Department of Mathematics

The Math 3B Student Guide

Authors:

Leesa Anzaldo
Frances Hammock
Ko Ohm
David Quarfoot

Last updated: March 10, 2025

Contents
1 Welcome to Prep Math! 1

2 Important Course Policies for Prep Math 3

3 Math 3B Memory List 4

4 Math 2 Memory List 7

5 Style Guide 10

6 Language Guide 14

7 Graphing Guide 15

8 Math 3B Problem Bank 18

9 Problem Bank Answers 35

1 Welcome to Prep Math!

Preparatory Mathematics (“Prep Math”) is a collection of UCSD courses (Math 2, 3B, 3C, and 4C) that prepare
students to take one of our calculus sequences (10ABC or 20ABC). This guide is tailored to 3B and contains
important documents you will use frequently. A team of UCSD Math faculty has put this together because we
care about your success. Here’s an overview of what you’ll find:

Memory List(s)
Each Prep Math course contains a Memory List. This is a collection of important formulas, facts, and definitions
particular to your course. Because exams in Prep Math do not allow cheat sheets/notes, you’ll want to internalize
these facts as they come up in class. We’ve chosen the most important facts that are used frequently in future
courses. Think of this like addition and multiplication tables, just at a higher level. We encourage you to make
flashcards and practice daily. If your course is further along in the Prep Math sequence, you’ll see the Memory
Lists from earlier courses included. Your instructors will expect you to know these earlier results. So, if there
are any results you aren’t familiar with, add these to your flashcard list.

Style Guide
All Prep Math classes have some homework that must be handwritten. We do this because we want you to
develop as a mathematical writer. While it is common in modern times to use online homework systems, one
con of these is that they don’t train you to write up your work in an organized, professional way. When you
do work at higher levels, or publish journal articles, or write reports in the workplace, it is critical that you
share your ideas in a way others can easily read and understand. The Prep Math Style Guide, which is shared
across Math 2, 3B, 3C, and 4C, introduces the most important aspects of mathematical writing/organization.
Your instructors will be highlighting these style guidelines in class, and homework graders will be checking that
you follow them when assessing your work. Notice that other subjects have stylistic conventions as well. When
writing in English, we write from left to right, use sections and subsections, divide our ideas into sentences and
paragraphs, agree on the spelling of words, and so on. These agreements help facilitate the digestion of large
and complex ideas. We hope the Style Guide will do the same for your mathematical writing.

1
Language Guide
Real-world/word problems often require us to translate between the English language and mathematical notation.
For example, when we say “50% of people support a proposal”, the word “of” in this content means multiplication.
So, if 200 people were voting on the proposal, we could find 50% · 200 = 100 people support the proposal. If
you find yourself needing support to make sense of word problems, the Language Guide offers a list of English
phrases and their mathematical equivalents. See this list as a starting point, not a complete encyclopedia, for
all the ways people use language to discuss mathematical operations.

Graphing Guide
While the Style Guide will help you improve your mathematical writing, the Graphing Guide will help you draw
better graphs. The conventions set forth in this document are designed to bring students into alignment on what
matters most when graphing. Your instructors will be following these conventions in class; you should too when
submitting written homework and completing exams.

The 3B Problem Bank

A large part of learning mathematics is internalizing foundational skills and procedures. Problems are the vehicle
for this growth. Because of this, Prep Math instructors have taken the time to explicitly list the types of problems
we think are most important in each section covered. When designing exams, these problems serve as a starting
point: we might change the numbers or the real-world context, but the conceptual essence of what we are testing
remains the same. When studying for exams, we hope this Problem Bank can serve as a useful aid. Again, do
not expect your homework and exam problems to look identical to these problems. Like a city tour book, they
are a large catalog of the most important things going on, but no such list is ever encyclopedic.

2
2 Important Course Policies for Prep Math
The following policies are in place for all Prep Math courses. You should carefully read your instructor’s
syllabus for their full list of policies.

1. No Curving: There is no curving of grades or scores in your class. This means that instructors do not
raise (or lower) the grades that students actually earn. Consult your instructor’s syllabus to determine
how your course average converts to a letter grade.
2. No Late Homework: It is not possible to turn in homework late under any circumstances. Be sure to
start your homework right away and turn it in early to avoid unexpected circumstances at the last minute
that prevent you from turning in your homework on time! If you submit the wrong assignment, you will
also be unable to complete the assignment.
3. Attendance: Students are required to attend lectures and receive credit for doing so. To receive full credit
for attendance, the student must attend at least 70% lectures.
4. No Calculators: Calculators (and other technological devices) cannot be used during exams.

5. No “Cheat Sheet” or Notes: No notes of any kind may be used during exams. This means you should
memorize important facts and formulas.

3
3 Math 3B Memory List
Students in Math 3B are also expected to memorize all facts from the Math 2 Memory List (which follows).

The below section numbers and letters refer to the books Precalculus (P) and College Algebra (CA).

Section 1.1 P
• A function is a relation in which each input leads to exactly one output.

• Vertical Line Test: If a vertical line touches a graph more than once, then it is not a function.

Section 1.2 P

• Union: The union of sets A and B, denoted by A ∪ B, is the set of all elements that are in A or B (or both
A and B):
A ∪ B = {x | x is in at least one of A and B}

• Interval Notation: [a, b] means the interval a ≤ x ≤ b while (a, b) means a < x < b. In general, brackets, [
or ], mean to include the endpoints, while parentheses, ( or ), mean to exclude the endpoint. −∞ and ∞
are always excluded.

• Domain: The set of allowable inputs; Range: The set of attainable outputs

Section 1.3 P
∆y y2 − y1
• Average Rate of Change: =
∆x x2 − x1

• Increasing/Decreasing Definitions: f (x) is increasing on an open interval if f (a) < f (b) for any a < b in
the interval. f (x) is decreasing if f (a) > f (b) for any a < b in the interval.

• Absolute Extrema: f (x) has an absolute maximum at x = c if f (c) ≥ f (x) for all x in the domain of f .
We say “f (c) is the absolute maximum of f ”. f (x) has an absolute minimum at x = c if f (c) ≤ f (x) for
all x in the domain of f . We say “f (c) is the absolute minimum of f ”

Section 1.5 P

• Vertical/Horizontal Shifts: If c > 0, then y = f (x)+c is a vertical shift of f (x) up c units, while y = f (x)−c
is a vertical shift down c units. In contrast, y = f (x + c) is a horizontal shift c units to the left, while
y = f (x − c) is a horizontal shift c units to the right.

• Reflections:

y = −f (x) is a reflection across the x-axis.

y = f (−x) is a reflection across the y-axis.

4
 Section 2.1 P

• Line Building Equations: Slope-intercept form: y = mx + b; Point-slope form: y − y1 = m(x − x1 )

y2 − y1 rise
• Slope of a Line: m = =
x2 − x1 run

Section 2.2 P

• Important Line Relationships: Two lines are parallel if their slopes are equal (i.e., m1 = m2 ). Two lines
−1
are perpendicular if their slopes are negative reciprocals (i.e., m1 = , or equivalently, m1 m2 = −1).
m2

Section 1.5 CA

• Multiplying Binomials (FOIL): (a + b)(c + d) = ac + ad + bc + bd

• Difference of Squares: x2 − y 2 = (x + y)(x − y)

• Fast Squaring of a Binomial: (a + b)2 = a2 + 2ab + b2 and (a − b)2 = a2 − 2ab + b2

Section 2.5 CA
√
−b ± b2 − 4ac
• Quadratic Formula: If ax + bx + c = 0 and a ̸= 0, then x =
2
2a

• Discriminant: d = b2 − 4ac (the expression under the square root in the quadratic formula)

Section 3.2 P

• Vertex Form for a Quadratic Function: f (x) = a(x − h)2 + k where (h, k) is the vertex.

• Vertex of a Quadratic Function: If f (x) = ax2 + bx + c, then the vertex can be found by completing the
square to arrive at vertex form (see above) or by using the formulas
 
b b
h = − , k = f (h) = f −
2a 2a
b
• Axis of Symmetry for a Quadratic Function: x = −
2a

Section 3.3 P

• Polynomial Definition and Language: An expression of the form an xn +an−1 xn−1 +· · ·+a1 x+a0 . Notably,
all the exponents on x must be non-negative integers. The degree of the polynomial is the highest power
of the variable that occurs in the polynomial. The leading term of a polynomial is the term containing
the highest power of the variable. The leading coefficient is the coefficient of the leading term. Example:
f (x) = 2 − 5x3 + 4x2 + 20x is a degree 3 polynomial with leading term −5x3 and leading coefficient −5.

• Long Run Behavior (also called End Behavior) of f (x) = xn where n is a positive integer:
For even n, as x → ∞, f (x) → ∞; and as x → −∞, f (x) → ∞
For odd n, as x → ∞, f (x) → ∞; and as x → −∞, f (x) → −∞

5
 Section 3.4 P

• Root or Zero of a Polynomial: x = c is a root or zero of a polynomial f (x) if f (c) = 0.

• Multiplicity of a Root or Zero: The multiplicity of the root x = c for the polynomial f (x) is the number
of times the factor x − c appears in the completely factored version of f (x). For example, in f (x) =
5
(x − 2) (x + 3), the root 2 has multiplicity 5 and the root −3 has multiplicity 1.

Section 3.7 P
p(x)
• Rational Function Definition: An expression of the form where p(x) and q(x) are polynomials and
q(x)
q(x) ̸= 0

• Visual Features of the Rational Function f (x):

– Removable Discontinuity: A hole appears in the graph of f at x = a when a is a zero of the denomi-
nator of f but not the denominator of the simplified version of f .

(x − 1)(x + 2)
For example, if f (x) = , then x = 1 is zero of the denominator. After simplifica-
(x − 1)(x + 3)
x+2
tion, we get , and x = 1 is not a zero of the denominator. So, f has a hole at x = 1.
x+3

x−1
In contrast, if f (x) = , then x = 1 is a zero of the denominator. The simplification is
(x − 1)2
1
, and x = 1 is still a zero of the denominator. So, we don’t get a hole at x = 1, but rather, a
x−1
vertical asymptote at x = 1.
Another way of describing a removable discontinuity at x = a: a is a zero of the numerator and
denominator of f (before simplification) and the multiplicity of a in the numerator is greater than or
equal to the multiplicity of a in the denominator.

– Vertical Asymptotes: The graph of f heads up to ∞ and/or down to −∞ at x = a if a is a zero of

both the denominator of f and the denominator of the simplified version of f . See the above example.

Another way of describing a vertical asymptote at x = a: a must be a zero of denominator of f ,

and if it is also a zero of the numerator, then we need the denominator multiplicity for a to be greater
than the numerator multiplicity for a.

– Horizontal Asymptotes: The graph of f heads to a particular height as you head far to the right
(∞) or far to the left (−∞). This is determined by comparing the degrees of the numerator and
p(x)
denominator for f (x) = :
q(x)
∗ deg p < deg q: Horizontal asymptote at y = 0

∗ deg p = deg q: Horizontal asymptote at y = c where c is the ratio of the leading coefficients of p
and q.

6
4 Math 2 Memory List
The below section numbers refer to the book Elementary Algebra. Note that some of the below facts don’t
actually appear in the listed sections. They are results from earlier courses (e.g., Geometry) that are revisited
in those classes where the stated sections are covered.

First day
• The perimeter of any polygon is the sum of the side lengths.

• Learn the squares from 12 to 122 , and the cubes from 13 to 53 :

12 = 1, 22 = 4, 32 = 9, 42 = 16, 52 = 25, 62 = 36

72 = 49, 82 = 64, 92 = 81, 102 = 100, 112 = 121, 122 = 144

13 = 1, 23 = 8, 33 = 27, 43 = 64, 53 = 125

1.2

• Order of Operations: PE(MD)(AS), Parentheses, Exponents, Multiplication and Division have equal prior-
ity, Addition and Subtraction have equal priority; work from left to right when dealing with equal priority
operations

• Square Facts: A = s2 , P = 4s

1.1, 1.5

• GCD and LCM: The greatest common divisor (GCD) of two integers is the largest integer that divides
evenly into both. The least common multiple (LCM) of two integers is the smallest integer that is evenly
divisible by both. Examples: gcd(6, 10) = 2, lcm(6, 10) = 30 and gcd(3, 4) = 1, lcm(3, 4) = 12.

• Rectangle Facts: A = ℓ · w, P = 2ℓ + 2w

1.6

• Triangle perimeter: P = side1 + side2 + side3

• An isosceles triangle has exactly two sides of equal length.

1.5

• An equilateral triangle has three sides of equal length and all angles are 60◦ .

1
• Triangle area: A = bh
2

7
 1.7

• Decimal representations of common fractions:

1 1 1 1 2 3
= 0.2, = 0.25, = 0.3, = 0.5, = 0.6, = 0.75
5 4 3 2 3 4
1
• Trapezoid Area (only): A = (b1 + b2 ) · h
2

2.1, 2.2

• Simple Interest: The amount of money you make in interest, I, when investing P dollars in a non-
compounding investment with interest rate r over time t is
I = P rt

2.3, 2.4

• Price Change Formulas

Amount of Discount = Discount Rate · Original Price
New Price = Original Price − Discount
Amount of Mark-up = Mark-up Rate · Original Price
New Price = Original Price + Mark-up

2.5, 2.6

• Uniform Motion: An object moving at a constant rate r in a straight line for time t will go a distance
d = rt

3.2-3.5

• The angles in any triangle sum to 180◦ .

6.2
am n
• Exponent Operation Rules: am · an = am+n , = am−n , (am ) = am·n
an

• Special Powers: a0 = 1, a1 = a

6.7
n
 a n an
• Exponent Distribution Rules: (a · b) = an · bn , =
n
b bn
Careful! (a + b) ̸= an + bn , (a − b)n ̸= an − bn

1 1
• Negative Exponent Rules: a−n = , = an
an a−n

1
• Special Powers: a−1 =
a

8
 9.1, 9.7
√
• Root-Exponent Relationship: n
a = a1/n

9.2, 9.3
√
√ √ √
r
a n
a
• Radical Distribution Rules: n a · b = n a · n b, n = √n
√ √ √ √ b b
√ √
Careful! n a + b ̸= n a + n b, n a − b ̸= n a − n b

9.6

• Pythagorean Theorem: In a right triangle with legs a and b and hypotenuse c, a2 + b2 = c2

6.1

• Circle Facts (area and circumference): A = πr2 , C = 2πr

• Rectangular Prism Facts (volume and surface area): V = ℓ · w · h, SA = 2ℓw + 2ℓh + 2wh

6.3

• Cube Facts: V = s3 , SA = 6s2

6.4
4 3
• Sphere Facts: V = πr , SA = 4πr2
3

7.1

• Cylinder Facts: V = πr2 h, SA = 2πrh + 2πr2

4.1

• Coordinate Plane Facts: If (x1 , y1 ) and (x2 , y2 ) are points, then the midpoint of the segment connecting
them is  
x1 + x2 y1 + y2
,
2 2
and the distance between them is q
2 2
d= (x2 − x1 ) + (y2 − y1 )

9
5 Style Guide
The following guidelines are common to students in Math 2, 3B, 3C, and 4C. You are expected to follow these in
written homework and on exams. Points will be deducted if you don’t. Instructors may introduce these slowly
over the term or all at once, depending on the class.

• Include each problem number on written homework.

• Circle or box final answers.

• Connect equivalent expressions with equals signs when simplifying.

Instead of this... ... do this

• Consistently work either horizontally or vertically on the page (using a Scratch Work zone
when less important side calculations are needed).

Instead of this... ... do this

10
• Align equals signs when vertically simplifying expressions or solving equations.

Instead of this... ... do this

• Reduce all expressions to simplest form.

Instead of this... ... do this

• Write your solutions so the level of detail is what classmates would need to see.

• Write neatly, avoiding cross-outs.

• Include diagrams on problems describing things in the real world.

• When asked to graph a function, you should follow the detailed instructions in the Graphing
Guide document.

11
• Write symbols so they cannot not be confused with other symbols (e.g. write zero as 0, not
∅, which is the empty set)

Instead of this... ... do this

• Clearly define variables in words, in addition to symbols.

Instead of this... ... do this

• Always include units on answers that relate to real-world ideas.

• Give exact answers always. Do not round unless explicitly told to, and never round in the
middle of your work.

• Choose symbols for variables that help the reader (e.g., don’t use ℓ for width and w for
length).

12
• Use space and ink generously: Do not cram your work into small spaces and do not skip
intermediate steps.

Instead of this... ... do this

• Do not use arrows to show transitions. Instead, use equals signs, appropriate notation, or
words.

Instead of this... ... do this

13
6 Language Guide
Students in Math 2, 3B, 3C, and 4C should know these English phrases and their math equivalents.

English Phrase Math Equivalent

Add, Plus, Sum of, Increased by, More than +
Decreased by, Subtract, Minus, Difference, Take away, Less than −
Times, Product of, Of, Multiplied by, × or ·
Divided by, Over, Quotient of ÷ or /
Double, Triple, Quadruple, . . . 2x, 3x, 4x, . . .
Half of, Third of, Fourth of, . . . x/2, x/3, x/4, . . .
Greater than, More than >
Less than, Fewer than <
At least, Greater than or equal to ≥
At most, Less than or equal to ≤
Is equal to, Represents, The same as, Is =
To the power of ab
Squared, Cubed, To the nth power a2 , a3 , an
√ √
Square root of, Cube root of, . . . a, 3 a, . . .
Absolute value of, Make positive |x|
Polygon prefixes: penta-, hexa-, hepta-, octa-, nona-, deca- # of sides: 5,6,7,8,9,10

14
7 Graphing Guide
What Students Should Include When Sketching Graphs of Equations or Inequalities on a Coor-
dinate Plane
• Axes should be straight, perpendicular, and labeled with words, symbols, and units. For example, write
“Time, t (years)” and “Population, P (t) (people)”.

• Tick marks on each axis should be labeled and evenly spaced. You need not number every tick mark, but
you must number at least one tick on each axis so the values of the other ticks are inferrable.

• Graphs should be drawn precisely enough so that the following features (if they exist) are clear and correct:
– Shape/general curvature

– Domain and range

– Horizontal and vertical intercepts. If the exact location of any of these is not clear from the graph,
then the coordinates should be labeled on the graph.

– Holes, endpoints, and corners. If the exact location of any of these is not clear from the graph, then
the coordinates should be labeled on the graph. Open/unshaded dots represent points that are not
on the graph while closed/filled dots represent points that are on the graph.

– Horizontal and vertical asymptotes. These should be drawn as dotted or dashed lines.

– Symmetry

– End behavior and behavior near vertical asymptotes

– Periodicity. Unless otherwise indicated, at least one full period of the graph should be drawn for a
periodic function. In addition, partially draw the graph beyond the one full period and use arrows on
the graph to suggest that the graph continues with this pattern.

• When graphing an inequality, a dotted or dashed line should be used for a strict (< or >) inequality, and
a solid line should be used for a non-strict (≤ or ≥) inequality. The solution set should be shaded in.

• When graphing more than one equation or inequality on the same set of axes, any intersection point should
be labeled on the graph if its exact location is not clear from the graph. For systems of inequalities, the
solution set of the system should be shaded in the darkest.

Techniques Students Should Know for Producing the Graph of an Equation or Function on a
Coordinate Plane
• Plotting points: If a student does not know or remember a more efficient method for graphing a particular
equation, they should still be able to draw a rough sketch of the graph by selecting values for one of
the coordinates, solving for the corresponding second coordinates, plotting the corresponding points, and
connecting the dots by inferring the shape between the dots based on knowledge about the particular type
of equation (e.g. a linear equation produces a line, a quadratic equation produces a parabola, etc.).

• Special cases that students should be familiar with:

– Lines
∗ Find any two distinct points and draw the line passing through them.

15
 ∗ Given the slope-intercept form y = mx + b: Plot the y-intercept, plot another point using the
slope, and then draw the line through them.

∗ Given the point-slope form y − y1 = m(x − x1 ): Plot the point (x1 , y1 ), plot another point using
the slope, and then draw the line through them.

∗ x = a is the vertical line where all x-coordinates are equal to a.

∗ y = b is the horizontal line where all y-coordinates are equal to b.

– Circles
∗ (x − h)2 + (y − k)2 = r2 is the circle centered at the point (h, k) with radius r. If students are only
given an equation such as x2 + y 2 + ax + by + c = 0 but are familiar with completing the square,
then they may complete the square on the x terms and complete the square on the y terms in
order to transform the equation into the form (x − h)2 + (y − k)2 = r2 .

– Parabolas
∗ Given the vertex form y = a(x − h)2 + k: Plot the vertex (h, k), determine whether the parabola
opens up or down based on whether a is positive or negative, and then draw the parabola.
(More detail may be added by plotting the x-intercepts, if they exist, or any other points on the
parabola.)

∗ Given the completely factored form y = a(x − x1 )(x − x2 ): Plot the x-intercepts x1 and x2 ,
determine whether the parabola opens up or down based on whether a is positive or negative,
and then draw the parabola. (The vertex may be found by computing the average of the x-
intercepts and then calculating the corresponding y-value for this average.)

∗ Use transformations starting with the graph of y = x2 .

• For functions, using toolkit functions and transformations:

– Graphs of toolkit functions and other equations that students are expected to know:
∗ Math 2: None
√ √ 1 1
∗ Math 3B: x = a, y = b, y = x, y = mx + b, y = x2 , y = x3 , y = x, y = 3
x, y = , y = 2,
x x
y = |x|.

∗ Math 3C: y = bx when b > 1, y = bx when 0 < b < 1, y = logb x when b > 1, y = logb x when
0 < b < 1, (x − h)2 + (y − k)2 = r2 , y = sin x, y = cos x, and all functions listed above.

∗ Math 4C: y = tan x, y = csc x, y = sec x, y = cot x, y = arcsin x, y = arccos x, y = arctan x, and
all functions listed above.

– Transformations that students are expected to know:

∗ Math 2: None

∗ Math 3B: Shifts: For any nonzero constant c, y = f (x) + c (vertical shift up or down) and
y = f (x + c) (horizontal shift left or right). Reflections: y = −f (x) (reflection about the x-axis),
y = f (−x) (reflection about the y-axis)

∗ Math 3C: Stretches: For any positive constant c ̸= 1, y = cf (x) (vertical stretch or compression),
y = f (cx) (horizontal compression or stretch), and all transformations listed above.

∗ Math 4C: All transformations listed above.

16
 – Students should be aware that the order in which transformations are applied matters. A single vertical
transformation and a single horizontal transformation may be performed in either order because the
former affects only the y-coordinates while the latter affects only the x-coordinates. However, in
y = cf (x) + d, the vertical shift by d must be applied last, and in y = f (ax + b), the horizontal shift
by b must be applied first. If written as y = f (a(x + b)) instead, then the horizontal shift by b would
be applied last.

Other Graphing-Related Objectives

• Students should know how to graph intervals of real numbers on a number line.

• Students should be able to relate the graph of a relation with its representation as a table of values,
equation, or description in words.

• Students should be able to determine whether a graph represents a function.

• Students should be able to identify the following features (if they exist) of a function given its graph:
domain and range; horizontal and vertical intercepts; holes, endpoints, and corners; horizontal and vertical
asymptotes; intervals where the function is increasing or decreasing; absolute maximum and absolute
minimum values; symmetry; end behavior and behavior near vertical asymptotes; period; and for sinusoidal
functions, amplitude, midline, and phase shift.

17
8 Math 3B Problem Bank
The below section numbers and letters refer to the books Precalculus (P) and College Algebra (CA).

Note: This Problem Bank is “under construction” during the 2024-2025 school year. As such, it might be altered
at any time. In addition, your instructor might introduce additional, important problem types that you should
master as you prepare for exams.

1.1 P

1. Use the vertical line test to indicate whether the following are functions.
(a) x + y = 2
(b) y 2 = x
(c) x2 = y
√
(d) x = y
√
(e) y = x
2. Let f (x) = 2x2 − x − 1, evaluate the following.
(a) f (3x)
(b) f (2 − 2x)
3. Let g(x) = 2(1 − x)2 , evaluate the following.
(a) g(x − 1)
(b) g(2x)
√
4. Let g(x) = x + 4, evaluate the following.
(a) g(4x)
(b) g(36x − 40)
5. Let h(x) = (−2x + 1)3 , evaluate h(−x + 1)
6. Let g(x) = 4 − x2 and h(x) = 3x + 2, evaluate 3h(−x + 1) − 2g(1 + 3x).

1.2 P
1. Find the domain of the following using interval notation.
√
(a) 6 − 5x
x + 10
(b) 2
x + 3x + 2
√
x+3
(c) f (x) =
x−2
√
2. What is the range of g(t) = − t + 2? Write your answer in interval notation.
Note: Complete the remaining domain problems only after section 3.2P has been covered
1
3. Find the domain of .
2x4 − x2
1
4. Find the domain of √ .
x2 + 5x + 6

18
 1
5. Find the domain of p .
−(x − 4)(x − 3)
√
x−5
6. Find the domain of f (x) =
x−6

1.3 P

1. Find the average rate of change of

(a) g(t) = t3 on [1, 1 + h].

1
(b) j(s) = on [2, 2 + h].
s+3
(c) k(x) = 4 − 3x2 on [−2, 3].

(d) x f (x) on [0, 2].

−1 3
0 3
1 −6
2 5
3 −2
(e) f (x) = −2x2 + 7x − 1 on [a, a + h].

2. The graph of a function f is given below.

(a) What is the average rate of change of f from x = 2 to x = 7?
(b) Where is f increasing? Decreasing? Give your answers in interval notation.
(c) Find the local maximum and local minimum values of f . At which values of x are these local maximum
and local minimum values attained?

19
 y
10

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

−9

−10

1.5 P

1. Sketch h(t) = |t + 1| − 6
√
2. Sketch g(x) = −x + 1
1
3. Sketch s(x) = (x − 1) 3 − 2
4. Starting with f (x) = |x|, reflect f (x) about the x-axis, shift left by 1 unit and write the new function.

2.1 P and 2.2 P

1. Find the x and y intercepts of the following:

(a) −4x − 3y = 2
(b) 4x + 2y = 6x + 5y − 10
−x
2. Graph y + = −1
3
3. Find the equation of the line going through the points (2, 1) and (−5, −4).
4. Write an equation for a line parallel to f (x) = −2x + 4 going through (−1, 2).

20
 5. Write an equation for a line perpendicular to f (x) = −2x + 4 going through (−1, 2).
6. Are 3x + 6y = 5 and 6x − 3y = 2 parallel, perpendicular or neither?
7. Write an equation for a vertical line going through (−1, 2).
8. Write an equation for a horizontal line going through (−1, 2).
9. Find the point at which f (x) = −2x + 4 intersects g(x) = 4x + 6

2.3 P

1. Assume that the population of rabbits is growing at a constant rate of 100 per year. Its initial population
is 200.

(a) Find the linear function modeling the rabbit population as a function of the year, t, where t is the
number of years since the model began.
(b) When will the population reach 525 rabbits?

2. Suppose the number of people with the flu decreased by 200 each year from 1995 to 2005. In 2005, 8000
people were infected.

(a) Find the linear function modeling the number of people infected with the flu as a function of the year,
t.
(b) When will no people catch the flu?

3. Suppose a pumpkin weighs 2.5 pounds. Over the next 16 weeks, it will gain 1.5 lbs per week.

(a) Find the linear function modeling the weight of the pumpkin as a function of the week, t.
(b) Find and interpret the slope and y-intercept of the function.
(c) When will the pumpkin weigh 23.5 lbs?

1.5 CA

1. Factor the following by pulling out the GCF.

(a) 9x4 y 4 + 24x3 y − 12xy 2

(b) x(b − m)2 − x2 y(b − m)

2. Factor the following using any method.

(a) 25x2 − 30x + 9

(b) 16t2 + 16t + 4
(c) 121x2 − 25
(d) 36t2 − 81m2
(e) x2 − 5
(f) 12x2 − 24x − 15
(g) 12x2 − 19x − 18
(h) 3x2 − 2
(i) x3 + 3x2 + 2x

3. Factor out the fractional/negative exponents.

21
 (a) 5y 1/2 − 25y 7/2
(b) a5 b1/3 + 2a−1 b4/3
(c) 4x(x + 2)−1/2 + 2(x + 2)3/2
(d) (x − 1)5/2 + 3x(x − 1)3/2

2.5 CA

1. Solve the quadratic by factoring.

(a) 2x2 + 3x − 35 = 0
(b) 6x2 − x = 2
(c) 4x2 = 81
(d) x4 − 16 = 0

2. Solve the quadratic using the square root property.

(a) (x − 2)2 = 36
(b) (4x + 1)2 = 100

3. Solve the quadratic by completing the square.

(a) x2 − 4x − 6 = 0
(b) x2 + 8x − 10 = 0
(c) 16x2 + 6x − 3
(d) 9x2 − 30x + 14

4. Solve the quadratic by using the quadratic formula.

(a) 2x2 + 5x − 6 = 0
(b) 6x2 + 4x − 2 = 0

5. What value of c will make x2 + 20x + 8 + c a perfect square?

6. What value of c will make 4x2 + 20x + 22 + c a perfect square?
7. A corn field has a length 20 feet longer than the width. Set up a quadratic equation to find the dimensions
of the field if its area is 4800 f t2 . Find the length and width.
8. An epidemiological study of the spread of Typhus in a small military camp found that the total number
of soldiers sick with Typhus, S, was described by the model S(t) = −2t2 + 16t where t is the number of
weeks elapsed since the start of the epidemic.

(a) How many weeks have elapsed when there are exactly 24 soldiers with Typhus?
(b) Graph the quadratic to figure out how many soldiers have Typhus at the peak of the epidemic.

9. The level in meters, L(t), of water in a reservoir as a function of the month, t, is modeled by t2 shifted
right by 4 and up by 2.

(a) Write the model L(t) for the water level as a function of the month.
(b) Explain if there is ever no water in the reservoir.
(c) Find the minimal level of the water by graphing the quadratic. How many months have elapsed when
this occurs?

22
3.2 P

1. Find the values of b and c so that f (x) = 2x2 + bx + c has vertex (5, −10).
2. Use the vertex, (h, k), and a point on the graph, (x, y), to find the general form of the equation of a
quadratic function where (h, k) = (−3, −1) and (x, y) = (−6, 8).
3. Given a quadratic function, suppose the y-intercept is 5 and the vertex is (h, k) = (1, 7). Find the general
form of the quadratic function.
4. Determine whether f (x) = −2x2 + 12x − 14 has a minimum or maximum value, find the value and the axis
of symmetry.
5. Given a quadratic function where the vertex is (−7, 3) and the function opens down, find the domain and
range of the function. Write your answers using interval notation.
6. Determine the domain and range of the quadratic function f (x) = 6(x + 1)2 − 6. Give your answers in
interval notation.
7. Starting with s(x) = x2 , reflect s(x) about the x-axis, shift left by 2 units and write the new function.
8. Sketch h(t) = (t + 2)2 + 1
9. Find the dimensions of the rectangular school yard split into two smaller school yards of the same size
producing the greatest possible enclosed area given 100 feet of fencing. note: this should be solved alge-
braically
10. Complete the following

(a) Among all of the pairs of numbers whose difference is 4, find the pair with the smallest product. What
is the product?
(b) Among all of the pairs of numbers whose sum is 8, find the pair with the biggest product. What is
the product?
(c) Why does a) ask for the smallest product and b) ask for the largest?

11. Suppose that the price per tablet in dollars is modeled by P (x) = $1000 − 0.1x where x is in thousands of
tablets produced. The revenue, represented by thousands of dollars, is R = x · P .

(a) What does revenue mean in the context of this problem?

(b) Why does the price per tablet go down as the number of tablets increases?
(c) Find the production level that will maximize revenue. note: you can use a calculator

12. A satellite is launched into the air, but fails to make it into orbit. Its height, in meters above sea level, as
a function of time, in seconds, is given by h(t) = −4.9t2 + 1000t + 10.
(a) What is the satellite’s initial height and why do you think it is not 0m?
(b) When does the satellite have a height of 200m?
(c) Find the maximum height the satellite attains. note: you can use a calculator
(d) When does the satellite crash? note: you can use a calculator

3.3 P

1. Determine the long run (ie end behavior) behavior of the following functions.

(a) f (x) = x4 − 3x2

(b) f (x) = x3 + x2 − 100

23
 (c) f (x) = −x3 + 100x
(d) f (x) = 80x2 − x10 + 1000

2. Determine the leading term, degree, zeros, and long run behavior of the following functions.

(a) h(x) = x8 (2 − x)10 (10x + 6)3 .

(b) g(t) = −2(t − 2)6 (1 − t)5 (3t + 2).
(c) g(x) = (3 − x)19 .

3. Find the x- and y- intercepts of the following functions.

(a) g(x) = x4 − 5x2 + 6.

(b) f (x) = 2x6 − 32x2 .
(c) h(x) = (11x − 1)8 (x − 4)2 (10x + 2)2 .

4. Starting with s(x) = x3 , reflect s(x) about the x-axis, shift right by 4 units and write the new function.
5. Sketch h(t) = (t − 1)3 + 1
6. A rainstorm is causing a pond to swell in the form of a circle. The radius of the pond is initially 2, and it
is increasing at the rate of 3 feet per day. Express the area, A, of the pond as a function of the number of
elapsed days, t.
7. It’s 2500 BC and Pharaoh Khufu is building the great pyramid of Giza. He’s trying to decide on the
lhw
dimensions for his pyramid. note: the volume of a pyramid = .
3
(a) The Pharaoh wants the base to be square and the height to be 270 feet less than the width, x, of the
base. Write a function for the volume of the pyramid as a function of x.
(b) He has only 92,000,000 f t3 of rock. Set up (but don’t solve) the equation he will need to find a width
that will produce the correct pyramid size.

3.4 P

1. Given f (x) = −2x4 + 7x3 − 3x2 find the zeros, give their multiplicities, find the leading term and give
the long run behavior (ie end behavior), and describe the behavior of the polynomial at the zeros without
graphing.
2. If f (x) = 6x4 + 12x3 + 6x2 ,

(a) Find the zeros and give their multiplicities.

(b) Does the function bounce off the x-axis or cross it at the zeros found in part a)?

3. If f (x) = −2x(x + 1)2 (x − 3)(x − 1)3 ,

(a) Find the zeros, give their multiplicities, find the leading term and give the long run behavior (ie end
behavior), and describe the behavior of the polynomial at the zeros.
(b) Sketch the graph.

4. Use the given information about the polynomial graph to write the equation for the following: degree 5,
double zero at x = 2, zeros at x = 1, x = −1, and x = −2, y-intercept at (0, 16).

Quadratic Applications

1. Wonder Woman is standing on a 64 foot high building and jumps straight into the air. Assume that her
height is modeled by h(t) = −16t2 + 48t + 64 where t is the number of seconds after Wonder Woman jumps.

24
 (a) At what height is Wonder Woman 1 second after she leaps off the building? When will she have this
height again?
(b) At what time does Wonder Woman land on the ground?
(c) What is the highest altitude that Wonder Woman reaches?
(d) When does Wonder Woman have an altitude of 70 feet? note: you can use a calculator
(e) When does Wonder Woman have an altitude of 10 feet?note: you can use a calculator
(f) For what period of time will Wonder Woman have a height in the air strictly greater than 84 feet?
Your answer should be written in interval notation.note: Quadratic inequalities should be solved using
a graph as shown in class since algebraic methods have not been covered yet.

2. You have 60 feet of fencing to build a rectangular pen. The pen will be divided into two equal-sized smaller
pens by placing a fence parallel to one of the sides. Find the dimensions of the rectangular pen that
maximize the total enclosed area.

3. Find the domain of the following note: Quadratic and polynomial inequalities should be solved using a graph
as shown in class since algebraic methods have not been covered yet.
1
(a) f (x) = √
−2x2
+ 14x − 24
1
(b) g(x) = √
2x2 − 14x + 24
1
(c) h(x) = p
−2x(x + 1)(x − 2)(x − 3)

1.6 CA and Rational Equations Supplement

y 2 − 2y − 3
1. Simplify
y2 − 9
2y 2 − 10y y+5
2. Simplify 2
·
y + 10y + 25 6y
6 2
3. Simplify −
x2 + 4x + 4 x2 − 4
√ √
5x + 2
4. Simplify +1
5x2 − 2
a b
−
5. Simplify b a
a 1
+
ab a
x4 + 2x2 − 8
6. Simplify
16 − x4
t t+2
7. Simplify +
t+2 −t
4 3
8. Simplify −
x2 − 6x + 5 x2 − 7x + 10
2x2 + x − 6
9. Simplify x2 − 1
2
x + 2x + 1
x2 − 4

25
 10. Solve the following equations.
2x 2 4x
(a) + =
3 15 5
x + 1 2x + 3 3x − 1
(b) + =
3 2 3
2 4
(c) + =3
x+3 x+3
5 2 −3
(d) = +
x+2 x + 1 (x + 2)(x + 1)
1 5x
(e) = −1
2−x (5x + 10)(x − 2)

11. Suppose a bathroom floor has an area of 4x3 + 16x2 − 20x f t2 . If a piece of tile covers x2 + 6x + 5 f t2 ,
write an expression for how many tiles are needed to cover the floor.

3.7 P

1. Find the vertical asymptotes, the horizontal asymptote, the y-intercept, the x-intercepts, and the remove-
able discontinuities for the following, if they exist.
4x − 8
(a) f (x) =
x2 − 4
x3 − 4x2 − 32x
(b) f (x) =
4x3 − 25x
4
4x − 4
(c) f (x) =
2x + 3
(x + 1)(x − 4)(1 − x)
(d) f (x) =
(x − 1)2 (x + 2)2
1
2. Sketch h(t) = + 2 and find the x- and y- intercept, if any. Identify the horizontal and vertical
−x
asymptotes of the graph, if any.
1
3. Sketch g(t) = − and find the x- and y- intercepts, if any. Identify the horizontal and vertical
(x − 1)2
asymptotes of the graph, if any.
1
4. Sketch a graph of f (x) = shifted three units to the left and down by 2 units. Identify the horizontal and
x
vertical asymptotes of the graph, if any. Find the x- and y- intercepts, if any.
x2 + 6x + 5
5. Find the domain of f (x) = .
(x2 + 25)(x2 − 1)(x2 − 4)
6. An evil investor is making a shark tank to get rid of rivals. It’s very important that he keeps the salinity
correct for his sharks. He has 200 gallons of water, into which 66 pounds of salt has been mixed. However,
he needs more water and constructs a tap, which will pour 10 gallons of water per minute into the tank
at the same time salt is poured into the tank at a rate of 1.5 pounds per minute. Find the concentration
(pounds per gallon) of salt in the tank after t minutes.
7. The Superfund site in the San Gabriel Valley (Area 3) has some new, bright green toxic waste. Joker has
evil plans to steal it for use in Gotham City.
5t + 1
(a) If the concentration of the dangerous chemical in the toxic waste is given by C(t) =
40t4 − 3t + 4
where t is a function of time measured in weeks and C is in ppm, what will happen in the long run?

26
 (b) Joker predicts that it will take one week to deposit the waste in city hall. If he needs the concentration
to be more than 0.00025 ppm for his plan to work, will he be happy?

Supplement Linear, Quadratic, Polynomial, and Rational Inequalities

1. (x + 1)(x − 2)(x + 5) > 0

2. 5x2 < 2

3. 3x2 + 2 < 0
4. x2 − 5x ≤ 14
1 − 2x
5. ≤x
x−4
(x − 2)2
6. ≤0
3x + 2
7. Find the domain of the following functions.
x2 + 5x + 6
(a) f (x) =
x4 − 9
x + 9x2 + 20x
3
(b) f (x) =
5x − 1
s
(x + 2)(4x − 3)
(c) g(t) = 4
(5x − 1)(2x − 7)

x2 − 1
8. For which values of x is the function f (x) = positive? For which values of x is the function
10x − 2
negative?
9. Superman is standing on a 40 foot high building and jumps straight into the air. Assume that his height
is modeled by h(t) = −16t2 + 16t + 40 where t is the number of seconds after Superman jumps. For what
period of time will Superman have a height in the air strictly greater than 8 feet? Your answer should be
in the form of an interval.
10x + 3000
10. The function, c(x) = , represents the average cost to make a chair, where x is the number of
x
chairs made. How many chairs will need to be made in order to keep the cost under $40 per chair?

9.1 P

1. Solve each system using both the addition and substitution method. If a solution doesn’t exist, write “no
solution”. Then graph the system.

(a)

x + 2y = 2
4x + 8y = 8

(b)
y
x+ =2
2
2y = −4x − 4

27
 (c)
y
x+ =2
2
2y = 4x − 4

(d)
x y
+ =4
2 8
x y
− = −2
3 2
2. A herpetologist in the outback is collecting Taipans and Tiger snakes so he can milk them for venom.
Suppose he gets 1.5 grams of venom per Taipan and .2 grams of venom per Tiger snake. In total, if he
caught 12 more Tiger snakes than Taipans, and is able to get 16 grams of venom in total, how many snakes
of each type did he catch?
3. The startup cost to open a tattoo parlor is $50,000. Each tattoo costs $150 in materials. If the price for
getting a tattoo is $300, how many tattoos will the parlor need to give to break even?

9.3 P

1. Solve the system of nonlinear equations using any method and graph the system.

(a)

x+y =4
y = x2 + 2

(b)

x2 = y
y =x−2

(c)

9x2 + y 2 = 9
y = 3x − 3

(d)

x2 + 9y 2 = 9
1
y = x−3
3

(e)

x2 y2
+ =1
25 4
2 2
x + y = 25

2. The squares of two numbers add to 3. The second number is two less than half the value of the first
number. What are the numbers?

28
HOMEWORK SUPPLEMENTARY PROBLEMS

1.1 - Focus Functions

1. Let h(x) = |2 − 4x|, evaluate the following.

(a) h(2)
(b) h(−x + 2)
2. Let f (x) = −3x2 + x − 2, evaluate the following.
(a) f ( 12 )
(b) f (x − 1)
(c) f (2x)
(d) f (3 − 5x)
3. Let g(x) = 3(2 − x)2 , evaluate the following.

(a) g(x − 1)
(b) g(2x)
(c) g(−3 − 2x)
√
4. Let h(x) = 6 − 2x, evaluate the following.

(a) h(−69)
(b) h(3x)
(c) h(−8x − 5)
(d) h(3 − 2x2 )

5. Let h(x) = (−3x + 1)3 , evaluate the following.

(a) h( 32 x + 13 )
(b) h(−x)
x2 + 1
6. Let h(x) = , evaluate the following.
(x + 1)2
(a) h(2)
(b) h(2x)
7. Let g(x) = 4 − x2 , h(x) = 3x + 2, and f (x) = −5x3 − 1 evaluate the following.
(a) 4g(x − 1) − 2h(3x + 1)
(b) −2g(−x + 1) + xh(2 − 2x)
(c) xg(3x) − x2 h(5x) + f (2x)
√
(d) −2h(2 x) + g(−2x) + f (−2x)
1
(e) (x + 1)g(2 − x) + f (3x)
5x
Partial Answers: 1a) 6 1b)|4x − 6| 2a) −9 2
4 2b) −3x + 7x − 6 2c) −12x
2
+ 2x − 2 2d) −75x2 + 85x − 26 3a)
√ √
3x − 18x + 27 3b) 12x − 24x + 12 3c) 12x + 60x + 75 4a)12 4b) 6 − 6x 4c) 4 x + 1 4d) 2x 5a) −8x3
2 2 2
2
5b) −27x3 + 27x2 − 9x + 1 6a) 59 6b) 4x4x +1
2 +4x+1 7) No answers

29
 Below is the list of additional problems to know for math 3B that are covered in homework.
Week 1 - Focus Language Guide

1. Yanran has pencils and pens in her backpack. The number of pens is 4 more than the number of pencils.
Let x represent the number of pencils. Write an expression for the number of pens.
2. The number of girls in a swim class is 3 less than the number of boys. Let b represent the number of boys.
Write an expression for the number of girls.

3. There is a mix of red and green M&M’s in a jar. The number of green M&M’s is 2 less than three times the
number of red M&M’s . Let r represent the number of red M&M’s. Write an expression for the number of
green M&M’s.
4. There is a mix of red and green M&M’s in a jar. The number of green M&M’s is six more than twice the
number of red M&M’s . Let r represent the number of red M&M’s.

(a) Write an expression for the number of green M&M’s.

(b) If there are 10 red M&M’s, how many green M&M’s are there?

5. Find three consecutive even integers whose sum is 42.

6. The label on the granola bar said that one serving provided 9 grams of protein, which is 20% of the
recommended daily amount. What is the total recommended daily amount of protein?
7. If each cookie has 200 calories and 40 calories are from fat. What percent of the total calories is from fat?
8. The price of milk changed from $4 to $5 for a quart. Find the percent change.

Week 2 - Focus Geometry

To complete these problems, use the Language Guide and Math 2 Memory List!
Note: Fractions should always be left in improper forms

1. One side of a triangle is three times the smallest side. The third side is four inches more than the shortest
side. The perimeter is 10 inches. Find the lengths of all three sides.
2. The measure of one angle of a right triangle is 20 degrees less than the measure of the other acute angle.
Find the measures of all three angles.
3. The length of a rectangle is two inches more than twice the width. The perimeter is 40 inches. Find the
length and width.
4. The length of a rectangular garden is 30 yards more than the width. The perimeter is 300 yards. Find the
length and width.

5. The width of a rectangle is five feet less than the three times the length. The perimeter is 22 feet. Find
the length and width.
6. One end of a 5 meter rope will be attached to the top of a 4 meter mast, and the other end to the deck.
How far from the base of the mast should the rope be attached if the sailors want the rope to be taut?

Partial Answers: 1) Shortest Side = 6/5in; 2) One angle is 55◦ ; 3) Width = 6in; 4) Width = 60yards; 5) Length
= 4ft; 6) 3 meters

Week 3 - Focus Money and Mixtures

1. A jar contains $2.05 in dimes and nickels. If there are 4 fewer nickels than dimes, how many of each type
of coin is in the jar?

30
 2. A jar contains $1.62 in pennies and quarters. If there are twice as many pennies as quarters, how many of
each type of coin is in the jar?
3. The total value of tickets sold for a ferry boat was $976. The number of adult tickets sold was 6 less than
2 times the number of child tickets sold. If an adult ticket costs $4 and a child ticket costs $2, how many
child tickets and how many adult tickets were sold?

4. Talia is buying Twix and Hersheys bars for a summer camp. Twix bars cost $40 a pound and Hersheys
bars cost $30 a pound. If Talia spent a total of $800 and the number of Hersheys bars is 10 more than
twice the number of Twix bars, how many of each type of bars did she buy?

Partial Answers: 1) 15 dimes; 2) 12 pennies; 3) 194 adult tickets; 4) 20 Hersheys bars.

w/ 1.5CA Extra Factoring Problems

1. Factor the following

√ √
(a) 33x3 y 4 + 22x5 y 2
√
(b) 45(xy 2 z)2 + 3(x2 yz 3 )3
(c) [(x + 1)yz]2 − [(x + 1)2 y 3 z 2 ]3

2. Factor the following

(a) 3x2 − 7
(b) 4 − 6x2
(c) 2x2 + 3

No Partial Answers

Week 4 - Focus Simple Interest

To complete these problems, use the Language Guide and Math 2 Memory List! In all the problems below,
interest refers to simple interest.

1. Bob borrowed $8000 from the bank to pay tuition. After ten years, Bob paid his loan in full: $400 interest
in addition to the original $8000 that he borrowed. What was the rate of simple interest?

2. Diego has $1000 to invest in two different bank accounts. One account pays interest at 5% per year and
the other account pays interest at 10% per year. How much should he invest in each account if he wants
to earn 6% interest per year on the total amount?
3. Dominic pays 7% interest on his $15,000 college loan and 12% interest on his $11,000 car loan. What
average interest rate does he pay on the total $26,000 he owes? (Round your answer to the nearest tenth
of a percent.)
4. Itai borrowed a total of $500,000 to pay dental school from two different banks. He pays bank A 5% interest
on the $100,000 he borrowed from them and bank B 10% interest on the rest. What average interest rate
does he pay on the total $500,000?

Partial Answers: 1) .5%; 2) 200 in the 10% per year account; 3) 9.1%; 4) 9%

Week 5 - Focus Uniform Motion

To complete these problems, use the Language Guide and Math 2 Memory List!

1. A high speed train and a local train leave Paris to travel to Lyon. The high speed train arrives in 1hr and
48min and the local train arrives after 9 hours. The high speed train travels 200km per hour faster than
the local train.

31
 (a) Find the speed of both trains.
(b) Find the distance from Paris to Lyon.

2. A fox and a bobcat leave from the same rock. The fox walks West at 11 mph while the bobcat walks East
with a speed of 2 mph. How long will it take them to be 91 miles apart?
3. A rabbit and a tortoise live 500 meters apart. Suppose they want to meet up to have a race somewhere in
between their dens. The rabbit hopped for 10 minutes and the tortoise walked for 15 minutes. The rabbit’s
average speed was 20 meters per minute faster than the tortoise’s average speed.

(a) What were the average speeds of the rabbit and the tortoise?
(b) How far did each travel to meet up?

4. When Godzilla walks to Boston from New York, it takes him 4 hours. If he runs, it takes him 60 minutes.
His speed is 150 mph slower when he walks than when he runs.

(a) What is he walking speed and what is his running speed?

(b) How far is Boston to New York according to this problem (the actual distance is close)?

5. Godzilla and Mothra are traveling 450km to a monster party in Kyoto from Tokyo. They leave Tokyo at
2pm and move rapidly until 3:30pm, then Godzilla gets tired so they slow down their pace for the rest of
the journey and arrive at Kyoto at 5pm. If their fast pace is twice their slow pace, find both their fast and
slow pace.

Partial Answers: 1b) 450 km; 2) 7 hours; 3) the rabbit traveled 320 meters; 4b) 200 miles; 5) the fast pace
is 200 kilometers per hour
Week 6/7 Word Problems & Additional Problems - Focus Polynomials and Quadratics(these prob-
lems should be completed with 3.3 and 3.4)
note: Quadratic inequalities should be solved using a graph as shown in class since algebraic methods have not
been covered yet.

1. Find the domain of the following by drawing a graph to solve the inequalities:
1
(a) f (x) = √
2x2 − 7
1
(b) g(x) = √
7 − 2x2
p
(c) g(x) = (x − 2)(x − 3)(x + 1)
√
(d) g(x) = −x4 − x2 + 6

2. Which of the following are polynomials? Explain why or why not.

(a) f (x) = (4x − 2)(62 − 4x + 2)

√ √
(b) f (x) = 2x8 + 5x2
√
(c) f (x) = x3 + 8x
(d) f (x) = 2
(e) f (x) = 2x2 − 1
(f) f (x) = 3x − 2
3
(g) f (x) = 5x4 + 2x 2

3. Label the following as quadratic, linear, or constant functions.

(a) f (x) = 1 − 2x

32
 (b) f (x) = 4 − x2
(c) f (x) = 11
(d) f (x) = 0

4. A movie company determines the profit, P, from producing x DVD’s is P (x) = −.02x2 + 3.4x − 16. P
is the profit in thousands of dollars and x is in the thousands of units. You can use a calculator for this
problem.

(a) How many DVD’s should be produced to maximize the profit?

(b) What will the maximum profit be?

5. Suppose that you wish to build a rectangular fence using a 200-foot roll of chain-link fencing. If you want
the fence to enclose the maximum possible area, what should its dimensions be?
6. Suppose that you have a (straight) river flowing through your property and wish to enclose a rectangular
area where three sides are bordered by a fence and the fourth side is bordered by the river. If you have
500 feet of fencing, what is the maximum area that can be enclosed?
7. A stone is thrown upwards, with a speed of 48 feet per second, from the roof of a 160-foot building. Its
height above the ground (in feet), t seconds after the ball was thrown, is described by the equation

h(t) = −16t2 + 48t + 160.

(a) At what height is the stone 2 seconds after it was thrown?

(b) How high does the stone get?
(c) At what time does the stone hit the ground?
(d) When is this stone at a height of 96 feet above the ground?
(e) When is this stone at a height of 144 feet above the ground?
(f) Explain in words why negative t are not allowed as solutions to these questions?
(g) List the transformations of the parent graph f (t) = t2 necessary to make h(t). Make sure to explicitly
write out in order which transformations are used.
(h) Graph the path of the stone and label any of the points found in the parts above.

Partial Answers: 4a) 85,000 DVD’s; 4b) $128,500; √5) maximum possible area is 2500 ft; 6) one side is 250 ft;
7a) 192 ft; 7b) 196 ft; 7c) t = 5; 7d) t = 4; 7e) t = 3+2 13 .

Week 7/8 Word Problems - Focus Linear Inequalities and Miscellaneous note: complete before the
nonlinear inequality supplement
To complete these problems, use the Language Guide! For any problems involving inequalities, set up the
inequality and solve it even if it can be done in your head.

1. Zheng’s monthly income is $2,200. To qualify to rent an apartment, his income must be at least twice as
much as the rent. What is the highest rent Zheng will qualify for?
2. Darth Vader has $20 to spend on muffins at Costco. Each container of muffins costs $2.25. He said that
he will be “disappointed” if he doesn’t get at least 9 packs, should the cashier be worried?
3. Sherlock Holmes needs to rent a carriage to chase a suspect but he has a tight budget. The carriage
company charges 2 pounds a week plus 0.15 pounds a mile. How many miles can he travel and still keep
within a 17 pound budget assuming he must find the suspect in less than a week?
4. When pediatricians prescribe acetaminophen to children, they prescribe 5 milliliters (ml) of acetaminophen
for every 25 pounds of the child’s weight. If Amina weighs 80 pounds, how many milliliters of acetaminophen
will her doctor prescribe?

33
5. The product of two consecutive odd integers is 143. Find the integers.
6. A farmer is making a triangular pig pen. The pen must have an area of 100 square feet and the farmer
wants the base to be 30 feet more than twice the height. Find the base and height of the pen.
7. The hypotenuse of a right triangle is twice the length of one of its legs. The length of the other leg is three
feet. Find the lengths of the three sides of the triangle.
√
Partial Answers: 1) $1100; 2) Yes 3) 100ml; 4) 16ml 5) {11, 13}, {−11, −13} 6) h = 5ft, b = 40ft; 7) 3ft

34
9 Problem Bank Answers
1.1 P

1. (a) Function
(b) Not a Function
(c) Function
(d) Function
(e) Function

2. (a) 18x2 − 3x − 1
(b) 8x2 − 14x + 5
3. (a) 8 − 8x + 2x2
(b) 2 − 8x + 8x2
√
4. (a) 2 x + 1
√
(b) 6 x − 1
5. 8x3 − 12x2 + 6x − 1

6. 18x2 + 3x + 9

1.2 P
1. (a) (−∞, 65 )
(b) (−∞, −2) ∪ (−2, −1) ∪ (−1, ∞)
(c) [−3, 2) ∪ (2, ∞)
2. (−∞, 0]
1 1 1 1
3. (−∞, − √ ) ∪ (− √ , 0) ∪ (0, √ ) ∪ ( √ , ∞).
2 2 2 2
4. (−∞, −3) ∪ (−2, ∞).
5. (3, 4).
6. [5, 6) ∪ (6, ∞)

1.3 P

1. (a) h2 + 3h + 3
−1
(b)
5h + 25
(c) -3
(d) 1
(e) −2h + 7 − 4a

2. (a) 2
(b) Increasing (−∞, −2) ∪ (4, ∞) Decreasing (−2, 4)
(c) Local Max= 6 at x = −2 and Local Min = −7.5 at x = 4

35
1.5 P
1. y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

2. y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

3.

36
 y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

4. f (x) = −|x + 1|

2.1 P and 2.2 P

1. (a) x = − 12 , y = − 23
10
(b) x = 5, y = 3

2. y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

3. y = 75 x − 3
7

4. y = −2x

37
 5. y = 21 x + 5
2

6. Perpendicular
7. x = −1
8. y = 2
9. x = − 31 , y = 14
3

2.3 P

1. (a) P (t) = 100t + 200 where t =number of years

(b) The population will reach 525 rabbits in 13/4 years.
2. (a) P (t) = −200t + 10000 where t = number of years after 1995.
(b) No people will catch the flu in 50 years, ie in the year 2045.
3. (a) W (t) = 1.5t + 2.5 where t =number of weeks
(b) The slope is 1.5 and indicates how much weight the pumpkin gains each week. The y-intercept of the
function indicates the initial weight of the pumpkin.
(c) The pumpkin will weigh 23.5 lbs in 14 weeks.

1.5 CA

1. (a) 3xy(3x3 y 3 + 8x2 − 4y)

(b) x(b − m)(b − m − xy)
2. (a) (5x − 3)2
(b) (4t + 2)2
(c) (11x − 5)(11x + 5)
(d) (6t − 9m)(6t + 9m)
√ √
(e) (x − 5)(x + 5)
(f) 3(2x + 1)(2x − 5)
(g) (3x + 2)(4x − 9)
√ √ √ √
(h) ( 3x − 2)( 3x + 2)
(i) x(x + 1)(x + 2)
3. (a) 5y 1/2 (1 − 5y 3 )
(b) a−1 b1/3 (a6 + 2b)
(c) 2(x + 2)−1/2 (2x + (x + 2)2 )
(d) (x − 1)3/2 (4x − 1)

2.5 CA

1. (a) x = −5, 7/2

(b) x = −1/2, 2/3
(c) x = 9/2, −9/2
(d) x = ±2

38
 2. (a) x = 8, −4
(b) x = 9/4, −11/4
√
3. (a) x = 2 ± 10
√
(b) x = −4 ± 26
√
−3 ± 57
(c) x =
16
√
5 ± 11
(d) x =
3
√
−5 ± 73
4. (a) x =
4
(b) x = −1, 1/3

5. c = 92
6. c = 3
7. The width is 60’, and the length is 80’.
8. (a) There were exactly 24 soldiers with Typhus at 2 weeks and 6 weeks.
(b) At 4 weeks, the epidemic peaked with 32 soldiers having Typhus.
9. (a) L(t) = (t − 4)2 + 2
(b) No, there will always be water in the reservoir because (t − 4)2 is always greater or equal to 0, so the
smallest (t − 4)2 + 2 can be is 2.
(c) The minimal level of water in the reservoir is 2 meters which occurs at t = 4 months.

3.2 P

1. b = −20, c = 40
2. y = x2 + 6x + 8
3. y = −2x2 + 4x + 5

4. The quadratic has a maximum because the coefficient of x2 is negative. The maximum is 4 and the axis
of symmetry is 3.
5. Domain: (−∞, ∞) Range: (−∞, 3]
6. Domain: (−∞, ∞) Range: [−6, ∞)

7. s(x) = −(x + 2)2

39
 8. y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

9. The dimensions of the rectangular school yard are the width is 50/3f t and the length is 25f t. Note: the
maximum area is 1250/5f t2 , but the problem didn’t ask for this.
10. (a) The smallest product is -4 which occurs at (2, −2).
(b) The biggest product is 16 which occurs at (4, 4).
(c) In part a), once the substitution of the product is completed so that it depends on a single variable,
the product is a quadratic opening upward so it has a minimum rather than a maximum. In contrast,
in part b), once the substitution of the product is completed so that it depends on a single variable,
the product is a quadratic opening downward so it has a maximum rather than a minimum.
11. (a) Revenue is the amount of money that will be made by selling tablets.
(b) It is generally cheaper to manufacture a large number of items due to ”economies of scale” meaning
that fixed costs, such as machinery, are spread out across a larger number of units.
(c) Revenue will be maximized when x = 5000, that is, when 5,000,000 tablets are produced, which will
generate a profit of $2500000.
12. (a) The satellite’s initial height is h(0) = 10 ie 10 meters off the ground. The satellite is launched from a
launch pad rather than the ground, so its initial height is more than 0m.
(b) The satellite has a height of 200m at t = 0.19s and t = 203.8s.
(c) The maximum height the satellite attains is 51030.4m at 102.04s.
(d) The satellite crashes at 204s.

3.3 P

1. (a) x → ∞, f (x) → ∞, x → −∞, f (x) → ∞

(b) x → ∞, f (x) → ∞, x → −∞, f (x) → −∞
(c) x → ∞, f (x) → −∞, x → −∞, f (x) → ∞
(d) x → ∞, f (x) → ∞, x → −∞, f (x) → −∞

40
 2. (a) Leading term = 1000x21 , degree = 21, zeros = 0, 2, −3/5, long run x → ∞, h(x) → ∞, x →
−∞, h(x) → −∞
(b) Leading term = 6t12 , degree = 12, zeros = 1, 2, −2/3, long run t → ∞, g(t) → ∞, t → −∞, g(t) → ∞
(c) Leading term = −x19 , degree = 19, zeros = 3, long run x → ∞, g(x) → −∞, x → −∞, g(x) → ∞
√ √
3. (a) x = ± 3, ± 2 and y = 6
(b) x = 0, ±2 and y = 0
(c) x = 1/11, 4, −1/5 and y = 64
4. s(x) = −(x − 4)3

5. y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

6. A(t) = π(2 + 3t)2

x2 (x − 270)
7. (a) V (x) =
3
x2 (x − 270)
(b) 92, 000, 000 =
3
3.4 P

1. 0 with multiplicity 2 - bounces, 1/2 with multiplicity 1 - crosses linearly, and 3 with multiplicity 1 - crosses
linearly. Leading Term = −2x4 , long run behavior x → ∞, f (x) → −∞, x → −∞, f (x) → −∞.
2. (a) 0 with multiplicity 2. -1 with multiplicity 2.
(b) It bounces at both zeros since both of the multiplicities are even.

3. If f (x) = −2x(x + 1)2 (x − 3)(x − 1)3 ,

(a) 0 with multiplicity 1 - crosses linearly; -1 with multiplicity 2 - bounces; 3 with multiplicity 1 - crosses
linearly; 1 with multiplicity 3 - crosses.

Leading Term = −2x7 . Long run behavior x → ∞, f (x) → −∞; x → −∞, f (x) → ∞.

41
 (b)
y

x
−1 1 3

4. y = −2(x − 1)(x + 1)(x − 2)2 (x + 2)

Quadratic Applications

1. (a) Wonder Woman has a height of 96 feet at 1 second, and then again at 2 seconds.
(b) Wonder Woman lands on the ground at 4 seconds.
(c) The highest altitude she reaches is 100 feet after 1.5 seconds.
(d) She has as altitude of 70 feet at 0.13 seconds and 2.87 seconds
(e) She has as altitude of 10 feet at 3.87 seconds
(f) She has a height strictly greater than 84 seconds in the interval (1/2s, 5/2s).
2. The area will be maximized when the width is 10’ and the length is 15’. note: the maximum area is 150f t2
3. (a) Domain = (3, 4)
(b) Domain = (−∞, 3) ∪ (4, ∞)
(c) Domain = (−1, 0) ∪ (2, 3)

1.6 CA and Rational Equations Supplement

y+1
1.
y+3
y−5
2.
3(y + 5)
4x − 16
3.
(x + 2)2 (x − 2)
√ √
1 + 5x − 2
4. √ √
5x − 2

42
 5. a − b
x2 − 2
6.
4 − x2
4t + 4
7.
−t(t + 2)
1
8.
(x − 1)(x − 2)
(x − 1)(x − 2)
9.
(3x − 2)(x + 1)
10. Solve the following equations.
(a) x = 1
−13
(b) x =
2
(c) x = −1
−4
(d) x =
3 √ √
(e) x = 1 + 7, 1 − 7 note: the equation is undefined at x = 2
4x3 + 16x2 − 20x
11. tiles are needed to cover the floor.
x2 + 6x + 5

3.7 P
1. (a) VA: x = −2; HA: y = 0; intercepts: no x-intercept, y = 2; removeable discontinuities: at x = 2
(b) VA: x = − 25 , x = 52 ; HA: y = 14 ; intercepts: x = −4, x = 8, no y-intercept; removeable discontinuities:
at x = 0
(c) VA: x = − 23 ; HA: none; intercepts: x = −1, x = 1, y = − 43 ; removeable discontinuities: none
(d) VA: x = −2, x = 1; HA: y = 0; intercepts: x = −1, x = 4, y = −1; removeable discontinuities: none
2. Intercepts: x = 12 , no y-intercept; VA: x = 0; HA: y = 2
y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

43
 3. Intercepts: no x-intercept, y = −1; VA: x = 1; HA: y = 0
y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

4. Intercepts: x = − 52 , y = − 53 ; VA: x = −3; HA: y = −2

y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

5. (−∞, −2) ∪ (−2, −1) ∪ (−1, 1) ∪ (1, 2) ∪ (2, ∞)

66 + 1.5t
6. pounds per gallon
200 + 10t
7. (a) The concentration will approach 0 ppm.
(b) Yes.

Polynomial and Rational Inequalities

44
 1. (−5, −1) ∪ (2, ∞)
 q q 
2. − 25 , 25

3. ∅
4. [−2, 7]
√ √
5. [1 − 2, 1 + 2] ∪ (4, ∞)

6. (−∞, − 23 ) ∪ {2}
√ √ √ √
7. (a) (−∞, − 3) ∪ (− 3, 3) ∪ ( 3, ∞)
(b) (−∞, 15 ) ∪ ( 15 , ∞)
(c) (−∞, −2] ∪ ( 15 , 34 ] ∪ ( 72 , ∞)

8. f is positive when x in (−1, 15 ) ∪ (1, ∞) and f is negative when x is in (−∞, −1) ∪ ( 15 , 1).
9. When the number of seconds t is in [0, 2).
10. More than 100 chairs.

9.1 P

1. (a) All points on the line x + 2y = 2.

y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

(b) No solutions.

45
 y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

(c) ( 32 , 1)
y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

(d) (6, 8)

46
 y
10

x
−6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8 9 10

−1

−2

−3

−4

−5

−6

2. The herpetologist caught 8 Taipans and 20 Tiger snaakes.

3. The parlor needs to give at least 334 tattoos.

9.3 P

1. (a) (−2, 6) and (1, 3)

y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

(b) No solutions.

47
 y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

(c) (0, −3) and (1, 0)

y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

(d) No solutions.

48
 y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

(e) (−5, 0) and (5, 0)

y
8

x
−8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8

−1

−2

−3

−4

−5

−6

−7

−8

2. No such numbers exist.

49