High School

Math Solution
Algebra I

Skills Practice
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ISBN: 978-1-934239-81-0
Skills Practice

Printed in the United States of America

1 2 3 4 5 6 7 8 9 CC 21 20 19 18 17
 TABLE OF CONTENTS

Module 1: Searching for Patterns

Topic 1: Quantities and Relationships..................................... 1

Topic 2: Sequences .................................................................. 18

Topic 3: Linear Regressions .................................................... 23

Module 2: Exploring Constant Change

Topic 1: Linear Functions ....................................................... 46

Topic 2: Solving Linear Equations and Inequalities .............. 70

Topic 3: Systems of Equations and Inequalities ................... 92

Topic 4: Functions Derived from Linear Relationships ...... 116

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Module 3: Investigating Growth and Decay

Topic 1: Introduction to Exponential Functions ................. 133

Topic 2: Using Exponential Equations ................................. 150

Module 4: Describing Distributions

Topic 1: One-Variable Statistics ........................................... 162

Topic 2: Two-Variable Categorical Data ............................... 172

FM-3
 Module 5: Maximizing and Minimizing

Topic 1: Introduction to Quadratic Functions .................... 197

Topic 2: Solving Quadratic Equations .................................. 216

Topic 3: Applications of Quadratics ..................................... 227

Odd-numbered Answers ........................................... 240

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FM-4
 Topic 1
QUANTITIES AND RELATIONSHIPS

Skills Practice
Name Date

I. Identifying Independent and Dependent Quantities

A. Determine the independent and dependent quantities in each scenario. Be sure to include the
appropriate units of measure for each quantity.

1. Selena is driving to visit her grandmother who 2. Benjamin works at a printing company. He
lives 325 miles away from Selena’s home. She is making T-shirts for a high school volleyball
travels an average of 60 miles per hour. team. The press he runs can imprint 3 T-shirts
per minute with the school’s mascot.

3. On her way to work each morning, Sophia 4. Phillip enjoys rock climbing on the weekends.
purchases a small cup of coffee for $4.25 At some of the less challenging locations he
from the coffee shop. can climb upwards of 12 feet per minute.
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5. Jose prefers to walk to work when the weather 6. Gavin works for a skydiving company.
is nice. He walks the 1.5 miles to work at a Customers pay $200 per jump to skydive in
speed of about 3 miles per hour. tandem skydives with Gavin.

QUANTITIES AND RELATIONSHIPS: Skills Practice • 1

 Topic 1
QUANTITIES AND RELATIONSHIPS

B. Label the axes of each graph with the independent and dependent quantities and the appropriate
unit of measure.

1. Madison enjoys bicycling for exercise. Each 2. Natasha is filling the bathtub with water in
Saturday she bikes a course she has mapped order to give her dog Buster a bath. The
out around her town. She averages a speed of faucet fills the tub at an average rate of
12 miles per hour on her journey. 12 gallons per minute.

Distance Madison Bikes Amount of Water in Bathtub

y y

x x
0 0

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2 • MODULE 1: Searching for Patterns

 Topic 1
QUANTITIES AND RELATIONSHIPS

Name Date

3. Marcus throws a football straight up into the 4. Chloe is using a pump to drain her backyard
air. After it reaches its maximum height of pool to get ready for winter. The pump
20 feet, it descends back to the ground. removes the water at an average rate of
15 gallons per minute.

Football Height Amount of Water in Pool

y y

x x
0 0
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QUANTITIES AND RELATIONSHIPS: Skills Practice • 3

 Topic 1
QUANTITIES AND RELATIONSHIPS

5. Jermaine is saving money to purchase a 6. Zachary enjoys hiking. On the first day of his
used car. He places $850 dollars in a savings latest hiking trip, he hikes through flat terrain
account that earns 1.65% interest annually. for about 8 miles. On the second day, he hikes
through very steep terrain for about 3 miles.
On the third day he hikes through some hilly
terrain for about 6 miles.

Value of Investment Distance Hiked

y y

x x
0 0

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4 • MODULE 1: Searching for Patterns

 Topic 1
QUANTITIES AND RELATIONSHIPS

Name Date

II. Identifying Domain and Range

A. Identify the domain and range of each situation using words and inequalities.

1. Victoria recently switched to a new electric 2. Rohan is at an amusement park. While waiting
company. If she uses between 0 and 400 in line, he reads the statistics on the roller
kilowatt-hours (kWh) of electricity per month, coaster he is about to board. The coaster
the cost is a set price of $30. If she uses 400 reaches a maximum speed of 75 miles per
kWh or more per month, the price is $0.097 hour, and the ride lasts three minutes.
per kWh.

3. Graham uses a hot water bottle on an injury 4. Lenore is going to sell T-shirts at a field hockey
to his back he incurred playing basketball. game to raise money for the team. She finds
He fills the bottle with water that is a a website that makes custom T-shirts. The
temperature of 100°F. After 25 minutes, company charges $11.99 per shirt for an order
Graham finds that the bottle has cooled and less than 50, $9.99 per shirt for 50 to 100
he stops using it. T-shirts, and $7.99 for more than 100 T-shirts.
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5. A township buys a new asphalt road paver. 6. Peyton is training to run a half-marathon. One
The paver costs $50,500. The value of the night, she runs a total of 10 miles. She runs the
paver decreases each year after purchase. first 4 miles at a pace of 6 miles per hour, the
Eventually, it decreases so much in value that next 5 miles at a pace of 7 miles per hour, and
it can only be sold for $2,500 for parts. the last mile at a pace of 4 miles per hour.

QUANTITIES AND RELATIONSHIPS: Skills Practice • 5

 Topic 1
QUANTITIES AND RELATIONSHIPS

7. Kayla is blowing up balloons for her sister’s 8. Neville and his friends are going to a local
birthday party. She tries to blow up each peach festival. They plan to go on rides all
balloon to a maximum diameter of 5 inches. day. The tickets for the rides are $0.50 each.
At that diameter, the volume of each balloon
is about 26 cubic inches.

9. When his first granddaughter is born, Marik 10. A company manufactures boxes
invests $25,000 in savings bonds. He plans of macaroons. They incur a fixed
to cash in the bonds when his granddaughter manufacturing cost of $2,000, as well as
turns 18 to help pay for her first year of college. a variable cost of $1.75 for each box of
macaroons. The company only has the
capacity to make up to 2800 boxes of
macaroons a week.

11. Keya is kayaking on a river. The cost to rent 12. Tavares has a thermos that he takes to

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the kayak is $25 per hour or $200 for the volleyball practice. The thermos can hold
entire day, from 8 a.m. to 8 p.m. up to 18 ounces of water. The thermos
develops a leak and starts losing water at a
rate of 1 ounce every 2 minutes.

6 • MODULE 1: Searching for Patterns

 Topic 1
QUANTITIES AND RELATIONSHIPS

Name Date

III. Identifying Characteristics of Graphs

A. Sort the graphs into groups. Write the letter of the graph in the group box. (Some graphs belong to
more than one group.)

1.
Maximum or
Function Increasing Only Decreasing Only
Minimum

Graph A Graph B
y y

8 8

6 6

4 4

2 2
x x
−8 −6 −4 −2 0 2 4 6 8 −8 −6 −4 −2 0 2 4 6 8
−2 −2

−4 −4

−6 −6

−8 −8
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QUANTITIES AND RELATIONSHIPS: Skills Practice • 7

 Topic 1
QUANTITIES AND RELATIONSHIPS

Graph C Graph D
y y

8 8

6 6

4 4

2 2
x x
−8 −6 −4 −2 0 2 4 6 8 −8 −6 −4 −2 0 2 4 6 8
−2 −2

−4 −4

−6 −6

−8 −8

Graph E Graph F
y y

8 8

6 6

4 4

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2 2
x x
−8 −6 −4 −2 0 2 4 6 8 −8 −6 −4 −2 0 2 4 6 8
−2 −2

−4 −4

−6 −6

−8 −8

8 • MODULE 1: Searching for Patterns

 Topic 1
QUANTITIES AND RELATIONSHIPS

Name Date

Graph G Graph H
y y

8 8

6 6

4 4

2 2
x x
−8 −6 −4 −2 0 2 4 6 8 −8 −6 −4 −2 0 2 4 6 8
−2 −2

−4 −4

−6 −6

−8 −8

Graph I Graph J
y y

8 8

6 6

4 4
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2 2
x x
−8 −6 −4 −2 0 2 4 6 8 −8 −6 −4 −2 0 2 4 6 8
−2 −2

−4 −4

−6 −6

−8 −8

QUANTITIES AND RELATIONSHIPS: Skills Practice • 9

 Topic 1
QUANTITIES AND RELATIONSHIPS

Graph K Graph L
y y

8 8

6 6

4 4

2 2
x x
−8 −6 −4 −2 0 2 4 6 8 −8 −6 −4 −2 0 2 4 6 8
−2 −2

−4 −4

−6 −6

−8 −8

IV. Identifying Functions

A. Determine which relations represent functions. If the relation is not a function, state why not.

1. 2.
y
Domain Range
8

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25 8 6

4
22 10
2

0 8 x
−8 −6 −4 −2 0 2 4 6 8
−2
6 15
−4

−6

−8

10 • MODULE 1: Searching for Patterns

 Topic 1
QUANTITIES AND RELATIONSHIPS

Name Date

3. y 5 x224 4.

–4 2

–1 7

0 11

3 14

5. 6.
y
Domain Range
8

2 4 6

4
7 3
2

2 0 x
−8 −6 −4 −2 0 2 4 6 8
−2
3 7
−4

−6

−8
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QUANTITIES AND RELATIONSHIPS: Skills Practice • 11

 Topic 1
QUANTITIES AND RELATIONSHIPS

B. Rewrite each function using function notation.

1. Rewrite the function y 5 3x 2 8 using 2. Rewrite the function y 5 23x2 1 6x 2 1 using

function notation so that the dependent function notation so that the dependent
quantity, defined as f, is a function of the quantity, defined as C, is a function of the
independent quantity x. independent quantity x.

3. Rewrite the function y 5 3x 1 8 using function 4. Rewrite the function l 5 |n 2 2| using

notation so that the dependent quantity, function notation so that the dependent
defined as P, is a function of the independent quantity, defined as L, is a function of the
quantity x. independent quantity n.

1
5. Rewrite the function d 5 2__ 2 m 1 5 using 6. Rewrite the function c 5 2pr2 using function
function notation so that the dependent notation so that the dependent quantity,
quantity, defined as A, is a function of the defined as C, is a function of the independent
independent quantity m. quantity r.

V. Recognizing Function Families

A. Determine whether each graph represents a linear function, a quadratic function, an exponential
function, a linear absolute value function, or a linear piecewise function.
1. 2.
y y

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x x

12 • MODULE 1: Searching for Patterns

 Topic 1
QUANTITIES AND RELATIONSHIPS

Name Date

3. 4.
y y

x x

5. 6.
y y

x x
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QUANTITIES AND RELATIONSHIPS: Skills Practice • 13

 Topic 1
QUANTITIES AND RELATIONSHIPS

7. 8.
y y

8 8

6 6

4 4

2 2
x x
−8 −6 −4 −2 0 2 4 6 8 −8 −6 −4 −2 0 2 4 6 8
−2 −2

−4 −4

−6 −6

−8 −8

9. 10.
y y

8 8

6 6

4 4

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2 2
x x
−8 −6 −4 −2 0 2 4 6 8 −8 −6 −4 −2 0 2 4 6 8
−2 −2

−4 −4

−6 −6

−8 −8

14 • MODULE 1: Searching for Patterns

 Topic 1
QUANTITIES AND RELATIONSHIPS

Name Date

VI. Identifying Function Characteristics

A. Create an equation and sketch a graph for a function with each set of given characteristics.
Use values that are any real numbers between −10 and 10.

1. Create an equation and sketch a graph that: 2. Create an equation and sketch a graph that:

• is a smooth curve, • is linear,

• is continuous, • is discrete, and
• has a minimum, and • is decreasing across the entire domain.
• is quadratic.
y y

16 16

12 12

8 8

4 4
x x
−16 −12 −8 −4 0 4 8 12 16 −16 −12 −8 −4 0 4 8 12 16
−4 −4

−8 −8

−12 −12

−16 −16
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QUANTITIES AND RELATIONSHIPS: Skills Practice • 15

 Topic 1
QUANTITIES AND RELATIONSHIPS

3. Create an equation and sketch a graph that: 4. Create an equation and sketch a graph that:

• is a smooth curve, • has a maximum,

• is increasing across the entire domain, • is continuous, and
• is continuous, and • is a linear absolute value function.
• is exponential.
y y

16 16

12 12

8 8

4 4
x x
−16 −12 −8 −4 0 4 8 12 16 −16 −12 −8 −4 0 4 8 12 16
−4 −4

−8 −8

−12 −12

−16 −16

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16 • MODULE 1: Searching for Patterns

 Topic 1
QUANTITIES AND RELATIONSHIPS

Name Date

5. Create an equation and sketch a graph that: 6. Create an equation and sketch a graph that:

• is linear, • is discrete,
• is continuous, • has a maximum,
• is neither increasing nor decreasing across • does not pass through the origin, and
the entire domain, and • is quadratic.
• does not pass through the origin.
y y

16 16

12 12

8 8

4 4
x x
−16 −12 −8 −4 0 4 8 12 16 −16 −12 −8 −4 0 4 8 12 16
−4 −4

−8 −8

−12 −12

−16 −16
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QUANTITIES AND RELATIONSHIPS: Skills Practice • 17

 Topic 2
SEQUENCES

Skills Practice
Name Date

I. Describing Patterns in Sequences

A. Describe each pattern. Draw the next two figures in the pattern.

1. 2.

3. 4.

5. 6.

B. Represent each pattern or situation with a numeric sequence.

1. The school cafeteria begins the day with a 2. Represent the number of squares in each

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supply of 1000 chicken nuggets. Each student of the first 7 figures of the pattern with a
that passes through the lunch line is given 5 numeric sequence.
chicken nuggets. Represent the total number
of chicken nuggets remaining in the cafeteria’s
supply after each of the first 6 students pass
through the line with a numeric sequence.
Include the number of chicken nuggets the
cafeteria started with.

18 • MODULE 1: Searching for Patterns

 Topic 2
SEQUENCES

Name Date

3. Sophia starts a job at a restaurant. She 4. Represent the number of blocks in each
deposits $40 from each paycheck into her of the first 5 figures of the pattern with a
savings account. There was no money in the numeric sequence.
account prior to her first deposit. Represent
the amount of money in the savings account
after Sophia receives each of her first 6
paychecks with a numeric sequence.

5. Kyle is collecting canned goods for a food 6. Represent the number of line segments in
drive. On the first day he collects 1 can. On the each of the first 7 figures of the pattern with a
second day he collects 2 cans. On the third numeric sequence.
day he collects 4 cans. On each successive
day, he collects twice as many cans as he
collected the previous day. Represent the total
number of cans Kyle has collected by the end
of each of the first 7 days of the food drive
with a numeric sequence.

II. Arithmetic Sequences

A. Determine the common difference for each arithmetic sequence.

1. 1, 5, 9, 13, . . . 2. 10, 3, 24, 211, . . .

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1 __2 4
3. 10.5, 13, 15.5, 18, . . . 4. __ __
3 , 3 , 1, 3 , . . .

1 1
5. 24.8, 26.0, 27.2, 28.4, . . . 6. 8__ __
2 , 9, 9 2 , 10, . . .

SEQUENCES: Skills Practice • 19

 Topic 2
SEQUENCES

B. Determine the next 3 terms in each arithmetic sequence.

1. 8, 14, 20, 26, , , ,... 2. 224, 214, 24, 6, , , ,...

3 __4 6
3. __ __
5 , 5 , 1, 5 , , , ,... 4. 12, 16.5, 21, 25.5, , , ,...

5. 2101, 2112, 2123, 2134, , , ,... 6. 3.8, 5.1, 6.4, 7.7, , , ,...

III. Geometric Sequences

A. Determine the common ratio for each geometric sequence.

1. 5, 10, 20, 40, . . . 2. 10, 230, 90, 2270, . . . 3. 64, 232, 16, 28, . . .

5
4. 5, 40, 320, 2560, . . . 5. 45, 15, 5, __
3, . . . 6. 0.2, 21, 5, 225, . . .

B. Determine the next 3 terms in each geometric sequence.

1. 3, 9, 27, 81, , , ,... 2. 512, 256, 128, 64, , , ,...

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3. 5, 210, 20, 240, , , ,... 4. 3000, 300, 30, 3, , , ,...

5. 2, 22, 2, 22, , , ,... 6. 0.2, 1.2, 7.2, 43.2, , , ,...

20 • MODULE 1: Searching for Patterns

 Topic 2
SEQUENCES

Name Date

IV. Identifying Arithmetic and Geometric Sequences

A. Determine whether each given sequence is arithmetic, geometric, or neither. For arithmetic and
geometric sequences, write the next 3 terms of the sequence.

1. 4, 8, 12, 16, . . . 2. 2, 4, 7, 11, . . . 3. 3, 12, 48, 192, . . .

4. 9, 218, 36, 272, . . . 5. 1.1, 1.11, 1.111, 1.1111, . . . 6. 4, 28, 220, 232, . . .

V. Writing Recursive Formulas

A. Determine whether each sequence is arithmetic or geometric. Then, use the appropriate recursive
formula to determine the unknown term(s) in the sequence.

1. 4, 8, 16, 32, ,... 2. 16, 30, 44, 58, ,...

3. 2, 26, 18, , 162, ,... 4. 7.3, 9.4, 11.5, , 15.7, ,...

5. 320, 410, 500, , ,... 6. 7, 21, 63, , 567, ,...

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VI. Writing Explicit Formulas

A. Use an explicit formula to determine the unknown term in each arithmetic sequence.

1. Determine the 20th term of the sequence 2. Determine the 30th term of the sequence
1, 4, 7, . . . 210, 215, 220, . . .

3. Determine the 25th term of the sequence 4. Determine the 50th term of the sequence
3.3, 4.4, 5.5, . . . 100, 92, 84, . . .

5. Determine the 42nd term of the sequence 6. Determine the 28th term of the sequence
12.25, 14.50, 16.75, . . . 2242, 2251, 2260, . . .

SEQUENCES: Skills Practice • 21

 Topic 2
SEQUENCES

B. Use an explicit formula to determine the unknown term in each geometric sequence. Round the
answer to the nearest hundredth when necessary.

1. Determine the 10th term of the sequence 2. Determine the 15th term of the sequence
3, 6, 12, . . . 1, 22, 4, . . .

3. Determine the 12th term of the sequence 4. Determine the 16th term of the sequence
5, 15, 45, . . . 9, 18, 36, . . .

5. Determine the 20th term of the sequence 6. Determine the 18th term of the sequence
0.125, 20.250, 0.500, . . . 3, 9, 27, . . .

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22 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Skills Practice
Name Date

I. Exploring Linear Regression

A. Graph the estimated line of best fit for each set of points. Determine the estimated linear
regression equation for the line.

1. (3, 4), (7, 6), and (22, 24) 2. (27, 1), (3, 8), and (9, 7)
y y
10 10

8 8

6 6

4 4

2 2
x x
−10 −8 −6 −4 −2 0 2 4 6 8 10 −10 −8 −6 −4 −2 0 2 4 6 8 10
–2 –2

–4 –4

–6 –6

−8 −8

−10 −10

3. (23, 6), (22, 21), and (6, 24) 4. (28, 7), (25, 3), (3, 6), and (9, 0)
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y y
10 10

8 8

6 6

4 4

2 2
x x
−10 −8 −6 −4 −2 0 2 4 6 8 10 −10 −8 −6 −4 −2 0 2 4 6 8 10
–2 –2

–4 –4

–6 –6

−8 −8

−10 −10

LINEAR REGRESSIONS: Skills Practice • 23

 Topic 3
LINEAR REGRESSIONS

5. (27, 21), (25, 29), (3, 3), and (6, 9) 6. (28, 6), (28, 22), (26, 29), and (25, 24)

y y
10 10

8 8

6 6

4 4

2 2
x x
−10 −8 −6 −4 −2 0 2 4 6 8 10 −10 −8 −6 −4 −2 0 2 4 6 8 10
–2 –2

–4 –4

–6 –6

−8 −8

−10 −10

B. While in high school, Clayton started his own T-shirt printing business. The table shows the number
of T-shirts Clayton has sold each year since starting his business in 2010.

Year 2010 2011 2012 2013 2014 2015 2016

Number of T-shirts 50 75 175 125 250 350 375

The linear regression equation representing the data shown in the table is y 5 57.14x 1 28.57, where x
represents the number of years since 2010 and y represents the number of T-shirts sold.

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1. Complete the table for the linear regression equation, which represents the data from Clayton’s
T-shirt printing business.

What it Means

Expression Unit Contextual Meaning Mathematical Meaning

57.14

28.57

24 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

Use the regression equation to predict the number of T-shirts Clayton sold during each given year.
Then compare the prediction to the actual number of T-shirts or determine if the prediction is
reasonable based on the problem situation.

2. 2012 3. 2014

4. 2016 5. 2018
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6. 2024

LINEAR REGRESSIONS: Skills Practice • 25

 Topic 3
LINEAR REGRESSIONS

II. Identifying and Determining Correlations

A. Determine whether the points in each scatter plot have a positive correlation, a negative
correlation, or no correlation. Then determine which r-value is most accurate.

1. y

7
A r 5 0.8
6 B r 5 20.8
5 C r 5 0.08
4 D r 5 20.08
3

0
1 2 3 4 5 6 7 8 9 x

2. y

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7
A r 5 0.9
6
B r 5 20.6
5
C r 5 0.02
4
D r 5 20.006
3

0
1 2 3 4 5 6 7 8 9 x

26 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

3. y

6 A r 5 0.01

5 B r 5 0.8
C r 5 20.5
4
D r 5 0.5
3

0
1 2 3 4 5 6 7 8 9 x

4. y

8
A r 5 20.009
7
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B r 5 0.8
6
C r 5 20.9
5
D r 5 0.2
4

0
1 2 3 4 5 6 7 8 9 x

LINEAR REGRESSIONS: Skills Practice • 27

 Topic 3
LINEAR REGRESSIONS

5. y

8
A r 5 20.003
7
B r 5 20.6
6
C r 5 0.004
5
D r 5 0.7
4

0
1 2 3 4 5 6 7 8 9 x

6. y

8
A r 5 0.01
7 B r 5 20.8

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6 C r 5 20.01

5 D r 5 0.9

0
1 2 3 4 5 6 7 8 9 x

28 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

B. Determine the linear regression equation and correlation coefficient for each data set.
State whether the linear regression equation is appropriate for the data set. Round your
answer to the nearest ten thousandth.

1.
Year 2011 2012 2013 2014 2015 2016
Profit
50,000 75,000 150,000 125,000 195,000 225,000
(dollars)

2.
Year 2011 2012 2013 2014 2015 2016
Profit
100,000 85,000 91,000 82,000 79,500 74,000
(dollars)

3. Time
0 1 2 3 4 5
(seconds)
Height (feet) 5 21 34 31 18 3

4. Time
0 1 2 3 4 5
(seconds)
Height (feet) 63 56 42 36 28 12
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5.
Year 2011 2012 2013 2014 2015 2016

Units Sold 1480 14,105 8925 18,750 5250 2650

6.
Year 2011 2012 2013 2014 2015 2016

Units Sold 5245 7840 7075 9130 10,620 12,635

LINEAR REGRESSIONS: Skills Practice • 29

 Topic 3
LINEAR REGRESSIONS

III. Creating Residual Plots

A. Complete each table. Round your answers to the nearest tenth. Construct a residual plot.

1. Linear regression equation: y 5 0.5x

x y Predicted Value Residual Value

5 3

10 4

15 9

20 7

25 13

30 15

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x

30 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

2. Linear regression equation: y 5 20.4x 1 16.3

x y Predicted Value Residual Value

2 5

4 15

6 26

8 23

10 11

12 3

x
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LINEAR REGRESSIONS: Skills Practice • 31

 Topic 3
LINEAR REGRESSIONS

3. Linear regression equation: y 5 3x 2 2.1

x y Predicted Value Residual Value

1 1.5

3 6.5

5 12.5

7 19.5

9 24.5

11 31.5

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32 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

4. Linear regression equation: y 5 29.6x 1 641.7

x y Predicted Value Residual Value

10 600

20 450

30 300

40 200

50 150

60 125

x
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LINEAR REGRESSIONS: Skills Practice • 33

 Topic 3
LINEAR REGRESSIONS

5. Linear regression equation: y 5 4.9x 1 16.4

x y Predicted Value Residual Value

100 505

90 460

80 415

70 360

60 305

50 265

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34 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

6. Linear regression equation: y 5 2x 1 19.7

x y Predicted Value Residual Value

2 17

4 16

6 15

8 12

10 9

12 8

x
© Carnegie Learning, Inc.

LINEAR REGRESSIONS: Skills Practice • 35

 Topic 3
LINEAR REGRESSIONS

IV. Interpreting Residual Plots

A. Consider the scatter plot, its line of best fit, and the corresponding residual plot of each data set.
State whether a linear model is appropriate for the data and justify your answer.

1. Linear regression equation: y 5 2.96x 1 5.30, r 5 0.9964

x 2 4 6 8 10 12

y 12 16 22.5 29.5 36 40

Scatter Plot and Line of Best Fit Residual Plot

y y

© Carnegie Learning, Inc.

2. Linear regression equation: y 5 0.24x 1 9.04, r 5 0.1570

x 1 3 5 7 9 11

y 4 8 17 18 10 6

36 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

Scatter Plot and Line of Best Fit Residual Plot

y y

3. Linear regression equation: y 5 14.08x 2 163.13, r 5 0.9746

x 10 20 30 40 50 60

y 49 103 207 346 511 762

Scatter Plot and Line of Best Fit Residual Plot

© Carnegie Learning, Inc.

y y

LINEAR REGRESSIONS: Skills Practice • 37

 Topic 3
LINEAR REGRESSIONS

4. Linear regression equation: y 5 21.91x 1 59, r 5 20.9968

x 5 10 15 20 25 30

y 48 41 32 19 12 1

Scatter Plot and Line of Best Fit Residual Plot

y y

© Carnegie Learning, Inc.

5. Linear regression equation: y 5 4.01x 1 1.43, r 5 0.9997

x 1 2 3 4 5 6

y 5.5 9.25 13.5 17.75 21.25 25.5

38 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

Scatter Plot and Line of Best Fit Residual Plot

y y

6. Linear regression equation: y 5 3.93x 2 11.33, r 5 0.8241

x 2 4 6 8 10 12

y 9 2 1 12 25 48

Scatter Plot and Line of Best Fit Residual Plot

y y
© Carnegie Learning, Inc.

LINEAR REGRESSIONS: Skills Practice • 39

 Topic 3
LINEAR REGRESSIONS

V. Linear and Nonlinear Models

A. For each data set, determine the linear regression equation. Then, construct a scatter plot and
a corresponding residual plot. State whether a linear model is appropriate for the data. Round your
answers to the nearest hundredth. Round the correlation coefficient to the nearest ten thousandth.
1.
x 10 20 30 40 50 60 70 80

y 351 601 849 1099 1351 1601 1849 2099

Prediction

Residual

Linear regression equation:

Scatter Plot and Line of Best Fit Residual Plot

y y

© Carnegie Learning, Inc.

x

40 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

2.
x 2 4 6 8 10 12 14 16

y 8 14 20 26 32 38 44 50

Prediction

Residual

Linear regression equation:

Scatter Plot and Line of Best Fit Residual Plot

y y

x
© Carnegie Learning, Inc.

LINEAR REGRESSIONS: Skills Practice • 41

 Topic 3
LINEAR REGRESSIONS

3.
x 1 3 5 7 9 11 13 15

y 2 10 26 50 82 122 170 226

Prediction

Residual

Linear regression equation:

Scatter Plot and Line of Best Fit Residual Plot

y y

© Carnegie Learning, Inc.

42 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

4.
x 2 4 6 8 10 12 14 16

y 2 5 11 25 57 129 291 656

Prediction

Residual

Linear regression equation:

Scatter Plot and Line of Best Fit Residual Plot

y y

x
© Carnegie Learning, Inc.

LINEAR REGRESSIONS: Skills Practice • 43

 Topic 3
LINEAR REGRESSIONS

5.
x 1 2 3 4 5 6 7 8

y 37.5 35.5 32.5 30 27.5 25.5 22.5 20

Prediction

Residual

Linear regression equation:

Scatter Plot and Line of Best Fit Residual Plot

y y

© Carnegie Learning, Inc.

44 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

Name Date

6.
x 2 4 6 8 10 12 14 16

y 50 48 46 44 40 36 30 24

Prediction

Residual

Linear regression equation:

Scatter Plot and Line of Best Fit Residual Plot

y y

x
© Carnegie Learning, Inc.

LINEAR REGRESSIONS: Skills Practice • 45

 Topic 1
LINEAR FUNCTIONS

Skills Practice
Name Date

I. Arithmetic Sequences as Linear Functions

A. Write each arithmetic sequence as a linear function. Graph the function for all integers, n, such that
1 # n # 10.

1. an 5 16 1 5(n 2 1) 2. an 5 250 1 15(n 2 1)

3. an 5 100 1 (220)(n 2 1) 4. an 5 29 1 (27)(n 2 1)

© Carnegie Learning, Inc.

46 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

3
5. an 5 550 1 (250)(n 2 1) 6. an 5 3 1 (2__
5 )(n 2 1)

II. Analyzing Function Equations and Graphs

A. Identify the independent and dependent quantities in each problem situation. Then write a
function to represent the problem situation.

1. Nathan is riding his scooter to school at a rate 2. Sophia is walking to the mall at a rate of 3
of 6 miles per hour. miles per hour.

3. Mario is stuffing envelopes with invitations 4. Shanise plays on the varsity soccer team. She
© Carnegie Learning, Inc.

to the school’s Spring Carnival. He stuffs 5 averages 4 goals per game.

envelopes each minute.

5. The football booster club sells hot chocolate 6. The basketball booster club sells T-shirts at
during the varsity football games. Each cup of the varsity basketball games. Each T-shirt
hot chocolate costs $2. costs $12.

LINEAR FUNCTIONS: Skills Practice • 47

 Topic 1
LINEAR FUNCTIONS

B. Use each scenario to complete the table of values and calculate the unit rate of change.

1. Miguel is riding his bike to lacrosse practice at 2. Jada is walking to school at a rate of 2 miles
a rate of 7 miles per hour. per hour.

Independent Dependent Independent Dependent

Quantity Quantity Quantity Quantity
Quantity Quantity
Units Units
Expression Expression
0 0.25
0.5 0.5
1 1
1.5 1.25
2 1.5

3. Noah is stuffing envelopes with invitations 4. Terrell plays on the varsity basketball team.
to the school’s Harvest Festival. He stuffs 4 He averages 12 points per game.
envelopes each minute.

Independent Dependent Independent Dependent

Quantity Quantity Quantity Quantity
Quantity Quantity
Units

© Carnegie Learning, Inc.

Units
Expression Expression
5 1
10 3
15 5
20 7
25 9

48 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

5. The volleyball boosters sell bags of popcorn 6. The football boosters sell hooded sweatshirts
during the varsity matches to raise money to raise money for new equipment. Each
for new uniforms. Each bag of popcorn sweatshirt costs $18.
costs $3.

Independent Dependent Independent Dependent

Quantity Quantity Quantity Quantity
Quantity Quantity
Units Units
Expression Expression
5 5
10 10
15 20
20 30
25 40

III. Evaluating Linear Functions

A. Determine the value of each function at the given value of x.
1
1. For p(x) 5 22x 1 5, determine: 2. For f(x) 5 __
3 x 2 2, determine:
a. p(5) a. f(9)
b. p(0) b. f(21)
1
c. p(2__ 2) c. f(0)
© Carnegie Learning, Inc.

3. For a(x) 5 5, determine: 4. For h(x) 5 24x 2 1, determine:

a. a(23) a. h(0)
1
b. a(__4) b. h(23)
1
c. a(5) c. h(__4)

4
5. For g(x) 5 0.75x 2 1.2, determine: 6. For f(x) 5 2__
5 x 1 11, determine:
a. g(8) a. f(25)
b. g(22) b. f(2)
c. g(0) c. f(10)

LINEAR FUNCTIONS: Skills Practice • 49

 Topic 1
LINEAR FUNCTIONS

1
7. For p(x) 5 210x 2 __
2 , determine: 8. For w(x) 5 3x 1 4.5, determine:
3
__
a. p( 4 ) a. w(20.5)
b. p(0) b. w(0.5)
1
c. p(2___ 20 ) c. w(21.5)

5
9. For f(x) 5 22x 2 16, determine: 10. For g(x) 5 2x 1 __
8 , determine:
a. f(x) 5 28 a. g(21)
b. f(x) 5 16 b. g(0)
1 3
c. f(x) 5 2__
2 c. g(2__ 8)

11. For h(x) 5 10x 2 9, determine: 12. For p(x) 5 28x 2 17, determine:
a. h(1) a. p(23)
b. h(29) b. p(2)
1
c. h(2) c. p(__8)

IV. Identifying Key Characteristics of Graphs of Functions

A. For the graph shown in each problem, determine the following:
a. y-intercept
b. x-intercept
c. slope
d. domain
e. range.

1. y 2. y

© Carnegie Learning, Inc.

8 8

6 6

4 4

2 2

−9 −6 −3 0 3 6 9 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

50 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

3. y 4. y

8 8

6 6

4 4

2 2

−9 −6 −3 0 3 6 9 x −8 −4 0 4 8 12 16 x
−2 −2

−4 −4

−6 −6

−8 −8

5. y 6. y

4 8

2 6

4
−8 −4 0 4 8 12 x
−2 2

−4
−9 −6 −3 0 3 6 9 x
−6 −2

−8 −4

−10
© Carnegie Learning, Inc.

−6

−12 −8

LINEAR FUNCTIONS: Skills Practice • 51

 Topic 1
LINEAR FUNCTIONS

7. y 8. y

8 4

6 2

4
−18 −12 −6 0 6 x
2 −2

−4
−9 −6 −3 0 3 6 9 x
−2 −6

−4 −8

−6 −10

−8 −12

9. y 10. y

8 8

6 6

4 4

2 2

−9 −6 −3 0 3 6 9 x −16 −12 −8 −4 0 4 8 x
−2 −2

−4 −4

−6 −6

© Carnegie Learning, Inc.

−8 −8

52 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

11. y 12. y

12 8

10 6

8 4

6 2

4
−9 −6 −3 0 3 6 9 x
2 −2

−4
−4 −2 0 2 4 6 8 10 12 x
−2 −6

−4 −8

V. Vertical Translations and Vertical Dilations of Linear Functions

A. Given the graph and table of values of f(x) 5 x, sketch the graph of each transformed function, p(x),
and complete the table of corresponding points for p(x).
1. Translate the graph of f(x) down 7 units.
y
Original Graph Transformed Graph
8
x f(x) x p(x)
6
f(x)
4 22 22
© Carnegie Learning, Inc.

2
21 21
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
1 1
−6

−8 2 2

LINEAR FUNCTIONS: Skills Practice • 53

 Topic 1
LINEAR FUNCTIONS

2. Translate the graph of f(x) up 4 units.

y
Original Graph Transformed Graph
8
x f(x) x p(x)
6
f(x)
4 22 22
2
21 21
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
1 1
−6

−8 2 2

3. Translate the graph of f(x) up 8 units.

y
Original Graph Transformed Graph
8
x f(x) x p(x)
6
f(x)
4 22 22
2

© Carnegie Learning, Inc.

21 21
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
1 1
−6

−8 2 2

54 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

4. Translate the graph of f(x) down 2 units.

y
Original Graph Transformed Graph
8
x f(x) x p(x)
6
f(x)
4 22 22
2
21 21
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
1 1
−6

−8 2 2

5. Translate the graph of f(x) down 5 units.

y
Original Graph Transformed Graph
8
x f(x) x p(x)
6
f(x)
4 22 22
2
© Carnegie Learning, Inc.

21 21
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
1 1
−6

−8 2 2

LINEAR FUNCTIONS: Skills Practice • 55

 Topic 1
LINEAR FUNCTIONS

9
6. Translate the graph of f(x) up __
2 units.
y
Original Graph Transformed Graph
8
x f(x) x p(x)
6
f(x)
4 22 22
2
21 21
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
1 1
−6

−8 2 2

B. Write an equation for each translated function g(x) in terms of f(x), and then simplify the equation.

1. f(x) 5 3x 1 1 is translated 9 units up. 2. f(x) 5 6x 2 10 is translated 13 units down.

© Carnegie Learning, Inc.

3. f(x) 5 27 2 4x is translated 21 units up. 4. f(x) 5 22x 2 7 is translated 12 units down.

1
5. f(x) 5 __
2 x 1 2 is translated 4 units down. 6. f(x) 5 3 2 5x is translated 16 units up.

56 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

C. Given the graph and table of values of f(x) 5 x, sketch the graph of each transformed function, m(x),
and complete the table of corresponding points for m(x).

1. The output values of m(x) are changed by a factor of 5.

y
Original Graph Transformed Graph
8
x f(x) x m(x)
6
f(x)
4 22 22
2
21 21
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
1 1
−6

−8 2 2

2. The input values of m(x) are changed by a factor of 6.

y
Original Graph Transformed Graph
8
x f(x) x m(x)
© Carnegie Learning, Inc.

6
f(x)
4 22 22
2
21 21
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
1 1
−6

−8 2 2

LINEAR FUNCTIONS: Skills Practice • 57

 Topic 1
LINEAR FUNCTIONS

1
3. The output values of m(x) are changed by a factor of __
6.

y
Original Graph Transformed Graph
8
x f(x) x m(x)
6
f(x)
4 22 22
2
21 21
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
1 1
−6

−8 2 2

1
4. The input values of m(x) are changed by a factor of __
2.

y
Original Graph Transformed Graph
8
x f(x) x m(x)
6
f(x)
4 24 24

© Carnegie Learning, Inc.

2
22 22
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
2 2
−6

−8 4 4

58 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

5. The output values of m(x) are changed by a factor of 3.

y
Original Graph Transformed Graph
8
x f(x) x m(x)
6
f(x)
4 22 22
2
21 21
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
1 1
−6

−8 2 2

3
6. The output values of m(x) are changed by a factor of __
4.

y
Original Graph Transformed Graph
8
x f(x) x m(x)
6
f(x)
4 24 24
© Carnegie Learning, Inc.

2
22 22
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0

−4
2 2
−6

−8 4 4

LINEAR FUNCTIONS: Skills Practice • 59

 Topic 1
LINEAR FUNCTIONS

D. The equation and graph of the basic linear function f(x) 5 x are given. The equation of a
transformed function g(x) is also given. Describe the transformation(s) performed on f(x) to
produce g(x) and graph g(x).

1. f(x) 5 x y

g(x) 5 f(x) 2 8
8

6
f(x)
4

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6

−8

2. f(x) 5 x y

g(x) 5 2f(x)
8

6
f(x)
4

0 x

© Carnegie Learning, Inc.

−8 −6 −4 −2 2 4 6 8
−2

−4

−6

−8

60 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

3. f(x) 5 x y

g(x) 5 f(x) 1 5
8

6
f(x)
4

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6

−8

4. f(x) 5 x y
2
g(x) 5 __
3 f(x) 8

6
f(x)
4

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6
© Carnegie Learning, Inc.

−8

LINEAR FUNCTIONS: Skills Practice • 61

 Topic 1
LINEAR FUNCTIONS

5. f(x) 5 x y

g(x) 5 f(x) 2 4
8

6
f(x)
4

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6

−8

6. f(x) 5 x y

g(x) 5 4f(x)
8

6
f(x)
4

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6

© Carnegie Learning, Inc.

−8

62 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

VI. Comparing Linear Functions in Different Forms

A. For the following scenarios, complete the following:
a. Determine and then compare the rates of change for each function in terms of the quantities
compared.
b. Determine and then compare the y-intercepts of each function in terms of the quantities
compared.

1. On the track team, two long jumpers, Oscar and Monica, are steadily improving their maximum
distances during the course of the season. Their distances jumped as a function of months are
shown below.

Oscar’s Distance Monica’s Distance

y
Months Inches
280
0 235
240
1 236 (6, 206)
200
2 237 (0, 200)
Inches

3 238 160

4 239 120

5 240 80

40

0 4 8 12 16 20 24 28 x
Months
© Carnegie Learning, Inc.

LINEAR FUNCTIONS: Skills Practice • 63

 Topic 1
LINEAR FUNCTIONS

2. Tremaine and Jose leave Los Angeles at different times and drive up Interstate 5 towards San
Francisco. These functions show their distance from L.A. over the course of time.

Tremaine’s Speed Jose’s Speed

y
y 5 60x
200
(5, 175)
150

100

50

Miles
−9 −6 −3 0 3 6 9 x
−50

−100 (0, –100)

−150

−200

Hours

3. These functions show the net earnings as a function of the number of lawns mowed for Alyssa and
Matsuo’s lawn-mowing businesses, including the start-up cost of buying a lawn mower.

Alyssa’s Net Earnings Matsuo’s Net Earnings

y
Number of Lawns Dollars
40
0 2250

© Carnegie Learning, Inc.

1 2205 −9 −6 −3 0 3 6 9 x
–40
2 2160 (4, –80)
–80
3 2115
Dollars

−120
4 270
−160
5 225 (0, –200)
−200

−240

−280

Number of Lawns

64 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

4. A generous grandmother loaned money for college to two of her grandchildren, Concepcion and
Marian, letting them pay it back without interest. These functions show the amount Concepcion
and Marian owe to their grandmother over the course of time.

Concepcion’s Debt Marian’s Debt

y
y 5 2800x 1 25,000
14000

12000

10000 (0, 10,000)

8000

Dollars
6000

4000

2000
(25, 0)
−10 0 10 20 30 40 x

Months

5. Marcus and Belita are both saving money. These functions show the amount in their savings
accounts over the course of time.

Marcus’s Account Balance Belita’s Account Balance

Months Dollars y 2 (2275) 5 100(x 2 (25))
0 300
© Carnegie Learning, Inc.

1 425
2 550
3 675
4 800

LINEAR FUNCTIONS: Skills Practice • 65

 Topic 1
LINEAR FUNCTIONS

6. Orpheus and Louis leave Harrisburg at different times and drive towards Philadelphia. These
functions show their distances from Harrisburg over the course of time.

Orpheus’s Speed Louis’s Speed

Hours Miles y 5 65x 1 150
0 0
1 50
2 100
3 150
4 200
5 250

7. Two popular arcades with long lines, The Pavilion and Heliophobia, are letting a limited number
of people at a time into the arcade. The functions show the number of people admitted into the
arcades over the course of time.

The Pavilion’s Line Heliophobia’s Line

People
y 5 10x 1 50 Hours
Admitted
0 70
1 85
2 100

© Carnegie Learning, Inc.

3 115
4 130

66 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

8. The functions show the amount of money in Henry and Walter’s savings accounts over the course
of time.

Henry’s Account Balance Walter’s Account Balance

Months Dollars y 5 75x 1 175
0 600
1 675
2 750
3 825

9. Susan and Caitlin both owe money to their parents. The functions show the amount of money they
owe over the course of time.

Susan’s Debt Caitlin’s Debt

y
Months Dollars
0 45,000 45000

40000
1 44,400
35000 (0, 35,000)
2 43,800
30000
3 43,200
Dollars

25000
4 42,600
20000
5 42,000
© Carnegie Learning, Inc.

15000
75 0 10000

5000
(43.75, 0)
–20 0 20 40 60 80 100 x

Months

LINEAR FUNCTIONS: Skills Practice • 67

 Topic 1
LINEAR FUNCTIONS

10. At a popular new bakery, red velvet cupcakes and almond croissants are flying off the shelves.
The functions show the number of cupcakes sold over the course of time.

Red Velvet Cupcakes Sold Almond Croissants Sold

Almond
y 5 20x 1 125 Hours
Croissants
0 125
1 155
2 185
6 305

11. The Youth and Masters Divisions are running in a steeplechase race at the same time but with
staggered starting positions. The functions show the distance from the starting line over the
course of time.

Youth Division Distance from Finish Line Masters Division Distance from Finish Line
y

y 5 2235x 1 2910
3500

3000 (0, 3,000)

2500

2000
Meters

1500

© Carnegie Learning, Inc.

1000

500
(12.5, 0)
−8 −4 0 4 8 12 16 20 x

Minutes

68 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

Name Date

12. Lines are growing outside two stores, Dave’s Games and Hum Electronics, for the big Black Friday
sale. The functions show the number of people in line over the course of time.

Line at Dave’s Games Line at Hum Electronics

Number of
Minutes y 5 13x 1 80
Shoppers
0 65
1 73
2 81
3 89
© Carnegie Learning, Inc.

LINEAR FUNCTIONS: Skills Practice • 69

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Skills Practice
Name Date

I. Modeling Rates of Change

A. Write a linear equation to model each problem situation and use the equation to answer
the question.

1. Autumn creates custom bracelets as a hobby and is planning to start selling them online for $10
per bracelet. Autumn has already sold 5 custom bracelets. Her bracelets are so popular that she
expects to sell every bracelet that she makes. Write an equation for the amount of money Autumn
makes. If Autumn makes an additional 24 bracelets, how much money will she make?

2. Antonio works at the circus making balloon animals, charging $3 for a balloon animal. Before he
took a lunch break at noon, he sold 14 balloon animals. After lunch, he goes back to selling balloon
animals for the rest of the day. Write an equation for the amount of money Antonio makes. How
many balloon animals would Antonio need to sell after lunch to make $117 for the day?

3. Violet is trying to start an Intramural Club at her school. The principal tells her she must get
signatures from students to show support. Each filled sheet contains 25 signatures. By Monday,
she and her friend already have 6 sheets filled with signatures. The principal tells Violet she must
have 7 more sheets filled with signatures. Write an equation for the number of signatures Violet

© Carnegie Learning, Inc.

will get. If she fills all of these, how many signatures will she get in all?

4. Tremaine thought it would be okay to check his email, text, listen to music, and eat free food for
1 hour of each of his shifts at Slow Food to Go. He lasted for 6 shifts, and then (to put it nicely)
he was let go. Write an equation for the number of hours Tremaine actually worked. If Tremaine
actually worked a total of 18 hours during his 6 shifts at Slow Food to Go, how many hours was he
scheduled to work each shift?

70 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

5. Dr. Betz, a vet, is running a free rabies clinic. He estimates that it will take him 12 minutes for each
animal he treats. Dr. Betz has already seen 20 animals, the last of which was a shaggy dog. Write an
equation for how many minutes Dr. Betz worked. How long did Dr. Betz work at the rabies clinic if
he saw 20 more animals after the shaggy dog?

6. Nakida cleans the bird cages at an animal shelter. She doesn’t know how many birds were at the
shelter this morning, but 4 adorable birds were adopted today. Each remaining bird has its own
cage, each of which takes Nakida 3 minutes to clean. Write an equation for the amount of time
Nakida spends cleaning cages. How long will it take to clean the cages if there were nine birds at
the shelter this morning?

II. Modeling Linear Equations Given Two Points

A. Determine the slope-intercept equation of each line given two points on the line.

1. (1, 23) and (22, 6) 2. (22, 4) and (4, 22)

© Carnegie Learning, Inc.

3. (3, 9) and (1, 10) 4. (4, 27) and (211, 27)

1 3
5. (26, __ __
2 ) and (5, 2 ) 6. (15, 0) and (21, 21)

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 71

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

III. Modeling Linear Equations Given an Initial Point

A. Write a linear equation to model each problem situation and use the equation to answer
the question.

1. An airplane prepares for landing. When it begins its descent towards the airport, the plane's
altitude is 27,000 feet. After descending at a steady rate for 6 minutes, its altitude is 19,000
feet. Write an equation for the altitude of the plane. What will the altitude of the plane be after
descending for 12 minutes?

2. A college freshman starts the year with $4400 in spending money and after 2 months, he has
$3600 left. Assume that he continues to spend his money at this same rate. Write an equation
for the amount of spending money he has. How much money will he have left at the end of
1
7__
2 months?

3. Taki and Connor invest $20 in drink mix, sugar, and paper cups for a lemonade stand. After 5
hours, they have made $50 in profits. Assume that they sell the drinks at the same rate all day.
Write an equation for their profit for the day from the lemonade stand. If their stand continues to
sell from 1:00 P.M. to 8:00 P.M. that day, what is their profit for the day?

© Carnegie Learning, Inc.

4. An experiment is underway to test the effect of extreme temperatures on a newly developed
liquid. Two hours into the experiment, the temperature of the liquid is 220°C. After 6 hours
of the experiment, the temperature of the liquid is 240°C. Assume that the temperature has
been changing at a constant rate throughout the experiment and will continue to do so. Write
an equation for the temperature of the liquid. How many hours into the experiment will the
temperature of the liquid be 2100°C?

72 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

5. A baseball player starts the season with 77 career home runs. Ten games into the season, he has
hit 2 home runs. Assume he continues at this pace. Write an equation for the number of career
home runs he has hit. How many career home runs would you expect him to have at the end of
the season (162 games)?

6. A man retires at age 50 with $605,000 in savings. He spends his savings at a steady rate, and after
6 years of retirement, he has spent $300,000. Write an equation for the amount the man has in
savings. When will he have $100,000 in savings?

IV. Solving Linear Equations

A. Solve each equation. Write the properties that justify each step.

1. 23(x 2 4) 5 29(x 2 1) 2. 8x 2 2(x 1 3) 5 4x 1 2

22x 1 1 3x 1 1
3. __________
2 1 6 5 ___
2 2 10 4. 12x 2 4(__ __
2 x 2 5) 5 3 (6x 2 15)
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7(x 2 1) 3 3 6
5. ________
4 2 __ __
4 5 28x 1 4 6. 24(2x 2 9) 1 6(2x 1 1) 5 28x 2 5(3x 2 __
5)

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 73

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

B. Determine if the equation has one solution, no solution, or infinite solutions. Show your work.

3x 1 1 1 17
1. 22(x 2 3) 1 5 5 26(x 1 1) 1 4x 2. ________
2 1 6 5 __ ___
2 (3x 2 4) 1 2

3
3. 20x 2 2(x 1 10) 5 2(5 2 2x) 4. __
5 (x 2 12) 5 24(x 1 9) 1 1

8(x 2 3)
5. 27(x 2 1) 5 215x 1 8(x 1 2) 6. ________
2 1 5x 5 9(x 2 1) 2 3

V. Converting Literal Equations

A. Convert between degrees Fahrenheit and degrees Celsius using the literal equation given. If
necessary, round the answer to the nearest hundredth.

5
C 5 __
9 (F 2 32)

1. 72°F 2. 211°F

© Carnegie Learning, Inc.

3. 102.6°F 4. 25°C

5. 42°C 6. 23.4°C

74 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

B. Convert each equation from standard form to slope-intercept form.

1. 4x 1 6y 5 48 2. 3x 2 5y 5 25

3. 24x 1 9y 5 45 4. 6x 2 2y 5 252

5. 2x 2 8y 5 96 6. 12x 1 28y 5 284

C. Convert each equation from slope-intercept form to standard form.

1. y 5 5x 1 8 2. y 5 24x 1 2

2 1
3. y 5 __
3x 2 6 4. y 5 2__
2x 2 3
© Carnegie Learning, Inc.

3
5. y 5 25x 2 13 6. y 5 __
4 x 1 10

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 75

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

D. Solve each equation for the variable indicated.

1
1. The formula for the area of a triangle is A 5 __
2 bh. Solve the equation for h.

1
2. The formula for the area of a trapezoid is A 5 __
2 (b1 1 b2)h. Solve the equation for b1.

3. The formula for the volume of a cylinder is V 5 pr 2h. Solve the equation for h.

1
4. The formula for the volume of a pyramid is V 5 __
3 lwh. Solve the equation for w.

5. The Ideal Gas Law is pV 5 nRT. Solve the equation for T.

1 1 1
6. Solve the literal equation __ ___ ___
R 5 R 1 R for R1.
1 2

© Carnegie Learning, Inc.

a1 b1
7. Solve the literal equation ___ ___
a0 5 2 b for b0.
0

4X
8. Solve the literal equation Z 5 ___
Y2
1 3W for X.

76 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

VI. Solving and Graphing Inequalities

A. Carlos works at an electronics store selling computer equipment. He can earn a bonus if he sells
$10,000 worth of computer equipment this month. So far this month, he has sold $4000 worth of
computer equipment. He hopes to sell additional laptop computers for $800 each to reach his goal.
The function f(x) 5 800x 1 4000 represents Carlos's total sales as a function of the number of laptop
computers he sells.

18,000

16,000

14,000
Total Sales (dollars)

12,000

10,000

8000

6000

4000

2000

0
1 2 3 4 5 6 7 8 9 x
Number of Laptop Computers Sold

Use the graph to write an equation or inequality to determine the number of laptop computers Carlos
would need to sell to earn each amount.

1. at least $10,000 2. less than $7000

© Carnegie Learning, Inc.

3. less than $6000 4. at least $9000

5. more than $12,000 6. exactly $8000

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 77

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

B. Elena works at the ticket booth of a local playhouse. On the opening night of the play, tickets are
$10 each. The playhouse has already sold $500 worth of tickets during a presale. The function
f(x) 5 10x 1 500 represents the total sales as a function of tickets sold on opening night.

1800

1600

1400
Total Sales (dollars)

1200

1000

800

600

400

200

0
10 20 30 40 50 60 70 80 90 x
Tickets Sold Opening Night

Use the graph of the function to answer each question. Graph each solution on the number line.

1. How many tickets must Elena sell in order to make at least $1000?

0 10 20 30 40 50 60 70 80 90 100

© Carnegie Learning, Inc.

2. How many tickets must Elena sell in order to make less than $800?

0 10 20 30 40 50 60 70 80 90 100

78 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

3. How many tickets must Elena sell in order to make at least $1200?

0 10 20 30 40 50 60 70 80 90 100

4. How many tickets must Elena sell in order to make exactly $1400?

0 10 20 30 40 50 60 70 80 90 100

5. How many tickets must Elena sell in order to make less than $600?

0 10 20 30 40 50 60 70 80 90 100
© Carnegie Learning, Inc.

6 . How many tickets must Elena sell in order to make exactly $900?

0 10 20 30 40 50 60 70 80 90 100

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 79

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

C. Leon plays on the varsity basketball team. So far this season he has scored a total of 52 points. He
scores an average of 13 points per game. The function f(x) 5 13x 1 52 represents the total number of
points Leon will score this season. Write and solve an inequality to answer each question.

1. How many more games must Leon play in order to score at least 117 points?

2. How many more games must Leon play in order to score fewer than 182 points?

3. How many more games must Leon play in order to score more than 143 points?

© Carnegie Learning, Inc.

80 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

4. How many more games must Leon play in order to score at least 100 points?

5. How many more games must Leon play in order to score fewer than 85 points?

6. How many more games must Leon play in order to score more than 200 points?
© Carnegie Learning, Inc.

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 81

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

D. Draw an oval on the graph to represent the solution to each question. Write the corresponding
inequality statement.

1. A hot air balloon at 4000 feet begins its descent. It descends at a rate of 200 feet per minute.
The function f(x) 5 2200x 1 4000 represents the height of the balloon as it descends. How many
minutes have passed if the balloon is below 3000 feet?

6000

5000

4000
Height (feet)

3000

2000

1000

0
5 10 15 x
Time (minutes)

2. A bathtub filled with 55 gallons of water is drained. The water drains at a rate of 5 gallons per
minute. The function f(x) 5 25x 1 55 represents the volume of water in the tub as it drains. How
many minutes have passed if the tub still has more than 20 gallons of water remaining in it?

© Carnegie Learning, Inc.

90

80

70
Volume (gallons)

60

50

40

30

20

10

0
5 10 15 x
Time (minutes)

82 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

3. Lea is walking to school at a rate of 250 feet per minute. Her school is 5000 feet from her home.
The function f(x) 5 250x represents the distance Lea walks. How many minutes have passed if Lea
still has more than 2000 feet to walk?

4000
Distance (feet)

3000

2000

1000

0
5 10 15 x
Time (minutes)

4. Franco is riding his bike to school at a rate of 600 feet per minute. His school is 9000 feet from his
home. The function f(x) 5 600x represents the distance Franco rides. How many minutes have
passed if Franco has less than 3000 feet left to ride?

8000
© Carnegie Learning, Inc.

Distance (feet)

6000

4000

2000

0
5 10 15 x
Time (minutes)

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 83

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

5. A submarine is diving from the surface of the water at a rate of 20 feet per minute. The function
f(x) 5 220x represents the depth of the submarine as it dives. How many minutes have passed if
the submarine is at least 160 feet below the surface?

y x
0 5 10 15
Elevation (feet)

-100

-200
Time (minutes)

6. A scuba diver is diving from the surface of the water at a rate of 14 feet per minute. The function
f(x) 5 214x represents the depth of the diver as he dives. How many minutes have passed if the
diver is less than 42 feet below the surface?

y x
0 5 10 15

© Carnegie Learning, Inc.

Elevation (feet)

-30

-60
Time (minutes)

84 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

E. Solve each inequality and then graph the solution on the number line.

1. 4x 1 3 # 3x 2 5

2. 22x . 6

1
3. __
8 (3x 2 16) , 4
© Carnegie Learning, Inc.

x23
4. ______
2 $ 25

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 85

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

5. 24(2 2 x) # 6(x 1 2)

1 15
6. 2__ ___
2 (4x 1 20) , 27(x 1 7 )

VII. Representing Compound Inequalities

A. Write each compound inequality in compact form.

1. All numbers less than or equal to 22 and greater than 24.

© Carnegie Learning, Inc.

2. All numbers less than 55 and greater than 45

3. All numbers greater than or equal to 0 and less than or equal to 6.

86 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

4. All numbers greater than 10 and less than 1000

5. All numbers less than or equal to 87 and greater than or equal to 83

6. All numbers greater than 21 and less than or equal to 39

B. Write an inequality for each graph.

1.
–10 –8 –6 –4 –2 0 2 4 6 8 10

2.
0 1 2 3 4 5 6 7 8 9 10 11

3.
1 5 9 13 17 21 25 29 33 37
© Carnegie Learning, Inc.

4.
–10 –8 –6 –4 –2 0 2 4 6 8 10

5.
–16 –12 –8 –4 0 4 8

6.
–4 0 4 8 12 16 20

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 87

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

C. Graph each inequality.

1. 45 , x , 75

30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

2. 25 , x , 5

–15 –10 –5 0 5 10 15

3. 213 # x # 5

–10 0 10

4. 26 # x , 19

–10 0 10

© Carnegie Learning, Inc.

5. 235 # x # 50

–50 –40 –30 –20 –10 0 10 20 30 40 50

6. 25 , x # 45

–50 –40 –30 –20 –10 0 10 20 30 40 50

88 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

D. Write a compound inequality for each situation.

1. The flowers in the garden are 6 inches or taller or shorter than 3 inches.

2. People with a driver's license are at least 16 years old and no older than 85 years old.

3. Kyle's car gets more than 31 miles per gallon on the highway or 26 miles or less per gallon in
the city.

4. The number of houses that will be built in the new neighborhood must be at least 14 and no more
than 28.

5. At the High and Low Store they sell high-end items that sell for over $1000 and low-end items
that sell for less than $10.
© Carnegie Learning, Inc.

6. The heights of the twenty tallest buildings in New York City range from 229 meters to 381 meters.

E. Represent the solution to each part of the compound inequality on the number line. Then write the
final solution that is represented by each graph.

1. x . 2 and x # 7

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 89

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

2. x . 10 or x . 6

3. x $ 5 or x , 3

4. x . 4 and x , 3

5. x # 21 or x . 0

6. 8 . x $ 28

© Carnegie Learning, Inc.

7. x # 9 and x $ 2

8. x . 211 or x # 211

90 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

Name Date

F. Solve each compound inequality. Then graph and describe the solution.

1. 23 , x 1 7 # 17

2. 4 # 2x 1 2 , 12

3. x 1 5 . 14 or 3x , 9

4. 25x 1 1 $ 16 or x 2 6 # 28

7
5. 28 # __
8 x , 42
© Carnegie Learning, Inc.

6. 22x 1 5 # 9 or 2x 2 13 . 231

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice • 91

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Skills Practice
Name Date

I. Solving Systems of Linear Equations

A. Write a system of linear equations to represent each problem situation. Define each variable.
Then, graph the system of equations and estimate the point of intersection. Explain what the point
represents with respect to the given problem situation.

1. Eric sells model cars from a booth at a local 2. Ramona sets up a lemonade stand in front
flea market. He purchases each model car of her house. Each cup of lemonade costs
from a distributor for $12, and the flea market Ramona $0.30 to make, and she spends $6
charges him a booth fee of $50. Eric sells each on the advertising signs she puts up around
model car for $20. her neighborhood. She sells each cup of
lemonade for $1.50.
y
y

180

160
12
140

120
9
Dollars

Dollars

100

80
6
60

40
3
20

© Carnegie Learning, Inc.

0
1 2 3 4 5 6 7 8 9 x 0
1 2 3 4 5 6 7 8 9 x
Number of Model Cars Cups of Lemonade

92 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

3. Chen starts his own lawn mowing business. 4. Olivia is building birdhouses to raise money
He initially spends $180 on a new lawnmower. for a trip to Hawaii. She spends a total of $30
For each yard he mows, he receives $20 and on the tools needed to build the houses. The
spends $4 on gas. material to build each birdhouse costs $3.25.
Olivia sells each birdhouse for $10.
y y

360 90

320 80

280 70

240 60
Dollars

Dollars
200 50

160 40

120 30

80 20

40 10

0 0
2 4 6 8 10 12 14 16 18 x 1 2 3 4 5 6 7 8 9 x
Number of Yards Mowed Number of Birdhouses
© Carnegie Learning, Inc.

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 93

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

5. The Spanish Club is selling boxes of fruit as 6. Jerome sells flowers online for $12 per
a fundraiser. The fruit company charges the bouquet. Each bouquet costs him $5.70 to
Spanish Club $7.50 for each box of fruit and make. Jerome also paid a one-time fee of $150
a shipping and handling fee of $100 for the to advertise his company.
entire order. The Spanish Club sells each box
of fruit for $15. y
y
360
270
320
240
280
210
240

Dollars
180
200
Dollars

150
160
120
120
90
80
60
40
30
0
3 6 9 12 15 18 21 24 27 x
0
2 4 6 8 10 12 14 16 18 x Number of Bouquets
Number of Fruit Boxes

B. Solve each system of equations by substitution. Determine whether the system is consistent

© Carnegie Learning, Inc.

or inconsistent.

1. y 5 2x 2 3 2. 2x 1 y 5 9
x54 y 5 5x 1 2

1
__ 3
__
3. y 5 3x 2 2 4. 2 x 1 2 y 5 27
y 2 3x 5 4 1
__
3 y 5 2x 2 10

5. 0.8x 2 0.2y 5 1.5 6. 0.3y 5 0.6x 1 0.3

0.1x 1 1.2y 5 0.8 1.2x 1 0.6 5 0.6y

94 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

C. Write a system of equations to represent each problem situation. Solve the system of equations
using the linear combinations method.

1. The high school marching band is selling 2. Asna works on a shipping dock at a tire
fruit baskets as a fundraiser. They sell a manufacturing plant. She loads a pallet with
large basket containing 10 apples and 15 4 Mudslinger tires and 6 Roadripper tires.
oranges for $20. They sell a small basket The tires on the pallet weigh 212 pounds.
containing 5 apples and 6 oranges for $8.50. She loads a second pallet with 7 Mudslinger
How much is the marching band charging tires and 2 Roadripper tires. The tires on
for each apple and each orange? the second pallet weigh 184 pounds. How
much does each Mudslinger tire and each
Roadripper tire weigh?

3. The Pizza Barn sells one customer 3 large 4. Nancy and Warren are making large pots
pepperoni pizzas and 2 orders of breadsticks of chicken noodle soup. Nancy opens
for $30. They sell another customer 4 large 4 large cans and 6 small cans of soup and
pepperoni pizzas and 3 orders of breadsticks pours them into her pot. Her pot contains
for $41. How much does the Pizza Barn 115 ounces of soup. Warren opens 3 large
charge for each pepperoni pizza and each cans and 5 small cans of soup. His pot
order of breadsticks? contains 91 ounces of soup. How many
ounces of soup does each large can and each
small can contain?

5. Taylor and Natsumi are making block towers 6. Dave has 2 buckets that he uses to fill
out of large and small blocks. They are the water troughs on his horse farm.
stacking the blocks on top of each other in a He wants to determine how many ounces
single column. Taylor uses 4 large blocks and each bucket holds. On Tuesday, he fills
© Carnegie Learning, Inc.

2 small blocks to make a tower 63.8 inches an empty 2000-ounce water trough with
tall. Natsumi uses 9 large blocks and 4 small 7 large buckets and 5 small buckets of water.
blocks to make a tower 139.8 inches tall. How On Thursday, he fills the same empty water
tall is each large block and each small block? trough with 4 large buckets and 10 small
buckets of water. How many ounces does
each bucket hold?

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 95

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

D. Solve each system of equations using the linear combinations method.

1. 3x 1 5y 5 8 2. 4x 2 y 5 2
2x 2 5y 5 22 2x 1 2y 5 26

3. 10x 2 6y 5 26 4. 2x 2 4y 5 4
5x 2 5y 5 5 23x 1 10y 5 14

5. 3x 1 2y 5 14 6. x 1 6y 5 11
4x 1 5y 5 35 2x 2 12y 5 10

7. 1.5x 1 1.2y 5 0.6 8. 3

__ 1
__ 3
__
4 x 1 2 y 5 24
0.8x 2 0.2y 5 2 2 2 2
__ __ __
3x 1 3y 5 3

E. Write a system of equations to represent each problem situation. Solve the system of equations
using any method. Then, answer any associated questions.

1. Jason and Jerry are competing at a 2. Rachel needs to print some of her digital
weightlifting competition. They are both lifting photos. She is trying to choose between
barbells containing 200 pounds of plates Lightning Fast Foto and Snappy Shots.
(weights). Jason’s barbell has 4 large and 10 Lightning Fast Foto charges a base fee of $5
small plates on it. Jerry’s barbell has 6 large plus an additional $0.20 per photo. Snappy
and 5 small plates on it. How much does each Shots charges a base fee of $7 plus an
large plate and each small plate weigh? additional $0.10 per photo. Determine the
number of photos for which both stores will
charge the same amount. Explain which store
Rachel should choose depending on the

© Carnegie Learning, Inc.

number of photos she needs to print.

3. Raja is trying to decide which ice cream shop 4. Marcus is selling T-shirts at the State Fair. He
is the better buy. Cold & Creamy Sundaes brings 200 shirts to sell. He has long-sleeved
charges $2.50 per sundae plus an additional and short-sleeved T-shirts for sale. On the first
1
$0.25 for each topping. Colder & Creamier day of the fair, he sells __
2 of his long-sleeved
Sundaes charges $1.50 per sundae plus an 1
T-shirts and __
3 of his short-sleeved T-shirts for a
additional $0.50 for each topping. Determine
total of 80 T-shirts sold. How many of each type
the number of toppings for which both
of T-shirt did Marcus bring to the fair?
vendors charge the same amount. Explain
which vendor is the better buy depending on
the number of toppings Raja chooses.

96 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

5. Alicia has a booth at the flea market where she 6. Weston wants to buy a one-year
sells purses and wallets. All of her purses are membership to a golf course. Rolling Hills
the same price and all of her wallets are the Golf Course charges a base fee of $200
same price. The first hour of the day, she sells and an additional $15 per round of golf.
10 purses and 6 wallets for a total of $193. The Majestic View Golf Course charges a base
second hour, she sells 8 purses and 10 wallets fee of $350 and an additional $10 per
for a total of $183. How much does Alicia round of golf. Determine the number of
charge for each purse and each wallet? rounds of golf for which both golf courses
charge the same amount. Explain which golf
course Weston should become a member
at depending on the number of rounds he
intends to play.

7. Jun received two different job offers to 8. Stella is trying to choose between two rental
become a real estate sales agent. Dream car companies. Speedy Trip Rental Cars
Homes offered Jun a base salary of $20,000 charges a base fee of $24 plus an additional
per year plus a 2% commission on all real fee of $0.05 per mile. Wheels Deals Rental
estate sold. Amazing Homes offered Jun a Cars charges a base fee of $30 plus an
base salary of $25,000 per year plus a 1% additional fee of $0.03 per mile. Determine
commission on all real estate sold. Determine the number of miles driven for which both
the amount of real estate sales in dollars for rental car companies charge the same
which both real estate companies will pay amount. Explain which company Stella should
Jun the same amount. Explain which offer Jun use based on the number of miles she
should accept based on the amount of real expects to drive.
estate sales he expects to have.
© Carnegie Learning, Inc.

9. Renee has two job offers to be a door-to-door 10. Alex needs to rent a bulldozer. Smith’s
food processor salesperson. Pro Process Equipment Rentals rents bulldozers for a
Processors offers her a base salary of $15,000 delivery fee of $600 plus an additional $37.50
per year plus an additional $25 for each per day. Robinson’s Equipment Rentals rents
processor she sells. Puree Processors offers bulldozers for a delivery fee of $400 plus an
her a base salary of $18,000 per year plus an additional $62.50 per day. Determine the
additional $21 for each processor she sells. number of rental days for which both rental
Determine the number of food processors companies charge the same amount. Explain
Renee would have to sell for both companies which company Alex should choose based
to pay her the same amount. Explain which on the number of days he expects to rent a
job offer Renee should accept based on bulldozer.
the number of food processors she expects
to sell.

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 97

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

11. Serena has job offers from two car 12. Dominique is trying to choose a satellite
dealerships. Classic Cars offers her a internet service provider. Reliable Satellite
base salary of $22,000 per year plus charges customers a monthly fee of $26 plus
an additional 1% commission on all sales an additional $0.30 per hour of online time.
she makes. Sweet Rides offers her a base Super Satellite charges customers a monthly
salary of $13,000 per year plus an additional fee of $18 plus an additional $0.50 per hour
2.5% commission on all sales she makes. of online time. Determine the number of
Determine the amount of car sales in hours of online time for which both providers
dollars for which both dealerships will pay charge the same amount. Explain which
Serena the same amount. Explain which provider Dominique should choose based on
offer Serena should accept based on the the number of hours she expects to spend
amount of car sales she expects to have. online each month.

II. Graphing Linear Inequalities in Two Variables

A. Write a linear inequality in two variables to represent each problem situation.

1. Tanya is baking zucchini muffins and pumpkin 2. Hire needs to buy new pens and pencils for
muffins for a school event She needs at least school. Pencils cost $1 each and pens cost
500 muffins for the event. $2.50 each. He has $10 to spend.

3. Patti makes decorative flower pots. It costs 4. Jose and Devon are working on a construction
her $20 to purchase the materials for each pot job together. Devon can put in 4 times as
She wants to charge more than $6 per hour of many hours per week as Jose. Together they

© Carnegie Learning, Inc.

labor plus her materials cost for each pot. must work at least 80 hours per week.

5. The Foxes are playing the Titans. The 6. Jack made twice his fundraising goal, which
Titans have been scoring 28 or more points was less than the total that Cameron raised.
per game this season. Between 7-point Cameron raised $14 more than 5 times her goal.
touchdowns and 3-point field goals, the Foxes
need to score more than the Titan’s lowest
score to have a hope of winning the game.

98 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

B. Tell whether the graph of each linear inequality will have a dashed line or a solid line.
Explain your reasoning.

1. x 2 3y # 32 2. 8y 1 7x . 15

3. y , 14x 1 9 4. 25.2y 2 8.3x # 228.6

2 4
5. __ __
3x 1 9y $ 3 6. y 2 17 . x 1 8

7. 185x 1 274y $ 65 8. 36 , 9y 2 2x

C. For each inequality, use the test point (0, 0) to determine which half-plane should be shaded.

1. 5x 1 7y . 213 2. y 2 30 # 9x
3. 28y . 6x 1 12 4. 46 $ 25y 1 10x
5 1 1
5. 31.9x 1 63.7y , 244.5 6. y 2 __ __ __
6 . 2x 1 3

D. Graph each linear inequality.

1. y , 4x 1 2 2. y $ 10 2 x
y y

8 8

6 6
© Carnegie Learning, Inc.

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 99

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

1
3. y $ __
2x 2 3 4. 2x 1 y . 1

y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

3 1 3
5. 3x 2 4y $ 8 6. __ __ __
8 y 2 4x , 4

y y

8 8

6 6

4 4

© Carnegie Learning, Inc.

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

100 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

E. Graph each inequality and determine if the ordered pair is a solution for the problem situation.

1. Marcus has 50 tokens to spend at the school 2. Sophia has $2 to buy oranges and apples.
carnival. The Ferris wheel costs 7 tokens and Oranges cost $0.45 each and apples cost
the carousel costs 5 tokens. The inequality $0.25 each. The inequality 0.45x 1 0.25y # 2
7x 1 5y # 50 represents the possible ways represents the possible ways Sophia could
Marcus could use his tokens on the two rides. spend her $2. Is the ordered pair (2, 3) a
Is the ordered pair (6, 3) a solution for the solution for the problem situation?
problem situation?
y

y
8

8 6

6 4

Number of Apples
Number of Carousel Rides

4 2

2
−8 −6 −4 −2 0 2 4 6 8 x

0 x −2
−8 −6 −4 −2 2 4 6 8
−2 −4

−4 −6

−6 −8

−8

Number of Oranges

Number of Ferris Wheel Rides

© Carnegie Learning, Inc.

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 101

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

3. Noah plays football. His team’s goal is to score 4. Lea has $5 to buy notebooks and pens.
at least 15 points per game. A touchdown Notebooks cost $1.25 each and pens cost
is worth 6 points and a field goal is worth 3 $0.75 each. The inequality 1.25x 1 0.75y # 5
points. Noah’s league does not allow teams to represents the possible ways Lea could spend
try for the extra point after a touchdown. The her $5. Is the ordered pair (5, 2) a solution for
inequality 6x 1 3y $ 15 represents the possible the problem situation?
ways Noah’s team could score points to reach
their goal. Is the ordered pair (6, 21) a solution
for the problem situation?
y
y

8
8
6
6
4
4
Number of Field Goals

Number of Pens

2
2

−8 −6 −4 −2 0 2 4 6 8 x
−8 −6 −4 −2 0 2 4 6 8 x
−2
−2
−4
−4
−6
−6
−8
−8

Number of Notebooks
Number of Touchdowns

© Carnegie Learning, Inc.

102 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

5. Leon has $10 to buy squash and carrots. 6. Olivia makes and sells muffins and scones at
Squash cost $1.50 each and carrots cost $2.75 a school bake sale. She sells muffins for $0.50
per bunch. The inequality 1.50x 1 2.75y # 10 each and scones for $0.80 each. She hopes
represents the possible ways Leon could spend to raise at least $20. The inequality 0.50x
his $10. Is the ordered pair (22, 4) a solution for 1 0.80y $ 20 represents the possible ways
the problem situation? Olivia could reach her goal. Is the ordered pair
(20, 32) a solution for the problem situation?
y y

8 32

6
Number of Bunches of Carrots

4 16

Number of Scones
2

−8 −6 −4 −2 0 2 4 6 8 x −32 −16 0 16 32 x
−2

−4 −16

−6

−8 −32

Number of Squash Number of Muffins

III. Systems of Linear Inequalities

A. Write a system of linear inequalities that represents each problem situation. Remember to define
© Carnegie Learning, Inc.

your variables.

1. Jamal runs the bouncy house at a festival. The bouncy house can hold a maximum of 1200 pounds
at one time. He estimates that adults weigh approximately 200 pounds and children under 16
weigh approximately 100 pounds. For 1 four-minute session of bounce time, Jamal charges adults
$3 each and children $2 each. Jamal hopes to make at least $24 for each session.

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 103

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

2. Carlos works at a movie theater selling tickets. The theater has 300 seats and charges $7.50 for
adults and $5.50 for children. The theater expects to make at least $2000 for each showing.

3. The maximum capacity for an average passenger elevator is 15 people and 3000 pounds. It is
estimated that adults weigh approximately 200 pounds and children under 16 weigh approximately
100 pounds.

4. Pablo’s pickup truck can carry a maximum of 1000 pounds. He loads his truck with 20-pound bags
of cement and 80-pound bags of cement. He hopes to load at least 10 bags of cement into his truck.

5. Eiko is drawing caricatures at a fair for 8 hours. She can complete a small drawing in 15 minutes
and charges $10 for the drawing. She can complete a larger drawing in 45 minutes and charges
$25 for the drawing. Eiko hopes to make at least $200 at the fair.

6. Sofia is making flower arrangements to sell in her shop. She can complete a small arrangement in

© Carnegie Learning, Inc.

30 minutes that sells for $20. She can complete a larger arrangement in 1 hour that sells for $50.
Sofia hopes to make at least $350 during her 8-hour workday.

7. A company is manufacturing two different models of lamps, a table lamp and a floor lamp. A table
lamp takes 1 hour to make and a floor lamp takes 2 hours to make. The company has 9 employees
working 8-hour days. The total manufacturing capacity is 40 lamps per day.

104 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

8. A company is manufacturing calculators. A financial calculator costs $65 to make and a graphing
calculator costs $105 to make. The budget available for materials is $2500 per day. The
manufacturing capacity is 20 calculators per day.

9. A company is manufacturing computers. A tablet computer costs $300 to make and a laptop
computer costs $600 to make. The budget available for materials is $20,000 per day. The
manufacturing capacity is 50 computers per day.

10. A furniture company is manufacturing sofas and loveseats. A loveseat takes 5 hours and $650 to
make. A sofa takes 8 hours and $950 to make. The company has 30 employees working 8-hour
days. The daily operating budget is $25,000 per day for materials to make at most 40 pieces
of furniture.

11. An electronics company is manufacturing headphones. In-ear headphones take 2 hours and $65
to make. Around-ear headphones take 3 hours and $85 to make. The company has 14 employees
working 12-hour days. The daily operating budget is $5000 per day for materials to make at most
65 pairs of headphones.
© Carnegie Learning, Inc.

12. A company is manufacturing golf clubs. A putter takes 2 hours and $80 to make. A driver takes
2 hours and $120 to make. The company has 6 employees working 12 hour days. The daily
operating budget is $3000 per day for materials. The company wants to make at least 10 of each
kind of club per day.

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 105

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

B. Determine whether each given point is a solution to the system of linear inequalities.

1. 2x 2 y . 4 2. x 1 5y , 21
2x 1 y # 7 2y $ 23x 2 2
Point: (22, 210) Point: (0, 21)

3. 4x 1 y , 21 4. 5x 1 3y . 6
1
__ 22x 1 2y , 20
2 x # 36 2 5y
Point: (3, 7) Point: (22, 6)

5. 15x 1 25y $ 300 6. 22.1x 1 7y $ 249.5

20x 1 30y # 480 2y # 26.3x 1 78
Point: (14, 8) Point: (10, 28)

C. Graph each system of linear inequalities and identify two solutions.

1. y 2 3x , 5 2. y . 2x 1 3
y1x.3 y , 2x 2 5

y y

8 8

6 6

4 4

2 2

© Carnegie Learning, Inc.

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

106 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

2 1
3. y # 2__
3x 1 3 4. y , 2__
2x 1 6
y $ 3x 2 4 y , 2x 1 1
y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

1
5. y $ 2__
3x 1 4
6. y . 24x 1 8
y $ 2x 1 5 y , 24x 2 2

y y

8 8
© Carnegie Learning, Inc.

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 107

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

D. Graph the solution set for each system of linear inequalities. Label all points of intersection of the
boundary lines. Then determine a point that satisfies all of the linear inequalities in the system.

1. y#4 2. y $ −2
2x 2 y # 10 y#4
y . 2x 2 4 x11.y
x21,y

© Carnegie Learning, Inc.

108 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

3. y#21x 4. y . −2
y.x21 y#x11
2x 1 y $ 23 −x # y 1 3
2x 1 1 . y y # −x 1 1
y#0
© Carnegie Learning, Inc.

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 109

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

5. y . −2 6. y # 3x + 2
y#5 y,42x
x $ 23 22x 1 3y # 2
x#1 3y $ 2x 2 8
y . 3x 1 1

© Carnegie Learning, Inc.

110 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

E. Graph the solution set for each system of linear inequalities. Label all points of intersection of the
boundary lines.

1. y$0 2. y$0
x$0 x$0
3x 1 y # 18 x 1 y # 20
x 1 3y # 30 4x 1 9y # 135

y y

18 18

16 16

14 14

12 12

10 10

8 8

6 6

4 4

2 2

0 0
2 4 6 8 10 12 14 16 18 x 2 4 6 8 10 12 14 16 18 x
© Carnegie Learning, Inc.

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 111

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

3. y $ 15 4. y $ 10
x $ 10 x $ 20
3x 1 2y # 90 x 1 y # 90
x 1 2y # 70 x 1 4y # 240
y y

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

10 10

0 0
10 20 30 40 50 60 70 80 90 x 10 20 30 40 50 60 70 80 90 x

© Carnegie Learning, Inc.

112 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

5. y$0 6. y $ 14
x$0 x $ 10
x 1 y # 26 x 1 5y # 130
x 1 4y # 80 2x 1 5y # 150

y y

36 36

32 32

28 28

24 24

20 20

16 16

12 12

8 8

4 4

0 0
4 8 12 16 20 24 28 32 36 x 4 8 12 16 20 24 28 32 36 x
© Carnegie Learning, Inc.

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 113

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

F. An electronics company is manufacturing electronic book readers. A basic model takes 4 hours
and $40 to make. A touch screen model takes 6 hours and $120 to make. The company has
10 employees working 12-hour days. The daily operating budget is $1920 per day for materials.
The company would like at least 3 basic models and 8 touch screen models produced per day.
The system of linear inequalities represents the problem situation. The graph shows the solution
set for the system of linear inequalities.

Let x represent the number of basic models.

Let y represent the number of touch screen models.

y$8
x$3
4x 1 6y # 120
40x 1 120y # 1920

18

16
(3, 15)
14
Touch Screen Models

(12, 12)
12

10

8
(3, 8) (18, 8)
6

© Carnegie Learning, Inc.

2

0
2 4 6 8 10 12 14 16 18 x
Basic Models

Analyze the solution set for the system of linear inequalities to answer each question.

114 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Name Date

1. How many of each model should the company produce to minimize their daily cost?

2. How many of each model should the company produce to maximize the number of work hours
utilized per day?

3. The company earns $30 for each basic model sold and $50 for each touch screen model sold. How
many of each model should the company produce to maximize their profit?

4. How many of each model would have to be produced to maximize the company’s daily cost?

5. How many of each model would have to be produced to minimize the number of work hours
utilized per day?
© Carnegie Learning, Inc.

6. During a special promotion, the company earns $20 for each basic model sold and $30 for each
touch screen model sold. How many of each model should the company produce to maximize
their profit?

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice • 115

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

Skills Practice
Name Date

I. Analyzing Absolute Value Functions

A. Graph the function that represents each problem situation.

1. A jewelry company is making 16-inch bead 2. Julian is cutting lengths of rope for a
necklaces. The specifications allow for a class project. Each rope length should be
difference of 0.5 inch. The function 10 inches long. The specifications allow
f(x) 5 |x 2 16| represents the difference for a difference of 1 inch. The function
between the necklaces manufactured and f(x) 5 |x 2 10| represents the difference
the specifications. Graph the function. What between the rope lengths cut and the
necklace lengths meet the specifications? specifications. Graph the function. What
rope lengths meet the specifications?
y y

1.8 1.8

1.6 1.6
Difference in Length (inches)

Difference in Length (inches)

1.4 1.4

1.2 1.2

1.0 1.0

0.8 0.8

0.6 0.6

0.4 0.4

0.2 0.2

© Carnegie Learning, Inc.

0 0
2 4 6 8 10 12 14 16 18 x 2 4 6 8 10 12 14 16 18 x
Length of Necklace (inches) Rope Lengths (inches)

116 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

Name Date

3. A snack company is filling bags with pita chips 4. A cereal company is filling boxes with cereal
sold by weight. Each bag should contain 8 sold by weight. Each box should contain 32
ounces of chips. The specifications allow ounces of cereal. The specifications allow
for a difference of 0.25 ounce. The function for a difference of 0.5 ounce. The function
f(x) 5 |x 2 8| represents the difference f(x) 5 |x 2 32| represents the difference
between the weight of a bag of chips and between the weight of a box of cereal and
the specifications. Graph the function. What the specifications. Graph the function. What
weights meet the specifications? weights do not meet the specifications?
y y

1.8 1.8

1.6 1.6
Difference in Weight (ounces)

Difference in Weight (ounces)

1.4 1.4

1.2 1.2

1.0 1.0

0.8 0.8

0.6 0.6

0.4 0.4

0.2 0.2

0 0
2 4 6 8 10 12 14 16 18 x 4 8 12 16 20 24 28 32 36 x
Weight (ounces) Weight (ounces)
© Carnegie Learning, Inc.

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice • 117

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

5. Guests at the school harvest festival are 6. The rules of an art contest state that
asked to guess how many peanuts are in a sculptures submitted should be 3 feet
jar. The jar contains 260 peanuts. All guests high but allow for a difference of 6 inches.
within 10 peanuts of the correct answer The function f(x) 5 |x 2 3| represents
win a prize. The function f(x) 5 |x 2 260| the difference between a sculpture that is
represents the difference between a guess submitted and the specifications. Graph
and the actual number of peanuts in the jar. the function. What heights do not meet
Graph the function. What possible guesses the specifications?
will not win a prize?
y y

18 0.9

16 0.8
Difference between Guess and
Actual Number of Peanuts

14 Difference in Height (feet) 0.7

12 0.6

10 0.5

8 0.4

6 0.3

4 0.2

2 0.1

0 0
80 160 240 320 x 1 2 3 4 x
Number of Peanuts Guessed Height of Sculpture (feet)

© Carnegie Learning, Inc.

118 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

Name Date

II. Solving Absolute Value Equations and Inequalities

A. Match each compound inequality to its equivalent absolute value inequality.
1.
a. 2 15 , 23x 1 7 , 15 |23x 1 7| # 15
b. 23x 1 7 # 215 or 23x 1 7 $ 15 |23x 1 7| . 15
c. 215 # 23x 1 7 # 15 |23x 1 7| , 15
d. 23x 1 7 , 215 or 23x 1 7 . 15 |23x 1 7| $ 15
2.
a. 22 # 6x 2 5 # 2 |6x 2 5| . 2
b. 6x 2 5 , 22 or 6x 2 5 . 2 |6x 2 5| $ 2
c. 6x 2 5 # 22 or 6x 2 5 $ 2 |6x 2 5| , 2
d. 22 , 6x 2 5 , 2 |6x 2 5| # 2
3.
a. 211 , 2x 2 10 , 11 |2x 2 10| . 11
b. 2x 2 10 # 211 or 2x 2 10 $ 11 |2x 2 10| # 11
c. 211 # 2x 2 10 # 11 |2x 2 10| , 11
d. 2x 2 10 , 211 or 2x 2 10 . 11 |2x 2 10| $ 11

B. Solve the linear absolute value inequality by rewriting it as an equivalent compound inequality.
Then graph your solution on the number line.

1. |x 2 3| $ 4

–10 –8 –6 –4 –2 0 2 4 6 8 10
© Carnegie Learning, Inc.

2. 5 . |2x 1 7|

–10 –8 –6 –4 –2 0 2 4 6 8 10

3. |3x 2 1| . 11

–10 –8 –6 –4 –2 0 2 4 6 8 10

4. |2x 2 8| 2 1 # 3

–10 –8 –6 –4 –2 0 2 4 6 8 10

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice • 119

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

5. |3x 2 2| , 24

–10 –8 –6 –4 –2 0 2 4 6 8 10

6. |24x 1 1| $ 9

–10 –8 –6 –4 –2 0 2 4 6 8 10

7. |22x 2 5| , 3

–10 –8 –6 –4 –2 0 2 4 6 8 10

8. 212 , |x 2 7|

–10 –8 –6 –4 –2 0 2 4 6 8 10

9. 2 1 |5x 2 4| # 18

–10 –8 –6 –4 –2 0 2 4 6 8 10

10. 10 . |x 2 3| 1 5

–10 –8 –6 –4 –2 0 2 4 6 8 10

© Carnegie Learning, Inc.

11. |2x 1 4| $ 5

–10 –8 –6 –4 –2 0 2 4 6 8 10

12. |24x 1 8| 1 10 # 6

–10 –8 –6 –4 –2 0 2 4 6 8 10

120 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

Name Date

III. Piecewise Functions

A. Complete each table. Then, sketch a graph that represents the problem situation.

1. Rosa saved $100 to spend on vacation. For the first 3 days of her vacation she spent $20 each day.
Then for the next 2 days, she spent nothing. After those 5 days, she spent $10 each day until her
savings were depleted.
Rosa’s Vacation Spending
Time (days) Savings (dollars)
y
0
90
1
80
2
70
3

Savings (dollars)
60
4
50
5
40
6 30
7 20

8 10

9 0
x
1 2 3 4 5 6 7 8 9
Time (days)
© Carnegie Learning, Inc.

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice • 121

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

2. Belinda is saving money for a new snowboard. She earns $30 every 5 days she tutors. After 30
days, she takes a break from tutoring and does not earn any money for 10 days. After those 10
days she begins tutoring again and earns $30 every 5 days until she reaches her goal of $300.
Belinda’s Savings
Time (days) Savings (dollars)
y
0
5
10 300

15

Savings (dollars)
20
200
25
30
100
35
40
45 0
x
10 20 30 40 50 60 70 80 90
50 Time (days)

55
60

© Carnegie Learning, Inc.

122 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

Name Date

3. Shanise weighs 146 pounds when she starts a new exercise program. She loses 2 pounds in each
of the first 4 weeks. Then, for the next 2 weeks she loses 1 pound per week. After those 2 weeks
she adds swimming to her program and again loses 2 pounds per week for the next 2 weeks.
Exercise Program Results
Time (weeks) Weight (pounds)
y
0
1
2 150

Weight (pounds)
4
140
5
6
130
7
8

0 1 2 3 4 5 6 7 8 9 x
Time (weeks)

4. Carlos is training for a bike race in 30 days. For the first 5 days of his training he bikes 3 miles each
day. For the next 10 days he bikes 5 miles each day. For the next 10 days of his training he bikes 8
miles each day. For the last 5 days of his training he bikes 10 miles a day.
Carlos’s Bike Training
Total Distance
Time (days) y
(miles)
© Carnegie Learning, Inc.

0
5
150
10
Total Distance (miles)

15
20 100

25
30 50

0
10 20 30 x
Time (days)

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice • 123

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

5. Maria earns money delivering newspapers each morning. For the first 3 days she earns $18 each
day. For the next 2 days she takes on an additional route to cover a coworker who is out sick and
earns $36 each day. For the next 2 days she returns to her original route and earns $18 each day.
Maria’s Paper Route
Time (days) Earnings (dollars)
y
0
162
1
144
2
126
3

Earnings (dollars)
108
4
90
5
72
6 54
7 36

18

0
1 2 3 4 5 6 7 8 9 x
Time (days)

6. Franco saved $200 to spend at an amusement park while on vacation. For the first 2 days of
his vacation he spent $36 each day. Then for the next 2 days, he spent nothing. After those
4 days he stayed 3 more days and spent $40 each day.
Franco’s Vacation Spending
Time (days) Savings (dollars)
y
0

© Carnegie Learning, Inc.

1
2 150

3
Savings (dollars)

4
100
5
6
50
7

0
1 2 3 4 5 6 7 8 9 x
Time (days)

124 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

Name Date

B. Write a piecewise function to represent the data shown in each table.

1.
x f(x)
0 60
1 55
2 50
3 45
4 45
5 45
6 45
7 43
8 41
9 39

2.
x f(x)
0 0
2 3
4 6
6 9
8 12
© Carnegie Learning, Inc.

10 12
12 12
14 18
16 24
18 30

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice • 125

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

3.
x f(x)
0 80
1 75
2 70
3 65
4 64
5 63
6 62
7 61
8 60
9 58

4.
x f(x)
0 4
3 6
6 8
9 12
12 16
15 20

© Carnegie Learning, Inc.

18 22
21 24
24 26
27 28

126 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

Name Date

5.
x f(x)
0 100
2 80
4 60
6 60
8 60
10 60
12 54
14 48
16 42
18 36

6.
x f(x)
0 74
1 70
2 66
3 62
4 64
5 66
© Carnegie Learning, Inc.

6 68
7 60
8 52
9 44

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice • 127

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

IV. Step Functions

A. Write a step function to represent each problem situation.

1. To encourage quality and minimize defects, 2. A jewelry store offers reward coupons to its
a manufacturer pays his employees a bonus customers. A $2 reward coupon is awarded
based on the value of defective merchandise for each $20 spent. Write a function that
produced. The less defective merchandise represents the value of reward coupons
produced, the greater the employee's bonus. awarded for up to $100 spent.
The bonuses are calculated as follows:

• $50 for more than $0 and up to and

including $100 of defective merchandise,
• $30 for more than $100 and up to and
including $200 of defective merchandise,
• $10 for more than $200 and up to and
including $300 of defective merchandise,
and
• $0 for more than $300 of defective
merchandise.

3. A kids bounce house charges $8 for the 4. A fundraising company bases the profit
first hour and $2 for each additional hour of returned to organizations on the total value
playtime. Write a function that represents the of products sold. The profit returned is

© Carnegie Learning, Inc.

charges for up to 5 hours of playtime. calculated as follows:

• $100 for sales more than $0 and up to and

including $250,
• $225 for sales more than $250 and up to
and including $500.
• $350 for sales more than $500 and up to
and including $750, and
• $475 for sales more than $750 and up to
and including $1000.

128 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

Name Date

5. An ice rink charges hockey teams for ice time 6. Ava is participating in a walk for charity. Her
to practice. The ice rink charges $10 for the sponsors agree to donate $2.50 plus $2.50
first hour and $12 for each additional hour. for each whole mile that she walks. Write
Write a function that represents the charges a function that represents the donation
for up to 5 hours. amount for up to 5 miles.

V. Inverses of Functions
A. Complete each table. Write an equation to represent the relationship. Write an equation for the
inverse of the problem situation.

1. One foot is equivalent to 12 inches. 2. One meter is equivalent to 100 centimeters.

Feet Inches Meters Centimeters

1 1
2 2
3 3
4 4
5 5
© Carnegie Learning, Inc.

3. One pint is equivalent to 2 cups. 4. Four quarters is equivalent to 1 dollar.

Pints Cups Quarters Dollars

2 4
4 16
6 32
8 64
10 128

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice • 129

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

5. Three feet is equivalent to 1 yard. 6. One U.S. dollar is equivalent to 13

Mexican pesos.
Feet Yards
Dollars Pesos
3
1
9
2
12
3
18
4
24
5

B. Determine the inverse of each function. Graph the original function and its inverse.

1
1. f(x) 5 4x 2. f(x) 5 __
3x

y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

© Carnegie Learning, Inc.

−4 −4

−6 −6

−8 −8

130 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

Name Date

3. f(x) 5 2x 1 1 4. f(x) 5 26x 2 2

y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

2
5. f(x) 5 __
3x 2 8 6. f(x) 5 20.5x 1 9

y y

32 16

24 12

16 8
© Carnegie Learning, Inc.

8 4

−32 −24 −16 −8 0 8 16 24 32 x −16 −12 −8 −4 0 4 8 12 16 x

−8 −4

−16 −8

−24 −12

−32 −16

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice • 131

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

C. Determine the corresponding point on the graph of the inverse of each function.

1. Given that (2, 5) is a point on the graph of 2. Given that (23, 1) is a point on the graph of
f(x), what is the corresponding point on the f(x), what is the corresponding point on the
graph of its inverse? graph of its inverse?

3. Given that (24, 21) is a point on the graph of 4. Given that (0, 8) is a point on the graph of
f(x), what is the corresponding point on the f(x), what is the corresponding point on the
graph of its inverse? graph of its inverse?

5. Given that (1, 27) is a point on the graph of 6. Given that (26, 0) is a point on the graph of
f(x), what is the corresponding point on the f(x), what is the corresponding point on the
graph of its inverse? graph of its inverse?

© Carnegie Learning, Inc.

132 • MODULE 2: Exploring Constant Change

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

Skills Practice
Name Date

I. Writing Sequences as Functions

A. Write each geometric sequence as an exponential function. Graph the function for all integers, n,
such that 1 # n # 10.

1. gn 5 5 ? 2n 2 1 2. gn 5 23 ? 3n 2 1

3. gn 5 20 ? 2.5n 2 1 4. gn 5 900 ? 0.9n 2 1

© Carnegie Learning, Inc.

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice • 133

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

5. gn 5 20.5 ? 2n 2 1 6. gn 5 1250 ? 1.25n 2 1

II. Analyzing Exponential Functions

A. Complete each table and graph the function. Identify the constant ratio and y-intercept.

1. f(x) 5 2 x

y
x f(x)
4

3
22
2

1
21

© Carnegie Learning, Inc.

−4 −3 −2 −1 0 1 2 3 4 x
0 −1

−2

1 −3

−4
2

134 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

Name Date

2. f(x) 5 4 x

y
x f(x)
16

12
22
8

4
21
−16 −12 −8 −4 0 4 8 12 16 x

0 −4

−8

1 −12

−16

x
1
3. f(x) 5 (__
3)
y
x f(x)
8

6
22
4
© Carnegie Learning, Inc.

2
21

−8 −6 −4 −2 0 2 4 6 8 x
0 −2

−4

1 −6

−8
2

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice • 135

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

x
1
4. f(x) 5 (__
4)
y
x f(x)
16

12
22
8

4
21
−16 −12 −8 −4 0 4 8 12 16 x
0 −4

−8

1 −12

−16
2

5. f(x) 5 22 ? 2 x

y
x f(x)
8

6
22
4

© Carnegie Learning, Inc.

2
21

−8 −6 −4 −2 0 2 4 6 8 x
0 −2

−4

1 −6

−8
2

136 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

Name Date

x
1
6. f(x) 5 22 ? (__
2)

y
x f(x)
8

6
22
4

2
21

−8 −6 −4 −2 0 2 4 6 8 x
0 −2

−4

1 −6

−8
2

x
1
7. f(x) 5 2 ? (__
3)
y
x f(x)
16

12
22
8
© Carnegie Learning, Inc.

4
21

−16 −12 −8 −4 0 4 8 12 16 x
0 −4

−8

1 −12

−16
2

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice • 137

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

x
1
8. f(x) 5 (__
2)
y
x f(x)
4

3
22
2

1
21
−4 −3 −2 −1 0 1 2 3 4 x
0 −1

−2

1 −3

−4
2

9. f(x) 5 23 ? 3x

y
x f(x)
16

12
22
8

© Carnegie Learning, Inc.

4
21

−16 −12 −8 −4 0 4 8 12 16 x
0 −4

−8

1 −12

−16
2

138 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

Name Date

10. f(x) 5 24 x

y
x f(x)
16

12
22
8

4
21

−16 −12 −8 −4 0 4 8 12 16 x
0 −4

−8

1 −12

−16
2

11. f(x) 5 2 ? 2 x

y
x f(x)
8

6
22
4
© Carnegie Learning, Inc.

2
21

−8 −6 −4 −2 0 2 4 6 8 x
0 −2

−4

1 −6

−8
2

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice • 139

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

x
1
12. f(x) 5 23 ? (__
4)
y
x f(x)
16

12
22
8

4
21
−16 −12 −8 −4 0 4 8 12 16 x
0 −4

−8

1 −12

−16
2

© Carnegie Learning, Inc.

140 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

Name Date

III. Transformations of Exponential Functions

A. Graph each transformation, g(x), and write the equation for the transformed function.

x
1
1. f(x) 5 2 x 2. f(x) 5 (__
2)
g(x) 5 f(x) 1 3 g(x) 5 f(x) 2 5

y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

x
1
3. f(x) 5 3x 2 1 4. f(x) 5 2 ? (__
3)
g(x) 5 f(x) 2 2 g(x) 5 f(x) 2 4

y y
© Carnegie Learning, Inc.

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice • 141

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

x
2
5. f(x) 5 4 x 6. f(x) 5 (__
3) 1 1
g(x) 5 f(x) 1 1 g(x) 5 f(x) 1 2

y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

x
1
7. f(x) 5 2 x 8. f(x) 5 (__
2)
g(x) 5 f(x 2 1) g(x) 5 f(x 1 4)

y y

8 8

6 6

© Carnegie Learning, Inc.

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

142 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

Name Date

x
1
9. f(x) 5 3x 10. f(x) 5 (__
4)
g(x) 5 f(x 2 2) g(x) 5 f(x 1 5)

y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

x
1
11. f(x) 5 (__
3) 12. f(x) 5 4 x
g(x) 5 f(x 2 3) g(x) 5 f(x 2 5)
y y

8 8

6 6
© Carnegie Learning, Inc.

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice • 143

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

1 x
13. f(x) 5 3x 14. f(x) 5 (__
3)
1
g(x) 5 __
2 f(x) g(x) 5 22f(x)
y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

1 x
15. f(x) 5 2 x 16. f(x) 5 (__
2)
1
g(x) 5 2__ 3 f(x) g(x) 5 4f(x)

y y

© Carnegie Learning, Inc.

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

144 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

Name Date

1
17. f(x) 5 22 ? 2(x 2 1) 18. f(x) 5 __
4?3
x

g(x) 5 22f(x) g(x) 5 24f(x)

y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

1 x
19. f(x) 5 3x 20. f(x) 5 (__
2)
g(x) 5 f(2x) g(x) 5 f(23x)
y y
© Carnegie Learning, Inc.

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice • 145

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

1 x
21. f(x) 5 2 x 22. f(x) 5 (__
3)
1
g(x) 5 f(__
2 x) g(x) 5 f(24x)
y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

1 x
23. f(x) 5 2 x 2 1 24. f(x) 5 22 ? (__
2)
g(x) 5 f(2x) g(x) 5 f(22x)
y y

8 8

© Carnegie Learning, Inc.

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

146 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

Name Date

IV. Expressions with Rational Exponents and Radical Expressions

A. Write each expression as a single power.

105 100
1. ____ 2. ____
10 4
106

102 x4
3. ____ 4. __
x9
105

2
53 y
5. ____ 6. ___
y8
510

B. Evaluate each expression.

3 _____ _____
3
1. √ 216 5 2. √ 64 5

3
_____ _____
3
3. √ 2125 5 4. √ 2343 5

3
_____ 3 _____
5. √ 729 5 6. √ 28 5
© Carnegie Learning, Inc.

_____ 4
_____
5
7. √ 32 5 8. √ 625 5

_____ 5
_____
6
9. √ 729 5 10. √ 21024 5

_____ 5
_____
7
11. √ 2128 5 12. √ 2243 5

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice • 147

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

C. Write each radical using a rational exponent.

_____ 3
_____
4
1. √ 15 2. √ 5

4
_____ _____
3. √ 31 4. 3√ x

6 _____ __
5. √ y 6. √ z

D. Write each power in radical form.

1
__ 1
__
1. 12 3 2. 7 5

1
__ 1
__
3. 18 4 4. a 2

1
__ 1
__
5. d 5 6. c 6

© Carnegie Learning, Inc.

2
__ 2
__
7. 5 3 8. 8 5

3
__ 3
__
9. 18 4 10. x 5

4
__ 5
__
11. y 3 12. m 2

148 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

Name Date

E. Write each expression using a rational exponent. Simplify your answer.

___ ___
4 5
1. √ 63 2. √ 84

____ ____
3
3. √ 122 4. √ n5

____ 5 ____
4
5. √ p7 6. √ m3

F. Rewrite each radical expression by extracting perfect squares.

____ ____
1. √ 18 2. √ 40

_____ ____ __
3. √ 200 4. √ 12 ? √ 8

____ __ ____ ____

5. √ 15 ? √ 3 6. √ 27 ? √ 30

V. Solving Exponential Equations

A. Solve each exponential equation for x.

1. 2 x 5 256 2. 52x 5 625

© Carnegie Learning, Inc.

1
3. 43 2 x 5 ___
64 4. 324x 5 729

1 x13
5. 7x 1 2 5 7 6. (__
6) 5 1296

B. For each pair of expressions, determine whether the second expression is an equivalent form of
the first expression.
1 s
__ 1 x
__
1. 2s 2 1 2 (2) 2. 3x 1 1 3 (3)

1
__
3. 22x 1 1 2(4) x 4. 52x 2 1 5 (25)
x

1 __ 1 x
5. 4(64) x 43x 2 1 6. __
2 8)
( 223x 2 1

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice • 149

 Topic 2
USING EXPONENTIAL EQUATIONS

Skills Practice
Name Date

I. Identifying Exponential Growth or Decay

A. Determine if each type of account describes simple interest or compound interest based on the
scenario given. Explain your reasoning.

1. Andrew deposits $300 into an account that 2. Marilyn deposits $600 in an account that
earns 2% interest each year. After the first earns 1.5% interest each year. After the first
year, Andrew has $306 in the account. After year, Marilyn has $609 in the account. After
the second year, Andrew has $312 in the the second year, Marilyn has $618.14 in the
account, and after the third year, Andrew has account, and after the third year, Marilyn has
$318 in the account. $627.41 in the account.

3. Grace deposits $500 into an account that 4. Ty’Janet deposits $4000 into an account that
earns 2.5% interest each year. After the first earns 4.25% interest each year. After the first
year, Grace has $512.50 in the account. After year, Ty’Janet has $4170 in the account. After
the second year, Grace has $525.31 in the the second year, Ty’Janet has $4340 in the
account, and after the third year, Grace has account, and after the third year, Ty’Janet has
$538.44 in the account. $4510 in the account.

© Carnegie Learning, Inc.

150 • MODULE 3: Investigating Growth and Decay

 Topic 2
USING EXPONENTIAL EQUATIONS

Name Date

5. Alma deposits $725 in an account that earns 6. Esh deposits $3500 in an account that
3% interest each year. After the first year, earns 3.75% interest each year. After the
Alma has $746.75 in the account. After the first year, Esh has $3631.25 in the account.
second year, Alma has $768.50 in the account, After the second year, Esh has $3767.42 in
and after the third year, Alma has $790.25 in the account, and after the third year Esh has
the account. $3908.70 in the account.

B. For each function, identify the y-intercept and interpret its meaning. Then, determine if the city’s
population is increasing or decreasing.

1. The function P(t) 5 4000 ? 1.03t represents the 2. The function P(t) 5 8000 ? 0.98t represents the
population of Millville as a function of time. population of Grand City as a function of time.

3. The function P(t) 5 10,525 ? 0.92t represents 4. The function P(t) 5 7210 ? 1.015t represents
the population of Brasstown as a function the population of Greenville as a function
© Carnegie Learning, Inc.

of time. of time.

5. The function P(t) 5 45,000 ? 1.004t represents 6. The function P(t) 5 109,375 ? 0.9995t
the population of Wonder City as a function of represents the population of Lemonville as
time. a function of time.

USING EXPONENTIAL EQUATIONS: Skills Practice • 151

 Topic 2
USING EXPONENTIAL EQUATIONS

II. Writing Exponential Functions

A. Write a function that represents each population as a function of time.

1. Bridge City has a population of 15,000 people. 2. Joyville has a population of 20,750 people.
Its population is decreasing at a rate of 1.5% Its population is increasing at a rate of 2.7%
each year. each year.

3. Hannonville has a population of 6075 people. 4. Mapletown has a population of 95,000

Its population is decreasing at a rate of 0.5% people. Its population is decreasing at a rate
each year. of 1.375% each year.

© Carnegie Learning, Inc.

5. Waterville has a population of 985 people. 6. Krystal City has a population of 40,500
Its population is increasing at a rate of 0.65% people. Its population is increasing at a rate of
each year. 3.8% each year.

152 • MODULE 3: Investigating Growth and Decay

 Topic 2
USING EXPONENTIAL EQUATIONS

Name Date

B. Write the exponential function represented by the table of values.

1. 2.

x y x y

0 2 0 1

1 1 2 25

1
__
2 2 4 625

1
__
3 4 6 15,625

3. 4.

x y x y

0 1 0 21
© Carnegie Learning, Inc.

3
__
1 4 2 24

9
___
2 16 4 216

27
___
3 64 6 264

USING EXPONENTIAL EQUATIONS: Skills Practice • 153

 Topic 2
USING EXPONENTIAL EQUATIONS

5. 6.

x y x y

0 3 0 22

1
__ 1
3 9 1 2__
2

1
___ 1
6 243 2 2__
8

1
___ 1
9 6561 3 2__
32

III. Analyzing Exponential Functions

A. Cisco deposits $500 into a compound interest account. The interest rate for the account is
3.25%. The function P(t) 5 500 ? 1.0325t represents the balance in the account as a function of time.
Determine the account balance after each given number of years.

1. 2 years 2. 4 years

© Carnegie Learning, Inc.

3. 15 years 4. 20 years

154 • MODULE 3: Investigating Growth and Decay

 Topic 2
USING EXPONENTIAL EQUATIONS

Name Date

5. 50 years 6. 65 years

B. Write a function to represent each problem situation.

1. Ronna deposits $500 into a compound 2. Leon deposits $250 into a compound
interest account. The interest rate for the interest account. The interest rate for the
account is 4%. account is 6%.

3. Chen deposits $1200 into a compound 4. Serena deposits $2700 into a compound
interest account. The interest rate for the interest account. The interest rate for the
account is 3.5%. account is 4.25%.
© Carnegie Learning, Inc.

5. Shen deposits $300 into a compound 6. Lea deposits $450 into a compound interest
interest account. The interest rate for the account. The interest rate for the account is
account is 1.75%. 5.5%.

USING EXPONENTIAL EQUATIONS: Skills Practice • 155

 Topic 2
USING EXPONENTIAL EQUATIONS

IV. Solving Exponential Equations by Graphing

A. Use the intersection feature of your graphing calculator to answer each question.

1. For the function f(x) 5 6x 2 1, determine the 2. For the function f(x) 5 24 x 1 2, determine the
value of x for which f(x) 5 7776. value of x for which f(x) 5 24096.

3. For the function f(x) 5 52x 1 1, determine the 4. For the function f(x) 5 2 x 1 4, determine the
value of x for which f(x) 5 625. value of x for which f(x) , 128.

5. For the function f(x) 5 23x 1 1, determine the 6. For the function f(x) 5 5x 1 2, determine the

© Carnegie Learning, Inc.

value of x for which f(x) . 29. value of x for which f(x) 5 15,625.

156 • MODULE 3: Investigating Growth and Decay

 Topic 2
USING EXPONENTIAL EQUATIONS

Name Date

V. Modeling Exponential Functions

A. For each given data set determine the exponential regression equation and the value of the
correlation coefficient, r. Round all values to the hundredths place.

1. 2.
x y x y

10 5 0 6000

20 6 1 2100

30 8 2 750

40 15 3 275

50 32 4 95

60 70 5 40

70 150 6 15

7 6
© Carnegie Learning, Inc.

8 4

3.

x 5 10 15 20 25 30 35 40

y 12 10 25 21 45 35 80 120

USING EXPONENTIAL EQUATIONS: Skills Practice • 157

 Topic 2
USING EXPONENTIAL EQUATIONS

4.
x 100 200 300 400 500 600 700

y 25.4 10.5 4.5 2.1 0.8 0.3 0.4

5.
x 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0

y 1200 585 272 126 42 40 14 12

6.
x 0 100 200 300 400 500 600

y 10 50 110 160 220 290 350

B. Determine the exponential regression equation that models each situation. Use the equation to
make the associated prediction. Round all values to the hundredths place.

1. Tamara deposited $500 into a savings account in 1975. The table shows the value of Tamara’s
savings account from 1975 to 2015. Predict the account’s value in 2025.

Time Since
0 5 10 15 20 25 30 35 40

© Carnegie Learning, Inc.

1975 (years)

Account
500 650 900 1150 1600 2100 2750 3850 4800
Value (dollars)

2. Tamika deposited $1000 into a savings account in 1980. The table shows the value of Tamika’s
savings account from 1980 to 2010. Predict when the account’s value will be $5000.

Time Since 1980 (years) 0 5 10 15 20 25 30

Account Value (dollars) 1000 1200 1480 1800 2200 2720 3250

158 • MODULE 3: Investigating Growth and Decay

 Topic 2
USING EXPONENTIAL EQUATIONS

Name Date

3. A marine biologist monitors the population 4. A marine biologist monitors the population of
of sunfish in a small lake. He records 800 catfish in a small lake. He records 50 catfish
sunfish in his first year, 600 sunfish in his in his first year, 170 catfish in his fourth year,
fourth year, 450 sunfish in his sixth year, 380 catfish in his sixth year, and 1900 catfish
and 350 sunfish in his tenth year. Predict in his tenth year. Predict when the population
the population of sunfish in the lake in his of catfish in the lake will be 6000.
sixteenth year.

5. Every hour, a scientist records the number 6. Every hour, a scientist records the number of
of cells in a colony of bacteria growing in cells in a colony of bacteria growing in her lab.
her lab. The sample begins with 15 cells. The sample begins with 50 cells. Predict how
Predict the number of cells in the colony after long it will take the sample to grow to 2000
7 hours. cells.

Number Number
Hour Hour
of Cells of Cells

0 15 0 50
© Carnegie Learning, Inc.

1 40 1 90

2 110 2 160

3 300 3 290

4 850 4 530

USING EXPONENTIAL EQUATIONS: Skills Practice • 159

 Topic 2
USING EXPONENTIAL EQUATIONS

C. The scatter plot shows the registrations of plug-in electric vehicles in Norway over a period of
time. The exponential regression equation that best fits the data is, p(x) 5 1018.99(2.05) x, where
p(x) represents the number of registrations and x represents the number of years since 2010. The
function is graphed on the grid. Analyze this information to answer each question.

60,000
Number of Registrations

50,000

40,000

30,000

20,000

10,000

0
1 2 3 4 5 6 7 8x
Time Since 2010 (years)

1. Discuss any minimums and maximums as 2. Discuss the domain and range of the function
they relate to the problem situation. as they relate to the problem situation.

© Carnegie Learning, Inc.

160 • MODULE 3: Investigating Growth and Decay

 Topic 2
USING EXPONENTIAL EQUATIONS

Name Date

3. Discuss the intervals of increase and decrease 4. Discuss the x- and y-intercepts of the function
as they relate to the problem situation. as they relate to the problem situation.

5. Predict the number of registrations of 6. Why might the number of registrations

plug-in vehicles in Norway in 2017. of electric plug-in vehicles be increasing
exponentially?
© Carnegie Learning, Inc.

USING EXPONENTIAL EQUATIONS: Skills Practice • 161

 Topic 1
ONE-VARIABLE STATISTICS

Skills Practice
Name Date

I. Graphing and Analyzing Data Representations

A. Construct the graphical display for each given data set. Describe the distribution of the data.

1. Construct a dot plot to display the scores on 2. Construct a dot plot to display the number
a recent math quiz. The data are 12, 14, 8, 13, of canned goods donated by each student
12, 14, 5, 13, 14, 3, 15, 15, 10, 13, 12, 0, 14, 11, during a charity event. The data are 15, 18, 18,
14, 13, and 10. 22, 13, 15, 19, 17, 18, 17, 16, 10, 17, 20, 19, 25,
17, 18, 19, and 16.

3. Construct a dot plot to display the number of 4. Construct a box-and-whisker plot to display
items purchased by a number of randomly the number of pets owned by a number of
chosen customers at a toy store. The data are randomly chosen students. The data are 2, 0,
2, 4, 3, 7, 12, 3, 1, 5, 6, 3, 4, 2, 4, 3, 7, 14, 10, 3, 5, 1, 2, 1, 0, 8, 4, 3, 9, 1, 2, 3, and 1.
5, and 9.

© Carnegie Learning, Inc.

5. Construct a box-and-whisker plot to display 6. Construct a box-and-whisker plot to display
the scores on a recent science test. The data the number of miles from school that a
are 90, 95, 100, 70, 85, 65, 90, 80, 65, 70, 75, number of randomly chosen students live.
80, 85, 80, 60, 80, 75, and 85. The data are 5, 10, 15, 12, 1, 14, 9, 15, 3, 10, 12,
15, 8, 14, 13, and 2.

162 • MODULE 4: Describing Distributions

 Topic 1
ONE-VARIABLE STATISTICS

Name Date

7. Construct a histogram to display the 8. Construct a histogram to display the scores

circumferences of the pumpkins in the Jeffiers’ on a recent English quiz. The data are 18, 45,
family pumpkin crop. The data are 22.1, 35.6, 20, 32, 9, 35, 49, 28, 25, 19, 5, 30, 22, 24, and
15.8, 36.9, 40.0, 28.5, 38.4, 20.4, 25.8, 34.1, 14. Use 0 # x , 10 as the first interval.
39.9, 42.2, 24.3, 22.7, 19.8, 27.9, 22.2, 34.3,
40.4, 20.6, 38.2, and 18.1. Use 10 # x , 20 as
the first interval.

B. Analyze the given dot plot which displays the number of home runs by each of the girls on the
softball team this season. Use the dot plot to answer each question.

Softball Team Home Runs

X
X X
X X X X
© Carnegie Learning, Inc.

X X X X X X X

0 1 2 3 4 5 6 7 8 9 10 11 12
Number of Home Runs

1. Describe the distribution of the data in the dot 2. How many players are on the softball team?
plot and explain what it means in terms of the
problem situation.

ONE-VARIABLE STATISTICS: Skills Practice • 163

 Topic 1
ONE-VARIABLE STATISTICS

3. How many players hit more than 4. How many players hit at least 1 home run?
2 home runs?

5. How many players hit more than 1 and fewer 6. How many players scored more than
than 9 home runs? 12 home runs?

C. Analyze the given box-and-whisker plot, which displays the heights of 40 randomly chosen adults.
Use the box-and-whisker plot to answer each question.

Heights of 40 Randomly Chosen Adults

55 60 65 70 75 80
Height (inches)

1. What is the height range of the middle 2. How many of the surveyed adults are exactly
50 percent of the surveyed adults? 68 inches tall?

© Carnegie Learning, Inc.

3. What percent of the surveyed adults are 4. What is the height of the tallest
68 inches tall or shorter? adult surveyed?

5. How many of the surveyed adults are at 6. Describe the distribution of the data in the
least 58 inches tall? box-and-whisker plot and explain what it
means in terms of the problem situation.

164 • MODULE 4: Describing Distributions

 Topic 1
ONE-VARIABLE STATISTICS

Name Date

D. Analyze the given histogram which displays the ACT composite score of several randomly chosen
students. Use the histogram to answer each question.

ACT Composite Scores

10
9
8
Number of Students 7
6
5
4
3
2
1
0
10 15 20 25 30 35
ACT Composite Score

1. How many students are represented by 2. Describe the distribution of the data in the
the histogram? histogram and explain what it means in
terms of the problem situation.
© Carnegie Learning, Inc.

3. How many of the students had an ACT 4. How many of the students had an ACT
composite score of exactly 25? composite score of at least 20?

5. How many of the students had an ACT 6. How many more students had an ACT
composite score less than 30? composite score between 15 and 20 than
had a composite score between 30 and 35?

ONE-VARIABLE STATISTICS: Skills Practice • 165

 Topic 1
ONE-VARIABLE STATISTICS

II. Comparing and Interpreting Measures of Center

A. Create a dot plot of each given data set. Calculate the mean and median. Determine which
measure of center best describes each data set.

1. The data are 1, 3, 2, 0, 7, 2, 1, 10, 1, 12, 1, 2, 0, 2. The data are 7, 2, 9, 9, 10, 12, 17, 10, 6, 11, 9,
3, and 4. 10, 8, 11, and 8.

3. The data are 4, 0, 13, 15, 14, 10, 13, 8, 13, 12, 4. The data are 50, 50, 40, 70, 60, 50, 20, 50, 80,
11, 13, 14, 1, 15, 13, 14, 12, 10, and 7. 40, 60, 40, and 50.

5. The data are 40, 45, 48, 49, 50, 49, 47, 50, 49, 6. The data are 13, 12, 12, 11, 17, 10, 11, 12, 14,

© Carnegie Learning, Inc.

42, 49, 50, 48, 50, and 47. 20, 15, 12, 18, 13, 12, 17, 14, and 11.

166 • MODULE 4: Describing Distributions

 Topic 1
ONE-VARIABLE STATISTICS

Name Date

B. Determine which measure of center best describes the data in each given data display.
Then determine the mean and median, if possible. If it is not possible, explain why not.

1. 2.
Average Annual Snowfall in Select X
X X
U.S. Cities X X X X
10 X X X X X X X X X

9 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Math Quiz Scores
8
7
Number of Cities

6
5
4
3
2
1
0
0 3 6 9 12 15
Average Annual Snowfall (inches)

3. 4.
Student Heights in Mrs. Carson’s
Math Class
10
© Carnegie Learning, Inc.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Number of Movies Watched Last Month 9
8
Number of Students

7
6
5
4
3
2
1
0
45 50 55 60 65 70
Height (inches)

ONE-VARIABLE STATISTICS: Skills Practice • 167

 Topic 1
ONE-VARIABLE STATISTICS

5. 6.
Fishing Derby Results Results of Diving Expedition
X
X
X X X X
X X X X X X X X

0 1 2 3 4 5 6 7 8 9 10 11 2 3 4 5 6 7 8 9 10 11 12 13 14
Number of Fish Caught Number of Sharks Sighted

III. Comparing and Interpreting Measures of Spread

A. Calculate the IQR of each given data set. Determine whether there are any outliers in each set and
list them.

1. The data are 4, 4, 5, 5, 8, 9, 10, 10, 12, 12, 16, 2. The data are 0, 3, 10, 16, 16, 18, 20, 21, 22,
20, and 30. 24, 25, 25, 27, 30, 35, and 41.

3. The data are 9, 15, 26, 30, 32, 32, 35, 36, 38, 4. The data are 18, 25, 30, 32, 33, 33, 35, 38, 39,
40, 40, 45, and 59. 40, 42, 43, 44, 48, and 55.

© Carnegie Learning, Inc.

5. The data are 22, 19, 20, 20, 21, 25, 10, 8, 18, 6. The data are 60, 55, 70, 80, 20, 60, 105, 65,
28, 32, 24, and 25. 75, 100, 55, 15, 115, 65, 70, 45, and 60.

168 • MODULE 4: Describing Distributions

 Topic 1
ONE-VARIABLE STATISTICS

Name Date

B. Calculate the IQR of the data set represented in each box-and-whisker plot and determine whether
there are any outliers in each data set.

1. 2.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 12 14 16 18 20 22 24 26

3. 4.

10 20 30 40 50 60 70 80 90 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5. 6.

0 100 200 300 400 500 600 700 800 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

© Carnegie Learning, Inc.

C. Calculate the mean and the standard deviation of each data set.

1. The data are 0, 3, 6, 7, and 9. 2. The data are 6, 8, 9, 10, 10, and 11.

3. The data are 1, 5, 10, 15, 16, 20, and 24. 4. The data are 13, 14, 15, 15, 16, 16, 17, and 18.

ONE-VARIABLE STATISTICS: Skills Practice • 169

 Topic 1
ONE-VARIABLE STATISTICS

5. The data are represented by a dot plot. 6. The data are represented by a dot plot.
X X
X X X X X X X X X X
X X X X X
0 1 2 3 4 5 6 7 8 9 10 11 12
0 1 2 3 4 5 6 7 8

7. The data are 1, 3, 4, 6, 6, 8, 9, 10, and 12. 8. The data are 18, 20, 24, 25, 26, 26, 28,
30, 32, and 35.

9. The data are 102, 103, 103, 104, 104, 104, 10. The data are 3.5, 4, 5.5, 6, 6, 7, 7.5, 8,
105, 105, 106, 106, and 107. 9.5, and 10.5.

© Carnegie Learning, Inc.

11. The data are represented by a dot plot. 12. The data are represented by a dot plot.
X X X
X X X X X X X X X X
X X X X
X X X X X X X
1 2 3 4 5 6 7 8 9 10 11 12 13 14
40 41 42 43 44 45 46

170 • MODULE 4: Describing Distributions

 Topic 1
ONE-VARIABLE STATISTICS

Name Date

D. Construct a box-and-whisker plot of each given data set and include any outliers. Calculate the
most appropriate measure of center and spread for each data set based on the data distribution.

1. The data are 0, 2, 3, 4, 4, 5, 5, 5, 6, 6, 8, and 9. 2. The data are 1, 6, 9, 12, 14, 15, 17, 17, 17, 18,
18, 18, 19, and 20.

3. The data are 50, 53, 57, 58, 58, 59, 59, 60, 60, 4. The data are 20, 20, 20, 21, 21, 21, 22, 22, 23,
60, 61, 61, 62, 63, and 67. 24, 25, 28, and 30.

5. The data are 80, 85, 90, 30, 70, 90, 95, 10, 6. The data are 7, 11, 10, 13, 0, 3, 10, 9, 17, 11,
© Carnegie Learning, Inc.

100, 70, 80, 55, 50, 95, 65, and 90. 10, 20, 9, 8, and 12.

ONE-VARIABLE STATISTICS: Skills Practice • 171

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Skills Practice
Name Date

I. Organizing Categorical Data in Two Variables

A. Organize each data set into a two-way frequency table. Then complete the marginal frequency
distribution for the data set.

1.
Class Favorite Color Class Favorite Color

A Red B Blue

A Blue A Blue

B Red A Green

B Purple A Red

B Blue B Blue

A Red B Blue

B Green A Purple

B Green B Green

A Blue A Red

B Purple B Purple

Two-way frequency table:

Favorite Color of Students

© Carnegie Learning, Inc.

Class

Marginal frequency distribution:

Favorite Color of Students

Class

172 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

2. Favorite Sport to Favorite Sport to

Class Class
Watch on TV Watch on TV
11th Grade Football 12th Grade Football

11th Grade Baseball 11th Grade Basketball

12th Grade Football 11th Grade Basketball

12th Grade Football 12th Grade Football

11th Grade Basketball 12th Grade Baseball

12th Grade Football 11th Grade Football

11th Grade Baseball 12th Grade Basketball

11th Grade Football 12th Grade Baseball

12th Grade Basketball 11th Grade Basketball

11th Grade Baseball 12th Grade Football

Two-way frequency table:

Favorite Sport to Watch on TV

Class
© Carnegie Learning, Inc.

Marginal frequency distribution:

Favorite Sport to Watch on TV

Class

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 173

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

3.
Class Favorite Fruit Class Favorite Fruit

5th Grade Apple 5th Grade Banana

6th Grade Banana 6th Grade Apple

5th Grade Apple 6th Grade Orange

5th Grade Apple 6th Grade Apple

5th Grade Banana 6th Grade Banana

6th Grade Grapes 5th Grade Grapes

6th Grade Orange 5th Grade Banana

5th Grade Apple 5th Grade Apple

5th Grade Orange 6th Grade Orange

5th Grade Banana 5th Grade Grapes

Two-way frequency table:

Favorite Fruit of Students

Class

© Carnegie Learning, Inc.

Marginal frequency distribution:

Favorite Fruit of Students

Class

174 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

4. Favorite Sports Favorite Sports

Class Class
Boys Play Boys Play
A Soccer C Soccer

A Baseball A Basketball

C Basketball A Baseball

B Soccer B Soccer

B Soccer B Football

C Basketball B Football

B Football C Baseball

C Baseball A Football

A Baseball A Soccer

C Basketball C Basketball

Two-way frequency table:

Favorite Sports Boys Play

Class
© Carnegie Learning, Inc.

Marginal frequency distribution:

Favorite Sports Boys Play

Class

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 175

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

5. Favorite Sports Favorite Sports

Class Class
Girls Play Girls Play
A Basketball A Basketball

B Soccer A Basketball

B Swimming B Soccer

C Basketball C Basketball

C Softball B Softball

A Soccer B Swimming

B Soccer A Swimming

A Softball A Softball

C Basketball C Soccer

C Swimming A Softball

Two-way frequency table:

Favorite Sports Girls Play

Class

Marginal frequency distribution: © Carnegie Learning, Inc.

Favorite Sports Girls Play

Class

176 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

6.
Class Favorite Subject Class Favorite Subject

A Algebra B History

A English B Algebra

B History A English

B History B Algebra

B Algebra A English

A Algebra A History

A English B Algebra

B English B Algebra

A English A History

B History A English

Two-way frequency table:

Favorite Subject of Students

Class
© Carnegie Learning, Inc.

Marginal frequency distribution:

Favorite Subject of Students

Class

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 177

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

B. Complete the relative frequency distribution and marginal relative frequency distribution for each
marginal frequency distribution.

1.
Favorite Music of Students

Pop Rap Country Rock Total

Class A 15 10 4 7 36
Class

Class B 12 17 6 5 40

Total 27 27 10 12 76

Favorite Music of Students

Pop Rap Country Rock Total

Class A
Class

Class B

Total

2.
Favorite Books of Students

Biography Mystery Romance Historical Total

Class A 7 12 5 9 33

Class B 11 3 9 12 35
Class

© Carnegie Learning, Inc.

Class C 12 14 6 8 40

Total 30 29 20 29 108

Favorite Books of Students

Biography Mystery Romance Historical Total

Class A

Class B
Class

Class C

Total

178 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

3.
Favorite Movies of Students

Comedy Drama Horror Total

Class A 20 8 3 31
Class

Class B 18 6 9 33

Total 38 14 12 64

Favorite Movies of Students

Comedy Drama Horror Total

Class A
Class

Class B

Total

4.
Favorite Subject of Students

Biology History Geometry Total

Class A 13 8 9 30

Class B 8 15 5 28
Class

Class C 4 11 14 29

Total 25 34 28 87
© Carnegie Learning, Inc.

Favorite Subject of Students

Biology History Geometry Total

Class A

Class B
Class

Class C

Total

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 179

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

5.
Favorite Vegetable of Students
Green
Broccoli Carrots Corn Total
Beans
Class A 9 4 12 8 33
Class

Class B 10 7 6 11 34

Total 19 11 18 19 67

Favorite Vegetable of Students

Green
Broccoli Carrots Corn Total
Beans
Class A
Class

Class B

Total

6.
Favorite Winter Sport of Students

Skiing Tubing Sledding Skating Total

Class A 13 7 9 4 33
Class

Class B 11 5 14 9 39

Total 24 12 23 13 72

© Carnegie Learning, Inc.

Favorite Winter Sport of Students

Skiing Tubing Sledding Skating Total

Class A
Class

Class B

Total

180 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

C. Complete the conditional relative frequency distribution for each two-way table.

1.
Grades of Students

A B C D F

Algebra 6 4 8 1 1
Class

Geometry 6 11 9 2 2

Trigonometry 3 7 12 5 3

Grades of Students

A B C D F Total

Algebra
Class

Geometry

Trigonometry

2.
Grades of Students

A B C D F
Computer
7 13 12 1 2
Programming
Class

Journalism 8 11 4 1 0
© Carnegie Learning, Inc.

Cinematography 15 9 8 1 0

Grades of Students

A B C D F Total
Computer
Programming
Class

Journalism

Cinematography

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 181

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

3.
Student’s Choice of Shakespeare Play to Study

Hamlet Macbeth King Lear Othello

Class A 9 10 13 5
Class

Class B 14 8 7 8

Student’s Choice of Shakespeare Play to Study

Hamlet Macbeth King Lear Othello

Class A
Class

Class B

Total

4.
Student’s Choice of Musical to Perform

Carousel South Pacific The King and I The Sound of Music

Class A 8 5 14 9
Class

Class B 11 8 12 4

Student’s Choice of Musical to Perform

Carousel South Pacific The King and I The Sound of Music

© Carnegie Learning, Inc.

Class A
Class

Class B

Total

182 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

5.
Favorite Lunch Item of Students

Pizza Salad Chicken Burger

Class A 12 3 10 8
Class

Class B 9 8 13 5

Class C 7 9 7 12

Favorite Lunch Item of Students

Pizza Salad Chicken Burger Total

Class A
Class

Class B

Class C

6.
Favorite Gym Activity of Students

Volleyball Basketball Softball Flag Football

Class A 9 10 4 12
Class

Class B 12 5 7 6

Class C 9 3 14 6
© Carnegie Learning, Inc.

Favorite Gym Activity of Students

Volleyball Basketball Softball Flag Football Total

Class A
Class

Class B

Class C

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 183

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

II. Graphing Categorical Data in Two Variables

A. Construct a bar graph to represent each data set shown in the marginal frequency
distribution table.

1.
Favorite Color of Students

Red Blue Purple Green Total

Class A 5 7 3 1 16
Class

Class B 6 5 5 2 18

Total 11 12 8 3 34

Favorite Color of Students

y

9
8
Number of Students

7
6
5
4
3

© Carnegie Learning, Inc.

2
1
0
Class A Class B x
Class

184 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

2.
Favorite Color of Students

Red Blue Purple Green Total

Class A 5 7 3 1 16
Class

Class B 6 5 5 2 18

Total 11 12 8 3 34

Favorite Color of Students

y

9
8
Number of Students

7
6
5
4
3
2
1
0
Red Blue Purple Green x
© Carnegie Learning, Inc.

Favorite Color

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 185

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

3.
Favorite Sport to Watch on TV

Football Baseball Basketball Total

11th Grade 16 7 12 35
Class

12th Grade 13 5 18 36

Total 29 12 30 71

Favorite Sport to Watch on TV

y

18
16
Number of Students

14
12
10
8
6
4
2
0
11th Grade 12th Grade x
Class

© Carnegie Learning, Inc.

186 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

4.
Favorite Sport to Watch on TV

Football Baseball Basketball Total

11th Grade 16 7 12 35
Class

12th Grade 13 5 18 36

Total 29 12 30 71

Favorite Sport to Watch on TV

y

18
16
Number of Students

14
12
10
8
6
4
2
0
Football Baseball Basketball x
Favorite Sport
© Carnegie Learning, Inc.

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 187

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

5.
Favorite Fruit of Students

Apple Banana Grapes Orange Total

5th Grade 17 15 8 6 46
Class

6th Grade 12 11 3 9 35

Total 29 26 11 15 81

Favorite Fruit of Students

y

18
16
Number of Students

14
12
10
8
6
4
2
0
5th Grade 6th Grade x
Class

© Carnegie Learning, Inc.

188 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

6.
Favorite Fruit of Students

Apple Banana Grapes Orange Total

5th Grade 17 15 8 6 46
Class

6th Grade 12 11 3 9 35

Total 29 26 11 15 81

Favorite Fruit of Students

y

18
16
Number of Students

14
12
10
8
6
4
2
0
Apple Banana Grapes Orange x
Favorite Fruit
© Carnegie Learning, Inc.

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 189

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

B. Construct a stacked bar graph of each relative frequency distribution.

1.
Favorite Winter Sport of Students

Skiing Tubing Sledding Skating Total

20
____ 16
____ 32
____ 11
____ 79
____
11th Grade 163 ø 0.123 163 ø 0.098 163 ø 0.196 163 ø 0.067 163 ø 0.485
Class

24
____ 18
____ 27
____ 15
____ 84
____
12th Grade 163 ø 0.147 163 ø 0.110 163 ø 0.166 163 ø 0.092 163 ø 0.515
44
____ 34
____ 59
____ 26
____ 163
____
Total 163 ø 0.270 163 ø 0.209 163 ø 0.362 163 ø 0.160 163 5 1

Favorite Winter Sport of Students

y

0.9
0.8
0.7
Percent of Students

0.6
0.5
0.4
0.3
0.2
0.1

© Carnegie Learning, Inc.

0
11th Grade 12th Grade x
Class

190 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

2.
Favorite Winter Sport of Students

Skiing Tubing Sledding Skating Total

20
____ 16
____ 32
____ 11
____ 79
____
11th Grade 163 ø 0.123 163 ø 0.098 163 ø 0.196 163 ø 0.067 163 ø 0.485
Class

24
____ 18
____ 27
____ 15
____ 84
____
12th Grade 163 ø 0.147 163 ø 0.110 163 ø 0.166 163 ø 0.092 163 ø 0.515
44
____ 34
____ 59
____ 26
____ 163
____
Total 163 ø 0.270 163 ø 0.209 163 ø 0.362 163 ø 0.160 163 5 1

Favorite Winter Sport of Students

y

0.4
Percent of Students

0.3

0.2

0.1

0
Skiing Tubing Sledding Skating x
Favorite Winter Sport
© Carnegie Learning, Inc.

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 191

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

3.
Favorite Movies of Students

Comedy Drama Horror Total

42
____ 15
____ 27
____ 84
____
11th Grade 164 ø 0.256 164 ø 0.091 164 ø 0.165 164 ø 0.512
Class

40
____ 22
____ 18
____ 80
____
12th Grade 164 ø 0.244 164 ø 0.134 164 ø 0.110 164 ø 0.488
82
____ 37
____ 45
____ 164
____
Total 164 5 0.5 164 ø 0.226 164 ø 0.274 164 5 1

Favorite Movies of Students

y

0.9
0.8
0.7
Percent of Students

0.6
0.5
0.4
0.3
0.2
0.1
0
11th Grade 12th Grade x
Class

© Carnegie Learning, Inc.

192 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

4.
Favorite Movies of Students

Comedy Drama Horror Total

42
____ 15
____ 27
____ 84
____
11th Grade 164 ø 0.256 164 ø 0.091 164 ø 0.165 164 ø 0.512
Class

40
____ 22
____ 18
____ 80
____
12th Grade 164 ø 0.244 164 ø 0.134 164 ø 0.110 164 ø 0.488
82
____ 37
____ 45
____ 164
____
Total 164 5 0.5 164 ø 0.226 164 ø 0.274 164 5 1

Favorite Movies of Students

y

0.4
Percent of Students

0.3

0.2

0.1

0
Comedy Drama Horror x
Favorite Movies
© Carnegie Learning, Inc.

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 193

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

5.
Favorite Subject of Students

Chemistry English Algebra Total

10
____ 17
____ 8
____ 35
____
Class A 108 ø 0.093 108 ø 0.157 108 ø 0.074 108 ø 0.324
13
____ 9
____ 15
____ 37
____
Class B 108 ø 0.120 108 ø 0.083 108 ø 0.139 108 ø 0.343
Class

8
____ 12
____ 16
____ 36
____
Class C 108 ø 0.074 108 ø 0.111 108 ø 0.148 108 ø 0.333
31
____ 38
____ 39
____ 108
____
Total 108 ø 0.287 108 ø 0.352 108 ø 0.361 108 5 1

Favorite Subject of Students

y

0.9
0.8
0.7
Percent of Students

0.6
0.5
0.4
0.3
0.2
0.1
0

© Carnegie Learning, Inc.

Class A Class B Class C x
Class

194 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Name Date

6.
Favorite Subject of Students

Chemistry English Algebra Total

10
____ 17
____ 8
____ 35
____
Class A 108 ø 0.093 108 ø 0.157 108 ø 0.074 108 ø 0.324
13
____ 9
____ 15
____ 37
____
Class B 108 ø 0.120 108 ø 0.083 108 ø 0.139 108 ø 0.343
Class

8
____ 12
____ 16
____ 36
____
Class C 108 ø 0.074 108 ø 0.111 108 ø 0.148 108 ø 0.333
31
____ 38
____ 39
____ 108
____
Total 108 ø 0.287 108 ø 0.352 108 ø 0.361 108 5 1

Favorite Subject of Students

y

0.4
Percent of Students

0.3

0.2

0.1

0
© Carnegie Learning, Inc.

Chemistry English Algebra x

Favorite Subject

TWO-VARIABLE CATEGORICAL DATA: Skills Practice • 195

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

III. Analyzing and Interpreting Categorical Data in Two Variables

A. The conditional relative frequency distribution shows the sports that female and male students
choose to participate in. Use the conditional relative frequency distribution to answer each question.

Favorite Sports of Students

Basketball Soccer Track & Field Swimming Total

Female 18
___ 14
___ 22
___ 31
___ 85
___
85 ø 21.2% 85 ø 16.5% 85 ø 25.9% 85 ø 36.5% 85 5 100%
Class

Students
Male 24
___ 19
___ 20
___ 34
___ 97
___
Students 97 ø 24.7% 97 ø 19.6% 97 ø 20.6% 97 ø 35.1% 97 5 100%

1. What percent of female students participate in track & field?

2. What percent of male students participate in basketball?

3. Which sport is the most popular among female students?

4. Which sport is the least popular among male students?

© Carnegie Learning, Inc.

5. Which sport is the least popular among female students?

6. Which sport is the most popular among male students?

196 • MODULE 4: Describing Distributions

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

Skills Practice
Name Date

I. Modeling with Quadratic Functions

A. Write a quadratic function in standard form that represents each area as a function of the width.
Remember to define your variables.

1. A builder is designing a rectangular parking 2. Aiko is enclosing a new rectangular flower

lot. She has 300 feet of fencing to enclose the garden with a rabbit garden fence. She has
parking lot around three sides. 40 feet of fencing.

3. Pedro is building a rectangular sandbox for the 4. Lea is designing a rectangular quilt. She has
community park. The materials available limit the 16 feet of piping to finish the quilt around
perimeter of the sandbox to at most 100 feet. three sides.

5. Kiana is making a rectangular vegetable 6. Nelson is building a rectangular ice rink for
garden alongside her home. She has 24 feet the community park. The materials available
of fencing to enclose the garden around the limit the perimeter of the ice rink to at most
three open sides. 250 feet.
© Carnegie Learning, Inc.

B. Use technology to determine the absolute maximum of each function. Describe what the x- and
y-coordinates of this point represent in terms of the problem situation.

1. A builder is designing a rectangular parking 2. Joelle is enclosing a portion of her yard to make
lot. He has 400 feet of fencing to enclose the a pen for her ferrets. She has 20 feet of fencing.
parking lot around three sides. Let x 5 the Let x 5 the width of the pen. Let A 5 the area
width of the parking lot. Let A 5 the area of the of the pen. The function A(x) 5 2x2 1 10x
parking lot. The function A(x) 5 22x2 1 400x represents the area of the pen as a function of
represents the area of the parking lot as a the width.
function of the width.

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice • 197

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

3. A baseball is thrown upward from a height 4. Hector is standing on top of a playground

of 5 feet with an initial velocity of 42 feet per set at a park. He throws a water balloon
second. Let t 5 the time in seconds after upward from a height of 12 feet with an
the baseball is thrown. Let h 5 the height initial velocity of 25 feet per second. Let
of the baseball. The quadratic function t 5 the time in seconds after the balloon
h(t) 5 216t 2 1 42t 1 5 represents the height is thrown. Let h 5 the height of the
of the baseball as a function of time.
balloon. The quadratic function
h(t) 5 216t2 1 25t 1 12 represents the
height of the balloon as a function of time.

5. Franco is building a rectangular roller-skating 6. A football is thrown upward from a height

rink at the community park. The materials of 6 feet with an initial velocity of 65 feet
available limit the perimeter of the skating per second. Let t 5 the time in seconds
rink to at most 180 feet. Let x 5 the width after the football is thrown. Let h 5 the
of the skating rink. Let A 5 the area of the height of the football. The quadratic
skating rink. The function A(x) 5 2x2 1 90x function h(t) 5 216t2 1 65t 1 6 represents
represents the area of the skating rink as a the height of the football as a function
function of the width. of time.

© Carnegie Learning, Inc.

198 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

Name Date

C. Graph the function that represents each problem situation. Identify the absolute maximum, zeros,
and the domain and range of the function in terms of both the graph and problem situation. Round
your answers to the nearest hundredth, if necessary.

1. A model rocket is launched from the ground 2. A model rocket is launched from the ground
with an initial velocity of 120 feet per with an initial velocity of 60 feet per second.
second. The function g(t) 5 216t2 1 120t The function g(t) 5 216t2 1 60t represents
represents the height of the rocket, g(t), the height of the rocket, g(t), t seconds after
t seconds after it was launched. it was launched.
y y

320 80

240 60

160 40

80 20

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−80 −20

−160 −40

−240 −60

−320 −80
© Carnegie Learning, Inc.

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice • 199

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

3. A baseball is thrown in the air from a height 4. A football is thrown in the air from a height
of 5 feet with an initial vertical velocity of 15 of 6 feet with an initial vertical velocity of 50
feet per second. The function g(t) 5 216t2 1 feet per second. The function g(t) 5 216t2
15t 1 5 represents the height of the baseball, 1 50t 1 6 represents the height of the
g(t), t seconds after it was launched. football, g(t), t seconds after it was launched.
y y

8 40

6 30

4 20

2 10

−4 −3 −2 −1 0 1 2 3 4 x −4 −3 −2 −1 0 1 2 3 4 x
−2 −10

−4 −20

−6 −30

−8 −40

5. A tennis ball is dropped from a height of 25 6. A tennis ball is dropped from a height of 150
feet. The initial velocity of an object that is feet. The initial velocity of an object that is
dropped is 0 feet per second. The function dropped is 0 feet per second. The function g(t)
g(t) 5 216t2 1 25 represents the height of the 5 216t2 1 150 represents the height of the
tennis ball, g(t), t seconds after it was dropped. tennis ball, g(t), t seconds after it was dropped.
y y

© Carnegie Learning, Inc.

32 160

24 120

16 80

8 40

−4 −3 −2 −1 0 1 2 3 4 x −4 −3 −2 −1 0 1 2 3 4 x
−8 −40

−16 −80

−24 −120

−32 −160

200 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

Name Date

D. Write a function that represents the vertical motion described in each problem situation.
1. A catapult hurls a watermelon from a height 2. A catapult hurls a cantaloupe from a height
of 36 feet at an initial velocity of 82 feet of 12 feet at an initial velocity of 47 feet
per second. per second.

3. A catapult hurls a pineapple from a height of 4. A basketball is thrown from a height of 7 feet
49 feet at an initial velocity of 110 feet at an initial velocity of 58 feet per second.
per second.

5. A soccer ball is thrown from a height of 25 6. A football is thrown from a height of 6 feet at
feet at an initial velocity of 46 feet per second. an initial velocity of 74 feet per second.

E. Identify the vertex and the equation of the axis of symmetry for each vertical motion model.
1. A catapult hurls a grapefruit from a height 2. A catapult hurls a pumpkin from a height
of 24 feet at an initial velocity of 80 feet per of 32 feet at an initial velocity of 96 feet per
second. The function h(t) 5 216t2 1 80t 1 second. The function h(t) 5 216t2 1 96t 1
24 represents the height of the grapefruit 32 represents the height of the pumpkin h(t)
h(t) in terms of time t. in terms of time t.
© Carnegie Learning, Inc.

3. A catapult hurls a watermelon from a height 4. A baseball is thrown from a height of 6

of 40 feet at an initial velocity of 64 feet per feet at an initial velocity of 32 feet per
second. The function h(t) 5 216t2 1 64t 1 second. The function h(t) 5 216t2 1 32t 1 6
40 represents the height of the watermelon represents the height of the baseball h(t) in
h(t) in terms of time t. terms of time t.

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice • 201

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

5. A softball is thrown from a height of 20 feet 6. A rocket is launched from the ground at an
at an initial velocity of 48 feet per second. initial velocity of 112 feet per second. The
The function h(t) 5 216t2 1 48t 1 20 function h(t) 5 216t 2 1 112t represents the
represents the height of the softball h(t) in height of the rocket h(t) in terms of time t.
terms of time t.

II. Comparing Linear, Quadratic, and Exponential Functions

A. Graph each table of values. Describe the type of function represented by the graph.
1.
y
x y
8
24 7
6
22 6 4

0 5 2

2 4 −8 −6 −4 −2 0 2 4 6 8 x
−2
4 3
−4

−6

−8

© Carnegie Learning, Inc.

202 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

Name Date

2.
y
x y
1 8
__
23 8
6
1
__
22 4 4
1
__
21 2 2

0 1 −8 −6 −4 −2 0 2 4 6 8 x
−2
1 2
−4

−6

−8

3.
y
x y
8
22 28
6
0 0 4

2 4 2
© Carnegie Learning, Inc.

4 4 −8 −6 −4 −2 0 2 4 6 8 x
−2
6 0
−4

−6

−8

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice • 203

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

4.
y
x y
1 8
__
22 9
6
1
__
21 3 4

0 1 2

1 3 −8 −6 −4 −2 0 2 4 6 8 x
−2
2 9
−4

−6

−8

5.
y
x y
8
1 6
6
2 3 4

3 0 2

© Carnegie Learning, Inc.

4 23 −8 −6 −4 −2 0 2 4 6 8 x
−2
5 26
−4

−6

−8

204 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

Name Date

6.
y
x y
8
23 29
6
0 0 4

3 3 2

6 0 −8 −6 −4 −2 0 2 4 6 8 x
−2
9 29
−4

−6

−8

B. Calculate the first and second differences for each table of values. Describe the type of function
represented by the table.
1. 2.
x y x y
First First
Differences Second Differences Second
22 26 Differences 22 12 Differences
-
21 23 21 3

0 0 0 0

1 3 1 3
© Carnegie Learning, Inc.

2 6 2 12

3. 4.
x y x y
First First
Differences Second Differences Second
23 3 Differences 21 1 Differences
22 4 0 0

21 5 1 3

0 6 2 10

1 7 3 21

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice • 205

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

5. 6.
x y x y
First First
Differences Second Differences Second
24 248 Differences 21 10 Differences
23 227 0 8

22 212 1 6

21 23 2 4

0 0 3 2

C. Calculate the average rate of change of the functions f(x) 5 x, g(x) 5 x2, and h(x) 5 2 x for
each interval.
1. [21, 0] 2. [22, 2]
3. [0, 3] 4. [2, 4]
5. [0, 5] 6. [4, 5]

III. Identifying Characteristics of Quadratic Functions

A. Identify the intervals of increase and decrease for each function.
1. f(x) 5 x2 1 6x 2. f(x) 5 3x2 2 6x
y y

8
8
6

© Carnegie Learning, Inc.

6
4 4
2 2

−8 −6 −4 −2 0 2 4 6 8 x
−8 −6 −4 −2 0 2 4 6 8 x
−2 −2
−4 −4
−6
−6
−8
−8

206 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

Name Date

3. f(x) 5 2x2 1 2x 1 8 4. f(x) 5 26x2 1 24x

y y

8 24

6 18

4 12

2 6

−8 −6 −4 −2 0 2 4 6 8 x −4 −3 −2 −1 0 1 2 3 4 x
−2 −6

−4 −12

−6 −18

−8 −24

5. f(x) 5 2x2 2 9 6. f(x) 5 x2 2 4x 1 6

y y

16 8

12 6

8 4

4 2
© Carnegie Learning, Inc.

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−4 −2

−8 −4

−12 −6

−16 −8

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice • 207

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

B. Determine the x-intercepts of each quadratic function in factored form.

1. f(x) 5 (x 2 2)(x 2 8) 2. f(x) 5 (x 1 1)(x 2 6)

3. f(x) 5 3(x 1 4)(x 2 2) 4. f(x) 5 0.25(x 2 1)(x 2 12)

5. f(x) 5 0.5(x 1 15)(x 1 5) 6. f(x) 5 4(x 2 1)(x 2 9)

C. Determine the axis of symmetry of each parabola.

1. The x-intercepts of a parabola are (3, 0) 2. The x-intercepts of a parabola are (23, 0)
and (9, 0). and (1, 0).

3. The x-intercepts of a parabola are (212, 0) 4. Two symmetric points on a parabola are
and (22, 0). (21, 4) and (5, 4).

5. Two symmetric points on a parabola are 6. Two symmetric points on a parabola are
(24, 8) and (2, 8). (3, 1) and (15, 1).

D. Determine the vertex of each parabola.

1. f(x) 5 x2 1 2x 2 15 2. f(x) 5 x2 2 8x 1 7
axis of symmetry: x 5 21 axis of symmetry: x 5 4

© Carnegie Learning, Inc.

3. f(x) 5 x2 1 4x 2 12 4. f(x) 5 2x2 2 14x 2 45
x-intercepts: (2, 0) and (26, 0) x-intercepts: (29, 0) and (25, 0)

5. f(x) 5 2x2 1 8x 1 20 6. f(x) 5 2x2 1 16

two symmetric points on the parabola: two symmetric points on the parabola:
(21, 11) and (9, 11) (23, 7) and (3, 7)

208 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

Name Date

E. Determine another point on each parabola.

1. The axis of symmetry is x 5 3. A point on the 2. The axis of symmetry is x 5 24. A point on
parabola is (1, 4). the parabola is (0, 6).

3. The axis of symmetry is x 5 1. A point on the 4. The vertex is (5, 2). A point on the parabola
parabola is (23, 2). is (3, 21).

5. The vertex is (21, 6). A point on the parabola 6. The vertex is (3, 21). A point on the parabola
is (2, 3). is (4, 1).

F. Determine the vertex of each quadratic function given in vertex form.

1. f(x) 5 (x 2 3)2 1 8 2. f(x) 5 (x 1 4)2 1 2

1
3. f(x) 5 22(x 2 1)2 2 8 4. f(x) 5 __ 2
2 (x 22) 1 6

5. f(x) 5 2(x 1 9)2 2 1 6. f(x) 5 (x 2 5)2

G. Identify the form of each quadratic function as either standard form, factored form, or vertex form.
Then state all you know about the quadratic function’s key characteristics, based only on the given
© Carnegie Learning, Inc.

equation of the function.

1. f(x) 5 5(x 2 3)2 1 12 2. f(x) 5 2(x 2 8)(x 2 4)

2
3. f(x) 5 23x2 1 5x 4. f(x) 5 __
3 (x 1 6)(x 2 1)

5. f(x) 5 2(x 1 2)2 2 7 6. f(x) 5 2x2 2 1

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice • 209

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

IV. Writing Quadratic Functions

A. Write a quadratic function in factored form with each set of given characteristics.
1. Write a quadratic function that represents 2. Write a quadratic function that represents
a parabola that opens downward and has a parabola that opens downward and has
x-intercepts (22, 0) and (5, 0). x-intercepts (2, 0) and (14, 0).

3. Write a quadratic function that represents 4. Write a quadratic function that represents
a parabola that opens upward and has a parabola that opens upward and has
x-intercepts (28, 0) and (21, 0). x-intercepts (3, 0) and (7, 0).

5. Write a quadratic function that represents 6. Write a quadratic function that represents
a parabola that opens downward and has a parabola that opens upward and has
x-intercepts (25, 0) and (2, 0). x-intercepts (212, 0) and (24, 0).

B. Determine the x-intercepts for each function using technology. Write the function in factored form.
1. f(x) 5 x2 2 8x 1 7 2. f(x) 5 2x2 2 10x 2 48

3. f(x) 5 2x2 2 20x 2 75 4. f(x) 5 x2 1 8x 1 12

© Carnegie Learning, Inc.

5. f(x) 5 23x2 2 9x 1 12 6. f(x) 5 x2 2 6x

C. Use technology to determine the vertex of each quadratic function given in standard form.
Rewrite the function in vertex form.
1. f(x) 5 x2 2 6x 2 27 2. f(x) 5 2x2 2 2x 1 15

3. f(x) 5 2x2 2 4x 2 6 4. f(x) 5 x2 2 10x 1 24

5. f(x) 5 2x2 1 15x 2 54 6. f(x) 5 22x2 2 14x 2 12

210 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

Name Date

D. Write an equation for a quadratic function that satisfies each set of given characteristics.
1. The vertex is (21, 4) and the parabola 2. The x-intercepts are 23 and 4 and the
opens down. parabola opens down.

2. The vertex is (3, 22) and the parabola 4. The vertex is (0, 8) and the parabola
opens up. opens up.

5. The x-intercepts are 5 and 12 and the 6. The x-intercepts are 0 and 7 and the
parabola opens up. parabola opens down.

7. The vertex is (22, 23) and the parabola 8. The vertex is (0, 0) and the parabola passes
passes through the point (1, 6). through the point (22, 28).

9. The function has zeros (6, 0) and (24, 0), and 10. The vertex is (24, 0) and the parabola
the parabola passes through the point (0, 8). passes through the point (26, 12).

11. The vertex is (0, 28) and the parabola 12. The function has zeros (5, 0) and (21, 0), and
passes through the point (4, 0). the parabola passes through the point (1, 28).

V. Transforming Quadratic Functions

© Carnegie Learning, Inc.

A. Describe the transformation performed on each function g(x) to result in d(x).

1. g(x) 5 x2 2. g(x) 5 x2
d(x) 5 x2 2 5 d(x) 5 2x2

3. g(x) 5 x2 4. g(x) 5 x2
d(x) 5 x2 1 2 d(x) 5 (x 1 4)2

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice • 211

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

5. g(x) 5 3x2 6. g(x) 5 x2

d(x) 5 3x2 1 6 d(x) 5 (2x)2

1
7. g(x) 5 __
2x
2
8. g(x) 5 x2
1
d(x) 5 __ 2 d(x) 5 (x 2 8)2
2x 21

9. g(x) 5 (x 1 2)2 10. g(x) 5 x2 1 2

d(x) 5 (x 1 2)2 2 3 d(x) 5 2(x2 1 2)

11. g(x) 5 x2 12. g(x) 5 x2 2 5

d(x) 5 (x 1 1)2 d(x) 5 (2x)2 2 5

13. g(x) 5 x2 2 7 14. g(x) 5 2(x 2 2)2

d(x) 5 (x 1 2)2 2 7 d(x) 5 2(x 2 2)2 1 5

2
15. g(x) 5 x2 1 8 16. g(x) 5 __ 2
3x 14
d(x) 5 (x 1 3)2 1 8 2
d(x) 5 __ 2
3 (2x) 1 4

17. g(x) 5 x2 2 6 18. g(x) 5 5x2 2 7

d(x) 5 (x 2 5)2 2 6 d(x) 5 2(5x2 2 7)

B. Represent each function n(x) as a vertical dilation of g(x) using coordinate notation. © Carnegie Learning, Inc.

1. g(x) 5 x2 2. g(x) 5 x2
1 2
n(x) 5 4x2 n(x) 5 __
2x

212 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

Name Date

3. g(x) 5 2x2 4. g(x) 5 2x2

3 2
n(x) 5 25x2 n(x) 5 2__
4x

5. g(x) 5 (x 1 1)2 6. g(x) 5 (x 2 3)2

1
n(x) 5 2(x 1 1)2 n(x) 5 __
2 (x 2 3)
2

C. Write an equation in vertex form for a function g(x) with the given characteristics. Sketch a graph of
each function g(x).
1. The function g(x) is quadratic. 2. The function g(x) is quadratic.
The function g(x) is continuous. The function g(x) is continuous.
The graph of g(x) is a horizontal reflection of The graph of g(x) is a horizontal reflection of
the graph of f(x) 5 x2. the graph of f(x) 5 x2.
The function g(x) is translated 3 units up The function g(x) is translated 2 units
from f(x) 5 2x2. down and 5 units left from f(x) 5 2x2.
© Carnegie Learning, Inc.

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice • 213

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

3. The function g(x) is quadratic. 4. The function g(x) is quadratic.

The function g(x) is continuous. The function g(x) is continuous.
The function g(x) is vertically dilated with a The function g(x) is vertically dilated with a
1
dilation factor of 6. dilation factor of __
2.
The function g(x) is translated 1 unit up and The function g(x) is translated 2 units down
1 2
4 units right from f(x) 5 6x2. and 6 units left from f(x) 5 __
2x .

© Carnegie Learning, Inc.

214 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

Name Date

5. The function g(x) is quadratic. 6. The function g(x) is quadratic.

The function g(x) is continuous. The function g(x) is continuous.
The graph of g(x) is a horizontal reflection of The function g(x) is vertically dilated with a
1
the graph of f(x) 5 x2. dilation factor of __
4.
The function g(x) is vertically dilated with a The function g(x) is translated 3 units up and
1 2
dilation factor of 3. 2 units left from f(x) 5 __
4x .
The function g(x) is translated 2 units down
and 4 units right from f(x) 5 23x2.

D. Describe the transformation(s) necessary to translate the graph of the function f(x) 5 x2 into the
graph of each function g(x).
© Carnegie Learning, Inc.

1. g(x) 5 x2 1 7 2. g(x) 5 2x2 2 4

3. g(x) 5 (x 2 2)2 1 8 4. g(x) 5 4x2 1 1

2
5. g(x) 5 __ 2
3 (x 1 4) 2 9 6. g(x) 5 2(x 2 6)2 1 3

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice • 215

 Topic 2
SOLVING QUADRATIC EQUATIONS

Skills Practice
Name Date

I. Adding and Subtracting Polynomials

A. Write each polynomial in general form. Classify the polynomial by its number of terms
and by its degree.

1. 2x 1 6x2 2. 29m2 1 4m3

3. 10 2 5x 4. 7x 2 3 1 12x2

5. 15 1 4w 2 w3 6. 5x2 2 15 1 20x

7. 21 2 p4 8. 26t2 1 4t 1 3t3

9. 218a3 1 54a 2 22a2 10. x3 2 x2 2 x5

B. Simplify each expression.

1. (5x 2 8) 1 (7x 1 10) 2. (4m2 1 9m) 2 (2m2 1 6)

© Carnegie Learning, Inc.

3. (2x2 1 5x 2 12) 1 (2x2 2 6) 4. (10t2 2 3t 1 9) 2 (6t2 2 7t)

5. (25w2 1 3w 2 8) 1 (15w2 2 4w 1 11) 6. (3x3 1 10x 2 1) 2 (5x2 1 10x 2 9)

7. (2a2 1 2a 2 8) 1 (2a2 2 9a 1 15) 8. (14p4 1 7p2) 1 (8p3 1 7p2 2 p)

9. (3x4 1 3x2 2 3) 2 (6x5 2 9x3 1 2) 10. (27m3 2 m2 2 m) 2 (210m3 2 m 2 1)

216 • MODULE 5: Maximizing and Minimizing

 Topic 2
SOLVING QUADRATIC EQUATIONS

Name Date

C. The graphs of the functions f(x) 5 2x 1 1, y

g(x) 5 x2 1 x 2 3, and h(x) 5 f(x) 1 g(x) are shown.

8
Evaluate the function h(x) for each given value of x. g(x)

Use the graph of h(x) to verify your answer. 6

h(x)
4
1. Evaluate h(x) at x 5 2. 2

−4 −3 −2 −1 0 1 2 3 4 x
−2
2. Evaluate h(x) at x 5 24.
−4
f(x)
−6

−8
3. Evaluate h(x) at x 5 0.

4. Evaluate h(x) at x 5 1.

5. Evaluate h(x) at x 5 22.

6. Evaluate h(x) at x 5 21.5.

II. Multiplying Polynomials

© Carnegie Learning, Inc.

A. Determine the product of the binomials using multiplication tables.

1. 3x 1 4 and 2x 1 2 2. 5m 1 3 and 4m 1 6

3. 6t 1 5 and 7t 2 5 4. 4x 1 2 and 4x 2 2

5. 10w 2 1 and 9w 1 8 6. y 1 12 and 5y 1 15

SOLVING QUADRATIC EQUATIONS: Skills Practice • 217

 Topic 2
SOLVING QUADRATIC EQUATIONS

B. Determine the product of the polynomials using the Distributive Property.

1. 2x(x 1 6) 2. 4x2(x 1 2)

3. 7x(x 2 5) 4. (2x 1 1)(x 1 8)

5. (x 1 3)(x2 2 1) 6. (4x 1 4)(5x 2 5)

7. 3x(x2 1 5x 2 1) 8. 9x(3x2 2 4x 1 2)

9. (x 1 2)(x2 1 6x 2 1) 10. (x 2 4)(x2 1 2x 2 3)

III. Difference of Squares and Solutions to Quadratic Equations

A. Factor out the greatest common factor of each polynomial, if possible.

1. x2 1 9x 2. m2 2 4m

3. 5x2 1 20x 2 15 4. 24w2 2 16

© Carnegie Learning, Inc.

5. y3 2 7y 6. 2x3 1 10x2

7. 3w 1 10 8. 20x3 1 16x2 1 8x

9. 7m3 2 21 10. 15x3 1 4

218 • MODULE 5: Maximizing and Minimizing

 Topic 2
SOLVING QUADRATIC EQUATIONS

Name Date

B. Solve each quadratic equation. Rewrite the roots in radical form.

1. x2 5 48 2. x2 5 52

3. x2 5 27 4. x2 5 175

5. (12 2 x)2 5 8 6. (x 1 20)2 5 80

C. Factor each binomial completely.

1. x2 2 25 2. x2 2 64

3. x2 2 144 4. m2 2 100

5. 25x2 2 16 6. t2 2 225

7. 4a2 2 49 8. x2 2 y2
© Carnegie Learning, Inc.

D. Determine the roots of each quadratic equation or the zeros of each quadratic function.

1. x2 2 100 5 0 2. 4x2 2 9 5 0

3. f(x) 5 x2 2 225 4. f(x) 5 9x2 2 1

5. f(x) 5 8x2 2 50 6. 16x2 2 25 5 0

SOLVING QUADRATIC EQUATIONS: Skills Practice • 219

 Topic 2
SOLVING QUADRATIC EQUATIONS

IV. Completing the Square

A. Use an area model to complete the square for each expression. Factor the resulting trinomial and
write the original expression in vertex form.

1. x2 1 2x 2. x2 1 4x

3. x2 1 12x 4. x2 1 9x

5. x2 1 11x 6. x2 1 28x

B. Determine the unknown value that would make each trinomial a perfect square.

1. x2 2 10x 1 ________ 2. x2 1 14x 1 ________

3. x2 1 ________ x 1 9 4. x2 2 ________ x 1 81

5. x2 1 7x 1 ________ 6. x2 2 15x 1 ________

9
7. x2 2 ________ x 1 169 8. x2 1 ________ x 1 __
4

C. Determine the roots of each quadratic equation by completing the square. Round your answer to

© Carnegie Learning, Inc.

the nearest hundredth. Check your answer.

1. x2 1 4x 2 6 5 0 2. x2 2 2x 2 4 5 0

3. x2 1 10x 1 2 5 0 4. x2 2 12x 1 25 5 0

5. x2 1 3x 2 1 5 0 6. x2 1 x 2 10 5 0

220 • MODULE 5: Maximizing and Minimizing

 Topic 2
SOLVING QUADRATIC EQUATIONS

Name Date

V. Solving Quadratic Equations by Factoring

A. Factor each trinomial.

1. x2 2 2x 2 8 2. y2 1 13y 1 42

3. m2 1 6m 2 7 4. x2 2 9x 1 18

5. 4w2 1 12w 2 40 6. 2t3 214t2 1 24t

7. 3m3 1 36m2 1 60m 8. 2x2 2 8x 2 42

9. x2 1 11x 1 10 10. w2 1 6w 2 16

11. m2 1 2m 2 35 12. x2 1 4x 2 12

13. 3n2 2 27n 1 60 14. 2x2 1 22x 1 60

B. Factor and solve each quadratic equation.

1. x2 1 5x 1 6 5 0 2. x2 2 3x 2 4 5 0
© Carnegie Learning, Inc.

3. m2 1 2m 2 35 5 0 4. 2x2 2 4x 1 12 5 0

5. x2 1 8x 5 0 6. w2 1 50 5 215w

7. 2t2 1 12t 5 32 8. x2 1 2x 1 2 5 0

9. 2t2 1 t 2 3 5 0 10. w2 1 5w 2 32 5 2w 2 4

SOLVING QUADRATIC EQUATIONS: Skills Practice • 221

 Topic 2
SOLVING QUADRATIC EQUATIONS

C. Determine the zeros of each quadratic function, if possible.

1. f(x) 5 x2 2 5x 2. f(x) 5 3x2 1 6x

3. f(x) 5 x2 1 11x 1 30 4. f(x) 5 x2 2 9x 2 36

5. f(x) 5 2x2 1 9x 1 10 6. f(x) 5 x2 1 5x 1 14

1 3
7. f(x) 5 3x2 1 3x 2 6 8. f(x) 5 __ 2 __
2x 2 4x

VI. The Quadratic Formula

A. Determine the zeros or roots of each function or equation.

1. f(x) 5 x2 1 3x 2 5 2. f(x) 5 23x2 2 x 1 7

3. 2x2 1 6x 2 7 5 2 4. 4x2 2 x 2 1 5 5

© Carnegie Learning, Inc.

5. f(x) 5 28x2 1 2x 1 1 6. 3x2 1 x 1 3 5 5

7. f(x) 5 22x2 2 8x 1 1 8. 5x2 1 8x 2 3 5 1

9. 23x2 1 6x 1 2 5 25 10. f(x) 5 x2 1 6x 1 5

222 • MODULE 5: Maximizing and Minimizing

 Topic 2
SOLVING QUADRATIC EQUATIONS

Name Date

11. f(x) 5 22x2 1 5x 2 1 12. 23x2 1 8x 2 2 5 26

13. f(x) 5 2x2 1 6x 1 7 14. 2x2 1 8x 1 3 5 25

15. f(x) 5 9x2 1 5x 1 1 16. 6x2 1 3x 2 5 5 2

17. f(x) 5 5x2 1 10x 1 5 18. f(x) 5 7x2 1 9x 1 5

VII. Solving Quadratic Equations with Complex Solutions

A. Simplify each expression using i.
____ ____
1. √ −9 2. √ −36

____ ____
3. √ −20 4. 3 1 √ −18

____
____
10 1 √ 212
6. ____
© Carnegie Learning, Inc.

5. 9 2 √ −64 2

____ ____
8 2 √ 232 16 1 √ 248
7. ____4 8. ____2

SOLVING QUADRATIC EQUATIONS: Skills Practice • 223

 Topic 2
SOLVING QUADRATIC EQUATIONS

B. Determine the real part and the imaginary part of each complex number.

1. 24 2. 8i

3. 7 1 3i 4. 8

___
5. 235i 6. 14 1 √ 5i

___
7. 52 8. 2.5 1 3i√ 2

C. Identify each given number using words from the box.

natural number whole number integer

rational number irrational number real number

imaginary number complex number

__
1. 225 2. √ 3

© Carnegie Learning, Inc.

3. 9 4. 6 1 7i

2
5. __
5 6. 14i

___
7. 0.¯
18 8. √ 24

224 • MODULE 5: Maximizing and Minimizing

 Topic 2
SOLVING QUADRATIC EQUATIONS

Name Date

D. For each given graph, determine the number of roots for the quadratic equation. Then, determine
whether the roots are real or imaginary.

1. 2.
y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

3. 4.
y y

8 8
© Carnegie Learning, Inc.

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

SOLVING QUADRATIC EQUATIONS: Skills Practice • 225

 Topic 2
SOLVING QUADRATIC EQUATIONS

5. 6.
y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

© Carnegie Learning, Inc.

226 • MODULE 5: Maximizing and Minimizing

 Topic 3
APPLICATIONS OF QUADRATICS

Skills Practice
Name Date

I. Solving Quadratic Inequalities

A. Determine the roots of each quadratic inequality. Use the interval method to determine the
solution set of the inequality. Round your answer to the nearest thousandth if necessary.

1. x2 2 7x 1 16 $ 10 2. x2 1 7x 2 2 , 212

3. x2 1 x 2 15 , 4 4. 2x2 1 11x 2 21 # 2

5. 2x2 1 4x 2 5 # 22 6. 2x2 2 3x 1 14 . 23

B. A water balloon is thrown upward from a height of 5 feet with an initial velocity of 35 feet per
second. The quadratic function h(t) 5 216t2 1 35t 1 5 represents the height of the balloon, h, in feet
t seconds after it is thrown. Use this information to answer each question. Round your answer to the
nearest thousandth.

1. How long does it take for the balloon to reach 2. Determine when the balloon is less than
the ground? 10 feet above the ground.
© Carnegie Learning, Inc.

3. Determine when the balloon is more than 4. Determine when the balloon is less than
10 feet above the ground. 20 feet above the ground.

5. Determine when the balloon is more than 6. Determine when the balloon is less than
20 feet above the ground. 30 feet above the ground.

APPLICATIONS OF QUADRATICS: Skills Practice • 227

 Topic 3
APPLICATIONS OF QUADRATICS

II. Solving Systems of Quadratics

A. Solve each system of equations algebraically. Then verify each solution graphically.

1. y 5 x2 2 6x 1 7 2. y 5 x2 2 3x 1 1
y 5 2x y5x23

3. y 5 2x2 1 16x 1 24 4. y 5 2x2 1 6x 2 6

y 5 2x 2 2 y 5 3x 1 1

© Carnegie Learning, Inc.

228 • MODULE 5: Maximizing and Minimizing

 Topic 3
APPLICATIONS OF QUADRATICS

Name Date

5. y 5 4x2 1 6x 1 3 6. y 5 3x2 1 24x 1 50

y 5 26x 2 6 y 5 4x 1 1

7. y 5 x2 2 2x 1 1 8. y 5 2x2 2 x 1 3
y 5 2x2 1 3x 1 4 y 5 x2 1 5x 2 6
© Carnegie Learning, Inc.

APPLICATIONS OF QUADRATICS: Skills Practice • 229

 Topic 3
APPLICATIONS OF QUADRATICS

9. y 5 x2 2 4x 1 7 10. y 5 2x 2 1 4x 2 7
y 5 2x2 2 6x 2 11 y 5 x2 1 2x 1 1

11. y 5 x2 2 8x 1 17 12. y 5 2x2 2 3x 1 2

y 5 2x2 1 6x 2 10 y 5 22x2 1 x 1 1

© Carnegie Learning, Inc.

230 • MODULE 5: Maximizing and Minimizing

 Topic 3
APPLICATIONS OF QUADRATICS

Name Date

III. Using Regression Models

A. A quadratic regression equation is given for the amount of profit, P, in dollars that a number of
produced items, n, generates. Predict the profit for each given number of produced items.

1. P 5 2n2 1 150n 2 300 for n 5 20 2. P 5 2n2 1 150n 2 300 for n 5 100

3. P 5 22n2 1 500n 2 800 for n 5 200 4. P 5 22n2 1 500n 2 800 for n 5 125

5. P 5 24n2 1 2000n 2 1500 for n 5 300 6. P 5 24n2 1 2000n 2 1500 for n 5 450

B. Use technology to determine the quadratic regression equation for each data set. Round decimals
to the nearest thousandth.

1. 2.
x y x y

1 22 12 38
© Carnegie Learning, Inc.

6 6 24 12

20 20 30 3

42 64 40 16

80 99 54 54

APPLICATIONS OF QUADRATICS: Skills Practice • 231

 Topic 3
APPLICATIONS OF QUADRATICS

3. 4.
x y x y

25 60 10 14

50 80 20 36

75 140 30 70

100 210 40 120

125 250 50 180

150 322 60 240

175 400 70 350

5. 6.
x y x y

0.1 8 0.1 2.2

© Carnegie Learning, Inc.

0.2 12 0.2 3.1

0.3 14 0.3 4

0.4 16 0.4 4.8

0.5 18 0.5 5.4

0.6 10 0.6 6

0.7 2 0.7 4.2

232 • MODULE 5: Maximizing and Minimizing

 Topic 3
APPLICATIONS OF QUADRATICS

Name Date

C. Use technology to determine the y-intercept, x-intercept(s), and vertex of the graph of each given
quadratic regression equation. Then determine what these values mean in terms of the problem
situation and tell whether the values make sense.

1. The speed, s, of a car and the car’s 2. An athlete throws a disc upward at an angle.
average fuel efficiency, G, in miles per The height in feet, h, of the disc can be
gallon at that speed can be modeled by modeled by the linear regression equation
the linear regression equation h 5 20.002x2 1 0.440x 1 5.621, where x
G 5 20.014s2 1 1.502s 2 9.444. represents the distance in feet that the disc
has traveled horizontally.

3. Martin and his friend are playing catch with 4. A company’s profit in dollars, p, can be
a baseball. Martin tosses the ball to his modeled by the quadratic regression equation
friend, but he overthrows it, and it hits the p 5 2116.938x2 1 4010.166x 2 10,590.863,
ground. The height in feet, h, of the baseball where x represents the number of years since
can be modeled by the quadratic regression the company was started.
equation h 5 20.005x2 1 0.752x 1 5.220,
where x represents the distance in feet that
the baseball has traveled horizontally.
© Carnegie Learning, Inc.

5. The temperatures, t, in degrees Fahrenheit 6. A company’s daily profit, p, from selling

recorded during a 10-hour winter snowstorm calculators can be modeled by the quadratic
can be modeled by the quadratic regression regression equation p 5 29.67x2 1 1625.20x
equation t 5 0.74x2 2 8.12x 1 35.07 where x 2 48,793.33 where x represents the price of
represents the number of hours the storm the calculator.
has lasted.

APPLICATIONS OF QUADRATICS: Skills Practice • 233

 Topic 3
APPLICATIONS OF QUADRATICS

D. Use the given regression equation to answer each question.

1. A farmer finds that his crop yield per acre 2. The growth of soybean plants in inches over a
can be modeled by the quadratic regression certain time is tested with different amounts
equation y 5 20.02x2 1 1.08x 1 3.89, where of fertilizer. The growth can be modeled by
x represents the amount of fertilizer applied the quadratic regression equation
in pounds per hundred square feet and y y 5 20.001x2 1 0.12x 1 5.6, where y represents
represents the crop yield in bushels. What the growth in inches and x represents the
is the approximate yield when 20 pounds of amount of fertilizer per plant in milligrams.
fertilizer are applied per hundred square feet? How much growth could be expected from a
plant given 40 milligrams of fertilizer?

3. The height of a ball thrown at an angle is 4. The quadratic regression equation

measured photographically. The height of y 5 220x2 1 600x 1 2250 models the
the ball can be modeled by the quadratic relationship between the selling price of a
regression equation h 5 216.2t2 1 46t 1 4, necklace, x, in dollars and the profit earned
where h is the height of the ball after t each month, y, in dollars. To reach a profit of
seconds. At what time should the ball reach a $300 per month from the necklaces, what
height of 30 feet? should the selling price be?

© Carnegie Learning, Inc.

5. A company manufactures bicycles. The 6. A model rocket is launched into the air. The
relationship between the number of bicycles height of the model rocket can be modeled
made and the cost to produce those by the quadratic regression equation
bicycles can be modeled by the quadratic y 5 24.1x2 1 272.8x 1 2.7, where y represents
regression equation y 5 x2 1 36.7x 1 4756, the height of the model rocket in feet and x
where y represents the total cost to make represents the time in seconds. At what time
the bicycles and x represents the number should the model rocket reach a height of
of bicycles made. What would be the cost to 2000 feet?
manufacture 50 bicycles?

234 • MODULE 5: Maximizing and Minimizing

 Topic 3
APPLICATIONS OF QUADRATICS

Name Date

IV. Inverses of Quadratics

A. Determine the equation of the inverse for each quadratic function.

1. f(x) 5 7x2 2. f(x) 5 2x2

3. f(x) 5 6x2 1 11 4. f(x) 5 2x2 2 12

5. f(x) 5 24x2 2 6 6. f(x) 5 23x2 1 20

B. Determine the equation of the inverse for each given function. Graph the function and its inverse.
Restrict the domain of the original function and the inverse so that the inverse is also a function.

1. f(x) 5 2x2 2. f(x) 5 x2 1 3

y y

8 8
© Carnegie Learning, Inc.

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

APPLICATIONS OF QUADRATICS: Skills Practice • 235

 Topic 3
APPLICATIONS OF QUADRATICS

3. f (x) 5 24x2 2 2 4. f (x) 5 3x2 2 4

y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

1
5. f (x) 5 2__
2x
2
6. f (x) 5 2x2 1 5
y y

8 8

6 6

4 4

© Carnegie Learning, Inc.

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

236 • MODULE 5: Maximizing and Minimizing

 Topic 3
APPLICATIONS OF QUADRATICS

Name Date

C. The function modeling each problem situation is given. Sketch the inverse of each function on
the grid provided and label the axes. Then, describe the domain and range of both functions as they
relate to the problem situation.

1. The function models a mountain climber’s elevation over his 10-day mountain climb.
y y

18,000
16,000
Elevation (feet)

14,000
12,000
10,000
8000
6000
4000
2000
0
1 2 3 4 5 6 7 8 9 x x
Time Since Starting
Climb (days)

2. In the year 1990, park rangers stocked an unpopulated lake with 50 channel catfish. The function
models the channel catfish population over a period of time.
y y
Channel Catfish Population

180
160
140
120
100
80
60
© Carnegie Learning, Inc.

40
20
0
2 4 6 8 10 121416 18 x x
Time Since 1990 (years)

APPLICATIONS OF QUADRATICS: Skills Practice • 237

 Topic 3
APPLICATIONS OF QUADRATICS

3. Daniel deposited $150.00 in a savings account. The function models the balance in the savings
account in dollars.
y y
450
400
Balance (dollars)

350
300
250
200
150
100
50
0
2 4 6 8 10 121416 18 x x
Time (years)

4. In the year 2005, a park had a population of 47 white-tailed deer. The function models the
population of white-tailed deer in a park over a period of time.
y y
White-tailed Deer Population

180
160
140
120
100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 x x
Time Since 2005 (years)

© Carnegie Learning, Inc.

5. A company’s profit over a period of a year is modeled on the graph below.
y y

180
160
140
Profit ($)

120
100
80
60
40
20
0
2000 4000 6000 8000 x x
Number of Units Sold

238 • MODULE 5: Maximizing and Minimizing

 Topic 3
APPLICATIONS OF QUADRATICS

Name Date

6. Lance bought a rare baseball memorabilia item 15 years ago for $2500. The function models the
value of the item over time.
y y

4500
4000
3500
Value ($)

3000
2500
2000
1500
1000
500
0
2 4 6 8 10 12 14 16 18 x x
Time (years)
© Carnegie Learning, Inc.

APPLICATIONS OF QUADRATICS: Skills Practice • 239

 Topic 1
QUANTITIES AND RELATIONSHIPS

MODULE 1
Topic 1
Quantities and Relationships
I. A.
1. Independent quantity: time (hours) 3. Independent quantity: number of cups
Dependent quantity: distance (miles) Dependent quantity: cost (dollars)

5. Independent quantity: time (hours)

Dependent quantity: distance (miles)

I. B.

1. The x-axis should be labeled Time (hours). 3. The x-axis should be labeled Time (seconds).
The y-axis should be labeled Distance (miles). The y-axis should be labeled Height of
Football (feet).

5. The x-axis should be labeled Time (years).

The y-axis should be labeled Value of Investment (dollars).

II. A.
1. The domain is electricity use in kWh; x $ 0. The range is the monthly cost in dollars; y $ 30.

3. The domain is the time that Graham uses the water bottle in minutes; 0 # x # 25. The range is
the temperature of the water in °F; y # 100.

© Carnegie Learning, Inc.

5. The domain is the number of years that the paver is owned; x $ 0. The range is the dollar value of
the asphalt road paver; 2,500 # y # 50,500.

7. The domain is the diameter of the balloon in inches; 0 # x # 5. The range is the volume of the
balloon in cubic inches; 0 # y # 26.

9. The domain is the number of years the money is invested in savings bonds; 0 # x # 18. The
range is the value of the bonds; y $ 25,000.

11. The domain is the amount of time the kayak is rented, in hours; 0 # x # 12. The range is the cost
to rent the kayak in dollars; 0 # y # 200.

240 • MODULE 1: Searching for Patterns

 Topic 1
QUANTITIES AND RELATIONSHIPS

III. A.
1. Function: A, B, C, D, F, G, H, I, J, L
Maximum or minimum: A, C, D, E, H, J, K
Increasing only: G, I, J
Decreasing only: B, E, F

IV. A.
1. The relation is a function. 3. The relation is a function.

5. The relation is not a function, because because the value of 2 in the domain is assigned to more
than one element in the range.

IV. B.
1
1. f(x) 5 3x 2 8 3. P(x) 5 3x 1 8 5. A(m) 5 2__
2m 1 5

V. A.
1. The graph represents an exponential 3. The graph represents a linear piecewise
function. function.

5. The graph represents an exponential 7. The graph represents a quadratic function.

function.

9. The graph represents a linear piecewise function.

© Carnegie Learning, Inc.

VI. A.
1. Answers will vary. Check students’ graphs.
f(x) 5 x2

3. Answers will vary. Check students’ graphs.

f(x) 5 2 x

5. Answers will vary. Check students’ graphs.

f(x) 5 3

QUANTITIES AND RELATIONSHIPS: Skills Practice Answers • 241

 Topic 2
SEQUENCES

Topic 2
Sequences
I. A.
1. The second figure has 2 more squares than 3. Each figure has 2 more circles than the
the first, the third figure has 3 more squares previous figure.
than the second, and the fourth figure has 4
more squares than the third.

5. Each figure has twice as many triangles as the previous figure.

I. B.
1. 995, 990, 985, 980, 975, 970 3. $40, $80, $120, $160, $200, $240

5. 1, 3, 7, 15, 31, 63, 127

© Carnegie Learning, Inc.

II. A.
1. d 5 5 2 1 3. d 5 13 2 10.5 5. d 5 26.0 2 (24.8)
d54 d 5 2.5 d 5 21.2

II. B.
8 __
7 __ 9
1. 32; 38; 44 3. __
5; 5; 5 5. 2145; 2156; 2167

III. A.
1. r 5 10 4 5 3. r 5 232 4 64 5. r 5 15 4 45
1 1
r52 r 5 2__
2 r 5 __
3

242 • MODULE 1: Searching for Patterns

 Topic 2
SEQUENCES

III. B.
1. 243; 729; 2187 3. 80; 2160; 320 5. 2; 22; 2

IV. A.
1. The sequence is arithmetic. The next 3 terms are 20, 24, and 28.

3. The sequence is geometric. The next 3 terms are 768, 3072, and 12,288.

5. The sequence is neither arithmetic nor geometric.

V. A.
1. The sequence is geometric. 3. The sequence is geometric. 5. The sequence is arithmetic.
gn 5 gn21 ? r gn 5 gn21 ? r an 5 an21 1 d
g5 5 g4 ? 2 g4 5 g3 ? (23) a4 5 a3 1 90
g5 5 32 ? 2 g4 5 18 ? (23) a4 5500 1 90
g5 5 64 g4 5 254 a4 5 590

g6 5 g5 ? (23) a5 5 a4 1 90
g6 5 162 ? (23) a5 5 590 1 90
g6 5 2486 a5 5 680

VI. A.
1. an 5 a1 1 d(n 2 1) 3. an 5 a1 1 d(n 2 1) 5. an 5 a1 1 d(n 2 1)
a20 5 1 1 3(20 2 1) a25 5 3.3 1 1.1(25 2 1) a42 5 12.25 1 2.25(42 2 1)
© Carnegie Learning, Inc.

a20 5 58 a25 5 29.7 a42 5 104.50

VI. B.
1. gn 5 g1 ? r n21 3. gn 5 g1 ? r n21 5. gn 5 g1 ? r n21
g10 5 3 ? 21021 g12 5 5 ? 31221 g20 5 0.125 ? (22)2021
g10 5 1536 g12 5 885,735 g20 5 265,536

SEQUENCES: Skills Practice Answers • 243

 Topic 3
LINEAR REGRESSIONS

Topic 3
Linear Regressions
I. A.
1. Sample answer: 3. Sample answer:
y y
10 10

8 8

6 6

4 4

2 2
x x
−10 −8 −6 −4 −2 0 2 4 6 8 10 −10 −8 −6 −4 −2 0 2 4 6 8 10
–2 –2

–4 –4

–6 –6

−8 −8

−10 −10

8 5 4 1
y 5 __ __
7x 2 7 y 5 2__ __
5x 1 2

5. Sample answer:
y
10

© Carnegie Learning, Inc.

8

2
x
−10 −8 −6 −4 −2 0 2 4 6 8 10
–2

–4

–6

−8

−10

y5x11

244 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

I. B.

1.
What it Means

Mathematical
Expression Unit Contextual Meaning
Meaning
number of the predicted average output value
y T-shirts number of T-shirts
sold
rise in number of the predicted change slope
T-shirts sold per in the average number
57.14 year of T-shirts sold per
year
number of years the number of years input value
x
since 2010 since 2010
number of the predicted average y-intercept
28.57 T-shirts number of T-shirts
sold in year 2010

3. For 2014, x 5 4. 5. For 2018, x 5 8.

y 5 57.14x 1 28.57 y 5 57.14x 1 28.57
y 5 57.14(4) 1 28.57 y 5 57.14(8) 1 28.57
y 5 257.13 y 5 485.69
© Carnegie Learning, Inc.

The total number of T-shirts sold in 2014 The total number of T-shirts sold in 2018
should be about 257. The actual number of should be about 486. The prediction is
T-shirts sold was 250, so the predicted value reasonable.
is fairly close to the actual value.

LINEAR REGRESSIONS: Skills Practice Answers • 245

 Topic 3
LINEAR REGRESSIONS

II. A.
1. These data have a positive correlation. 3. These data have no correlation.
(A) r 5 0.8 would be the most accurate (A) r 5 0.01 would be the most accurate
r-value. r-value.

5. These data have a positive correlation.

(D) r 5 0.7 would be the most accurate r-value.

II. B.
1. y 5 34,571.4286x 1 50,238.0952 3. y 5 20.6286x 1 20.2381
r 5 0.9571 r 5 20.0915
Because the r-value is close to 1, the linear Because the r-value is close to 0, the linear
regression equation is appropriate for the regression equation is not appropriate for
data set. the data set.

5. y 5 2311.1429x 1 9304.5238
r 5 20.0857
Because the r-value is close to 0, the linear regression equation is not appropriate for the data set.

III. A.
y
1. x y Predicted Value Residual Value
5 3 2.5 0.5
10 4 5 −1

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15 9 7.5 1.5
20 7 10 −3
25 13 12.5 0.5
x
30 15 15 0

246 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

3. y
x y Predicted Value Residual Value
1 1.5 0.9 0.6
3 6.5 6.9 20.4
5 12.5 12.9 20.4
7 19.5 18.9 0.6
9 24.5 24.9 20.4
x
11 31.5 30.9 0.6

5. y
x y Predicted Value Residual Value
100 505 506.4 21.4
90 460 457.4 2.6
80 415 408.4 6.6
70 360 359.4 0.6
60 305 310.4 25.4
© Carnegie Learning, Inc.

x
50 265 261.4 3.6

IV. A.

1. Based on the shape of the scatter plot and the correlation coefficient, a linear model appears to be
appropriate for the data. Based on the residual plot, a linear model appears to be appropriate for
the data.

LINEAR REGRESSIONS: Skills Practice Answers • 247

 Topic 3
LINEAR REGRESSIONS

3. Based on the shape of the scatter plot and the correlation coefficient, a linear model appears to be
appropriate for the data. Based on the residual plot, there may be a more appropriate model than
linear for the data.

5. Based on the shape of the scatter plot and the correlation coefficient, a linear model appears to be
appropriate for the data. Based on the residual plot, a linear model appears to be appropriate for
the data.

V. A.
1. x 10 20 30 40 50 60 70 80
y 351 601 849 1099 1351 1601 1849 2099
Prediction 350.66 600.46 850.26 1100.06 1349.86 1599.66 1849.46 2099.26
Residual 0.34 0.54 21.26 21.06 1.14 1.34 20.46 20.26

Linear regression equation: y 5 24.98x 1 100.86, r 5 1.000

Scatter Plot and Line of Best Fit Residual Plot

y y

© Carnegie Learning, Inc.

x

Based on the shape of the scatter plot and the correlation coefficient, a linear model appears to be
appropriate for the data. Based on the residual plot, a linear model appears to be appropriate for
the data.

248 • MODULE 1: Searching for Patterns

 Topic 3
LINEAR REGRESSIONS

3. x 1 3 5 7 9 11 13 15
y 2 10 26 50 82 122 170 226
Prediction 226 6 38 70 102 134 166 198
Residual 28 4 212 220 220 212 4 28

Linear regression equation: y 5 16x 2 42, r 5 0.9701

Scatter Plot and Line of Best Fit Residual Plot

y y

Based on the shape of the scatter plot and the correlation coefficient, a linear model may possibly
be appropriate for the data. Based on the residual plot, there may be a more appropriate model
than linear for the data.
© Carnegie Learning, Inc.

LINEAR REGRESSIONS: Skills Practice Answers • 249

 Topic 3
LINEAR REGRESSIONS

5. x 1 2 3 4 5 6 7 8
y 37.5 35.5 32.5 30 27.5 25.5 22.5 20
Prediction 37.67 35.16 32.65 30.14 27.63 25.12 22.61 20.10
Residual 20.17 0.34 20.15 20.14 20.13 0.38 20.11 20.10

Linear regression equation: y 5 22.51x 1 40.18, r 5 20.9993

Scatter Plot and Line of Best Fit Residual Plot

y y

© Carnegie Learning, Inc.

Based on the shape of the scatter plot and the correlation coefficient, a linear model appears to be
appropriate for the data. Based on the residual plot, a linear model appears to be appropriate for
the data.

250 • MODULE 1: Searching for Patterns

 Topic 1
LINEAR FUNCTIONS

MODULE 2
Topic 1
Linear Functions
I. A.
1. an 5 16 1 5(n 2 1) 3. an 5 100 1 (220)(n 2 1)
f(n) 5 16 1 5(n 2 1) f(n) 5 100 1 (220)(n 2 1)
f(n) 5 16 1 5n 2 5 f(n) 5 100 2 20n 1 20
f(n) 5 5n 1 16 2 5 f(n) 5 220n 1 100 1 20
f(n) 5 5n 1 11 f(n) 5 220n 1 120
y y

90 80
80 60
70 40
60 20
50
01 2 3 4 5 6 7 8 9 x
40 –20
30 –40
20 –60
10 –80
0
1 2 3 4 5 6 7 8 9 x

5. an 5 550 1 (250)(n 2 1)
© Carnegie Learning, Inc.

f(n) 5 550 1 (250)(n 2 1)

f(n) 5 550 2 50n 1 50
f(n) 5 250n 1 550 1 50
f(n) 5 250n 1 600
y

540
480
420
360
300
240
180
120
60
0
1 2 3 4 5 6 7 8 9 x

LINEAR FUNCTIONS: Skills Practice Answers • 251

 Topic 1
LINEAR FUNCTIONS

II. A.
1. The distance Nathan travels depends on the time. Distance, D, is the dependent quantity and time,
t, is the independent quantity.

D(t) 5 6t

3. The total number of envelopes Mario stuffs depends on the time. The total number of envelopes,
E, is the dependent quantity and time, t, is the independent quantity.

E(t) 5 5t

5. The amount of money the booster club earns depends on the number of cups sold. The amount of
money, M, is the dependent quantity and the number of cups sold, c, is the independent quantity.

M(c) 5 2c

II. B.

1. Independent Dependent 3. Independent Dependent

Quantity Quantity Quantity Quantity
Quantity Time Distance Number of
Quantity Time
Envelopes
Units hours miles
Units minutes envelopes
Expression t 7t
Expression t 4t
0 0
5 20
0.5 3.5
10 40
1 7
15 60
1.5 10.5

© Carnegie Learning, Inc.

20 80
2 14
25 100
(0.5, 3.5) and (1, 7) (5, 20) and (10, 40)
7 2 3.5
________ 3.5
____ 40 2 20
________ 20
___
1 2 0.5 5 0.5 10 2 5 5 5
7
5 __
1
4
5 __
1

The unit rate of change is 7. The unit rate of change is 4.

252 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

5. Independent Dependent (5, 15) and (10, 30)

Quantity Quantity 30 2 15
________ 15
___
10 2 5 5 5
Number of 3
Amount of 5 __
1
Quantity Bags of
Money Raised The unit rate of change is 3.
Popcorn Sold
Units bags dollars
Expression b 3b
5 15
10 30
15 45
20 60
25 75

III. A.

1a. 25 3a. 5 5a. 4.8

1b. 5 3b. 5 5b. 22.7
1c. 6 3c. 5 5c. 21.2

7a. 28 9a. 0 11a. 1

1
7b. 2__
2 9b. 248 11b. 299
7c. 0 9c. 215 11c. 11

IV. A.
© Carnegie Learning, Inc.

1a. 3 3a. 24 5a. 29

1b. Does not exist 3b. 1 5b. 9
1c. 0 3c. 4 5c. 1
1d. All real numbers 3d. All real numbers 5d. All real numbers
1e. {3} 3e. All real numbers 5e. All real numbers

7a. 22 9a. 8 11a. 9

7b. Does not exist 9b. 4 11b. 12
3
7c. 0 9c. 22 11c. 2__
4
7d. All real numbers 9d. All real numbers 11d. All real numbers
7e. {22} 9e. All real numbers 11e. All real numbers

LINEAR FUNCTIONS: Skills Practice Answers • 253

 Topic 1
LINEAR FUNCTIONS

V. A.

1.
y
Original Graph Transformed Graph
8
x f(x) x p(x)
6
f(x)
4 22 22 22 29
2
21 21 21 28
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0 0 27
p(x)
−4
1 1 1 26
−6

−8 2 2 2 25

3.
y
Original Graph Transformed Graph
8
x f(x) x p(x)
6

© Carnegie Learning, Inc.

f(x)
p(x)
4 22 22 22 6
2
21 21 21 7
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0 0 8

−4
1 1 1 9
−6

−8 2 2 2 10

254 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

5.
y
Original Graph Transformed Graph
8
x f(x) x p(x)
6
f(x)
4 22 22 22 27
p(x)
2
21 21 21 26
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0 0 25

−4
1 1 1 24
−6

−8 2 2 2 23

V. B.
1. g(x) 5 f(x) 1 9 3. g(x) 5 f(x) 1 21 5. g(x) 5 f(x) 2 4
5 3x 1 1 1 9 5 27 2 4x 1 21 1
5 __
2x 1 2 2 4
5 3x 1 10 5 24x 1 14 1
5 __
2x 2 2
V. C.
1.
y
© Carnegie Learning, Inc.

Original Graph Transformed Graph

8
m(x)
x f(x) x m(x)
6
f(x)
4 22 22 22 210
2
21 21 21 25
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0 0 0

−4
1 1 1 5
−6

−8 2 2 2 10

LINEAR FUNCTIONS: Skills Practice Answers • 255

 Topic 1
LINEAR FUNCTIONS

3.
y
Original Graph Transformed Graph
8
x f(x) x m(x)
6
f(x)
1
4 22 22 22 2__
3
2 m(x)
1
21 21 21 2__
6
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0 0 0

−4 1
__
1 1 1 6
−6
1
__
−8 2 2 2 3

5.
y
Original Graph Transformed Graph
m(x)
8
x f(x) x m(x)
6
f(x)
4 22 22 22 26

© Carnegie Learning, Inc.

2
21 21 21 23
−8 −6 −4 −2 0 2 4 6 8 x
−2 0 0 0 0

−4
1 1 1 3
−6

−8 2 2 2 6

256 • MODULE 2: Exploring Constant Change

 Topic 1
LINEAR FUNCTIONS

V. D.
1. The graph of the function f(x) is translated 3. The graph of the function f(x) is translated
down 8 units to produce g(x). up 5 units to produce g(x).

y y

8 8

6 6
f(x) f(x)
4 4
g(x)
2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2
g(x)
−4 −4

−6 −6

−8 −8

5. The graph of the function f(x) is translated

down 4 units to produce g(x).

6
© Carnegie Learning, Inc.

f(x)
4
g(x)
2

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6

−8

LINEAR FUNCTIONS: Skills Practice Answers • 257

 Topic 1
LINEAR FUNCTIONS

VI. A.

1a. The rate of change for Oscar’s distance is 1. This means he jumps 1 more inch each month. The
rate of change for Monica’s distance is 1. This means she jumps 1 more inch each month. They
are both increasing their distances at the same rate.

1b. The y-intercept for Oscar’s distances is 235. This means that he jumped 235 inches at the
beginning of the track season. The y-intercept for Monica’s distances is 200. This means that
she jumped 200 inches at the start of the season. Oscar jumped further at the beginning of the
track season than Monica.

3a. The rate of change for Alyssa’s net earnings is 45. This means she earns $45 for each lawn she
mows. The rate of change for Matsuo’s net earnings is 30. This means he earns $30 for each
lawn he mows. Alyssa earns more per lawn than Matsuo.

3b. The y-intercept for Alyssa’s net earnings is 2250. This means the lawn mower cost her $250.
The y-intercept for Matsuo’s net earnings is 2200. This means the lawn mower cost him $200.
Alyssa paid more for her lawnmower compared to Matsuo.

5a. The rate of change for Marcus’s account balance is 125. This means he is saving $125 each
month. The rate of change for Belita’s account balance is 100. This means she is saving $100
each month. Marcus is saving more per month than Belita.

5b. The y-intercept for Marcus’s account balance is 300. This means he started with $300 in his
account. The y-intercept for Belita’s account balance is 225. This means she started with $225 in
her account. Marcus started with more money in his account compared to Belita.

7a. The rate of change for The Pavilion’s line is 10. This means The Pavilion lets in 10 people every

© Carnegie Learning, Inc.

hour. The rate of change for Heliophobia’s line is 15. This means Heliophobia lets in
15 people every hour. Heliophobia is letting in more people per hour than The Pavillion.

7b. The y-intercept for The Pavilion’s line is 50. This means initially the arcade let 50 people in.
The y-intercept for Heliophobia’s line is 70. This means initially the arcade let 70 people in.
Heliophobia had more people in line compared to The Pavilion.

9a. The rate of change for Susan’s debt is 2600. This means she is paying her parents back $600 a
month. The rate of change for Caitlin’s debt is 2800. This means she is paying her parents back
$800 a month. Caitlin is paying more per month than Susan.

9b. The y-intercept for Susan’s debt is 45,000. This means she initially borrowed $45,000 from her
parents. The y-intercept for Caitlin’s debt is 35, 000. This means she initially borrowed $35,000
from her parents. Susan borrowed more money compared to Caitlin.

258 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

11a. The rate of change for the Youth Division’s distance from the finish line is 2235. This means the
distance is decreasing by 235 meters per minute. The rate of change for the Masters Division’s
distance from the finish line is 2240. This means the distance is decreasing by 240 meters per
minute. The Masters Division is decreasing the distance at a faster rate than the Youth Division.

11b. The y-intercept for the Youth Division’s distance from the finish line is 2910. This means the
Youth Division started the race 2910 meters away from the finish line. The y-intercept for the
Masters Division’s distance from the finish line is 3000. This means the Masters Division started
the race 3000 meters away from the finish line. The Masters Division started farther away from
the finish line compared to the Youth Division.

Topic 2
Solving Linear Equations and Inequalities
I. A.
1. y 5 10x 1 50; $290 3. y 5 25x 1 150; 325 signatures
5. y 5 12x 1 240; 480 minutes, or 8 hours

II. A.
1. y 5 23x 1 1
3. y 5 2__ __
2 x 1 10 2
1 23
5. y 5 __ __
11 x 1 22

III. A.
© Carnegie Learning, Inc.

1. y 5 21333.33x 1 27, 000; 11,000 feet 3. y 5 14x 2 20; $78

1
5. y 5 __
5 x 1 77; 109 career home runs

IV. A.
1.
23(x 2 4) 5 29(x 2 1)
23x 1 12 5 29x 1 9 Distributive Property
6x 1 12 5 9 Addition Property of Equality
6x 5 23 Subtraction Property of Equality
1 Division Property of Equality
x 5 2 __
2

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice Answers • 259

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

3.
22x 1 1
_________ 3x
2 1 6 5 ___
2 2 10
22x 1 1 1 12 5 3x 2 20 Multiplication Property of Equality
22x 1 13 5 3x 2 20 Associative Property
25x 1 13 5 220 Subtraction Property of Equality
25x 5 233 Subtraction Property of Equality
33 Division Property of Equality
x 5 ___
5

5.
7(x 2 1)
________ 3 3
4 2 __ ___
4 5 28x 1 4
7(x 2 1) 2 3 5 232x 1 3 Multiplication Property of Equality
7x 2 7 2 3 5 232x 1 3 Distributive Property
7x 2 10 5 232x 1 3 Associative Property
39x 2 10 5 3 Addition Property of Equality
39x 5 13 Addition Property of Equality
1
x 5 ___
3
Division Property of Equality

IV. B.
1. 3.
22(x 2 3) 1 5 5 26(x 1 1) 1 4x 20x 2 2(x 1 10) 5 2(5 2 2x)
22x 1 6 1 5 5 26x 2 6 1 4x 20x 2 2x 2 20 5 25 1 2x
22x 1 11 5 22x 2 6 18x 2 20 5 25 1 2x
11 Þ 26 16x 5 15
15
no solution x 5 ___

© Carnegie Learning, Inc.

16
one solution

5.
27(x 2 1) 5 215x 1 8(x 1 2)
27x 1 7 5 215x 1 8x 1 16
27x 1 7 5 27x 1 16
7 Þ 16
no solution

V. A.
1. C ≈ 22.22 3. C ≈ 39.22 5. F 5 107.6

260 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

V. B.
2
1. y 5 2__
3x 1 8 3. y 5 __
4 1
5. y 5 2__
9x 1 5 8 x 2 12

V. C.
1. 25x 1 y 5 8 3. 22x 1 3y 5 218 5. 5x 1 y 5 213

V. D.
2A V pV a 0 b1
1. ___
b
5h 3. ____
pr 2
5h 5. ___
nR 5 T 7. b0 5 2 ____
a1

VI. A.
1. 800x 1 4000 $ 10,000; x $ 8 3. 800x 1 4000 , 6000; x , 3

5. 800x 1 4000 . 12,000; x . 10

VI. B.
1. Elena must sell at least 50 tickets. x $ 50

0 10 20 30 40 50 60 70 80 90 100

3. Elena must sell at least 70 tickets. x $ 70

0 10 20 30 40 50 60 70 80 90 100

5. Elena must sell fewer than 10 tickets. x , 10

© Carnegie Learning, Inc.

0 10 20 30 40 50 60 70 80 90 100

VI. C.
1. f(x) 5 13x 1 52 3. f(x) 5 13x 1 52
117 # 13x 1 52 143 , 13x 1 52
65 # 13x 91 , 13x
5#x 7,x
Leon must play in 5 or more games to score Leon must play in more than 7 games to
at least 117 points. score more than 143 points.

5. f(x) 5 13x 1 52
85 . 13x 1 52
33 . 13x
2.54 . x
Leon must play in 2 or fewer games to score fewer than 85 points.

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice Answers • 261

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

VI. D.
1. More than 5 minutes have passed if the 3. Less than 12 minutes have passed if Lea still
balloon is below 3000 feet. x . 5 has more than 2000 feet to walk. x , 12

y y

6000

4000
5000

4000
Height (feet)

Distance (feet)
3000

3000

2000
2000

1000 1000

0
5 10 15 x
0
Time (minutes) 5 10 15 x
Time (minutes)

5. At least 8 minutes have passed if the

submarine is at least 160 feet below the
surface. x $ 8

y
200

© Carnegie Learning, Inc.

x
−10 0 10

−200

262 • MODULE 2: Exploring Constant Change

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

VI. E.
1. x # 28 3. x , 16

–12 –10 –8 –6 –4 –2 0 6 8 10 12 14 16 18

5. x $ 210

–12 –10 –8 –6 –4 –2 0

VII. A.
1. 22 $ x . 24 3. 0 # x # 6 5. 87 $ x $ 83

VII. B.
1. 28 , x # 11 3. 7 , x , 25 5. 214 # x # 5

VII. C.
1. 3.

30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 –10 0 10

5.

–50 –40 –30 –20 –10 0 10 20 30 40 50

VII. D.
© Carnegie Learning, Inc.

1. x $ 6 or x , 3 3. x . 31 or x # 26 5. x . 1000 or x , 10

VII. E.
1.

0 1 2 3 4 5 6 7 8 9 10
2,x#7

3.

0 1 2 3 4 5 6 7 8 9 10
x $ 5 or x , 3

SOLVING LINEAR EQUATIONS AND INEQUALITIES: Skills Practice Answers • 263

 Topic 2
SOLVING LINEAR EQUATIONS AND INEQUALITIES

5.

–5 –4 –3 –2 –1 0 1 2 3 4 5
x # 21 or x . 0

7.

0 1 2 3 4 5 6 7 8 9 10 11
2#x#9

VII. F.
1.
–10 0 10
Solution: 210 , x # 10
3.
0 1 2 3 4 5 6 7 8 9 10
Solution: x . 9 or x , 3

5.
30 40 50
Solution: 32 # x , 48

© Carnegie Learning, Inc.

264 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

Topic 3
Systems of Equations and Inequalities
I. A.
1. Eric’s income can be modeled by the equation 3. Chen's income can be modeled by the
y 5 20x, where y represents the income (in equation y 5 20x, where y represents the
dollars) and x represents the number of income (in dollars) and x represents the
model cars he sells. Eric’s expenses can be number of yards he mows. Chen's
modeled by the equation y 5 12x 1 50, where expenses can be modeled by the equation
y represents the expenses (in dollars) and y 5 4x 1 180, where y represents the
x represents the number of model cars he expenses (in dollars) and x represents the
purchases from the distributor. number of yards he mows.
y 5 20x y 5 20x
y 5 12x 1 50 y 5 4x 1 180
y Income
y Income
180
Expenses
360
160
320
140
280
120 Expenses
Dollars

240
100
Dollars

200
80
160
60
120
40
© Carnegie Learning, Inc.

80
20
40
0
1 2 3 4 5 6 7 8 9 x
0
Number of Model Cars 2 4 6 8 10 12 14 16 18 x
Number of Yards Mowed

The break-even point is between 6 and 7

model cars. Eric must sell more than 6 model The break-even point is between 11 and 12
cars to make a profit. yards mowed. Chen must mow more than
11 yards to make a profit.

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice Answers • 265

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

5. The Spanish Club's income can be modeled by y Income

the equation y 5 15x, where y represents the

270
income (in dollars) and x represents the number Expenses
240
of fruit boxes sold. The Spanish Club's expenses
210
can be modeled by the equation y 5 7.50x 1 100,
180
where y represents the expenses (in dollars) and x

Dollars
represents the number of fruit boxes ordered. 150

y 5 15x 120

y 5 7.50x 1 100 90

60
The break-even point is between 13 and 14 boxes 30
of fruit. The Spanish Club must sell more than 13
0
2 4 6 8 10 12 14 16 18 x
boxes of fruit to make a profit.
Number of Fruit Boxes

I. B.
1. The solution is (4, 5). 3. There is no solution. 5. The solution is (2, 0.5).
The system is consistent. The system is inconsistent. The system is consistent.

I. C.
1. Let x represent the amount charged for each apple. Let y represent the amount charged for
each orange.
10x 1 15y 5 20 10x 1 15y 5 20

© Carnegie Learning, Inc.

5x 1 6y 5 8.50 22(5x 1 6y 5 8.50)
10x 1 15y 5 20 10x 1 15(1) 5 20
210x 2 12y 5 217 10x 1 15 5 20
3y 5 3 10x 5 5
y51 x 5 0.5

The solution is (0.5, 1). The band charges $0.50 for each apple and $1.00 for each orange.

266 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

3. Let x represent the charge for each pepperoni pizza. Let y represent the charge for each order
of breadsticks.
3x 1 2y 5 30 3(3x 1 2y 5 30)
4x 1 3y 5 41 22(4x 1 3y 5 41)
9x 1 6y 5 90 3(8) 1 2y 5 30
28x 2 6y 5 282 24 1 2y 5 30
x58 2y 5 6
y53
The solution is (8, 3). The Pizza Barn sells each pepperoni pizza for $8 and each order of
breadsticks for $3.

5. Let x represent the height (in inches) of each large block. Let y represent the height (in inches)
of each small block.
4x 1 2y 5 63.8 22(4x 1 2y 5 63.8)
9x 1 4y 5 139.8 9x 1 4y 5 139.8
28x 2 4y 5 2127.6 4(12.2) 1 2y 5 63.8
9x 1 4y 5 139.8 48.8 1 2y 5 63.8
x 5 12.2 2y 5 15
y 5 7.5
The solution is (12.2, 7.5). Each large block is 12.2 inches tall and each small block is 7.5 inches tall.

I. D.
1. The solution is (6, 22). 3. The solution is (23, 24).
© Carnegie Learning, Inc.

5. The solution is (0, 7). 7. The solution is (2, 22).

I. E.
1. Let x represent the weight (in pounds) of a large plate. Let y represent the weight (in pounds) of a
small plate.
4x 1 10y 5 200
6x 1 5y 5 200
The solution is (25, 10). Each large plate weighs 25 pounds. Each small plate weighs 10 pounds.

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice Answers • 267

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

3. Let x represent the number of toppings on a sundae. Let y represent the cost (in dollars) for a
sundae with x toppings.
y 5 0.25x 1 2.50 Cold & Creamy Sundaes
y 5 0.50x 1 1.50 Colder & Creamier Sundaes
The solution is (4, 3.50). Both vendors charges $3.50 for a sundae with 4 toppings. It Raja wants
fewer than 4 toppings, then Colder & Creamier Sundaes is the better buy. If Raja wants more
than 4 toppings, Cold & Creamy Sundaes is the better buy.
5. Let x represent the charge for each purse. Let y represent the charge for each wallet.
10x 1 6y 5 193
8x 1 10y 5 183
The solution is (16, 5.5). Alicia charges $16 for each purse and $5.50 for each wallet.
7. Let x represent the amount of Jun's real estate sales in dollars. Let y represent the yearly income
when Jun has x dollars in real estate sales.
y 5 0.02x 1 20,000 Dream Homes
y 5 0.01x 1 25,000 Amazing Homes
The solution is (500,000, 30,000). Both real estate companies will pay Jun $30,000 per year for
$500,000 in real estate sales. If Jun expects to sell less than $500,000 of real estate per year, than
he should accept the offer from Amazing Homes. If Jun expects to sell more than $500,000 of
real estate per year, then he should accept the offer from Dream Homes.
9. Let x represent the number of food processors sold. Let y represent Renee's yearly income when
she sells x food processors.
y 5 25x 1 15,000 Pro Process Processors
y 5 21x 1 18,000 Puree Processors
The solution is (750, 33,750). Both companies will pay Renee $33,750 for selling 750 food

© Carnegie Learning, Inc.

processors. If Renee expects to sell fewer than 750 food processors in one year, then she should
accept the offer from Puree Processors. If Renee expects to sell more than 750 food processors
in one year, than she should accept the offer from Pro Process Processors.
11. Let x represent the amount (in dollars) of cars sales. Let y represent the yearly income when
Serena has x dollars in car sales.
y 5 0.01x 1 22,000 Classic Cars
y 5 0.025x 1 13,000 Sweet Rides
The solution is (600,000, 28,000). Both dealerships will pay Serena $28,000 for $600,000 in car
sales. If Serena expects to have fewer than $600,000 in car sales in one year, then she should
accept the offer from Classic Cars. If Serena expects to have more than $600,000 in car sales in
one year, then she should accept the offer from Sweet Rides.

268 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

II. A.
1. x 1 y $ 500 3. y . 6x 1 20 5. 7x 1 3y . 28

II. B.
1. The line will be solid because the symbol 3. The line will be dashed because the symbol
is #. is ,.

5. The line will be solid because the symbol 7. The line will be solid because the symbol
is $. is $.

II. C.

1. The half-plane that includes (0, 0) should be shaded because the inequality is true for that point.

3. The half-plane that does not include (0, 0) should be shaded because the inequality is false for
that point.

5. The half-plane that does not include (0, 0) should be shaded because the inequality is false for
that point.

II. D.
1. y 3. y

8 8

6 6

4 4
© Carnegie Learning, Inc.

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice Answers • 269

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

5. y

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6

−8

II. E.
y 3. y
1.
8 8

6 6
Number of Carousel Rides

4
Number of Field Goals

2 2

0 x −8 −6 −4 −2 0 2 4 6 8 x
−8 −6 −4 −2 2 4 6 8
−2 −2

−4 −4

−6 −6

© Carnegie Learning, Inc.

−8 −8

Number of Ferris Wheel Rides Number of Touchdowns

No. The ordered pair (6, 3) is not a solution No. The ordered pair (6, 21) is not a solution for
to the inequality. It is not in the shaded the problem situation. It is in the correct shaded
half-plane. half-plane, but it is not a reasonable answer
because Noah's team cannot score a negative
number of field goals.

270 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

y No. The ordered pair (22, 4) is not a solution

5.
for the problem situation. It is in the correct
8 shaded half-plane, but it is not a reasonable
6 answer because Leon cannot purchase a
Number of Bunches of Carrots

negative number of squash.

4

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6

−8

Number of Squash

III. A.
1. x 5 the number of adults 3. x 5 the number of adults 5. x 5 the number of small
y 5 the number of children y 5 the number of children drawings
3x 1 2y $ 24 x 1 y # 15 y 5 the number of large
200x 1 100y # 1200 200x 1 100y # 3000 drawings
8 hours 5 480 minutes
10x 1 25y $ 200
15x 1 45y # 480
© Carnegie Learning, Inc.

7. Let t represent the number 9. Let t represent the number 11. Let i represent the
of table lamps. of tablet computers. Let p number of pairs of in-
Let f represent the number represent the number of ear headphones. Let a
of floor lamps. laptop computers. represent the number
9 employees 3 8 hours per t$0 of pairs of around-ear
day 5 72 work hours per day p$0 headphones.
t$0 t 1 p # 50 14 employees 3 12 hours
f$0 300t 1 600p # 20,000 per day 5 168 work hours
t 1 f # 40 per day
t 1 2f # 72 i$0
a$0
2i 1 3a # 168
65i 1 85a # 5000
i 1 a # 65

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice Answers • 271

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

III. B.
1. Yes. The point (22, 210) is 3. No. The point (3, 7) is not 5. No. The point (14, 8) is not
a solution to the system of a solution to the system of a solution to the system of
inequalities. inequalities. inequalities.

III. C.
1. y 3. y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

Answers will vary. Answers will vary.

(2, 3) and (6, 0) (1, 2) and (22, 2)

5. y

© Carnegie Learning, Inc.

6

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6

−8

Answers will vary.

(21, 6) and (1, 10)

272 • MODULE 2: Exploring Constant Change

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

III. D.

1. y 3. y

8 8

6 6 1 3
– 2, 2
(–8, 4) (7, 4) (–4, 5)
4 4

2 2
5 1
– 3, 3 (1, 0)
−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2
2 5
– 3, – 3
−4 −4

−6 (2, –6) −6

−8 −8

Answers will vary. Answers will vary.

A solution to the system of inequalities would A solution to the system of inequalities would
be (0, 0). be (0, 0).

5. y

6
(–3, 5) (1, 5)
4
4 (1, 4) , 5
© Carnegie Learning, Inc.

−8 −6 −4 −2 0 2 4 6 8 x
−2
(–3, –2) (–1, –2) (1, –2)
−4

−6

(–3, –8) −8

Answers will vary.

A solution to the system of inequalities would
be (21, 1).

SYSTEMS OF EQUATIONS AND INEQUALITIES: Skills Practice Answers • 273

 Topic 3
SYSTEMS OF EQUATIONS AND INEQUALITIES

III. E.

1. y 3. y

18 90

16 80

14 70

12 60
(0, 10)
10 50
(3, 9)
8 40
(10, 30)
6 30

4 20
(20, 15)
2 10 (10, 15)
(0, 0) (6, 0)
0 0
2 4 6 8 10 12 14 16 18 x 10 20 30 40 50 60 70 80 90 x

5. y

36

32

28

24

20
(8, 18)
(0, 20)

© Carnegie Learning, Inc.

16

12

4
(0, 0) (26, 0)
0
4 8 12 16 20 24 28 32 36 x

III. F.
1. The minimum daily cost is $1080. To minimize their daily cost, the company should produce 3 basic
models and 8 touch screen models.
3. The maximum profit is $960. To maximize their profit, the company should produce 12 basic
models and 12 touch screen models.
5. The minimum number of work hours utilized is 60 hours per day. To minimize the number of work
hours utilized per day, the company should produce 3 basic models and 8 touch screen models.

274 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

Topic 4
Functions Derived from Linear
Relationships
I. A.
1. The necklaces can be between 15.5 and 16.5 3. Each bags of chips can weigh between 7.75
inches long to meet the specifications. ounces and 8.25 ounces.

y y

1.8 1.8

1.6 1.6

Difference in Weight (ounces)

Difference in Length (inches)

1.4 1.4

1.2 1.2

1.0 1.0

0.8 0.8

0.6 0.6

0.4 0.4

0.2 0.2

0 0
2 4 6 8 10 12 14 16 18 x 2 4 6 8 10 12 14 16 18 x
Length of Necklace (inches) Weight (ounces)

5. A guess that is more than 270 or less than

250 will not win a prize.
© Carnegie Learning, Inc.

18

16
Difference between Guess and
Actual Number of Peanuts

14

12

10

0
80 160 240 320 x
Number of Peanuts Guessed

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice Answers • 275

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

II. A.
1. a. |23x 1 7| , 15 3. a. |2x 2 10| , 11
b. |23x 1 7| $ 15 b. |2x 2 10| $ 11
c. |23x 1 7| # 15 c. |2x 2 10| # 11
d. |23x 1 7| . 15 d. |2x 2 10| . 11

II. B.

1. x 2 3 # 24 or x 2 3 $ 4
x # 21 or x $ 7 –10 –8 –6 –4 –2 0 2 4 6 8 10

3. 3x 2 1 , 211 or 3x 2 1 . 11
10 –10 –8 –6 –4 –2 0 2 4 6 8 10
x , 2___
3 or x . 4

5. There is no solution. The absolute value can never be less than a negative number.

7. 23 , 22x 2 5 , 3
24 , x , 21 –10 –8 –6 –4 –2 0 2 4 6 8 10

9. 216 # 5x 2 4 , 16
2 –10 –8 –6 –4 –2 0 2 4 6 8 10
22__
5#x#4

11. 2x 1 4 # 2 5 or 2 x 1 4 $ 5
x # 2 1 or x $ 9 –10 –8 –6 –4 –2 0 2 4 6 8 10

III. A.

© Carnegie Learning, Inc.

1. Rosa’s Vacation Spending
Time (days) Savings (dollars) y

0 100
90
1 80 80
2 60 70
Savings (dollars)

3 40 60

4 40 50

5 40 40

6 30 30

7 20 20

10
8 10
0
9 0 1 2 3 4 5 6 7 8 9 x
Time (days)

276 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

3. Exercise Program Results

Time (weeks) Weight (pounds)
y

0 146

1 144
150

2 142

Weight (pounds)
3 140 140

4 138
130
5 137

6 136
0 1 2 3 4 5 6 7 8 9 x
7 134 Time (weeks)

8 132

5. Maria’s Paper Route

Time (days) Earnings (dollars) y

0 0 162

144
1 18
126
2 36
Earnings (dollars)

108

3 54 90

72
© Carnegie Learning, Inc.

4 90
54

5 126 36

18
6 144
0
1 2 3 4 5 6 7 8 9 x
7 162 Time (days)

III. B.
25x 1 60, 0 # x # 3 25x 1 80, 0 # x # 3
1. f (x) 5 45, 3,x#6 3. f (x) 5 2x 1 68, 3 , x # 8
{22x 1 57, 6 , x # 9 {22x 1 76, 8 , x # 9

210x 1 100, 0 # x # 4
5. f (x) 5 60, 4 , x # 10
{23x 1 90, 10 , x # 18

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice Answers • 277

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

IV. A.
⎧8, 0,x#1 ⎧10, 0,x#1
⎧50, 0 , x # 100
⎪30, 100 , x # 200 ⎪ 10, 1,x#2 ⎪ 22, 1,x#2
1. f (x) 5 ⎨ 3. f (x) 5 ⎨12, 2,x#3 5. f (x) 5 ⎨34, 2,x#3
⎪10, 200 , x # 300
⎩0, 300 , x
⎪ 14, 3,x#4 ⎪ 46, 3,x#4
⎩16, 4,x#5 ⎩58, 4,x#5

V. A.
1.

Feet Inches Let f 5 the number of feet.

1 12 Let i 5 the number of inches.

2 24 i 5 12f
i
Inverse: f 5 ___
12
3 36
4 48
5 60

3.

Pints Cups Let p 5 the number of pints.

2 4 Let c 5 the number of cups.

4 8 c 5 2p
c
Inverse: p 5 ____

© Carnegie Learning, Inc.

6 12 2

8 16
10 20

5.

Feet Yards Let f 5 the number of feet.

3 1 Let y 5 the number of yards.
f
9 3 y 5 __
3
Inverse: f 5 3y
12 4
18 6
24 8

278 • MODULE 2: Exploring Constant Change

 Topic 4
FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS

V. B.
x 1 1
1. f 21(x) 5 __
4 3. f 21(x) 5 __ __
2x 2 2
y
y
8
f(x)
8
f(x) 6
6
4
4
2 f –1(x)
2
f –1(x)
−8 −6 −4 −2 0 2 4 6 8 x
−8 −6 −4 −2 0 2 4 6 8 x
−2
−2
−4
−4
−6
−6
−8
−8

3
5. f 21(x) 5 __
2 x 1 12
y

32
f –1(x)
24

16
f(x)
8
© Carnegie Learning, Inc.

−32 −24 −16 −8 0 8 16 24 32 x

−8

−16

−24

−32

V. C.
1. The corresponding point on the graph of the inverse is (5, 2).
3. The corresponding point on the graph of the inverse is (21, 24).
5. The corresponding point on the graph of the inverse is (27, 1).

FUNCTIONS DERIVED FROM LINEAR RELATIONSHIPS: Skills Practice Answers • 279

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

MODULE 3
Topic 1
Introduction to Exponential Functions
I. A.

5
1. f(n) 5 __
2?2
n
3. f(n) 5 8 ? 2.5n

y y
2700 90,000
2400 80,000
2100 70,000
1800 60,000
1500 50,000
1200 40,000
900 30,000
600 20,000
300 10,000
0 0
1 2 3 4 5 6 7 8 9 x x
1 2 3 4 5 6 7 8 9
5. f(n) 5 20.25 ? 2n

© Carnegie Learning, Inc.

y

01 2 3 4 5 6 7 8 9 x
– 30
– 60
– 90
– 120
– 150
– 180
– 210
– 240

280 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

II. A.
1. y
x f(x)
4
1
__
22 3
4
2
1
__
21 2 1

0 1 −4 −3 −2 −1 0 1 2 3 4 x
−1

1 2 −2

−3
2 4
−4

constant ratio: 2
y-intercept: (0, 1)

3. y
x f(x)
8

22 9 6

4
© Carnegie Learning, Inc.

21 3
2

0 1 −8 −6 −4 −2 0 2 4 6 8 x
−2
1
__
1 3 −4

1
__ −6
2 9
−8

1
constant ratio: __
3
y-intercept: (0, 1)

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice Answers • 281

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

5. y
x f(x)
8
1
22 2__
2
6

4
21 21
2

0 22 −8 −6 −4 −2 0 2 4 6 8 x
−2

1 24 −4

−6
2 28
−8

constant ratio: 2
y-intercept: (0, 22)

7. y
x f(x)
16

22 18 12

8
21 6
4

© Carnegie Learning, Inc.

0 2 −16 −12 −8 −4 0 4 8 12 16 x
−4
2
__
1 3 −8

2 −12
__
2 9
−16
1
constant ratio: __
3
y-intercept: (0, 2)

282 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

9. y
x f(x)
16
1
22 2__
3 12

8
21 21
4

0 23 −16 −12 −8 −4 0 4 8 12 16 x
−4

1 29 −8

−12
2 227
−16

constant ratio: 3
y-intercept: (0, 23)

11. y
x f(x)
8
1
__
22 6
2
4
21 1
2
© Carnegie Learning, Inc.

0 2 −8 −6 −4 −2 0 2 4 6 8 x
−2

1 4 −4

−6
2 8
−8

constant ratio: 2
y-intercept: (0, 2)

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice Answers • 283

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

III. A.
1. g(x) 5 2 x 1 3 3. g(x) 5 3x 2 1 2 2

y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

5. g(x) 5 4 x 1 1 7. g(x) 5 2 x 2 1

y y

8 8

6 6

© Carnegie Learning, Inc.

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

284 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

1 x23
9. g(x) 5 3x 2 2 11. g(x) 5(__
3)

y y

8 8

6 6

4 4

2 2

x −8 −6 −4 −2 0 2 4 6 8 x
−8 −6 −4 −2 0 2 4 6 8
−2
−2
−4
−4
−6
−6
−8
−8

1 1
13. g(x) 5 __
2?3
x
15. g(x) 5 2__
3?2
x

y y

8 8

6 6
© Carnegie Learning, Inc.

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice Answers • 285

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

17. g(x) 5 4 ? 2(x 2 1) 19. g(x) 5 32x

y y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

1x
__
21. g(x) 5 22 23. g(x) 5 22x 2 1

y y

8 8

6 6

© Carnegie Learning, Inc.

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8
−2 −2

−4 −4

−6 −6

−8 −8

286 • MODULE 3: Investigating Growth and Decay

 Topic 1
INTRODUCTION TO EXPONENTIAL FUNCTIONS

IV. A.
1. 1021 3. 1023 5. 527

IV. B.
1. 6 3. ]5 5. 9
7. 2 9. 3 11. ]2

IV. C.
1
__ 1
__ 1
__
1. 15 4 3. 31 4 5. y 6

IV. D.
3 ____ 4 ____ 5 __
1. √ 12 3. √ 18 5. √ d
3 ___ 4 ____ 3 ___
7. √ 52 9. √ 183 11. √y 4

IV. E.
3
__ 2
__ 7
__
1. 6 4 3. 12 3 5. p 4

IV. F.
__ __ __
1. 3√ 2 3. 10√ 2 5. 3√ 5

V. A.
© Carnegie Learning, Inc.

1. x 5 8 3. x 5 6 5. x 5 21

V. B.

1. 221 ? 2s 3. 21 ? (22) x 5. 43x ? 421

1
2s21 21 ? 22x (43) x ? __
4
1
22x + 1 64 x ? __
4
1
__ x
4 (64)
The expressions are
not equivalent.

INTRODUCTION TO EXPONENTIAL FUNCTIONS: Skills Practice Answers • 287

 Topic 2
USING EXPONENTIAL EQUATIONS

Topic 2
Using Exponential Equations
I. A.
1. This is a simple interest account because the interest earned at the end of each year is a percent
of the original deposit amount.
3. This is a compound interest account because the interest earned at the end of each year is a
percent of the account balance at the beginning of the year.
5. This is a simple interest account because the interest earned at the end of each year is a percent
of the original deposit amount.

I. B.
1. The y-intercept is 4000. This means that the current population of Millville is 4000 people.
The population of Millville is increasing.
3. The y-intercept is 10,525. This means that the current population of Brasstown is 10,525 people.
The population of Brasstown is decreasing.

5. The y-intercept is 45,000. This means that the current population of Wonder City is 45,000 people.
The population of Wonder City is increasing.

II. A.
1. P(t) 5 15,000 ? 0.985t 3. P(t) 5 6075 ? 0.995t 5. P(t) 5 985 ? 1.0065t

© Carnegie Learning, Inc.

II. B.
1 x 3 x 1 x
1. f(x) 5 2(__
2) 3. f(x) 5 (__
4) 5. f(x) 5 3(__
3)

III. A.
1. In 2 years, the account balance will be $533.03.
3. In 15 years, the account balance will be $807.83.
5. In 50 years, the account balance will be $2474.42.

III. B.
1. P(t) 5 500 ? 1.04t 3. P(t) 5 1200 ? 1.035t 5. P(t) 5 300 ? 1.0175t

288 • MODULE 3: Investigating Growth and Decay

 Topic 2
USING EXPONENTIAL EQUATIONS

IV. A.
1. For the function f(x) 5 6x 2 1, f(x) 5 7776 when x 5 6.
3. For the function f(x) 5 52x 1 1, f(x) 5 625 when x 5 23.
5. For the function f(x) 5 23x 1 1, f(x) . 29 when x , 1.

V. A.
1. f(x) 5 1.88(1.06) x 3. f(x) 5 6.91(1.07) x 5. f(x) 5 2101.58(0.25) x
r 5 0.98 r 5 0.95 r 5 20.99

V. B.
1. f(x) 5 497.63(1.06) x; The account’s value will be approximately $9166.42 in 2025.

3. f(x) 5 856.83(0.91) x; There will be approximately 189 sunfish in the lake in his sixteenth year.

5. f(x) 5 14.75(2.74) x; There will be approximately 17,102 bacteria cells in the colony after 7 hours.

V. C.
1. The function does not have a maximum value. Even though the given exponential function has no
minimum value, the function as it relates to the problem has a minimum value of approximately
1019 in the year 2010.

3. The function increases over the entire domain from the year 2010 to infinity.

5. When x 5 7, f(x) ≈ 155,041, so about 155,041 electric plug-in vehicles will be registered
© Carnegie Learning, Inc.

in 2017.

USING EXPONENTIAL EQUATIONS: Skills Practice Answers • 289

 Topic 1
ONE-VARIABLE STATISTICS

MODULE 4
Topic 1
One-Variable Statistics
I. A.
1. 3.
X X
X X X
X X X X X
X X X X X X X X X X
X X X X X X X X X X X X X X X X X X X X X
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Math Quiz Scores Number of Items Purchased per Customer
The data are skewed left. The data are skewed right.
7.
5. Jeffiers’ Family Pumpkin Crop
10

60 65 70 75 80 85 90 95 100 8
Science Test Scores
Number of Pumpkins

7
The data are symmetric.
6

© Carnegie Learning, Inc.

3

0
10 20 30 40 50
Circumference (inches)
The data are symmetric.

290 • MODULE 4: Describing Distributions

 Topic 1
ONE-VARIABLE STATISTICS

I. B.
1. The data are skewed right, because a majority 3. Five players hit more than 2 home runs.
of the data values are on the left of the plot
and only a few of the data values are on the
right of the plot. This means that a majority
of the players on the softball team hit a
small number of home runs, while only a few
players on the team hit a large number of
home runs.

5. Six players hit more than 1 and fewer than

9 home runs.

I. C.
1. The middle 50 percent of the surveyed 3. Fifty percent of the surveyed adults are 68
adults are at least 65 inches and at most inches tall or shorter.
72 inches tall.

5. One hundred percent of the surveyed adults

are at least 58 inches tall.
Therefore, all 40 of the surveyed adults are at
least 58 inches tall.

I. D.
© Carnegie Learning, Inc.

1. There are a total of 31 students represented 3. It is not possible to determine the number of
by the histogram. students who scored exactly 25.

5. Twenty-six students had an ACT composite

score less than 30.

ONE-VARIABLE STATISTICS: Skills Practice Answers • 291

 Topic 1
ONE-VARIABLE STATISTICS

II. A.
1. 3.
X X
X X X
X X X X X X
X X X X X X X X X X X X X
X X X X X X X X X X X
0 1 2 3 4 5 6 7 8 9 10 11 12
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
The mean is approximately 3.27 and
The mean is 10.6 and the median is 12.5.
the median is 2. The median is the best
The median is the best measure of center
measure of center because the data are
because the data are skewed left.
skewed right.

5.
X X
X X
X X X X
X X X X X X X

40 41 42 43 44 45 46 47 48 49 50
The mean is approximately 47.53 and
the median is 49. The median is the best
measure of center because the data are
skewed left.

II. B.
1. The mean is the best measure of center to 3. The median is the best measure of center

© Carnegie Learning, Inc.

describe the data because the data are to describe the data because the data are
symmetric. The mean and median cannot skewed right. The median number of movies
be determined because the data values are watched last month is 6. The mean cannot be
not given. determined because the data values are not
given.
5. The median is the best measure of center
to describe the data because the data are
skewed right. The mean number of fish
caught is approximately 3.14 and the median
number of fish caught is 2.

292 • MODULE 4: Describing Distributions

 Topic 1
ONE-VARIABLE STATISTICS

III. A.
1. IQR 5 9. The value 30 is an outlier because it 3. IQR 5 12. The value 9 is an outlier because
is greater than the upper fence. it is less than the lower fence. The value 59
is an outlier because it is greater than the
upper fence.

5. IQR 5 6.5. The value 8 is an outlier because it

is less than the lower fence.

III. B.
1. IQR 5 3. There is at least 1 outlier less than 3. IQR 5 15. There is at least 1 outlier less than
the lower fence because the minimum value the lower fence because the minimum value
of the data set is 1. of the data set is 15. There is at least 1 outlier
greater than the upper fence because the
maximum value of the data set is 90.

5. IQR 5 200. There is at least 1 outlier less than

the lower fence because the minimum value
of the data set is 0.

III. C.
1. The mean is 5. The standard deviation is 3. The mean is 13. The standard deviation is
approximately 3.16. approximately 7.56.

5. The mean is 4. The standard deviation is 7. The mean is approximately 6.56. The
© Carnegie Learning, Inc.

approximately 1.15. standard deviation is approximately 3.34.

9. The mean is approximately 104.45. The 11. The mean is 7.9. The standard deviation is
standard deviation is approximately 1.44. approximately 3.42.

ONE-VARIABLE STATISTICS: Skills Practice Answers • 293

 Topic 1
ONE-VARIABLE STATISTICS

III. D.
1. 3.

* * *

0 1 2 3 4 5 6 7 8 9 50 52 54 56 58 60 62 64 66 68
The most appropriate measure of center The most appropriate measure of center
is the mean, and the most appropriate is the mean, and the most appropriate
measure of spread is the standard deviation measure of spread is the standard deviation
because the data are symmetric. The because the data are symmetric. The
mean is 4.75 and the standard deviation is mean is 59.2 and the standard deviation is
approximately 2.35. approximately 3.85.

5.
*

10 20 30 40 50 60 70 80 90 100
The most appropriate measure of center
is the median, and the most appropriate
measure of spread is the IQR because the
data are skewed left. The median is 80 and
the IQR is 30.

© Carnegie Learning, Inc.

294 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

Topic 2
Two-Variable Categorical Data
I. A.
1.
Favorite Color of Students

Red Blue Purple Green

Class A //// /// / /

Class

Class B / //// /// ///

Favorite Color of Students

Red Blue Purple Green Total

Class A 4 3 1 1 9
Class

Class B 1 4 3 3 11

Total 5 7 4 4 20

3.
Favorite Fruit of Students
© Carnegie Learning, Inc.

Apple Banana Grapes Orange

5th Grade //// //// // /

Class

6th Grade // // / ///

Favorite Fruit of Students

Apple Banana Grapes Orange Total

5th Grade 5 4 2 1 12
Class

6th Grade 2 2 1 3 8

Total 7 6 3 4 20

TWO-VARIABLE CATEGORICAL DATA: Skills Practice Answers • 295

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

5.
Favorite Sports Girls Play

Soccer Softball Swimming Basketball

Class A / /// / ///

Class

Class B /// / //

Class C / / / ///

Favorite Sports Girls Play

Soccer Softball Swimming Basketball Total

Class A 1 3 1 3 8

Class B 3 1 2 0 6
Class

Class C 1 1 1 3 6

Total 5 5 4 6 20

I. B.
1.
Favorite Music of Students

Pop Rap Country Rock Total

© Carnegie Learning, Inc.

15
___ 10
___ 4
___ 7
___ 36
___
Class A 76 < 0.197 76 < 0.132 76 < 0.053 76 < 0.092 76 < 0.474
Class

12
___ 17
___ 6
___ 5
___ 40
___
Class B 76 < 0.158 76 < 0.224 76 < 0.079 76 < 0.066 76 < 0.526

27
___ 27
___ 10
___ 12
___ 76
___
Total 76 < 0.355 76 < 0.355 76 < 0.132 76 < 0.158 76 5 1

296 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

3.
Favorite Movies of Students

Comedy Drama Horror Total

20
___ 8
___ 3
___ 31
___
Class A 64 < 0.313 64 < 0.125 64 < 0.047 64 < 0.484
Class

18
___ 6
___ 9
___ 33
___
Class B 64 < 0.281 64 < 0.094 64 < 0.141 64 < 0.516

38
___ 14
___ 12
___ 64
___
Total 64 < 0.594 64 < 0.219 64 < 0.188 64 5 1

5.
Favorite Vegetable of Students
Green
Broccoli Carrots Corn Total
Beans
9
___ 4
___ 12
___ 8
___ 33
___
Class A 67 < 0.134 67 < 0.060 67 < 0.179 67 < 0.119 67 < 0.493
Class

10
___ 7
___ 6
___ 11
___ 34
___
Class B 67 < 0.149 67 < 0.104 67 < 0.090 67 < 0.164 67 < 0.507

19
___ 11
___ 18
___ 19
___ 67
___
Total 67 < 0.284 67 < 0.164 67 < 0.269 67 < 0.284 67 5 1

I. C.
© Carnegie Learning, Inc.

1.
Grades of Students

A B C D F Total

6
___ 4
___ 8
___ 1
___ 1
___ 20
___
Algebra 20 5 30% 20 5 20% 20 5 40% 20 5 5% 20 5 5% 20 5 100%
Class

6
___ 11
___ 9
___ 2
___ 2
___ 30
___
Geometry 30 5 20% 30 < 36.7% 30 5 30% 30 < 6.7% 30 < 6.7% 30 5 100%

3
___ 7
___ 12
___ 5
___ 3
___ 30
___
Trigonometry 30 5 10% 30 < 23.3% 30 5 40% 30 < 16.7% 30 5 10% 30 5 100%

TWO-VARIABLE CATEGORICAL DATA: Skills Practice Answers • 297

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

3.
Student's Choice of Shakespeare Play to Study

Hamlet Macbeth King Lear Othello

9
___ 10
___ 13
___ 5
___
Class A 23 < 39.1% 18 < 55.6% 20 5 65% 13 < 38.5%
Class

14
___ 8
___ 7
___ 8
___
Class B 23 < 60.9% 18 < 44.4% 20 5 35% 13 < 61.5%

23
___ 18
___ 20
___ 13
___
Total 23 5 100% 18 5 100% 20 5 100% 13 5 100%

5.
Favorite Lunch Item of Students

Pizza Salad Chicken Burger Total

12
___ 3
___ 10
___ 8
___ 33
___
Class A 33 < 36.4% 33 < 9.1% 33 < 30.3% 33 < 24.2% 33 5 100%
Class

9
___ 8
___ 13
___ 5
___ 35
___
Class B 35 < 25.7% 35 < 22.9% 35 < 37.1% 35 < 14.3% 35 5 100%

7
___ 9
___ 7
___ 12
___ 35
___
Total 35 5 20% 35 < 25.7% 35 5 20% 35 < 34.3% 35 5 100%

© Carnegie Learning, Inc.

298 • MODULE 4: Describing Distributions

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

II. A.
1. 3.
Favorite Color of Students Favorite Sport to Watch on TV
y y

9 Red 18 Football
8 Blue 16 Baseball
Purple Basketball
Number of Students

Number of Students
7 Green 14
6 12
5 10
4 8
3 6
2 4
1 2
0 0
Class A Class B x 11th Grade 12th Grade x
Class Class

5.
Favorite Fruit of Students
y
Apple
18 Banana
16 Grapes
© Carnegie Learning, Inc.

Oranges
Number of Students

14
12
10
8
6
4
2
0
5th Grade 6th Grade x
Class

TWO-VARIABLE CATEGORICAL DATA: Skills Practice Answers • 299

 Topic 2
TWO-VARIABLE CATEGORICAL DATA

II. B.
1. 3.
Favorite Winter Sport of Students Favorite Movies of Students
y y
Skiing Comedy
0.9 Tubing 0.9 Drama
0.8 Sledding 0.8 Horror
Skating
0.7 0.7
Percent of Students

Percent of Students
0.6 0.6
0.5 0.5
0.4 0.4
0.3 0.3
0.2 0.2
0.1 0.1
0 0
11th Grade 12th Grade x 11th Grade 12th Grade x
Class Class

5.
Favorite Subject of Students
y
Chemistry
0.9 English
0.8 Algebra

© Carnegie Learning, Inc.

0.7
Percent of Students

0.6
0.5
0.4
0.3
0.2
0.1
0
Class A Class B Class C x
Class

300 • MODULE 4: Describing Distributions

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

III. A.
1. Of the female students, 25.9% participate in 3. Among female students, swimming is the
track & field. most popular sport with 36.5% of female
students participating.

5. Among female students, soccer is the

least popular sport with 16.5% of female
students participating.

MODULE 5
Topic 1
Introduction to Quadratic Functions
I. A.
1. Let x 5 the width of the parking lot. 3. Let x 5 the width of the sandbox. The length
The length of the parking lot 5 300 2 2x. of the sandbox 5 50 2 x. Let A 5 the area of
Let A 5 the area of the parking lot. the sandbox. A(x) 5 2x2 1 50x
A(x) 5 22x2 1 300x

5. Let x 5 the width of the garden. The length of

the garden 5 24 2 2x. Let A 5 the area of the
garden. A(x) 5 22x2 1 24x
© Carnegie Learning, Inc.

I. B.
1. The absolute maximum of the function is 3. The absolute maximum of the function is
at (100, 20,000). The x-coordinate of 100 at about (1.31, 32.56). The x-coordinate of
represents the width in feet that produces the 1.31 represents the time in seconds after
maximum area. The y-coordinate of 20,000 the baseball is thrown that produces the
represents the maximum area in square feet maximum height. The y-coordinate of 32.56
of the parking lot. represents the maximum height in feet of the
baseball.
5. The absolute maximum of the function is at
(45, 2025). The x-coordinate of 45 represents
the width in feet that produces the maximum
area. The y-coordinate of 2025 represents the
maximum area in square feet of the skating
rink.

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice Answers • 301

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

I. C.
1. y 3. y

320 8

240 6

160 4

Height (feet)
80
Height (feet)

0 x −4 −3 −2 −1 0 1 2 3 4 x
−8 −6 −4 −2 2 4 6 8
−80 −2

−160 −4

−240 −6

−320 −8

Time (seconds) Time (seconds)

Absolute maximum: (3.75, 225). Zeros: (0, 0), Absolute maximum: (0.47, 8.52). Zeros:
(7.5, 0). Domain of graph: The domain is all (20.26, 0), (1.20, 0). Domain of graph: The
real numbers from negative infinity to positive domain is all real numbers from negative infinity
infinity. Domain of the problem: The domain to positive infinity. Domain of the problem: The
is all real numbers greater than or equal domain is all real numbers greater than or equal
to 0 and less than or equal to 7.5. Range of to 0 and less than or equal to 1.20. Range of
graph: The range is all real numbers less than graph: The range is all real numbers less than or
or equal to 225. Range of the problem: The equal to 8.52. Range of the problem: The range
range is all real numbers less than or equal to is all real numbers less than or equal to 8.52 and
225 and greater than or equal to 0. greater than or equal to 0.

© Carnegie Learning, Inc.

5. y

32

24

16

8 Absolute maximum: (0, 25). Zeros: (21.25, 0), (1.25, 0).

Height (feet)

Domain of graph: The domain is all real numbers from

−4 −3 −2 −1 0 1 2 3 4 x
negative infinity to positive infinity. Domain of the
−8
problem: The domain is all real numbers greater than
−16
or equal to 0 and less than or equal to 1.25. Range
−24 of graph: The range is all real numbers less than or
−32 equal to 25. Range of the problem: The range is all real
numbers less than or equal to 25 and greater than or
Time (seconds) equal to 0.

302 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

I. D.
1. h(t) 5 216t2 1 82t 1 36 3. h(t) 5 216t2 1 110t 1 49
5. h(t) 5 216t2 1 46t 1 25

I. E.
1. The vertex of the graph is (2.5, 124). The axis 3. The vertex of the graph is (2, 104). The axis of
of symmetry is x 5 2.5. symmetry is x 5 2.
5. The vertex of the graph is (1.5, 56). The axis of
symmetry is x 5 1.5.

II. A.
1. y 3. y

8 8

6 6

4 4

2 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

The function represented by the graph is a The function represented by the graph is a
© Carnegie Learning, Inc.

linear function. quadratic function.

5. y

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6

−8
The function represented by the graph is
a linear function.

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice Answers • 303

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

II. B.
1. 3.
x y x y
First First
Differences Second Differences Second
22 26 23 3 Differences
Differences
3 1
21 23 0 22 4 0
3 1
0 0 0 21 5 0
3 1
1 3 0 0 6 0
3 1
2 6 1 7

The function represented by the table is a The function represented by the table is a
linear function. linear function.

5.
x y
First
Differences Second
24 248 Differences
21
23 227 26
15
22 212 26
9
21 23 26
3
0 0

The function represented by the table is a

quadratic function.

© Carnegie Learning, Inc.

II. C.
1. For f(x), the average rate of change is 1. For 3. For f(x), the average rate of change is 1. For
g(x), the average rate of change is 21. For h(x), g(x), the average rate of change is 3. For h(x),
7
the average rate of change is __
1 the average rate of change is __3.
2.

5. For f(x), the average rate of change is 1. For

g(x), the average rate of change is 5. For h(x),
31
the average rate of change is ___
5.

304 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

III. A.
1. Interval of increase: (23, `). Interval of 3. Interval of increase: (2`, 1). Interval of
decrease: (2`, 23). decrease: (1, `).
5. Interval of increase: (2`, 0). Interval of
decrease: (0, `).

III. B.
1. The x-intercepts are (2, 0) and (8, 0). 3. The x-intercepts are (24, 0) and (2, 0).
5. The x-intercepts are (215, 0) and (25, 0).

III. C.
1. The axis of symmetry is x 5 6. 3. The axis of symmetry is x 5 27.
5. The axis of symmetry is x 5 21.

III. D.
1. The vertex is (21, 216). 3. The vertex is (22, 216).
5. The vertex is (4, 36).

III. E.
1. Another point on the parabola is (5, 4). 3. Another point on the parabola is (5, 2).
© Carnegie Learning, Inc.

5. Another point on the parabola is (24, 3).

III. F.
1. The vertex is (3, 8). 3. The vertex is (1, 28). 5. The vertex is (29, 21).

III. G.
1. The function is in vertex form. The parabola 3. The function is in standard form. The
opens up and the vertex is (3, 12). parabola opens down and the y-intercept
is (0, 0).
5. The function is in vertex form. The parabola
opens down and the vertex is (22, 27).

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice Answers • 305

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

IV. A.
1. Answers will vary but function should be in 3. Answers will vary but function should be in
the form: f (x) 5 a(x 1 2)(x 2 5) for a , 0. the form: f (x) 5 a(x 1 8)(x 1 1) for a . 0.

5. Answers will vary but function should be in

the form: f (x) 5 a(x 1 5)(x 2 2) for a , 0.

IV. B.
1. x-intercepts: (1, 0) and (7, 0) 3. x-intercepts: (25, 0) and (215, 0)
factored form: f (x) 5 (x 2 1)(x 2 7) factored form: f (x) 5 2(x 1 5)(x 1 15)

5. x-intercepts: (24, 0) and (1, 0)

factored form: f (x) 5 23(x 1 4)(x 2 1)

IV. C.
1. The vertex is (3, 236). The function in vertex 3. The vertex is (1, 28). The function in vertex
form is f (x) 5 (x 2 3)2 2 36. form is f (x) 5 2(x 2 1)2 2 8.

5. The vertex is (7.5, 2.25). The function in

vertex form is f (x) 5 2(x 2 7.5)2 1 2.25.

IV. D.
1. Answers will vary but function should be in 3. Answers will vary but function should be in
the form: the form:
f (x) 5 a(x 1 1)2 1 4, for a , 0 f (x) 5 a(x 2 3)2 2 2, for a . 0

© Carnegie Learning, Inc.

5. Answers will vary but function should be in 7. f (x) 5 (x 1 2)2 2 3
the form:
f (x) 5 a(x 2 5 )(x 2 12), for a . 0
1 1
9. f (x) 5 2__
3 (x 2 6)(x 1 4) 11. f (x) 5 __ 2
2x 2 8

V. A.
1. The graph of g(x) is translated down 5 units. 3. The graph of g(x) is translated up 2 units.
5. The graph of g(x) is translated up 6 units. 7. The graph of g(x) is translated down 1 unit.
9. The graph of g(x) is translated down 3 units. 11. The graph of g(x) is translated left 1 unit.
13. The graph of g(x) is translated left 2 units. 15. The graph of g(x) is translated left 3 units.
17. The graph of g(x) is translated right 5 units.

306 • MODULE 5: Maximizing and Minimizing

 Topic 1
INTRODUCTION TO QUADRATIC FUNCTIONS

V. B.
1. (x, y) (x, 4y) 3. (x, y) (x, 5y) 5. (x, y) (x, 2y)

V. C.
1. g(x) 5 2(x 2 0)2 1 3 3. g(x) 5 6(x 2 4)2 1 1

5. g(x) 5 23(x 2 4)2 2 2

© Carnegie Learning, Inc.

INTRODUCTION TO QUADRATIC FUNCTIONS: Skills Practice Answers • 307

 Topic 2
SOLVING QUADRATIC EQUATIONS

V. D.
1. The function g(x) is translated 7 units up from 3. The function g(x) is translated 8 units up
f (x) 5 x2. and 2 units right from f (x) 5 x2.

5. The function g(x) is vertically dilated with a

2
dilation factor of __
3 and then translated
9 units down and 4 units left from f (x) 5 x2.

Topic 2
Solving Quadratic Equations
I. A.
1. 6x2 1 2x; the polynomial is a binomial with 3. 25x 1 10; the polynomial is a binomial with
a degree of 2. a degree of 1.
5. 2w 3 1 4w 1 15; the polynomial is a trinomial 7. 2p4 2 1; the polynomial is a binomial with
with a degree of 3. a degree of 4.
9. 218a3 2 22a2 1 54a; the polynomial is
a trinomial with a degree of 3.

I. B.
1. 12x 1 2 3. x2 1 5x 2 18
5. 10w2 2 w 1 3 7. a2 2 7a 1 7
9. 26x5 1 3x4 1 9x3 1 3x2 2 5

© Carnegie Learning, Inc.

I. C.
1. h(2) 5 8 3. h(0) 5 22
5. h(22) 5 24

II. A.
1. 3.
? 2x 2 ? 7t 25
3x 6x2 6x 6t 42t2 230t
4 8x 8 5 35t 225
6x2 1 14x 1 8 42t2 1 5t 2 25

308 • MODULE 5: Maximizing and Minimizing

 Topic 2
SOLVING QUADRATIC EQUATIONS

5.
? 9w 8
10w 90w2 80w
21 29w 28
90w2 1 71w 2 8

II. B.
1. 2x2 1 12x 3. 7x2 2 35x
5. x3 1 3x2 2 x 2 3 7. 3x3 1 15x2 2 3x
9. x3 1 8x2 1 11x 2 2

III. A.

1. x(x 1 9) 3. 5(x2 1 4x 2 3)
5. y(y2 2 7) 7. 3w 1 10 (the greatest common factor is 1).

9. 7(m3 2 3)

III. B.
__ __ __ __ __ __
1. x 5 64√ 3 ; the roots are 4√ 3 and 24√ 3 . 3. x 5 63√ 3 ; the roots are 3√ 3 and 23√ 3 .
__ __
5. x 5 12 6 2√ 2 ; the roots are 12 1 2√ 2 and
__
12 2 2√ 2 .
© Carnegie Learning, Inc.

III. C.

1. (x 1 5)(x 2 5) 3. (x 1 12)(x 2 12)

5. (5x 1 4)(5x 2 4) 7. (2a 1 7)(2a 2 7)

III. D.

1. The roots are 210 and 10. 3. The roots are 215 and 15.
5 5
5. The roots are 2__ __
2 and 2 .

SOLVING QUADRATIC EQUATIONS: Skills Practice Answers • 309

 Topic 2
SOLVING QUADRATIC EQUATIONS

IV. A.
1. 3.
1 x 1 6 6x 36

x x2 x x x2 6x

x 1 x 6
x2 1 2x 1 1 5 (x 1 1)2 x2 1 12x 1 36 5 (x 1 6)2
x2 1 2x 5 (x 1 1)2 2 1 x2 1 12x 5 (x 1 6)2 2 36

5. 11 11 121
__ __ __
2 2x 4

11
__
x x2 2x

11
__
x 2
121 11 2
x2 1 11x 1 __ __
4 5 (x 1 2 )
11 2 121
x2 1 11x 5 (x 1 __ __
2) 2 4

IV. B.
49
1. 25 3. 6 5. ___
4 7. 26

IV. C.

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1. The roots are approximately 1.16 and 25.16. 3. The roots are approximately 20.20 and
Check: 29.80.
(1.16)2 1 4(1.16) 2 6 ≈ 0 Check:

(25.16)2 1 4(25.16) 2 6 ≈ 0 (−0.20)2 1 10(20.20) 1 2 ≈ 0

5. The roots are approximately 0.30 and 23.30. (−9.80)2 1 10(29.80) 1 2 ≈ 0

Check:
(0.30)2 1 3(0.30) 2 1 ≈ 0
(23.30)2 1 3(23.30) 2 1 ≈ 0

V. A.
1. (x 2 4)(x 1 2) 3. (m 1 7)(m 2 1) 5. 4(w 1 5)(w 2 2) 7. 3m(m 1 10)(m 1 2)

9. (x 1 1)(x 1 10) 11. (m 1 7)(m 2 5) 13. 3(n 2 5)(n 2 4)

310 • MODULE 5: Maximizing and Minimizing

 Topic 2
SOLVING QUADRATIC EQUATIONS

V. B.

1. The roots are 23 and 22. 3. The roots are 27 and 5.

5. The roots are 0 and 28. 7. The roots are 4 and 8 .
3
9. The roots are 2__
2 and 1.

V. C.
1. The zeros are 0 and 5. 3. The zeros are 26 and 25.
5
5. The zeros are 2__
2 and 22. 7. The zeros are 22 and 1.

VI. A.
____ ____ ____ ____
23 1 √ 29 23 2 √ 29 23 1 3√ 3 23 2 3√ 3
1. x 5 _________ or x 5 _________ 3. x 5 _________
2 or x 5 _________
2
2 2 __ __
3 3
5. x 5 20.25 or x 5 0.5 7. x 5 22 2 2 √ 2 or x 5 22 1 __
__
√
2 2
____ ____ ____ ____
√ 30 √ 30 5 2 √ 17 5 1 √ 17
9. x 5 1 2 ____ ____ 11. x 5 _________ or x 5 _________
3 or x 5 1 1 3 4 4
13. x 5 21 or x 5 7 15. The function has no real zeros.
17. x 5 21

VII. A.
__
1. 3i 3. 2√ 5 i
__
5. 9 2 8i 7. 2 2 √ 2 i

VII. B.

1. The real part is 24. The imaginary part is 0i. 3. The real part is 7. The imaginary part is 3i.
© Carnegie Learning, Inc.

5. The real part is 0. The imaginary part is 235i. 7. The real part is 52. The imaginary part is 0i.

VII. C.

1. integer, rational number, real number, 3. natural number, whole number, integer,
complex number rational number, real number, complex number
5. rational number, real number, complex 7. rational number, real number, complex
number number

VII. D.

1. The equation has two imaginary roots. 3. The equation has one real root.
5. The equation has two imaginary roots.

SOLVING QUADRATIC EQUATIONS: Skills Practice Answers • 311

 Topic 3
APPLICATIONS OF QUADRATICS

Topic 3
Applications of Quadratics
I. A.
1. x ∈ (2`, 1] or x ∈ [6, `) 3. x ∈ (24.887, 3.887) 5. x ∈ (2`, 1] or x ∈ [3, `)

I. B.
1. It will take just over 2.3 seconds for the 3. The balloon is more than 10 feet above the
balloon to reach the ground. ground between 0.154 second and 2.034
seconds.
5. The balloon is more than 20 feet above the
ground between 0.585 second and 1.602
seconds.

II. A.
1. The system has two solutions: 3. The system has two solutions:
1 __ 1
(7, 14) and (1, 2). (26__
2 , 4 2 ) and (22, 0).
y y

14 (7, 14) 8

12 6
1 1
–6 2 , 4 2
10 4

8 2

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(–2, 0)
6
−8 −6 −4 −2 0 2 4 6 8 x
4 −2

2 (1, 2) −4

−6
−8 −6 −4 −2 0 2 4 6 8 x
−2 −8

312 • MODULE 5: Maximizing and Minimizing

 Topic 3
APPLICATIONS OF QUADRATICS

3 1 1
5. The system has one solution: (2__
2 , 3). 7. The system has two solutions: (22__, 24__) and (3, 4).
y y

8 8

6 6

4 4 (3, 4)
3
– 2, 3
1 1
2 – 2, 2 4 2

−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

9. The system has no real solutions. 11. The system has no real solutions.
y y

8 8

6 6

4 4

2 2
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−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2

−4 −4

−6 −6

−8 −8

III. A.
1. The profit when 20 items are produced 3. The profit when 200 items are produced
should be $2300. should be $19,200.
5. The profit when 300 items are produced
should be $238,500.

APPLICATIONS OF QUADRATICS: Skills Practice Answers • 313

 Topic 3
APPLICATIONS OF QUADRATICS

III. B.
1. y 5 0.002x2 1 x 1 9.259 3. y 5 0.006x2 1 1.201x 1 19.714
5. y 5 2130.952x2 1 98.333x 2 1.714

III. C.

1. The y-intercept is the point (0, 29.444). The y-intercept represents the fuel efficiency of the car
when it is traveling at 0 miles per hour (at a stop). Because the fuel efficiency is a negative number,
this value does not make sense.
The x-intercepts are the points (6.707, 0) and (100.579, 0). The x-intercepts represent the speed
of the car when the fuel efficiency is zero. The fuel efficiency would be zero when the car is not
moving, not when the car is traveling 6.707 miles per hour or 100.579 miles per hour. So, these
values do not make sense.
The vertex is the point (53.643, 30.842). The vertex represents the speed at which the car is
getting the highest fuel efficiency. So, when the car is traveling at 53.643 miles per hour, it gets its
highest fuel efficiency, which is 30.842 miles per gallon. This value makes sense.
3. The y-intercept is the point (0, 5.220). The y-intercept represents the height of the baseball when
it has traveled 0 feet horizontally. In other words, this is the starting point. This value makes sense,
because Martin is holding the ball at the starting point, and a height of 5.220 feet for Martin
seems reasonable.
The x-intercepts are the points (26.648, 0) and (157.048, 0). The x-intercepts represent the
distance the ball has traveled when it is at a height of 0 feet, or on the ground. The point
(26.648, 0) does not make sense, because it is a negative number. The point (157.048, 0) makes
sense, because it means that the ball traveled a horizontal distance of 157.048 feet after Martin
threw it before it hit the ground.

© Carnegie Learning, Inc.

The vertex is the point (75.2, 33.495). The vertex represents the horizontal distance the ball
traveled when it is at its highest point vertically. So, when the ball travels 75.2 feet, it is at its
highest point, which is 33.495 feet. This value makes sense.
5. The y-intercept is the point (0, 35.07). The y-intercept represents the temperature at the beginning
of the storm. In other words, this is the starting point. This value makes sense because the
temperature is cold enough for a winter storm.
There are no x-intercepts for this graph. This means that the temperature never reached 0°.
This makes sense because it would be rare for the temperature to drop from 35 to 0 degrees in a
short amount of time.
The vertex is the point (5.4865, 12.795). The vertex represents the lowest temperature during
the storm. This makes sense because after about 5.5 hours, the temperature dropped to
about 13°F.

314 • MODULE 5: Maximizing and Minimizing

 Topic 3
APPLICATIONS OF QUADRATICS

III. D.
1. The farmer should have a yield of 17.49 bushels per hundred square feet.
3. The ball should reach a height of 30 feet about 0.779 seconds after it is thrown and again about
2.061 seconds after it is thrown.
5. The cost to manufacture 50 bicycles should be $9091.

IV. A.
__ _______ ______
1. 6 __
√
7 5y
x
√x211
3. 6 ______
6 5y
x16
5. 6 ______√
24 5 y

IV. B.
__

√x
1. 6 __
2 5y
y 2x2, domain: x $ 0, range: y $ 0,
f(x) 5 2x2, domain: x # 0, range: y $ 0,
8 __
x
__
6 √ 2
, domain: x $ 0,
range: y $ 0,
Inverse of f(x) 5 __
4 x
2 __
2 √
, domain: x $ 0,
range: y # 0,
2

For the function y 5 2x2 with x $ 0,

−8 −6 −4 −2 0 2 4 6 8 x __
x
the inverse is y 5 __
−2 2 √
.

−4 For the function y 5 2x2 with x # 0,

© Carnegie Learning, Inc.

__
x
the inverse is y 5 2 __
−6 2
.
√
−8

APPLICATIONS OF QUADRATICS: Skills Practice Answers • 315

 Topic 3
APPLICATIONS OF QUADRATICS

______

√
x12
3. 6 ______
24 5 y
y 24x2 2 2, domain: x $ 0, range: y # 22
f(x) 5 24x2 2 2, domain: x # 0, range: y # 22
______
8

6
√______
x12
24 , domain: x # 22,
range: y $ 0,
Inverse of f(x) 5 ______
4 √x12
2 ______
24 , domain: x # 22,
range: y # 0,
2
For the function y 5 24x2 2 2 with x $ 0,
______
0 x
−8 −6 −4 −2
−2
2 4 6 8
√
x12
the inverse is y 5 ______
24 .

For the function y 5 4x2 2 2 with x # 0, ______

−4

−6
√
x12
the inverse is y 5 2 ______
24 .

−8

_____
5. 6 √ 22x 5 y
1 2
y f(x) 5 2__
2
x, domain: x $ 0, range: y # 0
1 2
f(x) 5 2__
2
x, domain: x # 0, range: y # 0
8 _____
√ 22x , domain: x # 0,
6
range: y $ 0
Inverse of f(x) 5 _____
4

© Carnegie Learning, Inc.

2√ 22x , domain: x # 0,
2 range: y # 0
1 2
0 x For the function y 5 2__
2
x with x $ 0,
−8 −6 −4 −2 2 4 6 8 _____
−2 the inverse is y5 √ 22x .

−4 1 2
For the function y 52__
2
x with x # 0,
_____
−6 the inverse is y 5 2√ 22x .
−8

316 • MODULE 5: Maximizing and Minimizing

 Topic 3
APPLICATIONS OF QUADRATICS

IV. C.

1. y 3. y

9 18
Time Since Starting

8 16
7 14
Climb (days)

Time (years)
6 12
5 10
4 8
3 6
2 4
1 2
0 0
2 4 6 8 10 12 14 16 18 x 100 200 300 400 x
Elevation (thousands of feet) Balance (dollars)

For the given function, the domain is all real For the given function, the domain is all real
numbers greater than or equal to 0 and less numbers greater than or equal to 0 because
than or equal to 10, because it represents the it represents the time, in years, the money
time, in days, since the climber started his has been in the account. The range is all real
climb. The range is all real numbers greater than numbers greater than or equal to 150 because it
or equal to 0 and less than or equal to about represents the amount of money in the account
15,800, because it represents the climber’s from the initial deposit of $150.
elevation from his starting point of 0 feet to his For the inverse function, the domain is all real
ending point of about 15,800 feet. numbers greater than or equal to 150 because it
For the inverse function, the domain is all real represents the amount of money in the account
numbers greater than or equal to 0 and less than from the initial deposit of $150. The range is all
or equal to about 15,800, because it represents real numbers greater than or equal to 0 because
© Carnegie Learning, Inc.

the climber’s elevation from his starting point of it represents the time, in years, the money has
0 feet to his ending point of about 15,800 feet. been in the account.
The range is all real numbers greater than or
equal to 0 and less than or equal to 10, because
it represents the time, in days, since the climber
started his climb.

APPLICATIONS OF QUADRATICS: Skills Practice Answers • 317

 Topic 3
APPLICATIONS OF QUADRATICS

5.
y
Number of Units Sold

8000

6000

4000

2000

0
40 80 120 160 x
Profit ($)

For the given function, the domain is all real

numbers greater than or equal to 0, because
it represents the number of units that are
produced. The range is all real numbers greater
than or equal to 0, because it represents the
profits for the company and has continually
increased.
For the inverse function, the domain is all real
numbers greater than or equal to 0, because
it represents the company’s profit and has
continually increased. The range is all real
numbers greater than or equal to 0, because it
represents the number of units produced.

© Carnegie Learning, Inc.

318 • MODULE 5: Maximizing and Minimizing