solution is:

80 nickels + 40 pennies = $4.40

Graphing Linear Inequalities
in Two Variables
Review of Slope-Intercept Form:
y = mx + b

m = slope
b = y-intercept

Linear inequalities are similar to linear equalities. The difference is that instead of using an equal sign, one of
these signs will be used:

Let’s look at an example:

We will graph the line the same way that we have for a linear equality.
Because this uses the "less than or equal to" sign, we will draw a straight line through the points on our
line.

If this were only a "less than" sign, we would use a dashed line.

We can check our work. Choose any point that is in the solution region. One point in the solution region is (-2, 0).
Input the numbers into our Linear Inequality.

This is a true statement.

Example 2:
Graph the inequality.

First, we need to solve the inequality for y.

We subtract 5x from both sides:

-5x -5x

Now we divide both sides by "-10". We must be careful to divide EACH TERM on both sides!

*Remember to flip the inequality sign because we are dividing by a negative!!!

We can check our work. Choose any point that is in the solution region. One point in the solution region is (-2, 0).
Input the numbers into our Linear Inequality.

This is a true statement.

Example 2:
Graph the inequality.

First, we need to solve the inequality for y.

We subtract 5x from both sides:

-5x -5x

Now we divide both sides by "-10". We must be careful to divide EACH TERM on both sides!

*Remember to flip the inequality sign because we are dividing by a negative!!!

We can check our work. Choose any point that is in the solution region. Input the numbers into our Linear
Inequality. We will use (0, 0).

5(0) - 10(0) < 20

0 - 0 < 20

This is a true statement.

Graphing Systems
of Linear Inequalities

System of Linear Inequalities: Two or more linear inequalities.

The solution of a system of linear inequalities is where the two shaded regions on the graph intersect. Here are our linear
inequalities:
The solution is all of the numbers on the graph that are shaded both blue and green.
To check our work, we can choose any point in the solution region and input it into the linear inequality.
Let’s solve each equation using (0, 0)
y < 4 - 3x
(0) < 4 - 3(0)
0<4-0
0 < 4 This is a true statement.

This is a true statement.

Apply Systems of Linear Inequalities - Real World

We solve systems of linear inequalities by looking for overlapping solution regions.

Here is a real life example.
Danielle sells cookies during Girl Scout cookie season. Her troop only sells Caramel Delights and Thin Mints. Caramel Delights
are $3 per box and Thin Mints are $2 per box. Danielle sets the following sales goals:
• Sell more Caramel Delights than Thin Mints.
• Sell more than $60 worth of product.
If Danielle’s troop only sells Caramel Delights and Thin Mints, how many Caramel Delights and Thin Mints would meet her sales
goals?
Let x = Caramel Delights.
Let y = Thin Mints.
Here is the important information:
Because Caramel Delights cost $3, we can use this expression for Caramel Delights: 3x
Because Thin Mints cost $2, we can use this expression for Thin Mints: 2y
Danielle wants to sell more than $60.
3x + 2y > 60
She wants to sell more Caramel Delights than Thin Mints. We can write that as:
x>y
To Solve: set up the linear equation:
Caramel Delights ($3 each) plus Thin Mints ($2 each) should be greater than $60
3x + 2y > 60
More Caramel Delights than Thin Mints
x>y
Solve for y in the first equation:

3x + 2y > 60
-3x -3x

2y > -3x + 60
÷2 ÷2

y > -(3/2)x + 30

Solve for y in the second equation:

x > y becomes
y<x
(These two equations mean the same thing. Notice how the sign is flipped. Both of these have the open part
of the inequality symbol towards x, showing that x is the larger number.)
We can graph the linear inequalities to see where the overlapping solution range is.
For the first equation, y > -(3/2)x + 30, the y-Intercept is 30. The slope is -3/2. Draw that line in blue. It is a dotted line
because it is greater than, but not equal to. We shade above the line because the solution region is greater than.

For the second equation, y < x, the y-Intercept is 0. The slope is 1 (or 1/1). It is a dotted line for less than, but not equal to. It
is shaded beneath the line because it is less than.
The solution is the overlapping area. Any coordinate in the solution area will be true.
We can check our work. Choose a coordinate in the solution area. For this example we will choose (33, 21)
Input this coordinate.
33 = Caramel Delights, 21 = Thin Mints.
x>y
33 > 21. Danielle did sell more Caramel Delights.

3x + 2y > 60
3(33) + 2(21) > 60
99 + 42 > 60
141 > 60 Danielle did sell more than $60 worth of product.
Danielle did reach her goal!
Graphing Positive
Absolute Value Functions

Absolute Value: The distance from zero.

|-3| = 3 and |3| = 3
Absolute values allow you to have positive outcomes.
Here is our equation:
y=|x-1|+2

To solve this, we set up a table of values and get input and output numbers to graph coordinates.

Input -2 for x Input 1 for x

y=|x-1|+2 y=|x-1|+2
y = | (-2) - 1 | + 2 y = | (1) - 1 | + 2
y=|-3|+2 y=|0|+2
y=3+2 y=0+2
y=5 y=2

Input -1 for x Input 2 for x

y=|x-1|+2 y=|x-1|+2
y = | (-1) - 1 | + 2 y = | (2) - 1 | + 2
y = |- 2 | + 2 y=|1|+2
y=2+2 y=1+2
y=4 y=3

Input 0 for x Input 3 for x

y=|x-1|+2 y=|x-1|+2
y = | (0) - 1 | + 2 y = | (3) - 1 | + 2
y = | -1 | + 2 y=|2|+2
y=1+2 y=2+2
y=3 y=4
Absolute Value functions, when they are positive, create a V.
Absolute value functions will start at the origin unless they are changed. A formula will cause the change.
Here is the formula: y = | x - h | + v

In words: y = the absolute value of x minus the horizontal change, plus the vertical change.
y=|x-1|+2
In this equation, the horizontal change is 1 and the vertical change is 2. It starts over 1 and up 2 from the origin. That is where
the vertex (the very bottom of the V) is going to be. You can see that in the graph above.

Let’s look at another problem.

Here is the equation: y = | x + 2 | - 1

To graph this function we use the formula:

y=|x-h|+v
In words: y equals x minus the horizontal change, plus the vertical change.
Using the formula above, we know the horizontal change is going to be negative 2 and the vertical change is going to be down
one.

Then we can go up one, over one, on each side to create our V on the graph.

This is what our equation will look like on the graph.

Graphing Negative
Absolute Value Functions

Sometimes we have negative absolute value functions. The graph of these functions is an upside-down V.

Here is our equation: y = - | x - 3 | + 1

We would read this as "y equals the negative absolute value of x minus three, plus one."

This has a negative value. The graph of this function will be in the shape of an upside-down V.
To find the vertex, we will use the formula:
y = -| x - h | + v where h is the horizontal movement of the vertex and v is the vertical movement of the vertex. This
information will help us find our vertex for the equation above.

h = 3, v = 1
The vertex will be at (3, 1) (point A in the graph below).
Using the information in the equation, we can draw in our slope of -1. We will go down one and over one.
Here is our graph for the equation:
y=-|x-3|+1
Here is another example:

y = -2| x + 2 | - 2

We would read this as "y equals negative two times the absolute value of x plus two, minus two."
To find the vertex we use this formula:
y = -| x - h | + v

Here is our vertex:

(-2, -2)

Remember, this equation is a negative absolute value function because the coefficient on the outside of the absolute value sign
is negative.
y = -2| x + 2 | - 2

A slope of -2 makes us move down two, and over one. Our graph will look like this:
Zero and Negative Exponents

Main Concept
There are rules of exponents that can help us to simplify expressions. It's important to understand
these rules:

• Anything to the zero power equals 1.

• To solve for a negative exponent, move the number with the exponent to the opposite side of the fraction bar and
remove the negative from the exponent so that the exponent becomes positive.
Exponent: The exponent is a number shown as a superscript to a base. We describe it as multiplying “to the power of” the
exponent. The exponent tells us the number of bases we will multiply.
Example: 43 can be read, “four to the third power” and is equal to 4 x 4 x 4.
It does NOT equal 4 x 3.
Let’s look at some examples that use 0 and negative numbers for exponents.
Solve:
1,000,012,496,2120
It is read: One trillion, twelve million, four hundred ninety-six thousand, two hundred twelve to the zero power.
The solution = 1 because EVERY number raised to the 0 power is 1.
Here is another example:
a0= 1 This is because any number raised to the zero power is 1.
Here is an example using a negative exponent:
2-2 = ¼
Here are the steps we use to solve this:

We need to move the negative exponent to the bottom of the fraction bar. When we do this, the exponent changes to positive.

Now we just need to solve "22" in the denominator.

Let's do a more complicated example:

Remember that any number to the zero

power equals 1.

We need to move the negative exponent to the opposite side of the fraction bar.
So we move "4-3" to the bottom and it changes to "43". Solve four to the third power.

This is our answer.

Remember, to solve problems with exponents:

• Anything to the zero power equals 1.

Anything with a negative exponent needs to move to the other side of the division bar to make the exponent positive.
Multiplying Powers

Main Concept
When we multiply two powers that both have the same base, we can add the exponents together.
xm + xn = xm+n

Properties of Exponents:

Example 1:
Simplify.
x2 • x3

This can be rewritten as

xx • xxx = x5

Example 2:
Simplify.
(3x2y7z5) • (2x5y2z6)

Using the commutative property, we can rewrite the expression like this:
3•2x2x5y7y2z5z6

Now we have four problems that we can do. 1st - multiply the numbers
2nd - multiply the powers with a common base of x
3rd - multiply the powers with a common base of y
4th - multiply the powers with a common base of z
3•2x2x5y7y2z5z6
= 6x7y9z11

Exponents are useful when we are using scientific notation.

Very small or very large numbers can be written in scientific notation.

On a calculator, scientific notation is shown with an E, like this.

6 E 18
What this means is:
6 x 1018 = 6,000,000,000,000,000,000
Properties of exponents apply when solving problems with scientific notation.
Multiplication Properties of Exponents

Main Concept
Multiplication properties of exponents can help us to simplify algebraic expressions.

• When you have a variable raised to a power and that is raised to another power, you multiply their exponents
together. Example: (x4)5 = x4•5 = x20

• When you multiply common bases, you add their exponents together. Example: x4 • x5 = x4+5 = x9

Example 1:

23 is read, “two cubed” or “two raised to the third power” and is equal to 2•2•2. The answer is 8.
Now look at (23)2 =
This means there are two groups of 23. It can be expanded to look like:
(23) (23) =
This is equal to: 2•2•2•2•2•2 = 26

This same property works with variables.

(x3)2 =
(x3) (x3) =
x•x•x•x•x•x = x6

Example 2:

x2 • x8 = x10

Remember this...
When you multiply common bases you add their exponents together.

Example 3:
(x2)8 = x16
Remember this...
When you have a variable raised to a power and that is raised to another power, you multiply the exponents together.

Example 4:
Solve:

First, solve any number with an exponent of zero because it will equal one.

Then distribute the -2 outside the parenthesis to each term inside the parenthesis.

Move the negative exponents across the fraction bar to make them positive.

Simplify 24 = (2•2•2•2) = (4•4) = 16

We cannot simplify any further, so this is our final answer.

Division Properties of Exponents

Main Concept:
When dividing exponents with common bases, first subtract the exponents from any numbers that have the same base.

• If the base of a number is the same and the exponents are divided, subtract the exponents.

Example:
Example 1:

Example 2:

There are two ways that we could complete this problem: expanding or subtracting.
Method 1 - Expanding:
Expand the problem and cancel the similar values in the numerator and the denominator.

Write what is left. If nothing is left, it equals 1.

Method 2 - Subtracting:
Subtract the exponents with common bases.

Now we will move the negative exponents to the denominator so that they are positive.

Using either method, we get the same answer.

Conversion - Exponential to Radical Form

You can raise numbers and variables to rational (including fractional) powers. We can use square roots to show this.
The numerator of the exponent is shown inside the root.
The denominator is the amount of the root.
Here is an example.

Another way to think of this is: What number, times itself, times itself, times itself equals 16?
The answer is 2.
So the fourth root of 16 is 2.
Here is another example:

Make this into a cube root.

Simplify.

We read this as, “Three times the cubed root of a.” Remember that we use the term “cubed” for three when talking about
powers or roots.
Exponential Functions

Main Concept
There are some functions that are exponential. These functions have the form y = ax. They are not
linear, but have either exponential growth or decay.

Remember that a linear function can be written in the form: y = mx + b

Here is the equation for an exponential function:

y = 2x

This stands for exponential growth.

We can graph exponential functions. Let’s start by creating a table of values for y = 2x

Now we can use our table to graph the results.

When graphing exponential functions, the input value is an exponent. That causes a graph that climbs very quickly or falls very
quickly.

Exponential Functions - Part 2

Main Concept
Exponential functions are often written in the form: y = a • bx. If we are given the value of x, we can
solve for the value of y using the Order of Operations.

Example 1:
For this exponential function, what is the output value (y), when the input value (x) is 3?

y = 3 • 2x

We will replace the "x" with the given value of 3.

y = 3 • 23
Be careful!!! This is NOT the same as
y = 63
Order of operations tells us that we must do the exponent before the multiplication.
y = 3 • 23
23 = 2 • 2 • 2 = 8
y=3•8
Now we can do the multiplication.
y=3•8
y = 24
So if we were to write this as an ordered pair that we could graph, it would be: (3, 24)
When the x-value is 3, the y-value is 24.
Exponential Growth

Many things can grow at an exponential rate: invested money, breeding animals, etc. We can use a formula to describe the
growth. Here is the formula to determine exponential growth:

where I = initial investment, r = rate, and the exponent t = time periods (NOT time)
Let’s look at a problem:
Investments historically have doubled every nine years. If you start with a $500 investment, your exponential growth
equation would be:

How much money would you have after 36 years?

Put the numbers into our exponential growth formula.

500 was our initial investment. The rate is doubling which means it is growing at a 100% rate. That equals 1. Now we have to
find our time period. Our money will double every 9 years. After 36 years how many 9 year periods will we have? Take the
total number of years and divide by the number of years it takes the investment to double. 36/9=4. We will have 4 time
periods. Now we can solve using order of operations.
Exponential Decay

Exponential decay is where something decays a very quickly at first, and then decays more and more slowly.

Radioactive material is a good example. Here is the formula for exponential decay:
where I = initial amount, r = decay rate, and the exponent t = time periods (NOT time)
Here is an example of exponential decay in real life:
Oncologists (doctors who treat cancer) utilize cobalt-60 (a radioactive material) in radiation therapy. If the half-life of cobalt-
60 is 5.26 years, how much of a 20 g sample would remain (in your body) after 15.78 years?
Input the numbers from the problem into our equation. Find time periods by dividing
15.78 ÷ 5.26 = 3.

Now we can use our order of operations to solve.

Geometric Sequences

Geometric sequence: when a series of terms is multiplied by the same number.

Example:
-3, -6, -12, -24, …
Each of these terms is multiplied by 2 to get to the next term.

There is a formula to find any term in a geometric sequence. Here is the formula:
1st term multiplied by the common ratio raised to the desired term-1 power.

If we were using the geometric sequence above and wanted to find the fifth term, here is what our equation would look like:

Solve using order of operations:

Adding and Subtracting Polynomials

The formula for a linear equation is also a linear binomial. y = mx + b

Linear - when the variable is raised to the first power. Example x1

Let’s look at exponents and their names.
We name using the highest exponent in an equation.

We can also classify by the number of terms an expression has. Terms are separated by addition, subtraction, etc. If terms can
be combined they are only counted as one.
Simplify before classifying.

Example:

x4 - 5x4 + x2 - 2

Before we can classify this expression, it must be simplified. We can simplify by combining like terms:
-4x4 + x2 - 2

The highest exponent is a four - quartic

There are three terms - trinomial

So -4x4 + x2 - 2 is a Quartic Trinomial.

Multiplying Monomials by Polynomials

A monomial consists of one term.

A polynomial consists of two or more terms.

We can multiply monomials and polynomials by using distribution.

Example:

Multiply.

Distribute the monomial to each term. When you multiply common bases, remember to add the exponents.

Remember this...
When a variable has no exponent shown, we know that it has an exponent of "1".
x = x1
Here is our answer:

Notice that we have like terms that we can combine:

This is our final answer:

Multiplying Binomials

Main Concept
A binomial is a polynomial that has two terms. We can multiply a binomial by a binomial.

Example:
(2x - 3)(x - 4)
They are both in parenthesis so we will need to distribute fairly.

Start by distributing the first term in the first binomial to everything inside the second binomial. Then distribute the second
term in the first binomial to everything inside the second binomial.

Some people think this looks like an eagle claw.

Other people like to remember FOIL.

You multiply the:
Firsts 2x • x
Outsides 2x • -4
Insides -3 • x
Lasts -3 • -4

Either way, we get the same answer:

2x2 - 8x - 3x + 12
Combine like terms.
2x2 - 8x - 3x + 12
This is our final answer:

2x2 - 11x + 12
Multiplying Binomials
Raised to Powers

We can multiply binomials which are raised to powers.

Look at this equation. (x - 2)2

We do NOT distribute. This means we need to expand the groups. Another way to write this is:

(x - 2)(x - 2)

They are both in parenthesis so we will need to distribute fairly.

Distribute the first term and then distribute the second term. Some people think this looks like an eagle claw.

x2 - 2x - 2x + 4

Combine like terms to get the final answer.

x2 - 4x + 4
 Unit 6
Greatest Common Factor with Coefficients
Factoring is the opposite of distributing.

We can use factoring to rewrite expressions.

Example:
Factor this polynomial.
12x2 - 24x - 36

The variables are all different (x2, x, none) so a variable wasn’t distributed.

The coefficients (12, 24, 36) are also all different.

We need to figure out what the coefficients have in common. They all share a common factor. That means we can pull out the
greatest common factor (GCF) of 12, 24, and 36.

The GCF = 12.

We can divide 12 out (or anti-distribute it) from each term.

12x2 - 24x - 36
÷12 ÷12 ÷12

Our answer is:

12(x2 - 2x - 3)

Greatest Common
Factor with Variables
We can factor equations with variables. Remember that factoring is the opposite of distribution.
Here is an example: 2a2 b3 - ab4 + 3a5 b3

We have to figure out everything that is common to all three terms.

Each term has at least one a.
Each term has at least three bs.

We can take out the highest amount that ALL of the terms have. Those are the greatest common factors. We can divide those
out of each term.

2a2 b3 - ab4 + 3a5 b3 = ab3(2a - b + 3a4)

You can check your work by distributing your answer.

Greatest Common Factor- Variables & Coefficients

We can simplify an expression by factoring both variables and coefficients.

Here is an example: 12x2 - 4x3 + 6x2

Before we begin factoring, we need to simplify by combining like terms.

12x2 - 4x3 + 6x2 = 18x2 - 4x3

Now we have a simplified expression that we can factor.

18x2 - 4x3

Find the greatest common factor of the coefficients 18 and 4. The largest number that both can be divided by is 2. 2 is the GCF
and it will be factored out of each term.

18x2 - 4x3 = 2 ( )

Next, look at the variables, x2 and x3. We want to factor out the most x's that we possibly can from each term. Each term has at
least x2, so we will factor out x2.

18x2 - 4x3 = 2x2( )

Now we just need to figure out what will go inside of the parenthesis. Divide each term by 2x2.

18x2 - 4x3 = 2x2(9 - 2x)

We can check our work by redistributing.

Trinomials -
Leading Coefficient of One

Main Concept
Trinomials have three terms. When the highest exponent is a square, we have a quadratic trinomial. These can be factored.

Example:
Factor this expression.
x2 - 5x + 6
A quadratic trinomial will not have any common factors and it will not have any common variables.
To factor this, we will start with a box with four spaces.

The numbers in the two middle boxes will be your factors.

Here is your solution: (x - 2)(x - 3)
Check your work by multiplying using the distribution property.
(x - 2)(x - 3)
They are both in parenthesis so we will need to distribute fairly.

Simplify by combining like terms.

x2 - 5x + 6

This is the same expression that we started with, so we know that we factored correctly.
Factoring Four-Term Polynomials

Main Concept
We can use grouping to factor a four-term polynomial.

Example:
Factor by grouping:
2x3 + 3x2 + 4x + 6
Begin by grouping the first and last two terms and keep the middle sign in between them.

(2x3 + 3x2) + (4x + 6)

Factor the first two terms. We can see that both 2x3 and 3x2 have an x2 in them.

x2(2x + 3) + (4x + 6)

Factor the last two terms. We can see that both 4x and 6 have a 2 in them.

x2(2x + 3) + 2(2x + 3)

Notice that the terms in parenthesis are the same. The common factor is (2x + 3). Factor that out to get the final answer.

(2x + 3)(x2 + 2)

We should check our work by distributing.

They are both in parenthesis so we will need to distribute fairly.

Start with the first term and then distribute the second term.

2x3 + 4x + 3x2 + 6

This almost looks exactly the same as what we started with. The only difference is that two terms are not in the same order.
The mathematical operation is addition so it is fine to have the numbers in a different order. That is the commutative property
of addition.

This is correct so our answer is correct.

Trinomials -
Prime Leading Coefficients

Main Concept
If we have a quadratic trinomial, we can factor it using the “X Method.”

Example:
5x2 + 31x + 6

What two factors can be multiplied to get the first term? There is only one way: (5x) (x). We line those up under first term.

5x2 + 31x + 6
5x
x

What numbers can be multiplied to get the last term? There are four ways (notice that order is important):
(3)(2)
(2)(3)
(6)(1)
(1)(6)
Choose one to try and line it up under the last term.

5x2 + 31x + 6
5x 3
x 2
Now we will set up our problem.

The “x” reminds us to cross multiply. We will add the results. If the answer matches our middle term, it will be correct.

(5x)(2) = 10x
(x)(3) = + 3x
13x

In this case, the sum of our products does not match the middle term in our expression. So we will try a different set of factors.
This time, let's try (6)(1).
If the answer matches our middle term, it will be correct.

(5x)(1) = 5x
(x)(6) = + 6x
11x

Again, the sum of our products does not match the middle term in the expression.

Let's try changing the order of our factors. Instead of using (6)(1), we'll try (1)(6).

(5x)(6) = 30x
(x)(1) = + 1x
31x

This term DOES match the middle term of our equation!

Now we can write our solution. We use the terms we cross multiplied to get the answer.
(5x + 1) (x + 6)

Notice that we write the terms that are across from each other for our factors.

(5x + 1) (x + 6)
We should check our work by distributing.
They are both in parenthesis so we will need to distribute fairly.

Start with the first term and then distribute the second term.
5x2 + 30x + 1x + 6
Simplify by combining like terms and you should have the original problem you started with.
5x2 + 31x + 6

This is correct so our answer is correct.

Trinomials - Composite Leading Coefficients

Main Concept
We can factor a quadratic trinomial using the “X Method”.

When we use the "X Method", we find the factors for the first and third term and then cross multiply to see if the product sums
will equal the middle term.
Example:
Solve using the “X Method.”
4x2 - 17x - 15
Factors of 4x2 = (2x)(2x) OR (4x)(1x)
Factors of -15 = (-3 × 5), (3 × -5) OR (-15 × 1), (15 × -1). (One of the factors must be negative because we are looking for
factors of a negative number.)
Use your better judgement using the guess and check method.

2x(3) = 6x
2x(-5) = -10x
-4x

The “x” reminds us to cross multiply. Add the results. If the answer matches the middle term, it is correct. In this case, it does
not match so we will try a different combination of factors.

4x(1) = 4x
1x(-15) = -15x
-11x
The “x” reminds us to cross multiply. Add the results. If the answer matches the middle term, it is correct. In this case, it does
not match so we will try yet another combination of factors.

4x(5) = 20x
1x(-3) = -3x
17x

The “x” reminds us to cross multiply. Add the results. If the answer matches the middle term, it is correct. In this case, it does
not match, but if the negative sign were different it would! We will try a small change to try to get the correct answer.
Instead of using the factors -3 × 5, we'll use the factors 3 × -5.

4x(-5) = -20x
1x(3) = + 3x
-17x
This term matches the middle term of our expression! Now we can write our solution.
(4x + 3) (x - 5)
(Notice that we write the factors that are straight across from each other for our answer.)

We should check our work by distributing.

They are both in parenthesis so we will need to distribute fairly.

Start with the first term and then distribute the second term. Some people think this looks like an eagle claw.
4x2 - 20x + 3x - 15
Simplify by combining like terms and we get the original expression we started with:
4x2 - 17x - 15
This is correct, so our answer is correct.
Factoring Perfect Square Trinomials

Main Concept
We can factor a quadratic trinomial using the "X Method." When we factor a perfect square
trinomial, both factors will be exactly the same.

When we use the “X Method”, we find the factors for the first and third term in the trinomial. Then we use trial and error to
pick factors to cross multiply until we find the product sums that will equal the middle term.
Solve using the “X Method.”
4x2 + 12x + 9
Factors of 4x2 = (2x)(2x) OR (4x)(1x)
Factors of 9 = (3)(3) OR (9)(1)
Use your better judgment using the guess and check method.

2x(3) = 6x
2x(3) = + 6x
12x

The “x” reminds us to cross multiply. Add the results. If the answer matches the middle term it is correct. This term matches
the middle term of our expression!

Now we can write our solution.

(2x + 3)(2x + 3)

These are exactly the same so we can simplify them. Our final answer will look like this:
(2x + 3)2
This is an example of a perfect square trinomial. When we factor this trinomial, we end up with a binomial that is a perfect
square.
We should check our work by distributing.
(2x + 3)2 = (2x + 3)(2x + 3)

They are both in parenthesis so we will need to distribute fairly.

Start with the first term and then distribute the second term.
4x2 + 6x + 6x + 9
Simplify by combining like terms and we get the original expression we started with:
4x2 + 12x + 9
This is correct, so our answer is correct.
Factoring Difference
of Squares Binomials

Main Concept:
To solve a quadratic binomial with a subtraction operation and with perfect squares, the difference of squares factoring method
should be used.

Difference of Squares: When a perfect square is subtracted from another perfect square. These are very easy
to factor.
Example 1:
Factor the following binomial.
4x2 - 25

Notice that "4x2" is a perfect square, and so is 25.

4x2 = 2x • 2x
25 = 5 • 5

Using the "X Method" we can factor this binomial.

The "middle term" in this case would be "0x" so it is not noted in the problem.

4x2 - 25 = 4x2 + 0x - 25

Since our third term is "-25" we will need to use "(-5)(5)" for our factors.

The “x” reminds us to cross multiply. Add the results. If the answer matches the middle term, it is correct. In
this case, the middle term equals zero! Because it is a zero, it will not be written as the middle term in the
expression.

Now we can write our solution.

(2x - 5)(2x + 5)
We should check our work by distributing.
They are both in parenthesis so we will need to distribute fairly.
Start with the first term and then distribute the second term.

4x2 + 10x - 10x - 25

Simplify by combining like terms and we get the original expression we started with.

4x2 - 25

This is correct, so our answer is correct.

Knowing the relationship shown above, we can quickly factor any difference of squares.

Example 2:
Factor the following binomial.
x2 - 16

Notice that both x2 and 16 are perfect squares.

x2 = x • x
16 = 4 • 4

Since we have the DIFFERENCE of two squares, we need to have one of our factors have a positive sign in the
middle, and the other factor have a negative sign in the middle. (This will make the third term negative, and it
will make the middle term "0" when we check by distributing.)

Our answer is:

(x + 4)(x - 4)

We can check by distributing. Let's use FOIL:

We'll multiply the,
Firsts x • x
Outsides x • -4
Insides 4 • x
Lasts 4 • -4

x2 - 4x + 4x - 16

Combine like terms.

x2 - 16

This is the expression we started with, so we know that we factored correctly.

 Unit 7
Quadratics and
Leading Coefficients

A quadratic function has an exponent of 2. It is how we describe throwing an apple or any object into the air. It is how we
describe gravity.

Here is an example of a quadratic monomial:

y = x2
The leading coefficient is 1 because when no number is shown, we know that it can be written with a 1 in front of the x.
y = 1x2

We can make a table of inputs and outputs to see the shape of the graph.

Notice that the output values repeat themselves. Now we can use our data chart to graph the results.
A QUadratic linear function makes a “U” shape.

Let’s look at another quadratic function with a leading coefficient of -2. Here is the formula:
y = -2x2

Using our data table, let’s graph our quadratic function that had a leading coefficient of -2.
Notice that using this quadratic function with a leading coefficient of -2 the “y”s repeat themselves just like they did in the
quadratic function with a leading coefficient of 1.
Here are both quadratic functions on the same graph.
Also, the greater the absolute value of the leading coefficient, the narrower the quadratic function.
Quadratics and Axes of Symmetry

Symmetry: When something is the same on one side as it is on the other side.
Axis of symmetry: A line that splits something in half so that there is symmetry on each side.
There are two ways to find the axis of symmetry. One is by graphing. The other is by using a formula.

Here is the quadratic function we will be using.

y = -3x2

Let’s start by looking at the graphing method.

Here is the graph of the quadratic function:

It has a negative first coefficient (-3) so it will open down. Negative looks like a frown.
The graph has symmetry. For example, the value input of -1 and the value input of 1 both have an output of -3.

The axis of symmetry in this function is the y-axis.

The y-axis is x=0. Symmetry is a reflection from one side to the other. The axis of symmetry is x=0.

Now let’s use the second method for finding the axis of symmetry. The formula is:
Standard form for quadratics:
y = ax2 + bx + c

a is the leading coefficient.

If a is positive the graph is “smiling.”
If a is negative the graph is “frowning.”
If a is a large absolute value it is narrow.
If a is a small absolute value it is wide.
Let’s look at our quadratic function again:
y = -3x2
This function in standard form would look like this: y = -3x2 + 0x + 0

Now that our quadratic function is in standard form, we can use the formula to find the axis of symmetry of this function. The

formula to find the axis of symmetry is:

Input the numbers from our quadratic function:

x=0 This is the axis of symmetry.

Quadratic Zeroes and
Y-Intercept

The x-intercepts of a quadratic are called the zeroes. The zeroes occur when the y-coordinate is "0".

The y-intercept of a quadratic occurs when the x-coordinate is "0".

Example:
Here is the quadratic trinomial function we will be using. y = x2 - 2x - 8

Here is what we know from the function:

The leading coefficient is +1 so the graph will be “smiling.”
We can use our formula to find the axis of symmetry:

= 1 The axis is x=1

We can make a table of values.

Now we can graph our table of values for:
y= x2 - 2x - 8
When a quadratic function is written in standard form, the y-intercept will be the constant (or last term).
y = ax² + bx + c

The zeros are the x-intercepts. when y = 0 we will see the x-intercepts.

Our axis of symmetry is 1. It splits the quadratic in half.

Quadratic Domain and Range

Dixi and Roy D. will help us remember the characteristics for the x-variable and for the y-variable.

Domain: The x-values that are possible within a function.

Range: The y-values that are possible within a function

Here is a quadratic function and its graph:

y = x2 - 4

Using the same quadratic function and its graph we can determine the range:
y = x2 - 4

Remember to always write the values from the least to the greatest.
Quadratic Vertices as Minima and Maxima

Vertex: The maximum point or the minimum point.

There are two methods to find the vertex of a quadratic: graphing or using the axis of symmetry formula.
Here is a quadratic function: y = -x2 - 2x + 3

To find the vertex by graphing, make a table of values.

Now we can graph our function:

y = -x2 - 2x + 3
There is another way to find the vertex. The axis of symmetry goes directly through the vertex. If we find the axis of symmetry,
it will give us the x-coordinate of the vertex. Here is our equation for the axis of symmetry:

Our equation is: y = -x2 - 2x + 3

So a = -1, b = -2 and c = 3

Let’s input the variables and solve.

x = -1 This is the x-coordinate of our vertex. It can be input into the function to find the y-coordinate.

y = -x2 - 2x + 3
y = -(-1)2 - 2(-1) + 3
y = -1 + 2 + 3
y = -4

We get the same answer that we got by graphing!

(-1, 4)
Quadratic Vertex Form
vs. Standard Form

Standard form: y = ax2 + bx + c

This is a quadratic function in standard form:
y = -2x2 - 3x - 5
When it is written in standard form we can:

-look at the first term and know:

• This quadratic is going to open downward and be “unhappy” because it is negative.
• It is going to be relatively compact because the absolute value of -2 is bigger than 1.

-look at the last term and know:

• -5 is the y-intercept

Vertex form: y = a(x - h)2 + k

The “a” in each form is the leading coefficient. It will tell us if the quadratic opens upward or downward and if is it narrow or
wide.
The “h” stands for the horizontal movement of the vertex. It is the first number in the ordered pair of the vertex.
The “k” stands for the vertical movement of the vertex. It is the second number in the ordered pair of the vertex.
This is a quadratic function in vertex form:
y = -2(x - 1)2 + 7

When it is written in vertex form we can:

-look at the first term and know:

• This is going to open downward and be “unhappy” because it is negative.

• It is going to be relatively compact because the absolute value of -2 is bigger than one.

-Find the ordered pair for the vertex: (1, 7)

Solving Quadratic
Equations by Graphing

Main Concept
To solve a quadratic function means to find the zeros. The zeros are the solution to the quadratic function. The zeros are the x-
intercepts.

To find the zeros, we will start by making a table of values for our function:
y = x2 - 3x - 4
Now we can graph our data for the quadratic function.
Solving Quadratic
Equations by Factoring
In the past, we have factored expressions like this: 2x2 - 9x - 5
Now we are going to solve a quadratic function, like this: y = 2x2 - 9x - 5

Main Concept
When we solve a quadratic function, we solve for zeros. We can solve by graphing or we can solve by factoring.

To solve a quadratic function by factoring, we will input a zero for the y-value. That is because we are solving for the zeros. The
x-intercepts always have a y-coordinate of zero.
Solve without graphing: y = 2x2 - 9x - 5

Input zero for the y-value: 0 = 2x2 - 9x - 5

Factor the quadratic trinomial using the

“X Method.”

3x does not equal the middle term so try a different combination.

9x does not equal the middle term so try a different combination.

-9x does equal the middle term!

The problem can be factored: 0 = (2x+1)(x-5)
Solve for x in each binomial:
2x + 1 = 0 x-5=0
-1 -1 +5 +5
2x = -1 x=5
÷2 ÷2

x = -1/2
These are zeros: -1/2 and 5

They are the solutions to the quadratic function: y = 2x2 - 9x – 5

Solving Quadratic Equations by Square Roots

Main Concept
To solve for the solutions of a quadratic function with a factor that is squared, use the square root method to solve for the
zeros to determine the x-intercepts.

Example 1:
Here is a perfect square: y = (2x - 3)2

If you want to find the solution, find the zeros.

Set the y-value to zero and solve for x.
0 = (2x - 3)2
Solve using the square root.

The square and the square root eliminate each other.

The square root of zero equals zero.

0 = 2x - 3
+3 +3
3 = 2x
÷2 ÷2

We only have one answer. Sometimes that happens when the quadratic graph only intersects the x-axis one time.

Example 2:
Solve using square roots:

y = 4x2 - 9

First we need to set the "y" equal to "0".

0 = 4x2 - 9

Now we just need to solve like usual.

0 = 4x2 - 9
+9 +9

9 = 4x2
÷4 ÷4
This time, we have two solutions:

Remember this...
Whenever we take the square root of a number, we will have a both a positive and a negative answer.

Using the example above, you can see that:

and

So,

The solution is:

Solving Quadratic Equations
- Completing the Square

Sometimes the x-intercepts of a quadratic function do not lie on exact whole numbers on the graph.

y = x2 - 2x - 4

When this happens, we cannot use the X-Method and factoring or even graphing to find the zeros.
For this type of quadratic, there is another method called “Completing the Square” that can help us find the zeros.
Example:
Solve using “Completing the Square.”
y = x2 - 2x - 4
Set the y-value to zero because the y-coordinate on every x-intercept is zero.
y = x2 - 2x - 4
0 = x2 - 2x - 4 Remove the 4 from the right side.
+4 +4

4 = x2 - 2x
To find the number to complete the square we take the b-value divided by 2 and then squared.

In our quadratic, the b-value is "-2".

So we have:

We'll add 1 to both sides to complete the square.

4 = x2 - 2x
+1 +1

5 = x2 - 2x + 1
Now we can use the X-Method to factor.

-2x DOES equal the middle term, -2x

The two groups are:
5 = (x-1) (x-1)

Simplify.
5 = (x-1)2

Now take the square root of each side.

add 1 to each side

+1 +1

This is the exact answer.

Solving Quadratic Equations
- Quadratic Formula

Remember, to solve quadratics we must find the zeros (x-intercepts).

Standard form: y = ax2 + bx + c

Formula for finding the axis of symmetry:

The quadratic formula:

The part of the quadratic formula that is beneath the square root sign is called the discriminant.

It is called this because this part of the quadratic equation lets you “discriminate” (or tell) how many zeros the quadratic
function will have.

If the value of the discriminant is negative, there are no zeros; it never hits the x-axis.
Here is a graphed example:

If the value of the discriminant is positive, we will have two zeros; it will intersect the x-axis twice.
Here is a graphed example:

If the value of the discriminant is zero we will have one zero; it will intersect the x-axis once.
Here is a graphed example:
Solve using the quadratic formula:

The discriminant is negative so the graph will NOT intersect the x-axis.

The square root of a negative number is imaginary.

Application of Quadratic Functions

Gravity is a good application for quadratic functions.

Solve:
The Shanghai World Financial Center is 1600 feet tall. If you clear the street of pedestrians and drop a penny off the top of the
building, how many seconds will elapse until the penny hits the ground?

The solution for gravity is:

y = -16x2 + initial height

Input the variables. Notice that the first coefficient is negative meaning the opening of the graph will be down in a frown.

y = -16x2 + 1600

When the penny hits the ground it will be at zero. Input the y value.

0 = -16x2 + 1600
-1600 -1600

-1600 = 16x2
÷-16 ÷-16

100 = x2

Our two answers are x= 10 seconds and x= -10 seconds. x is the number of seconds it takes for the penny to hit the ground.
The only answer that makes sense is x=10 seconds.
Linear, Quadratic, and Exponential Functions

Here are three functions and their data tables. One is linear, one is quadratic, and one is exponential.
y = -3x + 2 Linear Function

It follows the formula y=mx+b

It has consistent change with both the inputs and outputs.

y = -3x + 2 Exponential function

The input value is the exponent.
The input value is consistent. The output value has changes that follow a geometric sequence. In this example, the change has a
multiplication pattern of 3.

y = -3x2 Quadratic function.

Follows the form y=ax2+bx+c
The input value is consistent. The output value has changes that follow an arithmetic sequence of addition or subtraction. In
this example, the change has a consistent subtraction pattern of -6.

Here are the graphs for each function.

Systems of Linear and Quadratic Equations

A system of linear functions has a solution where the two linear equations intersect.

In this problem we will solve a system of a quadratic and a linear function. We will solve for up to two solutions where the line
intersects the quadratic.

There are two ways to solve this type of problem: substitution and graphing.

Solve the following system using substitution:

y = x2
y=x+2

We know y = x2 so we can input the value "x2" for y in our other equation.
x2 = x + 2 Now solve for the zeros.
-x -2 -x -2

x2 - x - 2 = 0
Now we can use any of the following methods: complete the square, factor, graph, or use the quadratic formula. Try factoring.

-x does equal the middle term.

The problem can be factored: 0 = (x-2) (x+1)
Set each of the groups equal to zero independently.
0 = (x - 2) 0 = (x + 1)
+2 +2 -1 -1
2=x -1 = x

We can input our first answer "2" for x to find the corresponding y-value:

y = x2 y = (2)2, y = 4

y = x + 2 y = (2) + 2, y = 4
Solution 1: (2,4)

We can input the other answer "-1" for x to find its corresponding y-value:
y = x2 y = (-1)2, y = 1

y = x + 2 y = (-1) + 2, y = 1
Solution 2: (-1, 1)

Solve the following system using graphing:

y = x2

y=x+2
The y-intercept is 2. Use the slope to go up one, over one.

The solution is where these two graphs intersect.

(-1,1) and (2,4)
Solving Square Root Equations

Main Concept:
To solve a radical equation, do the opposite and square each side. (Squaring a square root will cancel the square root.)
Input the solutions into the original problem to determine if an answer is extraneous.

Remember this...
An Extraneous solution is a solution that appears to work, but when it is input it really doesn’t.

Example:
Solve for x.

To cancel out the square root, square both sides.

x2 = x + 20

Now it looks like a quadratic trinomial. To solve, find the zeros. One side needs to equal zero.

x2 = x + 20
-x-20 -x-20

x2 - x - 20 = 0

Choose a method to solve this. Possibilities are the quadratic formula, complete the square, graphing, or factoring.
If you try factoring:

-x does equal the middle term. We know:

(x-5) (x+4) = 0

Either one of these factors can be a solution to the equation, because 0 times anything is 0.

x-5=0
OR
x+4=0
Solve each.
x-5=0 x+4=0
+5 +5 -4 -4
x=5 x = -4

Input the answers into the original problem to see if they are logical.

When x = 5:

This is a true statement.

When x = -4:

This is NOT a true statement.

The solution is: x = 5

x = -4 is an extraneous solution.

Extraneous solution: It is appears to work, but when it is input it really doesn’t.

Graphing Square Root Functions

Main Concept:
To graph a radical function, you can use function notation to input values to calculate output values.

Example:

Graph using inputs and outputs.

Solve using x = -3

There is not a square of -1 so when we input a -3 we don’t get a solution for y.

Remember this...
Some inputs don’t exist in the real coordinate plane; discard these results.
Solve using x = -2.

The point (-2, 1) will be on our graph.

Solve using x = -1.

The point (-1, 2) will be on our graph.

Solve using x = 0.
2 is not a perfect square. There is an answer, but it would be very time consuming to find it. We are going to skip it.

Remember this...
Some inputs will result in non-perfect squares; skip these results.
If we input a 1 we would get another number that isn’t a perfect square so we won’t use that number.
Solve using x = 2.

The point (2, 3) will be on our graph.

The next perfect square is 9. We will input a 7 so we have a perfect square.

Remember this...
Use the inputs that result in whole numbers to make graphing easier.
Solve using x = 7.

The point (7, 4) will be on our graph.

Here is our table of values:

We can use the table to graph our answer.

Vertex form for a quadratic: (x-h)2 + k

h = the horizontal movement, k = vertical movement

Square Root functions are very similar to quadratics in this way.

We can see that in our equation, the horizontal movement is -2 and the vertical movement is 1.

or

The graph's vertex is at (-2, 1).

This means that the graph starts 2 to the left, and up 1 (Point A on the graph above).
Inverse Functions

Inverse means doing the opposite of something.

In an Inverse Function, the y and the x switch places. We can find the inverse function by replacing y with x.

Example 1:
We know that this is a linear function because it is written in linear function form.

f(x) = 2x - 7 f(x) stands for y, so you could write:

y = 2x - 7

In the inverse function, x replaces y.

Here is the inverse function: x = 2y - 7
Isolate for y.
x = 2y - 7
+7 +7

x + 7 = 2y
÷2 ÷2

The exponent of "-1" on f, means that it is the inverse function.

Example 2:
Find f-1(x) for the function

Remember, this equation could be rewritten replacing the f(x) with y.

Remember this...
To find the inverse function, we simply need to trade the x and y places, then solve for y.
Inverse function:

Now we just need to isolate for y.

First, we'll subtract 6 from both sides:
Which gives us

Now let's multiply both sides by 4 to get rid of the fraction.

Let's go ahead and distribute the 4 on the left side of the equation.

Finally, we just need to divide both sides by 3.

On the left side, we can simplify the expression, because 24 ÷ 3 = 8.

Our final answer is:

 Unit 8
Frequency and Histograms

Main Concept:
Frequency and histograms are a way to compare data.

Remember this...
Frequency is the amount of data that falls within a specific interval range.

Create a histogram for the following data:

You take a random sample of your friends to ask how many texts they send per month. You receive the following data:
3183, 0, 223, 3200, 589, 0, 2966, 1567, 432, 180, 1934, 2342, 168, 3464, 1412, 0, 62, 207.
First, list your data from least to greatest:
0, 0, 0, 62, 168, 180, 207, 223, 432, 589, 1412, 1567, 1934, 2342, 2966, 3183, 3200, 3464.
Next, divide your data into equal intervals. Each interval on the x-axis will be the same. In this sample, we will have 7 intervals.
Each equally spaced interval will include 500 numbers.
Frequency is the number of times that piece of data shows up in a sample. This is on the y-axis.
Here is the data graphed in a histogram:

Remember this...
A Histogram is the visual representation of data in even intervals to make meaningful observations.
Measures of Central
Tendency and Dispersion

Main Concept
The Mean, Median, Mode, and Range can help describe a data set.

Example:
Ages in a kindergarten classroom:
5, 6, 5, 5, 5, 6, 7, 32
Using this data we can find four different measures of tendency: mean, median, mode, and range.
The mean and the median help find the center of the data.
The mean is the average of a set of numbers. To find the mean, add all of the numbers and divide by the number of data
points. In this example, we will round to the nearest tenth.

= 8.9 years = the mean

The median is the number in the middle of a set of numbers. To find the median, line the data up from least to greatest and
find the number in the middle. If you have an even number of data points, find the average of the two middle numbers. In this
case, the median is between the 5 and 6 so the median = 5.5 years.

5,5,5,5,6,6,7,32

The mean is 8.9. The median is 5.5.

Why is there such a difference? When the age of the teacher is averaged into the data, it skews the data.
In general, the mean is a better measure of the center of data when you have large amounts of data.
The median is a better measure of the center when you have small amounts of data.
In this case, the median would be a better measure of the center of this data.

The mode is the number that repeats the most.

Look at the data: 5,5,5,5,6,6,7,32

Line up the data. The mode = 5 because five is the number that repeats the most often.

The range is the number of points between the largest and smallest number.
The range is the way to determine dispersion or how spread out the data is.

Look at the data: 5,5,5,5,6,6,7,32

Line up the data. Subtract the lowest number from the highest number. 32-5 = 27
The range = 27.
Standard Deviation

Main Concept
Standard Deviation is a measure of how spread out the numbers in a data set are. It is different than
the range. Standard Deviation describes the spread from the mean.

Range is the dispersion of the data.

If a teacher graded papers and there was a range of 80 with the maximum grade of 95, the minimum grade would be 15.
There is another way to measure the spread of data: standard deviation.
Standard deviation is the spread from the mean.
It shows us how spread out the data is from the mean or average.
Here is an example:

A teacher gave a test. The mean is 78%. The standard deviation is 5%.
With that information we know that within one standard deviation the lowest score was 73% and the highest score was 83%
73% to 83% = 1 standard deviation.
This is where a majority of the students’ grades occurred.

• If the standard deviation is larger, the spread of the scores will be larger. For example, if the mean is 78% and the
standard deviation is 15% the majority of the students will score between 63%-93%.
• If the standard deviation is smaller, the spread of the scores will be smaller. For example, if the mean is 78% and the
standard deviation is 1% the majority of the students will score between 77%-79%

If the standard deviation is smaller, the teacher can diagnose the areas that need more attention.
Box-and-Whisker Plot

Main Concept
We can visualize a set of data using a box and whisker plot. This is a visual to see what the data will look like.

Example:
Create a box and whisker plot for the following data:
You take a random sample of your friends to ask how many texts they send per month. You receive the following data:
3183, 0, 223, 3200, 589, 0, 2966, 1567, 432, 180, 1934.
First, list your data from least to greatest:
0, 0, 180, 223, 432, 589, 1567, 1934, 2966, 3183, 3200.
Find the median. This is the term in the middle. 589 has five terms in front of it and five terms behind it. It is the term in the
middle.
The Median = 589

Now we need to find the first quartile. It is the median of the numbers to the left of the median.
The numbers on the left of the median are:
0, 0, 180, 223, 432

The middle number is 180 because there are two terms in front of it and two behind it. It is in the middle.
1st Quartile = 180

Now we need to find the third quartile. It is the median of the numbers to the right of the median.

The numbers on the right of the median are:

1567, 1934, 2966, 3183, 3200

The middle number is 2966 because there are two terms in front of it and two behind it. It is in the middle.
3rd Quartile = 2966

Now we have the information we need to create the box and whisker plot.

1. Draw a line with the lowest and highest numbers marked.

2. Separate the line into equal quadrants.

3. Create a “whisker” or straight line at the lowest line, the 1st quartile, the median, the 3rd quartile, and the largest number.

4. Create a box enclosing the numbers between the first and third quartile.

5. Connect the smallest and largest numbers with a line.

The box and whisker plot for the numbers in our set looks like this:
This is helpful to determine the interquartile range. It is the range from the lowest quartile, 180, subtracted from the highest
quartile, 2966. 2966-180= 2786 The interquartile range is 2,786. You can see there is a larger spread in the middle range.
Scatter Plots and Correlation

We can use a scatter plot and correlation to see relationships between the time that has gone by and the amount of PC and
laptop sales.

To graph this we will have time on the x-axis because it is consistent. We will have the amount of growth or the amount of
decrease in computer sales on the y-axis.

This graph shows the correlation between time and computer sales. It shows a downward trend because it is decreasing. That
shows a correlation.

Positive Correlation: The data increases over time.

Negative Correlation: The data decreases over time.

No Correlation: The data is not related to something specific. For example, The number of push-ups you can do is not related to
the color of your eyes. There is no correlation.
Correlation vs. Causation

Look at the following graph. It shows the number of cats and the number of cars each person surveyed owns. The yellow line is
the trend line. We add that line trying to get an even amount of data above and below the line.

It appears that there is a positive correlation between the number of cats and the number of cars that each person owns. If the
number of cars increases, the number of cats increases too.
Correlation strength: -1 < 0 < +1
The closer to 1 the data becomes, the stronger it becomes as a positive relationship.
The closer it becomes to a -1, the stronger it becomes as a negative relationship.
This data is positively correlated. It trends upward. It would be a positive number less than one. Using estimation, it would be
correlated at .8 or .9. The only way to get a correlation of +1 is if all the points were on the data line.

We can see this data is correlated, but does one part cause the other? If people purchase more cars will they then own more
cats? This is not logical. In this case, the data is highly correlated but one does not cause the other.
Trend Lines in Scatter Plots

The graph shows the number of minutes studied compared to the grade on a test.

This data is positively coordinated. As one quantity increases the other quantity increases as well.

A trend line will help approximate what the data might look like. To make a trend line, the data should be plotted in a scatter
plot. A trend line must be a straight line. It should have the same number of data points above the line as it has below the line.
The graph below has a trend line added to it.
Interpolation vs. Extrapolation

Here is a data chart from a potato chip factory:

Notice that we don’t have information for all of the months. Drawing a trend line can give a close approximation of what was
sold during the months we don’t have data.
Trend lines must be a straight line with approximately as many points above the line as we have below.

Here is our graph. It has a positive correlation. The trend line is added in yellow.

Interpolation: When we approximate the data inside the data range.

We can look at this graph and see approximately how much would have been sold in September of 2012: 600 truckloads.

Extrapolation: When we approximate the data outside the data range. This is not as accurate as interpolation. It is trying to
predict the future.