TABLE OF CONTENTS

PAGE
NUMBER
Section 1: Expressions ............................................................ 1
Section 2: Equations and Inequalities .................................. 25
Section 3: Introduction to Functions .................................... 55
Section 4: Linear Functions.................................................... 91
Section 5: Quadratic Functions – Part 1 .............................. 123
Section 6: Quadratic Functions – Part 2 .............................. 149
Section 7: Exponential Functions .......................................... 177
Section 8: Polynomial Functions ........................................... 207
Section 9: One Variable Statistics ........................................ 215
Section 10: Two Variable Statistics ...................................... 237
 Section 1 – Expressions Topics in this Section
!
Topic 1: Using Expressions to Represent Real-World Situations
The following Mathematics Florida Standards will be Topic 2: Understanding Polynomial Expressions
covered in this section: Topic 3: Algebraic Expressions Using the Distributive Property
MAFS.912.A-APR.1.1 Understand that polynomials form a Topic 4: Algebraic Expressions Using the Commutative and
system analogous to the integers, Associative Properties
namely, they are closed under the Topic 5: Properties of Exponents
operations of addition, subtraction, Topic 6: Radical Expressions and Expressions with Rational
and multiplication; add, subtract, and Exponents
multiply polynomials. Topic 7: Adding Expressions with Radicals and Rational
MAFS.912.A-SSE.1.1 Interpret expressions that represent a Exponents
quantity in terms of its context. Topic 8: More Operations with Radicals and Rational
Interpret parts of an expression, such Exponents
as terms, factors, and coefficients. Topic 9: Operations with Rational and Irrational Numbers
MAFS.912.A-SSE.1.2 Use the structure of an expression to
identify ways to rewrite it.
MAFS.912.N-RN.1.1 Explain how the definition of the
meaning of rational exponents follows
from extending the properties of
integer exponents to those values, !
allowing for a notation for radicals in !
terms of rational exponents.
MAFS.912.N-RN.1.2 Rewrite expressions involving radicals
and rational exponents using the
properties of exponents.
MAFS.912.N-RN.2.3 Explain why the sum or product of
two rational numbers is rational; that
the sum of a rational number and an
irrational number is irrational; and that
the product of a nonzero rational
number and an irrational number is
irrational.
!
1
Section 1: Expressions
 Section 1 – Topic 1 Let’s Practice!
Using Expressions to Represent Real-World Situations
1. Mario and Luigi plan to buy a Wii U™ for . Wii U™
Jenny tweets 33 times a day. Antonio posts five tweets every games cost each. They plan to purchase one
day. Let " represent the given number of days. console.
Use an algebraic expression to describe Jenny’s total posts a. Use an algebraic expression to describe how much
after any given number of days. they will spend before sales tax based on purchasing
the console and the number of games.
Create an algebraic expression to describe Antonio’s total
posts after any given number of days.
b. If they purchase one console and three games, how
much do they spend before sales tax?
Write an algebraic expression to describe the combined total
posts for Jenny and Antonio after any given number of days.
c. Mario and Luigi want to purchase some extra
controllers for their friends. Each controller costs .
Use an algebraic expression to describe how much
they spend in total, before sales tax based on
purchasing the console, the number of games, and
After five days, how many tweets have Antonio and Jenny the number of extra controllers.
posted altogether?
2
Section 1: Expressions
 d. What is the total cost, before sales tax, if Mario and BEAT THE TEST!
Luigi purchase one console, three games, and two
extra controllers? 1. José is going to have the exterior of his home painted. He
will choose between Krystal Klean Painting and Elegance
Home Painting. Krystal Klean Painting charges to
come out and evaluate the house plus per hour.
Elegance Home Painting charges 3 per hour. Let
represent the number of hours for which José hires a
painter. Which of the following statements are true? Select
all that apply.
! !
! !
! When defining variables, choose variables ! The expression represents the total charge for
that make sense to you, such as for hours Krystal Klean Painting.
and " for days.! ! The expression 3 represents the total charge for
Elegance Home Painting.
! The expression



3 represents the total
amount José will spend for the painters to paint the
Try It! exterior of his home.
! If José hires the painters for hours, Elegance Home
2. Micah and Crystal purchase two movie tickets. Tickets Painting would be cheaper.
cost each, drinks cost 3 each, and boxes of ! If José hires the painters for hours Krystal Klean
Painting w be cheaper.
candy cost 3 each. Use an algebraic expression to
describe how much they spend based on the number of
drinks and boxes of candy they buy. Identify the
parts of the expression by underlining the coefficient(s),
circling the constant(s), and drawing a box around the
variable(s).
!
3
Section 1: Expressions
2. The Griffin family wants to buy an Xbox One + Kinect Section 1 – Topic 2
Sensor for 3 . They also want to buy accessories and Understanding Polynomial Expressions
games. The wireless controllers cost each. The
headsets cost each. The games cost each. A term is a constant, variable, or multiplicative combination of
Peter and Lois are trying to decide how many accessories the two.
and games to buy for their family. Let represent the
number of wireless controllers, represent the number of Consider 3 .
headsets, and represent the number of games the
Griffins will purchase. Which of the following algebraic How many terms do you see?
expressions can be used to describe how much the Griffins
will spend, before sales tax, based on the number of
accessories and games they purchase?
List each term.
A 3
B 3
C 3
D 3
!
!
! This is an example of a polynomial expression. A polynomial
!
can be one term or the sum of several terms. There are many
!
different types of polynomials.
A monarchy has one leader. How many terms do you think a
monomial has?
A bicycle has two wheels. How many terms do you think a
binomial has?
A triceratops has three horns. How many terms do you think a
trinomial has?
4
Section 1: Expressions
Let’s recap: Let’s Practice!
Type of Polynomial Number of Terms Example 1. Are the following expressions polynomials? If so, name the
type of polynomial and state the degree. If not, justify your
Monomial reasoning.
Binomial a.
b.
Trinomial
Polynomial
Some important facts:
The degree of a monomial is the sum of the ____________
of the variables.
c. d.
The degree of a polynomial is the degree of the monomial
term with the ____________ degree.
Sometimes, you will be asked to write polynomials in standard
form.
Write the monomial terms in ________________ _________
order. e. 3
The leading term of a polynomial is the term with the
________________ _____________.
The leading coefficient is the coefficient of the !
_____________ _________.
5
Section 1: Expressions
Try It! 3. Consider the polynomial 3 .
2. Are the following expressions polynomials? a. Write the polynomial in standard form.
a. o polynomial
o not a polynomial
b. What is the degree of the polynomial?
b. 3 o polynomial
o not a polynomial
c. o polynomial
o not a polynomial c. How many terms are in the polynomial?
d. o polynomial
o not a polynomial
d. What is the leading term?
e. 3 o polynomial
o not a polynomial
e. What is the leading coefficient?
6
Section 1: Expressions
 BEAT THE TEST! Section 1 – Topic 3
Algebraic Expressions Using the Distributive Property
1. Match the polynomial in the left column with its descriptive
feature in the right column. Recall the distributive property.
If , , and are real numbers, then
A. I. Fifth degree polynomial
One way to visualize the distributive property is to use models.
B. II. Constant term of Consider 3 .
C. 3 III. Seventh degree polynomial
D. IV. Leading coefficient of 3
E. V. Four terms
F. 3 VI. Eighth degree polynomial
G. VII. Equivalent to 3
Now, use the distributive property to write an equivalent
expression for 3 .
!
7
Section 1: Expressions
Let’s Practice! Try It!
1. Write an equivalent expression for 3 by 3. Use the distributive property or modeling to write an
modeling and then by using the distributive property. equivalent expression for 3 .
2. Write an equivalent expression for 3 by
modeling and then by using the distributive property.
8
Section 1: Expressions
 BEAT THE TEST! Section 1 – Topic 4
Algebraic Expressions Using the
1. Students were asked to use the distributive property to Commutative and Associative Properties
write an equivalent expression for






Their work is shown below. Identify the What is ? What is ?
student with the correct work. For the problems that are
incorrect, explain where the students made mistakes.
Student 1 Does it matter which number comes first?
What is ? What is ?
Student 2
Does it matter which number comes first?
This is the commutative property.
Student 3
The order of the numbers can be _____________ without
affecting the _________ or ______________.
If and are real numbers, then and/or
.
Does the commutative property hold true for division or
subtraction? If so, give an example. If it does not, give a
counterexample.
!
9
Section 1: Expressions
Let’s look at some other operations and how they affect Let’s Practice!
numbers.
Name the property (or properties) used to write the
equivalent expression.
Consider . What happens if you put parentheses
around any two adjacent numbers? How does it change the 3 3
sum?
Consider 3 . What happens if you put parentheses around b.
any two adjacent numbers? How does it change the
product?
c.
This is the associative property.
The ____________ of the numbers does not change.
The grouping of the numbers can change and does not
affect the ___________ or ______________.
If , and are real numbers, then
and/or . !
!
! !
!
Does the associative property hold true for division or
subtraction? If it does not, give a counterexample.
!
!
10
Section 1: Expressions
Try It!
2. Identify the property (or properties) used to find the
equivalent expression.
a.
b.
c.
d. 3 3
3. The following is a proof that shows 3 is equivalent to
. Fill in each blank with either “commutative property”
or “associative property” to indicate the property being
used.
3 =3 _________________________________
=3 _________________________________
= 3 _________________________________
=
!
11
Section 1: Expressions
 Section 1 – Topic 5 Let’s explore multiplying expressions with exponents and the
Properties of Exponents same base.
Let’s review the properties of exponents.
This is the product property:
What pattern do you notice?
Let’s explore dividing expressions with exponents and the
same base.
Continuing the pattern, what would the following equal?
This is the zero exponent property:
This is the quotient property: ___________ .
Continuing the pattern, what would the following equal?
Let’s explore raising expressions with exponents to a power.
This is the negative exponent property:
and ______ .
This is the power of a power property:
12
Section 1: Expressions
Let’s explore raising products to a power. Let’s Practice!
3 1. Determine if the following equations are true or false.
Justify your answer.
3
a. 3 3
3
This is the power of a product property:
Let’s explore raising quotients to a power.
b.
This is the power of a quotient property:
!
13
Section 1: Expressions
Try It! BEAT THE TEST!
2. Use the properties of exponents to match each of the 1. Crosby and Adam were working with exponents.
following with its equivalent expression.
Part A: Crosby claims that 3 3 3 . Adam argues that
3 3 3 . Which one of them is correct? Use the
properties of exponents to justify your answer.
Part B: Crosby claims that 3 . Adam argues that
3 . Which one of them is correct? Use the
properties of exponents to justify your answer.
14
Section 1: Expressions
 Section 1 – Topic 6 Let’s Practice!
Radical Expressions and Expressions with Rational
Exponents 1. Use the rational exponent property to write an equivalent
expression for each of the following radical expressions.
Exponents are not always in the form of integers. Sometimes,
you will see them expressed as rational exponents. a. b.
Use the properties of exponents to write the following
expressions with rational exponents as expressions with integer
exponents.
2. Use the rational exponent property to write each of the
following expressions as integers.
a. b.
Do you notice a pattern? If so, what pattern did you notice?
c. d.
Use this pattern and the properties of exponents to write the
following expressions with rational exponents as radical
expressions.
e. f.
!
This is the rational exponent property:
. !
15
Section 1: Expressions
Try It! BEAT THE TEST!
3. Use the rational exponent property to write an equivalent 1. Match each of the following to its equivalent expression.
expression for each of the following radical expressions.
a.! b.! 3 I.! 3
II.! 3
III.! 3
4. Use the rational exponent property to write each of the
following expressions as integers.
a. IV.!
V.!
VI.!
b.
c.
16
Section 1: Expressions
 Section 1 – Topic 7 Let’s Practice!
Adding Expressions with Radicals and Rational
1. Perform the following operations.
Exponents
Let’s explore operations with radical expressions and a. 3 b. 3
expressions with rational exponents.
c. d.
e. 3 f. 3
3 3 3 3
! To add radicals, the radicand of both radicals
must be the same. To add expressions with
rational exponents, the base and the
exponent must be the same. In both cases, !
you simply add the coefficient .!
17
Section 1: Expressions
 ! ! e. f.
For radicals and expressions with rational
exponents, always look for factors that are
perfect squares when taking the square
root (or perfect cubes when taking the
cube root).
!
Try It!
2. Perform the following operations.
a. 3 b. 3
c. d.
18
Section 1: Expressions
 BEAT THE TEST! 2.! Miguel completed the following proof to show that
3 3:
1.! Which of the following expressions are equivalent to 3
Select all that apply. 3
3
! 3 _________
!! 3 3 3
!! 3 3
!!
!
!! Which equation can be placed in the blank to correctly
complete Miguel’s work?
A! 3 3 3 3 3
B! 3 3 3 3
C! 3 3 3 3 3
D! 3 3 3
!
19
Section 1: Expressions
 ! !
Section 1 – Topic 8 The properties of exponents also apply to
More Operations with Radicals and Rational Exponents expressions with rational exponents.
!
Let’s explore multiplying and dividing expressions with radicals
and rational exponents.
Let’s Practice!
1.! Use the properties of exponents to perform the following
operations.
a.!
b.!
c.!
20
Section 1: Expressions
 c.!
d.!
Try It!
d.! 3
2.! Use the properties of exponents to perform the following
operations.
a.!
b.! 3
!
21
Section 1: Expressions
 BEAT THE TEST!
Section 1 – Topic 9
Operations with Rational and Irrational Numbers
1.! Which of the following expressions are equivalent to ?
Select all that apply. Let’s review rational and irrational numbers.
!
! ! Numbers that can be represented as , where and are
integers and are called ______________ numbers.
!!
!!
! Numbers that cannot be represented in this form are
! called ________________numbers.
o! Radicals that are not perfect squares are examples of
such numbers.
Determine whether the following numbers are rational or
irrational.
Rational Irrational
○ ○
○ ○
○ ○
○ ○
○ ○
○ ○
2.23606… ○ ○
○ ○
22
Section 1: Expressions
Given two rational numbers, and , what can be said about Given a rational number, , and an irrational number, , what
the sum of and ? can be said about the sum of and ?
Given two rational numbers, and , what can be said about
the product of and ?
Given a non-zero rational number, , and an irrational
number, , what can be said about the product of and ?
Given two irrational numbers, and , what can be said about
the sum of and ?
Given two irrational numbers, and , what can be said about
the product of and ?
!
23
Section 1: Expressions
 BEAT THE TEST!
1. Let and be non-zero rational numbers and and " be
irrational numbers. Consider the operations below and
choose whether the result can be rational, irrational, or
both.
Rational Irrational
○ ○
○ ○
○ ○
○ ○
" ○ ○
○ ○
2. Consider . If is an irrational number, what can be
said about and ?
24
Section 1: Expressions
 Section 2 – Equations and Inequalities Topics in this Section
Topic 1: Equations: True or False?
The following Mathematics Florida Standards will be
covered in this section: Topic 2: Identifying Properties When Solving Equations
Topic 3: Solving Equations
MAFS.912.A-SSE.1.2 Use the structure of an expression to
Topic 4: Solving Equations Using the Zero Product Property
identify ways to rewrite it.
Topic 5: Solving Inequalities – Part 1
MAFS.912.A-REI.1.1 Explain each step in solving a simple
equation as following from the Topic 6: Solving Inequalities – Part 2
equality of numbers asserted at the Topic 7: Solving Compound Inequalities
previous step, starting from the Topic 8: Solving Absolute Value Equations and Inequalities
assumption that the original Topic 9: Rearranging Formulas
equation has a solution. Construct a Topic 10: Solution Sets to Equations with Two Variables
viable argument to justify a solution
method.
MAFS.912.A-REI.2.3 Solve linear equations and
inequalities in one variable, including
equations with coefficients
represented by letters.
MAFS.912.A-CED.1.1 Create equations and inequalities in
one variable and use them to solve
problems. Include equations arising
from linear and quadratic functions,
and simple rational exponential
functions.
MAFS.912.A-CED.1.2 Create equations in two or more
variables to represent relationships
between quantities; graph equations
on coordinate axes with labels and
scales.
MAFS.912.A-CED.1.4 Rearrange formulas to highlight a
quantity of interest, using the same
reasoning as in solving equations.
MAFS.912.A-REI.4.10 Understand that the graph of an
equation in two variables is the set of
all its solutions plotted in the !
coordinate plane, often forming a
curve (which could be a line).

Section 2: Equations and Inequalities
 Section 2 – Topic 1 Let’s Practice!
Equations: True or False?
1. Determine whether the following number sentences are
Consider the statement 4 + 5 = 2 + 7. This is a grammatically true or false. Justify your answer.
correct sentence.
a. 13 + 4 = 7 + 11
Is the sentence true or false?
Consider the statement 1 + 3 = 8 + 6. This statement is also a
grammatically correct sentence. b. + = 14 275
Is the sentence true or false?
The previous statements are examples of number sentences.
Try It!
A number sentence is a statement of equality between
2. Determine whether the following number sentences are
two __________________ expressions.
true or false. Justify your answer.
A number sentence is said to be true if both numerical
a. 83 4 1 638 = 4 1 638 83
expressions are ___________________.
If both numerical expressions don’t equal the same
number, we say the number sentence is ____________.
True and false statements are called truth values.
b. 6+4 =6 +4

Section 2: Equations and Inequalities
A number sentence is an example of an algebraic equation. b. How many values could we substitute for and have
a true number sentence?
An algebraic equation is a statement of equality
between two __________________.
Algebraic equations can be number sentences (when 4. Consider the algebraic equation + 6 = + . What
both expressions contain only numbers), but often they values could we substitute for to make it a true number
contain ________________ whose values have not been sentence?
determined.
Consider the algebraic equation 4 + 2 = 4 + 8.
Try It!
Are the expressions on each side of the equal sign equivalent?
Justify your answer. 5. Complete the following.
a. = 4 is true for _________________________.
What does this tell you about the numbers we can substitute
for ?
b. 2 = + is true for _________________________.
Let’s Practice!
c. + 67 = + 68 is true for _________________________.
3. Consider the algebraic equation +3= .
a. What value can we substitute for to make it a true !
number sentence?

Section 2: Equations and Inequalities
 BEAT THE TEST! Section 2 – Topic 2
Identifying Properties When Solving Equations
1. Which of the following have the correct solution? Select all
that apply. The following equations are equivalent. Describe the
operation that occurred in the second equation.
2 +5=1 =7
3+ +2 = 16 =3 3 + 5 = 8 and 3 + 5 5=8 5
=2 =8
6=2 8 =7
6=2 8 =7
3 = 7 and 3+3=7+3
2 4 = 8 and =
= 3 and 2 =2 3
This brings us to some more properties that we can use to write
equivalent expressions.

Section 2: Equations and Inequalities
Properties of Equality Let’s Practice!
If is a solution to an equation, it will also be a solution to the 1. The following equations are equivalent. Determine the
new equation formed when the same number is added to or property that was used to write the second equation.
subtracted from each side of the original equation.
a. 5 = 3 + 7 and 5+5=3 +7+5
These are the addition and subtraction properties of equality.
If = , then + = + and =
Give examples of this property. b. = 3 + 12 and 3 =3 3 + 12
If is a solution to an equation, it will also be a solution to the
c. 2 = 12 and =
new equation formed when the same number is multiplied by
or divided into each side of the original equation.
These are the multiplication and division properties of equality.
Give examples of this property.
!

Section 2: Equations and Inequalities
Try It! BEAT THE TEST!
2. The following equations are equivalent. Determine the 1. For each algebraic equation, select the property or
property that was used to write the second equation. properties that could be used to solve it.
a. 2 + 4 = 14 6 and 2 + 8 = 14 6
b. 2 + 8 = 14 6 and 2 + 8 + 6 = 14 6 +6
c. 2 + 8 + 6 = 14 and 2 + 6 + 8 = 14
d. 8 + 8 = 14 and 8 + 8 8 = 14 8
e. 8 = 6 and 8 = 6

Section 2: Equations and Inequalities
 Section 2 – Topic 3 Other times, you may be required to write and solve an
Solving Equations equation for a situation.
Sometimes, you will be required to justify the steps to solve an Consider the following scenario. Your class is raising funds for
equation. The following equation is solved for Use the an end of the year trip to an amusement park. Your class plans
properties to justify the reasons for each step in the chart to rent one bus. It costs 15 to rent a school bus for the
below. day plus 33 per student admission ticket.
Statements Reasons What is the variable in the situation?
a. 5 +3 2=2 + a. Given
b. 5 + 15 2=2 + b.
c. 5 + 15 2=2+ c. Write an expression to represent the amount of money the
school needs to raise.
d. 5 + 13 = 11 d. Equivalent Equation
e. 5 + 13 13 = 11 13 e.
f. 5 = 2 f. Equivalent Equation
Your class raised 1 for the trip. Write an equation to
g. 5 + = 2 + g. represent the number of students that can attend the trip.
h. 6 = 2 h. Equivalent Equation
i. = i.
j. = j. Equivalent Equation Solve the equation to determine the number of students who
can attend the trip.
!

Section 2: Equations and Inequalities
Let’s Practice!
Some equations, such as 2 + 5 = 2 1 have
1. Consider the following equation 2 3 2 1 =3 4 . no solution. There is NO number that we could
Solve the equation for . For each step, identify the substitute for that would make the equation
property used to write an equivalent equation. true.
3. A high school surveyed its student population about their
favorite sports. The 487 students who listed soccer as their
Some equations, such as 2 = 2 have all real favorite sport represented 17 fewer students than three
numbers as the solution. No matter what times the number of students who listed basketball as their
number we substitute for , the equation favorite sport. Write and solve an equation to determine
would still be true. how many students listed basketball as their favorite sport.
Try It!
2. Consider the following equation 3 4 + 1 = 3 + 12 5.
Solve the equation for . For each step, identify the
property used to convert the equation.

Section 2: Equations and Inequalities
 BEAT THE TEST! Section 2 – Topic 4
Solving Equations Using the Zero Product Property
1. The following equation is solved for Use the properties to
justify the reasons for each step in the chart below. If someone told you that the product of two numbers is 1 ,
what could you say about the two numbers?
Statements Reasons
a. 2 +5 3 = 15 a. Given
b. 2 + 1 3 = 15 b.
If someone told you that the product of two numbers is zero,
what could you say about the two numbers?
c. 2 + 7 = 15 c. Equivalent Equation
d. 2 + 7 7 = 15 7 d.
e. 2 = 8 e. Equivalent Equation
f. = f.
This is the zero product property.
g. ab = 0 a=0 b=0
=4 g. Equivalent Equation
Describe how to use the zero product property to solve the
equation 3 + = . Then, identify the solutions.
!

Section 2: Equations and Inequalities
Let’s Practice! Try It!
1. Identify the solution(s) to 2 +4 +5 = 3. Michael was given the equation + 7 11 = and
asked to find the zeros. His solution set was 11 7 . Explain
whether you agree or disagree with Michael.
4. Identify the solution(s) to 2 3 6 3 = .
2. Identify the solution(s) to 2 5 + 11 =

Section 2: Equations and Inequalities
 BEAT THE TEST! Section 2 – Topic 5
Solving Inequalities – Part 1
1. Use the values below to determine the solutions for each
equation. Let’s start by reviewing how to graph inequalities.
4
2 3
5
2 1 3 When the endpoint is an _________ dot or circle, the
14
7 2 4 number represented by the endpoint _____ _________ a
part of the solution set.
1
6 2
4
Describe the numbers that are graphed in the example
above.
2 +1 + 14 =
Can you list all the numbers? Explain your answer.
7 2 5 4 =
4 +3 6 =
Write an inequality that represents the graph above.
+2 3 =
Write the solution set that represents the graph above.
4 +1 2 =
!

Section 2: Equations and Inequalities
Consider the following graph. Addition and Subtraction Property of Inequality
If , then + + and for any real
number .
When the endpoint is a ____________ dot or circle, the
number represented by the endpoint _______ a part of Consider 2 1 +2 + 1. Use the addition or subtraction
the solution set. property of inequality to solve for
Write an inequality that represents the graph above.
Write the solution set that represents the graph above.
Let’s Practice!
1. Consider the inequality 4 + 5 1 . Use the addition
or subtraction property of inequality to solve for Express
the solution in set notation and graphically on a number
Why is “or equal to” included in the solution set? line.
Just like there are Properties of Equality, there are also
Properties of Inequality.
If 5, is +1 5 + 1? Substitute values for to justify your
answer.

Section 2: Equations and Inequalities
Try It! Section 2 – Topic 6
Solving Inequalities – Part 2
2. Consider the following inequality 4 + 8 1 + 2 5 . Use
the addition or subtraction property of inequality to solve
Consider 5 and 2 2 5. Identify a solution to the first
for Express the solution in set notation and graphically
inequality. Show that this solution also makes the second
on a number line.
inequality true.
Consider 5 and 2 2 5. Identify a solution to the first
inequality. Show that this solution makes the second inequality
false.
3. Peter deposited 27 into his savings account, bringing the
total to over 234. Write and solve an inequality to
represent the amount of money in Peter’s account before
the 27 deposit. How can we change the second inequality so that the
solution makes it true?
Consider 5. Use the addition and/or subtraction property
of inequality to solve.
!

Section 2: Equations and Inequalities
Multiplication Property of Inequality b. +8
If a b, then for any positive real number , a b .
If a b, then for any positive real number , a b .
If a b, then for any negative real number , a b .
If a b, then for any negative real number , a b .
2. At 5:00 PM in Atlanta, Georgia, Ethan noticed the
temperature outside was 72 . The temperature
decreased at a steady rate of 2 per hour. At what time
The same property is true when dealing with or . was the temperature less than 64 ?
Let’s Practice!
1. Find the solution set to each inequality. Express the solution
in set notation and graphically on a number line.
a. +4 7 2

Section 2: Equations and Inequalities
Try It! BEAT THE TEST!
3. Find the solution set to the inequality. Express the solution 1. Ulysses is spending his vacation in South Carolina. He rents
in set notation and graphically on a number line. a car and is offered two different payment options. He
can either pay 25 each day plus 15 per mile (option
a. 6 5 42 A) or pay 1 each day plus 4 per mile (option B).
Ulysses rents the car for one day.
Part A: Write an inequality representing the number of
miles where option A will be the cheaper plan.
b. 4 +3 2 2 2 Part B: How many miles will Ulysses drive for option
be the cheaper option?
!

Section 2: Equations and Inequalities
2. Stephanie has just been given a new job in the sales Section 2 – Topic 7
department of Frontier Electric Authority. She has two Solving Compound Inequalities
salary options. She can either receive a fixed salary of
5 per week or a salary of 2 per week plus a 5 Consider the following options:
commission on her weekly sales. The variable represents
Stephanie’s weekly sales. Which solution set represents the
dollar amount of sales that she must generate in a week in Option A: You get to play Call of Duty after you clean your
order for the option with commission to be the better room and do the dishes.
choice?
A 3 Option B: You get to play Call of Duty after you clean your
B 7 room or do the dishes.
C 3
D 6
What is the difference in Option A and B?
Consider the following.
2
+

=
11 and 1

5
+
6
4
+
5

and 2
+
3




4

6 or 3
+
2
=
6
15

2

or 2 5
+
3 5
=
7

Section 2: Equations and Inequalities
These are called compound equations or inequalities. Let’s Practice!
When the two statements in the previous sentences were 1. Consider 1 or 6. Could we write the inequalities
joined by the word AND, the compound equation or above as 1 6? Explain your answer.
inequality is true only if __________ statements are true.
When the two statements in the previous sentences were
joined by the word OR, the compound equation or
inequality is true if at least _________ of the statements is
true. Therefore, it is also considered true if _________ 2. Graph the solution set to each compound inequality on a
statements are true. number line.
a. = 2 or 5
Let’s graph 6 and 1.
b. 6 or 6
This is the __________________ ______________ to the compound
inequality.
How many solutions does this inequality have?
c. 1 7
Many times this is written as 1 6. This notation denotes the
conjunction “and.”
We read this as “ is greater than one ________ less than six.”
!

Section 2: Equations and Inequalities
 Be on the lookout for negative coefficients. Try It!
When solving inequalities, you will need to
reverse the inequality symbol when you multiply 4. Graph the solution set to each compound inequality on a
or divide by a negative value. number line.
a. 1 or 8
3. Write a compound inequality for the following graphs.
a. Compound inequality: b. 6 or 4
c. 6 4
b. Compound inequality:

Section 2: Equations and Inequalities
5. Write a compound inequality for the following graphs. BEAT THE TEST!
1. Use the terms and symbols in the bank to write a
compound inequality for each of the following graphs.
You may only use each term once, but you do not have
to use all of them.
a. Compound inequality:
3 14 6 17 15
7 2 or 3 +
Compound Inequality:
b. Compound inequality:
Compound Inequality:
!

Section 2: Equations and Inequalities
 Consider 5.
Section 2 – Topic 8
Solving Absolute Value Equations and Inequalities Using our definition of absolute value, this that
represents all the numbers ___________ ___________ five units
Absolute value represents the distance of a number from zero from zero on the number line.
on a number line.
What are some numbers that could be represented by ?
How far away is “ ” from zero on the number line?
Graph all the numbers represented by on a number line.
This is written as .
How far away is “ ” from zero on the number line?
What is the solution set for ?
This is written .
This is the absolute value of a number.
For any real numbers and , if or if , then
For any real numbers and , if = , then = or or .
= .
For example, = 5, so = or = .

Section 2: Equations and Inequalities
Consider 5. Let’s Practice!
Using our definition of absolute value, this is saying that
represents all the numbers ___________ ________ five units from 1. Solve each absolute value inequality and graph the
zero on the number line. solution set.
What are some numbers that could be represented by ? a. +5 7
Graph all the numbers represented by on a number line.
b. +3
What is the solution set for ?
For any real numbers and , if , then or
For any real numbers and , if , then or
!

Section 2: Equations and Inequalities
2. Tammy purchased a pH meter to measure the acidity of Try It!
her freshwater aquarium. The ideal pH level for a
freshwater aquarium is between 6 5 and 7 5 inclusive. 3. Solve each equation or inequality and graph the solution
set.
a. Graph an inequality that represents the possible pH
levels needed for Tammy’s aquarium. a. +7 = 13
b. Define the variable and write an absolute value b. 2 4 14
inequality that represents the possible pH levels
needed for Tammy’s aquarium.
c. 2 +4 12

Section 2: Equations and Inequalities
4. Baseball fans often leave a baseball game if their team is BEAT THE TEST!
ahead or behind by five runs or more. Toronto Blue Jays
fans follow this pattern, and the Blue Jays have scored 1. Match the following absolute value equations and
eight runs in a particular game. inequalities to the graph that represents their solution.
a. Graph an inequality that represents the possible runs,
, scored by the opposing team if Toronto fans are
leaving the game. A. =2
B. 2
C. 2
D. +3 5
E. +3 5
b. Write an absolute value inequality that represents the F. +3 =5
possible runs, , scored by the opposing team if
Toronto fans are leaving the game.
!

Section 2: Equations and Inequalities
 Section 2 – Topic 9 Let’s Practice!
Rearranging Formulas
1. Consider the equation + = ; solve for .
Solve each equation for .
2 + 4 = 12 2 + =
Did we use different properties when we solved the two Try It!
equations?
2. Consider the equation 8 + 6 = 5 ; solve for .
Consider the formula for the perimeter of a rectangle:
=2 +2 .
Sometimes, we might need the formula solved for length.
It is helpful to circle the variable that
you are solving for.

Section 2: Equations and Inequalities
3. Consider the equation = ; solve for . BEAT THE TEST!
1. Isaiah planted a seedling in his garden and recorded its
height every week. The equation shown can be used to
estimate the height, , of the seedling after weeks since
he planted the seedling.
= +
Solve the formula for , the number of weeks since he
planted the seedling.
!

Section 2: Equations and Inequalities
2. Shoe size and foot length for women are related by the Section 2 – Topic 10
formula = 3 24, where represents the shoe size and Solution Sets to Equations with Two Variables
represents the length of the foot in inches. Solve the
formula for . Consider + 2 = 5. What is the only possible value of that
makes the equation a true statement?
Now consider + = 5. What are some solutions for and
that would make the equation true?
Possible solutions can be listed as ordered pairs.
Graph each of the ordered pairs from the previous problem
on the graph below.

Section 2: Equations and Inequalities
What do you notice about the points you graphed?
In this case, our solutions must be natural
numbers. Notice that the solutions follow a
linear pattern. However, they do not form a
line. This is called a discrete function.
How many solutions are there to the equation + = 5?
d. Create a graph that represents the solution set to your
equation.
Let’s Practice!
1. Tammy has 1 songs on her phone’s playlist. The playlist
features songs from her two favorite artists, Beyoncé and
Pharrell.
a. Create an equation using two variables to represent
this situation.
b. List at least three solutions to the equation that you
created.
e. Why are there only positive values on this graph?
c. Do we have infinitely many solutions to this equation?
Why or why not?
!

Section 2: Equations and Inequalities
Try It!
In this case, our solutions are rational
2. The sum of two numbers is 15. numbers. Notice that the solutions form a line.
This is called a continuous function.
a. Create an equation using two variables to represent
this situation.
3. What if we changed the problem to say the sum of two
integers is 15?
b. List at least three possible solutions.
a. Create an equation using two variables to represent
this situation.
c. How many solutions are there to this equation?
b. Is this function discrete or continuous? Explain your
answer.
d. Create a visual representation of all the possible
solutions on the graph.
c. Represent the solution on the graph below.

Section 2: Equations and Inequalities
 BEAT THE TEST!
1. Elizabeth’s tablet has a combined total of 2 apps and
movies. Let represent the number of apps and
represent the number of movies. Which of the following
could represent the number of apps and movies on
Elizabeth’s tablet? Select all that apply.
+ =2
7 apps and 14 movies
=2
= +2
8 apps and 12 movies
=2
!

Section 2: Equations and Inequalities

Section 2: Equations and Inequalities
 MAFS.912.F-IF.1.2 Use function notation, evaluate
Section 3 – Introduction to Functions functions for inputs in their
domains, and interpret statements
The following Mathematics Florida Standards will be that use function notation in terms
covered in this section: of a context.
MAFS.912.A-APR.1.1 Understand that polynomials form MAFS.912.F-IF.2.4 For a function that models a
a system analogous to the integers, relationship between two
namely, they are closed under the quantities, interpret key features of
operations of addition, subtraction, graphs and tables in terms of the
and multiplication; add, subtract, quantities, and sketch graphs
and multiply polynomials. showing key features given a
MAFS.912.A-SSE.1.1 Interpret expressions that represent verbal description of the
a quantity in terms of its context. relationship. Key features include:
Interpret parts of an expression, intercepts; intervals where the
such as terms, factors, and
function is increasing, decreasing,
coefficients.
positive, or negative; relative
MAFS.912.A-SSE.1.2 Use the structure of an expression
maximums and minimums;
to identify ways to rewrite it.
symmetries; end behavior; and
MAFS.912.A-CED.1.3 Represent constraints by equations
periodicity.
or inequalities, and by systems of
MAFS.912.F-IF.2.5 Relate the domain of a function to
equations and/or inequalities, and
interpret solutions as viable or non- its graph and, where applicable, to
viable options in a modeling the quantitative relationship it
context. describes.
MAFS.912.A-REI.2.3 Solve linear equations and MAFS.912.F-IF.3.7 b Graph functions expressed
inequalities in one variable, symbolically and show key features
including equations with of the graph by hand in simple
coefficients represented by letters. cases and using technology for
MAFS.912.F-IF.1.1 Understand that a function from more complicated cases.
one set (called the domain) to b. Graph square root, cube root,
another set (called the range)
assigns to each element of the
domain exactly one element of the
range. If is a function and is an
element of its domain, then !(#) MAFS.912.F-BF.1.1.b.c. Write a function that describes a
denotes the output of ! relationship between two
!
corresponding to the input x. The quantities.
graph of ! is the graph of the b. Combine standard function
equation % = !(#).

Section 3: Introduction to Functions
 models the temperature of a
cooling body by adding a
constant function to a decaying
exponential, and relate these
functions to the model.
c. Compose functions.
MAFS.912.F-BF.2.3 Identify the effect on the graph of
replacing !(#) by !(#) !(#),
!( #), and !(# ) for specific
values of k (both positive and
negative); find the value of given
the graphs. Experiment with cases
and illustrate an explanation of the
effects on the graph using
technology. Include recognizing
even and odd functions from their
graphs and algebraic expressions
for them.
Topics in this Section
!
Topic 1: Input and Output Values
Topic 2: Representing, Naming, and Evaluating Functions
Topic 3: Adding and Subtracting Functions
Topic 4: Multiplying Functions
Topic 5: Dividing Functions
Topic 6: Closure Property
Topic 7: Real-World Combinations and Compositions of
Functions
Topic 8: Key Features of Graphs of Functions – Part 1
Topic 9: Key Features of Graphs of Functions – Part 2
Topic 10: Understanding Piecewise-Defined Functions
Topic 11: Transformations of Functions

Section 3: Introduction to Functions
We also refer to the variables as independent and Let’s Practice!
dependent. The dependent variable ______________ ____ the
independent variable. 1.! You earn per hour babysitting. Your total earnings
depend on the amount of hours you spend babysitting.
Refer to the mapping diagram on the previous page.
a.! What is the independent variable?
Which variable is independent?
b.! What is the dependent variable?
Which variable is dependent?
c.! How would you represent this situation using function
notation?
Consider a square whose perimeter depends on the length of
its sides.
2.! The table below represents a relation.
What is the independent variable?
# % a.! Is the relation also a function?
Justify your answer.
What is the dependent variable?
How would you represent this situation using function
notation? b.! If the relation is not a function,
what number could be
changed to make it a
function?
!
We can choose any letter to represent a
function, such as !(#) or (#). By using
different letters, we show that we are talking
about different functions. !
!

Section 3: Introduction to Functions
Try It!
3.! Mrs. Krabappel is buying composition books for her
classroom. Each composition book costs .
a.! What does her total cost depend upon?
b.! What is the input and output?
c.! Write a function to describe the situation.
d.! If Mrs. Krabappel buys composition books, it will
cost . Write this function using function notation.

Section 3: Introduction to Functions
 BEAT THE TEST!
1.! Isaac Messi is disorganized. To encourage Isaac to be
more organized, his father promised to give him three
dollars for every day that his room is clean and his
schoolwork is organized.
Part A: Define the input and output in the given scenario.
Input:
Output:
Part B: Write a function to model this situation.
!

Section 3: Introduction to Functions
 Section 3 – Topic 2 Let’s Practice!
Representing, Naming, and Evaluating Functions
1.! You make trips to the grocery store to purchase
Consider the function ! # = . doughnuts. Every time you go, you take a taxi. The
round-trip taxi ride costs and each doughnut costs
What are the values of the domain of ! # ? .
a.! Write a function to describe the cost of any given trip
What are the values of the range of ! # ? to buy doughnuts.
Evaluate ! # to find the range for the domain .
b.! What are the values of your domain?
c.! You take the taxi to the store and buy four dozen
doughnuts. Represent this situation using function
notation and find the total cost.
Determine whether the following values are true for the given d.! Your dad gave you to buy doughnuts for your
function. friends. You brought him back . How many
dozens of doughnuts did you buy?
! = ! =

Section 3: Introduction to Functions
Try It! b.! Evaluate the total cost function if your sister decides to
buy seven tickets in a single transaction.
2.! Consider the function # = . Evaluate # to find
the range for the domain .
3.! Your sister is using your credit card to buy tickets on c.! Your credit card statement shows a
TicketBoss for a Taylor Quick concert. There is a transaction from TicketBoss. How many tickets did
transaction fee with each order, and tickets cost . your sister buy?
a.! Write a function to describe the situation.
!

Section 3: Introduction to Functions
 BEAT THE TEST! Section 3 – Topic 3
Adding and Subtracting Functions
1.! Match the functions in the left column with the values in
the right column. Let # = # # and # = # # .
Find # (#).
A. ! # = I. ! =
B. ! # = # II. ! =
C. ! # = (# ) III. ! =
D. ! # = # IV. ! =
E. ! # = # V. ! =
F. ! # = #( # ) VI. ! =
G. ! # = VII. ! =
H. ! # = VIII. ! =
Find # # .

Section 3: Introduction to Functions
Let’s Practice! Try it!
1.! Consider the following functions. 2.! Recall the functions we used earlier:
! # = # # ! # = # #
# = # # # = # #
# = (# ) # = (# )
a.! Find ! # # . a.! Let (#) be ! # # . Find (#).
b.! Find # # b.! Find # # .
!

Section 3: Introduction to Functions
 BEAT THE TEST!
1.! Consider the functions below.
! # =( # # )
# =( # # )
Which of the following is the resulting polynomial when
! # is subtracted from (#)?
A # #
B # #
C # #
D # #

Section 3: Introduction to Functions
 Let’s Practice!
1. Let # =# and # =# # .
Find (#) (#).
!

Section 3: Introduction to Functions
 b.! What does the function (#) represent in this
problem?

Section 3: Introduction to Functions
 BEAT THE TEST! 2.! Felicia needs to find the area of a rectangular field in her
backyard. The length is represented by the function
1.! A square has sides of length . A rectangle is six inches
#
=
#

#

and the width is represented by the
shorter and eight inches wider than the square. function
#
=
#

. Which of the following statements is
correct about the area #
the rectangular field in
Part A: Express both the length and the width of the Felicia’s backyard? Select all that apply.
rectangle as a function of the sides of the square.
!
#
=

#


#

!! The resulting expression for (#) is a fifth-degree
polynomial.
! The resulting expression for (#) is a polynomial with
leading coefficient of .
! The resulting expression for (#) is a binomial with
constant of .
( )
!! # =
( )
Part B: Write a function to represent the area of the
rectangle in terms of the sides of the square.
!

Section 3: Introduction to Functions
 ( )
Section 3 – Topic 5 Consider .
( )
Dividing Functions
Let’s discuss an important fact that we need to be aware of What can be said of # ?
when dividing.
Consider = .
Therefore, when we are dividing functions or polynomials and
we have expressions with variables in the denominator, we
What is another way of expressing this equation? need to:
! Determine what value(s) of the variable would make
the denominator equal zero.
Consider = .
! Rewrite the equation or expression stating the
What is another way of expressing this equation? constraints.
Consider .
Can you write an equivalent expression?
The quotient of any real number and zero is always undefined.

Section 3: Introduction to Functions
Let # = , # =# , # = , and # =# . Let’s Practice!
Rewrite the following as an equation and state the constraints. 1.! Let ! # = , # =# , and # = .
# #
( ) ( )
= = a.! Find the value of # for which ! # = (#).
( ) ( )
( )
b.! Find the value of # for which = .
# ( )
Let # = and # =
# #
For what value of # does # = # ?
c.! Find the value of # for which # = .
(#)
!

Section 3: Introduction to Functions
Try It! BEAT THE TEST!
2.! Let ! # = , # =# , # =# , and # = . 1.! Consider the following function.
# #
( )
#
a.! Find the value of # for which = . ! # =
( ) #
Part A: Write an equation satisfying ! # = and state the
constraint(s).
Part B: For what value of # does ! # = ?
b.! Find the value of # for which ! # = (#).
c.! What is the difference between the domain of (#)
and the domain of ?
( )

Section 3: Introduction to Functions
2.! Consider the following function. Section 3 – Topic 6
Closure Property
( )
=
( )( ) When we add two integers, what type of number is the sum?
Which of the following values of are excluded? Select all
that apply. When we multiply two irrational numbers, what type of number
is the product?
!
!
!
!
!
A set is ___________ for a specific operation if and only if the
!
! operation on two elements of the set always produces an
element of the same set.
Are integers closed under addition? Justify your answer.
Are irrational numbers closed under multiplication? Justify your
answer.
Would integers be closed under division?
!

Section 3: Introduction to Functions
Let’s apply the closure property to polynomials. Let’s Practice!
Are the following statements true or false? If false, give a 1.! Check the boxes for the following sets that are closed
counterexample. under the given operations.
Polynomials are closed under addition.
Set
! ! ! !
Polynomials are closed under subtraction. ! ! ! !
! ! ! !
rational numbers ! ! ! !
Polynomials are closed under multiplication.
polynomials ! ! ! !
Polynomials are closed under division.

Section 3: Introduction to Functions
Try It! BEAT THE TEST!
2. Ms. Sanabria claims that the closure properties for . Choose from the following words and expressions to
polynomials are analogous to integers. Mr. Roberts claims complete the statement below.
that the closure properties for polynomials are analogous
to rational numbers. Who is correct? Explain your answer.
# ( %) ( %) # %
% # %
integers variables whole numbers
coefficients rational exponents
numbers
The product of # # and _________________________
illustrates the closure property because the _______________
of the product are ____________________ and the product is
a polynomial.
!

Section 3: Introduction to Functions
 Try It!
Section 3 – Topic 7
Real-World Combinations and Compositions of 2.! The freshman class is selling t-shirts to raise money for a
Functions field trip. The cost of the t-shirt and design is , with a
setup fee. The class plans to sell the shirts for
There are many times in real world situations when we must
combine functions. Profit and revenue functions are a great a.! Define the variable.
example of this.
Let’s Practice!
1.! At the fall festival, the senior class sponsors hayrides to
raise money for the senior trip. The ticket price is and
b.! Write a cost function.
each hayride carries an average of people. They
consider raising the ticket price in order to earn more
money. For each increase in price, an average of
fewer seats will be sold. Let # represent the number of
increases.
c.! Write a revenue function.
a.! Write a function, (#), to represent the cost of one
ticket based on the number of increases.
d.! Write a profit function.
b.! Write a function, (#), to represent the number of
riders based on the number of increases.
c.! Write a revenue function for the hayride that could be
used to maximize revenue.

Section 3: Introduction to Functions
Let’s Practice! Try It!
3.! Priscilla works at a cosmetics store. She receives a weekly 4.! A landscaping company installed a circular sprinkler
salary of and is paid a commission on weekly system. The water reaches its maximum radius of feet
sales over after seconds. The company wants to know the area
that the sprinkler is covering at any given time after the
a.! Let # represent Priscilla’s weekly sales. Write a sprinklers are turned on.
function, ! # to represent Priscilla’s weekly sales over
a.! Let represent the time in seconds after the sprinkler is
turned on. Write a function, ( ), to represent the size
of the growing radius based on time after the sprinkler
is turned on.
b.! Let # represent Priscilla’s weekly sales that she is paid
commission on. Write a function, # to represent
Priscilla’s commission. b.! Let represent the size of the radius at any given time.
Write a function, ( ), to represent the area that the
sprinkler covers at any given time, in seconds.
c.! Write a composite function, ( !)(#) to represent the
amount of money Priscilla earns on commissions. c.! Write a composite function, ( ) to represent the
area based on the time, in seconds, after the sprinkler
is turned on.
!

Section 3: Introduction to Functions
 BEAT THE TEST!
1.! A furniture store charges sales tax on the cost of the
furniture and a delivery fee. (The delivery fee is not
subject to sales tax.)
The following functions represent the situation:
! =
=
Part A: Write the function (! ).
Part B: Match each of the following to what they
represent. Some letters will be used twice.
A. The cost of the furniture,
sales tax, and delivery fee.
B. The cost of the furniture and
sales tax.
! C. The cost of the furniture.
( )
(! )

Section 3: Introduction to Functions
 !

Section 3: Introduction to Functions
3. Consider the following scenarios. Determine if each one It’s important to understand key features of graphs.
represents a function or not.
The intercept of a graph is the location where the
a. An analyst takes a survey of people about their graph crosses the _____________.
height, in inches, and their ages and then relates their
heights to their ages. The % coordinate of the # intercept is always _______.
The intercept of a graph is the location where the
graph crosses the _____________.
b. A Geometry student is dilating a circle and analyzes The # coordinate of the % intercept is always __________.
the area of the circle as it relates to the radius.
The # intercept is the _____________ to a function or
Each of these features are very helpful in understanding real
c. A teacher has a roster of students and relates the world context.
students’ letter grades to the percent earned.
d. A boy throws a tennis ball in the air and lets it fall to
the ground. The boy relates the time passed to the
height of the ball.

Section 3: Introduction to Functions
 Try It!
5.! Refer to the previous problem for the following questions.
a.! What does the % intercept represent in this real world
context?
b.! What does the # intercept represent in this real world
context?
c.! What is the solution to this situation?
!

Section 3: Introduction to Functions
 Section 3 – Topic 9
Key Features of Graphs of Functions – Part 2
Let’s discuss other key features of graphs of functions.
! Domain: the input or the values.
! Range: the ____________________ or the -values.
! Increasing intervals: as the # values
_________________, the % values _________________.
! Decreasing intervals: as the # values
_________________, the % values _________________.
! Relative maximum: the point on a graph where the
interval changes from __________________ to
__________________.
! Relative minimum: the point on a graph where the
interval changes from __________________ to
__________________.
!
!
We read a graph from left to right to determine
if it is increasing or decreasing, like reading a
book.
!

Section 3: Introduction to Functions
 !

Section 3: Introduction to Functions
 BEAT THE TEST! Section 3 – Topic 10
Understanding Piecewise-Defined Functions
What is a piecewise function?
A function made up of distinct “________________” based
on different rules for the _________________.
The pieces of a piecewise function are graphed
together on the same coordinate plane.
The domain is the ______________________, or the #-values.
The range is the ____-values, or output.
Since it is a function, it will pass the vertical line test.
Which of the following statements are true about the
graph? Select all that apply.
Describe an example of a piecewise function used in our daily
The graph is increasing when the domain is
lives.


#


The graph has one relative minimum.
The graph is increasing when

#

.
The graph is increasing when #

.
The graph is decreasing when the domain is
#
#



#





The range is %


%



%


.
There is a relative minimum at (
)

Section 3: Introduction to Functions
 Let’s note some of the features of the graph:
! The domain of the piecewise graph can be represented
with intervals. If we define the first interval as # , the
second interval would be ____________________.
! The graph is nonlinear (curved) when the domain is
______________________.
! The graph is linear when the domain is
_________________.
! There is one closed endpoint on the graph, which
means that the particular domain value, zero, is
_________________ in that piece of the function. This
illustrates the inclusion of zero in the function
______________________.
! There is one open circle on graph, which means that the
particular value, zero, is ________ _____________________
in that piece of the function. This illustrates the constraint
that # for the function __________________.
!

Section 3: Introduction to Functions
 ! ! # is a special type of piecewise function known as a
_____________ function, which resembles a series of
steps.
! Step functions pair every #-value in a given interval
(particular section of the ________________) with a single
value in the range (______-value).
Try It!
2.! Consider the previous graph in exercise .
a.! How many pieces are in the step function? Are the
pieces linear or nonlinear?
b.! How many intervals make up the step function? What
are the interval values?
c.! Why are open circles used in some situations and
closed circles in others?
d.! How do you know this is a function?
e.! What is the range of this piecewise function?

Section 3: Introduction to Functions
 !

Section 3: Introduction to Functions

Section 3: Introduction to Functions
Let’s Practice! 2.! The following table represents the function #
1.! In the following functions, state whether the independent # (#)
or dependent variable is being transformed and describe
the transformation (assume ).
a.! ! #
b.! ! #
The function # = # Complete the table for #
c.! !(# ) # ( #) (#)
( ( ))
( ( ))
d.! !(# )
!

Section 3: Introduction to Functions
Try It!
3.! The table below shows the values for the function ! #
#
!(#)
Complete the table for the function !(#).
# ! #

Section 3: Introduction to Functions
 2.! The table below shows the values for the function
(#).
#
(#)
Complete the table for the function # .
# #
!
!

Section 3: Introduction to Functions

Section 3: Introduction to Functions
 MAFS.912.A-CED.1.3 Represent constraints by equations or
Section 4: Linear Functions inequalities and by systems of
equations and/or inequalities, and
The following Mathematics Florida Standards will be covered interpret solutions as viable or
in this section: nonviable options in a modeling
context. For example, represent
MAFS.912.F-IF.1.3 Recognize that sequences are
inequalities describing nutritional and
functions, sometimes defined
cost constraints on combinations of
recursively, whose domain is a subset
different foods.
of the integers.
MAFS.912.F-IF.2.6 Calculate and interpret the average MAFS.912.A-REI.3.5 Prove that, given a system of two
rate of change of a function equations in two variables, replacing
(presented symbolically or as a table) one equation by the sum of that
over a specified interval. Estimate the equation and a multiple of the other
rate of change from a graph. produces a system with the same
MAFS.912.F-LE.1.2 Construct linear and exponential solutions.
functions, including arithmetic and MAFS.912.A-REI.3.6 Solve systems of linear equations
geometric sequences, given a graph, exactly and approximately (e.g., with
a description of a relationship, or two graphs), focusing on pairs of linear
input/output pairs (including reading equations in two variables.
these from a table). This section MAFS.912.A-REI.4.10 Understand that the graph of an
focuses on linear functions and equation in two variables is the set of
arithmetic sequences. all its solutions plotted in the
MAFS.912.F-BF.1.1 Write a function that describes a coordinate plane, often forming a
relationship between two quantities. curve (which could be a line).
Determine an explicit expression, a
recursive process, or steps for MAFS.912.A-REI.4.11 Explain why the !-coordinates of the
calculation from a context. points where the graphs of the
MAFS.912.A-CED.1.2 Create equations in two or more equations " = $(!) and " = '(!)
variables to represent relationships intersect are the solutions of the
between quantities; graph equations equation $(!) = '(!); find the solutions
on coordinate axes with labels and approximately (e.g., using technology
scales. to graph the functions, make tables of
! values, or find successive
!
approximations). Include cases where
!
$(!) and/or '(!) are ! linear,
polynomial, rational, absolute value,
!
exponential, and logarithmic
!
functions. This section only covers
linear cases.

Section 4: Linear Functions
 MAFS.912.A-REI.4.12 Graph the solutions to a linear Section 4 – Topic 1
inequality in two variables as a half-
Arithmetic Sequences
plane (excluding the boundary in the
case of a strict inequality), and graph
Let’s look at the following sequence of numbers:
the solution set to a system of linear
inequalities in two variables as the
intersection of the corresponding half- ! The “…” at the end means that this _______________ goes
planes. on forever.
MAFS.912.S-ID.3.7 Interpret the slope (rate of change)
and the intercept (constant term) of a ! and are the actual ___________ of this
linear model in the context of the sequence.
data.
! There are terms in this sequence so far:
Topics in this Section o is the st term
Topic 1: Arithmetic Sequences o is the nd term
Topic 2: Rate of Change of Linear Functions o is the _____ term
Topic 3: Interpreting Rate of Change and "-intercept in a
Real-World Context – Part 1 o is the _____ term
Topic 4: Interpreting Rate of Change and "-intercept in a o is the _____ term
Real-World Context – Part 2
Topic 5: Introduction to Systems of Equations
Topic 6: Finding Solution Sets to Systems of Equations Using
Substitution and Graphing
This is an example of an arithmetic sequence.
Topic 7: Using Equivalent Systems of Equations
Topic 8: Finding Solution Sets to Systems of Equations Using
Elimination ! This is a sequence where each term is the __________ of
the previous term and a common difference, .
Topic 9: Solution Sets to Inequalities with Two Variables
Topic 10: Finding Solution Sets to Systems of Linear Inequalities

Section 4: Linear Functions
We can represent this sequence in a table: One way is to start by finding the previous term:
Term Sequence Term Sequence Function
Term Notation Term
Number Term Number Term Notation
$( )
$( ) a formula to find the st term
= $( )
a formula to find the nd term
a formula to find the ____ = $( )
$( )
term
= $( )
a formula to find the ____
$( )
term = $( )
a formula to find the ____
term $( )
$( )
a formula to find the ____
$( ) $( )
term
$( )
How can we find the th term of this sequence?
Write a general equation that we could use to find any term in
the sequence.
This is a recursive formula.
! In order to solve for a term, you must know the value of
its preceding term.
Can you think of a situation where the recursive formula would
take a long time to use?
!

Section 4: Linear Functions
Let’s look at another way to find unknown terms: Let’s Practice!
Term Sequence
Term
Function 1.! Consider the sequence , ,…
Number Term Notation
$( ) a.! Write a recursive formula for the sequence.
= $( ) ( )
= = $( ) ( )
= = $( ) ( )
b.! Write an explicit formula for the sequence.
= = $( ) ( )
=
$( ) ( )
=
= =
$( ) ( )
c.! Find the nd term of the sequence.
= =
$( )
= =
$( )
Try It!
Write a general equation that we could use to find any term in
the sequence. 2.! Consider the sequence ….
a.! Find the next three terms of the sequence.
b.! Write a recursive formula for the sequence.
This is an explicit formula.
c.! Write an explicit formula for the sequence.
!! To solve for a term, you need to know the first term of
the sequence and the difference by which the
sequence is increasing or decreasing.
d.! Find the rd term of the sequence.

Section 4: Linear Functions
 BEAT THE TEST!
1.! Yohanna is conditioning all summer to prepare for her high
school’s varsity soccer team tryouts. She is incorporating
walking planks into her daily workout training plan. Every
day, she will complete four more walking planks than the
day before.
Part A: If she starts with five walking planks on the first
day, write an explicit formula that can be used to
find the number of walking planks Yohanna
completes on any given day.
Part B: How many walking planks will Yohanna do on the
th day?
A!
B!
C!
D!
!

Section 4: Linear Functions

Section 4: Linear Functions
 !

Section 4: Linear Functions
 BEAT THE TEST!
1.! A cleaning service cleans many apartments each day.
The following table shows the number of hours the
cleaners spend cleaning and the number of apartments
they clean during that time.
Apartment Cleaning
Time (Hours)
Apartments Cleaned
Part A: Represent the situation on the graph below.

Section 4: Linear Functions
 Part B: The data suggest a linear relationship between Section 4 – Topic 3
the number of hours spent cleaning and the Interpreting Rate of Change and -Intercept
number of apartments cleaned. Assuming the in a Real-World Context – Part 1
relationship is linear, what does the rate of
change represent in the context of this
relationship? Cab fare includes an initial fee of plus for every mile
traveled.
A! The number of apartments cleaned after one
hour. Define the variable and write a function that represents this
B! The number of hours it took to clean one situation.
apartment.
C! The number of apartments cleaned each
hour.
D! The number of apartments cleaned before
the company started cleaning. Represent the situation on a graph.
Part C: Which equation describes the relationship
between the time elapsed and the number of
apartments cleaned?
A! "=!
B! "=!
C! "= !
D! "= !
!
!

Section 4: Linear Functions
What is the slope of the line? What does the slope represent? b.! Represent the situation on a graph.
At what point does the line intersect the "-axis? What does this
point represent?
This point is the -intercept of a line.
Let’s Practice!
1.! You saved to spend over the summer. You decide
to budget to spend each week.
a.! Define the variable and write a function that
represents this situation.
c.! What is the slope of the line? What does the slope
represent?
d.! What is different about the slope of this line compared
to our earlier problem? Why is it different?
e.! What is the "-intercept? What does this point
represent?

Section 4: Linear Functions
 Consider the three functions that you wrote regarding the cab
ride, summer spending habits, and the community pool
membership. What do you notice about the constant term
and the coefficient of the ! term?
! The constant term is the ______________________.
! The coefficient of the ! is the __________ or
_________________________.
These functions are written in slope-intercept form.
We can use slope-intercept form to graph any linear equation.
!
!
The coefficient of ! is the slope and the
constant term is the "-intercept ONLY if the
equation is in slope-intercept form, " = ! !
!

Section 4: Linear Functions
 0.

Section 4: Linear Functions
 !

Section 4: Linear Functions
10
Section 4: Linear Functions
What do you notice about the point ( )?
What do you notice about the point ( )?
What do you notice about the point ( )?
What do you notice about the point ( )?
!
10
Section 4: Linear Functions
10
Section 4: Linear Functions
 Section 4 – Topic 6
Finding Solution Sets to Systems of Equations
Using Substitution and Graphing
There are many times that we are able to use systems of
equations to solve real world problems.
One method of solving systems of equations is by graphing like
we did in the previous video.
Let’s Practice!
1.! Brianna’s lacrosse coach suggested that she practices
yoga to improve her flexibility. “Yoga-ta Try This!” Yoga
Studio has two membership plans. Plan A costs per
month plus per class. Plan B costs per month
for unlimited classes.
a.! Define a variable and write two functions to represent
the monthly cost of each plan.
!
10
Section 4: Linear Functions
 2.! Brianna is trying to determine which plan is more
appropriate for the number of classes she wants to
attend.
a.! When will the two plans cost exactly the same?
b.! When is plan A the better deal?
c.! When is plan B the better deal?
We can also help Brianna determine the best plan for her
without graphing. Consider our two equations again.
We simply want to know when the total costs would be equal.
number of visits.
!! This method is called solving by ____________________.
1
Section 4: Linear Functions
 c.! What is the rate of change of each line? What do
they represent?
d.! What do the "-intercepts of each line represent?
It’s difficult to find the solution by looking at the graph. In such
cases, it’s better to use substitution to solve the problem.
4.! Use the substitution method to help the renter determine
when the two scooter rentals will cost the same amount.
a.! When will renting a scooter from Vespa Scooter Rental
cost the same as renting a scooter from Scottie’s
Scooter Rental?
b.! Describe a situation when renting from Vespa Scooter
Rental would be a better deal than renting from
Scottie’s Scooter Rental.
!
1
Section 4: Linear Functions
 BEAT THE TEST! Section 4 – Topic 7
Using Equivalent Systems of Equations
1.! Lyle and Shaun open a savings account at the same time.
Lyle deposits initially and adds per week. Shaun An ordered pair that satisfies all equations in a system is called
deposits initially and adds per week. Lyle wants the ________________ to that system.
to know when he will have the same amount in his savings
account as Shaun.
If two systems of equations have the same solution, they are
Part A: Write two equations to represent the amount of called ___________________ systems.
money Lyle and Shaun have in their accounts.
Let’s explore how to write equivalent systems of equations.
Part B: Which method would you use to solve the
problem, substitution or graphing? Explain your
Consider the following system of equations:
answer.
! "=
! "=
Part C: After how many weeks of making the additional The solution to this system is ( , ). We can also see this when
deposits will Lyle have the same amount of money we graph the lines.
as Shaun?
11
Section 4: Linear Functions
 !
11
Section 4: Linear Functions
 Let’s revisit the original system:
Equation 1: ! "=
Equation 2: ! "=
Complete the following steps to show that replacing one
equation by the sum of that equation and a multiple of the
other equation produces a system with the same solutions.
Create a third equation by multiplying Equation 1 by two.
Create a fourth equation by finding the sum of the third
equation and Equation 2.
11
Section 4: Linear Functions
 Let’s Practice!
1.! Consider the following system, which has a solution of
( ) and , and are non-zero real numbers:
! "=
! "=
Write two new equations that could be used to create an
equivalent system of equations.
Try It!
5,-1 2.! List three ways that we can write new equations that can
be used to create equivalent systems.
!
11
Section 4: Linear Functions
 BEAT THE TEST! Section 4 – Topic 8
Finding Solution Sets to Systems of Equations
! "= Using Elimination
1.! The system has the solution ( , ), where
! "=
and are non-zero real numbers. Select all the Consider the following system of equations:
systems of equations with the same solution.
! "=
! ! "= ! "=
! "=
Write an equivalent system that will eliminate one of the
! ( )! ( )" =
! "= variables when you add the equations.
! ! "=
! "=
! ! "=
! "=
! ! ( )" = Determine the solution to the system of equations.
! "=
!
Describe what the graph of the two systems would look like.
This method of solving a system is called ____________________.
11
Section 4: Linear Functions
Let’s Practice! c.! Solve the system to determine the cost of one pizza
and one soda.
1.! Ruxin and Andre were invited to a Super Bowl party. They
were asked to bring pizzas and sodas. Ruxin brought three
pizzas and four bottles of soda and spent . Andre
brought five pizzas and two bottles of soda and spent
a.! Write a system of equations to represent the situation.
b.! Write an equivalent system that will eliminate one of
the variables when you add the equations.
!
11
Section 4: Linear Functions
Try It!
2.! Jazmin and Justine went shopping for back to school
clothes. Jazmin purchased three shirts and one pair of
shorts and spent . Justine bought four shirts and
three pairs of shorts and spent .
a.! Assuming all the shirts cost the same amount and all
the shorts cost the same amount, write a system of
equations to represent each girl’s shopping spree.
b.! Use the elimination method to
11
Section 4: Linear Functions
2.! Which of the systems of
!

"
=

!

"
=

A !

"
=

!

"
=

B !

"
=

!

"
=

C !

"
=

!

"
=

D !

"
=

! "=
!
11
Section 4: Linear Functions
Let’s Practice! c.! Graph the region where the solutions to the inequality
would lie.
1.! The senior class is raising money for Grad Bash. The
students’ parents are donating cakes. The students plan to
sell entire cakes for each and slices of cake for
each. If they want to raise at least , how
many of each could they sell?
a.! List two possibilities for the number of whole cakes and
cake slices students could sell to reach their goal of
raising at least .
b.! Write an inequality to represent the situation.
d.! What is the difference between the ordered pairs that
fall on the line and the ones that fall in the shaded
area?
e.! What does the !-intercept represent?
1
Section 4: Linear Functions
Try It! c.! Graph the region where the solutions to the inequality
2.! The freshman class wants to include at least people in
the pep rally. Each skit will have people, and the
dance routines will feature people.
a.! List two possible combinations of skits and dance
routines.
b.! Write an inequality to represent the situation.
d.! What does the "-intercept represent?
!
1
Section 4: Linear Functions
 Part B: Determine whether these combinations of
basketballs, , and soccer balls, , can be
purchased.
= = = = = = =
= = = = = = =
Yes ○ ○ ○ ○ ○ ○ ○
No ○ ○ ○ ○ ○ ○ ○
12
Section 4: Linear Functions
 !
12
Section 4: Linear Functions
 c.! Name two differ solutions for Bristol’s situation. BEAT THE TEST!
1.! Tatiana is reviewing for the Algebra Final exam. She
made this graph representing a system of inequalities:
Try It!
2.! Anna is an avid reader. Her generous grandparents gave
her money for her birthday, and she decided to spend at
most on books. Reading Spot is running a special:
all paperback books are and hardback books are
. Anna wants to purchase at least books.
a.! Write a system of inequalities to represent the
situation.
Part A: Underline the ordered pairs below that represent
solutions to the system of inequalities.
( ) ( ) ( ) ( )
( ) ( ) ( ) ( ) ( ) ( )
Part B: Derive the system of inequalities that describes
the region of the graph Tatiana drew.
12
Section 4: Linear Functions
 MAFS.912.A-REI.2.4 Solve quadratic equations in
Section 5 – Quadratic Functions – Part 1 one variable.
se the method of
The following Mathematics Florida Standards will be completing the square to
covered in this section: transform any quadratic
MAFS.912.A-SSE.1.2 Use the structure of an equation in ! into an
expression to identify ways to equation of the form
rewrite it. For example, see (! − )& that has the
!" −$" as (!&)& − ($&)&, thus same solutions. Derive the
recognizing it as a difference of quadratic formula from this
squares that can be factored form.
(!& − $&)(!& + $&). lve quadratic equations
MAFS.912.A-SSE.2.3.a.b Choose and produce an by inspection (e.g., for
equivalent form of an !& ), taking square
expression to reveal and explain roots, completing the
properties of the quantity square, the quadratic
represented by the expression. formula, and factoring, as
Factor a quadratic appropriate to the initial
expression to reveal the form of the equation.
zeros of the function it Recognize when the
defines. quadratic formula gives
complex solutions.
quadratic expression to
MAFS.912.F-IF.2.4 For a function that models a
reveal the maximum or
relationship between two
minimum value of the
quantities, interpret key features
function it defines.
of graphs and tables in terms of
MAFS.912.F-IF.3.8.a Write a function defined by an
the quantities and sketch
expression in different but
graphs showing key features
equivalent forms to reveal and
given a verbal description of
explain different properties of
the relationship. Key features
the function.
include: intercepts; intervals
the process of factoring
where the function is increasing,
and completing the square
decreasing, positive, or
in quadratic function to
negative; relative maximums
show zeros, extreme values,
and minimums; ! symmetries; end
and symmetry of the graph,
behavior; and periodicity.
and interpret these in terms
of a context.
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 Topics in this Section
Topic 1: Real-World Examples of Quadratic Functions
Topic 2: Factoring Quadratic Expressions
Topic 3: Solving Quadratics by Factoring
Topic 4: Solving Other Quadratics by Factoring
Topic 5: Solving Quadratics by Factoring – Special Cases
Topic 6: Solving Quadratics by Taking Square Roots
Topic 7: Solving Quadratics by Completing the Square
Topic 8: Deriving the Quadratic Formula
Topic 9: Solving Quadratics Using the Quadratic Formula
Topic 10: Quadratics in Action
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We can represent the distance traveled ( ), in terms of time,
hours, with the equation ( ) .
Linear functions always have a constant rate of change. In this
section, we are going to discover a type of non-linear
function.
Consider the following situation:
Liam dropped a watermelon from the top of a tall
building. He wanted to know if the watermelon was falling at a
constant rate over time. He filmed the watermelon’s fall and
then recorded his observations in the following table
Time Height
(in seconds) (in feet)
! !
What do you notice about the rate of change?
Why do you think that the rate of change is not constant?
!
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 In Liam’s graph, what was the watermelon’s height when it hit
the ground?
The time when the watermelon’s height was at zero is called
the solution to this quadratic equation. We also call these the
____________ of the equation.
There was only one solution to Liam’s equation. Describe a
situation where there could be two solutions.
What about no solutions?
To solve a quadratic equation using a graph:
! look for the ________________________ of the graph.
! the solutions are the values where the graph intercepts
the ________________________.
!
!! ! !
Zeros = !-intercepts = Solutions!
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 !
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1
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 Use the distributive property to write an equivalent expression
for ( ! + )(! + ).
We can also use the distributive property to factor a quadratic
expression.
What are the two middle terms of the expanded form?
Consider the resulting trinomial: ! & + !+
Notice that the product of the two middle terms of expanded
form are equal to the product of the first and last term of the
trinomial. The middle terms also sum to the middle term of the
trinomial.
Let’s consider how we can use this and the distributive
property to factor a quadratic expression.!
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Factor ! & + ! − using the distributive property: Let’s Practice!
!! Multiply the first term by the last term. 1.! Consider the quadratic expression ! & + ! − .
a.! Factor using the area model.
!! Find two factors whose product is equal to − ! & and
whose sum is equal to !
!! Replace the middle term with these two factors.
b.! Factor using the distributive property.
!! Factor the polynomial by grouping the first terms and
the last terms.
!
!! !
You can check your answer to every factor by
using the distributive property. The product of
the factors should always result in the original
trinomial.
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Try It! BEAT THE TEST!
&
2.! Consider the quadratic expression − + 1.! Identify all factors of the expression !& − ! − .
a.! Factor using the area model. ! !+
! !−
! !−
! !+
! !+
!
b.! Factor using the distributive property.
!
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 Section 5 – Topic 3 Let’s Practice!
Solving Quadratics by Factoring
&
1.! Solve for by factoring + + .
Solving a quadratic equation by factoring:
!! Once a quadratic equation is factored, we can use the
zero product property to solve the equation.
!! The zero product property states that if the product of
two factors is zero, then one (or both) of the factors must
be _________________.
o! If , then either or
To solve a quadratic equation by factoring:
&
Step 1: Set the equation equal to zero. 2.! Solve for by factoring + + .
Step 2: Factor the quadratic.
Step 3: Set each factor equal to zero and solve.
Step 4: Write the solution set.
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Try It! BEAT THE TEST!
&
3.! Solve for by factoring − + . 1.! Tyra solved the quadratic equation ! & − !− by
factoring. Her work is shown below:
Step 1: !& − ! −
Step 2: !& − ! − ! −
Step 3: ! & − ! + (− ! − )
Step 4: ! ! − − (! − )
Step 5: (! − )(! − )
Step 6: !− !−
Step 7: ! !
Step 8:
Tyra did not find the correct solutions. Investigate the
steps, decipher her mistakes, and explain how to correct
Tyra’s work.
!
!
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 Section 5 – Topic 4 Try It!
Solving Other Quadratics by Factoring
&
3.! Solve for : +
Many quadratic equations will not be in standard form:
!! The equation won’t always equal zero.
!! There may be a greatest common factor (GCF) within
all of the terms.
Let’s Practice!
&
1.! Solve for : + −
4.! Solve for : &
+
2.! Solve for !: ! + !− −
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 BEAT THE TEST! Section 5 – Topic 5
Solving Quadratics by Factoring – Special Cases
1.! What are the solutions to !& − ! ? Select all that
apply. There are a few special cases when solving quadratics by
factoring.
! − !
& "
Perfect Square Trinomials
! − !
" & !! !& + ! + is an example of
perfect square trinomial. We
! − ! see this when we factor.
& "
! − !! A perfect square trinomial is
"
created when you square a
________________________.
Recognizing a Perfect Square Trinomial
!
A quadratic expression can be factored as a perfect square
trinomial if it can be re-written in the form & + + &.
Factoring a Perfect Square Trinomial
& &
!! If + + is a perfect square trinomial, then
& &
+ + + &.
& &
!! If − + is a perfect square trinomial, then
& &
− + − &.
!
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Let’s Practice! Try It!
1.! Determine whether ! & + ! + is a perfect square 3.! Determine whether ! & − ! + is a perfect square
trinomial. Justify your answer. trinomial. Justify your answer.
&
4.! Solve for : + −
&
2.! Solve for : − +
5.! What do you notice about the number of solutions to
perfect square quadratic equations?
6.! Sketch the graph of a quadratic equation that is a perfect
square trinomial.
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Difference of Squares Let’s Practice!
Use the distributive property to multiply the following binomials. &
7.! Solve the equation by factoring.
(! + )(! − )
( ! + )( ! − )
Try It!
&
8.! Solve the equation − .
Describe any patterns you notice.
!! When we have a binomial in the form & − & , it is called
the difference of two squares. We can factor this as
+ −
!
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 BEAT THE TEST! Section 5 – Topic 6
Solving Quadratics by Taking Square Roots
1.! Which of the following expressions are equivalent to
− ? Select all that apply. Consider the following quadratic equation.
! ( − ) !& −
! ( &− )
! ( − ) When quadratic equations are in the form ! & + , solve by
! − ( + ) taking the square root.
! − ( + )
! − ( + ) Step 1: Get the variable on the left and the constant
on the right.
Step 2: Then take the square root of both sides of the
equation. (Don’t forget the negative root!)
Solve for ! by taking the square root.
!& −
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Let’s Practice! BEAT THE TEST!
1.! Solve ! & − . 1.! What is the smallest solution to the equation
!& + ?
A! −
B! −
C!
D!
2.! A rescuer on a helicopter that is feet above the sea
Try It! drops a lifebelt. The distance from the lifebelt to the sea
&
can be modeled by the equation ( ) − + , where
2.! Solve − ! & + . ( ) represents the lifebelt’s height from the sea at any
given time, is the time in seconds, and is the initial
height from the sea, in feet.
How long will it take for the lifebelt to reach the sea?
Round your answer to the nearest tenth of a second.
!
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 Section 5 – Topic 7 Recall how we factored perfect square trinomials.
Solving Quadratics by Completing the Square If & + + & is a perfect square trinomial, then
&
+ + & + & and & − + & − &.
Sometimes you won’t be able to solve a quadratic equation
by factoring. However, you can rewrite the quadratic Solve ! & + !+ by completing the square.
equation so that you can complete the square to factor and
solve. Step 1: Write the equation in standard form.
Let’s start by determining what number we can add to a
quadratic expression to make it a perfect square trinomial.
What value could be added to the quadratic to make it a
perfect square trinomial? Step 2: Move the constant term to the right side of the
equation.
!& + ! +
!& + ! + +
Step 3: If the coefficient of the ! & term does not equal , then
!& − !− + factor out the coefficient.
Let’s see how this can be used to solve quadratic equations.
Step 4: Divide the coefficient of the middle term by two and
square the result. Use the addition property of
equality to make the trinomial a perfect square.
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Step 5: Factor and solve the perfect square trinomial.
Let’s Practice!
1. Complete the square to solve !& − ! − .
Try It!
2. Complete the square to solve !& + ! −
!
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 Factor the trinomial.
Section 5 – Topic 8
Deriving the Quadratic Formula
We can use the process of completing the square to derive a
formula to solve any quadratic equation. Take the square root of both sides.
Consider the equation, ! & + ! + , where . Recall
our steps for completing the square as a method for solving for
!
Subtract the constant term from both sides.
Factor out the coefficient of the ! & term.
Solve for !.
Divide the coefficient of the ! term by two and square the
result. Determine what you should add to create a perfect
square trinomial.
Use the addition property of equality to write a perfect square
trinomial.
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 Section 5 – Topic 9
Solving Quadratics Using the Quadratic Formula
For any quadratic equation ! & + ! + , where ,
− & −
!
To use the quadratic formula:
Step 1: Set the quadratic equation equal to zero.
Step 2: Identify , , and
Substitute , , and into the quadratic
Step 3:
formula and evaluate to find the zeros.
!
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 &
3.! Use the quadratic formula to solve + .
Try It!
&
4.! Use the quadratic formula to solve − .
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 BEAT THE TEST!
1.! Your neighbor’s garden measures meters by meters.
He plans to install a pedestrian pathway all around it,
increasing the total area to square meters. The new
&
area can be represented by + + . Use the
quadratic formula to find the width, , of the pathway.
Part A: Write an equation that can be used to solve for
the width of the pathway.
Part B: Use the quadratic formula to solve for the width of
the pathway.
!
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 Question How to Answer it
From what height was This is the $-intercept. In the standard
1.
the object launched? form, ! & + ! + , is the $-intercept.
This is the !-coordinate of the vertex,
! , where values of and
How long did it take &
come from the standard form of a
2. the object to reach its
maximum height? quadratic equation. ! is also
&
the equation that represents the axis
of symmetry.
This is the $-coordinate of the vertex.
Substitute the !-coordinate from the
What was the
3. step above and evaluate to find $. In
maximum height?
vertex form, the height is and the
vertex is ( )
The !-intercept(s) are the solution(s),
or zero(s), of the quadratic function.
At what time(s) was
Solve by factoring, using the
4. the object on the
quadratic formula, or by completing
ground?
the square. In a graph, look at the
! intercept(s).
At what time did the &
In function + + , if
object reach a certain
height is given, then substitute the
5. height or how high was
value for ( ). If time is given, then
the object after a
substitute for .
certain time?
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c.! What is the height of the ball at seconds? When is the BEAT THE TEST!
ball at the same height?
1.! A neighborhood is throwing a fireworks celebration for the
4th of July. A bottle rocket was launched upward from the
ground with an initial velocity of feet per second. The
formula for vertical motion of an object is
&
+ + , where the gravitational constant, ,
is − feet per square second, is the initial velocity, is
the initial height, and ( ) is the height in feet modeled as
a function of time, .
Try It! Part A: What function describes the height, , of the
bottle rocket after seconds have elapsed?
d.! When is the ball feet in the air? Explain.
Part B: What is the maximum height of the bottle rocket?
e.! How long does it take until the golf ball hits the ground?
!
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 Section 6 – Quadratic Functions – Part 2 !
MAFS.912.F-IF.3.9 Compare properties of two functions
each represented in a different way
The following Mathematics Florida Standards will be covered (algebraically, graphically,
in this section: numerically in tables, or by verbal
MAFS.912.A-CED.1.2 Create equations in two or more descriptions). Compare properties of
variables to represent relationships two functions each represented in a
between quantities; graph equations different way (algebraically,
on coordinate axes with labels and graphically, numerically in tables, or
scales. by verbal descriptions).
MAFS.912.F-IF.2.4 For a function that models a
relationship between two quantities, MAFS.912.A.REI.2.4
interpret key features of graphs and
tables in terms of the quantities, and e the method of completing
sketch graphs showing key features the square to transform any
given a verbal description of the quadratic equation in ! into an
relationship. equation of the form (! − $)& = (
that has the same solutions.
MAFS.912.F-IF.3.7.a Graph functions expressed
Derive the quadratic formula
symbolically and show key features of
from this form.
the graph, by hand in simple cases
and using technology for more lve quadratic equations by
inspection (e.g., for x² = 49 ),
complicated cases.
taking square roots, completing
raph linear and quadratic
the square, the quadratic
functions and show intercepts,
formula and factoring, as
maxima, and minima. This section
appropriate to the initial form of
focuses on quadratic functions.
the equation. Recognize when
MAFS.912.F-IF.3.8 a Write a function defined by an
the quadratic formula gives
expression in different but equivalent
complex solutions and write
forms to reveal and explain different
them as a ± b for real numbers a
properties of the function.
! and b.
e the process of factoring and !
!
completing the square in a
quadratic function to show zeros, !
extreme values, and symmetry of !
the graph, and interpret these in !
terms of a context. ! !
!
!
!
!
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 MAFS.912.A-REI.4.11 Explain why the ! −coordinates of the Topics in this Section
points where the graphs of the
equations = (!) and = (!) Topic 1: Observations from a Graph of a Quadratic Function
intersect are the solutions of the Topic 2: Nature of the Solutions of Quadratics
equation (!) = (!); find the solutions Topic 3: Graphing Quadratics Using a Table
approximately, e.g., using technology Topic 4: Graphing Quadratics Using the Vertex and Intercepts
to graph the functions, make tables of Topic 5: Graphing Quadratics Using Vertex Form – Part 1
values, or find successive Topic 6: Graphing Quadratics Using Vertex Form – Part 2
approximations. Include cases where Topic 7: Transformations of the Dependent Variable of
(!) and/or (!) are linear, Quadratic Functions
polynomial, rational, absolute value, Topic 8: Transformations of the Independent Variable of
exponential, and logarithmic Quadratic Functions
functions. Topic 9: Finding Solution Sets to Systems of Equations Using
MAFS.912.F-BF.2.3 Identify the effect on the graph of Tables of Values and Successive Approximations.
replacing (!) by (!) , (!)
( !) and (! ) for specific values
of (both positive and negative); find
the value of given the graphs.
Experiment with cases and illustrate
an explanation of the effects on the
graph using technology. Include
recognizing even and odd functions
from their graphs and algebraic
expressions for them.
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 !
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 c.! What are the !-intercepts? We can also use the graph to write the equation of the
quadratic function.
Recall the standard form of a quadratic equation:
d.! What do the !-intercepts represent? ! = !& !
There is another form of the quadratic equation called vertex
form.
e.! What is the maximum height of the rocket?
Vertex Form: (!) = (! − )&
f.! When will the rocket reach its maximum height? !! ( ) is the vertex of the graph.
!! determines if the graph opens up or down.
g.! When is the graph increasing? !! also determines if the parabola is vertically
compressed or stretched.
To write an equation in vertex form from a graph, follow these
h.! When is the graph decreasing? steps:
Step 1: Substitute the vertex, ( ), and the coordinates
of another point on the graph, (! (!)), into
i.! What is the domain of the graph? (!) = (! − )& .
Step 2: Solve for .
Step 3: Substitute ( ) and into vertex form.
j.! What is the range of the graph?
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 !
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 !
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 !
Try It!
!! ! When using the quadratic formula, if the
discriminant of the quadratic (part under the 2.! Create a quadratic equation that has complex solutions.
radical) results in a negative number, then Justify your answer.
solutions are non-real, complex solutions.!
Let’s Practice!
1.! Use the discriminant to determine if the following
quadratic equations have complex or real solution(s).
a.! !& − ! − =
3.! Create a quadratic equation that has one real solution.
b.! ! & − ! =
c.! ! = !& − !
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 BEAT THE TEST!
1.! Which of the following quadratic equations have real
solutions? Select all that apply.
25
! − !& !=
! −! & − ! =
! !& ! = = 25 16
! !& − !=
! !& − ! =−
!
!
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 Try It!
2.! A business owner recorded the following data for an
entire year of sales.
Sales
Month
(thousands)
Jan
Feb
Mar
April
May
June
July
Aug
Sept
Oct
Nov
Dec
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 !
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 Section 6 – Topic 4
Graphing Quadratics Using the Vertex and Intercepts
Given a quadratic equation in standard form,
(!) = ! & − ! − , use the following steps to graph on the
following page:
Step 1.! Use the -value to determine if the graph should open
upward (positive ) or downward (negative ).
Step 2.! Find and graph the axis of symmetry using the formula
! = − . This is also the coordinate of the vertex.
&
Step 3.! Find ( ), the coordinate of the vertex, by
substituting into the equation. Plot the vertex, ( ),
on the graph.
Step 4.! Find and plot the -intercept, which is the constant
in (!) = ! & ! . If needed, use the axis of
symmetry to find a reflection point.
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Let’s Practice!
1.! Consider the function (!) = −! & ! .
a.! Use the -value to determine if the graph should open
upward (positive ) or downward (negative ).
b.! Find and graph the axis of symmetry (the line that cuts
the parabola into two equal halves) using the formula
!= . This is also the coordinate of the vertex.
&
c.! Find ( ), the coordinate of the vertex, by
substituting into the equation. Plot the vertex, ( ),
on the graph.
d.! Find and plot the -intercept, which is the constant
in (!) = ! & ! . If possible, use the axis of
symmetry to find a reflection point.
!
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Try It!!
2.! Jorah starts at the top of SlotZilla Zipline™ in Las Vegas and
rides down Fremont Street. The equation
&
=− models Jorah’s height, in feet, above
the ground over time, seconds, spent riding the zip line.
a.! What is the vertex of the function ( )?
b.! When will Jorah reach the ground?
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 Section 6 – Topic 5
Graphing Quadratics Using Vertex Form – Part 1
Let’s review vertex form.
Vertex Form: (!) = (! − )&
!! Point ( ) is the vertex of the graph.
!! Coefficient determines if the graph opens up or down.
!! Coefficient also determines if the parabola is vertically
stretched or compressed when compared to ! = ! & .
&
For example, function =− − models the
&
height of a ball that is launched upward from a balcony of a
residential building.
What is the vertex of the function?
Does the graph of the function open upward or downward?
Is the function vertically stretched or compressed in
comparison to = &?
!
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Let’s Practice!
1.! Graph the function (!) = (! − )& .
To graph a quadratic in vertex form, follow these steps:
a.! Use the -value to determine if the graph should open
upward (positive ) or downward (negative ).
b.! Find and graph the vertex, ( ), and axis of
symmetry, ! = .
c.! Find the -intercept by substituting zero for !. Plot the
-intercept. If possible, use the axis of symmetry to plot
a reflection point.
d.! Find the !-intercepts, or zeros, by substituting zero for
(!) and solving for ! using square roots. Plot the
!-intercepts.
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 Section 6 – Topic 6
Graphing Quadratics Using Vertex Form – Part 2
Many times quadratic equations are not written in vertex form.
You can always use the process of completing the square to
rewrite it in vertex form.
Let’s Practice!
1.! Write the function ! = ! & − ! − in vertex form. Then,
graph the function.
a.! Write the function in standard form.
b.! Group the quadratic and linear term together.
c.! If does not equal one, factor out of the equation.
d.! Complete the square.
!
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 2.! Velma rewrote a quadratic function in vertex form.
(!) = ! & !
Step : (!) = (! & ! )
Step : (!) = (! & ! ) −
&
Step : ! = !
Velma said that the vertex is − Is Velma correct? If
not, identify the step in which Velma made the mistake
and correct her work.
!
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 BEAT THE TEST!
1.! Given the function ! = ! & identify the effect on the
graph by replacing (!) with the following.
! , where Vertically compressed
(!) by a factor of .
! where Shifted (!) down
]
units.
Reflected (!) about
(!), where
the !-axis.
(!), where Vertically stretched
(!) by a factor of .
! , where =− Shifted (!) up
units.
!
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 !
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 BEAT THE TEST!
1.! The table that represents the quadratic function (!) is
shown below.
( )
−
−
The function ! = ! Complete the following table
for !
( )
!
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We can also identify the solutions by looking at tables. We We can also use a process called successive approximations.
can easily find the solutions by looking for the !-coordinate
Consider the following system:
where ! = !
! = !& !
The table that represents the system is shown below.
! = !
( ) ( )
The table that represents the systems is shown below.
−
− ( ) ( )
−
Use the table to identify the solutions of ! = (!).
Since there are no !-coordinates where ! = (!), we must
look for the !-coordinates that have the smallest absolute
differences in (!) and !
!! Find the absolute differences in (!) and (!) on the
table above.
!! In between which two ! values must the positive solution
lie?
!! Which of the values does the solution lie closest to?
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Let’s Practice!
1.! Using the same system, complete the table below.
! = !& !
! = !
( ) ( )
2.! Find the absolute differences in (!) and (!) on the table
above.
3.! Use the table to find the positive solution (to the nearest
tenth) for ! = ! .
!
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 BEAT THE TEST!
1.! Consider the following system of equations.
! = !& −
! =!
The table below represents the system.
( ) ( )
−
−
− −
− −
− −
− −
− −
Use successive approximations to find the negative
solution for ! = (!).
1
Section 6: Quadratic
Functions – Part 2
 Section 7: Exponential Functions MAFS.912.F-LE.1.1 Distinguish between situations that
can be modeled with linear
The following Mathematics Florida Standards will be functions and with exponential
functions.
covered in this section:
Prove that linear functions
MAFS.912.A-REI.4.10 Understand that the graph of an grow by equal differences
equation in two variables is the set over equal intervals, and that
of all its solutions plotted in the exponential functions grow
coordinate plane, often forming a by equal factors over equal
curve (which could be a line). intervals.
MAFS.912.F-BF.2.3 Identify the effect on the graph of Recognize situations in which
replacing 𝑓𝑓(𝑥𝑥) by 𝑓𝑓(𝑥𝑥) + 𝑘𝑘, 𝑘𝑘𝑓𝑓(𝑥𝑥), one quantity changes at a
𝑓𝑓(𝑘𝑘𝑥𝑥), and 𝑓𝑓(𝑥𝑥 + 𝑘𝑘) for specific constant rate per unit
values of 𝑘𝑘 (both positive and interval relative to another.
negative); find the value of given Recognize situations in which
the graphs. Experiment with cases a quantity grows or decays
and illustrate an explanation of the by a constant percent rate
effects on the graph using per unit interval relative to
technology. Include recognizing another.
even and odd functions from their MAFS.912.F-LE.1.2 Construct linear and
graphs and algebraic expressions exponential functions, including
for them. arithmetic and geometric
sequences, given a graph, a
description of a relationship, or
two input-output pairs (include
reading these from a table).
MAFS.912.F-LE.1.3 Observe using graphs and
tables that a quantity increasing
exponentially eventually
exceeds a quantity increasing
linearly, quadratically, or (more
generally) as a polynomial
function.
!
1
Section 7: Exponential Functions
 MAFS.912.F-LE.2.5 Interpret the parameters in a linear MAFS.912.F-IF.3.7.e Graph functions expressed
or exponential function in terms of a symbolically and show key features
context. of the graph, by hand in simple
MAFS.912.F-IF.1.3 Recognize that sequences are cases and using technology for
functions, sometimes defined more complicated cases.
recursively, whose domain is a e. Graph exponential and
subset of the integers. logarithmic functions, showing
MAFS.912.F-IF.2.4 For a function that models a intercepts and end behavior,
relationship between two quantities, and trigonometric functions,
interpret key features of graphs and showing period, midline, and
tables in terms of the quantities, and amplitude and using phase
sketch graphs showing key features shift.
given a verbal description of the MAFS.912.F-IF.3.8.b Write a function defined by an
relationship. Key features include: expression in different but
intercepts; intervals where the equivalent forms to reveal and
function is increasing, decreasing, explain different properties of the
positive, or negative; relative function.
maximums and minimums; b. Use the properties of exponents
symmetries; end behavior; and to interpret expressions for
periodicity. exponential functions.
MAFS.912.F-IF.2.6 Calculate and interpret the average MAFS.912.F-IF.3.9 Compare properties of two
rate of change of a function functions each represented in a
(presented symbolically or as a different way (algebraically,
table) over a specified interval. graphically, numerically in tables, or
Estimate the rate of change from a by verbal descriptions).
graph. MAFS.912.A-SSE.2.3.c Choose and produce an equivalent
form of an expression to reveal and
explain properties of the quantity
represented by the expression.
c. Use the properties of exponents
to transform expressions for
exponential functions.
1
Section 7: Exponential Functions
 Topics in this Section Section 7 – Topic 1
Geometric Sequences
Topic 1: Geometric Sequences
Topic 2: Real-World Examples of Arithmetic and Geometric Consider the sequence … . What pattern do you
Sequences notice in the sequence?
Topic 3: Exponential Functions
Topic 4: Graphs of Exponential Functions – Part 1
Topic 5: Graphs of Exponential Functions – Part 2
Topic 6: Growth and Decay Rates of Exponential Functions
Topic 7: Transformations of Exponential Functions This is an example of a geometric sequence.
Topic 8: Comparing Linear, Quadratic, and Exponential
Functions – Part 1 Each term in the sequence is the _______________ of
Topic 9: Comparing Linear, Quadratic, and Exponential the previous term and some real number .
Functions – Part 2
Just like arithmetic sequences, we can represent this
sequence in a table:
Term Sequence Function Notation
Term
Number Term
𝑓𝑓( ) a formula to find the st term
a formula to find the nd term
𝑓𝑓( ) a formula to find the ___ term
𝑓𝑓( ) a formula to find the ___ term
a formula to find the th term
𝑓𝑓( ) a formula to find the ___ term
!
1
Section 7: Exponential Functions
How can we find the th term of this sequence? We can use the explicit process, where we relate
back to the first term.
We can use the recursive process, where we use the
previous term.
Term Sequence Function
Term
Number Term Notation
( )
Term Sequence ( )
Term
Number Term Notation
( )
( )
( )
( )
( )
( )
( )
( )
( ) ( )
( ) 8 ( )
( ) ( )
( ) ( )
( )
( )
Write a recursive formula that we could use to find any term in
the sequence.
18
Section 7: Exponential Functions
Write an explicit formula that we could use to find any term in Sketch the graph of the geometric sequence found in the
the sequence. table.
Term
Term
Number
The recursive process uses the previous term
while the explicit process uses the first term.
!
18
Section 7: Exponential Functions
 et s r ctice r t
1. Consider the sequence …. 2. The first four terms of a geometric sequence are
and .
a. Write a recursive formula for the sequence.
a. Write a recursive formula for the sequence.
b. Write an explicit formula for the sequence.
b. Write an explicit formula for the sequence.
c. Find the th term of the sequence.
c. Find the th term of the sequence.
18
Section 7: Exponential Functions
 BEAT THE TEST! Section 7 – Topic 2
Real-World Examples of Arithmetic
1. An art gallery was showcasing a long photo of a and Geometric Sequences
geometric landscape. The picture was enlarged ten
times, each time by of the previous picture. The founder of a popular social media website is trying to
inspire gifted algebra students to study computer
programming. He is offering two different incentive programs
Enter formulas that will give the length of each enlarged
for students:
print.
Option 1: Students will earn one penny for completing their first
math, science, or computer-related college course.
The amount earned will double for each additional
Recursive formula: course they complete.
Option 2: Students will earn one penny for completing their first
math, science, or computer-related college course.
For each subsequent course they complete, they will
Explicit formula: earn more than the previous course.
Write an explicit formula for each option.
!
18
Section 7: Exponential Functions
Compare the two scholarship options in the tables below:
Option 1 Option 2
Course Amount Course Amount
18
Section 7: Exponential Functions
 et s r ctice r t
1. Consider the two scholarship options for studying 2. Pablo and Lily are saving money for their senior trip next
computer science. month. Pablo’s goal is to save one penny on the first day
of the month and triple the amount he saves each day for
a. Which scholarship option is better if your college one month. Lily’s goal is to save on the first day of
degree requires math, engineering, or the month and increase the amount she saves by
programming courses? each day.
a. Pablo’s savings plan is an example of a(n)
o arithmetic sequence .
b. What if your degree requires math, engineering, or o geometric sequence
programming courses?
o
b. Lily’s savings plan is an example of a(n)
o arithmetic sequence .
c. Do you think that these graphs represent discrete or o geometric sequence
continuous functions? Justify your answer.
o
c. Which person do you think will be able to meet their
goal? Explain.
d. Do you think Option 1 would ever be offered as a
scholarship? Why or why not?
!
18
Section 7: Exponential Functions
 BEAT THE TEST!
1. On Sunday, Chris and Caroline will begin their final
preparations for a piano recital the following Saturday.
Caroline plans to practice minutes on the Sunday prior
to the recital and increase her practice time by minutes
every day leading up to the recital. Chris plans to practice
half Caroline’s time on Sunday, but will double his practice
time every day leading up to the recital.
Part A: List Caroline and Chris’ practice times on the
tables below.
Caroline’s Practice Chris’
Time Practice Time
1
Section 7: Exponential Functions
 Section 7 – Topic 3
Exponential Functions
Functions can be represented by:
Verbal descriptions
Algebraic equations
Numeric tables
Graphs
Let’s review linear and quadratic functions.
ine r unctions
Verbal description:
You are driving to visit your best friend in Gulfport.
Since you have a long drive ahead, you turn on your
cruise control. The cruise control keeps your car
traveling at a constant rate of mph.
Algebraic equation:
The situation is represented by the function
𝑓𝑓( ) . Your distance, 𝑓𝑓( ), depends on your time,
, in hours.
!
1
Section 7: Exponential Functions
 u r tic unctions
Verbal description:
You are observing the height of a ball as it’s dropped
from a tall building. Because of the force of
gravity, the more time that passes, the faster the ball
travels. The ball does not travel at a constant speed,
like your car on cruise control.
Algebraic equation:
The height of the ball ( ) is a function of, or depends
on, the time ( ), in seconds. The quadratic function
can be represented by the equation
( ) + .
Numeric table:
( )
1
Section 7: Exponential Functions
 Algebraic equation:
Use the following steps to write the equation for the
exponential function.
o Pick two points. It’s helpful to use the -intercept
and the coordinate where 𝑥𝑥
o Substitute the coordinates into the exponential
equation . Solve for and
o Substitute and into the equation
!
1
Section 7: Exponential Functions
19
Section 7: Exponential Functions
 BEAT THE TEST! Section 7 – Topic 4
Graphs of Exponential Functions – Part 1
1. Match the graphs below with the following functions.
Let’s review what we learned in the previous video about
𝑓𝑓(𝑥𝑥) 𝑓𝑓(𝑥𝑥) 𝑓𝑓(𝑥𝑥) 𝑓𝑓(𝑥𝑥) exponential functions.
Consider an exponential function written in the form
𝑓𝑓(𝑥𝑥) .
Which key feature of the exponential function does the term
represent?
o 𝑥𝑥-intercept
o -intercept
o common ratio
Which key feature of the exponential function does the term
represent?
o 𝑥𝑥-intercept
o -intercept
o common ratio !
19
Section 7: Exponential Functions
 et s r ctice 2. Consider the exponential equation .
1. Consider the exponential equation .
a. Sketch the graph of the exponential equation.
a. Sketch the graph of the exponential equation.
b. Is the graph increasing or decreasing?
b. Is the graph increasing or decreasing?
c. Describe the end behavior of the graph.
As 𝑥𝑥 increases, _______________________.
c. Describe the end behavior of the graph. As 𝑥𝑥 decreases, _______________________.
As 𝑥𝑥 increases, ______________________.
Remember, you can always write an
As 𝑥𝑥 decreases, ______________________. exponential function such as (𝑥𝑥) in the
form (𝑥𝑥) by writing the understood in
the front.
19
Section 7: Exponential Functions
3. Consider the exponential equation . 4. Consider the exponential equation
a. Sketch the graph of the exponential equation.
a. Sketch the graph of the exponential equation.
b. Is the graph increasing or decreasing?
b. Is the graph increasing or decreasing?
c. Describe the end behavior of the graph.
c. Describe the end behavior of the graph.
As 𝑥𝑥 increases, ________________________.
As 𝑥𝑥 increases, ______________________.
As 𝑥𝑥 decreases, ________________________.
As 𝑥𝑥 decreases, ______________________.
!
19
Section 7: Exponential Functions
5. Make a hypothesis about the relationship between the Section 7 – Topic 5
-intercept, common ratio, and end behavior of a graph. Graphs of Exponential Functions – Part 2
Use your hypothesis to complete the table below.
Sometimes we can use the properties of exponents to easily
End End sketch exponential functions.
Increasing
Common Behavior: Behavior:
intercept or
Ratio, As 𝑥𝑥 As 𝑥𝑥
Decreasing How can we use the properties of exponents to sketch the
increases decreases
graph of ?
positive
positive
negative
negative
If you get confused about end behavior, you
can sketch the graph of and the key
features to see the end behavior.
19
Section 7: Exponential Functions
 et s r ctice r t
1. Use the properties of exponents to sketch the graph of 2. Use the properties of exponents to sketch the graph of
.
!
19
Section 7: Exponential Functions
 BEAT THE TEST! Section 7 – Topic 6
Growth and Decay Rates of Exponential Functions
1. The graph that represents the function 𝑓𝑓(𝑥𝑥) has
Consider an exponential function in the form 𝑓𝑓(𝑥𝑥) .
o Assume that (the ________________________) is positive.
a -intercept of . The graph is increasing by a
o
If (the __________________________) is greater than
the function is ________________________.
o If is between and the function is _____________.
common ratio of o , is decreasing as
What are some examples of exponential growth?
o 𝑥𝑥 increases o 𝑥𝑥 increases. .
, and approaches as
o 𝑥𝑥 decreases o 𝑥𝑥 decreases.
2. Which of the following have the same graphic
representation as the function 𝑓𝑓(𝑥𝑥) ? Select all that
apply.
What are some examples of exponential decay?
( )

Section 7: Exponential Functions
 et s r ctice 2. Consider the exponential function 𝑓𝑓(𝑥𝑥) ,
which models the value of Robert’s car, where 𝑥𝑥
1. Consider the exponential function 𝑓𝑓(𝑥𝑥) , which represents the number of years since he purchased the
models the amount of money in Tyler’s savings account, car.
where 𝑥𝑥 represents the number of years since Tyler
invested the money. a. Is the value of Robert’s car growing or decaying?
a. Is the money in the account growing or decaying?
b. What is the rate of growth or decay? b. What is the rate of growth or decay?
c. What does represent?
c. What does represent?
You will see the rate of growth/decay
expressed as a decimal or a percent.
To find the decay rate, you must subtract
from . To find the growth rate, you subtract
from
!

Section 7: Exponential Functions
 r t
4. Consider the exponential function 𝑓𝑓(𝑥𝑥) ,
which models the amount of money remaining in Lola’s
3. Consider the exponential function 𝑓𝑓(𝑥𝑥) ,
retirement fund, where 𝑥𝑥 represents the number of years
which models the amount of money invested in a bond
since Lola began withdrawing the money.
fund, where 𝑥𝑥 represents the number of years since the
money was invested.
a. What is the rate of growth or decay?
a. What is the rate of growth or decay?
b. What does represent?
b. What does represent?

Section 7: Exponential Functions
 BEAT THE TEST! Section 7 – Topic 7
Transformations of Exponential Functions
1. The equation models
o exponential growth Consider the following exponential function.
.
o exponential decay
𝑓𝑓(𝑥𝑥)
o
The rate of growth/decay is .
o
o
2. The function 𝑓𝑓(𝑥𝑥) models the amount of
money remaining in Alicia’s summer budget, where 𝑥𝑥
represents the number of weeks since summer began.
Which of the following are true statements? Select all that
apply.
The function models exponential decay.
represents the amount of money Alicia had in the
budget at the beginning of summer.
The rate of decay is
Alicia spent during the first week of summer.
At the end of the second week, Alicia will have less
than in the budget.
!

Section 7: Exponential Functions
Consider the following transformations of 𝑓𝑓(𝑥𝑥) Write a function 𝑓𝑓(𝑥𝑥 ) Transformed function:
to represent each transformed function and describe the
transformation.
Description:
𝑓𝑓(𝑥𝑥) Transformed function:
Description:
𝑓𝑓(𝑥𝑥) Transformed function:
𝑓𝑓(𝑥𝑥 + ) Transformed function:
Description:
Description:
20
Section 7: Exponential Functions
𝑓𝑓(𝑥𝑥) + Transformed function: et s r ctice
1. Describe how 𝑘𝑘 affects the graph of the function
𝑓𝑓(𝑥𝑥) in each of the following situations.
Description:
Assume 𝑘𝑘 .
a. 𝑓𝑓(𝑥𝑥) 𝑘𝑘
b. 𝑓𝑓(𝑥𝑥 + 𝑘𝑘)
c. 𝑘𝑘𝑓𝑓(𝑥𝑥)
𝑓𝑓(𝑥𝑥) Transformed function:
Description:
2. The function (𝑥𝑥) represents an exponential function. The
ordered pair ( ) lies on the graph of (𝑥𝑥)
a. The function 𝑓𝑓(𝑥𝑥) (𝑥𝑥) + Name a point on the
graph of 𝑓𝑓(𝑥𝑥)
b. The function (𝑥𝑥) ( 𝑥𝑥). Name a point on the graph
of (𝑥𝑥)
!
20
Section 7: Exponential Functions
 r t BEAT THE TEST!
3. Recall the graph of 𝑓𝑓(𝑥𝑥) . Describe the graph of 1. Consider the function 𝑓𝑓(𝑥𝑥) Describe the graph of
𝑓𝑓(𝑥𝑥 )+ each transformation.
(𝑥𝑥) 𝑓𝑓(𝑥𝑥 + )
4. The following graph represents the function 𝑓𝑓(𝑥𝑥)
(𝑥𝑥) 𝑓𝑓(𝑥𝑥)
(𝑥𝑥) 𝑓𝑓(𝑥𝑥)
(𝑥𝑥) 𝑓𝑓(𝑥𝑥 )
𝑓𝑓(𝑥𝑥) is a transformation of the exponential function
(𝑥𝑥) + . Write the exponential function for the graph. (𝑥𝑥) 𝑓𝑓(𝑥𝑥) +
20
Section 7: Exponential Functions
 Section 7 – Topic 8 Quadratic Functions
Comparing Linear, Quadratic, and
Exponential Functions – Part 1 Equation:
Shape:
Linear Functions
Rate of Change:
Equation:
Number of 𝑥𝑥-intercepts:
Shape:
Number of -intercepts:
Rate of Change:
Number of vertices:
Number of 𝑥𝑥-intercepts:
Domain:
Number of -intercepts:
Range:
Number of vertices:
Domain: Sketch the graphs of three quadratic functions that show all of
Range: the possible combinations above.
Sketch the graphs of three linear functions that show all of the
possible combinations above.
!
20
Section 7: Exponential Functions
 Exponential Functions Consider the following tables that represent a linear and a
quadratic function and find the differences.
Equation:
Shape:
Rate of Change:
Number of 𝑥𝑥-intercepts:
Number of -intercepts:
Number of vertices:
Domain:
Range:
Sketch the graphs of two exponential functions that show all of
the possible combinations above.
20
Section 7: Exponential Functions
How can you distinguish a linear function from a quadratic Section 7 – Topic 9
function? Comparing Linear, Quadratic, and Exponential
Functions – Part 2
Consider the following table that represents an exponential et s r ctice
function.
1. Identify whether the following key features indicate a
model could be linear, quadratic, or exponential.

Exponential
Quadratic
Linear
Key Feature
Rate of change is constant ○ ○ ○
nd differences, but not st are constant ○ ○ ○
Graph has a vertex ○ ○ ○
Graph has no 𝑥𝑥-intercept ○ ○ ○
How can you determine if a function is exponential by looking Graph has 𝑥𝑥-intercepts ○ ○ ○
at a table?
Graph has -intercept ○ ○ ○
Domain is all real numbers ○ ○ ○
Range is ○ ○ ○
Range is ○ ○ ○
Range is all real numbers ○ ○ ○
!
20
Section 7: Exponential Functions
 r t BEAT THE TEST!
2. Determine whether each table represents a linear, 1. Identify whether the following real-world examples should
quadratic, or exponential function. be modeled by a linear, quadratic, or exponential function.
𝑥𝑥 𝑥𝑥 𝑥𝑥

Exponential
Quadratic
Linear
Real-World Example
Growing a culture of bacteria ○ ○ ○
Selling fruit and vegetables at
o Linear o Linear o Linear the same price all day ○ ○ ○
o Quadratic o Quadratic o Quadratic Kicking a ball into the air ○ ○ ○
o Exponential o Exponential o Exponential Running a race at a constant
speed ○ ○ ○
A dead body decaying ○ ○ ○
Appreciating value of
property ○ ○ ○
Jumping from a high dive ○ ○ ○
2. Complete the following table so that 𝑓𝑓(𝑥𝑥) represents a
linear function and (𝑥𝑥) represents an exponential
function.
𝑥𝑥 𝑓𝑓(𝑥𝑥) (𝑥𝑥)
2
Section 7: Exponential Functions
 Section 8: Polynomial Functions
Finding Zeros of Polynomial Functions of
The following Mathematics Florida Standards will be
covered in this section:
MAFS.912.F-IF.1.2 Use function notation, evaluate
functions for inputs in their domains,
and interpret statements that use
function notation in terms of a
context.
MAFS.912.F-IF.3.7 c Graph functions expressed
symbolically and show key features
of the graph, by hand in simple cases
and using technology for more
complicated cases.
MAFS.912.A-APR.2.3 Identify zeros of polynomials when
suitable factorizations are available,
and use the zeros to construct a
rough graph of the function defined
by the polynomial.
Topics in this Section
Topic 1: Finding Zeros of Polynomial Functions of Higher
Degrees
Topic 2: End Behavior of Graphs of Polynomials
Topic 3: Graphing Polynomial Functions of Higher Degrees
!
2
Section 8: Polynomial Functions
Consider the following fourth degree polynomial function.
% ! = ! ' − 4! *
Find the range of %(!) for the given domain {−2, −1, 0, 1, 2}.
Does the above domain contain zeros of %(!)? Justify your
answer.
Consider the following third degree polynomial function.




ℎ

!

=
−!2
−
5!*
Find the zeros of the function ℎ(!).
2
Section 8: Polynomial Functions
 !
2
Section 8: Polynomial Functions
21
Section 8: Polynomial Functions
Use your observations to sketch the graphs and make
conjectures to complete the table.
End Behavior of Polynomials
Leading Coefficient Leading Coefficient
is Positive is Negative
! = !* ! = −! *
Degree of
Polynomial is
Even
As ! , (!) As ! , (!)
As ! − , (!) As ! − , (!)
! = !2 ! = −! 2
Degree of
Polynomial is
Odd
As ! , (!) As ! , (!)
As ! − , (!) As ! − , (!)
!
21
Section 8: Polynomial Functions
 BEAT THE TEST!
1.! Determine which of the following statements is true for the
function (!) = ! ! − 424 ?
A As ! , (!) and as ! − , (!)
B As ! , ! − and as ! − , ! −
C As ! , ! − and as ! − , (!)
D As ! , (!) and as ! − , ! −
21
Section 8: Polynomial Functions
 !
21
Section 8: Polynomial Functions
2
Section 8: Polynomial Functions
 Section 9: One Variable Statistics Section 9 – Topic 1
Dot Plots
The following Mathematics Florida Standards will be
covered in this section: Statistics is the science of collecting, organizing, and analyzing
data.
MAFS.912.S-ID.1.1 Represent data with plots on the real
number line (dot plots, histograms, Two major classifications of data:
and box plots).
MAFS.912.S-ID.1.2 Use statistics appropriate to the ! Categorical (________________________)
shape of the data distribution to
compare center (median, mean) o! based on “qualities” such as color, taste, or
and spread (interquartile range, texture, rather than measurements
standard deviation) of two or more
different data sets. ! Quantitative (________________________)
MAFS.912.S-ID.1.3 Interpret differences in shape, center,
and spread in the context of the o! based on measurements
data sets, accounting for possible
effects of extreme data points
(outliers).
Topics in this Section
There are two types of quantitative data:
Topic 1: Dot Plots
Topic 2: Histograms ! Discrete
Topic 3: Box Plots – Part 1
o There is a finite number of possible data values.
Topic 4: Box Plots – Part 2
Topic 5: Measures of Center and Shapes of Distribution
! Continuous
Topic 6: Measuring Spread – Part 1
Topic 7: Measuring Spread – Part 2
Topic 8: The Empirical Rule o There are too many possible data values so data
Topic 9: Outliers in Data Sets needs to be measured over intervals.
!
!
!
!
!
! !
!
!
!
!
!
!
2
Section 9: One Variable Statistics
2
Section 9: One Variable Statistics
 !
2
Section 9: One Variable Statistics
2
Section 9: One Variable Statistics
 !! A histogram is a bar-style data display showing
frequency of data measured over _________________,
rather than displaying each individual data value.
!! Each interval length must be the __________.
!! Always _________ the graph and _________ both axes.
!! Choose the appropriate scale on the .-axis and the
appropriate intervals on the /-axis.
!! Histograms are often used for:
o! larger sets of data
o! continuous data
Describe an interval.
!
2
Section 9: One Variable Statistics
Try It!
.! Determine the sets of data where it would be better to use
a histogram than a dot plot.
! Average daily weather temperatures for Orlando over
a year
! Daily weather temperatures for Orlando over a month
! The results of rolling dice over and over
! Height of high school football players statewide
! Time, rounded to the nearest second, needed to run
a -meter race for randomly selected athletes
22
Section 9: One Variable Statistics
 .
!
22
Section 9: One Variable Statistics
 Some observations from our boxplot:
!! The lowest of data values are from ____ to ____.
!! The highest of data values are from ____ to ____.
!! The middle (the box area) represents the values
from ______ to ______.
o! The middle is also known as the IQR
(interquartile range).
!! The first quartile represents the lower of the data
( ______ percentile).
!! The third quartile represents the first of the data
( ______ percentile).
!! of the values are above ______________________.
!! of the values are above _______________________.
!! The median of the lower half of the data is ________.
!! The median of the upper half of the data is ________.
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
2
Section 9: One Variable Statistics
 Compare and contrast both box plots.
Explain which boxplot is not symmetrical. Justify your answer.
Let’s Practice!
1.! Consider the following data set with an odd number of
data values:
a.! The minimum value of the data set is ______.
b.! The maximum value of the data set is ______.
c.! The median of the data set is ______.
d.! The first quartile of the data set is ______.
e.! The third quartile of the data set is ______.
!
2
Section 9: One Variable Statistics
2
Section 9: One Variable Statistics
 Section 9 – Topic 5
Measures of Center and Shapes of Distributions
Data displays can be used to describe the following elements
of a data set’s distribution:
.
! Center
! Shape
! Spread
There are three common measures of center:
! Mean – The ______________ of the data values
! Median – The ______________ value of the ordered data set
! Mode – The __________ ___________________ occurring
value(s)
!
2
Section 9: One Variable Statistics
2
Section 9: One Variable Statistics
 BEAT THE TEST!
1.! Mr. Logan surveyed his junior and senior students about
the time they spent studying math in one day. He then
tabulated the results and created a dot plot displaying
the data for both groups.
Part A: The value of the larger median for the two groups
is ______.
Part B: The value of the larger mean for the two groups is
______.
Part C: Using one to two sentences, describe the
difference between the number of minutes the
juniors and seniors studied by comparing the
center and shapes for the groups.
!
2
Section 9: One Variable Statistics
 What are the differences between the spreads of the two
data sets?
There are two primary ways to measure the spread of data:
!! Interquartile Range (IQR) =
o! The IQR is typically used to describe the spread of
skewed data.
Consider the following data set:
What are the first and third quartiles of the data?
Calculate the interquartile range (IQR) of the data.
Why do you think IQR is used to measure spread in skewed
data?
2
Section 9: One Variable Statistics
 !
2
Section 9: One Variable Statistics
 BEAT THE TEST!
1.! Data on the time that Mrs. Lanister’s students spend
studying math and science on a given night is summarized
below:
Math Science
Mean: minutes Mean: minutes
Minimum: minutes Minimum: minutes
First Quartile: minutes First Quartile: minutes
Median: minutes Median: minutes
Third Quartile: minutes Third Quartile: minutes
Maximum: minutes Maximum: minutes
Standard deviation: minutes Standard deviation:
minutes
Tyrion spent minutes studying math and minutes
studying science. If Tyrion spent all minutes studying math,
which of the following would be affected? Check all that
apply.
Stays the
Increase Decrease
Same
Interquartile
Range for ! ! !
Math Time
Standard
Deviation of ! ! !
Math Time
23
Section 9: One Variable Statistics
 Section 9 – Topic 8
The Empirical Rule
Assume that we have a data set so large that we are not
given a list of all the values. We are told the data follows a
normal distribution with a mean of and standard deviation
of .
Label the distribution below with the values using the mean
and standard deviation.
Suppose one of the data values is . An observation of is
_____ standard deviation(s) __________ the mean.
Suppose one of the data values is . An observation of is
______ standard deviation(s) _____________ the mean.
Suppose an observation is standard deviations above the
mean. The value of that observation is ____________.
We can use the empirical rule to understand the data
distribution.
!
23
Section 9: One Variable Statistics
Empirical Rule Let’s Practice!
!! Approximately of values are within one standard 1.! Suppose the amount of water a machine dispenses into
deviation of the mean. plastic bottles has a normal distribution with a mean of
ounces and a standard deviation of ounces.
!! Approximately of values are within two standard
deviations of the mean. a.! Label the distribution below with the values using the
mean and standard deviation.
!! Approximately of values are within three
standard deviations of the mean.
Label the percentages on the previous distribution.
b.! The middle of bottles contain between ______
and ______ ounces of water.
c.! Approximately of bottles have between ______
and ______ounces of water.
d.! What percentage of bottles contain more than
ounces of water?
e.! What is the probability that a randomly selected
bottle contains less than ounces of water?
f.! What percentage of bottles contain between
and ounces of water?
2
Section 9: One Variable Statistics
 BEAT THE TEST!
1.! SAT mathematics scores for a particular year are
approximately normally distributed with a mean of
and a standard deviation of .
Part A: What is the probability that a randomly selected
score is greater than
Part B: What is the probability that a randomly selected
score is greater than ?
Part C: What percentage of students score between
and ?
Part D: A student who scores a is in the ___________
percentile.
!
!
!
!
!
!
! !
!
!
!
2
Section 9: One Variable Statistics
 Grandma Gadget’s data point is called an outlier.
Section 9 – Topic 9
Outliers in Data Sets An outlier is an ___________________value in a data set that is
very distant from the others.
A survey about the average number of text messages sent per
day was conducted at a retirement home:
Let’s Practice!
1.! The number of customers received by a car dealership
The mean for this data set is and the median is .
during randomly selected days is listed.
Grandma Gadget is up-to-date on the latest technology and
loves to text her grandchildren. Her data is substituted for
one of the original values of . She sends an average of
texts per day.
The new data set is:
Identify the outlier, and describe how it affects the mean
Which measure of center will be most affected by substituting and the standard deviation.
Grandma Gadget – the mean or the median? Justify your
answer.
The outlier is _______. The outlier in the data set causes the
mean to _________________ and the standard deviation to
__________________.
Does Grandma Gadget’s data have a greater effect on
standard deviation or interquartile range? Justify your answer.
2
Section 9: One Variable Statistics
Try It!
2.! The students in Mrs. Gomez’s class were surveyed about
the number of text messages they send per day. The data
is as follows:
a.! What value would you predict to be an outlier?
b.! How does the outlier affect the mean?
c.! How does the outlier affect the median?
d.! Which measure of center would best describe the
data, the mean or the median?
e.! How does the outlier affect the standard deviation?
f.! How does the outlier affect the interquartile range?
g.! Which measure of spread would best describe the
data, the standard deviation or the interquartile
range?
!
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Section 9: One Variable Statistics
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Section 9: One Variable Statistics
 Section 10: Two Variable Statistics MAFS.912.S-ID.3.8 Compute (using technology) and
interpret the correlation coefficient
The following Mathematics Florida Standards will be of
covered in this section: MAFS.912.S-ID.3.9 Distinguish between correlation and
causation.
MAFS.912.S-ID.2.5 Summarize categorical data for two
categories in two-way frequency
tables. Interpret relative frequencies
in the context of the data (including Topics in this Section
joint, marginal, and conditional
relative frequencies). Recognize Topic 1: Relationship between Two Categorical Variables –
possible associations and trends in Marginal and Joint Probabilities – Part 1
the data. Topic 2: Relationship between Two Categorical Variables –
MAFS.912.S-ID.2.6 Represent data on two quantitative Marginal and Joint Probabilities – Part 2
variables on a scatter plot, and Topic 3: Relationship between Two Categorical Variables –
describe how the variables are Conditional Probabilities
related. Topic 4: Scatter Plots and Function Models
Topic 5: Residuals and Residual Plots – Part 1
the function to the data; use Topic 6: Residuals and Residual Plots – Part 2
functions fitted to data to solve Topic 7: Examining Correlation
problems in the context of the
data. Use given functions or
choose a function suggested by
the context. Emphasize linear,
quadratic, and exponential
models.
formally assess the fit of a
function by plotting and
analyzing residuals.
t a linear function for a scatter
plot that suggests a linear
association.
MAFS.912.S-ID.3.7 Interpret the slope (rate of change)
and the intercept (constant term) of
a linear model in the context of the
data. !
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 Section 10 – Topic 1 Elementary Students Survey
Relationship between Two Categorical Variables –
Marginal and Joint Probabilities – Part 1 Math English Total
Two categorical variables can be represented with a two-way
frequency table. Males
Females
Consider the following survey:
Total
There were 149 elementary students interviewed and asked to
choose whether they prefer math or English class. The data
was broken down by gender: The total frequency for any row or column is called a marginal
frequency.
42 males prefer math class
!! Why do you think these total frequencies are called
47 males prefer English
marginal frequencies?
35 females prefer math class
25 females prefer English
Joint frequencies are the counts in the body of the table.
A two-way frequency table is a visual representation of the !! Why do you think these frequencies are called joint
frequency counts for each categorical variable. The table frequencies?
can also be called a contingency table.
Draw a box around the marginal frequencies and circle the
joint frequencies in the “Elementary Students Survey”
contingency table.
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The frequency table can be easily changed to show relative Section 10 – Topic 2
frequencies. Relationship between Two Categorical Variables –
Marginal and Joint Probabilities – Part 2
!! To calculate relative frequency, divide each count in
the frequency table by the overall total. Let’s Practice!
Complete the following relative frequency table. 1.! A survey of high school students asked if they play video
games. The following frequency table was created based
Elementary Students Survey on their responses.
Video Games Survey
Math English Total
Plays Does Not Play
Males Total
Video Games Video Games
Females Males 9
Total Females 5 5
Total
Why do you think these ratios are called relative frequencies?
a.! Compute the joint and marginal relative frequencies
Draw a box around the marginal relative frequencies and in the table.
circle the joint relative frequencies in the table.
Interpret the marginal relative frequency for male students.
b.! How many female students do not play video games?
Interpret the joint relative frequency for females who prefer
math.
c.! What percentage of students interviewed were
females who do not play video games?
!
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Try It! BEAT THE TEST!
2.! Consider the frequency table Video Games Survey. 1.! A survey conducted at Ambidextrous High School asked
all 1 7 students to indicate their grade level and whether
a.! How many male students were interviewed? they were left-handed or right-handed. Only 59 of the 491
freshmen are left-handed. Out of the 3 2 students in the
sophomore class, 2 9 of them are right-handed. There are
433 students in the junior class and 12 of them are
left-handed. There are 3 7 right-handed seniors.
Part A: Complete frequency table to display the
b.! What is the probability that a student interviewed is
the survey.
male?
Total
Right-
handed
c.! Which numbers represent joint frequencies?
Left-
handed
Total
Part B: What is the joint relative frequency for right-
d.! Which numbers represent joint relative frequencies? handed freshmen?
Part C: What does the relative frequency represent?
e.! What percentage of the subjects interviewed play
video games?
Part D: Circle the smallest marginal frequency.
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 Section 10 – Topic 3 Conditional Relative Frequency Table
Relationship between Two Categorical Variables –
Conditional Probabilities Math English Total
Recall the students’ class preference data:
Males
Elementary Students Survey
Females
Math English Total Total
Males 42 47 9
What percentage of male students prefer ath?
Females 35 25
Total 77 72 149
What percentage of female students prefer ath?
The principal says that males in the interview have a stronger
preference for math than females. Why might the principal
say this? These percentages are called conditional relative
frequencies.
!! Make a conjecture as to why they are called
We can determine the answer to questions like this by conditional relative frequencies.
comparing conditional relative frequencies.
Complete the conditional relative frequency table on the
following page to determine whether males or females
showed stronger math preference in the survey. When trying to predict a person’s class preference, does it
help to know their gender?
!
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When we evaluate whether there seems to be a relationship Let’s Practice!
between two categorical variables, we look at the conditional
relative frequencies. Consider the high school students who were asked if they play
video games:
!! If there is a significant difference between the
conditional relative frequencies, then there is Video Games Survey
evidence of an association between two categorical Plays Does Not Play
Total
variables. Video Games Video Games
Males 9 129
Is there an association between gender and class Females 5 5 15
preference? Total 134 145 279
1.! What percentage of the students who do not play video
games are female?
2.! Given that a student is female, what is the probability that
the student does not play video games?
Try It!
3.! Of the students who are male, what is the probability that
the student plays video games?
4.! What percentage of the students who play video games
are male?
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 BEAT THE TEST! Section 10 – Topic 4
1.! Freshmen and sophomores were asked about their Scatter Plots and Function Models
preferences for an end-of-year field trip for students who
pass their final examinations. Students were given the Let’s consider quantitative data involving two variables.
choice to visit an amusement park, a water park, or a
Consider the data below of the statewide average
mystery destination. A random sample of 1 freshmen
and sophomores was selected. The activities coordinator temperature in Florida each year since 1999 A scatterplot of
constructed a frequency table to analyze the data: the data is also shown on the following page.
Amusement Water Mystery Average Average
Total Year
Park Park Destination Year Statewide Statewide
(1999 2 13)
(1999 2 13) Temperature Temperature ( )
Freshmen 25 1 2 55 cont.
( ) cont.
1999 71 2 2 7 71
Sophomores 35 5 5 45 2 7 2 7
2 1 7 9 2 9 71 1
Total 15 25 1 2 2 71 4 2 1 91
2 3 71 2 11 71 7
2 4 7 2 12 71
Part A: What does the relative frequency represent? 2 5 7 7 2 13 71
2 71 2
Part B: What percentage of students who want to go to
an amusement park are sophomores?
Part C: What activity should the coordinator schedule for
sophomores? Justify your answer.
!
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 a.! What is the predicted number of posts for month 11
using the linear function?
b.! What is the predicted number of posts for month 11
using the exponential function?
c.! Is the linear equation or the exponential equation the
best model for this data?
!
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A residual is the vertical distance between an actual data
point and the function fitted to the data.
!! Residual = actual – predicted
Compute the residuals for each function:
Linear Function: 17 32 3 47
# Predicted
Month Residual
Posts Value
1 3 −2 4 15 24 15
2 52 −27 3 79 3
3 1 14 49
4 14 324 1 −17 1
5 34 5 1 13 −1 1 13
515 77 45 −1 2 45
7 742 53 77 −111 77
1 42 1 3 9 11 91
9 1 529 322 59
Exponential Function: 23 3 1 2
# Predicted
Month Residual
Posts Value
1 3 37 75 −1 75
2 52 1 15 −9 15
3 1 99 94
4 14 1 4 −14 4
5 34
515 421 1 93 4
7 742 22 59 72
1 42
9 1 529 1 79 57 −2 1 57
!
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 Try It!
2.! Consider the residual plots for the linear and exponential
models.
Which function fits the data better – the linear or the
exponential function? How do you know?
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 Let’s Practice!
1.! If a data set has a quadratic trend and a quadratic
function is fit to the data, what will the residual plot look
like?
2.! If a data set has a quadratic trend and a linear function is
fit to the data, what will the residual plot look like?
!
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 !
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4.! There is a strong positive association between the amount BEAT THE TEST!
of fire damage ( ) and the number of firefighters on the
scene ( ). Does having more firefighters on the scene 1.! Determine whether the correlation in each situation below
cause greater fire damage? implies causation. Select all that apply.
! There is a positive correlation between smoking
!
cigarettes and lung cancer.
Correlation does not imply causation! ! Daily ice cream sales in Florida is positively correlated
to the number of shark attacks.
!! Causation is when one event causes
! The number of miles driven is negatively correlated to
!! ! another to happen.
the amount of gas left in the gas tank.
! Household income is positively correlated to the
!! Two variables can be correlated without
number of television sets in a household.
one causing the other.
!
! A person’s height is positively correlated to his/her
weight.
!
!
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