chap1 glencoe precalc resource master

Chapter 1Resource Masters

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ISBN: 0-07-868229-0 Advanced Mathematical ConceptsChapter 1 Resource Masters

1 2 3 4 5 6 7 8 9 10 XXX 13 12 11 10 09 08 07 06

© Glencoe/McGraw-Hill iii Advanced Mathematical Concepts

Vocabulary Builder . . . . . . . . . . . . . . . . . vii-x

Lesson 1-1Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3



Lesson 1-4Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . 10Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . 12





Chapter 1 AssessmentChapter 1 Test, Form 1A . . . . . . . . . . . . . . 25-26Chapter 1 Test, Form 1B . . . . . . . . . . . . . . 27-28Chapter 1 Test, Form 1C . . . . . . . . . . . . . . 29-30Chapter 1 Test, Form 2A . . . . . . . . . . . . . . 31-32Chapter 1 Test, Form 2B . . . . . . . . . . . . . . 33-34Chapter 1 Test, Form 2C . . . . . . . . . . . . . . 35-36Chapter 1 Extended Response

Assessment . . . . . . . . . . . . . . . . . . . . . . . . 37Chapter 1 Mid-Chapter Test . . . . . . . . . . . . . . 38Chapter 1 Quizzes A & B . . . . . . . . . . . . . . . . 39Chapter 1 Quizzes C & D. . . . . . . . . . . . . . . . 40Chapter 1 SAT and ACT Practice . . . . . . . 41-42Chapter 1 Cumulative Review . . . . . . . . . . . . 43

SAT and ACT Practice Answer Sheet,10 Questions . . . . . . . . . . . . . . . . . . . . . . . A1

SAT and ACT Practice Answer Sheet,20 Questions . . . . . . . . . . . . . . . . . . . . . . . A2

ANSWERS . . . . . . . . . . . . . . . . . . . . . . A3-A17

Contents

© Glencoe/McGraw-Hill iv Advanced Mathematical Concepts

A Teacher’s Guide to Using theChapter 1 Resource Masters

The Fast File Chapter Resource system allows you to conveniently file theresources you use most often. The Chapter 1 Resource Masters include the corematerials needed for Chapter 1. These materials include worksheets, extensions,and assessment options. The answers for these pages appear at the back of thisbooklet.

All of the materials found in this booklet are included for viewing and printing inthe Advanced Mathematical Concepts TeacherWorks CD-ROM.

Vocabulary Builder Pages vii-x include a student study tool that presents the key vocabulary terms from the chapter. Students areto record definitions and/or examples for eachterm. You may suggest that students highlight orstar the terms with which they are not familiar.

When to Use Give these pages to studentsbefore beginning Lesson 1-1. Remind them toadd definitions and examples as they completeeach lesson.

Study Guide There is one Study Guide master for each lesson.

When to Use Use these masters as reteaching activities for students who need additional reinforcement. These pages can alsobe used in conjunction with the Student Editionas an instructional tool for those students whohave been absent.

Practice There is one master for each lesson.These problems more closely follow the structure of the Practice section of the StudentEdition exercises. These exercises are ofaverage difficulty.

When to Use These provide additional practice options or may be used as homeworkfor second day teaching of the lesson.

Enrichment There is one master for eachlesson. These activities may extend the conceptsin the lesson, offer a historical or multiculturallook at the concepts, or widen students’perspectives on the mathematics they are learning. These are not written exclusively for honors students, but are accessible for usewith all levels of students.

When to Use These may be used as extracredit, short-term projects, or as activities fordays when class periods are shortened.

© Glencoe/McGraw-Hill v Advanced Mathematical Concepts

Assessment Options

The assessment section of the Chapter 1Resources Masters offers a wide range ofassessment tools for intermediate and finalassessment. The following lists describe eachassessment master and its intended use.

Chapter Assessments

Chapter Tests• Forms 1A, 1B, and 1C Form 1 tests contain

multiple-choice questions. Form 1A isintended for use with honors-level students,Form 1B is intended for use with average-level students, and Form 1C is intended foruse with basic-level students. These tests aresimilar in format to offer comparable testingsituations.

• Forms 2A, 2B, and 2C Form 2 tests arecomposed of free-response questions. Form2A is intended for use with honors-levelstudents, Form 2B is intended for use withaverage-level students, and Form 2C isintended for use with basic-level students.These tests are similar in format to offercomparable testing situations.

All of the above tests include a challengingBonus question.

• The Extended Response Assessmentincludes performance assessment tasks thatare suitable for all students. A scoring rubricis included for evaluation guidelines.Sample answers are provided for assessment.

Intermediate Assessment• A Mid-Chapter Test provides an option to

assess the first half of the chapter. It iscomposed of free-response questions.

• Four free-response quizzes are included tooffer assessment at appropriate intervals inthe chapter.

Continuing Assessment• The SAT and ACT Practice offers

continuing review of concepts in variousformats, which may appear on standardizedtests that they may encounter. This practiceincludes multiple-choice, quantitative-comparison, and grid-in questions. Bubble-in and grid-in answer sections are providedon the master.

• The Cumulative Review provides studentsan opportunity to reinforce and retain skillsas they proceed through their study ofadvanced mathematics. It can also be usedas a test. The master includes free-responsequestions.

Answers• Page A1 is an answer sheet for the SAT and

ACT Practice questions that appear in theStudent Edition on page 65. Page A2 is ananswer sheet for the SAT and ACT Practicemaster. These improve students’ familiaritywith the answer formats they may encounterin test taking.

• The answers for the lesson-by-lesson masters are provided as reduced pages withanswers appearing in red.

• Full-size answer keys are provided for theassessment options in this booklet.

© Glencoe/McGraw-Hill vi Advanced Mathematical Concepts

Chapter 1 Leveled Worksheets

Glencoe’s leveled worksheets are helpful for meeting the needs of everystudent in a variety of ways. These worksheets, many of which are foundin the FAST FILE Chapter Resource Masters, are shown in the chartbelow.

• Study Guide masters provide worked-out examples as well as practiceproblems.

• Each chapter’s Vocabulary Builder master provides students theopportunity to write out key concepts and definitions in their ownwords.

• Practice masters provide average-level problems for students who are moving at a regular pace.

• Enrichment masters offer students the opportunity to extend theirlearning.

primarily skillsprimarily conceptsprimarily applications

BASIC AVERAGE ADVANCED

Study Guide

Vocabulary Builder

Parent and Student Study Guide (online)

Practice

Enrichment

4

5

3

2

Five Different Options to Meet the Needs of Every Student in a Variety of Ways

1

© Glencoe/McGraw-Hill vii Advanced Mathematical Concepts

Reading to Learn MathematicsVocabulary Builder

NAME _____________________________ DATE _______________ PERIOD ________

This is an alphabetical list of the key vocabulary terms you will learn in Chapter 1.As you study the chapter, complete each term’s definition or description.Remember to add the page number where you found the term.

Vocabulary Term Foundon Page Definition/Description/Example

abscissa

absolute value function

best-fit line

boundary

coinciding lines

composite

composition of functions

constant function

correlation coefficient

domain

(continued on the next page)

Chapter

1

© Glencoe/McGraw-Hill viii Advanced Mathematical Concepts

Reading to Learn MathematicsVocabulary Builder (continued)

NAME _____________________________ DATE _______________ PERIOD ________


family of graphs

function

function notation

goodness of fit

greatest integer function

half plane

iterate

iteration

linear equation

linear function

linear inequality


Chapter

1

© Glencoe/McGraw-Hill ix Advanced Mathematical Concepts


NAME _____________________________ DATE _______________ PERIOD ________


model

ordinate

parallel lines

Pearson-product momentcorrelation

perpendicular lines

piecewise function

point-slope form

prediction equation

range

regression line

relation


Chapter

1

© Glencoe/McGraw-Hill x Advanced Mathematical Concepts


NAME _____________________________ DATE _______________ PERIOD ________


scatter plot

slope

slope intercept form

standard form

step function

vertical line test

x-intercept

y-intercept

zero of a function

Chapter

1

© Glencoe/McGraw-Hill 1 Advanced Mathematical Concepts

Study GuideNAME _____________________________ DATE _______________ PERIOD ________

Relations and FunctionsA relation is a set of ordered pairs. The set of first elementsin the ordered pairs is the domain, while the set of secondelements is the range.

Example 1 State the domain and range of the following relation.{(5, 2), (30, 8), (15, 3), (17, 6), (14, 9)}Domain: {5, 14, 15, 17, 30}Range: {2, 3, 6, 8, 9}You can also use a table, a graph, or a rule torepresent a relation.

Example 2 The domain of a relation is all odd positive integersless than 9. The range y of the relation is 3 more than x,where x is a member of the domain. Write the relationas a table of values and as an equation. Then graph therelation.Table: Equation: Graph:

y � x � 3

A function is a relation in which each element of the domain ispaired with exactly one element in the range.

Example 3 State the domain and range of each relation. Thenstate whether the relation is a function.a. {(�2, 1), (3, �1), (2, 0)}

The domain is {�2, 2, 3} and the range is {�1, 0, 1}. Eachelement of the domain is paired with exactly oneelement of the range, so this relation is a function.

b. {(3, �1), (3, �2), (9, 1)}The domain is {3, 9}, and the range is {�2, �1, 1}. In thedomain, 3 is paired with two elements in the range, �1and �2. Therefore, this relation is not a function.

Example 4 Evaluate each function for the given value.a. ƒ(�1) if ƒ(x) � 2x3 � 4x2 � 5x

ƒ(�1) � 2(�1)3 � 4(�1)2 � 5(�1) x � �1� �2 � 4 � 5 or 7

b. g(4) if g(x) � x4 � 3x2 � 4g(4) � (4)4 � 3(4)2 � 4 x � 4

� 256 � 48 � 4 or 212

1-1

x y

1 4

3 6

5 8

7 10


Relations and FunctionsState the domain and range of each relation. Then state whetherthe relation is a function. Write yes or no.

1. {(�1, 2), (3, 10), (�2, 20), (3, 11)} 2. {(0, 2), (13, 6), (2, 2), (3, 1)}

3. {(1, 4), (2, 8), (3, 24)} 4. {(�1, �2), (3, 54), (�2, �16), (3, 81)}

5. The domain of a relation is all even negative integers greater than �9.The range y of the relation is the set formed by adding 4 to the numbers in the domain. Write the relation as a table of values and as an equation.Then graph the relation.

Evaluate each function for the given value.6. ƒ(�2) if ƒ(x) � 4x3 � 6x2 � 3x 7. ƒ(3) if ƒ(x) � 5x2 � 4x � 6

8. h(t) if h(x) � 9x9 � 4x4 � 3x � 2 9. ƒ(g � 1) if ƒ(x) � x2 � 2x � 1

10. Climate The table shows record high and low temperatures for selected states.a. State the relation of the data as a set of

ordered pairs.

b. State the domain and range of the relation.

c. Determine whether the relation is a function.

PracticeNAME _____________________________ DATE _______________ PERIOD ________

1-1

Record High and Low Temperatures ( °F)State High Low

Alabama 112 �27Delaware 110 �17Idaho 118 �60Michigan 112 �51New Mexico 122 �50Wisconsin 114 �54

Source: National Climatic Data Center


EnrichmentNAME _____________________________ DATE _______________ PERIOD ________

1-1

Rates of ChangeBetween x � a and x � b, the function f (x) changes by f (b) � f (a).The average rate of change of f (x) between x � a and x � b is definedby the expression

.

Find the change and the average rate of change of f(x) in the given range.

1. f (x) � 3x � 4, from x � 3 to x � 8

2. f (x) � x2 � 6x � 10, from x � 2 to x � 4

The average rate of change of a function f (x) over aninterval is the amount the function changes per unitchange in x. As shown in the figure at the right, theaverage rate of change between x � a and x � b represents the slope of the line passing through thetwo points on the graph of f with abscissas a and b.

3. Which is larger, the average rate of change of f (x) � x2 between 0 and 1 or between 4 and 5?

4. Which of these functions has the greatest average rate of change between 2 and 3: f (x) � x ; g(x) � x2; h(x) � x3 ?

5. Find the average rate of change for the function f (x) � x2 in each interval.a. a � 1 to b � 1.1 b. a � 1 to b � 1.01 c. a � 1 to b � 1.001

d. What value does the average rate of change appear to be approaching as the value of b gets closer and closer to 1?

The value you found in Exercise 5d is the instantaneous rate ofchange of the function. Instantaneous rate of change has enormousimportance in calculus, the topic of Chapter 15.

6. Find the instantaneous rate of change of the function f (x) � 3x2

as x approaches 3.

f (b) � f (a)��

(b � a)


Composition of FunctionsOperations of Two functions can be added together, subtracted,Functions multiplied, or divided to form a new function.

Example 1 Given ƒ(x) � x2 � x � 6 and g(x) � x � 2, find eachfunction.

a. (ƒ � g)(x) b. (ƒ � g)(x)( ƒ � g)(x) � ƒ(x) � g(x) ( ƒ � g)(x) � ƒ(x) � g(x)

� x2 � x � 6 � x � 2 � x2 � x � 6 � (x � 2)� x2 � 4 � x2 � 2x � 8

c. (ƒ � g)(x) d. ��gƒ

��(x)( ƒ � g)(x) � ƒ(x) �g(x)

� (x2 � x � 6)(x � 2)� x3 � x2 � 8x � 12

Functions can also be combined by using composition. Thefunction formed by composing two functions ƒ and g is calledthe composite of ƒ and g, and is denoted by ƒ � g. [ƒ � g](x) isfound by substituting g(x) for x in ƒ(x).

Example 2 Given ƒ(x) � 3x2 � 2x � 1 and g(x) � 4x � 2,find [ƒ � g](x) and [g � ƒ](x).

[ ƒ � g](x) � ƒ(g(x))� ƒ(4x � 2) Substitute 4x � 2 for g(x).� 3(4x � 2)2 � 2(4x � 2) � 1 Substitute 4x � 2 for x in ƒ(x).� 3(16x2 � 16x � 4) � 8x � 4 � 1� 48x2 � 56x � 15

[ g � ƒ](x) � g( ƒ(x))� g(3x2 � 2x � 1) Substitute 3x2 � 2x � 1 for ƒ(x).� 4(3x2 � 2x � 1) � 2 Substitute 3x2 � 2x � 1 for x in g(x).� 12x2 � 8x � 2


1-2

��ƒg��(x) � �g

ƒ((xx))

�

� �x2 �

x �x

2� 6�

� �(x �

x3�

)(x2� 2)

�

� x � 3, x � �2



Composition of Functions

Given ƒ(x) � 2x2 � 8 and g(x) � 5x � 6, find each function.1. ( ƒ � g)(x) 2. ( ƒ � g)(x)

3. ( ƒ � g)(x) 4. ��ƒg��(x)

Find [ƒ � g](x) and [g � ƒ](x) for each ƒ(x) and g(x).5. ƒ(x) � x � 5 6. ƒ(x) � 2x3 � 3x2 � 1

g(x) � x � 3 g(x) � 3x

7. ƒ(x) � 2x2 � 5x � 1 8. ƒ(x) � 3x2 � 2x � 5g(x) � 2x � 3 g(x) � 2x � 1

9. State the domain of [ ƒ � g](x) for ƒ(x) � �x� �� 2� and g(x) � 3x.

Find the first three iterates of each function using the given initial value.10. ƒ(x) � 2x � 6; x0 � 1 11. ƒ(x) � x2 � 1; x0 � 2

12. Fitness Tara has decided to start a walking program. Her initial walking time is 5 minutes. She plans to double her walking time and add 1 minute every 5 days. Provided that Tara achieves her goal, how many minutes will she be walkingon days 21 through 25?

1-2



1-2

1�2

Applying Composition of FunctionsBecause the area of a square A is explicitly determined by the lengthof a side of the square, the area can be expressed as a function of onevariable, the length of a side s: A � f (s) � s2. Physical quantities areoften functions of numerous variables, each of which may itself be afunction of several additional variables. A car’s gas mileage, forexample, is a function of the mass of the car, the type of gasolinebeing used, the condition of the engine, and many other factors, eachof which is further dependent on other factors. Finding the value ofsuch a quantity for specific values of the variables is often easiest byfirst finding a single function composed of all the functions and thensubstituting for the variables.

The frequency f of a pendulum is the number of complete swings thependulum makes in 60 seconds. It is a function of the period p of thependulum, the number of seconds the pendulum requires tomake one complete swing: f ( p) � .

In turn, the period of a pendulum is a function of its length L in centimeters: p(L) � 0.2�L� .

Finally, the length of a pendulum is a function of its length � at 0°Celsius, the Celsius temperature C, and the coefficient of expansion eof the material of which the pendulum is made:L(�, C, e) � �(1 � eC).1. a. Find and simplify f( p(L(�, C, e))), an expression for the

frequency of a brass pendulum, e = 0.00002, in terms of itslength, in centimeters at 0°C, and the Celsius temperature.

b. Find the frequency, to the nearest tenth, of a brass pendulumat 300°C if the pendulum’s length at 0°C is 15 centimeters.

2. The volume V of a spherical weather balloon with radius r is

given by V(r) � �r3. The balloon is being inflated so that the

radius increases at a constant rate r(t) � t � 2, where r is in

meters and t is the number of seconds since inflation began.a. Find V(r(t))

b. Find the volume after 10 seconds of inflation. Use 3.14 for �.

4�3

60�p



Graphing Linear EquationsYou can graph a linear equation Ax � By � C � 0, where Aand B are not both zero, by using the x- and y-intercepts. To findthe x-intercept, let y � 0. To find the y-intercept, let x � 0.

Example 1 Graph 4x � y � 3 � 0 using the x- and y-intercepts.Substitute 0 for y to find the x-intercept. Thensubstitute 0 for x to find the y-intercept.

x-intercept y-intercept4x � y � 3� 0 4x � y � 3 � 04x � 0 � 3� 0 4(0) � y � 3 � 0

4x � 3� 0 y � 3 � 04x� 3 y � 3x� �34�

The line crosses the x-axis at ��34�, 0� and the y-axis at (0, 3).

Graph the intercepts and draw the line that passes throughthem.

The slope of a nonvertical line is the ratio of the change inthe y-coordinates of two points to the corresponding change inthe x-coordinates of the same points. The slope of a line can beinterpreted as the ratio of change in the y-coordinates to thechange in the x-coordinates.

Example 2 Find the slope of the line passing throughA(�3, 5) and B(6, 2).

m � �xy

2

2

�

�

xy

1

1�

� �62�

�(�

53)� Let x1 � �3, y1 � 5, x2 � 6, and y2 � 2.

� ��93� or ��3

1�

1-3

SlopeThe slope m of a line through two points (x1, y1) and (x2, y2) is given by

m � �yx

2

2

�

�

yx

1

1�.


Graphing Linear Equations

Graph each equation using the x- and y-intercepts.1. 2x � y � 6 � 0 2. 4x � 2y � 8 � 0

Graph each equation using the y-intercept and the slope.

3. y � 5x � �12� 4. y � �12� x

Find the zero of each function. Then graph the function.

5. ƒ (x) � 4x � 3 6. ƒ(x) � 2x � 4

7. Business In 1990, a two-bedroom apartment at RemingtonSquare Apartments rented for $575 per month. In 1999, thesame two-bedroom apartment rented for $850 per month.Assuming a constant rate of increase, what will a tenant pay for a two-bedroom apartment at Remington Square in the year 2000?


1-3



1-3

Inverses and Symmetry1. Use the coordinate axes at the right to graph the

function f(x) � x and the points A(2, 4), A′(4, 2),B(–1, 3), B′(3, –1), C(0, –5), and C′(–5, 0).

2. Describe the apparent relationship between the graph of the function f(x) � x and any two points with interchanged abscissas and ordinates.

3. Graph the function f(x) � 2x � 4 and its inverse f –1(x) on the coordinate axes at the right.

4. Describe the apparent relationship between the graphs you have drawn and the graph of the function f(x) � x.

Recall from your earlier math courses that two points P and Q are said to be symmetric about line � provided that P and Q are equidistant from � and on a perpendicular through �.The line � is the axis of symmetry and P and Q are images of each other in �. The image of the point P(a, b) in the line y � x is the point Q(b, a).

5. Explain why the graphs of a function f (x) and its inverse, f –1(x),are symmetric about the line y � x .


Writing Linear EquationsThe form in which you write an equation of a line depends on the information you are given. Given the slope and y-intercept, or given the slope and one point on the line, theslope-intercept form can be used to write the equation.

Example 1 Write an equation in slope-intercept form for each linedescribed.

a. a slope of �23� and a y-intercept of �5

Substitute �23� for m and �5 for b in the generalslope-intercept form.y � mx � b → y � �23�x � 5.

The slope-intercept form of the equation of the line is y � �23�x � 5.

b. a slope of 4 and passes through the pointat (�2, 3)Substitute the slope and coordinates of thepoint in the general slope-intercept form of alinear equation. Then solve for b.

y � mx � b3 � 4(�2) � b Substitute �2 for x, 3 for y, and 4 for m.

11 � b Add 8 to both sides of the equation.

The y-intercept is 11. Thus, the equation for the line is y � 4x �11.

When you know the coordinates of two points on a line,you can find the slope of the line. Then the equation of theline can be written using either the slope-intercept or thepoint-slope form, which is y � y1 � m(x � x1).

Example 2 Sales In 1998, the average weekly first-quartersales at Vic’s Hardware store were $9250. In 1999,the average weekly first-quarter sales were$10,100. Assuming a linear relationship, find theaverage quarterly rate of increase.

(1, 9250) and (5, 10,100) Since there are two data points, identify the twocoordinates to find the slope of the line.Coordinate 1 represents the first quarter of 1998and coordinate 5 represents the first quarter of1999.

Thus, for each quarter, the average sales increase was $212.50.


1-4

m � �y

x2

2

�

�

y

x1

1�

� �10,1050��

19250�

� �8540� or 212.5



Writing Linear EquationsWrite an equation in slope-intercept form for each line described.

1. slope � �4, y-intercept � 3 2. slope � 5, passes through A(�3, 2)

3. slope � �4, passes through B(3, 8) 4. slope � �43�, passes through C(�9, 4)

5. slope � 1, passes through D(�6, 6) 6. slope � �1, passes through E(3, �3)

7. slope � 3, y-intercept � �34� 8. slope � �2, y-intercept � �7

9. slope � �1, passes through F(�1, 7) 10. slope � 0, passes through G(3, 2)

11. Aviation The number of active certified commercial pilots has been declining since 1980, as shown in the table.a. Find a linear equation that can be used as a model

to predict the number of active certified commercial pilots for any year. Assume a steady rate of decline.

b. Use the model to predict the number of pilots in the year 2003.

1-4

Number of ActiveCertified Pilots

Year Total

1980 182,097

1985 155,929

1990 149,666

1993 143,014

1994 138,728

1995 133,980

1996 129,187Source: U. S. Dept. of Transportation



1-4

Finding Equations From AreaA right triangle in the first quadrant is bounded by the x-axis, the y-axis, and a line intersecting both axes. Thepoint (1, 2) lies on the hypotenuse of the triangle. Thearea of the triangle is 4 square units.

Follow these instructions to find the equation of the line containing the hypotenuse. Let m represent the slope of the line.

1. Write the equation, in point-slope form, of the line containing thehypotenuse of the triangle.

2. Find the x-intercept and the y-intercept of the line.

3. Write the measures of the legs of the triangle.

4. Use your answers to Exercise 3 and the formula for the area of atriangle to write an expression for the area of the triangle interms of the slope of the hypotenuse. Set the expression equal to4, the area of the triangle, and solve for m .

5. Write the equation of the line, in point-slope form, containing thehypotenuse of the triangle.

6. Another right triangle in the first quadrant has an area of4 square units. The point (2, 1) lies on the hypotenuse. Find theequation of the line, in point-slope form, containing thehypotenuse.

7. A line with negative slope passes through the point (6, 1). A triangle bounded by the line and the coordinate axes has an areaof 16 square units. Find the slope of the line.



1-5

Writing Equations of Parallel and Perpendicular Lines• Two nonvertical lines in a plane are parallel if and only if

their slopes are equal and they have no points in common.

• Graphs of two equations that represent the same line aresaid to coincide.

• Two nonvertical lines in a plane are perpendicular if andonly if their slopes are negative reciprocals.

Example 1 Determine whether the graphs of each pair ofequations are parallel, coinciding, or neither.a. 2x � 3y � 5 b. 12x � 6y � 18

6x � 9y � 21 4x � �2y � 6

Write each pair of equations in slope-intercept form.

a. 2x � 3y � 5 6x � 9y � 21y � �23�x � �53� y � �23�x � �3

7�

The lines have the same slope but different y-intercepts, so they are parallel.

Example 2 Write the standard form of the equation of theline that passes through the point at (3, �4) andis parallel to the graph of x � 3y � 4 � 0.

Any line parallel to the graph of x � 3y � 4 � 0will have the same slope. So, find the slope of thegraph of x � 3y � 4 � 0.

m � ��BA�

� ��13� A � 1, B � 3

Use the point-slope form to write the equation ofthe line.

y � y1 � m(x � x1)

y � (�4) � ��13�(x � 3) x1 � 3, y1 � �4, m � ��13�

y � 4 � � �13� x � 13y � 12 � �x � 3 Multiply each side by 3.

x � 3y � 9 � 0 Write in standard form.

b. 12x � 6y � 18 4x � �2y � 6y � �2x � 3 y � �2x � 3

The equations are identical, so thelines coincide.


Writing Equations of Parallel and Perpendicular Lines

Determine whether the graphs of each pair of equations areparallel, perpendicular, coinciding, or none of these.

1. x � 3y � 18 2. 2x � 4y � 83x � 9y � 12 x � 2y � 4

3. �3x � 2y � 6 4. x � y � 62x � 3y � 12 3x � y � 6

5. 4x � 8y � 2 6. 3x � y � 92x � 4y � 8 6x � 2y � 18

Write the standard form of the equation of the line that is parallelto the graph of the given equation and that passes through thepoint with the given coordinates.

7. 2x � y � 5 � 0; (0, 4) 8. 3x � y � 3 � 0; (�1, �2) 9. 3x � 2y � 8 � 0; (2, 5)

Write the standard form of the equation of the line that isperpendicular to the graph of the given equation and that passesthrough the point with the given coordinates.10. 2x � y � 6 � 0; (0, �3) 11. 2x � 5y � 6 � 0; (�4, 2) 12. 3x � 4y � 13 � 0; (2, 7)

13. Consumerism Marillia paid $180 for 3 video games and 4 books. Three monthslater she purchased 8 books and 6 video games. Her brother guessed that she spent $320. Assuming that the prices of video games and books did not change,is it possible that she spent $320 for the second set of purchases? Explain.


1-5


NAME _____________________________ DATE _______________ PERIOD ________

Enrichment1-5

Reading Mathematics: Question AssumptionsStudents at the elementary level assume that the statements intheir textbooks are complete and verifiably true. A lesson on thearea of a triangle is assumed to contain everything there is to knowabout triangle area, and the conclusions reached in the lesson arerock-solid fact. The student’s job is to “learn” what textbooks have tosay. The better the student does this, the better his or her grade.

By now you probably realize that knowledge is open-ended and thatmuch of what passes for fact—in math and science as well as inother areas— consists of theory or opinion to some degree.

At best, it offers the closest guess at the “truth” that is now possible.Rather than accept the statements of an author blindly, the educated person’s job is to read them carefully, critically, and with anopen mind, and to then make an independent judgment of theirvalidity. The first task is to question the author’s assumptions.

The following statements appear in the best-selling text Mathematics: Trust Me!.Describe the author’s assumptions. What is the author trying to accomplish? Whatdid he or she fail to mention? What is another way of looking at the issue?

1. “The study of trigonometry is critically important in today’s world.”

2. “We will look at the case where x > 0. The argument where x ≤ 0 is similar.”

3. “As you recall, the mean is an excellent method of describing aset of data.”

4. “Sometimes it is necessary to estimate the solution.”

5. “This expression can be written .”1�x


Modeling Real-World Data with Linear FunctionsWhen real-world data are collected, the data graphed usually do notform a straight line. However, the graph may approximate a linearrelationship.

Example The table shows the amount of freighthauled by trucks in the United States. Usethe data to draw a line of best fit and topredict the amount of freight that will becarried by trucks in the year 2010.

Graph the data on a scatter plot. Use the year as theindependent variable and the ton-miles as the dependentvariable. Draw a line of best fit, with some points on the lineand others close to it.

Write a prediction equation for the data. Select two points thatappear to represent the data. We chose (1990, 735) and (1993, 861).

Determine the slope of the line.

m � �y

x2

2

�

�

y

x1

1

� → �1896913

��

7139590� � �12

36� or 42

Use one of the ordered pairs, such as (1990, 735), and theslope in the point-slope form of the equation.

y � y1 � m(x � x1)y � 735 � 42(x � 1990)

y � 42x � 82,845

A prediction equation is y � 42x � 82,845. Substitute 2010 forx to estimate the average amount of freight a truck will haulin 2010.

y � 42x � 82,845y � 42(2010) � 82,845y � 1575

According to this prediction equation, trucks will haul 1575 billion ton-miles in 2010.


1-6

AmountYear (billions of

ton-miles)

1986 632

1987 663

1988 700

1989 716

1990 735

1991 758

1992 815

1993 861

1994 908

1995 921

U.S. Truck Freight Traffic

Source: Transportation in America



Modeling Real-World Data with Linear Functions

Complete the following for each set of data.a. Graph the data on a scatter plot.b. Use two ordered pairs to write the equation of a best-fit line.c. If the equation of the regression line shows a moderate or

strong relationship, predict the missing value. Explain whetheryou think the prediction is reliable.

1. a.

2. a.

1-6

U. S. Life Expectancy

Birth Number ofYear Years

1990 75.4

1991 75.5

1992 75.8

1993 75.5

1994 75.7

1995 75.8

2015 ?Source: National Centerfor Health Statistics

Population Growth

YearPopulation (millions)

1991 252.1

1992 255.0

1993 257.7

1994 260.3

1995 262.8

1996 265.2

1997 267.7

1998 270.3

1999 272.9

2010 ?Source: U.S. Census Bureau



1-6

Significant DigitsAll measurements are approximations. The significant digits of anapproximate number are those which indicate the results of a measurement.

For example, the mass of an object, measured to the nearest gram, is210 grams. The measurement 210 g has 3 significant digits. Themass of the same object, measured to the nearest 100 g, is 200 g. Themeasurement 200 g has one significant digit.

Several identifying characteristics of significant digits are listedbelow, with examples.

1. Non-zero digits and zeros between significant digits are significant. For example, the measurement 9.071 m has 4 significant digits, 9, 0, 7, and 1.

2. Zeros at the end of a decimal fraction are significant. The measurement 0.050 mm has 2 significant digits, 5 and 0.

3. Underlined zeros in whole numbers are significant. The measurement 104,000 km has 5 significant digits, 1, 0, 4, 0, and 0.

In general, a computation involving multiplication or division ofmeasurements cannot be more accurate than the least accuratemeasurement of the computation. Thus, the result of computationinvolving multiplication or division of measurements should berounded to the number of significant digits in the least accuratemeasurement.

Example The mass of 37 quarters is 210 g. Find the mass of one quarter.

mass of 1 quarter � 210 g � 37� 5.68 g

Write the number of significant digits for each measurement.

1. 8314.20 m 2. 30.70 cm 3. 0.01 mm 4. 0.0605 mg

5. 370,000 km 6. 370,000 km 7. 9.7 104 g 8. 3.20 10–2 g

Solve each problem. Round each result to the correct number of significant digits.

9. 23 m 1.54 m 10. 12,000 ft � 520 ft 11. 2.5 cm 25

12. 11.01 mm 11 13. 908 yd � 0.5 14. 38.6 m 4.0 m

210 has 3 significant digits.37 does not represent a measurement.Round the result to 3 significant digits.Why?



Piecewise Functions

Piecewise functions use different equations for differentintervals of the domain. When graphing piecewise functions,the partial graphs over various intervals do not necessarilyconnect.

Example 1 Graph ƒ(x) � �First, graph the constant function ƒ(x) � �1 for x �3. Thisgraph is a horizontal line. Because the point at (�3, �1) isincluded in the graph, draw a closed circle at that point.

Second, graph the function ƒ(x) � 1 � x for �2 � x 2.Because x � �2 is not included in this region of the domain,draw an open circle at (�2, �1). The value of x � 2 is includedin the domain, so draw a closed circle at (2, 3) since for ƒ(x) � 1 � x, ƒ(2) � 3.

Third, graph the line ƒ(x) � 2x for x � 4. Draw an open circleat (4, 8) since for ƒ(x) � 2x, ƒ(4) � 8.

A piecewise function whose graph looks like a set of stairs iscalled a step function. One type of step function is thegreatest integer function. The symbol �x� means thegreatest integer not greater than x. The graphs of stepfunctions are often used to model real-world problems such asfees for phone services and the cost of shipping an item of agiven weight.

The absolute value function is another piecewise function.Consider ƒ(x) � x. The absolute value of a number is alwaysnonnegative.

Example 2 Graph ƒ(x) � 2x � 2.

Use a table of values to determine points on the graph.

if x � �3if �2 � x � 2if x � 4

�11 � x2x

1-7

x 2x � 2 (x, ƒ(x))

�4 2�4 � 2 (�4, 6)

�3 2�3 � 2 (�3, 4)

�1.5 2�1.5 � 2 (�1.5, 1)

0 20 � 2 (0, �2)

1 21 � 2 (1, 0)

2 22 � 2 (2, 2)


Piecewise Functions

Graph each function.

1. ƒ(x) � � 2. ƒ(x) � �

3. ƒ(x) � �x� � 3 4. ƒ(x) � x � 1

5. ƒ(x) � 3�x� � 2 6. ƒ(x) � 2x � 1

7. Graph the tax rates for the different incomes by using a step function.

�2 if x �11 � x if �1 � x � 21 � x if x � 2

1 if x 2x if �1 x � 2�x � 3 if x � �2


1-7

Income Tax Rates for a Couple Filing Jointly

Limits of Taxable TaxIncome Rate

$0 to $41,200 15%

$41,201 to $99,600 28%

$99,601 to $151,750 31%

$151,751 to $271,050 36%

$271,051 and up 39.6%

Source: Information Please Almanac



1-7

Modus PonensA syllogism is a deductive argument in which a conclusion isinferred from two premises. Whether a syllogistic argument is validor invalid is determined by its form. Consider the following syllogism.

Premise 1: If a line is perpendicular to line m, then the slope of that line is ��35�.

Premise 2: Line � is perpendicular to line m.Conclusion: � The slope of line � is ��35�.

Any statement of the form, “if p, then q,” such as the statement inpremise 1, can be written symbolically as p → q. We read this “pimplies q.”

The syllogism above is valid because the argument form,

Premise 1: p → q (This argument says that if p__ imp_____lies q_____Premise 2: p_______ is true and p_ is true, then q_ mustConclusion: � q be true.)

is a valid argument form.

The argument form above has the Latin name modus ponens,which means “a manner of affirming.” Any modus ponens argumentis a valid argument.

Decide whether each argument is a modus ponens argument.

1. If the graph of a relation passes the vertical line test, then the relation is a function. The graph of the relation f (x) does not pass the vertical line test. Therefore, f (x) is not a function.

2. If you know the Pythagorean Theorem, you will appreciate Shakespeare.You do know the Pythagorean Theorem. Therefore, you will appreciateShakespeare.

3. If the base angles of a triangle are congruent, then the triangle is isosceles. The base angles of triangle ABC are congruent. Therefore,triangle ABC is isosceles.

4. When x � –3, x2 � 9. Therefore, if t � –3, it follows that t2 � 9.

5. Since x > 10, x > 0. It is true that x > 0. Therefore, x > 10.


Graphing Linear InequalitiesThe graph of y � ��13�x � 2 is a line that

separates the coordinate plane into two regions, called half planes. The line

described by y � ��13�x � 2 is called the

boundary of each region. If the boundary is part of a graph, it is drawn as a solid line.A boundary that is not part of the graph is drawn as a dashed line.

The graph of y > ��13�x � 2 is the region above

the line. The graph of y < ��13�x � 2 is the region

below the line.

You can determine which half plane to shade by testing apoint on either side of the boundary in the original inequality.If it is not on the boundary, (0, 0) is often an easy point totest. If the inequality is true for your test point, then shadethe half plane that contains the test point. If the inequality isfalse for your test point, then shade the half plane that doesnot contain the test point.

Example Graph each inequality.

a. x � y � 2 � 0

x � y � 2 0�y �x � 2

y x � 2 Reverse the inequalitywhen you divide ormultiply by a negative.

The graph doesinclude the boundary,so the line is solid.Testing (0, 0) in theinequality yields afalse inequality, 0 2.Shade the half planethat does not include(0, 0).


1-8

b. y � x � 1

Graph the equation with adashed boundary. Then test a point to determinewhich region is shaded.The test point (0, 0) yields the false inequality 0 > 1,so shade the region that does not include (0, 0).

y

O x

y > x – 1



Graphing Linear Inequalities

Graph each inequality.

1. x �2 2. y � �2x � 4

3. y 3x � 2 4. y � �x � 3�

5. y � �x � 2� 6. y ��12�x � 4

7. �34�x � 3 y �54�x � 4 8. �4 x � 2y � 6

1-8



1-8

Line Designs: Art and GeometryIteration paths that spiral in toward an attractor or spiral out froma repeller create interesting designs. By inscribing polygons withinpolygons and using the techniques of line design, you can createyour own interesting spiral designs that create an illusion of curves.

1. Mark off equal units on 2. Connect two points that 3. Draw the secondthe sides of a square. are equal distances from (adjacent) side of the

adjacent vertices. inscribed square.

4. Draw the other two sides 5. Repeat Step 1 for the 6. Repeat Steps 2, 3,of the inscribed square inscribed square. (Use the and 4 for the

same number of divisions). inscribed square.

7. Repeat Step 1 for the 8. Repeat Steps 2, 3, and 4, 9. Repeat the procedurenew square. for the third inscribed as often as you wish.

square.

10. Suppose your first inscribed square is a clockwise rotationlike the one at the right. How will the design you createcompare to the design created above, which used a counterclockwise rotation?

11. Create other spiral designs by inscribing triangles withintriangles and pentagons within pentagons.


Chapter 1 Test, Form 1A

NAME _____________________________ DATE _______________ PERIOD ________

Write the letter for the correct answer in the blank at the right ofeach problem.

1. What are the domain and range of the relation {(�1, �2), (1, �2), (3, 1)}? 1. ________Is the relation a function? Choose yes or no.A. D � {�1, 1, 3}; R � {�2, 1}; yes B. D � {�2, 1}; R � {�1, 1, 3}; noC. D � {�1, �2, 3}; R � {�1, 1}; no D. D � {�2, 1}; R � {�2, 1}; yes

2. Given ƒ(x) � x2 � 2x, find ƒ(a � 3). 2. ________A. a2 � 4a � 3 B. a2 � 2a � 15 C. a2 � 8a � 3 D. a2 � 4a � 6

3. Which relation is a function? 3. ________A. B. C. D.

4. If ƒ(x) � �x �x

3� and g(x) � 2x � 1, find ( ƒ � g)(x). 4. ________

A. ��2x2

x��

83x � 3� B. ��2x2

x��

63x � 1� C. ��2x2

x��

53x � 3� D. �2x2

x�

�6x

3� 3�

5. If ƒ(x) � x2 � 1 and g(x) � �1x�, find [ ƒ � g](x). 5. ________

A. x � �1x� B. �x12� C. �

x21� 1� D. �

x12� � 1

6. Find the zero of ƒ(x) � ��23�x � 12. 6. ________A. �18 B. �12 C. 12 D. 18

7. Which equation represents a line perpendicular to the graph of x � 3y � 9? 7. ________A. y � ��13�x � 1 B. y � 3x � 1 C. y � �3x � 1 D. y � ��13�x � 1

8. Find the slope and y-intercept of the graph 2x � 3y � 3 � 0. 8. ________

A. m � �23�, b � �3 B. m � ��23�, b � �23�

C. m � 1, b � 2 D. m � ��23�, b � 1

9. Which is the graph of 3x � 2y � 4? 9. ________A. B. C. D.

10. Line k passes through A(�3, �5) and has a slope of ��13�. What is the 10. ________standard form of the equation for line k?A. �x � 3y � 18 � 0 B. x � 3y � 12 � 0C. x � 3y � 18 � 0 D. x � 3y � 18 � 0

11. Write an equation in slope-intercept form for a line passing through 11. ________A(4, �3) and B(10, 5).

A. y � �43�x � �235� B. y � ��43�x � �73� C. y � �43�x � �23

5� D. y � �43�x � �130�

Chapter

1


12. Write an equation in slope-intercept form for a line with a slope of �110� 12. ________

and a y-intercept of �2.A. y � 0.1x � 200 B. y � 0.1x � 2C. y � 0.1x � 20 D. y � 0.1x � 2

13. Write an equation in standard form for a line with an x-intercept of 13. ________2 and a y-intercept of 5.A. 2x � 5y � 25 � 0 B. 5x � 2y � 5 � 0C. 2x � 5y � 5 � 0 D. 5x � 2y � 10 � 0

14. Which of the following describes the graphs of 2x � 5y � 9 and 14. ________10x � 4y � 18?A. parallel B. coinciding C. perpendicular D. none of these

15. Write the standard form of the equation of the line parallel to 15. ________the graph of 2y � 6 � 0 and passing through B(4, �1).A. x � 4 � 0 B. x � 1 � 0 C. y � 1 � 0 D. y � 4 � 0

16. Write an equation of the line perpendicular to the graph 16. ________of x � 2y � 6 � 0 and passing through A(�3, 2).A. 2x � y � 4 � 0 B. x � y � 4 � 0C. x � 2y � 7 � 0 D. 2x � y � 8 � 0

17. The table shows data for vehicles sold by a certain automobile dealer 17. ________during a six-year period. Which equation best models the data in the table?

A. y � x � 945 B. y � 720C. y � 45x � 89,010 D. y � �45x � 945

18. Which function describes the graph? 18. ________A. ƒ(x) � x � 1 B. ƒ(x) � 2x � 1C. ƒ(x) � 2x � 1 D. ƒ(x) � �12�x � 1

19. The cost of renting a car is $125 a day. Write a 19. ________function for the situation where d represents the number of days.A. c(d) � 125d � �12

245� d B. c(d) � 125d � 1

C. c(d) � � D. c(d) � �20. Which inequality describes the graph? 20. ________

A. y x B. x � 1 yC. 2x � y 0 D. x 7

Bonus Find the value of k such that ��23� Bonus: ________

is a zero of the function ƒ(x) � �4x7� k�.

A. ��134� B. ��76� C. �16� D. �3

8�

125d if d � d125d � 1 if d � d

125d if d � d125d � 1 if d � d

Chapter 1 Test, Form 1A (continued)

NAME _____________________________ DATE _______________ PERIOD ________Chapter

1

Year 1994 1995 1996 1997 1998 1999

Number of Vehicles Sold 720 710 800 840 905 945


Chapter 1 Test, Form 1B

NAME _____________________________ DATE _______________ PERIOD ________


1. What are the domain and range of the relation {(4, �1), (4, 1), (3, 2)}? 1. ________Is the relation a function? Choose yes or no.A. D � {�1, 1, 2}; R � {1, 2}; no B. D � {4, 3, 2}; R � {�1, 1}; yesC. D � {4, 3}; R � {�1, 1, 2}; no D. D � {4, �1, 3, 2}; R � {1}; no

2. Given ƒ(x) � �x2 � 2x, find ƒ(�3). 2. ________A. 3 B. �15 C. 15 D. �10


4. If ƒ(x) � �x �1

2� and g(x) � 3x, find ( ƒ � g)(x). 4. ________

A. ��3x2

x��

62x � 1� B. ��3x2

x��

62x � 1� C. ��3x2

x��

62x � 1� D. �3x2

x�

�6x

2� 1�

5. If ƒ(x) � x2 � 1 and g(x) � x � 2, find [ ƒ � g](x). 5. ________A. x2 � 4 B. x2 � 5 C. x2 � 4x � 4 D. x2 � 4x � 5

6. Find the zero of ƒ(x) � �34�x � 12. 6. ________

A. �12 B. �16 C. 9 D. 16

7. Which equation represents a line perpendicular to the graph 7. ________of 2y � x � 2?A. y � �12�x � 2 B. y � �4x � 2 C. y � �2x � 1 D. y � ��12�x � 2

8. Find the slope and y-intercept of the graph of 5x � 3y � 6 � 0. 8. ________A. m � �12�, b � 4 B. m � �53�, b � 2

C. m � �35�, b � 4 D. m � 2, b � �12�

9. Which is the graph of 4x � 2y � 6? 9. ________

A. B. C. D.

10. Write an equation in standard form for a line with a slope of �12� and 10. ________passing through A(1, 2).A. x � 2y � 3 � 0 B. x � 2y � 3 � 0C. �x � 2y � 3 � 0 D. �x � 2y � 3 � 0

11. Which is an equation for the line passing through B(0, 3) and C(�3, 4)? 11. ________A. x � 3y � 9 � 0 B. 3x � y � 3 � 0C. 3x � y � 3 � 0 D. x � 3y � 9 � 0

Chapter

1


12. Write an equation in slope-intercept form for the line passing 12. ________through A(�2, 1) and having a slope of 0.5.A. y � 0.5x � 2 B. y � 0.5x C. y � 0.5x � 3 D. y � 0.5x � 1

13. Write an equation in standard form for a line with an x-intercept of 13. ________3 and a y-intercept of 6.A. 2y � x � 6 � 0 B. y � 2x � 6 � 0C. y � 2x � 3 � 0 D. 2y � x � 3 � 0

14. Which describes the graphs of 2x � 3y � 9 and 4x � 6y � 18? 14. ________A. parallel B. coinciding C. perpendicular D. none of these

15. Write the standard form of an equation of the line parallel to 15. ________the graph of x � 2y � 6 � 0 and passing through A(�3, 2).A. x � 2y � 1 � 0 B. x � 2y � 1 � 0C. x � 2y � 7 � 0 D. x � 2y � 7 � 0

16. Write an equation of the line perpendicular to the graph 16. ________of 2y � 6 � 0 and passing through C(4, �1).A. x � 4 � 0 B. x � 1 � 0 C. y � 1 � 0 D. y � 4 � 0

17. A laboratory test exposes 100 weeds to a certain herbicide. 17. ________Which equation best models the data in the table?

Week 0 1 2 3 4 5

Number of Weeds Remaining 100 82 64 39 24 0

A. y � 100 B. y � x � 100 C. y � 20x � 5 D. y � �20x � 100

18. Which function describes the graph? 18. ________A. ƒ(x) � x B. ƒ(x) � 2xC. ƒ(x) � x � 2 D. ƒ(x) � �12�x

19. The cost of renting a washer and dryer is $30 for the first month, $55 19. ________for two months, and $20 per month for more than two months, up to one year. Write a function for the situation where m represents the number of months.

A. c(m) � � B. c(m) � �C. c(m) � 20m � 30 D. c(m) � 30(m � 1) � 55(m � 2) � 20(m � 3)

20. Which inequality describes the graph? 20. ________A. y � �2xB. ��12� x � 1� yC. y � �2x � 1D. y � �2x � 1

Bonus For what value of k will the graph of 2x � ky � 6 be Bonus: ________perpendicular to the graph of 6x � 4y � 12?

A. ��43� B. �43� C. �3 D. 3

30 if 0 � m � 155 if 1 m � 220m if 2 m

30 if 0 � m 155 if 1 � m 220m if 2 � m 12

Chapter 1 Test, Form 1B (continued)


1


Chapter 1 Test, Form 1C

NAME _____________________________ DATE _______________ PERIOD ________


1. What are the domain and range of the relation {(2, 2), (4, 2), (6, 2)}? 1. ________Is the relation a function? Choose yes or no.A. D � {2}; R � {2, 4, 6}; yes B. D � {2}; R � {2, 4, 6}; noC. D � {2, 4, 6}; R � {2}; no D. D � {2, 4, 6}; R � {2}; yes

2. Given ƒ(x) � x2 � 2x, find ƒ(4). 2. ________A. 0 B. �8 C. 8 D. 24


4. If ƒ(x) � x � 3 and g(x) � 2x � 4, find ( ƒ � g)(x). 4. ________A. 3x � 7 B. �x � 7 C. �x � 1 D. 3x � 1

5. If ƒ(x) � x2 � 1 and g(x) � 2x, find [ ƒ � g] (x). 5. ________A. 2x2 � 2 B. 2x2 � 1 C. x2 � 4x � 4 D. 4x2 � 1

6. Find the zero of ƒ(x) � 5x � 2. 6. ________A. �25� B. �2 C. 2 D. ��25�

7. Which equation represents a line perpendicular to the graph of 7. ________2x � y � 2?A. y � ��12�x � 2 B. y � 2x � 2 C. y � �2x � 2 D. y � �12�x � 2

8. Find the slope and y-intercept of the graph of 3x � 2y � 8 � 0. 8. ________A. m � �38�, b � 4 B. m � �53�, b � 2

C. m � �32�, b � 4 D. m � 2, b � �12�

9. Which is the graph of x � y � 1? 9. ________A. B. C. D.

10. Write an equation in standard form for a line with a slope of �1 10. ________passing through C(2, 1).A. x � y � 3 � 0 B. x � y � 3 � 0C. �x � y � 3 � 0 D. x � y � 3 � 0

11. Write an equation in standard form for a line passing through 11. ________A(�2, 3) and B(3, 4).A. 5x � y � 17 � 0 B. x � y � 1 � 0C. x � 5y � 19 � 0 D. x � 5y � 17 � 0

Chapter

1


12. Write an equation in slope-intercept form for a line with a slope of 2 12. ________and a y-intercept of 1.A. y � �2x � 1 B. y � 2x � 2 C. y � �12�x � 3 D. y � 2x � 1

13. Write an equation in standard form for a line with a slope of 2 and 13. ________a y-intercept of 3.A. 2x � y � 3 � 0 B. �12�x � y � 3 � 0C. 2x � y � 3 � 0 D. �2x � y � 3 � 0

14. Which of the following describes the graphs of 2x � 3y � 9 and 14. ________6x � 9y � 18?A. parallel B. coincidingC. perpendicular D. none of these

15. Write the standard form of the equation of the line parallel to the 15. ________graph of x � 2y � 6 � 0 and passing through C(0, 1).A. x � 2y � 2 � 0 B. x � 2y � 2 � 0C. 2x � y � 2 � 0 D. 2x � y � 2 � 0

16. Write an equation of the line perpendicular to the graph of x � 3 and 16. ________passing through D(4, �1).A. x � 4 � 0 B. x � 1 � 0 C. y � 1 � 0 D. y � 4 � 0

17. What does the correlation value r for a regression line describe 17. ________about the data?A. It describes the accuracy of the data.B. It describes the domain of the data.C. It describes how closely the data fit the line.D. It describes the range of the data.

18. Which function describes the graph? 18. ________A. ƒ(x) � � x � 1 � B. ƒ(x) � � x � 1 �C. ƒ(x) � � x � � 1 D. ƒ(x) � � x � � 1

19. A canoe rental shop on Lake Carmine charges $10 19. ________for one hour or less or $25 for the day. Write a functionfor the situation where t represents time in hours.

A. c(t) � � B. c(t) � �C. c(t) � 10t D. c(t) � 25 � 10t

20. Which inequality describes the graph? 20. ________A. y � x � 2B. 2x � 1 yC. x � y 2D. y x � 2

Bonus For what value of k will the graph of Bonus: ________6x � ky � 6 be perpendicular to the graphof 2x � 6y � 12?A. �12� B. 4 C. 2 D. 5

10 if 0 � t 125 if 1 � t 24

10 if t � 125 if 1 � t

Chapter 1 Test, Form 1C (continued)


1


Chapter 1 Test, Form 2A

NAME _____________________________ DATE _______________ PERIOD ________

1. State the domain and range of the relation 1. ________________{(�2, �1), (0, 0), (1, 0), (2, 1), (�1, 2)}. Then state whether the relation is a function. Write yes or no.

2. If ƒ(x) � 2x2 � x, find ƒ(x � h). 2. ________________

3. State the domain and range of the 3. ________________relation whose graph is shown. Then state whether the relation is a function.Write yes or no.

Given ƒ(x) � x � 3 and g(x) � �x2

1� 9� , find each function.

4. (ƒ � g)(x) 4. ________________

5. [ g � ƒ ](x) 5. ________________

6. Find the zero of ƒ(x) � 4x � �23�. 6. ________________

Graph each equation.7. 4y � 8 � 0 7.

8. y � ��13�x � 2 8.

9. 3x � 2y � 2 � 0 9.

10. Depreciation A car that sold for $18,600 new in 1993 is 10. _______________valued at $6000 in 1999. Find the slope of the line through the points at (1993, 18,600) and (1999, 6000). What does this slope represent?

Chapter

1


11. Write an equation in slope-intercept form for a line that 11. __________________passes through the point C(�2, 3) and has a slope of �23�.

12. Write an equation in standard form for a line passing 12. __________________through A(2, 1) and B(�4, 3).

13. Determine whether the graphs of 4x � y � 2 � 0 and 13. __________________2y � 8x � 4 are parallel, coinciding, perpendicular, ornone of these.

14. Write the slope-intercept form of the equation of the line 14. __________________that passes through C(2, �3) and is parallel to the graph of 3x � 2y � 6 � 0.

15. Write the standard form of the equation of the line that 15. __________________passes through C(3, 4) and is perpendicular to the line that passes through E(4, 1) and F(�2, 4).

16. The table displays data for a toy store’s sales of a specific 16. __________________toy over a six-month period. Write the prediction equation in slope-intercept form for the best-fit line. Use the points (1, 47) and (6, 32).

Graph each function.17. ƒ(x) � 2� x � 1 � � 2 17.

18. ƒ(x) � � 18.

Graph each inequality.19. �2 x � 2y 4 19.

20. y � �� x � 1 � � 2 20.

Bonus If ƒ(x) � �x� �� 2� and ( ƒ � g)(x) � � x � , find g(x). Bonus: __________________

x � 3 if x � 02x if x 0

Chapter 1 Test, Form 2A (continued)


1

Month 1 2 3 4 5 6Number of Toys Sold 47 42 43 38 37 32


Chapter 1 Test, Form 2B

NAME _____________________________ DATE _______________ PERIOD ________

1. State the domain and range of the relation {(�3, 1), (�1, 0), 1. __________________(0, 4), (�1, 5)}. Then state whether the relation is a function.Write yes or no.

2. If ƒ(x) � 3x2 � 4, find ƒ(a � 2). 2. __________________

3. State the relation shown in the graph 3. __________________as a set of ordered pairs. Then state whetherthe relation is a function. Write yes or no.

Given ƒ(x) � x2 � 4 and g(x) � �x �

12

�, find each function.

4. �ƒg((xx))

� 4. __________________

5. �g � ƒ�(x) 5. __________________

6. Find the zero of ƒ(x) � ��23�x � 8. 6. __________________

Graph each equation.

7. x � 2 � 0 7.

8. y � 3x � 2 8.

9. 2x � 3y � 6 � 0 9.

10. Retail The cost of a typical mountain bike was $330 in 1994 and $550 in 1999. Find the slope of the line through the points at (1994, 330) and (1999, 550). What 10. __________________does this slope represent?

Chapter

1


11. Write an equation in slope-intercept form for a line that 11. __________________passes through the point A(4, 1) and has a slope of ��12�.

12. Write an equation in standard form for a line with an 12. __________________x-intercept of �3 and a y-intercept of 4.

13. Determine whether the graphs of 3x � 2y � 5 � 0 and 13. __________________y � ��23�x � 4 are parallel, coinciding, perpendicular, or

none of these.

14. Write the slope-intercept form of the equation of the 14. __________________line that passes through A(�6, 5) and is parallel to the line x � 3y � 6 � 0.

15. Write the standard form of the equation of the line that 15. __________________passes through B(�2, 3) and is perpendicular to the graph of 2y � 6 � 0.

16. A laboratory tests a new fertilizer by applying it to 100 16. __________________seeds. Write a prediction equation in slope-intercept form for the best-fit line. Use the points (1, 8) and (6, 98).

Week 1 2 3 4 5 6

Number of Sprouts 8 20 42 61 85 98

Graph each function.17. ƒ(x) � �2x 17.

18. ƒ(x) � x � 1 18.

Graph each inequality.19. x � 1 � y 19.

20. y 2x � 1 20.

Bonus If ƒ(x) � �x� +� 2� and (g � ƒ)(x) � x � 1, find g(x). Bonus: __________________

Chapter 1 Test, Form 2B (continued)


1


Chapter 1 Test, Form 2C

NAME _____________________________ DATE _______________ PERIOD ________

1. State the domain and range of the relation {(�1, 0), (0, 2), (2, 3), 1. __________________(0, 4)}. Then state whether the relation is a function. Write yes or no.

2. If ƒ(x) � 2x2 � 1, find ƒ(3). 2. __________________

3. State the relation shown in the graph 3. __________________as a set of ordered pairs. Then state whether the relation is a function. Write yes or no.

Given ƒ(x) � x � 3 and g(x) � x2, find each function.4. ( g � ƒ)(x) 4. __________________

5. [ƒ � g](x) 5. __________________

6. Find the zero of ƒ(x) � 4x � 5. 6. __________________

Graph each equation.7. y � x � 1 7.

8. y � 2x � 2 8.

9. 2y � 4x � 1 9.

10. Appreciation An old coin had a value of $840 in 1991 10. __________________and $1160 in 1999. Find the slope of the line through the points at (1991, 840) and (1999, 1160). What does this slope represent?

Chapter

1


11. Write an equation in slope-intercept form for a line that 11. __________________passes through the point A(0, 5) and has a slope of �12�.

12. Write an equation in standard form for a line passing 12. __________________through B(2, 4) and C(3, 8).

13. Determine whether the graphs of x � 2y � 2 � 0 and 13. __________________�3x � 6y � 5 � 0 are parallel, coinciding, perpendicular,or none of these.

14. Write the slope-intercept form of the equation of the line 14. __________________that passes through D(�2, 3) and is parallel to the graph of 2y � 4 � 0.

15. Write the standard form of the equation of the line that 15. __________________passes through E(2, �2) and is perpendicular to the graph of y � 2x � 3.

16. The table shows the average price of a new home in a 16. __________________certain area over a six-year period. Write the prediction equation in slope-intercept form for the best-fit line. Use the points (1994, 102) and (1999, 125).

Graph each function.17. ƒ(x) � �� x � 17.

18. ƒ(x) � � 18.

Graph each inequality.19. y � 3x � 1 19.

20. y � x � � 1 20.

Bonus What value of k in the equation Bonus: __________________2x � ky � 2 � 0 would result in a slope of �13�?

2 if x � 0x if x 0

Chapter 1 Test, Form 2C (continued)


1

Year 1994 1995 1996 1997 1998 1999Price (Thousands

102 105 115 114 119 125of Dollars)


Chapter 1 Open-Ended Assessment

NAME _____________________________ DATE _______________ PERIOD ________

Instructions: Demonstrate your knowledge by giving a clear, concise solution to each problem. Be sure to include allrelevant drawings and justify your answer. You may show yoursolution in more than one way or investigate beyond therequirements of the problem.

1. a. The graphs of the equations y � 2x � 3, 2y � x � 11, and 2y � 4x � 8 form three sides of a parallelogram. Complete the parallelogram by writing an equation for the graph that forms the fourth side. Justify your choice.

b. Explain how to determine whether the parallelogram is a rectangle. Is it a rectangle? Justify your answer.

c. Graph the equations on the same coordinate axes. Is the graph consistent with your conclusion?

2. a. Write a function ƒ(x).

b. If g(x) � 2x2 � 1, does (ƒ � g)(x) � ( g � ƒ)(x)? Justify your answer.

c. Does (ƒ � g)(x) � ( g � ƒ)(x)? Justify your answer.

d. Does (ƒ � g)(x) � ( g � ƒ)(x)? Justify your answer.

e. Does ��ƒg��(x) � ��ƒ

g��(x)?

f. What can you conclude about the commutativity of adding,subtracting, multiplying, or dividing two functions?

3. Write a word problem that uses the composition of two functions.Give an example of the composition and solve. What does the answer mean? Use the domain and range in your explanation.

Chapter

1


1. State the domain and range of the relation {(�3, 0), (0, �2), 1. __________________(1, 1), (0, 3)}. Then state whether the relation is a function.Write yes or no.

2. Find ƒ(�2) for ƒ(x) � 3x2 � 1. 2. __________________

3. If ƒ(x) � 2(x � 1)2 � 3x, find ƒ(a � 1). 3. __________________

Given ƒ(x) � 2x � 1 and g(x) � �21x2� , find each function.

4. ��ƒg��(x) 4. __________________

5. [ƒ � g](x) 5. __________________

Graph each equation.6. x � 2y � 4 6.

7. x � �3y � 6 7.

8. Find the zero of ƒ(x) � 2x � 5. 8. __________________

9. Write an equation in standard form for a line passing 9. __________________through A(�1, 2) and B(3, 8).

10. Sales The initial cost of a new model of calculator was 10. __________________$120. After the calculator had been on the market for two years, its price dropped to $86. Let x represent the number of years the calculator has been on the market,and let y represent the selling price. Write an equation that models the selling price of the calculator after any given number of years.

Chapter 1 Mid-Chapter Test (Lessons 1-1 through 1-4)


1

1. State the domain and range of the relation 1. __________________{(2, 3), (3, 3), (4, �2), (5, �3)}. Then statewhether the relation is a function. Write yes or no.

2. State the relation shown in the graph 2. __________________as a set of ordered pairs. Then state whether the graph represents a function. Write yes or no.

3. Evaluate ƒ(�2) if ƒ(x) � 3x2 � 2x. 3. __________________

Given f(x) � 2x � 3 and g(x) � 4x2, find each function.4. (ƒ � g)(x) 4. __________________

5. [ƒ � g](x) 5. __________________

Graph each equation.1. y � ��32�x � 1 1.

2. 4x � 3y � 6 2.

3. Find the zero of the function ƒ(x) � 3x � 2. 3. __________________4. Write an equation in slope-intercept form for the line that

passes through A(9, �2) and has a slope of ��23�. 4. __________________5. Write an equation in standard form for the line that passes

through B(�2, �2) and C(4, 1). 5. __________________

Chapter 1, Quiz B (Lessons 1-3 and 1-4)

NAME _____________________________ DATE _______________ PERIOD ________

Chapter 1, Quiz A (Lessons 1-1 and 1-2)

NAME _____________________________ DATE _______________ PERIOD ________


Chapter

1

Chapter

1

Determine whether the graphs of each pair of equations are parallel, coinciding, perpendicular, or none of these.

1. 3x � y � 7 1. __________________2y � 6x � 4

2. y � �13�x � 1 2. __________________x � 3y � 11

3. Write an equation in standard form for the line that 3. __________________passes through A(�2, 4) and is parallel to the graph of 2x � y � 5 � 0.

4. Write an equation in slope-intercept form for the line that 4. __________________passes through B(3, 1) and is perpendicular to the line through C(�1, 1) and D(1, 7).

5. Demographics The table shows data for the 10-year 5. __________________growth rate of the world population. Predict the growth rate for the year 2010. Use the points (1960, 22.0) and (2000, 12.6).

Graph each function.1. ƒ(x) � x � 1 1.

2. ƒ(x) � � 2.

Graph each inequality.3. 2x � y � 4 4. �3 x � 3y 6

x � 3 if x � 03x � 1 if x 0

Chapter 1, Quiz D (Lessons 1-7 and 1-8)

NAME _____________________________ DATE _______________ PERIOD ________

Chapter 1, Quiz C (Lessons 1-5 and 1-6)

NAME _____________________________ DATE _______________ PERIOD ________


Chapter

1

Chapter

1

Year 1960 1970 1980 1990 2000 2010

Ten-year 22.0 20.2 18.5 15.2 12.6 ?Growth Rate (%)Source: U.S. Bureau of the Census


Chapter 1 SAT and ACT Practice

NAME _____________________________ DATE _______________ PERIOD ________

After working each problem, record thecorrect answer on the answer sheetprovided or use your own paper.

Multiple Choice1. If 9 9 9 � 3 3 t, then t �

A 3B 9C 27D 81E 243

2. If 11! � 39,916,800, then �142!!� �

A 9,979,200B 19,958,400C 39,916,800D 79,833,600E 119,750,000

3. (�3)3 � (16)�12�

� (�1)5 �

A ��72�

B �24C �28D 32E �20

4. Which number is a factor of 15 26 77?A 4B 9C 36D 55E None of these

5. To dilute a concentrated liquid fabricsoftener, the directions state to mix 3 cups of water with 1 cup ofconcentrated liquid. How many gallons of water will you need to make 6 gallonsof diluted fabric softener?A 1�12� gallons B 3 gallons

C 2�12� gallons D 4 gallons

E 4�12� gallons

6. If a number between 1 and 2 is squared, the result is a number betweenA 0 and 1B 2 and 3C 2 and 4D 1 and 4E None of these

7. Seventy-five percent of 32 is what percent of 18?

A 1�13�%

B 13�13�%

C 17�79�%

D 75%

E 133�13�%

8. �23� � �56� � �112� � �78� �

A �153� B �2

549�

C �5254� D �32

14�

E �1225�

9. If 9 and 15 each divide M without aremainder, what is the value of M?A 30B 45C 90D 135E It cannot be determined from the

information given.

10. 145 � 32 �

A �53

1

2

4�

B 196C 143

D 75

E 57

Chapter

1


11. A long-distance telephone call costs$1.25 a minute for the first 2 minutesand $0.50 for each minute thereafter.At these rates, how much will a 12-minute telephone call cost?A $6.25B $6.75C $7.25D $7.50E $8.50

12. After has been simplified to a

single fraction in lowest terms,what is the denominator?A 33B 6C 12D 4E 11

13. Which of the following expresses theprime factorization of 24? A 1 2 2 3B 2 2 2 3C 2 2 3 4D 1 2 2 3 3E 1 2 2 2 3

14. �� 4 � � (�7) � � 2 � � � �6 � � (�3) �A �10B �4C �2D �14E 22

15. Which of the following statements istrue?A 5 � 3 4 � 6 � 26B 2 � 3 � 1 � 2 � 4 � 3 � 1C 3 � (5 � 2) 6 � 5(6 � 4) � �5D 2 (5 � 1) � 3 � 2 (4 � 1) � 19E (6 � 22) 5 � 3 � 2 (4 � 1) � �33

16. At last night’s basketball game, Ryanscored 16 points, Geoff scored 11 points,and Bruce scored 9 points. Together they scored �37� of their team’s points.What was their team’s final score?A 108B 96C 36D 77E 84

17–18. Quantitative ComparisonA if the quantity in Column A is

greaterB if the quantity in Column B is

greaterC if the two quantities are equalD if the relationship cannot be

determined from the informationgiven

0 � y � 1

Column A Column B

17.

18.

19. Grid-In What is the sum of thepositive odd factors of 36?

20. Grid-In Write �ab� as a decimal

number if a � �32� and b � �54�.

3�16��2�34�

Chapter 1 SAT and ACT Practice (continued)


1

y4 y5

0.01% 10�4


Chapter 1 Cumulative Review

NAME _____________________________ DATE _______________ PERIOD ________

1. Given that x is an integer and �1 x 2, state the relation 1. __________________represented by y � �4x � 1 by listing a set of ordered pairs.Then state whether the relation is a function. Write yes or no.(Lesson 1-1)

2. If ƒ(x) � x2 � 5x, find ƒ(�3). (Lesson 1-1) 2. __________________

3. If ƒ(x) � �x �1

4� and g(x) � x2 � 2, find [ƒ � g](x). (Lesson 1-2) 3. __________________

Graph each equation.4. x � 2y � 2 � 0 (Lesson 1-3) 4.

5. x � 2 � 0 (Lesson 1-3) 5.

6. Write an equation in standard form for the line that passes 6. __________________through A(�2, 0) and B(4, 3). (Lesson 1-4)

7. Write an equation in slope-intercept form for the line 7. __________________perpendicular to the graph of y � ��

13� x � 1 and passing

through C(2, 1). (Lesson 1-5)

8. The table shows the number of students in Anne Smith’s 8. __________________Karate School over a six-year period. Write the prediction equation in slope-intercept form for the best-fit line. Use the points (1994, 10) and (1999, 35). (Lesson 1-6)

9. Graph the function ƒ(x) � � . (Lesson 1-7) 9.

10. Graph the inequality y � x � � 1. (Lesson 1-8) 10.

�2x if x 01 if x � 0

Chapter

1

Year 1994 1995 1996 1997 1998 1999

Number of Students 10 15 20 25 30 35

© Glencoe/McGraw-Hill A1 Advanced Mathematical Concepts

SAT and ACT Practice Answer Sheet(10 Questions)

NAME _____________________________ DATE _______________ PERIOD ________

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SAT and ACT Practice Answer Sheet(20 Questions)

NAME _____________________________ DATE _______________ PERIOD ________

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Ra

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Bet

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th

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x�

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lin

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x)�

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hic

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th

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15.

6.F

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itn

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Tara

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very

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Co

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hys

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of n

um

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eac

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f w

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h m

ay it

self

be

afu

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of

seve

ral a

ddit

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al v

aria

bles

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gas

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exam

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fu

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mas

s of

th

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r, t

he

type

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valu

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firs

t fi

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ngl

e fu

nct

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com

pose

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all

th

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s an

d th

ensu

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vari

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s.

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e fr

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nu

mbe

r of

com

plet

e sw

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th

epe

ndu

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mak

es in

60

seco

nds

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is a

fu

nct

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of

the

peri

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of t

he

pen

dulu

m, t

he

nu

mbe

r of

sec

onds

th

e pe

ndu

lum

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es t

om

ake

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plet

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f(p

)�.

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urn

, th

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a pe

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lum

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fu

nct

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its

len

gth

Lin

ce

nti

met

ers:

p(L

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2�L�

.

Fin

ally

, th

e le

ngt

h o

f a

pen

dulu

m is

a f

un

ctio

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f it

s le

ngt

h �

at 0

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us

tem

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C, a

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the

coef

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xpan

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th

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ater

ial o

f w

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h t

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pen

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mad

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(�, C

, e)�

�(1

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).

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Fin

d an

d si

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, C, e

))),

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exp

ress

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a br

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m, e

= 0.

0000

2, in

ter

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n c

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nd

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Cel

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b.

Fin

d th

e fr

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ency

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the

nea

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ten

th, o

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bras

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len

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77.2

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Inve

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mm

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y1.

Use

th

e co

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e ri

ght

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th

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f(x

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poin

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escr

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appa

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etw

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th

e gr

aph

of

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(x)�

xan

d an

y tw

o po

ints

w

ith

inte

rch

ange

d ab

scis

sas

and

ordi

nat

es.

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ple

ans

wer

s: T

he p

oin

ts a

re m

irro

r im

ages

of

each

oth

er in

the

gra

ph

of

f(x)

�x;

the

po

ints

are

sym

met

ric

to e

ach

oth

er w

ith

resp

ect

to t

he g

rap

h o

f f(

x) �

x; t

he p

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ts a

reth

e sa

me

dis

tanc

e fr

om

but

on

op

po

site

sid

eso

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e g

rap

h o

f f(

x) �

x.

3.G

raph

th

e fu

nct

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f(x

)�2x

�4

and

its

inve

rse

f– 1(x

) on

th

e co

ordi

nat

e ax

es a

t th

e ri

ght.

4.D

escr

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the

appa

ren

t re

lati

onsh

ip b

etw

een

th

e gr

aph

s yo

u h

ave

draw

n a

nd

the

grap

h o

f th

e fu

nct

ion

f(x

)�x.

S

amp

le a

nsw

ers:

The

y ar

e m

irro

r im

ages

o

f ea

ch o

ther

in t

he g

rap

h o

f f(

x) �

x; t

hey

inte

rsec

t f(

x) �

xat

the

sam

e p

oin

t an

d a

t th

e sa

me

ang

le.

Rec

all f

rom

you

r ea

rlie

r m

ath

cou

rses

th

at t

wo

poin

ts P

and

Q a

re s

aid

to b

e sy

mm

etri

c ab

out

lin

e �

prov

ided

th

at P

and

Q a

re e

quid

ista

nt

from

�an

d on

a p

erpe

ndi

cula

r th

rou

gh �

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he

lin

e �

is t

he

axis

of

sym

met

ryan

d P

and

Q a

re i

mag

es o

f ea

ch o

ther

in �

. Th

e im

age

of t

he

poin

t P

(a, b

) in

th

e li

ne

y�

xis

th

e po

int

Q(b

, a).

5.E

xpla

in w

hy

the

grap

hs

of a

fu

nct

ion

f(x

) an

d it

s in

vers

e, f

– 1(x

),ar

e sy

mm

etri

c ab

out

the

lin

e y

�x

.T

he g

rap

h o

f f– 1

(x) c

ons

ists

of

ord

ered

pai

rs f

orm

ed b

y in

terc

hang

ing

the

co

ord

inat

es o

f th

e o

rder

ed p

airs

of

f(x

).T

here

fore

, eac

h p

oin

t P

(a, b

) in

f(x

) has

an

imag

e Q

(b, a

) in

f– 1

(x) t

hat

is s

ymm

etri

c w

ith

it a

bo

ut t

he li

ne y

�x.

© G

lenc

oe/M

cGra

w-H

ill12

Ad

vanc

ed M

athe

mat

ical

Con

cep

ts

Enr

ichm

ent

NA

ME

____

____

____

____

____

____

____

_ D

ATE

____

____

____

___

PE

RIO

D__

____

__

1-4

Fin

din

g E

qu

atio

ns

Fro

m A

rea

Ari

ght

tria

ngl

e in

th

e fi

rst

quad

ran

t is

bou

nde

d by

th

e x-

axis

, th

e y-

axis

, an

d a

lin

e in

ters

ecti

ng

both

axe

s. T

he

poin

t (1

, 2)

lies

on

th

e h

ypot

enu

se o

f th

e tr

ian

gle.

Th

ear

ea o

f th

e tr

ian

gle

is 4

squ

are

un

its.

Follo

w t

hes

e in

stru

ctio

ns

to f

ind

th

e eq

uat

ion

of

the

line

con

tain

ing

th

e h

ypot

enu

se. L

et m

rep

rese

nt

the

slop

e of

th

e lin

e.

1.W

rite

th

e eq

uat

ion

, in

poi

nt-

slop

e fo

rm, o

f th

e li

ne

con

tain

ing

the

hyp

oten

use

of

the

tria

ngl

e.y

�2

�m

(x�

1)2.

Fin

d th

e x-

inte

rcep

t an

d th

e y-

inte

rcep

t of

th

e li

ne.

x�in

terc

ept:

y�

inte

rcep

t: 2

�m

3.W

rite

th

e m

easu

res

of t

he

legs

of

the

tria

ngl

e.

and

2�

m

4.U

se y

our

answ

ers

to E

xerc

ise

3 an

d th

e fo

rmu

la f

or t

he

area

of

atr

ian

gle

to w

rite

an

exp

ress

ion

for

th

e ar

ea o

f th

e tr

ian

gle

inte

rms

of t

he

slop

e of

th

e h

ypot

enu

se. S

et t

he

expr

essi

on e

qual

to

4, t

he

area

of

the

tria

ngl

e, a

nd

solv

e fo

r m

.m

�– 2

5.W

rite

th

e eq

uat

ion

of

the

lin

e, in

poi

nt-

slop

e fo

rm, c

onta

inin

g th

eh

ypot

enu

se o

f th

e tr

ian

gle.

y�

2�

– 2(x

�1)

6.A

not

her

rig

ht

tria

ngl

e in

th

e fi

rst

quad

ran

t h

as a

n a

rea

of4

squ

are

un

its.

Th

e po

int

(2, 1

) li

es o

n t

he

hyp

oten

use

. Fin

d th

eeq

uat

ion

of

the

lin

e, in

poi

nt-

slop

e fo

rm, c

onta

inin

g th

eh

ypot

enu

se.

y�

1�

–(x

�2)

7.A

lin

e w

ith

neg

ativ

e sl

ope

pass

es t

hro

ugh

th

e po

int

(6, 1

). A

tria

ngl

e bo

un

ded

by t

he

lin

e an

d th

e co

ordi

nat

e ax

es h

as a

n a

rea

of 1

6 sq

uar

e u

nit

s. F

ind

the

slop

e of

th

e li

ne.

m�

–or

m�

–1 � 18

1 � 2

1 � 2

m�

2�

m

m�

2�

m

© G

lenc

oe/M

cGra

w-H

ill11

Ad

vanc

ed M

athe

mat

ical

Con

cep

ts

Pra

ctic

eN

AM

E__

____

____

____

____

____

____

___

DAT

E__

____

____

____

_ P

ER

IOD

____

____

Wri

tin

g L

ine

ar

Eq

ua

tio

ns

Wri

te a

n e

qu

atio

n in

slo

pe-

inte

rcep

t fo

rm f

or e

ach

lin

e d

escr

ibed

.

1.sl

ope

��

4, y

-in

terc

ept

�3

2.sl

ope

�5,

pas

ses

thro

ugh

A(�

3, 2

)y

��

4x�

3y

�5x

�17

3.sl

ope

��

4, p

asse

s th

rou

gh B

(3, 8

)4.

slop

e�

�4 3� , p

asse

s th

rou

gh C

(�9,

4)

y�

�4x

�20

y�

�4 3� x�

16

5.sl

ope

�1,

pas

ses

thro

ugh

D(�

6, 6

)6.

slop

e�

�1,

pas

ses

thro

ugh

E(3

,�3)

y�

x�

12y

��

x

7.sl

ope

�3,

y-i

nte

rcep

t�

�3 4�8.

slop

e�

�2,

y-i

nte

rcep

t�

�7

y�

3x�

�3 4�y

��

2x�

7

9.sl

ope

��

1, p

asse

s th

rou

gh F

(�1,

7)

10.

slop

e�

0, p

asse

s th

rou

gh G

(3, 2

)y

��

x�

6y

�2

11.

Avi

ati

onT

he

nu

mbe

r of

act

ive

cert

ifie

d co

mm

erci

al

pilo

ts h

as b

een

dec

lin

ing

sin

ce 1

980,

as

show

n in

th

e ta

ble.

a.F

ind

a li

nea

r eq

uat

ion

th

at c

an b

e u

sed

as a

mod

el

to p

redi

ct t

he

nu

mbe

r of

act

ive

cert

ifie

d co

mm

erci

al

pilo

ts f

or a

ny

year

. Ass

um

e a

stea

dy r

ate

of d

ecli

ne.

Sam

ple

ans

wer

usi

ng (1

985,

155

,929

) and

(1

995,

133

,980

): y

��

2195

x�

4,51

3,00

4

b.

Use

th

e m

odel

to

pred

ict

the

nu

mbe

r of

pil

ots

in

the

year

200

3.S

amp

le p

red

icti

on:

11

6,41

9

1-4

Num

ber

of A

ctiv

eC

ertif

ied

Pilo

ts

Year

Tota

l

1980

182,

097

1985

155,

929

1990

149,

666

1993

143,

014

1994

138,

728

1995

133,

980

1996

129,

187

So

urce

:U. S

. Dep

t.

of T

rans

por

tatio

n





© G

lenc

oe/M

cGra

w-H

ill15

Ad

vanc

ed M

athe

mat

ical

Con

cep

ts

NA

ME

____

____

____

____

____

____

____

_ D

ATE

____

____

____

___

PE

RIO

D__

____

__

Enr

ichm

ent

1-5 Ho

w is

it d

one

? W

hy is

the

aut

hor

wri

ting

the

exp

ress

ion

inth

is f

orm

rat

her

than

ano

ther

?

Re

ad

ing

Ma

the

ma

tic

s: Q

ue

stio

n A

ssu

mp

tio

ns

Stu

den

ts a

t th

e el

emen

tary

leve

l ass

um

e th

at t

he

stat

emen

ts in

thei

r te

xtbo

oks

are

com

plet

e an

d ve

rifi

ably

tru

e. A

less

on o

n t

he

area

of

a tr

ian

gle

is a

ssu

med

to

con

tain

eve

ryth

ing

ther

e is

to

know

abou

t tr

ian

gle

area

, an

d th

e co

ncl

usi

ons

reac

hed

in t

he

less

on a

rero

ck-s

olid

fac

t. T

he

stu

den

t’s jo

b is

to

“lea

rn”

wh

at t

extb

ooks

hav

e to

say.

Th

e be

tter

th

e st

ude

nt

does

th

is, t

he

bett

er h

is o

r h

er g

rade

.

By

now

you

pro

babl

y re

aliz

e th

at k

now

ledg

e is

ope

n-e

nde

d an

d th

atm

uch

of

wh

at p

asse

s fo

r fa

ct—

in m

ath

an

d sc

ien

ce a

s w

ell a

s in

oth

er a

reas

— c

onsi

sts

of t

heo

ry o

r op

inio

n t

o so

me

degr

ee.

At

best

, it

offe

rs t

he

clos

est

gues

s at

th

e “t

ruth

” th

at is

now

pos

sibl

e.R

ath

er t

han

acc

ept

the

stat

emen

ts o

f an

au

thor

bli

ndl

y, t

he

edu

cate

d pe

rson

’s jo

b is

to

read

th

em c

aref

ull

y, c

riti

call

y, a

nd

wit

han

ope

n m

ind,

an

d to

th

en m

ake

an in

depe

nde

nt

judg

men

t of

th

eir

vali

dity

. Th

e fi

rst

task

is t

o qu

esti

on t

he

auth

or’s

ass

um

ptio

ns.

A

nsw

ers

will

var

y. S

amp

le a

nsw

ers

are

giv

en.

Th

e fo

llow

ing

sta

tem

ents

ap

pea

r in

th

e b

est-

selli

ng

tex

t M

ath

emat

ics:

Tru

st M

e!.

Des

crib

e th

e au

thor

’s a

ssu

mp

tion

s. W

hat

is t

he

auth

or t

ryin

g t

o ac

com

plis

h?

Wh

atd

id h

e or

sh

e fa

il to

men

tion

? W

hat

is a

not

her

way

of

look

ing

at

the

issu

e?

1.“T

he

stu

dy o

f tr

igon

omet

ry is

cri

tica

lly

impo

rtan

t in

tod

ay’s

wor

ld.”

Tha

t’s a

n o

pin

ion.

Cri

tica

lly im

po

rtan

t to

who

m?

The

aut

hor

sho

uld

bac

k th

is s

tate

men

t up

. It

soun

ds

like

the

auth

or

istr

ying

to

just

ify in

clud

ing

thi

s to

pic

in t

he b

oo

k.2.

“We

wil

l loo

k at

th

e ca

se w

her

e x

> 0.

Th

e ar

gum

ent

wh

ere

x ≤

0 is

sim

ilar

.”Is

it?

I wo

uld

like

to

hea

r th

e ar

gum

ent.

Per

hap

s it

get

s in

to s

om

est

icky

issu

es o

rra

ises

so

me

inte

rest

ing

po

ints

.The

auth

ora

ssum

esth

atIa

mno

tint

eres

ted,

but

Iam

.3.

“As

you

rec

all,

the

mea

n is

an

exc

elle

nt

met

hod

of

desc

ribi

ng

ase

t of

dat

a.”

I do

no

t re

call

that

. Whe

re a

nd w

hen

was

tha

tes

tab

lishe

d?

Wha

t d

oes

“ex

celle

nt”

mea

n? P

erha

ps

at

cert

ain

tim

es t

he m

ean

is e

xcel

lent

but

the

re a

re t

imes

w

hen

it is

no

t.4.

“Som

etim

es it

is n

eces

sary

to

esti

mat

e th

e so

luti

on.”

Whe

n is

it n

eces

sary

? W

hy is

it n

eces

sary

? It

so

und

s as

tho

ugh

the

auth

or

is t

ryin

g t

o a

void

say

ing

tha

t th

ere

are

nog

oo

d m

etho

ds

for

solv

ing

thi

s p

rob

lem

, or

that

the

re a

reso

me

met

hod

s b

ut t

he a

utho

r th

inks

I am

no

t ca

pab

le o

fun

der

stan

din

g t

hem

.5.

“Th

is e

xpre

ssio

n c

an b

e w

ritt

en

.”1 � x

© G

lenc

oe/M

cGra

w-H

ill14

Ad

vanc

ed M

athe

mat

ical

Con

cep

ts

Wri

tin

g E

qu

atio

ns

of

Pa

ralle

l a

nd

Pe

rpe

nd

icu

lar

Lin

es

Det

erm

ine

wh

eth

er t

he

gra

ph

s of

eac

h p

air

of e

qu

atio

ns

are

par

alle

l, p

erp

end

icu

lar,

coin

cid

ing

, or

non

e of

th

ese.

1.x

�3y

�18

par

alle

l2.

2x�

4y�

8co

inci

din

g3x

�9y

�12

x�

2y�

4

3.�

3x�

2y�

6pe

rpen

dicu

lar

4.x

�y

�6

none

of

thes

e2x

�3y

�12

3x�

y�

6

5.4x

�8y

�2

par

alle

l6.

3x�

y�

9co

inci

din

g2x

�4y

�8

6x�

2y�

18

Wri

te t

he

stan

dar

d f

orm

of

the

equ

atio

n o

f th

e lin

e th

at is

par

alle

lto

th

e g

rap

h o

f th

e g

iven

eq

uat

ion

an

d t

hat

pas

ses

thro

ug

h t

he

poi

nt

wit

h t

he

giv

en c

oord

inat

es.

7.2x

�y

�5

�0;

(0,

4)

8.3x

�y

�3

�0;

(�

1,�

2)9.

3x�

2y�

8�

0; (

2, 5

)2x

�y

�4

�0

3x�

y�

1�

03x

�2y

�4

�0

Wri

te t

he

stan

dar

d f

orm

of

the

equ

atio

n o

f th

e lin

e th

at is

per

pen

dic

ula

r to

th

e g

rap

h o

f th

e g

iven

eq

uat

ion

an

d t

hat

pas

ses

thro

ug

h t

he

poi

nt

wit

h t

he

giv

en c

oord

inat

es.

10.2

x�

y�

6�

0; (

0,�

3)11

.2x

�5y

�6

�0;

(�

4, 2

)12

.3x

�4y

�13

�0;

(2,

7)

x�

2y�

6�

05x

�2y

�16

�0

4x�

3y�

13�

0

13.C

onsu

mer

ism

Mar

illi

a pa

id $

180

for

3 vi

deo

gam

es a

nd

4 bo

oks.

Th

ree

mon

ths

late

r sh

e pu

rch

ased

8 b

ooks

an

d 6

vide

o ga

mes

. Her

bro

ther

gu

esse

d th

at s

he

spen

t $3

20. A

ssu

min

g th

at t

he

pric

es o

f vi

deo

gam

es a

nd

book

s di

d n

ot c

han

ge,

is it

pos

sibl

e th

at s

he

spen

t $3

20 f

or t

he

seco

nd

set

of p

urc

has

es?

Exp

lain

. N

o; t

he li

nes

that

rep

rese

nt t

he s

itua

tio

n ar

e p

aral

lel.

Pra

ctic

eN

AM

E__

____

____

____

____

____

____

___

DAT

E__

____

____

____

_ P

ER

IOD

____

____

1-5



© G

lenc

oe/M

cGra

w-H

ill18

Ad

vanc

ed M

athe

mat

ical

Con

cep

ts

Enr

ichm

ent

NA

ME

____

____

____

____

____

____

____

_ D

ATE

____

____

____

___

PE

RIO

D__

____

__

1-6

Sig

nif

ica

nt

Dig

its

All

mea

sure

men

ts a

re a

ppro

xim

atio

ns.

Th

e si

gnif

ican

t d

igit

sof

an

appr

oxim

ate

nu

mbe

r ar

e th

ose

wh

ich

indi

cate

th

e re

sult

s of

a

mea

sure

men

t.

For

exa

mpl

e, t

he

mas

s of

an

obj

ect,

mea

sure

d to

th

e n

eare

st g

ram

, is

210

gram

s. T

he

mea

sure

men

t 21

0g

has

3 s

ign

ific

ant

digi

ts. T

he

mas

s of

the

sam

e ob

ject

, mea

sure

d to

the

nea

rest

100

g, i

s 20

0 g.

The

mea

sure

men

t 20

0 g

has

on

e si

gnif

ican

t di

git.

Sev

eral

iden

tify

ing

char

acte

rist

ics

of s

ign

ific

ant

digi

ts a

re li

sted

belo

w, w

ith

exa

mpl

es.

1.N

on-z

ero

digi

ts a

nd

zero

s be

twee

n s

ign

ific

ant

digi

ts a

re

sign

ific

ant.

For

exa

mpl

e, t

he

mea

sure

men

t 9.

071

m h

as 4

si

gnif

ican

t di

gits

, 9, 0

, 7, a

nd

1.2.

Zer

os a

t th

e en

d of

a d

ecim

al f

ract

ion

are

sig

nif

ican

t. T

he

mea

sure

men

t 0.

050

mm

has

2 s

ign

ific

ant

digi

ts, 5

an

d 0.

3.U

nde

rlin

ed z

eros

in w

hol

e n

um

bers

are

sig

nif

ican

t. T

he

mea

sure

men

t10

4,00

0km

has

5si

gnif

ican

tdi

gits

,1,0

,4,0

,an

d0.

In g

ener

al, a

com

puta

tion

invo

lvin

g m

ult

ipli

cati

on o

r di

visi

on o

fm

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ea

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un

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te t

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set

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a.a.

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ph

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th

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th

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reg

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e sh

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se m

any

po

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are

off

the

line

.

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b.

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nd (1

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e lin

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asse

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po

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1-6 U

. S. L

ife E

xpec

tanc

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Bir

th

Num

ber

of

Year

Year

s

1990

75.4

1991

75.5

1992

75.8

1993

75.5

1994

75.7

1995

75.8

2015

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our

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atio

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tistic

s

Po

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Po

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1991

252.

1

1992

255.

0

1993

257.

7

1994

260.

3

1995

262.

8

1996

265.

2

1997

267.

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1998

270.

3

1999

272.

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Mo

du

s P

on

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sA

syll

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m is

a d

edu

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gum

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in w

hic

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het

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val

idor

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eter

min

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y it

s fo

rm. C

onsi

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the

foll

owin

g sy

llog

ism

.

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mis

e 1:

If a

lin

e is

per

pen

dicu

lar

to li

ne

m, t

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th

e sl

ope

of t

hat

lin

e is

��3 5� .

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mis

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Lin

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lin

e m

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oncl

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on:

� T

he

slop

e of

lin

e�

is �

�3 5� .

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y st

atem

ent

of t

he

form

, “if

p, t

hen

q,”

su

ch a

s th

e st

atem

ent

inpr

emis

e 1,

can

be

wri

tten

sym

boli

call

y as

p→

q. W

e re

ad t

his

“p

impl

ies

q.”

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e sy

llog

ism

abo

ve is

val

id b

ecau

se t

he

argu

men

t fo

rm,

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mis

e 1:

p→

q(T

his

arg

um

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th

at if

p __im

p__

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is a

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e ar

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Lat

in n

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us

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th

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aph

of

a re

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yes

3.If

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yes

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x >

10,

x >

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t is

tru

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at x

> 0

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1-7

Inco

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Rat

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Lin

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rt a

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Ge

om

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pat

hs

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spi

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att

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ou

t fr

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repe

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gon

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ith

inpo

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the

tech

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can

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you

r ow

n in

tere

stin

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des

ign

s th

at c

reat

e an

illu

sion

of

curv

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1.M

ark

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s on

2.C

onn

ect

two

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3.D

raw

th

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con

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of a

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are

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s fr

om(a

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tw

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5.R

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1 fo

r th

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Ste

ps 2

, 3,

of t

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insc

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d sq

uar

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scri

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are.

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se t

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and

4 fo

r th

e sa

me

nu

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r of

divi

sion

s).

insc

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d sq

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7.R

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t S

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r th

e8.

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r th

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upp

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t. H

ow w

ill t

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desi

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ou c

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eco

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re t

o th

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sign

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abo

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a co

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m

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r re

flect

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oth

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11.C

reat

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her

spi

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scri

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g tr

ian

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wit

hin

tria

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pen

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wit

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pen

tago

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1-8


Page 25

1. A

2. A

3. C

4. A

5. D

6. A

7. B

8. D

9. C

10. C

11. C

Page 26

12. D

13. D

14. C

15. C

16. A

17. C

18. B

19. C

20. B

Bonus: D

Page 27

1. C

2. B

3. D

4. A

5. D

6. D

7. C

8. B

9. C

10. B

11. D

Page 28

12. A

13. B

14. B

15. C

16. A

17. D

18. D

19. A

20. C

Bonus: D

Chapter 1 Answer KeyForm 1A Form 1B


Page 29

1. D

2. C

3. B

4. A

5. D

6. A

7. D

8. C

9. A

10. B

11. D

Page 30

12. D

13. A

14. A

15. B

16. C

17. C

18. B

19. B

20. A

Bonus: C

Page 31

1. D � {�2, �1, 0, 1, 2},R � {�1, 0, 1, 2}; yes

2.

3.

4. �x �

13

�, x � �3

5. �x2 �

16x

�

6. ��61�

7.

8.

9.

10.

Page 32

11. y � �23

�x � �133�

12. x � 3y � 5 � 0

13. coinciding

14. y � �32

�x � 6

15. 2x � y � 2 � 0

16. y � �3x � 50

17.

18.

19.

20.

Chapter 1 Answer KeyForm 1C Form 2A

2x2 � 4xh � 2h2 �

x � h

D � {xx � 1}, R � all reals; no

m � �2100; average annual rate of change in car’s value


Page 33

1. D � {�3, �1, 0}, R � {0, 1, 4, 5}; no

2. 3a2 � 12a � 8

3. {(�2, 2), (0, 2),

4. x3 � 2x2 � 4x � 8

5. �x2 �

12

�

6. �12

7.

8.

9.

10.44; average annual rate ofincrease in thebike’s cost

Page 34

11. y � � �12

� x � 3

12. 4x � 3y � 12 � 0

13. perpendicular

14. y � �13

�x � 7

15. x � 2 � 0

16. y � 18x � 10

17.

18.

19.

20.

Bonus: x2 � 3

Page 35

1. D � {�1, 0, 2}; R � {0, 2, 3, 4};no

2. 17

3. {(1, 0), (2, 1),

(2, 2)}; no

4. x2 � x � 3

5. x2 � 3

6. �45�

7.

8.

9.

10.40; average annual rate ofincrease in thecoin’s value

Page 36

11. y � �12

� x � 5

12. 4x � y � 4 � 0

13. parallel

14. y � 3

15. x � 2y � 2 � 0

16. y � �253� x � �

45,5352�

17.

18.

19.

20.

Bonus: 6

Chapter 1 Answer KeyForm 2B Form 2C

(2, 2)}; yes


CHAPTER 1 SCORING RUBRIC

Level Specific Criteria

3 Superior • Shows thorough understanding of the concepts equations of parallel and perpendicular lines and adding, subtracting, multiplying, dividing, and composing functions.

• Uses appropriate strategies to solve problems.• Computations are correct.• Written explanations are exemplary.• Word problem concerning composition of functions is appropriate and makes sense.

• Goes beyond requirements of some or all problems.

2 Satisfactory, • Shows understanding of the concepts equations of parallel with Minor and perpendicular lines and adding, subtracting, multiplying, Flaws dividing, and composing functions.

• Uses appropriate strategies to solve problems.• Computations are mostly correct.• Written explanations are effective.• Word problem concerning composition of functions is appropriate and makes sense.

• Satisfies all requirements of problems.

1 Nearly • Shows understanding of most of the concepts Satisfactory, equations of parallel and perpendicular lines and adding, with Serious subtracting, multiplying, dividing, and composing functions.Flaws • May not use appropriate strategies to solve problems.

• Computations are mostly correct.• Written explanations are satisfactory.• Word problem concerning composition of functions is mostly appropriate and sensible.

• Satisfies most requirements of problems.

0 Unsatisfactory • Shows little or no understanding of the concepts equations of parallel and perpendicular lines and adding, subtracting, multiplying, dividing, and composing functions.

• May not use appropriate strategies to solve problems.• Computations are incorrect.• Written explanations are not satisfactory.• Word problem concerning composition of functions is not appropriate or sensible.

• Does not satisfy requirements of problems.

Chapter 1 Answer Key


Open-Ended Assessment

Page 371a. The fourth side must have the same

slope as 2y � x � 11, but it must havea different y-intercept. The slope-intercept form of 2y � x � 11 is y � � �1

2� x � �1

21� .

Let the equation of the fourth side be y � � �1

2�x.

1b. If one angle is a right angle, the parallelogram is a rectangle. The slope-intercept form of y � 2x � 3 isy � 2x � 3. The slopes of y � � �1

2� x and y � 2x � 3 are

negative reciprocals of each other.Hence, the lines are perpendicular,and the parallelogram is a rectangle.

1c.

Yes, the points of intersection arethe vertices of a rectangle.

2a. ƒ (x) � x � 4

2b. ( ƒ � g)(x) � x � 4 � 2x2 � 1� 2x2 � x � 5

(g � ƒ )(x) � 2x2 � 1 � x � 4� 2x2 � x � 5� ( ƒ � g)(x)

2c. ( ƒ � g)(x) � x � 4 � (2x2 � 1)� �2x2 � x � 3

( g � ƒ )(x) � 2x2 � 1 � (x � 4)� 2x2 � x � 3� ( ƒ � g)(x)

2d. ( ƒ � g)(x) � (x� 4)(2x2 � 1)� 2x3 � x � 8x2 � 4� 2x3 � 8x2 � x � 4

( g � ƒ )(x) � ( 2x2 � 1)(x � 4)� 2x3 � 8x2 � x � 4� ( ƒ � g)(x)

2e. ( ƒ � g)(x) � �2xx2

��

41

�

(g � ƒ )(x) � �2xx2

��

41�

� ( ƒ � g)(x)

2f. Addition and multiplication offunctions are commutative, butsubtraction and division are not.

3. Sample answer: Jeanette bought anelectric wok that was originally pricedat $38. The department storeadvertised an immediate rebate of $5as well as a 25% discount on smallappliances. What was the final price ofthe wok? Let x represent the originalprice of the wok, r (x ) represent theprice after the rebate, and d (x ) theprice after the discount. r (d (x )) �$23.50 and d (r (x )) � $24.75. Thedomain of each composition is $38,however, the range of the compositiondiffers with the order of thecomposition.



Mid-Chapter TestPage 38

1. D � {�3, 0, 1}, R � {�2, 0, 1, 3}, no

2. 11

3. 2a2 � 3a � 3

4. 4x3 � 2x2

5. �x12� � 1

6.

7.

8. �25�

9. 3x � 2y � 7 � 0

10. y � �17x � 120

Quiz APage 39

1. D � {2, 3, 4, 5}, R � {�3, �2, 3}; yes

2. {(0, 0), (1,1), (1, �1), (2, 2), (2, �2)}; no

3. 16

4. 8x3 � 12x2

5. 8x2 � 3

Quiz BPage 39

1.

2.

3. x � �23

�

4. y � � �23

�x � 4

5. x � 2y � 2 � 0

Quiz CPage 40

1. parallel

2. none of these

3. 2x � y � 8 � 0

4. y � � �13

� x � 2

5. 10.3%

Quiz DPage 40

1.

2.

3.

4.


42

�44�4

�6


SAT/ACT Practice Cumulative ReviewPage 41

1. D

2. B

3. B

4. D

5. E

6. D

7. E

8. C

9. E

10. D

Page 42

11. D

12. A

13. B

14. B

15. C

16. E

17. A

18. C

19. 13

20. 1.2

Page 43

1. {(�1, 5), (0, 1), (1, �3), (2, �7)}; yes

2. 24

3. �x2 �

12

�

4.

5.

6. x � 2y � 2 � 0

7. y � 3x � 5

8. y � 5x � 9960

9.

10.


chap1 glencoe precalc resource master

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