QUIZ DATE: TEST DATE: Math 2 - Honors Name, Unit 3 — Rational Exponents and Solving Quadratics Date Pd Lesson 1 + Rational Exponents % Rational or fractional exponents can be rewritten in radical form: ‘The numerator of the exponent becomes the exponent of the radicand. Converting from rational exponent to radical form: x'/b = xt The denominator of the exponent becomes the index of the radical. > EXAMPLES: 1 a= 2 643 = 3. xa 4 16/2 = + Negative exponents become fractions 5. 4xr= 6. Gx) a= > You Try: Write each expression in simplest radical form: 1 2h 2, 32 3. 9h 4, 2572 5, 7 6. xr 7 15% 8. xh 9 yh 10. 4x’/s 1. 3x2 12. (9a)'/2 13. (16x58) /2 14. 27% 15. (5x) V6“Radicals can be rewritten in rational exponent form: Converting from radical to rational exponent form: The exponent of the radicand becomes the numerator of the fraction. i a ee = x"lb The index of the radical becomes the denominator of the fraction. > EXAMPLES: 1 V5= 2 Via > You Try: Write each expression in exponential form: 16. v7 17. V6 18. V8 19. V18 20. Vx? 23. 245 24. J@0’— |25. (Wau) 21. 3/(2x?) 22,Math 2 - Honors Name. Unit 3 - Rational Exponents and Solving Quadratics Date Pd, Lesson 1 — Rational Exponents HOMEWORK > Rewrite each expression in radical form and then simplify completely: 1 100% 2 1254/3 3. (7x |4, 64% 5. 1674 6 1674 7 (8%) 8. (8%) 9, (l6x*)"/* | 40. 125°" > Rewrite each expression in exponential form and then simplify completely: 1. V81 12. Vi25 13, 20x? 14. V—64 15. VB a6. (¥8x)’ | 17. (V98)” 1s. (¥98) | 19. (998) | 20. > Evaluate each of the following expressions. Give exact answers. 7 2. 135 1, | 2a. = 2/3 25. 425 21. 27/3 2: 23, ) a 24. (-27) ‘/3 36 ()* 27. 2167/5 | 28. 167% |29. asia 30. (x*)"/2 » Ge a. ON [ay (get)? [38 ODE [38 GDH [35 Cory"TEST DATE: Name. Date. Pd, QUIZ DATES: & Math 2 - Honors Unit 3 - Quadratic Functions Continued Lesson 1 — Simplifying Square Roots PERFECT SQUARES NUMBER PERFECT NUMBER PERFECT mucripueo_|}_ squares Taking the square root of a number is the inverse of raising the number to the second power. SQUARE ROOTS and CUBE ROOTS } then V49 For example: If 3? = _ , then V9 = __ For example: If 7 Taking the cube root of a number is the inverse of raising the number to the third power. For example: if 73 = then 343 . For example: if 33 = __, then V27 = ___.. ( PARTS OF A RADICAL . Itcan have three parts. > Simplify the following radical expressions. 5 a square root is a _ An expression that conta vi00 3vT2i = _ 225 = ~2yi44 = v25 = 7NBI = V9 = +9V5=> What is the radicand is not a perfect square but has a factor that is a perfect square? © Simplify: ¥24 = What is the highest factor of 24 that is also a perfect square? . Therefore, 24= ___* © Simplify: V32 = What is the highest factor of 32 that is also a perfect square? Therefore, 32= __* © Simplify: V54 What is the highest factor of 54 that is also a perfect square? . Therefore, 54= > Classwork: 1 6 2. 20 3 a0 4. 50 5. 63 6 +v63 7 VaB 8 98 9. 7S 10. ¥256 1. 2vi8 12, -4V12 13. SV2d ua. SV20 1s. 5v500 16. —V44 17. 12V60 18, -10V80 J19, V8 20, +vi2 21. 3250 2. —2v¥50 (23. $7V90— [24.0 25, £2vii7 | 26. Vx 27, Viex? 28. Vox? 29, V27xt 30. Vaax3Math 2 - Honors Unit 3 - Quadratic Functions Continued Lesson 1 — Simplifying Square Roots HOMEWORK Name. —_— Date. viz5n 2 2160 3. S12k? 4, ¥512m3 5. 216k4 6, 100v3 7. (80p> 8. f45p? 9. Ta7mint 10, -¥200m'n a1, 75x*y 12. v64min3 13, Vi6utvs 14, [282x393 15. [36x23 he [384x4y> 17. 7N96m3 18. 6V72x? 19, —6V150r 20. 5v80a? 21. 2v125v 22, —BV24K3 23. —4V192x 24, 28p*q3r fas. —4,/216xy"z 26. —3v24a"b?c3 27. 3Ylexty*z 28. —2Vv48a3b4c? 29. 6/75mp2q> 30. 4,/36x2y3z*Math 2 ~ Honors Name, Unit 3 - Quadratic Functions Continued Dated Lesson 2 + Sets of Numbers In mathematics, the numbers we use can be categorized into sets. Qur number system has two sets, the real numbers and the complex numbers. We will work with both the real numbers and the complex numbers in this course. > DEFINITIONS: © REAL NUMBERS is the set of rational numbers and irrational numbers. * COUNTING NUMBERS OR NATURAL NUMBERS is the set of numbers defined by {1, 2, 3, 4, 5, ..}. «WHOLE NUMBERS is the set of numbers defined by {0, 1, 2, 3, 4, 5, ...} © INTEGERS is the set of numbers defined by {..., -3, -2, -1, 0, 1, 2, 3, ...} or the set of all positive and negative whole numbers. ® RATIONAL NUMBERS is the set of numbers defined by € |p and q are integers,q # 0} or the set of numbers in which the decimal terminates or the decimal repeats. Examples: These are all rational numbers. os terminated decimal terminated decimal = —0.6666... repeating decimal terminated dectmal terminated decimal 0.285714285 ..._ repeating decimal = 2.25 terminated decimal aos foes] sre IRRATIONAL NUMBERS is the set of numbers in which the decimal does not terminate and does nat repeat. Examples: These are all irrational numbers, v2 =1.414213562. does not terminate nor repeats m= 3.141592654.. does not terminate nor repeats 8 03464101615, does not terminate nor repeats COMPLEX NUMBERS. Real Numbers Imaginary Unit Rational} 0 00% | Irrational Integers(...-2.1.0,1,2.0 = 10010001 Whole (0.1, 2,3... Natural (1.2.3,> COMPLEX NUMBERS: the set of numbers including the Real Numbers and the imaginary unit, ¢, Complex number are written in the form a + bi where ais the real part and bi is the imaginary part. > IMAGINARY UNIT: ‘Some polynomial equations have complex (non-real) solutions, when a negative number is under the radical symbol. For example: there is no real solution to V—16 or v=36. Mathematicians created a new system of numbers using the imaginary unit, i, defined as i = V—1. With this new system of numbers, radicals of negative numbers can now be simplified! Therefore: I J a simpli Always, Sometimes or Never True: The sum of a rational number and an irrational number is irrational, 2. The circumference of a circle is irrational. 3. The diagonal of a square is irrational. 4. The sum of two rational numbers is rational. . The product of a rational number and an irrational number is irrational, The sum of two irrational numbers is irrational. The product of two rational numbers is irrational. eu The product of two irrational numbers is irrational. 9. An expression containing both 6 and ris irrational, 10. Between two rational numbers there is an irrational number, 11. Between two irrational numbers there is an irrational number. 12. The circumference of a circle is irrational. 13. Areal number is 2 complex number. 14. A complex number can also a real number. 15. A complex number can be only imaginary.Math 2~ Honors Name. Unit 3 - Quadratic Functions Continued Date. Pd. Lesson 2 + Sets of Numbers HOMEWORK 1. Determine whether each number is rational or irrational: 6 5 Vo+ V3 i-« 5+ V6 é 0.6 1 = ve 0.45 2 8 0.456789 . 44+ V3 0 0.273 > Find a rational number and an irrational number between each pair of numbers: 2. 1Band 14 3. Sanda a and sg Rational: Rational: Irrational: irrational 4, Zand14 5. 0.13 and 0.13 nal: Rational: Irrational: Irrational: > Always, Sometimes or Never True: 6. The sum of a rational number and a rational number is rational, 7. The sum of a rational number and an irrational number is irrational, 8, The sum of an irrational number and an irrational number is irrational. 9. The product of a rational number and a rational number is rational. 10. The product of a rational number and an irrational number is irrational. 11. The product of an irrational number and an irrational number is irrational.> Express each number in terms of i and then simplify 12, ¥~36 13, v—100 14. -¥=81 15. 2v-49 16. i V—64 a7. 18. ¢V—144 39. iV=25 20. 21. 22. 23. 24. V-3 25. v=29 26. 3V-11 27, —Vv-10 28. V=20 29. —V=28 30. 2V=75 31. SVB 32, 3V—98 33. -2v-75 34, 35, MLMath 2~Honors Name Unit 3 - Quadratic Functions Continued Date. Pd. Lesson 3 — Completing the Square Ways to Graph aParabola: y =a(x—h)? +k and y = a(x — int. )(x — int.) What if a quadratic equation is in standard form? yy = ax? + bx +c + Recall from Math |: The vertex can be found using (32,y) and the axis of symmetry is x Zz Complete the information for each parabola. Graph on the calculator to verify your vertex. [ y = 2x? 12x16 y= 3x? 4+10x—2 y= 2x?+i5x+29 ‘| 1, Vertex: 1. Vertex: 1. Vertex: 2. Maximum or Minimum 2. Maximum or Minimum 2. Maximum or Minimum 3. Axis of Symmetry: 3. Axis of Symmetry 3. Axis of Symmetry: 4, y~intercept: 4, y- intercept: 4, y-intercept: 5. x- intercepts: 5. x intercepts: 5. x~ intercepts: 6, Domain! 6, Domain: 6. Domain! 7. Range 7. Range: 7, Range: L a | How can we solve a quadratic equation that has irrational or complex solutions? + COMPLETING THE SQUARE will allow us to find ALL solutions (rational, irrational & imaginary). 1) REWRITE as x? + bx + = Oasx? + bx = —¢ 2) x tbxt___ me + 3) COMPLETE THE SQUARE by taking half of b; square it and ADD IT TO BOTH SIDES of the equation in the blanks. 4) FACTOR the perfect square trinomial. 5) Take the SQUARE ROOT of both sides. Don’t forget to include a + to create 2 solutions. 6} SOLVE both equations. SIMPLIFY all irrational and complex solutions, [2 —6x+8=0 2. x? + 16x—16=0 |3 xt + 12x +43=0 a 3x?—6x-45=0 1) BEGIN with ax? + bx +.¢ = 0 and MULTIPLY “a” to “c” 2) REWRITE x? + bx =—c:a 3) x? + bet mccat 4) COMPLETE THE SQUARE by taking half of b; square it and ADD IT TO BOTH SIDES of the equation in the blanks. 5) FACTOR the perfect square trinomial 6) Take the SQUARE ROOT of both sides. Don’t forget to include a + to create 2 solutions. 7) SOLVE both equations. SIMPLIFY all irrational and complex solutions. 8) DIVIDE by “a” and REDUCE all final solutions. 5. 3x? +10x-8=0 6 4x?-8x+3=0 4x*—16x+71=0 8. 3x? + 6x — 4Math 2 - Honors Unit 3 ~ Quadratic Functions Continued Lesson 3 + Completing the Square HOMEWORK SOLVE BY COMPLETING THE SQUARE: Name. Date. Pd. 1 x? 4+14x—51=0 x? = 12x +23 =0 3. x Ax +650 x? = 10x +18 =0 5. x? + 18x- 40 =0 ax? + 4x +36 = 0 7. x? 42x+20=0 3x? + 12x +21=03x? Bx + 4= 10. 3x? —2x-5=0 iL. 2x? = 2x—5 12. 10x? + 4x +68 = 0Math 2- Honors Name. Unit 3 - Quadratic Functions Continued Date, Pd. Lesson 4 Discriminant & Quadratic Formula 4 Solve the following equations by factoring. 4 Graph the equation Txt 4x-6=0 ZF 6x49=0 Bo Fa=0 Number of Solutions: Number of Solutions: Number of Solutions: > Quadratic Equation: |ax? + bx + ¢ > The Discriminant: [b* — 4ac Y- The discriminant is used to determine the number and type of solutions (roots) of a quadratic equation. Using the same three examples from above, find the value of the discriminant and describe the roots. Txt tx-6=0 2.x? + 6x +9=0 3x7 +450 D Hof Roots: D # of Roots: D= # of Roots: ‘Type of Roots: ‘Type of Roots: Type of Roots: >_Discriminant Conclusions: _ Value of the Discriminant; b® ~ 4ac Number and Type of Roots | _ What does the graph look like? 5? — 4ac is POSITIVE and a PERFECT SQUARE inset b? = 4ac > 0) inkeree the 1b? — 4ac is POSITIVE and NOT a PERFECT SQUARE [b? = 4ac > 0 THiaaae the [b? = 4ac Tver arses+ Classwork: Find the value of the discriminant and state the number and type of roots. Equation Discriminant Number and Type of Roots | _Rational or Irrational 1, Bx? +2x-1=0 Rawtxt1= 4, x? —8x = -16 5.x? +4x4+9=10 6, 3x2 +5x—12= >. Solving Quadratic Equations using the Quadratic Formula © axttbxtc=0 bt vor aac z 2a «The Quadratic Formula is used to solve any quadratic equation, especially those that will not factor, bt VOF= aac 2a © Examples: Solve using the Quadratic Formula > x = 1. x? ~5x-24=0 2.x? +5x+5=03, 4x? +8x—-1=0 4. Ax? = 11x +20 5, x? +25 = 10x 6 x? +2x+4=0Math 2 - Honors Name. Unit 3 - Quadratic Functions Continued Date, Pd, Lesson 4 Discriminant & Quadratic Formula HOMEWORK 4+ Solve using the Quadratic Formula > x = 22 — BE “Express answers in simplest radical form or complex form. NO DECIMALS!! 1 4x? + L1x— 20 = 0 2 x= Sx— 24 =0 3. x?—3x-3=0 4 x? +5x+5=0 —x+1 6 4x*+ 8x=17. 4x* + 7x— 15 = 0 Bx? + 3x = 10 9 xt@-x+3=0 10. 2x? — 14x = -23 lx? = 2x + 48 12. 2x? + 39 = -18x Sx? +3x+1=0 14. Sx? + 50x + 125 = 0Math 2 Honors Name. Unit 3 - Quadratic Functions Continued Date, After Quiz Practice Solve using the best method: Factoring, Completing the Square or Quadratic Formula Express all solutions in simplest form Pd. 1 x? + 4x —9 = 13 2. x? +7x+12=0 3. 7(x — 3)? =35 4. 5. 6. x? + 9x + 38 = 13 7. 3x? — 6x = 13 8. x +6x—8=0 8 3x+8 10. 11. (+2)? -6 =11 12. bx? —7x+13 =0How Can You Help Control Soil Erosion? “Use the related graph or the discriminant of each equation to determine how many real-number solutions it has. Circle the letter of the correct choice and write this letter in the box containing the exercise number. ¥ ml ey ,| Cr i x? +2x-3=0 @ *-4x+4=0 @ -2x+2=0 (D) two solutions (C) two solutions (H) two solutions (E) one solution (A) one solution (D) one solution (M) no solutions (W) no solutions (O) no solutions two one no XL solutions solution ‘solutions @ #4 ox+4=0 K B G @ -3x=2 U ° A © y+ toy +25=0 Vv A 1 @ 2% =4x-3 F c H Ax? + 9 = 12x s P N © ~3n?+5n-2=0 N R s © }e+sx+8=0 R P L @ fe+3=2t Y B T 3 Ji Ji |s Ja f2 | fe Jo |4 S Sa ee pe ny con number scutes. ALOE E eave Puoaons 223 to determineMath 2 - Honors Name. Unit 3 - Quadratic Functions Continued Date, Pa. Lesson 5 > Linear vs. Quadratic Systems > When a linear function and a quadratic function are graphed on the same coordinate plane, the graphs below represent the possible number of solutions for the system of equations. 0, 1, or 2 solutions can be found. Eres > Solve each system of equations graphically: ys ax 43 Gy) = ay = Gy) = > Solve each system of equations algebraically: = 10x? = 28x — 39 yedetl Gy = Gy) = Gy) =Quadratic Functions - Applications Name. 1.) Using the graph at the right, it shows the height hs pea teet in feet of a small rocket t seconds after it is launched, The path of the rocket is given by the equation: h= -16f? + 128t. a} How long is the rocket in the air? .| Whatis the greatest height the rocket reaches? c.] What does f(1) mean in this context? di.) Find f(1) e.) What would f(x) = 0 mean in this context? f.) Find f(x) =0 g.) Find f(2). Is it going up or down (increasing or decreasing)? h) Find f{6). Isit going up or down increasing or decreasing)? i.) What is the domain? i.) What is the range? Toese7 8 ie (secones)> Applications of Linear/Quadratic Systems: Example #1: A ball thrown is modeled by the function: y 16x? + 22x + 3. Using what you know about quadratic functions, answer the following questions. 1) Sketch the graph : y 2). Given the context of the problem, what is en appropriate + domain and range for the graph? R 3) Write an equation to show when the ball will be exactly 10 feet in the air and then solve. 4) Write an inequality to show when the ball will be at a height less than 10 feet in the air and then solve 5) Write an inequality to show when the ball will be at a height higher than 10 feet in the air and then solve. Example #2: The student council decides to put on a concert to raise money for an after school program. They have determined that the price of the ticket will affect their profit. The functions shown below represent their potential income and cost of putting on the concert, where t represents ticket price. Income: I(t) = —30¢7 + 330¢ Cost: C(t) = —30¢ + 330 1) Sketch the graph of each function: 2) Find algebraically and graphically the break-even point. (Hint: come = Cost) 3) Write an inequality to show where the cost is greater than the income and then solve. 4) Write an inequality to show where the income is greater than the cost and then solve. 5) Which ticket price would you use in order to maximize your profit? Where is this shown on the graph?Math 2 - Honors Unit 3 ~ Quadratic Functions Continued Lesson 5 > Linear vs. Quadratic Systems HOMEWORK Name. Date, Pd. Solve each of these equations by sketching graphs showing the functions involved, and label points corresponding to solutions with their coordinates. Ty=xt2 2 yanxt2 ys x2 +3x-6 ya xr+x-6 TTT TT i I + Cocot Het toot 3. a Too rt i }. “i Th 2 t I iL Gy) = jy) = Solve each system algebraically: 5. 6. —x+2 yar? x = Gy) = ——___> Application of Quadratic and Linear inequalities 7. Each year the ‘Rock the Vote’ committee organizes a public rally. Based on previous years, the organizers decided that the income from ticket sales, 1(¢), is related to ticket price (t) by the equation I(t) = —40¢? + 400t. Cost, C(t), of operating the public event is also related to ticket price (t) by the equation C(t) = —40¢ + 400. 'A) What ticket price would generate the maximum income? Where is this shown on the graph? 8) For what ticket price would the operating cost be equal to the income from ticket sales? C) Write and solve an inequality to show where the operating cost is greater than the income from ticket sales. D) Write and solve an inequality to show where the income from ticket sales is greater than the operating cost,Math 2 Honors Name. Unit 3 ~ Quadratic Functions Continued Date, Pd. Lesson 6 + Quadratic inequalities Review: > Steps to Graph an Inequali Y Graph the boundary line ——> Ifthe symbol is < or > use a dotted line 5 ifthe symbol is < or > use a solid line ¥ Determine the shading ———— > If the symbol is > or = then shade above the line or curve Ifthe symbol is < or < then shade below the line or curve ¥ You can check your shading by picking a point on the graph and plugging it into the inequality. Ifit is a solution then shade that way. If itis not a solution, then shade the other way. > EXAMPLES: Graph each linear or quadratic inequality oy >x-2 By Graph each system of inequalities. Be sure to shade the solution No yexr?+ axe 8) y< nx? + 2x44 9) y Bxt- 6x + 8B ys2et+6 youxt4 y 2 -x(r-4) > How can we use graphing to solve an inequality in one-variable? «Solve each of the inequalities. Write your solution as an inequality and graph on a number line. xe =x-6 50 x= x—-620 x 42x >0 x4 2x—24 <0 3x? Sx >8 x 42x > 2x +36Name. 6 2 5 z Math 2 Unit 3 Pd. Date, 2 z 8 = = § s g 3 3 oa x z § z S é 2 Lesson 6» Quadratic Inequ: > Graph each quadratic inequality. Be sure to shade the solution, x8 + 2x = 3 ayys 2) y x + de t 5 4)yrr ttt y>xt-4x4+4 3 i e € z |e vi = |A * e |x = § |x sg I + = fs fe 5 7 8 |o iN = ls s |g is 3 + 3 it x 2 |e iS zg | ks. 2 i ft = id s $ 3 jo 2) © 3 |e vi 6 fi S a |s Ie gv leer t g a | isMath 2 - Honors Unit 3— More Quadratic Functions Pd: Test Review > Simplify each of the following radicals. 1. \=24 2. £v252 3. ~3V—48 4. 50 5. 4V65 6. iT 7. et 8. SV=17 9. 4vT62 > __ Solve by Completing the Square. Solve by Quadratic Formula. 1. 4x27 4x+3=0 12. 2x? +6x = -3 > _ Solve each quadratic equation by the best method: Fact ‘oring, Completing the Square or the Quadratic Formula T 13, 9x? 6x -11=0 16. 7x2 Sx =0 14, 8x? +5 = 6x 17. 3x2 6x +3=0 15. x2 45x =6 18. 4x? 44x-B8=1 > Quadratic Systems Solve by substitution. 243> _ Graphing Quadratic inequalities 21. y sx? -6x +10 22. y> 2-1)? +5 > | yexteert14 23. | ys -2x-4 t t y<-(e~ 2 +4 24 y> 2 28. Each year the ‘Rock the Vote’ committee organizes @ public rally. Based on previous years, the organizers decided that the income from ticket sales, [(t, is related to ticket price (t) by the equation Io) also related to ticket price (¢) by the equation C(¢) = —50¢ + 500. —50¢? + 500t. Cost, C(t), of operating the public event is 'A) What ticket price would generate the maximum income? Where is this shown on the graph? 8) For what ticket price would the operating cost be equal to the income from ticket sales? > Solve each Quadratic Inequality. Write your solution in interval notation, 8. @—5)@—2) 50 26. x?— 12x +32 2 27. x= 64 <0 > Application of Quadratic and Linear Inequalities C) Write and solve an inequality to show where the operating cost is greater than the income from ticket sales. 1D) Write and solve an inequality to show where the income from ticket sales is greater than the operating cost.