HS-MATH-ALG1 - Chapter 9 - Quadratic Functions and Equations

THEN
You factored polynomial expressions,

including quadratic expressions.
NOW
In this chapter, you will:
Solve quadratic equations by
factoring, graphing, completing the
square, and using the Quadratic
Formula.
Analyze functions with successive
differences and ratios.
Identify and graph special functions.
Solve systems of linear and
quadratic equations.
S WHY
FINANCE The value of a company's
stock is extremely important to the
company as well as to shareholders.
Use the mathematical practices to
complete the activity.
1. Use Tools Use the Internet to find
information on financial markets and
functions that have been used to
model them. Then, select a stock that
increased and then decreased over
a period of time and record its value
each day during this interval.
2. Model with Mathematics Use
graphing technology to plot the
data you recorded. Let x be the time,
in days, since the beginning of the
interval, andy be the value, in dollars,
of the stock. Describe the shape of
the graph.
3. Discuss Compare your graphs to
those of your classmates. What do
you think the graph would look like if
the value of the stock decreased and
then increased over a period of time?
Go Online to Guide Your Learning
Explore & Explain Organize
Equation Chart Ma Foldao1es

Use the Equation Chart Mat and the Algebra Make this Foldable to help you
Tiles tool to explore and enhance your organize your notes about quadratic
understanding of solving quadratic functions. Begin with a sheet of
=
equations by completing the square, as notebook paper folded lengthwise to
discussed in Lesson 9-5. the margin rule. Fold it
4 times, unfold, cut and
label as shown.
}•
The Geometer's Sketchpad

y• 0.80[Jr· (1.10))1 + (·1.00)
Use The Geometer's Sketchpad to apply
dilations and reflections to quadratic : - - : ••0.80
functions (Lesson 9-2) and to solve quadratic
equations by graphing (Lesson 9-3). Collaborate
Chapter Projec·
In the 3... 2... 1... Blast Off! project, you
can use what you learn about quadratic
equations to complete a project that
Interactive Student Guide addresses business literacy.
Before starting the chapter, answer the
Chapter Focus preview questions. Check
[f~~-:,!-.,r:::=:::_.:::::~. -- ___
~til
...
your answers as you complete each lesson. l --- ____
==-=----..
At the end of the chapter, try the
Performance Task. r ~E ~:
;;::·i 61
:r-- ---
=-- --·
----··-
; ::,;:,-=':;::.::
_j_
~..:====--.
-·- ···--
Focus
ALEKs·
Need help studying? ~ .. --
:A:C'HI EVE ____
-..•~-
,......__ You can use the Functions and
Complete the Quadratic Lines and Quadratic Functions
Functions and Modeling and Equations topics in ALEKS
and Expressions and to find out what you know
Equations domains in about linear functions and what
LearnS mart to review for you are ready to learn .~
the chapter test.
*' Ask your teacher if this is part of your program.
connectED.mcgraw-hill.com 557
Get Ready for the Chapter
Connecting Concepts New Vocabulary
Concept Check English Espanol

Review the concepts used in this chapter by answering quadratic function p.559 funci6n cuadratica
each question below.
parabola p.559 parabola
1. Explain how a table of values could be used to graph a
function. axis of symmetry p.559 eje de simetrfa
2. How do you create a table of values from a new vertex p.559 vertice
equation? minimum p.559 mfnimo
3. Explain how to draw the graph of a line from a table maximum p.559 maximo
of values.
vertex form p.575 forma de vertice
4. Explain how to draw the graph of a line from an
equation without double root p. 581 doble rafz
y
using a table of . completing the square p.596 completar el cuadrado
values.
Quadratic Formula p. 606 Formula cuadratica
5. Refer to the graph at
the right. Create a discriminant p.610 discriminante
table of values for ~
this graph.
6. Write an equation of
the line graphed at 0
' r'\
~
r". xi
Review Vocabulary
the right. domain dominio all the possible values of the independent
variable, x
7. Explain how to factor a trinomial with a coefficient of
1. factoring factorizaci6n to express a polynomial as the product
of monomials and polynomials
8. Describe the difference between solving an absolute
value equation and a linear equation. leading coefficient coeficiente delantero the coefficient of the
first term of a polynomial written in standard form
range rango all the possible values
Performance Task Preview ~ C:H.Vff.R9
~ Preparmg for Assessment of the dependent variable, y
0 3
You will use the concepts and -·--·-,......._..___ ...._--._.
Perforrn.ncelask
In the function represented by the table,

skills in this chapter to solve 2 5
- --_.........-__ -
=-r:~::;a:..z:-..;:.·:::::::::.-:=-...!:
problems about the mechanics ................. ,...., the domain is {0, 2, 4, 6}, and the range
............. . ..
~-
-. 7
~:::-· ...... 4
of baseball. Understanding is {3, 5, 7, 9}.
=.::==-==-=-=-~~.;::=:::..
::::;':.':::::::---·-·-·~~·~--
6 9
quadratic equations will help you
..- _____ transformation transformaci6n the
. =..s:.·:::::::..-:.-=:::=:·--.--
,... ..... ... _ . .........._
finish the Performance Task at
.·-------
___. .......- .._. ..... _,_,.., movement of a graph on the coordinate plane
-_
,__ ... _"""""
the end of the chapter.
2,.,'\;=~~!..~~:~::.!ot':!"::
__ .,. _____ .. w_.,..,_,.
G In this Performance Task
you will:
- ...... ..............,..........
. ::;:::;:==::.-==:,.--...---
• model with mathematics

• make sense of problems and persevere in solving them
• reason abstractly and quantitatively
• look for and make use of structure
558 I Chapter 9 I Quadratic Functions and Equations

• You graphed linear
and exponential
•1 Analyze the
characteristics of
• The lnnovention Fountain in Epcot's
Futureworld in Orlando, Florida, is an
functions. graphs of quadratic elaborate display of water, light, and
functions. music. The sprayers shoot water in
shapes that can be modeled by
Graph quadratic
2 functions.
quadratic equations. You can use
graphs of these equations to show
the path of the water.
.,f:h~ New
Vocabulary
quadratic function
standard form
1Characteristics of Quadratic= Functions
+ +
can be written in the formf(x) ax 2
standard form of a quadratic function.
bx
Quadratic functions are nonlinear and
c, where a=/= 0. This form is called the
parabola
axis of symmetry The shape of the graph of a quadratic function is called a parabola. Parabolas are
vertex symmetric about a central line called the axis of symmetry. The axis of symmetry
minimum intersects a parabola at only one point, called the vertex.
maximum
So Key Concept Quadratic Functions
G Mathematical Parent Function: f(x) = x2 ~

\
~) t~
1/
Practices f(x) = ax2 + bx + c
2 Reason abstractly and
Standard Form:
Type of Graph: parabola

\ 1k axis of symmetry r
quantitatively. \I ~ 1/
b \1 ! ~ X
Axis of Symmetry: x=-- ~
2a
y-intercept: c ~ ~
When a > 0, the graph of y = ax 2 + bx + c opens upward. The lowest point on the graph
is the minimum. When a< 0, the graph opens downward. The highest point is the
maximum. The maximum or minimum is the vertex.
Example1 Graph a Parabola

Use a table of values to graph y = 3x2 + 6x- 4. State the domain and range.
I A 8 ¥! Graph the ordered pairs, and
I 6
connect them to create a smooth
5 (-3, 5) 1, 5
4 curve. The parabola extends to infinity.
0 -4 I 2 The domain is all real numbers or
I
-1 -7 -8-6-4 0 2 4 6 8X {-oo < x < oo}. The range is {y I y ~ -7},
-2 -4 r-- (J 2 ~4) ~
_I !.
'""(0, -4) - - - because -7 is the minimum.
1' I \ i 1·
-3 I 5 (-1, -7)Y
I I
Guided Practice
r
~
1. Use a table of values to graph y = x 2 + 3. State the domain and range.
.§
Recall that figures with symmetry are those in which
each half of the figure matches exactly. A parabola is
symmetric about the axis of symmetry. Every point
on the parabola to the left of the axis of symmetry
has a corresponding point on the other half. The
function is increasing on one side of the axis of
symmetry and decreasing on the other side.
When identifying characteristics from a graph, it is
often easiest to locate the vertex first. It is either the
maximum or minimum point of the graph. Then
locate the x-intercepts. They are the zeros of a quadratic function.
Example2 Identify Characteristics from Graphs

Find the vertex, the equation of the axis of symmetry, the y-intercept, and the zeros
of each graph.
a. ~ y 4. Jim Find the vertex. The parabola opens upward,
\ I so the vertex is located at the minimum point,
I
'1\~
I
J
fim
(-1, 0).
Find the axis of symmetry. The axis of
If
' ~ ./
0 X
symmetry is the line that goes through the
vertex and divides the parabola into congruent
halves. It is located at x = -1.
fim Find the y-intercept. The parabola crosses the
Go Online! •1: y-axis at (0, 1), so they-intercept is 1.
Investigate how changing

fi@ll Find the zeros. The zeros are the points where
the graph intersects the x-axis. This graph only
the values of a, b, and c in
intersects the x-axis once, at (-1, 0).
the equation of a quadratic
function affects the graph
by using the Graphing Tools
in ConnectED. b. y Jim Find the vertex. The parabola opens downward,
v- "'\ so the vertex is located at its maximum point,
...---~·-~-
"' ·.,,: '' ~
',1'
I \ (0, 4).
•
""" i;
H II \
---- ~
D . . . . . ,;
; '
J
':\ fim Find the axis of symmetry. The axis of
- J 0 \ X
. . .·1 symmetry is located at x = 0.
If
I
I
,
\ fim Find the y-intercept. The parabola crosses the
y-axis at (0, 4), so they-intercept is 4.
fi@ll Find the zeros. The zeros are the points where the
graph intersects the x-axis, (-2, 0) and (2, 0).
Guided Practice
2A. y 28. j y l
v
I
J ' \
\
\
I
J
I
' 0
I
\
' \ X
' \.. ./
, I
I \
.,\ 0 X
560 I lesson 9-1 I Graphing Quadratic Functions

Example3 Ident ify Characteristics from Functions
Study Tip
~ Perseverance VVhen Find the vertex, the equation of the axis of symmetry, and the y-intercept
identifying characteristics of of each function.
a function, it is often easiest
to locate the axis of symmetry a. y = 2x 2 + 4x - 3
first. x= -;a Formula for the equation of the axis of symmetry
4
x = ---
2. 2
a=2andb=4
x = -1 Simplify.
The equation for the axis of symmetry is x = -1.
To find the vertex, use the value you found for the axis of symmetry as the
x-coordinate of the vertex. Find they-coordinate using the original equation.
y = 2x 2 + 4x -3 Original equation
= 2(-1) + 4(-1) -
2
3 x= -1
= -5 Simplify.
The vertex is at (-1, -5).

They-intercept always occurs at (0, c). So, they-intercept is -3.
b. y = -x 2 + 6x + 4
b
x=--
2a
Formula for the equation of the axis of symmetry
6
x=-2(-1) a= -1 and b= 6
x=3 Simplify.
Study Tip The equation of the axis of symmetry is x = 3.

y-intercept They-intercept y = - x 2 + 6x + 4 Original equation
is also the constant term (c)
of the quadratic function in
= - (3) 2
+ 6(3) + 4 x=3
standard form. = 13 Simplify.
The vertex is at (3, 13).

They-intercept is 4.
Guided Practice
~- y = -3x 2 + 6x - 5 38. y = 2x 2 + 2x + 2
Next you will learn how to identify whether the vertex is a maximum or a minimum.
Words The graph of ~x) = ax2 + bx + c, where a =/= 0:

• opens upward and has a minimum value whena> 0, and
• opens downward and has a maximum value when a< 0.
The range of a quadratic function is all real numbers greater than or equal to
the minimum, or all real numbers less than or equal to the maximum.
Examples a is positive. a is negative. f(x)
01 X
Example4 Maximum and Minimum Values
Consider f(x) = - 2x 2 - 4x + 6.
a. Determine whether the function has a maximum or minimum value.
Forf(x) = -2x 2 - 4x + 6, a= -2, b = -4, and c = 6.
Watch Out! Because a is negative the graph opens down, so the function has a
maximum value.
Minimum and Maximum
Values Don't forget to find
both coordinates of the b. State the maximum or minimum value of the function.
vertex (x, y) . The minimum
or maximum value is the The maximum value is the y-coordinate of the vertex.
y-coordinate.
The x-coordinate of the vertex is - b or -4() or -1.
2a 2 -2
f (x)= - 2x 2 - 4x + 6 Original function
f (-1) = -2(-1) 2 - 4(-1) + 6 x= -1
J(-1) = 8 Simplify.
Review Vocabulary
The maximum value is 8.
Domain and Range The
domain is the set of all of
the possible values of the c. State the domain and range of the function.
independent variable x.
The range is the set of all The domain is all real numbers. The range is all real numbers less than
of the possible values of or equal to the maximum value, or {y I y:::;; 8}.
the dependent variable y.
Guided Practice
Consider g(x) = 2.x 2 - 4x -1.
4A. Determine whether the function has a maximum or minimum value.
48. State the maximum or minimum value.
4C. State the domain and range of the function.
2Graph Quadratic Functions You have learned how to find several important
characteristics of quadratic functions.
Key Concept Graph Quadratic Functions
Jim Find the vertex, and determine whether it is a maximum or minimum.
fi@il Use symmetry to find additional points on the graph, if necessary.
562 I Lesson 9-1 I Graphing Quadratic Functions

Exa~ple 5 Graph Quadratic Functions
Study Tip
G Sense-Making When Graphf(x) = x 2 + 4x + 3.
locating points that are on
opposite sides of the axis of Jim Find the equation of the axis of symmetry.
symmetry, not only are the x= - b Formula for the equat1on of the axis of symmetry
points equidistant from 2a
the axis of symmetry, they x= 2=--1
- 4 or -2 a=1 and b=4
are also equidistant from
the vertex.
fim Find the vertex, and determine whether it is a maximum or minimum.
f(x) = x 2 + 4x + 3 Original equation
= (-2) 2 + 4(-2) + 3 x= -2
= -1 Simplify.
The vertex lies at (- 2, -1). Because a is positive the graph opens up,
and the vertex is a minimum.
fim Find they-intercept.

f(x) = x 2 + 4x + 3 Original equation
= (O) + 4(0) + 3
2
x=O
=3 They-intercept is 3.
fim The axis of symmetry divides the parabola
into two equal parts. So if there is a point on
one side, there is a corresponding point on
the other side that is the same distance from
the axis of symmetry and has the same y-value.
fiw Connect the points with a smooth curve.
Guided Practice Graph each function.

SA. f(x) = -2x 2 + 2x - 1 58. f(x) = 3x2 - 6x +2
There are general differences between linear, exponential, and quadratic functions .
Linear Functions Exponential Functions Quadratic Functions

Equation y= mx+ b I y = ab x, a=/= 0, b > 0, b =/= 1
I
I y = ax 2 + bx + c, a =I= 0
Degree X 2
Graph curve parabola
Increasing I m > 0: y is increasing on the I a > 0, b > 1 or a < 0, a > 0: y is decreasing to the
Decreasing entire domain. 0 < b < 1: yis increasing on left of the axis of symmetry
the entire domain. and increasing on the right.
m < 0: y is decreasing on
the entire domain. a > 0, 0 < b < 1 or a < 0, a < 0: y is increasing to the
b > 1: y is decreasing on the left of the axis of symmetry
entire domain. and decreasing on the right.
End Behavior m > 0: as x increases, b > 1: as x decreases, a> 0: as x increases,

y increases; as x decreases, y approaches 0; a > 0, as x y increases; as x decreases,
ydecreases increases, y increases; a < 0, y increases.
as x increases, y decreases.
m < 0: as x increases, a< 0: as x increases,
y decreases; as x decreases, 0 < b < 1: as x increases, y decreases; as x decreases,
yincreases y approaches 0; a > 0, as x ydecreases
decreases, y increases;
a < 0, as x decreases, y
decreases.
You have used what you know about quadratic functions, parabolas, and symmetry to
create graphs. You can analyze these graphs to solve real-world problems.
Real-World Example 6 Use a Graph of a Quadratic Function

SCHOOL SPIRIT The cheerleaders at Lake High School launch T-shirts into the crowd
every time the Lakers score a touchdown. The height of the T-shirt can be modeled by
the function h(x) = -16x 2 + 48x + 6, where h(x) represents the height in feet of the
T-shirt after x seconds.
a. Graph the function.
b
x=--
2a
Equation of the axis of symmetry
Only 3-4% of high school 48 3
football players get the x =- 2
(_ ) or 2
16
a= -16 and b = 48
opportunity to play college
foot ball. Only 1.7% of college The equation of the axis of symmetry is x =%·Thus, the x-coordinate for
players play professionally, .
t he vertex 1s .
3
and only 0.08% of high 2
school players will move on y = -16x 2+ 48x + 6 Original equation
to the NFL.
3
Source: Business Insider
= -16 (tY + 48 (%) + 6 x=2
= -16(t) + 48(%) + 6 (~t =t

= -36 + 72 + 6 or 42 Simplify.
YJA
r--t--r--- ~0 , i~
The vertex is at (%' 42). r--t--r--- 36-
- r-- '- 32 ~ 1\
Let's find another point. Choose an x-value of 0 - r-- r- 28 I 1\
and substitute. Our new point is at (0, 6). The point - r-- r- 24 iI '
- r-- r- 20 I
paired with it on the other side of the axis - r-- r--- 16
I
I
of symmetry is (3, 6). - r-- r--- 12 I
I
8 I
Repeat this and choose an x-value of 1 to get (1, 38) 4

I
I
and its corresponding point (2, 38). Connect these I

r4
'
points and create a smooth curve. -2 ol X
b. At what height was the T-shirt launched?

The T-shirt is launched when time equals 0, or at they-intercept.
So, the T-shirt was launched 6 feet from the ground.
c. What is the maximum height of the T-shirt? When was the maximum
height reached?
The maximum height of the T-shirt occurs at the vertex.
So the T-shirt reaches a maximum height of 42 feet. The time was %
or 1.5 seconds after launch.
Guided Practice
6. TRACK Emilio is competing in the javelin throw. The height of the javelin can be
modeled by the equation y = -16x 2 + 64x + 6, where y represents the height in
feet of the javelin after x seconds.
A. Graph the path of the javelin. ~
B. At what height is the javelin thrown? ~
~
C. What is the maximum height of the javelin? ?i
J
llrJj Go Online! for a
Check YHr Understanding = Step-by-Step Solutions begin on page R11. v Self-Check Quiz
Example 1 Use a table of values to graph each equation. State the domain and range.
1. y = 2x 2 + 4x - 6 2. y = x 2 + 2x - 1
3. y = x2 - 6x - 3 4. y = 3x2 - 6x - 5
Example2 Find the vertex, the equation of the axis of symmetry, the y-intercept,
and the zeros of each graph.
5. .~· y ... I
6.
t I !
l II
9 r
4
J
2 \. [j
-6-4 0 2 4 6 8 10x
1--1-- 1--- -4
1--1-- 1--- -6
I
7. ~
1\
Y,4
I
8. v
J
"y \
\ I I \
I
\
'1\~ J
I
I'
'1\ ~
I I \
I \
'
~
If
./ 0 X
l 0
1
r ; ..... ~
Example3 Find the vertex, the equation of the axis of symmetry, and the y-intercept
of the graph of each function.
9. y = -3x 2 + 6x- 1 10. y = -x 2 + 2x + 1
11. y = x2 - 4x + 5 12. y = 4x 2 - 8x +9
Example 4 Consider each function.
a. Determine whether the function has maximum or minimum value.
b. State the maximum or minimum value.
c. What are the domain and range of the function?
!!) y = -x 2 + 4x - 3 14. y = -x 2 - 2x +2
15. y = - 3x 2 + 6x + 3 16. y = - 2x 2 + 8x - 6
Example 5 Graph each function.

17. f(x) = -3x 2 + 6x + 3 18. f(x) = -2x 2 + 4x + 1
19. f(x) = 2x 2 - Bx- 4 20. f(x) = 3x 2 - 6x - 1
Example 6 21. G REASONING A juggler is tossing a ball into the air. The height of the ball in feet can
be modeled by the equation y = -16x 2 + 16x + 5, where y represents the height of the
ball at x seconds.
a. Graph this equation.
b. At what height is the ball thrown?
c. What is the maximum height of the ball?
Practice and Problem Solving Extra Practice is on page R9.
-~----
Example 1 Use a table of values to graph each equation. State the domain and range.
22. y = x 2 + 4x + 6 23. y = 2x 2 + 4x + 7 24. y = 2x 2 - 8x - 5
25. y = 3x 2
+ 12x + 5 26. y = 3x 2
- 6x - 2 27. y = x 2
- 2x- 1
Example 2 Find the vertex, the equation of the axis of symmetry, the y-intercept, and the zeros
of each graph.
28. I I ll I I IY t I 11 I I 29. ~ y 4
\ I :
1\ I
\ :I \ I
I I
'\ J
\ I
\ I 0 I X
' \.. .)
0
If
X
\
' ~ IJ
I
I
30. YV 31. 4Y ~
I
I
J
' ~
\
\ I
I
J '1'\ 1\ I
\J
I l
I'I \ 0 X
1
l 0 W X
32. y 33. y
~ ~
\ I
\ I
\ , 1/
f
~ 1/J
',
0 J X X
\ I I ~
If I
' ~J
l
I
\
~
Example 3 Find the vertex, the equation of the axis of symmetry, and the y-intercept
of each function.
34. y = x 2 + 8x + 10 @ y = 2x 2 + 12x + 10 36. y = - 3x 2 - 6x +7
37. y = -x 2 - 6x - 5 38. y = 5x 2 + 20x + 10 39. y = 7x 2 - 28x + 14
40. y = 2x 2 - 12x + 6 41. y = - 3x 2 + 6x - 18 42. y = -x 2 + lOx- 13
Example 4 Consider each function.
a. Determine whether the function has a maximum or minimum value.
c. What are the domain and range of the function?
43. y = - 2x 2 - 8x +1 44. y = x2 + 4x - 5 45. y = 3x 2 + 18x - 21
46. y = -2x 2 - 16x + 18 47. y = -x 2 - 14x- 16 48. y = 4x 2 + 40x + 44
49. y = - x2 - 6x - 5 50. y = 2x 2 + 4x + 6 51. y = -3x 2 - 12x- 9
Example 5 Graph each function.
52. y = - 3x2 + 6x - 4 53. y = - 2x 2 - 4x - 3 54. y = - 2x 2 - 8x + 2
55. y = x 2 + 6x - 6 56. y = x2 - 2x + 2 57. y = 3x 2 - 12x + 5
566 I lesson 9-1 I Graphing Quadratic Functions

Example 6 58. BOATING Miranda has her boat docked on the west side
of Casper Point. She is boating over to Casper Marina, which is
located directly east of where her boat is docked. The equation
d = -16t 2 + 66t models the distance she travels north of her
.id
starting point, where d is the number of feet and t is the time
traveled in minutes.
a. Graph this equation.
b. What is the maximum number of feet north that
she traveled?
c. How long did it take her to reach Casper Marina?
GRAPHING CALCULATOR Graph each equation. Use the TRACE feature to find the vertex on
the graph. Round to the nearest thousandth if necessary.
59. y = 4x 2 + lOx + 6 60. y = 8x 2 - 8x +8
61. y = - 5x 2 - 3x - 8 62. y = -7x 2
+ 12x - 10
63. GOLF The average amateur golfer can hit a ball with an initial upward velocity
of 31.3 meters per second. The height can be modeled by the equation
h = -4.9t 2 + 31.3t, where his the height of the ball, in meters, after t seconds.
a. Graph this equation. What do the portions of the graph where h > 0 represent in
the context of the situation? What does the end behavior of the graph represent?
b. At what height is the ball hit?
c. What is the maximum height of the ball?
d. How long did it take for the ball to hit the ground?
e. State a reasonable range and domain for this situation.
64. MULTI-STEP The marching band is selling poinsettias to raise money for
new uniforms. In last year's sale, the band charged $5 each, and they sold
150 poinsettias. They want to increase the price this year, and they expect to sell
10 fewer poinsettias for each $1 that they increase the price. The nursery will donate
50 poinsettias and charge them $1.50 for each additional poinsettia.
a. If new band uniforms cost $925, will the band be able to raise enough money to buy
them? If so, what is the lowest price they could charge for each poinsettia and still
have enough money to buy the new uniforms?
b. Describe your solution process.
65) FOOTBALL A football is kicked up from ground level at an initial upward velocity of
90 feet per second. The equation h = -16t 2 + 90t gives the height h of the football
after t seconds.
a. What is the height of the ball after one second?
b. When is the ball126 feet high?
c. When is the height of the ball 0 feet? What do these points represent in the context
of the situation?
66. G STRUCTURE Letf(x) = x 2 - 9.

a. What is the domain ofj(x)?
b. What is the range of f(x)?
c. For what values of xis f(x) negative?
d. When x is a real number, what are the domain and range of f(x) = Vx 2 - 9?
® MULTIPLE REPRESENTATIONS In this problem, you will investigate solving quadratic
equations using tables.
a. Algebraic Determine the related function for each equation. Copy and complete
the first two columns of the table below.
2
Equation
I Related Function
I Zeros
I y-Values
x - x= 12 I
2
x + 8x= 9
x2 = 14x- 24
x2 + 16x= -28
--
b. Graphical Graph each related function with a graphing calculator.

c. Analytical The number of zeros is equal to the degree of the related function.
Use the table feature on your calculator to determine the zeros of each related
function. Record the zeros in the table above. Also record the values of the function
one unit less than and one unit more than each zero.
d. Verbal Examine the function values for x-values just before and just after a zero.
What happens to the sign of the function value before and after a zero?
H.O.T. Problems Use Higher-Order Thinking Skills
68. G SENSE-MAKING Write a quadratic function for which the graph has an axis of
symmetry of x =-~.Summarize your steps.
69. ERROR ANALYSIS Jade thinks that the parabolas represented 6 y
by the graph and the description have the same axis of 4
symmetry. Chase disagrees. Who is correct? Explain 2
your reasoning. -2 0 2 4 X
- - 1- -4
- /
"" \
a parabola that opens do'w'n'w'ard. passing -
I-- I--
:~a
through (0, 6) and having a vertex at (2., 2.) I-- I--
'~
70. CHALLENGE Using the axis of symmetry, they-intercept, Y JA.. (3, 25)
I
and one x-intercept, write an equation for the graph shown. 20 I 1\
I
'
1
- t--
71. G SENSE-MAKING The graph of a quadratic function has a r-(?, 16)J
I
\
\
vertex at (2, 0). One point on the graph is (5, 9). Find
/4 \
another point on the graph. Explain how you found it. (-2,0) 8, J)
,x
,,
-8 -4 0 4
72. G REASONING Describe a real-world situation that l 8 l
involves a quadratic equation. Explain what the ,l
vertex represents.
73. G CONSTRUCT ARGUMENTS Provide a counterexample that is a specific case to show

that the following statement is false. The vertex of a parabola is always the minimum of the
graph.
74. WRITING IN MATH Use tables and graphs to compare and contrast an exponential
functionf(x) = abx + c, where a=/= 0, b > 0, and b =/= 1, a quadratic function
g(x) = ax 2 + c, and a linear function h(x) = ax+ c. Include intercepts, portions of the
graph where the functions are increasing, decreasing, positive, or negative, relative
maxima and minima, symmetries, and end behavior. Which function eventually
increases at a faster rate than the others?

Preparing for Assessment
75. Which function has a range of {y I y ~ 4}? 79. MULTI-STEP Use the function y = x 2 + 4x + 3 to
01 answer the questions. 0 1, 7
0 A y = x2 - Sx + 20 a. What is the domain of the function?
0 B y = -x 2 + Sx -12 0 A {xlx2::1}
0 C y = x2 - Sx + 12 0B {xlx~-3}
0 D y = -x + Sx -20
2
Oc {xlx2::-1}
76. Which statement best describes the function 0 D all real numbers
graphed below? 0 1
y
f-- f- 5 .. ~ b. What is the range of the function?
f-- f- 4 1\ I
f-- f- 3 \ I 0 A {y I y ;;::: -1}
f-- f- 2 \
f-- f- 1
, II
II
0 B {yly ~ -1}
1\ ~
0 1\2 3 4/5 6 7 X
0 c {y I y ;;::: 1}
f---2
f--1 3 '!\. .)
IJ
0 D all real numbers
0 A The equation of the axis of symmetry
is x = -3. c. What is the vertex of the function?
0 B The y-intercept is 1. 0 A (-4, 3)
0 C The maximum value is 6. 0 B (-2, 1)
0 D The range is {y I y 2:: -3}. 0 c (-2, -1)
77. What is the y-intercept of f(x) = x2 - 2x + 3? 0 D (0, 3)

01,7
d. Which points lie on the parabola? Select all
that apply.
78. Rachel correctly identified the vertex and the
equation of the axis of symmetry for the function
DA (-4, 0)
graphed below. Which of the following were most DB (-3, 0)

likely Rachel's answers? 01
I~
5
y
.4
oc (-2, 1)
\ 4 I DD (-1, 0)
\ , 3 1/
~
1\2
\1
~ DE (0, 3)
I
-3-2 r ~ 1 ?j 3 4 5x OF (1, 8)
21\. _.)
I
3 DG (2, 12)
0 A vertex: (- 2, 1); axis of symmetry: x =1 80. Ed is graphing the function y = x 2 - 2x + c.

0 B vertex: (- 2, 1); axis of symmetry: y = -2 For what value of c will the range of the function
be {y I y 2:: -7}? 0 1, 7
0 C vertex: (1, - 2); axis of symmetry: y = -2
0 D vertex: (1, -2); axis of symmetry: x =1
Mathematical Practices
G 4 Model with mathematics
A model rocket is launched from the ground with an upward velocity of

144 feet per second. The function y = -16x2 + 144x models the height
y of the rocket in feet after x seconds. Using this function, we can investigate
the rate of change of a quadratic function .
l:ltt:illi Copy the table below. 300

y
tl
,...
'- I
~ 1051101151 ... 1901
275
250 I \
• I
225
200
175
I
j
J '
\
\
\
ldft:ii Find the value of y for each value of x from 0 through 9. 150
125
I3E'il Graph the ordered pairs (x, y) on grid 100

75 , j
I ,
~
1\
paper. Connect the points with a
smooth curve. Notice that the function
increases when 0 < x < 4.5 and decreases
50
25
0
1/
123456789x
, \
when 4.5 < x < 9.

bt§::tJ Recall that the rate of change is the change in y
divided by the change in x. Find the rate of
change for each half second interval of x andy.
Exercises
Use the quadratic function y = x2 •

1. Make a table, similar to the one in the Activity, for the function using x = -4, -3,
-2, -1, 0, 1, 2, 3, and 4. Find the values of y for each x-value.
2. Graph the ordered pairs on grid paper. Connect the points with a smooth curve.
Describe where the function is increasing and where it is decreasing.
3. Find the rate of change for each column starting with x = -3. Compare the rates
"'0
rD
~
of change when the function is increasing and when it is decreasing. a:l
~
4. CHALLENGE If an object is dropped from 100 feet in the air and air resistance is ;P.
t:::.
Vi
ignored, the object will fall at a rate that can be modeled by the function 0
f(x) = -16x 2 + 100, wheref(x) represents the object's height in feet after
(')
~
x seconds. Make a table like that in Exercise 1, selecting appropriate values for x. ~
'<
Fill in the x-values, they-values, and rates of change. Compare the rates of change. 3
Q)
<.0
Describe any patterns that you see. rD
(/)
570 I Extend 9-1 I Algebra Lab: Rate of Change of a Quadratic Function

• You graphed
quadratic functions
•1 Apply translations to
quadratic functions.
• The graphs of the parabolas shown at the
right are the same size and shape, but notice
by using the vertex that the vertex of the red parabola is higher
and axis of
symmetry.
2
Apply dilations and
reflections to
quadratic functions.
on they-axis than the vertex of the blue
parabola. Shifting a parabola up and down is
an example of a transformation.
'/'b.J New
Vocabulary Translations The graph of f(x) = x 2 represents the parent graph of the quadratic
vertex form 1 functions. The parent graph can be translated up, down, left, right, or in two
directions.
When a constant k is added to the quadratic function f(x), the result is a vertical
G Mathematical translation.
Practices
1 Make sense of
problems and persevere Key Concept Vertical Translations
in solving them.
8 Look for and express The graph of g(x) = x2 + k is the graph of f(x) = x2
regularity in repeated translated vertically.
reasoning.
If k > 0, the graph of f(x) = x2
is translated Ikl units up.
If k < 0, the graph of f(x) = x2
is translated Ikl units down.
Example1 Vertical Translations of Quadratic Functions

Describe the translation in each function as it relates to the graph of f(x) = x 2 •
a. h(x) = x 2 + 3 b. g(x) = x 2 - 4
k = 3 and 3 > 0 k = -4 and -4 < 0
h(x) is a translation of the graph of g(x) is a translation of the graph of
f(x) = x2 up 3 units. f(x) = x2 down 4 units.
Guided Practice
1A. g(x) = x2 - 7 18. g(x) = 5 + x2 1C. g(x) = -5 + x2 10. g(x) = x2 + 1
When a quadratic function f(x) is multiplied by -1 after the function has been evaluated,
the result is a reflection across the x-axis. When f(x) is multiplied by -1 before the
function has been evaluated, the result is a reflection across the y-axis.
f~ Key Concept Reflections

The graph of -f(x) is the reflection of the graph of
f(x) = x2 across the x-axis.
Study Tip
Reflection Areflection of
f(x) = x!- across they-axis
results in the same function,
because f(-x) = (-x)2 = x!-.
\ The graph of f(-x) is the reflection of the graph of
f(x) = x2 across they-axis. Because ~x) is symmetric
about they-axis, ~- x) appears the same as ~x).
ExampleS Reflections and Dilations of Quadratic Functions

Watch Out! Describe the transformation in each function as it relates to the graph of f(x) = x2 •
Transformations The
graph of f(x) = -ax!- can
a. g(x) = - 2x2 b. p(x) = (- 2x) 2
result in two a = -2, -2 < 0, and I -21 > 1, so the a = -2, -2 < 0, so the graph is
transformations of graph is reflected across the x-axis and reflected across the y-axis and
the graph of f(x) = x!-: a the graph is vertically stretched. horizontally compresssed.
reflection across the x-axis
if a > 0 and either a
compression or expansion l I tr I ~ l l tr J .l
depending on the absolute 1\ I I I J ~ l I J J
~
value of a.
~
I fl\ X 01 I I X
1/
~
fl + I~
r Guided Practice
SA. r(x) = 2( -x)2 58. g(x) = -ix2 5C. j(x) = (- 2x) 2
Real-World Example 6 Analyze a Function

BRIDGES The lower arch of the Sydney Harbor Bridge r +r
can be modeled by g(x) = -0.0018(x- 251.5) 2 + 118, I
4001 I I I I I I I I I I I
where x is horizontal distance in meters and g(x) is I
I
height in meters. Describe the transformations in g(x) 3001 I I I I I I I I I I I
I
as it relates to the graph of the parent function.
The values of a, h, and k are -0.0018, 251.5,and 118,
respectively. Because a is negative and 0 < Ia I < 1, g(x)
is reflected across the x-axis and compressed vertically.
The graph is translated right 251.5 units and up
118 units.
574 I lesson 9-2 I Transformations of Quadratic Functions

Guided Practice
6. FOOTBALL In order to allow water to drain, football fields rise from each sideline
to the center of the field. The cross section of a football field can be modeled by
g(x) = -0.000234(x- 80) 2 + 1.5 where g(x) is the height of the field and xis
the distance from the sideline in feet. Describe how g(x) is related to the graph
off(x) = x2 .
A quadratic function written in the form f(x) = a(x - h) 2 + k is in vertex form .
r.JConcept Summary Transformations of Quadratic Functions ..-

f (x ) = a(x - h)2 + k
h, Horizontal Translation k, Vertical Translation

h units to the right j j J~ k units up if k is Yl 4.
if h is positive
I hI units to the left
~
1\
~
1\ I I\ I
~ J
I
~
J positive
Ikl units down if 1.--'----~
" ~
\ \
\ \
J
vI-
J J
J
If lr -'--
I
if h is negative
''' i\.. _/ ~ ./~ _/ k is negative 1~ ,
~ 0
'' .I
J
11 k=O
-.--:-
~3B ~ r-- ~>0' ~ X

r-- ,...------'
", ~If'
lh=O Uk < o
•
a, Reflection a, Dilation
If a> 0, the graph J y l I I
If a > 1, the [ 111 A y
opens up. \ J graph is ~~1j ~ r J
If a < 0, the graph \ I stretched ~ \ I I A
I ~ \ I II
opens down. \.. ..1
~
vertically.
<I I< """"" '
.... \.\ !U ...,. ~
./
0< lal < 1j
'
X lfO a 1, 0 X
\ the graph is
\Ja < o~
1 1
I compressed
I
vertically.
......
' '
You can use a graphing calculator to verify descriptions of transformations.
Study Tip Example7 Compare Graphs

A graph that opens upward
has a positive leading Compare the graphs to the parent function f(x) = x2 • Then, verify using technology.
coefficient. A graph that
opens downward has a g(x) = -2.1(x + 3)2 j(x) = (-0.4x) 2 +6
negative leading coefficient.
g(x) is reflected across the x-axis, stretched vertically, and translated left 3
units. j(x) is reflected across they-axis, stretched horizontally and translated
up 6 units.
To verify using a graphing calculator, enter each
equation in theY= list and graph. Use the features of
the calculator to investigate the transformations. Note
the change in the vertex, intercepts, and relation to
the axes.
[-10, 10] sci: 1by [-8, 12] sci: 1
I
Guided Practice
7. Compare the graphs to the parent function J(x) = x2. Then, verify using technology.
3
p(x) = -4 (x- 2) 2 q(x) = (-2x) 2 - 5
To identify a quadratic equation, when given the vertex and a point, solve for a in the
vertex form.
Study Tip
ExampleS Identify Equations Given the Vertex and a Point
The vertex form of any
quadratic function is Write a quadratic function in vertex and standard form that contains (3, 6)
f(x) = a(x- h) 2 + k, where and vertex (2, 4).
the vertex is (h. k). The vertex
Y· ).
being at (2. 4) means that the
graph was translated 2 units
right and 4 units up.
J(x) = a(x - h)2 + k
6 = a(3 - 2)2 + 4
Vertex form of a quadratic function
= [(3. 6). (h. k)] = (2. 4)
[x. f(x)]
\
' ~
"
I
I
J (3, 6)
6=a+4 (3- 2) 2 = 1
\ ll
2=a Subtract 4 from each side. (2, 4)
The vertex form of the function is f(x) = 2(x- 2)2 + 4.

f(x) = 2(x- 2)2 + 4 Vertex form 0 X
J(x) = 2(x 2 - + 4) + 4
4x Expand (x- 2)2.
f(x) = 2
2x - 8x + 12 Simplify.
The standard form of the function is J(x) = 2x2 - 8x + 12.
Guided Practice
Write a quadratic function in vertex and standard form that contains vertex V and
point P.
SA. V(5, -1), P(3, -5) 88. V(O, 3), P(4, 8) 8C. V(1, 2), P(-2, 8)
Check Your Understanding 0 = Step-by-Step Solutions begin on page R11.

Examples 1-5 Describe the transformations in each function as it relates to the graph of f(x) = x 2 •
1. g(x) = x 2 - 11 2. h(x) = ~(x- 2) 2 3. h(x) = -x 2 + 8
4. g(x) = (6x) 2 5. g(x) = -4(x + 3) 2 6. h(x) = -x 2 - 2
Example 6-7 l BASKETBALL The path of Reggie's basketball as he attempts to make a basket is
modeled by g(x) = -0.204(x -6.2) 2 + 13.8, where xis the horizontal distance from
Reggie in feet and g(x) is the height of the ball. Describe the transformations in g(x) as
it relates to the graph of the parent function. Then, verify using technology.
Example 8 Write a quadratic function in vertex and standard form that contains
vertex V and point P.
8. V(3, -2), P(O, 4) 9. V(1, -1), P(2, 3)

~-----------------------------
Examples 1-5 Describe the transformations in each function as it relates to the graph off(x) = x 2 •
10. g(x) = -10 + x 2 @
h(x) = -7- x 2 12. g(x) = 2(x- 3) 2 + 8
13. h(x) = 6 + tx 2 14. g(x) = -5- ix 2 15. h(x) = 3 + fx 2

16. g(x) = 0.25x 2 - 1.1 17. h(x) = 1.35(x + 1) 2 + 2.6
576 I Lesson 9-2 I Transformations of Quadratic Functions
Example 6-7 18. DIVING The height of a diver in meters after x seconds is modeled by the function
g(x) = -7.2(x - 0.75)2 + 10.
a. Find the values a, h, and k in g(x).
b. Describe the transformations in g(x) as it relates to the graph of the parent function.
c. Use technology to estimate the height of the diver after 1 second.
19. ROCKETS Candice and Paulo both launch a rocket during science club. The path of Candice's
rocket is modeled by c(x) = -16(x- 2.5) 2 + 105 and Paulo's rocket is modeled by
p(x) = -16(x- 2.8) 2 + 126.5, where c(x) and p(x) represent the height of each rocket after x seconds.
a. Use technology to compare the graphs of c(x) and p(x) to the parent function.
b. Whose rocket went higher?
c. Whose rocket was in the air for a longer time?
Example 8 Write a quadratic function in vertex and standard forms that contains vertex V and
point P.
20. V(-2, -2), P(-4, -10) 21. V( -1, -4), P(2, 0)
22. V(7, -2), P(4, 4) 23. V(-5, -9), P(-2, -6)
24. SQUIRRELS A squirrel12 feet above the ground drops an acorn from a tree. The
function h = -16t 2 + 12 models the height of the acorn above the ground in
feet after t seconds. Graph the function, and compare it to its parent graph.
@ ROCKS A rock falls from a cliff 300 feet above the ground. At the same time, another
rock falls from a cliff 700 feet above the ground.
a. Write functions that model the height h of each rock after t seconds.
b. If the rocks fall at the same time, how much sooner will the first rock
reach the ground?
26. SPRINKLERS The path of water from a sprinkler can be modeled by quadratic
functions. The following functions model paths for three different sprinklers.
Sprinkler A: y = -0.35x 2 + 3.5 Sprinkler B: y = -0.21x 2 + 1.7

Sprinkler C: y = -0.08x 2 + 2.4
a. Which sprinkler will send water the farthest? Explain.

b. Which sprinkler will send water the highest? Explain.
c. Which sprinkler will produce the narrowest path? Explain.
27. GOLF The path of a drive can be modeled by a quadratic ~g(x) = -0.0005(x- 200) + 201
2
24
function where g(x) is the vertical distance in yards of the j/
20 I"'" ..... ~
ball from the ground and xis the horizontal distance in yards. /
16
12
I \
a. How can you obtain g(x) from the graph of f(x) = x 2. I
'\
b. A second golfer hits a ball from the red tee, which is
8
4 ,I ~ X
30 yards closer to the hole. What function h(x) can be used 0 100 200 300 400
to describe the second golfer's shot?
Describe the transformations to obtain the graph of g(x) from the graph of f(x).
28. f(x) = x 2 + 3 29. f(x) = x 2 - 4 30. f(x) = -6x 2
g(x) = x 2 - 2 g(x) = (x- 2) 2 +7 g(x) = -3x 2
31. MULTIPLE REPRESENTATIONS In this problem you will analyzef(bx) ifJ(x) = x 2 .

a. Graphical Graphf(bx) forb= -3, -1, 0.25, 0.5, 1, 2, and 3.
b. Analytical Describe the transformation from f(x) to f(bx) when b > 1.
c. Analytical Describe the transformation from f(x) to f(bx) when 0 < b < 1.
d. Analytical Describe the transformation fromf(x) to f(bx) when b < 0.
e. Graphical Graph af(x) for a = -2, -0.5, 0.5, and 3.
Tell which equation matches Graph 1 and Graph 2.
~ n
[-10, 10] sci: 1by [-10, 10] sci: 1 [-10, 10] sci: 1by [-10, 10] sci: 1
y=x2 +2 y= -ix2
y=x2 -4 y = -2x2
Compare and contrast each pair of functions. Use a graphing calculator
to confirm.
34. y = x 2, y = x2 + 3 35. y = tx 2, y = 3x 2 36. y = x 2, y = (x- 5) 2
3l y = 3x 2, y = -3x 2 38. y = x 2, y = -4x 2 39. y = x 2 - 1, y = x 2 +2

40. y = tx 2 + 3, y = - 2x 2 41. y = x2 - 4, y = (x- 4) 2
42. G CONSTRUCT ARGUMENTS Are the following statements sometimes, always, or never
true? Explain.
a. The graph of y = x 2 + k has its vertex at the origin.
b. The graphs of y = ax2 and its reflection over the x-axis are the same width.
c. The graph of y = x2 + k, where k;;::: 0, and the graph of a quadratic with vertex at
(0, -3) have the same maximum or minimum point.
43. CHALLENGE Write a function of the form y = ax 2 + k with a graph that passes through
the points (-2, 3) and (4, 15).
44. G CONSTRUCT ARGUMENTS Determine whether all quadratic functions that are
reflected across the y-axis produce the same graph. Explain your answer.
45. OPEN-ENDED Write a quadratic function that opens downward and is wider than the
parent graph.
46. WRITING IN MATH Describe how the values of a and k affect the graphical and tabular
representations for the functions y = ax 2, y = x 2 + k, andy= ax 2 + k.
578 I Lesson 9-2 I Transformations of Quadratic Functions

4l Luis graphed the parent quadratic function as 50. The graph of a quadratic function g(x) is shown
shown. Then he graphed a second function that is below.
a translation of the parent graph 2 units down and
2 y
3 units to the left. Which is an equation for the
1
second graph? ~ 1, 8 F.IF.7a, F.BF.3
...
1\
; ..\ Ay
1
IJ
1/
-4-3-2
7i\.
0
1/ -.,
1 2 3 4 X
3
\ ~
~ II J
\ 11~ I
4
1\ "\
.,
\
5
\ 2 I I
I\ _l I If I 6
\ I~ _)
-6-5_1 -3- , 0 1 2 X
Which statement about the relationship between
~LL 2 the graph of g(x) and the graph of the parent
I I I I JJ
function f(x) = x 2 is not true? ~ 1, 8 F.IF.7a, F.BF.3
0 A f(x) = x 2 - 6x +7 0 A g(x) is a vertical stretch of the graph of
f(x) = x2.
0 B f(x) =x 2
- 6x + 11
0 C f(x) = x2 + 6x + 7
0 B g(x) is a reflection across the x-axis of the
graph of f(x) = x 2 .
0 D f(x) = x2 + 6x + 11 0 C In vertex form, the equation of the
function is g(x) = -2(x- 1)2- 1.
0 D In standard form, the equation of the

function is g(x) = -2x 2 - 4x- 3.
48. The graph of the function f(x) = x 2 is reflected
across the x-axis and compressed vertically. Which
of the following could be the equation for the
graph? Selct all that apply. ~ 1, 8 F.BF.3
51. MULTI-STEP The ideal weight of a kitten in
D A f(x) = fx 2
pounds is modeled by the function
g(x) = 0.0009(x + 7.05) 2 - 0.071, where xis the age
D B f(x) = -lx 2
2 of the kitten in weeks. ~ 1, 7 F.BF.3
D C f(x) = lx 2
3
a. Determine the value of a in g(x).
b. Determine the value of h in g(x).
D D f(x) = - lx 2
3 c. Determine the value of k in g(x).
D E f(x) = - lx 2
3
d. Select all transformations in g(x) as it relates to
the parent function.
D F f(x) = lx 2
3 D A reflected across the x-axis
D B compressed vertically
D C stretched vertically
49. The graph of f(x) = x 2 is reflected across the x-axis D D translated right
and translated to the left 4 units. What is the value
of h when the equation of the transformed graph is D E translated left
written in vertex form? ~ 1, 8 F.BF.3
D F translated up
• You solved quadratic
equations by
•1 Solve quadratic
equations by graphing.
Dorton Arena at the state
fairgrounds in Raleigh, North
factoring. Carolina, has a shape created by
2
Estimate solutions of
quadratic equations
by graphing.
two intersecting parabolas. The
shape of one of the parabolas
can be modeled by y = - x2 + 127x, where x is the
width of the parabola in feet, and y is the length of the
parabola in feet. The x-intercepts of the graph of this
function can be used to find the distance between the
points where the parabola meets the ground.
·f:JJ New
Vocabulary
double root 1Solve+ by+Graphing
ax 2 bx=
A quadratic equation can be written in the standard form
c 0, where a=/= 0. To write a quadratic function as an equation, replace
y or f(x) with 0. Quadratic equations may have two, one, or no real solutions.
G Mathematical
Practices
3 Construct viable
arguments and critique
the reasoning of others.
5 Use appropriate tools
strategically.
y
Solutions of Quadratic Equations
X
v·y 0 X
X
two unique real solutions one unique real solution no real solutions
Recall that the solutions or roots of an equation can be identified by finding the
x-intercepts of the related graph.
Quadratic Function Graph of Function
f(x) =x 2
- x- 6 I I I i f(x) l4 I I
:-2,0) f (3, OJ
J(-2) = (-2)2- (-2) - 6 or 0 ~ 0 X
f(3) = 3 2 - 3 - 6 or 0 1\ I
\ I
I
-2 and 3 are zeros of the function. '\\ /
J
z
0
r-
Quadratic Equation {
x2 - x- 6 = 0
~
0
The x-intercepts are -2 and 3.
~
(-2)2- (-2) - 6 or 0 g
i6
32 - 3- 6 or 0 ~
n
-2 and 3 are roots of the equation. I

(f)
"';;£
@
580 I Lesson 9-3

Example1 Two Roots
Solve each equation by graphing.
a. x 2 - 2.x - 8 = 0
Jim Rewrite the equation in standard form.

This equation is written in standard form. •1\ 8 y
J
4
4
fim Graph the related functionf(x) = x2 - 2x- 8. \ I
I
Watch Out! I
G Precision Solutions fim Locate the x-intercepts of the graph. The
'
~ 0
\
2
I
J X
found from the graph of an x-intercepts of the graph appear to be at -2 and 4,

equation may appear to be \ 1/
so the solutions are -2 and 4. r-.. ~
exact. Check them in the
original equation to be sure.
CHECK Check each solution in the original equation.
x 2 - 2x - 8 =0 Original equation x 2 - 2x - 8 = 0
(-2) 2
- 2(-2) - 8 :b 0 x= -2orx=4 (4) 2 - 2 (4) - 8 :b 0
0 =0 J' Simplify. 0=0 1'
b. -2_x2 + 8 = -6x
Jim Rewrite the equation in standard form. 12 y 1-.
- 2x2 + 8 = - 6x Original equation 10 -) 1\

sv
- 2x + 6x + 8 = 0
2 Add 6x to each side.
~
l
'r\
1\
fim Graph the related functionf(x) 2
= -2x + 6x + 8. 112
~
\
,x
,
-4-3-2 .....j 0 1 2 3
fim Locate the x-intercepts of the graph. The
x-intercepts of the graph appear to be at -1 and 4,
I 4 .,\
so the solutions are -1 and 4.
Guided Practice
1A. -x 2 - 3x + 18 = 0 1B. x2 - 4x + 3 =0
The solutions in Example 1 were two distinct numbers. Sometimes the two roots are
the same number, called a double root.
Example2 Double Root

a. -x2 + 4x - 4 = 0 y
Jim Rewrite the equation in standard form. v

',
0 X
This equation is written in standard form. J \
I \
fim Graph the related function f(x) = -x2 + 4x - 4.
II
fii§iiJ Locate the x-intercepts of the graph. Notice that

,,I \
\ .,
the vertex of the parabola is the only x-intercept.
Therefore, there is only one solution, 2.
connectEO.mcgraw-hill.com 581
CHECK Check the solution in the original equation.
-x2 + 4x - 4 = 0 Original equation
-(2) 2 + 4(2)- 4 = 0 x=2
0 = 0 ./ Simplify.
b. x 2 - 6x= -9
GoOnline! 't' Jim Rewrite the equation in standard form. y A
I
In Personal Tutor videos for x2 - 6x = -9 Original equation \ I
this lesson, teachers x2 - 6x + 9 = 0 Add 9 to each side. \ !l
describe how to solve
quadratic equations. Watch
'
~ I
f
with a partner, then try fim Graph the related function f(x) = x2 - 6x + 9. \ I
I
describing how to solve a
problem for them. Have fii§tiJ Locate the x-intercepts of the graph. Notice that 0
'
~~
X
them ask questions to help
the vertex of the parabola is the only x-intercept.
your understanding.
Therefore, there is only one solution, 3.
~~~:::-1:; ---p 3 . - .
p .~."' .. ,
!=l ~111•H1rf •·• ~.I. •·f
l=l :x.-1!,:·:i.,-,
..... §
S•:t'f·.3)'•'(")'1 Vt~o)
)
Guided Practice
\ii
"ii:J•'I-19rM (o'l) I 'J( "+ f./
,:j
tg . :• i•fr- ~ 2A. x 2 + 25 = lOx 28. x 2 = -8x - 16
Sometimes the roots are not real numbers. Quadratic equations with solutions that are
not real numbers lead us to extend the number system to allow for solutions of these
equations. These numbers are called complex numbers. You will study complex numbers in Algebra 2.
Example3 No Real Roots

Solve 2x 2 - 3x +5= 0 by graphing.
~ y ;.
I
Jim Rewrite the equation in standard form. \
\, I
This equation is written in standard form. I
\II
-
fim Graph the related function
f(x) = 2x 2 - 3x + 5.
0 X
fii§tiJ Locate the x-intercepts of the graph. This graph

has no x-intercepts. Therefore, this equation has
no real number solutions. The solution set is 0.
Guided Practice
3A. -x 2 - 3x = 5 38. -2x 2 - 8 = 6x
582 I Lesson 9-3 I Solving Quadratic Equations by Graphing

Estimate Solutions The real roots found thus far have been integers. However, the
2 roots of quadratic equations are usually not integers. In these cases, use estimation to
approximate the roots of the equation.
Example4 Approximate Roots with a Table

Solve x 2 + 6x + 6 = 0 by graphing. If integral
roots cannot be found, estimate the roots to the
..\ 1.. y
1/
J
nearest tenth.
Graph the related function f(x) = x 2 + 6x + 6.
'\
~ J
I o X
Study Tip I
Location of Zeros Since
quadratic functions are
The x-intercepts are located between -5 and -4
and between -2 and -1.
'i\.. ./
continuous, there must be a
zero between two x-values Make a table using an increment of 0.1 for the x-values
for which the corresponding located between -5 and -4 and between -2 and -1.
y-values have opposite signs.
Look for a change in the signs of the function values. The function value that is
closest to zero is the best approximation for a zero of the function.
-4.9 1 -4.8 1 -4.7 -4.6 -4.5 -4.4 -4.3 -4.2 -4.1

o.61 1 o.24 1 -o.11 -0.44 -0.75 -1.04 -1.31 -1.56 -1.79
-1.9 -1.1
-1.79 0.61
For each table, the function value that is closest to zero when the sign changes
is -0.11. Thus, the roots are approximately -4.7 and -1.3.
Guided Practice
5. Solve 2x 2 + 6x - 3 = 0 by graphing. If integral roots cannot be found, estimate
the roots to the nearest tenth.
Approximating the x-intercepts of graphs is helpful for real-world applications.
. . Real-World Example 5 Approximate Roots with a Calculator

SOCCER A goalie kicks a soccer ball with an upward
velocity of 65 feet per second, and her foot meets
the balll foot off the ground. The quadratic
function h = -16t2 + 65t + 1 represents the height
of the ball h in feet after t seconds. Approximately
how long is the ball in the air?
You need to find the roots of the equation
[-4, 7] sci: 1 by [-10, 70] sci: 10
-16t 2 + 65t + 1 = 0. Use a graphing calculator to
graph the related function f(x) = -16t 2 + 65t + 1.
Real-World link
The positive x-intercept of the graph is approximately 4.
The game of soccer, called
"football " outside of North
Therefore, the ball is in the air for approximately 4 seconds.
America, began in 1863 in
Britain when the Football Guided Practice
Association was founded.
Soccer is played on every 6. If the goalie kicks the soccer ball with an upward velocity of 55 feet per second
continent of the world. and his foot meets the ball 2 feet off the ground, approximately how long is the
Source: Sports Know How ball in the air?
IWJ'J Go Online! for a
Check Your Understanding
------
Q = Step-by-Step Solutions begin on page R11. v Self-Check Quiz
Examples 1-3 Solve each equation by graphing.

1. x 2 + 3x - 10 =0 2. 2x 2 - =0
8x
3. x2 + 4x = -4 4. x 2
+ 12 = -8x
Solve each equation by examining the given graph of the related function.
1
5. 2x2 + 14x - 16 =0 6. 4x2 - 2x + 3 =0
I~ u i
'
f(x) f(x)
r-- t- 8
\ J
,
\ 16 J
8 1
1--1--
~ I
- \-6-4 0 l/ 2 4 6 8 X
1--1-- 1- 2
\ v 8 10 12
1\ or.'#
1v,
-4 0 1'- ~ X
\ 2j r-- r----4
1\. ·~ r-- r----6

r-- r----8
I -- I
Example 4 Solve each equation by graphing. If integral roots cannot be found, estimate the roots
to the nearest tenth.
7. x 2 = 25 8. x 2 - 8x = -9
Launch
Example 5 9. SCIENCE FAIR Ricky built a model rocket. Its flight can be modeled by
the equation shown, where h is the height of the rocket in feet after
t seconds. About how long was Ricky's rocket in the air?

~~----------------------------
Examples 1-3 Solve each equation by graphing.

10. x 2 + 7x + 14 = 0 @ x2 + 2x- 24 = 0 12. x2 - 16x + 64 = 0
13. x 2 - 5x + 12 = 0 14. x 2 + 14x = -49 15. x2 = 2x- 1
2
16. x 2 - lOx= -16 17. -2x 2 - 8x = 13 18. 2x - 16x = -30
19. 2x 2 = -24x- 72 20. -3x 2 + 2x = 15 21. x2 = - 2x + 80

22. 3x2 - 6 = 3x 23. 4x2 + 24x = -36 24. - 2x2 - 9 = 8x
Example 4 Solve each equation by graphing. If integral roots cannot be found, estimate the roots to
the nearest tenth.
25. x2 + 2x - 9 = 0 26. x 2 - 4x = 20 27. x2 + 3x = 18
Example 5 28. SOFTBALL The equation h = -16t 2 + 47t + 3 models the height h, in feet, of a ball that
Sofia hits after t seconds.
a. How long is the ball in the air?
b. Find they-intercept and describe its meaning in the context of the situation.
29. RIDES The Terror Tower launches riders straight up and returns straight down. The
equation h = -16t 2 + 122t models the height h, in feet, of the riders from their starting
position after t seconds. How long is it until the riders return to the bottom?
584 I lesson 9-3 I Solving Quadratic Equations by Graphing

Use factoring to determine how many times the graph of each function intersects
the x-axis. Identify each zero.
30. y = x2 - 8x + 16 31. y = x2 + 4x + 4
32. y = x2 + 2x - 24 33. y = x 2 + 12x + 32
34. NUMBER THEORY Use a quadratic equation to find two numbers that have a
sum of 9 and a product of 20.
35. NUMBER THEORY Use a quadratic equation to find two numbers that have a
sum of 1 and a product of -12.
36. G MODELING The height of a golf ball in the air can be modeled by the equation
h = -16t + 76t, where h is the height in feet of the ball after t seconds.
2
a. How long was the ball in the air?

b. What is the ball's maximum height?
c. When will the ball reach its maximum height?
@ SKIING Stefanie is in a freestyle aerial competition. The equation h = -16t 2 + 30t + 10
models Stefanie's height h, in feet, t seconds after leaving the ramp.
a. How long is Stefanie in the air?
b. When will Stefanie reach a height of 15 feet?
c. To earn bonus points in the competition, you must reach a height of 20 feet. Will
Stefanie earn bonus points?
38. MULTIPLE REPRESENTATIONS In this problem, you will explore the relationship between
the factors of a quadratic equation and the zeros of the related graph.
a. Graphical Graph y = x2 - 2x - 3.
b. Analytical Name the zeros of the function.
c. Algebraic Factor the related equation x2 - 2x- 3 = 0.
d. Analytical Set each factor equal to zero and solve. What are the values of x?
e. Analytical What conclusions can you draw about the factors of quadratic equations?
GRAPHING CALCULATOR Solve each equation by graphing.
39. x3 - 3x 2 - 6x +8=0 40. x 3 - 8x 2 + 15x = 0
41. CHALLENGE Describe a real-world situation in which a thrown object travels in the air.
Write an equation that models the height of the object with respect to time, and
determine how long the object travels in the air.
42. G STRUCTURE For the quadratic function y = ax2 + bx + c, determine the number of
x-intercepts of the function if:
a. a < 0 and the vertex lies below the x-axis
b. a > 0 and the vertex lies below the x-axis
c. a < 0 and the vertex lies above the x-axis
d. a > 0 and the vertex lies above the x-axis
43. CHALLENGE Find the roots of x 2 = 2.25 without using a calculator. Explain your
strategy.
44. WRITING IN MATH Explain how the roots of a quadratic equation are related to the
graph of a quadratic function.
45. Consider x2 - x = 6. G 1, 6 47. MULTI-STEP Use the function y = x2 - 2x + c to
answer the questions. G 1, 7
a. Which is the related graph of the equation?
a. If c = -3 and y = 0, how many solutions are
OA ~~
\
y .4
I
there to the related equation?
'\ ~ b. If c = -2 and y = -3, how many solutions are
J
\ I there to the related equation?
o- X
c. For what values of c will there be no solution
when y = 0? Check all that apply.
D A c = -1 DC c=2 DE c =5
QB ~ y .4. D B c=O D Dc=1
\ I
0 X
\ I 48. Sean solved a quadratic equation by graphing. The

\ I equation has no real solution. Which statement
I
' ~ I best describes Sean's graph? G 6, 7
\ 1/
t-
0 A The graph has exactly two x-intercepts.
oc )
~
y
~ 0 B The graph has exactly one x-intercept.
\
r-
IJ
I
0 C The graph has exactly one x-intercept of 0.
0 D The graph has no x-intercepts.
49. Which quadratic equations have solutions of -2

0 X
and 5? Select all that apply. G 1
On
'
y
• D A x2 - 3x - 10 =0
~
1\
0
I
X
D B x2 + 3x = 10
\
I
I D C 2x2 - 6x = 20
'\ J D D -x + 10 = 3x
2
\ I
r-
D E -x2 + 3x + 10 = 0
50. Neil is using the graph shown to solve

b. Select all of the solutions of the equation. x2 - 5x + 4 = 0. What are the solutions of the
quadratic equation? G 1, 6
D A -3 Jy a
DB -2 j
31\ I
Dc o 2 \ I
I
1 '
0D1 -3-2 0 '\. 2 3 J Sx
DE 0
- f- - -2
- 1--- - -3
-1-----4
\
-- 1/
DF 0 I
QAO
46. Solve x2 - 12x = -36 by graphing. G1 Q B 2.5
0 c 1,4
QD0
586 I Lesson 9-3 I Solving Quadratic Equations by Graphing

Recall that the graph of a linear inequality consists of the boundary and Mathematical Practices
the shaded half-plane. The solution set of the inequality lies in the shaded G 5 Use appropriate tools strategically.
region of the graph. Graphing quadratic inequalities is similar to graphing
linear inequalities.
Work cooperatively. Graph y ~ x 2 - Sx + 4 in a standard viewing window.

First, clear all functions from the Y= list.
To graph y ~ x 2 - 5x + 4, enter the equation in the Y= list.

Then use the left arrow to select =. Press IENTER Iuntil shading
above the line is selected.
KEYSTROKEs: B]B]IENTERIIENTERI[E[EI X,T,e,nl~ B sl X,T,e,nl

[±] 4 I ZOOM I 6
All ordered pairs for which y is greater than or equal to x 2 - 5x + 4 [-10, 10] sci: 1 by [-10, 10] sci: 1
lie above or on the line and are solutions.
A similar procedure will be used to graph an inequality in which the shading

is outside of the parabola.
Activity 2 Shade Outside a Parabola
Work cooperatively. Graph y - 4 ~ x 2 - Sx in a standard viewing window.
First, clear the graph that is displayed.
KEYSTROKES: wI CLEAR I
Then rewrite y - 4 ::::;; x 2 - 5x as y ::::;; x 2 - 5x + 4, and graph it.
KEYSTROKEs: BJ BJ IENTER IIENTER II ENTER I[E [E I X,T,e,n I~ B

[-10, 10] sci: 1 by [-10, 10] sci: 1
sl X,T,e,n I[±] 4IGRAPH I
All ordered pairs for which y is less than or equal to x 2 - 5x + 4
lie below or on the line and are solutions.
Exercises
1. Compare and contrast the two graphs shown above.

2. Graph y - 2x + 6 ~ 5x 2 in the standard viewing window.
Name three solutions of the inequality.
3. Graph y - 6x ::::;; -x 2 - 3 in the standard viewing window.
Name three solutions of the inequality.
equations by
equations by using the
• Frog hoppers are insects common
found in Africa, Europe, and North
graphing. Square Root Property. America. They are only about
. 6 millimeters long, but they can jump
SoIve quadrat1c
2 . b f t .
equat 1ons y ac onng.
.
, .
h . b d h . h A
up to 70 t1mes t ew o y e1g t.
frog hoppers JUmp can be modeled by
the equation h = 12t -16f, where tis
the time in seconds and his the height in
feet. You can use factoring and the Zero
Product Property to determine when the
frog hopper will complete its jump.
'fbJ New
Vocabulary Quadratic equations can be solved using a variety of methods. In addition to solving
Square Root Property quadratic equations by graphing, you can solve quadratic equations algebraically.
Zero Product Property
G Square Root Property A quadratic equation in the form x2 = n can be solved by

Mathematical
Practices 1 using the square root property. The equation can be solved by applying the square
root to each sides of the equation.
1 Make sense of
problems and persevere
in solving them. cfJ Key Concept Square Root Property
6 Attend to precision.
Words To solve a quadratic equation in the form x2 = n, take the square root of each side.
Symbols For any number n ;::: 0, if x2 = n, then X= ± vn.
Example x2 =25
x= ±V25 or± 5
In the equation x2 = n, if n is not a perfect square, you need to approximate the square
root. Use a calculator to find an approximation. If n is a perfect square, you will have an
exact answer.
Example1 Use the Square Root Property

Solve each equation. Check your solutions.
a. (x - 3) 2 = 64
(x- 3) 2 = 64 Original Equation
X- 3= ±v'64 Square Root Property
X- 3 = ±8 64 = 8(8) or -8( -8)

~
x=3±8 Add 3 to each side.
t
x = 3 + 8 or x = 3 - 8 Separate into two equations. [
~
X= 11 x= -5 Simplify. ~
The roots are 11 and -5. I

588 I Lesson 9-4
CHECK Substitute -11 and 5 for x in the original equation.
(x - 3) 2 = 64 (x - 3) 2 = 64
(11 - 3) 2 ~ 64 [(-5) - 3]2 ~ 64
(8) 2 ~ 64 (-8) 2 ~ 64
Study Tip 64 = 64 .( 64 = 64 .(
G Persevere Equations b. (y + 5) 2 + 7 = 28
involving square roots can
often be solved mentally. For
x!- = n, think The square of (y + 5) 2 + 7 = 28 Original Equation
what number is n? When n (y + 5) 2 = 21 Subtract 7 from each side.
is a perfect square, xis
rational. Otherwise, xis y+5=±v'21 Square Root Property
irrational.
y = -5 ± v'21 Subtract -5 from each side.
+ v'2f or y = -5 - v'2f Separate into two equations.

y = -5
The roots are -5 + v'2f and -5 - v'2f
Using a calculator, -5 + v'2f::::: -0.42 and -5 - v'2f::::: -9.58.
Solve each equation. Round to the nearest hundredth if necessary.

1A. (x + 6) 2 = 81
18. (a- 8) 2 - 3 = 10
1C. 4(m + 1) 2 = 36
When solving real-world problems using the Square Root Property, it is

important to determine whether both solutions make sense in the context of
the situation.
Real-World Example 2 Solve an Equation by Using the Square Root Property

PHYSICAL SCIENCE During an experiment, a ball is dropped from a height of
=
205 feet. The formula h -16t 2 + h 0 can be used to approximate the number
of seconds t it takes for the ball to reach height h from an initial height of
h 0 in feet. Find the time it takes the ball to reach the ground.
At ground level, h = 0 and the initial height is 205, so h 0 = 205.
h = -16t 2 + h 0 Original formula
0 = -16t 2 + 205 Replace h with 0 and h0 with 205.
-205 = -16t 2 Subtract 205 from each side.
12.8125 = t2 Divide each side by -16.
±3.6::::: t Use the Square Root Property.
Since a negative number does not make sense in this situation, the solution
is 3.6. It takes about 3.6 seconds for the ball to reach the ground.
2. Find the time it takes a ball to reach the ground if it is dropped from a height that
is half as high as the one described above.
2 Solve Quadratic Equations by Factoring Some equations can be solved by
factoring. A quadratic equation will have roots if its factored form has real numbers.
Consider the following:
7(0) = 0 0(4- 3- 1) = 0 -71(0) = 0 (3.59)0 = 0
Notice that in each case, at least one of the factors is 0. These examples demonstrate the
Zero Product Property.
&JKey Concept Zero Product Property
Words If the product of two factors is 0, then at least one of the factors must be 0.
Symbols For any numbers a and b, if ab = 0, then a= 0, b = 0, or both a and b equal zero.
Example3 Solve Equations by Factoring

Watch Out!
Unknown Value It may be Solve each equation. Check your solutions.
tempting to solve an
equation by dividing each
a. (2d + 6)(3d - 15) = 0
side by the variable. (2d + 6)(3d - 15) = 0 Orig1nal equation
However, the variable has an
unknown value, so you may 2d +6=0 or 3d - 15 =0 Zero Product Property
be dividing by 0, which is
undefined. 2d = -6 3d= 15 Solve each equation.
d= -3 d=5 Divide.
The roots are -3 and 5.
CHECK Substitute -3 and 5 ford in the original equation.

(2d + 6)(3d - 15) = 0 (2d + 6)(3d - 15) = 0
[2(-3) + 6][3 (-3) - 15] ~ 0 [2(5) + 6][3 (5) - 15] ~ 0
(-6 + 6)(-9- 15) ~ 0 (10 + 6)(15 - 15) ~ 0
(0)(-24) ~ 0 16(0) ~ 0
0=0 "' 0=0 "'
b. c 2 = 3c
c2 = 3c Original equation
c2 - 3c =0 Subtract 3cfrom each side to get 0 on one side of the equation.
c(c- 3) = 0 Factor by using the GCF to get the form ab = 0
c=0 or c- 3 =0 Zero Product Property
c=3 Solve each equation.
The roots are 0 and 3. Check by substituting 0 and 3 for c.
Guided Practice
4A. 3n(n + 2) = 0 48. 8b2 - 40b = 0 4C. x 2 =-lOx
590 I Lesson 9-4 I Solving Quadratic Equations by Factoring

Recall that there are different ways to factor an equation. After an equation is factored, it
can be solved. First factor the equation. Then use the properties of equality to isolate the
variable for which you are trying to solve the equation. Check by substituting in the
original equation.
~ Key Concept Methods of Factoring

Method Symbols
- """"............,_ - - ;;.a ~ --· ~ ~·~·
Factor Using the Distributive Property 1

ax+ bx+ ay+ by= x(a +b)+ y(a +b)= I
I (a+ b)(x+ y) I
I
Factor Quadratic Trinomials ;. + bx + c = (x + m)(x + p)
Factor Differences of Squares cf - tf = (a + b)(a - b) I
Factor Perfect Squares cf + 2ab + tf = (a + b) 2

cf - 2ab + tf = (a- b) 2
Example4 Solve Quadratic Equations by Factoring

a. y2 + Sy - 24 = 0
y2 + 5y - 24 =0 Original equation
(y + 5)(y- 3) = 0 Factor.
y +8= 0 or x- 3 = 0 Zero Product Property
y = -8 or x=3 Solve each equation.
The roots are -8 and 3.
CHECK Substitute -8 and 3 for y in the original equation.

y2 + 5y - 24 = 0 y2 + 5y - 24 = 0
(-8) 2 + 5(-8) - 24 :b 0 (3) 2 + 5(3) - 24 :b 0
64 - 40 - 24 :b 0 9 + 15- 24 :b 0
0=0 ~ 0=0 ~
b. 3x2 - 12 = 9x
3x2 - 12 = 9x Original equation
3x2 - 9x- 12 = 0 Subtract 9xfrom each side.
(3x- 12)(x + 1) = 0 Factor.
3x- 12 = 0 or x + 1 = 0 Zero Product Property
x= 4 x = -1 Solve each equation.

The roots are 4 and -1.
Guided Practice
4A. 49- x2 =0
48. 25y 2 - 60y + 81 = 45
4C. x 2 - 13x + 15 = -21
ExampleS Write Quadratic Functions Given Their Graphs
Write a quadratic function for the given graph.
Jim Find the factors of the related expression. I~ 8 f() ~
\ 6
The two zeros of the graph are -4 and 3, so ~
I
4
(x + 4) and (x- 3) are factors of the related \ 2 If
expression.
There are many quadratic functions of different
-8-6- ~20
' ~
Ir
v
J
V" 4 6 8x
shapes that have these factors, so we need to

identify this specific shape. The function I~
-~ u
f(x) = a(x + 4)(x- 3) represents the graph.

fim Determine whether a is positive or negative.
The graph opens upward, so a must be positive.
fim Determine the value of a.
Use another point on the graph to determine the value of a. The point (4, 2) is
on the graph.
f(x)= a(x + 4)(x - 3) Quadratic functton with roots of -4 and 3
2 = a(4 + 4)(4 - 3) [x, ~x)] = (4. 2)
2 = 8a Stmplify.
t = a Otvide each side by 8.
The function is f(x) = t(x + 4)(x- 3) or f(x) = tx 2 + tx- 3.
Guided Practice
Write a quadratic function that has a graph that contains the given points.
SA. (-2, 0), (4, -12), (5, 0)
58. (-5, 0), (-1, 0), (1, 6)
5C. (-4, 0), (0, 4), (4, 0)
~ · Go Online/for a
Check Y~ur U~derstanding _ __ Q = Step-by-Step Solutions begin on page R11. v Self-Check Quiz
Example 1 Solve each equation. Check your solutions.

Q) x2 = 88 2. 4x 2 = 36
3. (x + 1) 2 = 16 4. (x- 3) 2 = 10
Example 2 5. G REASONING While painting his bedroom, Nick drops his paintbrush off his ladder
from a height of 6 feet. Use the formula h = -16t 2 + h 0 to approximate the number of
seconds to the nearest tenth it takes for the paintbrush to hit the floor.
6. SEWING Stefani is making a square quilt with a side length of x + 2 feet. If the quilt
will have an area of 36 feet, what is the value of x?

Examples 3-4 Solve each equation. Check your solutions.
7. 3k(k + 10) =0 8. (4m + 2)(3m + 9) = 0
9. 20p 2 - 15p = 0 10. r'2 = 14r
11. a2 - lOa + 9 = 0 12. b2 + 7b - 30 =0
13. 5x2 + 12x +7= 14 14. 2y2 =y +1
Example 5 ~ SENSE-MAKING Write a quadratic function that has a graph that contains the
given points.
15. (-3, o), (4, ot (8, -11) 16. (-6, 0), (6, 24t (9, 0)
Practice and Problem Solving Extra Practice is found on page R9.
Example 1 Solve each equation. Check your solutions.

17. 9a 2 = 81 18. 2b 2 = 66
19. c2 - 10 = 90 20. d2 + 16 = 60
21. m2 = 72 22. n 2 = 169
23. (j + 5) 2 = 20 24. (p - 15) 2 = 121

25. (x - 2) 2 = 16 26. (y + 18) 2 = 77
Examples 3-4 Solve each equation. Check your solutions.
27. 3b(9b - 27) =0 28. 2n(3n + 3) = 0
29. (8z + 4)(5z + 10) = 0 30. (7x + 3)(2x- 6) = 0
31. b2 = -3b 32. a2 = 4a
33. x 2 - 18x + 80 = 0 34. 2y 2 - 26y + 80 = 0
35. z2 - 5z - 66 =0 36. 3a 2 + 18a = 81
® 16b + 24b + 20 = 15
2 38. 8c2 + 7c = 1
39. 48x2 + 68x + 24 = 0 40. 14y2 = -2y + 16
Example 5 Write a quadratic function that has a graph that contains the given points.
41. (-2, 0), (6, 0), (8, 15) 42. (-8, 0), (0, -16), (1, 0)
Example 2 43. SCREENS The area A in square feet of a projected picture on a movie screen can be modeled
by the equation A= 0.25 d2, where d represents the distance from a projector to a movie
screen. At what distance will the projected picture have an area of 100 square feet?
44. CHECKERBOARD A standard checkerboard is square and made up of 64 equally sized
smaller squares. The equation 576 = (x + 4) 2 can be used to model the total area of a
checkerboard. Find the length of the side of the checkerboard.
45. a2 + 8a + 16 = 25 46. 4b 2 = 80b - 400 f-- u ~a
f(x) ~
J
47. Write a quadratic function for the given graph.
1--1--
~ 1/
1--1-- 1- 2
\ l/
-4-20 2'- v 8 10 12x
I--I--L 4
f--f--L6
f--f--Ls
I
48. MULTI-STEP Ichiro wants to build an indoor swimming pool. Model A is 42 inches deep and
holds 1750 cubic feet of water. The length of the pool is 5 feet more than the width. Ichiro
has budgeted $200 dollars per month to heat the pool. His neighbor owns Model A, and she
spends about $150 per month to heat her pool. Ichiro wants a larger pool with a depth of
42 inches. Changing the length and width by a combined 10 feet increases the heating cost
by 25%. The depth does not affect the cost of heating.
a. What size pool should Ichiro have built to fit his budget? (Hint: Find the percent of
increase in cost.)
b. Explain your solution process.
c. What assumptions did you make?
PROM For prom court voting, Jen is building a ballot box that ish inches tall. The width of
the box is 2 inches shorter than the height and the length is 8 inches longer than the height.
If the volume is 96 cubic inches, what are the dimensions of the box?
H.O.T. Problems Use Higher-order Thinking Skills
50. ERROR ANALYSIS Kerry says that the given graphs can be represented by the same
quadratic function because they have the same zeros. Is she correct? Explain.
~
y ~
y
\ I
\ I
\
1
,o
,
II ~~ ""'I\..
If \
J X JO \ X
\ I I \
' ~ ./
I
,
I ,
\
51. ~ SENSE-MAKING Explain how you could you solve x2 + 8x + 16 = 0 by using the
Square Root Property.
52. ~STRUCTURE Given the equation c = a2 - ab, for what values of a and b does c = 0?
53. ~SENSE-MAKING Given the equation (ax+ b)(ax- b)= 0, solve for x. What do we
know about the values of a and b?
54. WRITING IN MATH Explain how to solve a quadratic equation by using the Zero Product
Property.
55. ~SENSE-MAKING The polynomial2x2 - 5x- 3 has (2x + 1) and (x- 3) as its
factors. What are the solutions to the equation 2x2 - 5x - 3 = 0?
Write an equation that has the given roots.
56. -6,4 57. 0, 7 58. -3, 1, 6
59. SHOTPUT An athlete throws a shot put with an initial upward velocity of 29 feet per
second and from an initial height of 6 feet.
a. Write an equation that models the height of the shot put in feet with respect to time
in seconds.
b. After how many seconds will the shot put hit the ground?
60. For what value of c does 4x2 - 32x + c = 0 have only one real solution?
61. Solve x4 - 18x2 + 81 = 0.

62. The rectangle shown has an area of 60 square 66. Suppose a maple tree has a leaf that is 60 feet from
centimeters. G 5 the ground. The equation h = -16t2 + 60 describes
the height h, in feet, of the leaf t seconds after it
falls from the tree. How many seconds will it take
the leaf to fall to the ground? G 4, 6
X
OA -v;ss
0 B ~s
x-7
0 C V:s
a. What is the length x of the rectangle?
0 A Scm
OD v;ss
0 B 12cm
0 C 33.5 em
67. MULTI-STEP The area of the triangle shown, in
0 D 46cm square inches, is equivalent to the area of another
triangle represented by the expression
b. Find the perimeter of the rectangle. 2x2 - 16x- 31. G 1, 6
63. A soccer ball is kicked into the air. The height of

the soccer ball can be modeled by the equation
h = -16t2 + 24t, where h is the height of the ball 2x
at t seconds. What is the value of t when h = 0?
Select all that apply. G 1, 4 a. Write an equation relating the areas of the
triangles.
D A Os
D B 0.5 s
b. Find the height of the triangle shown.
DC 1s
D D 1.5 s
c. Are both solutions valid? Explain.
DE 2s
64. Write a quadratic function that has a graph

that contains the points (-7, 0), (4, 0), and 68. Which are solutions of the equation (x- 2) 2 = 16?
(s, 18). G 6,1 Select all that apply. G 7
DA -4
DB -2
De 2
65. Solve 2(x2 + 8) = 16. G 6, 7 Do 4
DE 6
equations by using
equations by
• In competitions, skateboarders may launch
themselves from a half pipe into the air to perform
the Square Root completing the square. tricks. The equation h = -16t2 + 20t + 12 can be
Property and by used to model their height, in feet, after t seconds.
1dentify key features of
factoring.
2
quadratic functions by
writing quadratic
To find how long a skateboarder is in the air if
he is 25 feet above the half pipe, you can solve
equations in vertex 25 = -16t2 + 20t + 12 by using a method
form. called completing the square.
'~I New
Vocabulary
completing the square
1Complete the Square You have previously solved equations by taking the
square root of each side. This method worked only because the expression on the
left-hand side was a perfect square. In perfect square trinomials in which the leading
coefficient is 1, there is a relationship between the coefficient of the x-term and the
G Mathematical constant term.
Practices
1 Make sense of
(x + 5) 2 = x 2 + 2(5)(x) + 5 2
problems and persevere
in solving them.
= x2 + lOx+ 25
quantitatively.
Notice that (;or = 25 . To get the constant term, divide the coefficient of the x-term
by 2 and square the result. Any quadratic expression in the form x2 + bx can be made
4 Model with
mathematics. into a perfect square by using a method called completing the square.
7 Look for and make use
of structure.
Words To complete the square for any quadratic expression ofthe form x2 + bx, follow
the steps below.
Symbols x + bx + (~t = (x + ~t
2
Example 1 ~ Complete the Square

Find the value of c that makes x 2 + 4x + c a perfect square trinomial.
Method 1 Use algebra tiles.
rn
;;;-
Arrange the tiles ~
for x2 + 4x so that (;;""
g
the two sides of To make the figure co
a square, add
[
the figure are
congruent. 4 positive Hiles. f
Q>-
'IE
8'fjj
[
596 I Lesson 9-5

Method 2 Use the complete the square algorithm.
Study Tip
~ Structure An algorithm
i=2
2
is a series of steps for 22 =4
carrying out a procedure or
solving a problem. x2 + 4x+ 4
Guided Practice
1. Find the value of c that makes r2 - 8r + c a perfect square trinomial.
You can complete the square to solve quadratic equations. First, you must isolate the
x2- and bx-terms.
Example2 Solve an Equation by Completing the Square

Solve .x2 - 6x + 12 = 19 by completing the square.
x2 - 6x + 12 = 19 Original equation
x 2 - 6x =7 Subtract 12 from each side.
Since ( ~
6
2
x - 6x + 9=7+ 9 r = 9. add 9to each side.
(x- 3)2 = 16 Factor x2 - 6x + 9.
X- 3 = ±4 Take the square root of each side.
x =3+4 or x =3- 4 Separate the solutions.

= 7 = -1 The solutions are 7 and -1.
Guided Practice
2. Solve x 2 - 12x +3= 8 by completing the square.
To solve a quadratic equation in which the leading coefficient is not 1, divide each term
by the coefficient. Then isolate the x 2- and x-terms and complete the square.
Example3 Equation with a =/= 1
Solve -2x 2 + Bx- 18 = 0 by completing the square.

Watch Out!
~ Structure Remember - 2x 2 + 8x - 18 =0 Original equation
that the leading coefficient - 2x2 +
_ 8x - 18 = _02 o·lVI'd e eac h s1'd e by- 2.
has to be 1 before you can 2
complete the square. x2 - 4x + 9 = 0 Simplify.
2
x - 4x = -9 Subtract 9 from each side.
x 2
- 4x + 4 = -9 +4 Since (2-4)2 = 4, add 4 to each side.
(x- 2) 2 = -5 Factor x2 - 4x + 4.
No real number has a negative square. So, this equation has no real solutions.
Guided Practice
3. Solve 3x 2 - 9x - 3 = 21 by completing the square.
Real-World Example 4 Solve a Problem by Completing the Square
JERSEYS The senior class at Bay High School buys jerseys to wear to the
football games. The cost of the jerseys can be modeled by the equation
C = 0.1x 2 + 2.4x + 25, where Cis the amount it costs to buy x jerseys.
How many jerseys can they purchase for $430?
The seniors have $430, so set the equation equal to 430 and complete the square.
0.1x 2 + 2.4x + 25 = 430 Original equation
O.lx 2 + 2.4x + 25 = 430 Divide each side by 0.1.
0.1 0.1
x 2 + 24x
+ 250 = 4300 Simplify.
2
x + 24x + 250 - 250 = 4300 - 250 Subtract 250 from each side.
The annual "Battle for Paul
Bunyan's Axe" is one of the x 2 + 24x = 4050 Simplify.
oldest Division 1-A college
Since (~
4
football rivalry games. It x 2 + 24x + 144 = 4050 + 144 r = 144. add 144 to each side.
takes place between the
University of Minnesota and
x 2 + 24x + 144 = 4194 Simplify.
the University of Wisconsin. (x + 12)2 = 4194 Factor x2 + 24x + 144.
The rivalry began in 1890
and the trophy was X+ 12 = ±V4194 Take the square root of each side.
introduced in 1948.
X= -12 ±V4194 Subtract 12 from each side.
Source: Bleacher Report
Use a calculator to approximate each value of x.
x = -12 + V4194 or x = -12- V4194 Separate the solutions.
::::::52.8 ::::::-76.8 Evaluate.
Since you cannot buy a negative number of jerseys, the negative solution is not
reasonable. The seniors can afford to buy 52 jerseys.
Guided Practice
4. If the senior class were able to raise $620, how many jerseys could they buy?
Vertex Form In Lesson 9-1, you graphed quadratic functions written in standard
2 form. A quadratic function can also be written in vertex form, y = a(x- h) 2 + k,
where a f. 0. In this form, you can identify key features of the graph of the function.
For a quadratic function in vertex form, y = a(x- h) 2 +

k, the following are true.
• The vertex of the graph is the point (h, k) .

2
• The graph opens up and has a minimum value of k Y = a(x - h) +k
when a> 0.
~
X ~
• The graph opens down and has a maximum value of
kwhen a< 0.
• The axis of symmetry is the line x =h.

I
[
Oi
• The zeros are the x-intercepts of the graph.

j
i
598 I Lesson 9-5 I Solving Quadratic Equations by Completing the Square
Example5 Write Functions in Vertex Form
Write y = - 2x2 + 20x - 42 in vertex form.
y = - 2x2 + 20x - 42 Original Equation
y + 42 = - 2x2 + 20x Add 42 to each side.
y + 42 = -2(x2 -lOx) Factorout-2.
y + 42- 50= -2(x2 - lOx+ 25) Since -2(~t =-50, add -50 to each side.
y- 8 = -2(x- 5) 2 Factor x2 -10x + 25.
y = -2(x- 5) 2 + 8 Add8toeachside.
The vertex form of the function is y = -2(x- 5) 2 + 8.
Guided Practice
5. y = x2 + 2x + 4
Check Your Understanding = Step-by-Step Solutions begin on page R11.
Example 1 Find the value of c that makes each trinomial a perfect square.
1 ) x 2 - 18x + c 2. x 2 + 22x + c
3. x 2 + 9x + c 4. x 2 - 7x +c
Examples 2-~ Solve each equation by completing the square. Round to the nearest tenth
if necessary.
5. x 2 + 4x = 6 6. x 2 - 8x = -9
7. 4x 2 + 9x - 1 = 0 8. - 2x 2 + lOx + 22 = 4
Example 4 9. ~ MODELl NG Collin is building a deck on the
back of his family's house. He has enough lumber for
the deck to be 144 square feet. The length should be
10 feet more than its width. What should the dimensions
of the deck be?
Example 5 Write each quadratic function in vertex form.
10. y = x2 - 12x + 16
11. y = x2 + 18x + 36
12. y = 3x2 + 12x- 39
~ractice and Problem Solving Extra Practice is on page R9.
Example 1 Find the value of c that makes each trinomial a perfect square.
13. x 2 + 26x + c 14. x 2 - 24x + c 15. x 2 - 19x + c
16. x 2 + 17x + c 17. x 2 + 5x + c 18. x 2 - 13x + c
Examples 2-3 Solve each equation by completing the square. Round to the nearest tenth if necessary.
@x 2 + 6x - 16 = 0 20. x 2 - 2x - 14 = 0
21. x 2 - 8x - 1 = 8 22. x 2 + 3x + 21 = 22
23. x2 - llx +3= 5 24. 5x 2 - = 23
lOx
25. 2x 2 - 2x + 7 = 5 26. 3x 2 + 12x + 81 = 15
Example 4 . 27. ~MODELING The price pin dollars for a particular stock can be modeled by the
quadratic equation p = 3.5t- 0.05t 2, where t represents the number of days after the
stock is purchased. When is the stock worth $60?
MODELING Find the value of x for each figure. Round to the nearest tenth
if necessary.
28. A = 45 in 2 29. A = 110 ft2
[ J 2x ft
(x+S)ft
(x+ 8) in.
30. ~ MODELING Find the area of the triangle below.

x+6
Example 5 Write each quadratic function in vertex form.

31. y = x2 - 8x- 10 32. y = -x2 + 2x - 3
Solve each equation by completing the square. Round to the nearest tenth
if necessary.
33. 0.2x 2 - 0.2x- 0.4 =0 34. 0.5x 2 = 2x - 0.3
35. 2x2- lslx = - {o 36. tx ix = %
2
-
37. MODELING The height of an object t seconds after it is dropped is given by the
equation h = -tgt 2 + h 0, where h 0 is the initial height and g is the acceleration due
to gravity. The acceleration due to gravity near the surface of Mars is
3.73 m/s 2, while on Earth it is 9.8 m/s 2. Suppose an object is dropped from
an initial height of 120 meters above the surface of each planet.
a. On which planet would the object reach the ground first?
b. How long would it take the object to reach the ground on each planet? Round
each answer to the nearest tenth.
c. Do the times that it takes the object to reach the ground seem reasonable?
Explain your reasoning.
Write each quadratic function in vertex form.
38. y = -2x2 + 16x- 29 39. y = 3x2 + 24x + 45

40. MODELING Before she begins painting a picture, Donna stretches her canvas over a
wood frame. The frame has a length of 60 inches and a width of 4 inches. She has
enough canvas to cover 480 square inches. Donna decides to increase the dimensions
of the frame. If the increase in the length is 10 times the increase in the width, what
will the dimensions of the frame be?
41. MULTIPLE REPRESENTATIONS In this

problem, you will investigate a property of Trinomial I b'- 4ac I Number
of Roots
quadratic equations. x2 - Bx+ 16 0 1
a. Tabular Copy the table shown and 2x2 -11x+ 3
complete the second column. 2
3x + 6x+ 9
b. Algebraic Set each trinomial equal
x2 -2x+7
to zero, and solve the equation by
completing the square. Complete the x2 + 10x+ 25
last column of the table with the number x2 +3x-12
of real roots of each equation.
c. Verbal Compare the number of real roots
of each equation to the result in the
b2 - 4ac column. Is there a relationship
between these values? If so, describe it.
d. Analytical Predict how many real solutions
2x 2 - 9x + 15 = 0 will have. Verify your
prediction by solving the equation.
42. ~ ARGUMENTS Given y = ax 2 + bx + c with a -=/= 0, derive the equation for the axis
of symmetry by completing the square and rewriting the equation in the form
y = a(x - h) 2 + k.
+ bx = c has if c < - (~)
2
@ CHALLENGE Determine the number of solutions x2 .
Explain.
44. WHICH ONE DOESNT BELONG? Identify the expression that does not belong with the
other three. Explain your reasoning.
I nLn+~ I I n2 +n+~ I I nLtn+i I I n +!n+i I 2
45. ~ REASONING Write an equation in vertex form for the parabola shown below.
Justify your reasoning.
/ "\
J ~
70 \ X
II
I
j '1\
I \
1 \ ,
1
'
46. MULTI-STEP Consider 3x2 - 24x =51. G 1, 7 48. Which equation has no real solutions?
G1.1
a. What is the first step to solve the equation by 0 A x 2 -2x=2
completing the square?
0 B x2 - 2x = 3
b. What value should be added to each side to 0 C x2 - 3x = -2

complete the square.
0 D x2 + 3x= -3
0 A -16
0 B -4
49. Which equation has solutions of -1 and 3?
0 c 16 G1.1
0 D 144 0 A x2 - x - 7 = -4
0 B x2 - 2x + 7 = -4
c. Which of the following are solutions to the 0 C x2 - 2x - 7 = -4
equation? Select all solutions.
0 D 2x 2 - 4x- 14 = -4
0A3
DB ~
50. What value should be added to x 2 20 in order to
D c 4+V33 complete the square? G 2
-
D D -4+V33
DE 4-V33
OF -4- V33
51. Solve -3x + 30x- 72 = 0 by completing the
square. G 2
d. Which is a key feature of the graph of the
equation?
0 A The axis of symmetry is x = 4.
52. Determine whether the following statement is true
0 B The vertex is (-4, -33).
or false. Justify your answer. G 3
0 C The graph opens down. b
To complete the square for x2 + bx, add 2 to
0 D The minimum value is 33.
the expression.
47. Which of the following is least likely to be a step 53. Chris solved the equation x 2 - 6x - 2 = 6 by
in solving the equation x 2 + lOx + 10 = 66 by completing the square. Which best describes
completing the square? G 3, 7 the solution or solutions? G 6
0 A Subtract 10 from both sides of the 0 A Rounded to the nearest tenth, the
equation. solutions are -4.1 and 4.1.
0 B Subtract 25 from both sides of the 0 B The solution is 3.
equation.
0 C Rounded to the nearest tenth, the
Add ( ~O) to both sides of the equation.
2
0 C solutions are -1.1 and 7.1.
0 D Factor x 2 +lOx+ 25. 0 D This equation has no real solutions.

Mathematical Practices
In Lesson 9-5, we learned about the vertex form of the equation of
a quadratic function. You will now learn how to write equations in
G 8 Look for and express regularity in repeated reasoning
vertex form and use them to identify key characteristics of

the graphs of quadratic functions.
Activity 1 Find a Minimum

Work cooperatively. Write y = x 2 + 4x - 10 in vertex form. Identify the axis of
symmetry, extrema, and zeros. Then graph the function.
EIJ Complete the square to write the function in vertex form.
= x 2 + 4x - 10
y Original function
y + 10 = x 2 + 4x Add 10 to each side.
(~) = 4, add 4to each side.
2
y + 10 + 4 = x 2 + 4x + 4 Since
y + 14 = (x + 2) 2 Factor x 2 + 4x + 4.
y = (x + 2) 2 - 14 Subtract 14 from each side to write in vertex form.
mifJ Identify the axis of symmetry and extrema based on the equation in
vertex form. The vertex is at (h, k) or (-2, -14). Since there is no negative
sign before the x 2-term, the parabola opens up and has a minimum at
(-2, -14). The equation of the axis of symmetry is x = -2.
EimiJ Solve for x to find the zeros.
J 2 y l
(x + 2) 2 - 14 = 0 Vertex form . y = 0
(x + 2) 2 = 14 Add 14 to each side.
-8 t--4 0 I 4 ax
\ 4 I
X+ 2 = ±VM Take square root of each side. \ I
x ~ -5.74 or 1.74 Subtract 2 from each side.
\ aI
The zeros are approximately -5.74 and 1.74. \ - r..J
\ J
EmiiJ Use the key features to graph the function.
There may be a negative coefficient before the quadratic term. When this is the case, the
parabola will open down and have a maximum.
Activity 2 Find a Maximum
Work cooperatively. Write y = -x 2 + 6x - 5 in vertex form. Identify the axis of

symmetry, extrema, and zeros. Then graph the function.
Jim Complete the square to write the equation of the function in vertex form.
y = -x 2 + 6x - 5 Original function
y+5 + 6x
= -x 2 Add 5 to each side.
y + 5 = -(x - 6x)
2 Factor out -1.
y +5- =
9 6x + 9)
-(x 2 - Since (~t = 9, add -9 to each side.
y- 4 = -(x- 3) 2 Factor x 2 - 6x + 9.
y = - (x - 3)2 +4 Add 4 to each side to write in vertex form.
fim Identify the axis of symmetry and extrema based on the equation in vertex form.
The vertex is at (h, k) or (3, 4). Since there is a negative sign before the x 2-term,
the parabola opens down and has a maximum at (3, 4). The equation of the axis
of symmetry is x = 3.
fim Solve for x to find the zeros. 8 y
0 = -(x- 3) 2 + 4 Vertex form, y = 0
i
4
(x- 3) 2 =4 Add (x - 3) 2 to each side.
X- 3 = ±2 Take the square root of each side.
1 \
-8 -4 O/ 4\ ax
x = 5 or 1 I
fim
Add 3 to each.
Use the key features to graph the function.

14
,-,
l j ' ~
"
Analyze the Results
Work cooperatively.
1. Why do you need to complete the square to write the equation of a
quadratic function in vertex form?
Write each function in vertex form. Identify the axis of symmetry, extrema,
and zeros. Then graph the function.
2. y = x 2+ 6x 3. y = x 2 - 8x + 6 4. y = x 2 + 2x- 12
5. y = x + 6x + 8
2 6. y = x 2 - 4x + 3 7. y = x 2 - 2.4x - 2.2
8. y = -4x 2 + 16x- 11 9. y = 3x 2 - 12x + 5 10. y = -x 2 + 6x- 5
Activity 3 Use Extrema in the Real World
DIVING Alexis jumps from a diving platform upward and outward before diving into h
the pool. The function h = -9.8t 2 + 4.9t + 10, where his the height of the diver in 10
~~
meters above the pool after t seconds approximates Alexis's dive. Graph the \
function, then find the maximum height that she reaches and the equation of the
axis of symmetry.
8
'\\
6
4
'~
\
2 \
1
r
0 0.5 1.5 t
fii§iiJ The vertex is at (0.25, 10.6125), so the maximum height is 10.6125 meters.
The equation of the axis of symmetry is x = 0.25.
Exercises
11. SOFTBALL Jenna throws a ball in the air. The function h = -16t 2 + 40t + 5, where his the height in feet and t
represents the time in seconds, approximates Jenna's throw. Graph the function, then find the maximum height
of the ball and the equation of the axis of symmetry. When does the ball hit the ground?
604 I Extend 9-5 I Algebra Lab: Finding the Maximum or Minimum Value
Use a table of values to graph each equation. State 16. MULTIPLE CHOICE Which is an equation for the
the domain and range. (Lesson 9-1) function shown in the graph? (Lesson 9-2)
1. y = x2 + 3x + 1 y
r
2. y = 2x 2
3. y
-
= -x 2 - 3x - 3
4x +3
I
I
~0
'' ~
1\
X
I \
4. y = - 3x 2 - x + 1 I \
\
Consider y = x2 - Sx + 4. (Lesson 9-1)
r
5. Write the equation of the axis of symmetry. '
A y = -2x 2 C y = x 2 -1
6. Find the coordinates of the vertex. Is it a maximum
or minimum point? B y = 2x 2 + 1 D y = -2x 2 + 1
7. Graph the function. Solve each equation by graphing. If integral roots

cannot be found, estimate the roots to the nearest
8. SOCCER A soccer ball is kicked from ground level tenth. (Lesson 9-3)
with an initial upward velocity of 90 feet per 17. x 2 + 5x + 6 = 0
second. The equation h = -16t 2 + 90t gives the
height h of the ball after t seconds. (Lesson 9-1) 18. x2 + 8 = -6x
a. What is the height of the ball after one second? 19. - x2 + 3x - 1 =0
b. How many seconds will it take for the ball to 20. x2 = 12
reach its maximum height?
c. When is the height of the ball 0 feet? What do 21. PARTIES Della's parents are
these points represent in this situation? throwing a Sweet 16 party for
d. G What mathematical practice did you use to
her. At 10:00, a ball will slide
25 feet down a pole and light up.
solve this problem?
A function that models the drop
Describe how the graph of each function is related ish= -t 2 + 5t + 25, where his
to the graph of f(x) = x 2 • (Lesson 9-2) height in feet of the ball after
t seconds. How many seconds will
9. g(x ) = x2 +3 it take for the ball to reach the
bottom of the pole? (Lesson 9-3)
10. h (x) = 2x 2
11. g (x) = x 2 - 6 Solve each equation by factoring. (Lesson 9-4)

22. x 2 + 14x + 49 = 0
12. h (x ) = t x2
23. x 2 - 2x = 48
13. g (x) = - x 2 +1
24. 2x 2 + 5x - 12 = 0
14. h (x) = -%x 2
Solve each equation by completing the square. Round

15. CONSTRUCTION Christopher is repairing the roof to the nearest tenth. (Lesson 9-5)
on a shed. He accidentally dropped a box of nails
from a height of 14 feet. This is represented by the
25. x 2 + 4x + 2 = 0
equation h = -16t 2 + 14, where h is the height in 26. x 2 - 2x - 10 = 0
feet and tis the time in seconds. Describe how the
graph is related to h = t 2 . (Lesson 9-2) 27. 2x 2 + 4x- 5 = 7
• You solved quadratic •
equations by
1
Solve quadratic
equations by using the
• For adult women, the normal systolic
blood pressure Pin millimeters of mercury
completing the Quadratic Formula. (mm Hg) can be modeled by P= O.D1a2 +
square. 0.05a + 107, where a is age in years.
Use the discriminant
2
to determine the
number of solutions of
This equation can be used to approximate the
age of a woman with a certain systolic blood
pressure. However, it would be difficult to
a quadratic equation.
solve by factoring, graphing, or completing
the square.
··~1 New
Vocabulary
Quadratic Formula 1Quadratic
+ + =
ax 2
Formula By completing the square for the quadratic equation
bx c 0, a =fo 0, you can derive the Quadratic Formula. The Quadratic Formula
can be used to find the solutions of any quadratic equation.
G Mathematical ax
2
+ bx + c = 0 Standard quadratiC equat1on
Practices
6 Attend to precision.
2 b c
x +-x+-=0
a a 01v1de each side by a.
X
2
+ ab X-- _ _£
a Subtract~ from each side.
Complete the square by adding ( 2~)

2
b ( b ) 2 =--+-
x2 +-x+- c ( b )2 to each side.
a 2a a 2a
X
2
+ abX + ()!_
2a )
2
= _ _£
a
+ -4ab2 Simplify the right side.
2
( X + )!_)2
2a
= - .£
a
+ - b22 Factor the left side.
4a
(x + l2a )2 = b2-4a 24ac Find a common denominator and simplify the right side.
x+ J!_ = + #=4ac Square Root Property

2a - 2a
x= _ )!_ + Vb -4ac
2
Subtract 2: from each side.
2a - 2a
x=-b ±~c Simplify.

2a
= -b ± V2ba
2
. - 4ac . h Q d . F
The equation x IS t e ua rahc ormu1a. l>
~
2
&JKey Concept The Quadratic Formula v,'"
The solutions of a quadratic equation ax2 + bx + c = 0,

x=
- b± Vb2 -4ac ij
where a=/= 0, are given by the Quadratic Formula. 2a
3
i
606 I lesson 9-6
Example1 Use the Quadratic Formula
Solve each equation by using the Quadratic Formula.
a. x 2 - 12x = -20
fim Rewrite the equation in standard form.
x2 - 12x = -20 Original equation
x2 - 12x + 20 = 0 Add 20 to each side.
fim Apply the Quadratic Formula.
x=
- b± Vb 2
- 4a c
Quadratic Formula
2a
- - (-12) ± y (-12) 2 - 4(1)(20)
- 2(1) a = 1, b = -12. and c = 20
12 ± v144- 8o
Multiply.
2
= 12 ±2v'64 or 12 ± 8
-2- Subtract and take the square root.
12-8 12 + 8
x = -- o r x = -- Separate the solutions.
2 2
=2 = 10 The solutions are 2 and 10.
b. x 2 - 6x = 7
fim Rewrite the equation in standard form.
x2 - 6x = 7 Original equation
x2 - 6x- 7 = 0 Subtract 7 from each side.
x=
- b± Vb2 - 4a c
Quadratic Formula
2a
- (-6) ±y (-6) 2 - 4(1)(7)
a=1.b= - 6.andc= - 7
2(1)
6 ± v36- 28
Multiply.
2
6±v'64 6±8
2 or - 2 - Subtract and take the square root.
6+8 6-8
x = --orx=-- Separate the solutions.
2 2
x = 7 or x = -1 The solutions are -1 and 7.
Guided Practice
1A. 2x 2 + 9x = 18 18. -3x 2 + Sx = -2
1C. x 2 + 14x + 40 = 0 10. 3x 2 + 2x- 1 = 0
The solutions of quadratic equations are not always integers.
Example2 Use the Quadratic Formula

Solve each equation by using the Quadratic Formula. Round to the nearest tenth if
necessary.
a. 3x 2 + 5x - 12 = 0
For this equation, a = 3, b = 5, and c = -12.
- b ± Vb2 - 4ac
x= 2a
Quadratic Formula
Go Online! - (5) ±y (5) 2 - 4(3)(-12)

a = 3. b = 5, and c = -12
2(3)
You will want to reference
the Quadratic Formula
often. Log into your
-5 ± y25 + 144
Multiply.
eStudent Edition to
6
bookmark this lesson. -5 ± V169 -5 ± 13
6 or 6 Add and simplify.
-5 -13 -5 + 13
x= 6
or x =
6
Separate the solutions.
4
= -3 3
Stmplify.
The solutions are -3 and t·

b. 10x2 - 5x = 25
Jim Rewrite the equation in standard form.
10x 2 - = 25
5x Original equation
10x 2 - 5x - 25 = 0 Subtract 25 from each side.

- b ± Vb2 - 4a c
x= 2a
Quadratic Formula
- (-5) ± y (-5) 2 - 4(10)(-25)

a= 10. b = -5, and c = -25
2(10)
5 ± y25 + 1000
Multiply.
20
Study Tip
5± Vi025
~ Precision In
20
Add.
Example 2, the number
y'W25 is irrational, so the 5- Vi025 5 + Vi025
Separate the solutions.
calculator can only give you 20 or 20
an approximation of its
value. ~ -1.4 ~ 1.9 Simplify
So, the exact answer in
. 5±v'1625
The solutions are about -1.4 and 1.9.
Examp Ie 2 1s-- - .
20
The numbers -1.4 and 1.9 Guided Practice
are approximations.
2A. 4x 2 - 24x + 35 = 0 28. 3x 2 - 2x - 9 = 0
You can solve quadratic equations by using one of many equivalent methods. No one way
is always best.
608 I Lesson 9-6 I Solving Quadratic Equations by Using the Quadratic Formula
Watch Out! Example3 Solve Quadratic Equations Using Different Methods ~
Solutions Remember that Solve x 2
- 4x = 12.
the methods of factoring,
completing the square, or
IM311Ttftll Graphing
using the quadractic Rewrite the equation in standard form.
formula to solve quadratic
equations are equivalent. x2 - = 12 4x Orig1nal equation ax
Each method should
produce the same solution.
x2 - 4x -12 = 0 Subtract 12 from each side.
Graph the related function f(x) = x 2 - 4x - 12.

Locate the x-intercepts of the graph.
The solutions are -2 and 6.
l~ffljittfttj Factoring
= 12
x2 - 4x Original equation
x - 2
=0
4x -12 Subtract 12 from each side.
(x- 6)(x + 2) = 0 Factor.
x - 6 = 0 or x + 2 = 0 Zero Product Property
x= 6 x= -2 Solve for x.
l~ffljlttftll Completing the Square

The equation is in the correct form to complete the square, since the leading
coefficient is 1 and the x 2 and x terms are isolated.
x2 - 4x + 4 = 12 +4 Since (2-4)2 = 4, add 4 to each side.

(x- 2) 2 = 16 Factor x! - 4x + 4.
X - 2 = ±4 Take the square root of each side.
x = 2 + 4 or x = 2 - 4 Separate the solutions.
= 6 = -2 Simplify.
lft®lttftll Quadratic Formula

From Method 1, the standard form of the equation is x 2 - 4x- 12 = 0.
-b ± Vb 2
- 4ac
x= 2a Quadratic Formula
-(-4) ± y(-4) 2 - 4(1)(-12)

a = 1, b = -4, and c = -12
2(1)
4 ± v16 + 48
Multiply.
2
4±\1'64 4±8
2 or-2- Add and simplify.
4-8 4+8
x = --orx=-- Separate the solutions.
2 2
= -2 = 6 Simplify.
Guided Practice
Solve each equation.
3A. 2x 2 - 17x +8= 0 38. 4x 2 - 4x- 11 = 0
Concept Summary Solving Quadratic Equat ions
Method When to Use
Use when the constant term is 0 or if the factors are easily

Factoring
determined. Not all equations are factorable.
Graphing Use when an approximate solution is sufficient.

•
Use when an equation can be written in the form x2 = n.

.
Using Square Roots

Can only be used if the equation has no x-term.
Can be used for any equation ax2 + bx + c = 0, but is

Completing the Square
simplest to apply when b is even and a= 1.
Quadratic Formula Can be used for any equation ax 2 + bx + c = 0.
2The Discriminant In the Quadratic Formula, the expression under the radical sign,
b2 - 4ac, is called the discriminant. The discriminant can be used to determine the
number of real solutions of a quadratic equation.
Study Tip
rS., Key Co nee ~t Using the Discriminant
G Sense-Making Recall Equation x2 +2x+5=0 x2 + 10x + 25 = 0 2x2 -7x+ 2 = 0
that when the left side of
the standard form of an
equation is a perfect square
"' b2 - 4ac = -16 b2 - 4ac = 0 b2 - 4ac = 33
trinomial, there is only one Discriminant
negative zero positive
solution. Therefore, the
discriminant of a perfect
~ n4 4 y ~ y J.
square trinomial will always
be zero.
'' ~
I "\ I
If I
I
Graph of Related '' ~

0
0 \
\
\
X
'\ IJI'
X
Function
0 X
0 x-intercepts 1 x-intercept 2 x-intercepts
0 1 2
Real Solutions
Example 4 Use the Discriminant

State the value of the discriminant of 4x 2 + Sx = -3. Then determine the number of
real solutions of the equation.
fiAill Rewrite in standard form. 4x 2 - 5x = -3 --+ 4x 2 - 5x +3= 0
fia Find the discriminant.

b2 - 4ac = (-5) 2 - 4(4)(3) a=4,b= -5,andc=3
= -23 Simplify.
Since the discriminant is negative, the equation has no real solutions.
Guided Practice
4A. 2x 2 + llx + 15 = 0 48. 9x 2 - 30x + 25 = 0
• JJ Go Online! for a
Check Your Understanding ____.....,0 = Step-by-Step Solutions begin on page R11. V Self-Check Quiz
Examples 1-2 Solve each equation by using the Quadratic Formula. Round to the nearest tenth
if necessary.
I 1. x 2 - 2x - 15 = 0 2. x 2 - lOx + 16 = 0 3. x 2 - 8x = -10
4. x 2 + 3x = 12 5. 10x 2 - 31x + 15 =0 6. 5x 2 +5= -13x
Example3 Solve each equation. State which method you used.

7. 2x 2 + llx - 6= 0 8. 2x 2 - 3x - 6 = 0
9. 9x 2 = 25 10. x 2 - 9x = -19
Example4 State the value of the discriminant for each equation. Then determine the number of real
solutions of the equation.
11. x 2 - 9x + 21 = 0 12. 2x 2 - llx + 10 = 0
13. 9x 2 + 24x = -16 14. 3x 2 - x =8
15. JAGUARUNDI A jaguarundi springs from a fence post to swat at a low flying bird.
Her height h in feet can be modeled by the equation h = -16t 2 + 22.3t + 2,
where tis time in seconds. Use the discriminant to determine if the jaguarundi
will reach the bird if the bird is flying at a height of 10 feet. Explain.

Examples 1-2 Solve each equation by using the Quadratic Formula. Round to the nearest tenth
if necessary.
16. 4x 2 + 5x - 6= 0 @ x 2 + 16 = 0 18. 6x 2 - 12x + 1 = 0
19. 5x 2 - 8x =6 20. 2x 2 - 5x = -7 21. 5x 2 + 21x = -18

22. 81x 2 =9 23. 8x 2 + 12x = 8 24. 4x 2 = -16x- 16
25. 10x2 = -7x + 6 26. -3x 2 = 8x- 12 27. 2x 2 = 12x- 18
28. SQUIRRELS A flying squirrel drops 60 feet from a tree before leveling off. A function
that approximates this drop is h = -16t 2 + 60, where h is the distance it drops in feet
and t is the time in seconds. About how many seconds does it take for the squirrel to
drop 60 feet?
Example 3 Solve each equation. State which method you used.
29. 2x 2 - 8x = 12 30. 3x 2 - 24x = -36 31. x 2 - 3x = 10
32. 4x 2 + 100 = 0 33. x 2 = -7x - 5 34. 12- 12x = -3x 2
Example4 State the value of the discriminant for each equation. Then determine the number of real
solutions of the equation.
35. 0.2x 2 - 1.5x + 2.9 = 0 36. 2x 2 - 5x + 20 = 0 37. x 2 - tx = 3
38. 0.5x 2 - 2x = -2 39. 2.25x 2 - 3x = -1 40. 2x 2 = %x +%
41. G MODELING The percent of customers who have a store's loyalty card h can be
estimated by h = -0.2n 2 + 7.2n + 1.5, where n is the number of years since 2000.
a. Use the Quadratic Formula to determine when 20% of the store's customers will
have a loyalty card.
b. Is a quadratic equation a good model for this information? Explain.
42. TRAFFIC The equation d = 0.05v 2 + 1.1v models the distanced in feet it takes a car
traveling at a speed of v miles per hour to come to a complete stop. If Hannah's car
stopped after 250 feet on a highway with a speed limit of 65 miles per hour, was she
speeding? Explain your reasoning.
Without graphing, determine the number of x-intercepts of the graph of the related
function for each equation.
43. 4.25x + 3 = -3x 2 44. x2 + .1_
25
= lx
5 45. 0.25x 2 + x = -1
Solve each equation by using the Quadratic Formula. Round to the nearest tenth
46. -2x 2 - 7x = -1.5 4l 2.3x 2 - 1.4x = 6.8 48. x 2 - 2x = 5
@ POSTER Bartolo is making a poster for the 1 20 i n . - - - - -
dance. He wants to cover three fourths of t

the area with text. 4xin.
t
a. Write an equation for the area of the
section with text.
25 in.
.
f5p-rrng-Filng
I
I
I
I .
b. Solve the equation by using the Xln.l Friaay at :XIn.
Quadratic Formula. I
I
I
I
c. What should be the margins of the poster? 8 p.m. :

:L-------l--------
50. MULTIPLE REPRESENTATIONS In this problem, 3Xin.
t
you will investigate writing a quadratic equation
with given roots. If pis a root of 0 = ax 2 + bx + c,
then (x- p) is a factor of ax2 + bx + c.
Roots I Factors I Equation
2,5 (x - 2), (x - 5)
(x - 2)(x - 5) =0
a. Tabular Copy and complete the x2 -7x+ 10 = 0
first two columns of the table.
1,9
b. Algebraic Multiply the factors to write each -1,3
equation with integral coefficients. Use the
0, 6
equations to complete the last column of the
table. Write each equation. 1
2,7
c. Analytical How could you write an equation
with three roots? Test your conjecture by _.?_ 4
writing an equation with roots 1, 2, and 3. 3'
Is the equation quadratic? Explain.
51. CHALLENGE Find all values of k such that 2x 2 - 3x + 5k = 0 has two solutions.
52. G SENSE-MAKING Use factoring techniques to determine the number of real
zeros of f(x) = x 2 - 8x + 16. Compare this method to using the discriminant.
CHALLENGE Determine whether there are two, one, or no real solutions of
each equation.
53. The graph of the related quadratic function does not have an x-intercept.
54. The graph of the related quadratic function touches but does not cross the x-axis.
55. The graph of the related quadratic function intersects the x-axis twice.
56. Both a and b are greater than 0 and c is less than 0 in a quadratic equation.
57. €l WRITING IN MATH Why can the discriminant be used to confirm the number of
real solutions of a quadratic equation?
58. WRITING IN MATH Describe the advantages and disadvantages of each method of
solving quadratic equations. Why are the methods equivalent? Which method do you
prefer, and why?
59. MULTI-STEP Gabrielle is using the Quadratic 61. Examine the quadratic equation 3x2 - 4x + 2 = 0.
Formula to solve the equation 8x2 - 3x = 9. Her ~6
work so far is shown below.
a. What do you know about the discriminant of
~ 3,6
3x2 - 4x + 2?
-b ± Vb 2
4ac
2a
-
0A It is a negative integer.
-(-3) ± y(-3) 2 - 4(8)(9)
0B It is a positive integer.
2(8)
3 ± y-9- 288 oc It is an irrational number.
16
0D It is a rational number.
a. What errors, if any, did Gabrielle make when
using the Quadratic Formula to solve this b. What is one solution of 3x2 - 4x + 2?
equation? Select all that apply. 0 A about 0.2
DA There are no errors.
0 B about 0.3
DB She made a sign error when
0 C about 1.7
substituting for a.
0
oc She made a sign error when
substituting for b.
D There is no solution.
D D She made a sign error when

62. Which equation has solutions, rounded to the
substituting for c.
nearest tenth, of -2.1 and 2.4? ~ 6
D E She mixed up the values of a, b, and c 0 A 3x 2 - x - 15 =0
when substituting.
D F She squared the value of b incorrectly.

0 B 2x 2 - x - 15 =0
b. Which are the correct solutions of 8x2 - 3x = 9?

0 C 3x 2 - 4x +2=0
Select all that apply. 0 D 2x 2 - 4x +2=0
D A 0.9
DB 1.3
63. For what value of c does the quadratic equation
oc 0 -2x 2 + 12x- c = 0 have exactly one real
solution? ~ 6, 7
DD -1.3
0 A c=3
DE -0.9
0 B c = 18
OF no solution
0 C c=-18
c. What are two strategies Gabrielle could have
used to reduce errors in this calculation? 0 D c = 72
60. Which equation has no real solutions? ~ 1 64. A piece of scaffolding falls to the ground from a
height of 50 feet. The situation is modeled by the
0 A 2x 2 - 4x = 5 function h = -16t 2 + 50, where his the height in
feet and tis the time in seconds. About how many
0 B 2x 2 + 4x = 5
seconds is the best estimate for the time it will take
0 C - 2x 2 + 4x = 5 for the scaffolding to hit the ground? ~ 4, 6
0 D -2x 2 + 4x = -5
• You graphed and
solved linear and
•1 Solve systems of linear • The height of a kicked football can
and quadratic be modeled by a quadratic equation.
quadratic functions. equations by graphing. The height of a player running up a
hill to catch the ball during a
Solve systems of linear
2
and quadratic
equations by using
practice drill can be modeled by a
linear equation. The intersection of
the graphs of the equations tells the
algebraic methods.
time and height when the player
should catch the ball.
G Mathematical
Practices
quantitatively.
1Graph a System of Linear and Quadratic Equations Like solving systems of
linear equations, you can solve systems of linear and quadratic equations by graphing
the equations on the same coordinate plane. A system with one linear equation and one
4 Modelwith quadratic equation can have two solutions, zero solutions, or one solution. The number
mathematics. of solutions depends upon the number of intersections of the two graphs.
r$, Key Concept Number of Solutions

Number of Solutions Description Graph
..\ y .4
I
I
one solution
two equations with graphs that
intersect at one point
' r\. ./
0 X
y
) ~ If
~ J/
1\ ,/
VI
two solutions
intersect at two points
v
' v0
~ .)
X
/
!)t
~ y 4. IJ(
I v
'v v
~ .) /
no solution
do not intersect v 0 X
v
/ c
~
!)t
f
~
):>
J
614 I lesson 9-7
You can solve a system of linear and quadratic equations by using the following steps.
The points of intersection of the graphs are the solutions to the system.
r.fJ Key Concept Solving a Linear and Quadratic System by Graphing
fimtJ Find the coordinates of each point of intersection.

fim Check the solutions. Substitute the x- andy-values of each solution in the original
equation.
Example1 Solve a System by Graphing

Solve the system of equations by graphing.
y=x2 +4x-1
y=2x+2
Jim Graph y = x 2 + 4x - 1 andy = 2x + 2 on the same coordinate plane.
J Y ft
Ji
Study Tip 1\ If/
G Sense-Making The \
\
I I
If I
order in which you graph the
/ 0
linear and quadratic equations
does not matter.
' ~ If J
X
\ I I
' If If
, ~ ./ i
fimtJ Find the coordinates of each point of intersection.

The graphs intersect at (-3, -4) and (1, 4).
fim To check your solutions, substitute each solution

into both of the original equations to see if the
values make both equations true.
y = x2 + 4x -1 Original equation y = 2x +2
-4 ;b (-3) 2 + 4(-3) - 1 x= -3.y= -4 -4 ;b 2(-3) + 2
-4 ;b 9- 12- 1 Simplify. -4 ;b -6 + 2
-4 = -4 ./ Simplify. -4 = -4 ./
y = x 2 + 4x -1 Original equation y = 2x +2
4 ;b 12 + 4(1) - 1 x=1.y=4 4 ;b 2(1) + 2
4;b1+4-1 Simplify. 4;b2+2
4=4 ./ Simplify. 4=4 ./
Guided Practice
1. y=x2 -x-5
y=x+3
---- -
4
2 Solve a Linear and Quadratic System Algebraically Linear and quadratic

systems can also be solved algebraically. Just as you can use subsititution to solve
systems of linear equations, you can use this method to solve systems of linear and
quadratic equations.
rf)Key Concept Solving a linear and Quadratic System Algebraically
Example2 Solve a System Algebraically

Solve the system of equations algebraically.
y=x2 -2x-3
x+y=3
Jim Solve each equation for y.
The first equation is already solved for y. Solve the second equation for y.
x +y= 3 Second equat1on
-x + x + y = -x + 3 Subtract x from to each side.
y = -x + 3 Simplify.
fim Substitute the quadratic expression for y in the linear equation.
x2 - 2x - 3 = - x + 3 Substitute X2 - 2x - 3 for y
fii§tiJi Solve for x.
x2 - 2x - 3 = -x + 3 Equat1on from Step 2
x2 -x-3=3 Add x to each side.
x2 -x-6=0 Subtract 3 from each side
(x- 3)(x + 2) = 0 Factor.
x- 3 = 0 or x + 2 = 0 Zero Product Property
x = 3 or x = -2 Solve for x.
fim Substitute the x-value(s) in either of the original equations.

x+y=3 x+y=3 Origtnal equation
3 +y=3 -2 +y=3 x=3.x= -2.

Study Tip
G Structure After you fim Solve for y.
have found the values of x, you + y =3
3+y=3 -2
can substitute them in either
equation to find the values of y. 3+y -3 =3 -3 -2 +y +2 = 3 +2
Most of the time, it will be
easier to use the linear y=O y=5
function instead of the
The solutions of the system are (3, 0) and (-2, 5).
quadratic function.
616 I Lesson 9-7 I Solving Systems of Linear and Quadratic Equations

Study Tip Jim Graph the equations to check the solutions. N y ~
G Sense-Making After
The graphs of the equations intersect at (3, 0) and
~
you solve algebraically, you can 1\ r'\ I
check by graphing. You can (- 2, 5), so (3, 0) and (- 2, 5) are the solutions of \ r'\ I
II
'1\ ' "'
also check by substituting the this system. \
x- andy-values into both
~0 Jr'\ X
equations in the system to Guided Practice /_ ~
make sure the values result in I
true equations. 2. y = x2 -
2y -16
5x - 12
= 6x
' ~ ,)
You can use systems of linear and quadratic equations to model revenue and look for
trends in sales data.
Real-World Example 3 Apply a System of linear and Quadratic Equations
SALES Camping equipment sales at a sporting
goods store can be modeled by the function
y = -x2 + 12.x + 25 and gift card sales
can be modeled by the function y = Sx + 7, where x
represents the number of months past January and
y represents the revenue in thousands of dollars.
Solve a system of equations algebraically to find the
month in which the revenue from camping
equipment sales is equal to the revenue from gift card sales.
Substitute one expression for yin the other equation. Then solve for x.
-x2 + 12x + 25 = 5x + 7 Substitute.
2 Add >f. to each side.
12x + 25 = x + 5x + 7
25 = x2 - 7x +7 Subtract 12x from each side.
0= x2 - 7x -18 Subtract 25 from each side.
0 = (x - 9) (x + 2) Factor.
x-9=0 x+2=0 Zero Product Property
X= 9 X= -2 Solve for x.
A solution of the system occurs when x = 9, Sales Revenue
so the revenue from camping equipment c;;- y
sales and from gift card sales are equal 9 ~ 70
:g
months past January, or in October.
'0
63
56 lo"' -- ~""'- l;f
Because the functions only model data for ~v ) ~
~ 49
/'f'
~'
r:::
months past January, x = -2 is not a viable
solution as it represents a month prior to
~ 42
~ 35
/ / '"'~
January.
..r:::
~ 28
I /
io"'"
·; 21 v
Graph the equations to check the solutions. ~ 14 ~"'
Q)
~ 7
/ I
The graphs intersect at x = 9, so the solution 0::: X
is correct. 0 2 3 4 5 6 7 8 9 10
Months Past January
Guided Practice
3. AMUSEMENT PARKS Revenue from single-day ticket sales at a local amusement park
Q)
O'l can be modeled by the function y = - x2 + 11x + 42 and revenue from season pass
~
>. sales can be modeled by the function y = -5x + 81, where x represents the number
Q)
of months past January andy represents the total revenue in tens of thousands of
~
~ dollars. Solve a system of equations algebraically to find the first month when the
E
0
0
revenue from single-day ticket sales is equal to the revenue from season pass sales.
~
When you solve a linear and quadratic system algebraically, you may arrive at a an
equation in one variable that has no real solutions. This means the original system has no
real solutions.
Example4 Solve a System of Linear and Quadratic Equations Algebraically

Solve the system of equations algebraically.
y=x+1
y=x2 +2
The equations are already solved for y.
Substitute one expression for yin the other equation. Then solve for x.
x2 + 2 =x+1 Substitute.
x2 -x+2=1 Subtract x from each side.
x2 -x+1=0 Subtract 1from each side.
Find the discriminant, b2 - 4ac, of the quadratic equation x2 - x + 1 = 0.
b2 - 4ac = (-1) 2 - 4(1)(1) a=1.b= -1,andc=1
=1-4 Simplify.
Study Tip = -3 Subtract.
G Structure lfthe The discriminant is negative, so x2 - x + 1 = 0 has no real X
discriminant of a quadratic
equation is negative, then the
solutions. Therefore, the system does not have a solution.
quadratic equation has no real Graph the equations to check your solution.
solutions.
The graphs do not intersect, so the system has no solution.
Guided Practice
4. y = -x2 + x - 1
-3 + y =X
lr/J Go Online! for a

Check Your Understanding = Step-by-Step Solutions begin on page R11. tf Self-Check Quiz
Example 1 Solve each system of equations by graphing.

1. y = x2 - 2x - 3 2. y = x2 - 4
y =X- 3 y = -3
3. y= -x2 + 2x + 1 4. y = -2x2 + 5
y = -x + 1 y=2x+1
Examples 2-4 5. TICKET PRICES The revenue for a school play can be modeled by y = -x2 + 8x,
where xis the ticket price in dollars. The cost to produce the school play can be
modeled by y = -20 + 9x. Determine the ticket price that will allow the school play to
break even. (Hint : Breaking even means that the revenue equals the cost.)
Solve each system of equations algebraically.
6.y=-x+3 (!)y=x 2 -5x+5
y = x2 + 1 y = 5x - 20
8. -x2 - x + 19 =y 9. y = 3x2 + 21x - 5
x = y + 80 -lOx + y = -1
618 I Lesson 9-7 I Solving Systems of Linear and Quadratic Equations

Example 1 Solve each system of equations by graphing.

10. y = x2 - 2x - 2 11. y =x - 5
y = 4x- 11 y = x2 - 6x +5
12. y =X+ 1 13. y = 2x
y=x2 +2x+4 y = -x2 + 2x + 4
Examples 2-4 14. VIDEO GAMES Jamar is using a coordinate plane to program a video game in which
a fish jumps out of the water to catch a fly. The path of the fish is modeled by
y = -x2 + 8x- 10 and the path of the fly is modeled by y = -x + 8, where y is the
height in centimeters above the water and x is the distance in centimeters from the left
edge of the screen.
a. How far is the fish from left edge of the screen when it catches the fly? Is there more
than one possible distance? Explain.
b. What is the height of the fish when it catches the fly? Is there more than one
possible height? Explain.
Solve each system algebraically.

15. y = 6x2 16. y = x2 + 1
3x +y=3 8x + y = 10
@ y=x2 18. y = x2 - 8x + 19
y-9=0 X- 0.5y =3
19. y = x2 + 11 20. y = 5x- 20
y = -12x y = x2 - 5x + 5
21. CITY PLANNING A city planner is using the first quadrant of a coordinate plane to
lay out new streets in a suburban development. Franklin Road is modeled
y = -5x2 + 32x + 2 and Jefferson Street is modeled by y = 28x + 1.
a. At what point do Franklin Road and Jefferson Street intersect?
b. The city planner changes the equation for Jefferson Street toy= 28x + 4. How does
this affect the intersection of the streets? Explain.
22. PARACHUTING A parachutist jumps off a tall building. She falls freely for a few
seconds before releasing her parachute. Her height during the free fall can be modeled
by y = -4.9x2 + x + 360, where y is the height in meters and xis the number of
seconds after jumping. Her height after she releases the parachute can be modeled
by y = -4x + 142.
a. How long after jumping did she release her parachute?
b. What was her height when she released her parachute?
23. G STRUCTURE The graph shows a quadratic function and a

linear function y = k.
a. If the linear function were changed to y = k + 4, how many X
solutions would the system have?

b. If the linear function were changed to y = k - 1, how many
solutions would the system have?
24. ~ SENSE-MAKING Solve x2 + 3x - 5 = 2x + 1 by using a system of linear and
quadratic equations. Describe your solution method.
Each graph shows the graph of a linear equation that is part of a system of equations.
Write a quadratic equation that could be part of the system so that the system has the
given number of solutions.
25. one solution 26. two solutions 27. no solution
y y J ~~ y
IJ 1"""
)
IJ
"" "" ...... .......
["'.
I ra-..
0 X 0/ X 0 X
7
If
j
II '
H.O.T. Problems Use Higher-order Thinking Skills

- -- - -- ---------------------'
28. CHALLENGE How many solutions does the system of equations have? Explain.
y = - 2x2 + 4x - 1
-5x + y =5
29. ~TOOLS Use a graphing calculator to solve the system involving two quadratic
equations.
y = x2 + 3x- 5
y= -x2
30. ~ CRITIQUE ARGUMENTS Sarah says that if a system of linear and quadratic equations
involves a linear equation of the form y = c, where c is a constant, and there is only
one solution, then the graph of the linear equation intersects that of the quadratic
equation at the vertex. Is she correct? Explain your answer.
31. ERROR ANALYSIS Tomas solved the system of equations and found no solution. What
error did he make? Explain.
y=O
y-x2 =0
32. WRITING IN MATH Explain why a linear and quadratic system of equations can have no
more than two solutions.
33. ~TOOLS Use a graphing calculator to determine the solutions of each system
of equations.
a. y = x2 - 2x + 1
y = 2x- 3
b. y = x2 - 2x + 5
y = 2x
c. y = x2 - 2x + 1
y=2x+5
620 I lesson 9-7 I Solving Systems of Linear and Quadratic Equations

34. Which ordered pair is a solution of the following 38. The graph below shows the system y = x -1 and
system? G 7 y = -x2 - x. Based on the graph, which of the
following is a solution of the system, assuming
y = x2 + 7x + 10
coordinates are rounded to the nearest tenth?
y=x+1 G1,6
0 A (-3, -2) 0 c (3, 4) y
J(
0B (3, 40) 0 D (-4, -3) /
/
t-
fO )(
v X
If v
35. Which of the following are solutions of the given
system? Select all that apply. G 7
)I
,, ' .,
IV ~
\
y = x + 7x + 12
2
y=2x+8
0 A (0.4, -2.4)
D A (-4, 0) 0 B (-1.0, -3.4)
DB (-1, 6) 0 c (-0.5, 0.25)
Dc (1, 1o) 0 D (-2.4, -3.4)
DD (4, 16)
DE (-1, -4) 39. MULTI-STEP An animator is using a coordinate

plane to create a cartoon about outer space. The
OF (12, 8) path of a comet is represented by y = x2 - 3x + 4.
The path of a rocket is represented by y- x = 1.
G4
36. In the system shown below, k is a constant. If the a. Graph the equations in the system on the same
system has exactly one solution, what is the value coordinate plane.
of k? G 2
b. Is it possible that the rocket and the comet will
y = x2 - 3x + 7 collide? If so, what are the coordinates at which
this might happen? If not, why not?
y=x+k
0 A -4 0 c 3 c. The animator wants to change the path of the
rocket so that there is exactly one point at
0B 2 0D7 which the rocket and the comet could collide.
How can the animator change the equation for
the path of the rocket?
37. The quadratic equation y = x2 + 1 is part of a linear
and quadratic system of equations. If the system
has two solutions, select all of the linear equations 40. Which system has (1, -1) as a solution? G7
that could complete the system. G 1, 3
0 A y = x2 - 3x + 1
D A y=1 y=x+2
DB y=3 0 B y = x2
+ 3x - 1
y=x-2
DC y=x
DD y=x+2
0 C y=x2 -2
y=x-2
DE y=x-2
0 D y=x2 -2
OF y = -x + 3 y = -x + 2
• You graphed linear, . , Identify linear, • Every year, the golf team sells
quadratic, and quadratic, and candy to raise money for charity.
exponential exponential functions By knowing what type of
functions. from given data. function models the sales of the
candy, they can determine the
2
Write equations that
model data.
best price for the candy.
G Mathematical
Practices
7 Look for and make use , Identify Functions You can use linear functions, quadratic functions, and
of structure. exponential functions to model data. The general forms of the equations and a graph
of each function type are listed below.
cfJKey Concept linear and Nonlinear Functions

Linear Function Quadratic Function Exponential Function
y= mx+ b y= ax2 + bx+ c y= abx, when b > 0

y
0 X 0 X
Example1 Choose a Model Using Graphs

Graph each set of ordered pairs. Determine whether the ordered pairs represent a
linear function, a quadratic function, or an exponential function.
a. {(-2, 5), (-1, 2), (0, 1), (1, 2), (2, 5)} b. {(-2, i), {-1, t), (0, 1), (1, 2), (2, 4)}
The ordered pairs appear to The ordered pairs appear to represent
represent a quadratic function. an exponential function.
~ y lA y ~
~ ;
\ I
'\ I .'
\
I' I
',, / .. _ .-,. ... L;,
0 X 0 X
Guided Practice i
iii
~
0
1A. (-2, -3), (-1, -1), (0, 1), (1, 3) 18. (-1, 0.25), (0, 1), (1, 4), (2, 16) :<
i
622 I lesson 9-8
Another way to determine which model best describes data is to use patterns.
The differences of successive y-values are called first differences. The differences of
successive first differences are called second differences.
• If the differences of successive y-values are all equal, the data represent a
linear function.
• If the second differences are all equal, but the first differences are not equal, the data
represent a quadratic function.
• If the ratios of successive y-values are all equal and r +1, the data represent an
exponential function.
Watch Out! Example2 Choose a Model Using Differences or Ratios

x-Values Before you check Look for a pattern in each table of values to determine which kind of model best
for successive differences describes the data.
or ratios, make sure the
x-values are increasing by a. -2 I -1 I 0 2
the same amount.
-8 I -3 I 2 7 12
-8 -3 2 7 12
"-._..,/ "-._..,/ Jt:..J "-../
First differences: 5 5 5 5
Since the first differences are all equal, the table of values represents a linear
function.
Go Online! •t;• b. -1 0 2 3
8 4 2 0.5
Review with your graphing
calculator. Ask your teacher
to assign the Graphing
8 4 2 1 0.5
First differences: "'-../"'-../"-.../ "'-./
Calculator Easy FilerM -4 -2 -1 -0.5
5-Minute Check to you in
ConnectED. The first differences are not all equal. So, the table of values does not represent a
linear function. Find the second differences and compare.
First differences: -4 -2 -1 -0.5

"--/ "'-._./ "--../
Second differences: 2 1 0.5
The second differences are not all equal. So, the table of values does not represent a
quadratic function. Find the ratios of the y-values and compare.
8 4 2 1 0.5
"--../"--../"--../"--../
4 1 2 1 1 0.5 1
Ratios: s=2 4=2 2 1=2
The ratios of successive y-values are equal. Therefore, the table of values can
be modeled by an exponential function.
Guided Practice
2A. 28. -2 I -1 I 0 2
-3 I -2 I -1 I o I 1
-3 -7 -9 -9 -7 -18 I -13 I -8 I -3 2
2 Write Equations Once you find the model that best describes the data, you can
write an equation for the function. For a quadratic function in this lesson, the
equation will have the form y = ax 2 .
Example3 Write an Equation
Determine which kind of model best describes the data. Then write an equation for
the function that models the data. II -4 I -3 I -2 I -1 I o I
fim Determine which model fits the data. 32 18 8 2 0
32 18 8 2 0
""--./""--./"'--./"'--./
-14 -10 -6 -2
First differences are not equal.
""---./""---./""---./
Second differences are equal. 4 4 4
A quadratic function models the data.
Watch Out! fim Write an equation for the function that models the data.
Finding a In Example 3, The equation has the form y = ax 2 . Find the value of a by choosing one of the
the point (0, 0) cannot be ordered pairs from the table of values. Let's use (-1, 2).
used to find the value of a.
You will have to divide each y = ax 2 Equat1on for quadratic function
side by 0, giving you an 2 = a(-1) 2 x= -1andy=2
undefined value for a.
2=a An equation that models the data is y = 2x 2 .
Guided Practice
3A. -2 I -1 0 2 3B. -3 -2 I -1 0
11 7 3 -1 I -5 0.375 I 0.75 I 1.5 3 6
Real-World Example 4 Write an Equation for a Real-World Situation

BOOK CLUB The table shows the number of book club members for four consecutive
years. Determine which model best represents the data. Then write a function that
models the data.
Understand Find a model for the data, 0 2 3 4
and then write a function.
5 I 10 I 20 I 40 I 80
Plan Find a pattern using
successive differences or ratios.
Then use the general form of the equation to write a function.
Solve The constant ratio is 2. This is the value of the base.
An exponential function of the form y = abx models the data.
A poll by the National y = abx Equat1on for exponential function
Education Association found
that 87% of all teens polled
5 = a(2) 0 x - 0, y = 5. and b = 2
found reading relaxing, 85% 5 =a The equation that models the data is y = 5(2)X.
viewed reading as rewarding,
Check You used (0, 5) to write the function. Verify that every other ordered pair
and 79% found reading
satisfies the equation.
exciting.
Source: American Demographics
Guided Practice
4. ADVERTISING The table shows the
cost of placing an ad in a newspaper.
5 I 6
14.50 I 16.60 I 18.70 I 20.80
7 I 8
f
;o
~
Determine a model that best represents !!'._
OJ
the data and write a function that [

models the data. fr
;:;
624 I lesson 9-8 I Analyzing Functions with Successive Differences

Check Your Understanding Q = Step-by-Step Solutions begin on page R11.
Example 1 Graph each set of ordered pairs. Determine whether the ordered pairs represent a linear
function, a quadratic function, or an exponential function.
1. (-2, 8), (-1, 5), (0, 2), (1, -1) 2. (-3, 7), (-2, 3), (-1, 1), (0, 1), (1, 3)
3. (-3, 8), (-2, 4), (-1, 2), (0, 1), (1, 0.5) 4. (0, 2), (1, 2.5), (2, 3), (3, 3.5)
Example2 Look for a pattern in each table of values to determine which kind of model best describes
the data.
5.1 0
5
I
1
8 ~1~ 1:215:1 6.
1 -3
-6.75
I -2
-75
I -1
-8.25
I a
-9
ll ~1 I
0
6 ~1~ lz:l:al 8. 1 314151617
-1.5 0 2.5 6 10.5
Example 3 Determine which kind of model best describes the data. Then write an equation for the
function that models the data.
9. 10.
~: I ~; ~~ I ~
-1 I 0 2 I 3 1
3 9 I 27 I 81 ::
11. -3 I -2 I -1 I 0 12. -1 0 2
1.5 I 2 I 2.5 I 3 -1.25 I -1 I -0.75 I -0.5
3
~ 1351 ~
Example 4 13. PLANTS The table shows the height of 1
a plant for four consecutive weeks.
Determine which kind of function • 14 51: I
best models the height. Then write a
function that models the data.
Example 1 Graph each set of ordered pairs. Determine whether the ordered pairs represent a linear
function, a quadratic function, or an exponential function.
14. (-1, 1), (0, -2), (1, -3), (2, -2), (3, 1) 15. (1, 2.75), (2, 2.5), (3, 2.25), (4, 2)
16. (-3, 0.25), (-2, 0.5), (-1, 1), (0, 2) 17. (-3, -11), (-2, -5), (-1, -3), (0, -5)
18. (-2, 6), (-1, 1), (0, -4), (1, -9) 19. (-1, 8), (0, 2), (1, 0.5), (2, 0.125)
Examples 2-~ Look for a pattern in each table of values to determine which kind of model best describes
the data. Then write an equation for the function that models the data.
20. -3 -2 -1 0 ® -2 I -1 I 0 2
-8.8 I -8.6 I -8.4 I -8.2 10 I 2.5 I 0 I 2.5 I 10
22. -1 0 2 3 23. -2 -1 0 2
0.75 I 3 I 12 I 48 I 192 0.008 I 0.04 I 0.2 5
24. 0 2 3 4 25. -3 -2 I -1 0
0 I 4.2 I 16.8 I 378 I 672 14.75 I 9.75 I 4.75 I -0.25 I -5.25
Example4 26. WEBSITES A company tracked the number of visitors to its website over four days.
Determine which kind of model best represents the number of visitors to the website
with respect to time. Then write a function that models the data.
o , I 2 I 3 I 4
0 1
0.9 3.6 8.1 14.4
FROZEN YOGURT The cost of a build-your-own cup of frozen yogurt depends on the
weight of the contents. The table shows the cost for up to 6 ounces.
1 I 2 I 3 4 I 5 I 6
0.49 I 0.98 I 1.47 1.96 I 2.45 I 2.94
a. Graph the data and determine which kind of function best models the data.
b. Write an equation for the function that models the data.
c. Use your equation to determine how much 10 ounces of yogurt would cost.
28. DEPRECIATION The value of a car depreciates over time. The table shows the value of a
car over a period of time.
0 2 3 4
18,500 I 15,910 I 13,682.60 11,767.04 10,119.65
a. Determine which kind of function best models the data.

b. Write an equation for the function that models the data.
c. Use your equation to determine how much the car is worth after 7 years.
29. BACTERIA A scientist estimates that a bacteria culture with an initial population of 12
will triple every hour.
a. Make a table to show the bacteria population for the first 4 hours.
b. Which kind of model best represents the data?
c. Write a function that models the data.
d. How many bacteria will there be after 8 hours?
30. PRINTING A printing company charges the fees

shown to print flyers. Write a function that models
Set Up Fee $25
the total cost of the flyers, and determine how much 15Ceacbnv•
30 flyers would cost.
31. ~ REASONING Write a function that has constant second differences, first differences that
are not constant, a y-intercept of -5, and contains the point (2, 3).
32. ~ CONSTRUCT ARGUMENTS What type of function will have constant third
differences but not constant second differences? Explain.
33. ~STRUCTURE Write a linear function that has a constant first difference of 4.
34. PROOF Write a paragraph proof to show that linear functions grow by equal
differences over equal intervals, and exponential functions grow by equal factors over
equal intervals. (Hint: Let y =ax represent a linear function and let y =ax represent
an exponential function.)
35. €} WRITING IN MATH How can you determine whether a given set of data should be
modeled by a linear function, a quadratic function, or an exponential function?
626 I Lesson 9-8 I Analyzing Functions with Successive Differences

36a. MULTI-STEP Which function best models the data 38. Jake graphed the sets of ordered pairs in the table
in the table of values? G 7, 8 below.
0 2 3 4 -2 -1 I a I 1 I 2
3 0 -1 0 3 10 1 6 2 -2 -6
0 A y=x-3 Which equation best models the data in the table?

Gs
o B y= -(ir 0 A y = -4x+ 2
0 C y = x2 + 4x + 3
0 B y = -4x- 2
0 D y=x 2 -4x+3
0 C y = -2x 2 + 2
b. Copy and complete the table below so that the
data is best modeled by a linear equation.
0 D y = -2x 2 - 2
Write this linear equation.
0 2 I 3 4
3 0 -3 39. For what value of c does the equation
y = x 2 + 6x + c model the data in the table?
c. Copy and complete the table below so that the G1
data is best modeled by an exponential
equation. Write this exponential equation. ~41 ~31 ~21 ~1 I ~
0 2 3 4
4 I 16
If there is a constant increase or decrease in data values, Mathematical Practices
there is a linear trend.lf the values are increasing or G 5 Use tools strategically
decreasing more and more rapidly, there may be a quadratic
or exponential trend.
With a graphing calculator, you can find the appropriate

regression equation and an R2 value. R2 is the coefficient of
determination. The closer R2 is to 1, the better the model fits
the data.
CHARTER AIRLINE The table shows the average monthly number of flights made each year by a
charter airline that was founded in 2010. Work cooperatively to predict the number of flights in
2030 and when the airline will meet its goal of 200 flights per month.
2010 I 2011 2012 I 2013 I 2014 I 2015 I 2016 I 2017

17 I 20 24 I 28 I 33 I 38 I 44 I 50
Jim Make a scatter plot.

a
Enter the number of years since 2010 in l1 and the number of flights in l2. Graph a
a
a
the scatter plot. It appears that the data may have either a quadratic or a
a
exponential trend.
iiiti!il Find the regression equation.

[0, 10] sci: 1 by [0, 60] sci: 5
Check both trends by examining their regression equations. To acquire the
exponential or quadratic equation select ExpReg or Quad Reg on the STAT menu. To
choose, fit both and use the one with the R 2 value closest to 1. In this case the Qu.adRe9
quadratic is a better fit. '::1=.ax2:+bx+c.
.a=.25
b=2.988095238
e-=16.91666667
R2=.9998751467
Copy the equation to theY= list and graph.
..,
V
Y1=.2~X~2+29BB09~2)809~
Use the graph to predict the number of flights in 2030. There will be
approximately 177 flights per month if this trend continues.
fiw Find a solution using the model.

X-20
.., ............... Y=171i.li7B~7 •
Use the graph to determine when the airline will reach its goal of 200 flights a month.
Graph the equation y = 200 and find the intersection. If this trend continues the [0, 25] sci: 1 by [0, 200] sci: 5
airline will reach their goal in 2032.
(continued on the next page)
628 I Extend 9-8 I Graphing Technology Lab: Curve Fitting

Activity2
FROGS The table shows the frog population in a small pond. Work cooperatively to predict what the frog
population will be in year 11 and when the pond will reach its capacity of 500 frogs.
0 2 3 4 5 6 7 8
80 90 102 115 130 147 166 188 212
Jim Make a scatter plot. Enter the years 1-8 in l1 and the population in l2. Graph the scatter
plot. The data appear to have either a quadratic or exponential trend.
fittifl Find the regression equation. Check both trends by examining their regression equations.
To acquire the exponential or quadratic equation select ExpReg or QuadReg on the STAT
menu. To choose, fit both and use the one with the R 2 value closest to 1.
fim Graph the exponential regression equation. Copy the equation to theY= list and graph.
EWliJ Predict using the equation.
Use the graph to predict the number of frogs in year 11. There will be approximately 306
frogs in the pond if this trend continues.
mB Find a solution using the model. The pond cannot maintain more than 500 frogs. Use the
graph to determine when the pond will reach capacity. Graph the equation y = 500 and
find the intersection. If this trend continues the pond will reach capacity in year 15.
Exercises
Plot each set of data points. Determine whether to use a linear, quadratic
or exponential regression equation. State the coefficient of determination.
1. 2. 3. 4. ,.
1 30 0.0 12.1 0 1.1 1 1.67
2 40 0.1 9.6 2 3.3 5 2.59
3 50 0.2 6.3 4 2.9 9 4.37
4 55 0.3 5.5 6 5.6 13 6.12
5 50 0.4 4.8 8 11.9 17 5.48
6 40 0.5 1.9 10 19.8 21 3.12
5. BAKING Alyssa baked a cake and is waiting for it to cool so she can ice it.
The table shows the temperature of the cake every 5 minutes after Alyssa
took it out of the oven. Time (min) I Temperature (°F)
0 350
a. Make a scatter plot of the data.
5 244
b. Which regression equation has an R 2 value closest to 1? Is this the equation 10 178
that best fits the context of the problem? Explain your reasoning.
15 137
c. Find an appropriate regression equation, and state the coefficient of 20 112
determination. What is the domain and range?
25 96
d. Alyssa will ice the cake when it reaches room temperature (70°F). Use the 30 89
regression equation to predict when she can ice her cake.
e You wrote and
graphed linear,
e 1
Combine functions by
using addition and
e On February 15, 2013, a meteor
over Chelyabinsk, Russia, sending a
exponential, and subtraction. 1400-pound meteorite to Earth's su,
quadratic functions. You can write a function that models
2
Combine functions by
using multiplication.
temperature of the meteorite by
combining an exponential decay fu
and a constant function that represents
the local air temperature.
G Mathematical
Practices
4 Model with
mathematics. 1Add and Subtract Functions You can perform operations, such as addition and
subtraction, with functions just as you perform operations with real numbers.
7 Look for and make use
of structure.
f; Ke_y__~~-~-~~).!t Adding and Subtracting Functions
Words Given two functions, ~x) and g(x}, you can form new functions, (f + g)(x}, by adding
the two functions, and (f- g)(x}, by subtracting the two functions.
Symbols (f+ g)(x) = ~x) + g(x)

(f- g)(x) = ~x)- g(x)
Example 1 Add and Subtract Functions

Given that f(x) = x 2 + 3x - 7 and g(x) = x - 5, find each function.
a. if+ g)(x)
(f + g) (x) = f(x) + g(x) Addition of functions
= (x2 + 3x - 7) + (x - 5) Substitution
= x2 + 3x + x - 7 - 5 Combine like terms.
= x2 + 4x -12 Simplify.
b. (f- g)(x)
(f- g)(x) = f(x) - g(x) Subtraction of functions
= + 3x - 7) - (x - 5)
(x2 Substitution
= x2 + 3x - 7 - x + 5 Distributive Property
= x2 + 3x - x - 7 + 5 Combine like terms.
=x2 +2x-2 Simplify.
Guided Practice
Given that f(x) = 4x + 1 and g(x) = 5x2 + x - 1, find each function.
l
s:
~
1A. (f + g)(x)
18. (f- g)(x)
I
n
0
3
630 I lesson 9-9

Real-World Example 2 Build a New Function by Adding
FINANCIAL LITERACY
~ $40,000
Hugo graduafes ~ $35,000
from college with ~ $30,000 ~
$28,500 in student Cii $25,000

.... r- ~
~
loan debt. He 2"$20,000
,....
decides to defer .c r
~ $15,000
his payments while ~ $10,000
I'I'.IIP.
he is in gra~'!ate
school. Dur~g that ~
E $5,000
cv
$0
-rn~·~'
1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013 2015
time, he still accrues
Year
interest on his
student loans at an Source: Wall Street Journal
Watch Out! annual rate of 5.65%. While he is in graduate school, Hugo's parents also lend him
Percents To convert a $400 per month for rent. His parents decide not to charge him interest on this loan.
percent to a decimal, divide a. Write an exponential function f(t) to represent the amount of money Hugo owes
the percent by 100 or just on his student loans t years after interest begins to accrue.
move the decimal point 2
places to the left. 5.65% = f(t) = a(1 + r)t Equation for exponential growth
0.0565 = 28,500(1 + 0.0565)t Substltutionwitha=28,500andr=5.65%or0.0565
= 28,500(1.0565)t Simplify.
b. Write a function g(t) to represent the amount of money Hugo owes his parents
after t yeat s.
Since t is the time in years, first find the amount of money Hugo borrows from his
parents each year.
12(400) = 4800
Hugo borrows $4800 from his parents each year.
So, g(t) = i 800t represents the total amount Hugo owes his parents after t years.
c. Find C(t) f(t) + g(t) and explain what this function represents.
\
C(t) = f(t) + g(t) Add1tion of functions

= 28,500(1.0565)t + 4800t Substitution
C(t) represents the total amount of money Hugo has to repay after t years.
d. If Hugo l nds 3 years in graduate school, find the total amount of money he will
have to re ay.
Because go spends 3 years in graduate school, t = 3.
C(t) = 28,500(1.0565)t + 4800t
C(3) = 28,500(1.0565) 3 + 4800(3)
= 33,608.83 + 14,400
= $4~,008.83
Guided Pract ice
BANKING Malia deposits $350 in a new savings account and $2100 in a new checking
account. The savings account pays 2% interest, compounded annually. Malia's weekly
paycheck of $148 is deposited directly into her checking account and earns no interest.
2A. Write functions S(t) and C(t) to represent the amount of money Malia has in her
savings account and in her checking account, respectively, after t years. Assume
she makes no withdrawals from or additional deposits into the accounts.
28. Find M(t) = S(t) + C(t) and explain what this function represents. Then find M(2)
and explain what this represents.
2 Multiply Functions Just as you can add and subtract functions, you can also
multiply them. When you multiply functions that have more than one term, use the
Distributive Property to multiply each term in the first function by each term in the
second function.
'J Key Concept

Words
Multiplying Functions
Given two functions, ~x) and g(x), you can form a new function, (f • g)(x), by
multiplying the two functions.
Symbols (f • g)(x) = ~x) • g(x)
Example 3 Multiply Functions

Study Tip Given that f(x) = 2x2 - 4x + 1 and g(x) = x- 2, find if • g)(x).
(I Structure Be sure to
if •g)(x) = f(x) • g(x) Multiplication offunctions
distribute all terms of one
function to all terms of the = (_2x2 - 4x + 1) (x - 2) Substitution
other function. When a = (_2x2)(x) + (2x2)(-2) + (-4x)(x) +
function has more than two (-4x)(-2) + (1)(x) + (1)(-2) Distributive Property
terms, you may find it helpful = 2x3 - 4x2 - 4x2 + 8x + x - 2 S1mplify.
to draw arrows from one = 2x3 - 8x2 + 9x - 2 Simplify.
term to the others.
Guided Practice
Given that f(x) = 3x - 2, g(x) = 4x2 + 5x - 1, and h(x) = sx + x find each function.
3A. if· g)(x)
38. if· h)(x)
3C. (h • g)(x)
Some real-world situations are best modeled by the product of functions.
Real-World Example 4 Build a New Function by Multiplying

Real World link
The submarine sandwich, BUSINESS A sandwich shop charges $7 for a large sub and sells an average
or sub, may have gotten its of 360 large subs per day. The shop's owner predicts that they will sell20 fewer
name because its shape is subs per day for every $0.25 increase in the price.
similar to that of a
submarine ship. However, a. Let x represent the number of $0.25 price increases. Write a function
this style of sandwich goes P(x) to represent the price of a large sub.
by many different names,
including hoagie, hero, and
The price of a large sub is $7 plus $0.25 times the number of price increases.
grinder. P(x) = 7 + 0.25x
b. Write a function T(x) to represent the number of large subs sold per day.
The number of large subs sold is 360 minus 20 times the number of price increases.
T(x) = 360 - 20x
c. Write a function R(x) that can be used to find the revenue from sales of large subs.
The revenue from sales of large subs is equal to the price times the number of large
subs sold. ~e;,
R(x) = P(x) • T(x) Multiplication of functions [
~
= (7 + 0.25x)(360- 20x) Substitution
j
= -5x2 - SOx+ 2520 Multiply
i
632 I lesson 9-9 I Combining Functions
Study Tip d. If the owner decides to charge $8.50 for a large sub, find the revenue from sales of
G Modeling When you
large subs.
write a function to model a Since x represents the number of $0.25 price increases, and the price increased
situation, you will often need from $7.00 to $8.50, x = 6. Substitute 6 for x in R(x).
to evaluate the function for a
specific value. Before you do R(6) = -5(6) 2 - 50(6) + 2520
this, it may be helpful to
recall what the variable = -180- 300 + 2520
represents.
= $2040
Guided Practice
THEATERS A theater currently sells tickets for $18 and they sell an average of
250 tickets per show. The box office manager estimates that they can sell 25 more
tickets for every $1.50 decrease in the price.
4A. Let x represent the number of $1.50 price decreases. Write a function P(x)
to represent the price of a ticket, a function T(x) to represent the number of
tickets sold, and a function R(x) that can be used to find the revenue from
ticket sales.
48. If the manager decides to sell tickets at $13.50, find the revenue from ticket sales.
Check Your Understanding Q

-~---=,;;.._..-
= Step-by-Step Solutions begin on page R11.
Example 1 Given that f(x) = x2 - 5x - 9, g(x) = 4x + 1, and h(x) = 3x, find each function.
1. if+ g)(x) 2. if- g)(x) 3. if+ h)(x)
4. (g- j)(x) 5. (g- h)(x) 6. (g + h)(x)
Example 2 7. COINS A coin collector buys a rare nickel and a rare quarter. She pays $20 for the
nickel and $42 for the quarter. The value of the nickel increases by 4.5% per year. The
value of the quarter increases by $2 per year.
a. Write a function f(t) to represent the value of the nickel after t years.
b. Write a function g(t) to represent the value of the quarter after t years.
c. Find V(t) = f(t) + g(t) and explain what this function represents.
d. How much will the coins we worth after 5 years?
Example 3 Given thatf(x) = 3x + 10, g(x) = x 2 - 6x- 2, and h(x) = 2x- 5, find each function.
8. if· g)(x) @ (g • h)(x) 10. if· h)(x)
Example 4 11. FARMERS' MARKETS A vendor at a farmers' market sells jars of strawberry jam for $4
per jar. At this price, he sells an average of 160 jars of jam per day. The vendor predicts
that he will sell10 fewer jars of jam for each $0.15 increase in the price.
a. Let x represent the number of $0.15 price increases. Write a function P(x) to
represent the price of a jar of strawberry jam.
b. Write a function T(x) to represent the number of jars of jam sold per day.
c. Write a function R(x) that can be used to find the revenue from sales of
strawberry jam.
d. If the vendor decides to charge $4.60 for a jar of jam, find the revenue
from sales of strawberry jam.
cormectED.mcgraw-hill.com 633
~--------------------------
Example 1 Given that f(x) = -x2 + 9, g(x) = zx + 2, and h(x) = 3x2 - 6x - 9, find each function.
12. if+ g)(x) 13. if+ h)(x) 14. if- g) (x)
15. (g- j)(x) 16. (g + h)(x) 17. if- h)(x)
Example 4 18. MUSEUMS An art museum has an admission price of $15. An average of 620 people
visit the museum each day. The museum's director predicts that each $0.50 decrease in
the price of admission will result in 40 additional visitors per day.
a. Let x represent the number of $0.50 price decreases. Write a function A(x) to
represent the museum's admission price.
b. Write a function V(x) to represent the number of visitors per day.
c. Write a function R(x) that can be used to find the museum's daily revenue.
d. If the director decides to change the museum's admission price to $13, what daily
revenue can the museum expect?
Example 3 Given thatf(x) = -x2 + 2x + 1, g(x) = 5x- 8, h(x) = -3x- 3, and k(x) = 5x2, find each
function.
19. if· g)(x) 20. if· h)(x) 21. (h • k) (x)
22. (g • h)(x) 23. (g • k)(x) 24. if· k) (x)
Example 2 @ BLOGS Aurelio writes a sports blog and a photography blog. The sports blog has 385
subscribers and Aurelio expects the number of subscribers to increase at a rate of 30
subscribers per month. The photography blog has 590 subscribers and Aurelio expects
the number of subscribers to increase by 15% per year.
a. Write a function f(t) to represent the number of subscribers to the sports blog after t
years.
b. Write a function g(t) to represent the number of subscribers to the photography blog
after t years.
c. Find if+ g)(t) and explain what this function represents.
d. Find the total number of subscribers Aurelio expects to have after 6 years.
Use the table of values to find each of the following.

26. if+ g)(-1)
X
I f(x)
I g(x)
-2 2 3
27. if. g) (2) -1 0 -5

0 -4 1
28. if- g)(O) 1 8 5
2 -7 -3
29. if· g)(O) --
30. (g- /)(1)
31. MANUFACTURING A company makes boxes in the shape of

a rectangular prism with an open top. They start with a
~---10in . I
rectangular piece of cardboard that is 10 inches long and
8 inches wide. Then they cut identical squares from each
X
x~-~
corner, as shown, and fold up the sides. 8 in.
a. Let x represent the side length of the squares that are cut
from the corners of the cardboard. Write a function f(x) to
represent the length of the resulting box.
IX XI j_]
634 I lesson 9-9 I Combin ing Functions
b. Write a function g(x) to represent the width of the resulting box.
c. Find lf · g)(x) and explain what this function represents.
d. What is the domain of lf · g)(x)? Explain.
32. ~PERSEVERANCE Suppose f(x) = x2 - 2x + 14 and lf + g)(x) = 4x2 - 3x- 5. Find g(x).
Use the graph of f(x) and g(x) to find each of the following.
33. lf + g)(1) 34. lf - g)(1) 35. lf + g)(-2) Y i)(
36. lf · g)(O) 37. lf . g)(- 1) 38. lf. g)( -3) ~-tn

39. Letf(x) = 2x2 + x + 3 and letg(x) = x2 + x + 2. 17 f I I 17
a. Find lf- g) (x) and (g- f) (x). Explain how these two functions
are related.
b. Graph
c.
lf- g)(x) and (g- j)(x).
How are the graphs of lf- g)(x) and (g- j)(x) related?
d. Do you think the relationship you noticed between the graphs of lf- g) (x) and
- ])t'
(g- f) (x) will hold true given any functions f(x) and g(x)? Explain.
40. TABLETS A telecommunications company offers a plan in which you purchase a tablet
for $149 and then pay a monthly fee for online access. The function C(x) = 29x + 149
models the total cost after x months. Explain how you can think of C(x) as the sum of
two functions. What do each of these functions represent?
Given that f(x) = 3x and g(x) = 2(3X), find each function.

@ lf + g)(x) 42. lf- g)(x) 43. lf · g) (x)
Describe each statement as sometimes, always, or never true.
44. If f(x) and g(x) are both linear functions, then the domain of lf + g) (x) is all real numbers.
45. If f(x) and g(x) are both quadratic functions, then lf- g)(x) is a linear function.
46. If f(O) = 1 and g(O) = 1, then the graph of lf + g)(x) passes through the origin.
47. The function (f · g) (x) is a quadratic function.
H.O.T. Problems Use Higher-Order Thinking Skills J

48. OPEN-ENDED Write two quadratic functions, f(x) and g(x), so that (f + g)(x) = x2 - 2x + 1.
49. ~ CRITIQUE ARGUMENTS Jeremy said that if f(x) and g(x) are both linear functions,
then (f • g)(x) cannot be a linear function. Is he correct? Explain your answer.
50. ~ SENSE-MAKING If f(x) is a linear function and g(x) is a quadratic function, what
type of function is (f + g)(x)? Explain.
51. ERROR ANALYSIS Mikayla was asked to find (f- g)(x) given that f(x) = 3x2 + 7x - 1 and
g(x) = 2x2 - 3x- 4. She wrote (f- g)(x) = x2 + 4x- 5.
a. What error did Mikayla make?
b. Find the correct function (f- g) (x).
52. WRITING IN MATH Describe an example of a real-world situation in which you might
write two functions, f(x) and g(x), and then subtract the functions to find (f- g)(x).
Explain what f(x), g(x), and (f- g) (x) would represent in the real-world situation.
-~"':-]!"".;~

53. Given that f(x) = 2x2 - 4x and g(x) = 6x - 5, which 57. MULTI-STEP In 2010, the population of Oakville
of the following is lf · g)(x)? 0 7 was 82,400 and increasing at a rate of 2.5% per
year. In 2010, the population of Elmwood was
0 A (j · g) (x) = 2x2 + 2x - 5
75,600 and decreasing by an average of 300
0 B lf · g)(x) = 12x'- 34x2 + 20x residents each month. 0 4
a. Write a function f(x) to represent the
0 C lf · g)(x) = 12x'- 24x + 20x 2
population of Oakville x years after 2010.
0 D lf · g) (x) = 2x2 - lOx +5
b. Write a function g(x) to represent the
population of Elmwood x years after 2010.
c. Find lf- g) (x) and explain what this function

54. The graphs of f(x) and g(x) are shown. What is represents.
lf- g)(-2)? 01
d. Find lf- g) (6) and explain what it represents.
58. Based on the table of values, what is lf •g)(2)?

01,7
0 A -4
X
I f(x)
I g(x)
-2 2 -8
0 B -2
-1 -3 3
0 c 3 0 2 -5
0 D 4 1 0 2
2 4 -3
55. Given that f(x) = 3x + 4, g(x) = -x2 + 2x - 1, and 0 A -16

h(x) = 10, which of the following are quadratic
functions? 0 7 0 B -12
DA lf+ g)(x) 0 c 1
DB lf- g)(x) 0 D 7
D C lf · g)(x)
DD lf + h)(x)
DE (g • h)(x)
59. For which pair of functions does lf- g) (x) = x?
OF (g- h)(x) 07
0 A f (x) = 2x2 + 2x - 5; g(x) = - 2x2 - x + 5
56. What is the value of lf + g)(3) if f(x) = 2x - 1 and

0 B f (x) = -4x2 - x + 1; g(x) = -4x2 + x + 1
g(x) = 3x? 0 7 0 C f (x) = -x2 + 3x- 2; g(x) = -x2 + 2x - 2
0 D f (x) = x2 + 10x + 4; g(x) = -x2 + 9x + 4
636 I Lesson 9-9 I Combining Functions

Study Guide
I Key Concepts I I Key Vocabulary
Graphing Quadratic Functions (Lesson 9-1) axis of symmetry (p.559) Quadratic Formula (p. 606)
• A quadratic function can be described by an equation of completing the square (p. 596) quadratic function (p. 559)
the form y = ax2 + bx + c, where a =/= 0.
discriminant (p.610) standard form (p.559)
• The axis of symmetry for the graph of y = ax2 + bx + c,
where a=/= 0, is x =- ~.
2 double root (p. 581) vertex (p. 559)
maximum (p. 559) vertex form (p. 575)
Transformations of Quadratic Functions (Lesson 9-2)
minimum (p. 559)
• f(x) = x2 + ktranslates the graph up or down.
parabola (p. 559)
• f(x) = ax2 compresses or expands the graph vertically.
Solving Quadratic Equations (Lessons 9-3 through 9-6)

I Vocabulary Check
• Quadratic equations can be solved by graphing. The
solutions are the x-intercepts or zeros of the related State whether each sentence is true or false. If false,
quadratic function. replace the underlined term to make a true sentence.
• Some quadratic equations of the form ai2 + bx + c = 0 1. The axis of symmetry of a quadratic function can be
2~.
can be solved by factoring and then using the Zero found by using the equation x = -
Product Property.
2. The vertex is the maximum or minimum point of a
Solving Systems of Linear and Quadratic parabola.
Equations (Lesson 9-7)
3. The graph of a quadratic function is a(n) straight line.
• To solve a system graphically, determine the point(s) of
intersection of the graphs. 4. The graph of a quadratic function has a(n) maximum if
the coefficient of the x2-term is positive.
Analyzing Functions with Successive Differences (Lesson 9-8)
5. A quadratic equation with a graph that has two
• If the differences of successive y-values are all equal, the x-intercepts has one real root.
data represent a linear function.
• If the second differences are all equal, but the first
6. The expression b2 - 4ac is called the discriminant.
differences are not, the data represent a quadratic function. 7. The solutions of a quadratic equation are called roots.
Combining Functions (Lesson 9-9) 8. The graph of the parent function is translated down to
form the graph of f(x) = x2 + 5.
• To add or subtract functions, combine like terms.
• To multiply functions, apply the distributive property and
combine like terms. [ Concept Check
9. Explain the relationship between the solutions of a
Study Organizer quadratic equation and the graph of the related
quadratic function.
Use your Foldable to review the chapter. 10. Explain how functions can be combined to form new
Working with a partner can be helpful. functions.
Ask for clarification of concepts as needed.
Lesson-by-Lesson Review
9-1 Graphing Quadratic Functions
-- Example1
Consider each equation. 1
a. Determine whether the function has a maximum Consider f(x) = x2 + 6x+ 5.

or minimum value. a. Determine whether the function has a maximum
b. State the maximum or minimum value. or minimum value.
c. What are the domain and range of the function? For f(x) = x 2 + 6x + 5, a= 1, b = 6, and c = 5.
11. y = x2 - 4x + 4 Because a is positive, the graph opens up, so the

function has a minimum value.
12. y= -x2 + 3x
13. y = x2 - 2x - 3 b. State the maximum or minimum value of the
function.
14. y= -x2 + 2.
The minimum value is they-coordinate of the vertex.
15. ROCKET A toy rocket is launched with an upward velocity -b -6
The x-coordinate of the vertex is 2a or ( ) or -3.
of 32 feet per second. The equation h = -16t 2 + 32t 21
gives the height of the ball t seconds after it is launched. f (x) = x2 + 6x + 5 Original function
f (-3) = (-3)2 + 6(-3) +5 X= -3
a. Determine whether the function has a maximum
f(-3) = -4 Simplify.
or minimum value.
The minimum value is -4.
c. State the domain and range of the function.
c. State a reasonable domain and range for this
situation. The domain is all real numbers. The range is all
real numbers greater than or equal to the
minimum value, or {y I y 2:: -4}.
9-2 Transformations of Quadratic Functions

Describe the transformations in each function as it relates Example2
=
to the graph of f(x) xZ.
Describe the transformations in f(x) = x2- 2 as it relates
16. f(x) = x2 + 8 17. f(x) = x2 - 3 to the graph of f(x) xZ. =
18. f(x) = 2(x- 1)2 19. f(x) = 4x2 - 18 The graph of f(x) = x2 + k represents a translation up or
20. f(x) = -j-x2 21. f(x) = ~x2 down of the parent graph.
Since k = -2, the translation is down.

So, the graph is translated down 2 units from the parent
function.
638 I Chapter 9 I Study Guide and Review

22. Write an equation for the function shown in the Example3
graph.
Write an equation for the function shown in the graph.
y
y
A ~
\ j
\ j
\ I \ I
\ I \ I
0 I X
\ J
\ I
\1 \ J
\ [j
0 X
Since the graph opens upward, the leading coefficient

23. PHYSICS A ball is dropped off a cliff that is 100 feet high. must be positive. The parabola has not been translated
The function h = -16t 2 + 100 models the height h of the up or down, so c = 0. Since the graph is stretched
ball after t seconds. Compare the graph of this function vertically, it must be ofthe form of f(x) = ax2 where
to the graph of h = t 2. a > 1. The equation for the function is y = 2x2.
9-3 Solving Quadratic Equations by Graphing

Solve each equation by graphing. If integral roots cannot be Example4 ~
found, estimate the roots to the nearest tenth. Solve x.2- x- 6 = 0 by graphing.
24. x2 - 3x - 4 =0 Graph the related function ~ y !1
25. - x2 + 6x - 9= 0 f(x) = x2 - x - 6. 1-, fT
lf
26. x2 - x - 12 = 0 l IOJ I I ~ IX
1\ I I I 1/
27. x2 + 4x- 3 = 0 \ 1 I I 1/
~ I I ~
28. x2 -10x = -21 1\ I I J
\117
29. 6x2 - 13x = 15 l_"';;;;ii
30. NUMBER THEORY Find two numbers that have a sum of The x-intercepts of the graph appear to be at -2 and 3,
2 and a product of -15. so the solutions are -2 and 3.
1
9-4 Solving Quadratic Equations by factoring
Solve each equation. Check your solutions. ExampleS 1
31. x2 + 6x - 55 = 0 Solve x2 - 2x = 120 by factoring.
32. (g + 8) 2 = 49 Write the equation in standard form and factor.

33. f- 4y= 32 x2 - 2x - 120 = 0 Subtract 120 from each side.
34. 3/f - 8k= 3 (x - 12) (x + 10) = 0 Factor.
x - 12 = 0 or x + 10 = 0 Zero Product Property
35. 2rf + 4n = 16 x = 12 x = -10 Solve each equation
36. 4w2 + 9 = 12w The solutions are 12 and -10.
Solve each equation by completing the square. Round to the Example&
nearest tenth if necessary. Solve x2 -16x + 32 = 0 by completing the square. Round to
37. x2 + 6x + 9 = 16 the nearest tenth if necessary.
38. -a 2 - 10a + 25 = 25 Isolate the x2- and x-terms. Then complete the square
and solve.
39. 1- By+ 16 = 36 x2 - 16x + 32 = 0 Original equation
40. 1- 6y + 2 = 0 x2 -16x= -32 Isolate the x 2- and x-terms.
41. n2 -7n = 5 x2 - 16x + 64 = -32 + 64 Complete the square.
(x- 8) 2 = 32 Factor.
42. - 3x2 + 4 =0 x-8= ±V32. Take the square root.
43. a 2 - 4a + 9 = 0 x=8±V32. Add 8 to each side.
x=8±4V2 Simplify.
44. 2a 2 - 4a + 1 = 0
The solutions are about 2.3 and 13.7.
45. NUMBER THEORY Find two numbers that have a sum of
-2 and a product of -48.
9-6 Solving Quadratic Equations by Using the Quadratic Formula

Solve each equation by using the Quadratic Formula. Round Example7
to the nearest tenth if necessary. Solve x2 + 10x + 9 = 0 by using the Quadratic Formula.
46. x2 - Bx = 20 - b ±Vb2 - 4ac
x= 2a Quadratic Formula
47. 21x2 + 5x - 7 = 0
48. d 2 - 5d + 6 = 0
- 10 ±y 10 2
- 4(1)(9)
a = 1, b = 10. c = 9
2(1)
49. 2f2 + 7f- 15 = 0
-10 ±v'64 Simplify.
50. 2h 2 + Bh +3 =3 2
51. 4x2 + 4x = 15 -10 + 8 -10 - 8

x=-- or x=-- Separate the solutions.
2 2
52. GEOMETRY The area of a square can be quadrupled by
increasing the side length and width by 4 inches. What is
= -1 = -9 S1mplify.
the side length?
State the discriminant for each equation. Then determine

the number of real solutions of the equation.
53. a 2 - 4a + 5 = 0
54. -6x2 + 2x + 3 = 0

9-7 Solving Systems of Linear and Quadratic Equations
Solve each system of equations. ExampleS
r-
55. y = x2 - 4x + 4 y=x2+2x
Solve the system of equations { y = x +2 .
y= 2x-1
The equations are solved for y. Substitute and solve for x.
56. y = x2 + Sx - 3
y= 15- 2x J. + 2x = x + 2 Substitute.
J. + x = 2 Subtract x from each side.
57. y = 2x2 - 4x + 1 J. + x - 2 = 0 Subtract 2 from each side.
y-5x=-3 (x + 2)(x - 1) = 0 Factor.
58. y = 4x2 + 4x - 3 x + 2 = 0 or x -1 = 0 Zero Product Property
x = -2 or x= 1 Solve for x.
x+y=3
59. y = x2 - 4x + 9 Substitute to find the values of y.
y=2x y=x+2 y=x+2
60. y= x2 + 9 y= (-2) +2 y=1+2
y= 10x y= O y=3
61. y= x2 + 9 The solutions are (-2, 0) and {1, 3).
y=x
9-8 Analyzing Functions with Successive Differences

Look for a pattern in each table of values to determine which ExampleS
kind of model best describes the data. Then write an equation Determine the model that best describes the data. Then
for the function that models the data. write an equation for the function that models the data.
33 1 ~1:1:1:1;
62. 2 3 4
12 27 48
0 8ili 4 Jim First differences: 3 4 5

"'-/ "'-/ "'-/ "'-/
6 7
~ 16 1 1 1 1
A linear function models the data.
64.
~ I ~, I ~41 ~91 -~6 fittrfl The slope is 1and they-intercept is 3,
so the equation is y = x + 3.
65. 0 2 3 4
8 5 2 I -1 I -4
9-9 Combining Functions
Consider the following functions. Example10 1
r-
~x)= 4x2 - Bx + 2 Let ~x) = -2x2 - x + 5 and g(x) = x2 - 1. Determine
(f · g)(x) and (f- g)(x).
g(x) = -5x2 + x+ 1
(f • g)(x) Original expression
h(x) = 3- x2
= (-2x2 - x + 5)(x2 - 1) Substitute.
Determine each of the following.
= -20 + 2x2- x3 + x + 5x2- 5 Distribute.
66. (f + g)(x)
= -20- x3 + 7XZ + x- 5 Combine like terms.
67. (g + h)(x)
68. (f- h)(x) (f- g)(x) Origmal expression
69. (h- g)(x) = (-2XZ- x + 5)- (XL -1) Substitute.
70. (f • h)(x) = -2XZ- x + 5- x2 + 1 Distnbute.
71. (g • h)(x) = -3x2 - x + 6 Combine like terms.

•1~1 Go Online! for
V I another Chapter Test
Use a table of values to graph the following functions. Solve each equation by completing the square. Round
State the domain and range. to the nearest tenth if necessary.
1. y = x 2 + 2x + 5 15. x 2 + 2x + 5 =0
2. y = 2x 2 - 3x + 1 16. x2 + 5x - 8 = 12
Consider y = x 2 - 7x + 6. 17. 2x 2 - 36 = -6x
3. Determine whether the function has a maximum or Solve each equation by using the Quadratic Formula.
minimum value. Round to the nearest tenth if necessary.
4. State the maximum or minimum value. 18. x 2 - x - 30 = 0
2
5. What are the domain and range? 19. x - lOx= -15
20. 2x 2 + x- 15 = 0
Describe how the graph of each function is related to
the graph of f(x) = x 2 • 21. BASEBALL Elias hits a baseball into the air. The
equation h = -16t 2 + 60t + 3 models the height
6. g(x) = x2 - 5 h in feet of the ball after t seconds. How long is
7. g(x) = -3oc 2 the ball in the air?
8. h(x) = 2 + 4 tx Solve each system of equations algebraically.
9. MULTIPLE CHOICE Which is an equation for the 22. y = x2 - 7x + 3

function shown in the graph? y = -2x- 1
y 23. y = 3x2 - 8x - 1
3x + y = 1
I~
I \ 24. y = 1- x 2
0 , X y = 4x + 5
\ 25. Graph {(-2, 4), (-1, 1), (0, 0), (1, 1), (2, 4)}.
Determine whether the ordered pairs represent a
J \ linear function, a quadratic function, or an exponential
l
A y = -3x 2 ' function.
26. CAR CLUB The table shows the number of car club
B y = 3x 2 +1 members for four consecutive years after it began.
C y = x2 + 2 o I 1 I 2 I 3 I 4
D y = -3x 2 + 2 10 20 40 80 160
Solve each equation by graphing. If integral a. Determine which model best represents the data.
roots cannot be found, estimate the roots to the b. Write a function that models the data. ,
nearest tenth. c. Predict the number of car club members after
10. x 2
+ 7x + 10 = 0 6 years.
11. x 2 - 5 = -3x Consider the functions f(x) = 2x2 - 4x + 1 and

g(x) = -6x2 + 9x - 8.
Solve each equation by factoring. 27. Determine if+ g) (x).
12. x2 + 18x + 81 = 0 28. Determine if- g)(x).
13. x2 - 18x = 40 29. Determine if ·g) (x).
14. 5x2 - 31x + 6 =0
Performance Task
Provide a clear solution to each part of the task. Be sure to show all of your work, include all
relevant drawings, and justify your answers.
BASEBALL A professional baseball player hits a baseball. Its height above the field can be
modeled by the equation y = -0.002x 2 + 0.78x + 4, where y is height of the baseball, in feet,
and xis the horizontal distance the baseball is from home plate, in feet.
1. What is the height of the baseball when it is 20 feet from home plate?
2. At what distance(s) is the baseball from home plate when its height is 15 feet? Round to
the nearest tenth.
l:ffll:l
We can use the quadratic equation to find how far the baseball will travel before it hits the
ground. If the baseball is hit towards left center field, where the fence is 370 feet from home
plate, we can determine whether the baseball will travel far enough to be a home run.
3. Modeling Write an equation that could be used to determine if the baseball will travel
far enough to be home run.
4. Reasoning Solve the equation and round to the nearest tenth, if necessary. Based on
the solution, does the baseball travel far enough to be home run? Explain.
l:ffllll
The graph of the related quadratic function reveals characteristics of the baseball's trajectory.
5. What is the maximum height of the baseball?
6. How far away from home plate does the baseball reach its maximum height?
7. How far above the ground was the baseball at the moment it was hit by the player?
l:ffllal
Another player hits a foul ball. Its height y can be modeled by y = -0.02x2 + x + 4 where xis
the distance, in feet, from home plate. A fan runs up the stands to catch the foul ball. His
height above the field y, in feet, is approximately modeled by y = 0.7x- 21, where xis his
distance from home plate, in feet.
8. At what distance and height will the fan catch the baseball?
l:fflll
9. Construct an Argument Is it more reasonable to use a linear or quadratic model for the
trajectory of a baseball after it is hit by the batter?
644 I Chapter 9 I Preparing for Assessment

Test-Taking Strategy
Example
Read the problem. Identify what you need to know. Then use the information in the problem to solve.
Find the exact roots of the quadratic equation -2x 2 + 6x + 5 = 0.

A 3±v'17 C 3±Vi9
4 2 Test-Taking Tip
B D3±Vi9 Using a Formula Aformula
4 is an equation that shows a
Jim What quantities are given in the problem? relationship among certain
A quadratic equation in the form ax2 + bx + c = 0, where a= -2, b = 6, quantities. The two most
and c = 5. important things to
remember when using a
EmltJ What quantities do you need to find? formula are to substitute the
The roots, which are the values of x that make the equation true. correct values for the
appropriate variables, and
Ell Is there a formula that relates these quantities? If so, write it. be careful to simplify or
Yes, the Quadratic Formula can be used. x

-b +
-
Vb 2 - 4ac solve correctly. If you do
2a these two things, the
formula will guide you to the
mil Substitute the known quantities to solve for the unknown quantity.
X=
-6 ± v
(6) 2 -4(-2)(5)
2(-2) =
-6 ± V76
-4
correct answer.
3 ±Vi9
2
The correct answer is C.
Apply the Strategy
Read each problem. Identify what you need to know. Then use the information in the problem to solve.
1. Find the exact roots of the quadratic equation x 2 + 5x- 12 = 0.

A -5 + . '73
-V'~ c -3 + . '73
_y;~
2 4
B 4±~v'61 D -1±v'61
Answer the questions below.
1. What quantities are given in the problem?

2. What quantities do you need to find?
3. Is there a formula that relates these quantities? If so, write it.
4. Substitute the known quantities to solve for the unknown quantity. What is the correct answer?
Read each question. Then fill in the correct answer on 4. Which statements describe the function graphed
the answer document provided by your teacher or on a below? Select all that apply.
sheet of paper.
~ y4 -4
1. Celia graphed the set of ordered pairs in the \ 3 I
table below. \ 2 I
\1 1 1/
'I
2 I 3 I 4 I 5 I 6
-4-3-2 ~ 1 2 J 4x
3 0 -1 0 3 -,
\..
-.;~
I
If
4 ./
Which equation best models the data in the table? I
0 A y=2x-1 DA The range is {y I y 2:: -4}.

0 B y = -2x + 7 DB They-intercept is 3.
0 C y 2
= x + 8x + 15 De The maximum value is -4.
0 D y = x 2 - 8x + 15 Do The equation of the axis of symmetry is
x= -4.
DE The x-intercepts are -1 and 3.
2. The graph of f(x) = x 2 is reflected across the x-axis

and translated to the right 5 units. What is the
value of b when the equation of the transformed 5. Which equation has no real solutions?
graph is written in standard form 0 A x 2 - 4x= -4
f(x) = ax 2 + bx + c?
0 B x 2 - 4x = -8
0 C x 2
+ 4x = -2
0 D x 2 +4x=2
3. MULTI-STEP Maria starts with $200 in her savings

account and deposits $25 each month. Stefan 6. Letf(x) = 3x2 - 5x + 1 andg(x) = x2 - x- 6.
starts with $275 in his savings account and Write an expression for (g -f) (x) in standard
deposits $20 each month. form.
a. Write an algebraic equation to represent the
amount, a, in in dollars, that Maria and Stefan
each have in their respective savings accounts
after t months.
Maria: .____________, 7. Which inequality has the solution set graphed
Stefan: L __ _ _ _ _____J
below?
b. In what month do Maria and Stefan have the • I I $ I I I I I I I I•

same amount in their savings accounts? -5-4-3-2-1 0 1 2 3 4 5
1
0A --x< 1
3 0 C -tx<-1
1
c. G What mathematical practice did you use to 0B --x>
3
1 0 D -tx > -1
solve this problem?
646 I Chapter 9 I Preparing for Assessment

8. Karl solved a quadratic equation by graphing the 11. If b = 12, what value of c makes x 2 + bx + c a
related function as shown below. perfect square trinomial?
12. Which expression has a value of 25?

2
0A 53
3
0B 52
2
Which equation did he solve?

Oc 1253
3
0 A x2 + 6x = 9
0D 1252
0 B x2 + 6x = -9
0 C x 2 -6x=9
13. The graph of the quadratic function h(x) is shown
0 D x2 - 6x = -9 below.
9. What are the solutions of the quadratic equation y~ l

5x2 - 2x = 8? Round to the nearest tenth if ~
necessary. -2 0 1\ 1 2 3 l 4 5 6x
f---2 \ I
0 A no solution 0 C 1.1 or -1.5
1--
f-- f---3 \ , 11
f
0 B - 1.1 0 D -1.1 or 1.5
f-- f--
1-- 1--· r-
- ..J
\ J
1-- r---
\ l/
10. For what domain values of the function r--- c-1-7
y = - 2x + 1 is the range of the function
{y I y < 5}?
Which of the following statements best describes
0 A {x I x < 2} 0 C {x I x < - 2} the function?
0 B {x I x > 2} 0 D {x I x > -2} 0A h(x) is a vertical compression of the graph
ofj(x) = x 2 .
0B h(x) is a reflection across the x-axis of the
graph of f(x) = x2 .
Test-Taking Tip
Question 8 First, use the graph to find the zero of the function. Oc In vertex form, the equation of the function
Then, use what you know about the relationship between the is f(x) = 2(x- 2) 2 - 6.
zeros of a quadratic function and their corresponding linear
factors to identify the correct equation. 0D In standard form, the equation of the
function is f(x) = 2x2 - 8x + 14.
'
Need Extra Help?
If you missed Question ... 1 2 3 4 5 6 7 8 9 10 11 12 13
Go to Lesson ... 9-8 9-2 6-2 9-1 9-5 9-9 5-2 9-3 9-6 3-1 9-5 7-3 9-2
- - -

HS-MATH-ALG1 - Chapter 9 - Quadratic Functions and Equations

Uploaded by

Document Informationclick to expand document information

Copyright:

Available Formats

HS-MATH-ALG1 - Chapter 9 - Quadratic Functions and Equations

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

HS-MATH-ALG1 - Chapter 9 - Quadratic Functions and Equations

Uploaded by

Copyright:

Available Formats

THEN

You factored polynomial expressions,

Equation Chart Ma Foldao1es

The Geometer's Sketchpad

*' Ask your teacher if this is part of your program.

Concept Check English Espanol

In the function represented by the table,

• model with mathematics

558 I Chapter 9 I Quadratic Functions and Equations

G Mathematical Parent Function: f(x) = x2 ~

Type of Graph: parabola

Example1 Graph a Parabola

Example2 Identify Characteristics from Graphs

Investigate how changing

560 I lesson 9-1 I Graphing Quadratic Functions

The vertex is at (-1, -5).

Study Tip The equation of the axis of symmetry is x = 3.

The vertex is at (3, 13).

Words The graph of ~x) = ax2 + bx + c, where a =/= 0:

Examples a is positive. a is negative. f(x)

a. Determine whether the function has a maximum or minimum value.

Forf(x) = -2x 2 - 4x + 6, a= -2, b = -4, and c = 6.

f (x)= - 2x 2 - 4x + 6 Original function

f (-1) = -2(-1) 2 - 4(-1) + 6 x= -1

48. State the maximum or minimum value.

4C. State the domain and range of the function.

Key Concept Graph Quadratic Functions

Jim Find the vertex, and determine whether it is a maximum or minimum.

fi@il Use symmetry to find additional points on the graph, if necessary.

562 I Lesson 9-1 I Graphing Quadratic Functions

fim Find they-intercept.

fiw Connect the points with a smooth curve.

Guided Practice Graph each function.

Linear Functions Exponential Functions Quadratic Functions

End Behavior m > 0: as x increases, b > 1: as x decreases, a> 0: as x increases,

Real-World Example 6 Use a Graph of a Quadratic Function

= -16(t) + 48(%) + 6 (~t =t

Repeat this and choose an x-value of 1 to get (1, 38) 4

and its corresponding point (2, 38). Connect these I

b. At what height was the T-shirt launched?

Example 5 Graph each function.

566 I lesson 9-1 I Graphing Quadratic Functions

66. G STRUCTURE Letf(x) = x 2 - 9.

b. Graphical Graph each related function with a graphing calculator.

H.O.T. Problems Use Higher-Order Thinking Skills

73. G CONSTRUCT ARGUMENTS Provide a counterexample that is a specific case to show

568 I Lesson 9-1 I Graphing Quadratic Functions

77. What is the y-intercept of f(x) = x2 - 2x + 3? 0 D (0, 3)

graphed below. Which of the following were most DB (-3, 0)

0 A vertex: (- 2, 1); axis of symmetry: x =1 80. Ed is graphing the function y = x 2 - 2x + c.

A model rocket is launched from the ground with an upward velocity of

l:ltt:illi Copy the table below. 300

I3E'il Graph the ordered pairs (x, y) on grid 100

when 4.5 < x < 9.

Use the quadratic function y = x2 •

570 I Extend 9-1 I Algebra Lab: Rate of Change of a Quadratic Function

Example1 Vertical Translations of Quadratic Functions

f~ Key Concept Reflections