Module 1

Quadratic Functions
Essential Question
What are important characteristics of a quadratic function, and what real-world
situations can be modeled by quadratic functions and equations?

What Will You Learn?

How much do you already know about each topic before starting this module?

KEY Before After

— I don’t know. — I’ve heard of it. — I know it!

find and interpret average rate of change of a quadratic function

estimate solutions of quadratic equations by graphing
perform operations with complex numbers
solve quadratic equations by factoring
solve quadratic equations by completing the square
use the discriminant to determine the number and type of roots
of a quadratic equation
solve quadratic inequalities in two variables by graphing
solve systems of two quadratic equations
solve systems of nonlinear relations

Foldables Make this Foldable to help you organize your notes about quadratic
functions. Begin with one sheet of 11" by 17" paper.
1. Fold in half lengthwise.
2. Fold in fifths crosswise.
3. Cut along the middle fold from the edge to the last crease as shown.
4. Refold along the lengthwise fold and tape the uncut section at the top. Label
each section with a lesson number. Close to form a booklet.

Module 1 • Quadratic Functions 1

What Vocabulary Will You Learn?
• average rate of change • imaginary unit i • quadratic inequality
• axis of symmetry • maximum • quadratic relations
• completing the square • minimum • rate of change
• complex conjugates • perfect square trinomials • rationalizing the denominator
• complex number • projectile motion problems • standard form of a quadratic
• difference of squares • pure imaginary number equation
• discriminant • quadratic equation • vertex
• factored form • quadratic function • vertex form

Are You Ready?

Complete the Quick Review to see if you are ready to start this module.
Then complete the Quick Check.

Quick Review
Example 1 Example 2
Given f(x) = -2x2+ 3x - 1 and g(x) = 3x -
2
5, find Factor 2x2- x - 3 completely. If the polynomial is
each value. not factorable, write prime.

a. f(2) To find the coefficients of the x-terms, you must

find two numbers whose product is 2(-3) or -6,
f(x) = -2x2+ 3x - 1 Original function
and whose sum is -1. The two coefficients must
f(2) = -2(2)2+ 3(2) - 1 Substitute 2 for x. be 2 and -3 since 2(-3) = -6 and 2 + (-3) = -1.
= -8 + 6 - 1 or -3 Simplify. Rewrite the expression and factor by grouping.

b. g(-2) 2x2- x - 3
2
g(x) = 3x - 5 Original function = 2x2+ 2x - 3x - 3 Substitute 2x – 3x for –x.

g(–2) = 3(-2)2- 5 Substitute –2 for x. = (2x2+ 2x) + (-3x - 3) Associative Property

= 12 - 5 or 7 Simplify. = 2x(x + 1) + -3(x + 1) Factor out the GCF.

= (2x - 3)(x + 1) Distributive Property

Quick Check
Given f(x) = 2x2+ 4 and Factor completely. If the polynomial
g(x) = -x2- 2x + 3, find each value. is not factorable, write prime.
1. f(3) 5. x2- 10x + 21

2. f(0) 6. 2x2+ 7x - 4

3. g(4) 7. 2x 2- 7x - 15

4. g(-3) 8. x2- 11x + 15

How Did You Do?
Which exercises did you answer correctly in the Quick Check?

2 Module 1 • Quadratic Functions

 Lesson 1-1

Graphing Quadratic Functions

Today’s Goals
● Graph quadratic
Explore Transforming Quadratic Functions functions.
● Find and interpret the
Online Activity Use graphing technology to complete the Explore. average rate of change
of quadratic functions
INQUIRY How can you use the values of a, b, given symbolically, in
and c in the equation of a quadratic function tables, and in graphs.
y = ax2 + bx + c to visualize its graph? Today’s Vocabulary
quadratic function
Learn Graphing Quadratic Functions axis of symmetry
vertex
A quadratic function has an equation of the form y = ax2+ bx + c, maximum
where a ≠ 0. A quadratic function has a graph that is a parabola.
minimum
f(x) = ax2 + bx + c, where a ≠ 0 rate of change
average rate of change
quadratic term linear term constant term

Key Concept • Graph of a Quadratic Function

Think About It!
y = ax2+ bx + c, where a ≠ 0
Why is it important to
The y-intercept is c. know whether the
The axis of symmetry is the line vertex is a maximum or
about which a parabola is minimum when
b_ graphing a quadratic
symmetric. Its equation is x = -_2a .
function?
The axis of symmetry intersects
the parabola at its vertex. Its
b_
x-coordinate is -_2a .

You will derive the equation for the axis of symmetry in Lesson 1-5.

Key Concept • Maximum or Minimum Values of Quadratic Graphs

The vertex of a quadratic function is either a maximum or minimum. The Watch Out!
graph of y = ax2+ bx + c, where a ≠ 0, opens up and has a minimum Maxima and Minima
when a > 0, and opens down and has a maximum when a < 0. Just because a vertex
is a maximum does not
mean it will be located
above the x-axis, and
just because a vertex is
a minimum does not
mean it will be located
below the x-axis.

Lesson 1-1 • Graphing Quadratic Functions 3

 Example 1 Graph a Quadratic Function by Using a able
T
Graph f(x) = x2+ 2x - 3. State the domain and range.
Step 1 Analyze the function.
For f(x) = x2+ 2x - 3. a = 1, b = 2, and c = -3.
c is the y-intercept, so the y-intercept is -3.
Go Online Find the axis of symmetry.
You can watch videos b_
to see how to graph x = -_2a Equation of the axis of symmetry
quadratic functions by 2_
= -_2(1) a = 1, b = 2
using a table or its key
features. = -1 Simplify.

The equation of the axis of symmetry is x = -1, so the x-coordinate

of the vertex is -1. Because a > 0, the vertex is a minimum.
Step 2 Graph the function.
Think About It!
x x2+ 2x - 3 (x, f(x))
If you know that f(-4) =
-3 (-3) +22(-3) - 3 (-3, 0)
5, find f(2) without
-2 (-2) 2 + 2(-2) - 3 (-2, -3)
substituting 2 for x in
the function. Justify -1 (-1)2 + 2(-1) - 3 (-1, -4)
your argument.
0 (0)2 + 2(0) - 3 (0, -3)
1 (1)2 + 2(1) - 3 (-3, 0)

Step 3 Analyze the graph.

The parabola extends to positive and negative infinity, so the
domain is all real numbers. The range is {y | y ≥ -4}.

Example 2 Compare Quadratic Functions

Think About It! Compare the graph of f(x) to a quadratic
Compare the end function g(x) with a y-intercept of -1 and a
behavior of f(x) and vertex at (1, 2). Which function has a greater
g(x). maximum?
From the graph, f(x) appears to have a maximum
of 5. Graph g(x) using the given information.
The vertex is at (1, 2), so the axis of symmetry
is x = 1.
The y-intercept is -1, so (0, -1) is on the graph.
Reflect (0, -1) in the axis of symmetry. So,
(1, -1) is also on the graph.
Connect the points with a smooth curve.
2 is the maximum, so f(x) has the greater
maximum.

4 Module 1 • Quadratic Functions

 Example 3 Use Quadratic Functions
SKIING A ski resort has extended hours on one holiday weekend per
year. Last year, the resort sold 680 ski passes at $120 per holiday
weekend pass. This year, the resort is considering a price increase.
They estimate that for each $5 increase, they will sell 20 fewer
holiday weekend passes.
Part A How much should they charge in order to maximize profit?
Step 1 Define the variables.
Let x represent the number of $5 price increases, and let P(x) represent
the total amount of money generated. P(x) is equal to the price of each
pass (120 + 5x) times the total number of passes sold (680 - 20x).
Step 2 Write an equation.
Study Tip
P(x) = (120 + 5x)(680 - 20x) Original equation
Assumptions Y ou
= 81,600 - 2400x + 3400x - 100x 2 Multiply. assumed that the ski
resort has the ability to
= -100x 2+ 1000x + 81,600 Simplify. increase the price
Step 3 Find the axis of symmetry. indefinitely and that
every price increase
Because a is negative, the vertex is a maximum.
will be $5 and will
b
x = -_2a
_ Formula for the axis of symmetry cause the resort to lose
10_0_0__ sales from exactly 20
= - __
2(-100) a = -100, b = 1000
holiday weekend
=5 Simplify. passes.

Step 4 Interpret the results.

The ski resort will make the most money with 5 price increases, so they
Think About It!
should charge 120 + 5(5) or $145 for each holiday weekend pass.
Why is the maximum
Part B Find the domain and range in the context of the situation. amount of money
generated from holiday
The domain is {x | 0 ≤ x ≤ 34} because the number of price increases,
weekend passes P(5)?
and the number of passes sold cannot be negative. The range is
{y | 0 ≤ y ≤ 84,100} because the amount of money generated cannot
be negative, and the maximum amount of money generated is
P(5) = −100(5)2 + 1000(5) + 81,600 or 84,100.

Check
CONCERTS Last year, a ticket provider sold 1350 lawn seats for a concert
at $70 per ticket. This year
, the provider is considering increasing the price.
They estimate that for each $2 increase, they will sell 30 fewer tickets.
Part A How much should the ticket provider charge in order to
maximize profit? $ ?
Part B Find the domain and range in the context of the situation.
D= ? R= ?

Go Online Y ou can complete an Extra Example online.

Lesson 1-1 • Graphing Quadratic Functions 5

 Learn Finding and Interpreting Average Rate of Change
A function’s rate of change is how a quantity is changing with respect
to a change in another quantity. For nonlinear functions, the rate of
change is not the same over the entire function. You can calculate
the average rate of change of a nonlinear function over an interval.
Key Concept • Average Rate of Change
The average rate of change of a function f(x) is equal to the change in
the value of the dependent variable f(b) - f(a) divided by the change
in the value of the independent variable b − a over the interval [a, b].
f( b ) − f( a )
_______
b−a

Think About It!

Example 4 Find Average Rate of Change from an
Find the average rate
Equation
of change of the Determine the average rate of change of f(x) = -x 2+ 2x - 1 over
function over the the interval [-4, 4].
interval [−3, 1]. f(4) - f(-4)
Compare it to your The average rate of change is equal to ________
4 - (-4) .
results from the interval First find f(−4) and f(4).
[−4, 4].
f(4) = -(4)2+ 2(4) - 1 or -9 f(−4) = -(−4) 2+ 2(−4) - 1 or -25
Then use f(−4) and f(4) to find the average rate of change.
f(4) - f(-4)
________ -9 - (-25)
________
4 - (-4) = 4 - (-4) or 2

The average rate of change of the function over the interval [-4, 4] is 2.

Check
Find the average rate of change of f(x) = -2x2- 5x + 7 over the
interval [-5, 5].
average rate of change = ?

Talk About It! Example 5 Find Average Rate of Change from a Table
Without graphing, how
can you tell that this Determine the average rate of change of f(x) over x f (x )
function is nonlinear? the interval [−3, 3].
−3 48
Justify your argument. f(3) - f(-3)
The average rate of change is equal to ________
3 - (-3) . −2 21
First find f(3) and f(−3) from the table.
−1 0
f(3) = -24 f(−3) = 48
0 −15
f(3) - f(-3)
________ -2_4_-__
__ 48_ 1 −24
3 - (-3) = 3 - (-3) or -12
The average rate of change of the function over 2 −27
the interval [-3, 3] is -12. 3 −24

Go Online Y ou can complete an Extra Example online.

6 Module 1 • Quadratic Functions

Check
TESTING The table shows the number of students who took the ACT
between 2011 and 2015.

Year Number of Students

2011 1,623,112
2012 1,666,017
2013 1,799,243
2014 1,845,787
2015 1,924,436

Part A
Find the average rate of change in the number of students taking the
ACT from 2011 to 2015.
average rate of change = ?
Part B
Interpret your results in the context of the situation.

From 2011 to ? , the number of students taking the ACT

? by an average of ? students per year.

Use a Source
Example 6 Find Average Rate of Change from
Research the sales of
a Graph another industry over a
FOOTWEAR The graph shows the ten-year period. Then
amount of money the United find the average rate of
States has spent on sports change during that
time.
footwear since 2005.
Part A
Use the graph to estimate the
average rate of change of
spending on sports footwear
from 2005 to 2015. Then check
your results algebraically.

Estimate
From the graph, the change in the y-values is approximately 5.5, and
the change in the x-values is 10.
.5
So, the rate of change is approximately __
5 _ or 0.55.
10

(continued on the next page)

Lesson 1-1 • Graphing Quadratic Functions 7

 Algebraically
f(10) - f(0)
The average rate of change is equal to _______
10 - 0 .
f(10) - f(0)
_______ 20._9_9_-
__ __15
_._
72_ or 0.527.
10 - 0 = 10 - 0

Part B
Interpret your results in the context of the situation.
From 2005 to 2015, the amount of money spent on sports footwear in
the United States increased by an average of $527 million per year.

Check
SUPER BOWL The graph shows the number of television viewers of the
Super Bowl since 2006.

Part A
Use the graph to estimate the average rate of change in Super Bowl
viewers from 2006 to 2016 to the nearest hundredth of a million. Then
check your results algebraically.
estimate = ? million
average rate of change = ? million per year

Part B
Interpret your results in the context of the situation.

From ? to ? , the number of Super Bowl viewers ?

by an average of ? million viewers per year.

Go Online Y ou can complete an Extra Example online.

8 Module 1 • Quadratic Functions

 Go Online Y ou can complete your homework online.
Practice
Example 1
Graph each function. Then state the domain and range.
1. f(x) = x 2+ 6x + 8 2. f(x) = -x 2- 2x + 2 3. f(x) = 2x 2- 4x + 3

4. f(x) = -2x 2 5. f(x) = x 2- 4x + 4 6. f(x) = x 2- 6x + 8

Example 2
7. Compare the graph of f(x) to a quadratic 8. Compare the graph of f(x) to a quadratic
function g(x) with a y-intercept of 1 and a function g(x) with a y-intercept of 0.5 and a
vertex at (1, 3). Which function has a greater vertex at (-1, -5). Which function has a
maximum? Explain. lesser minimum? Explain.

9. Compare f(x) = x 2 - 10x + 5 to the 10. Compare f(x) = -x 2 + 6x - 15 to the

quadratic function g(x) shown in the table. quadratic function g(x) shown in the table.
Which function has the lesser minimum? Which function has the greater maximum?
Explain. Explain.
x g (x ) x g (x )
−10 170 −6 -26
−5 70 −3 -11
0 10 0 -2
5 −10 3 1
10 10 6 -2
Example 3
11. FISHING A county park sells annual permits to its fishing lake. Last year, the
county sold 480 fishing permits for $80 each. This year, the park is considering
a price increase. They estimate that for each $4 increase, they will sell 16 fewer
annual fishing permits.
a. Define variables and write a function to represent the situation.

b. How much would the park have to charge for each permit in order to maximize
its revenue from fishing permits?

c. Find the domain and range in the context of this situation .

Lesson 1-1 • Graphing Quadratic Functions 9

12. SALES Last month, a retailer sold 120 jar candles at $30 per candle. This month
the retailer is considering putting the candles on sale. They estimate that for each
$2 decrease in price, they will sell 10 additional candles.
a. How much should the retailer charge foreach candle in order to maximize its profit?
b. Find the domain and the range in the context of this situation.

Example 4
Determine the average rate of change of f(x) over the specified interval.
13. f(x) = x 2- 10x + 5; interval [-4, 4] 14. f(x) = 2x 2+ 4x - 6; interval [-3, 3]

15. f(x) = 3x 2- 3x + 1; interval [-5, 5] 16. f(x) = 4x 2+ x + 3; interval [-2, 2]

17. f(x) = 2x 2- 11; interval [-3, 3] 18. f(x) = -2x 2+ 8x + 7; interval [-4, 4]

Example 5
Determine the average rate of change of f(x) over the specified interval.
19. interval [-3, 3] x f (x ) 20. interval [-4, 4] x f (x ) 21. interval [-2, 2] x f (x )
−3 0 −4 -27 −2 -3
−2 3 −2 -3 −1 -3
−1 -4 0 5 0 −1
0 −3 2 -3 1 3
1 0 4 -27 2 9
2 5
3 12

22. interval [-5, 5] x f (x ) 23. interval [-3, 3] x f (x ) 24. interval [-2, 2] x f (x )

−5 -39 −3 27 −2 12
−3 -15 −2 12 −1 5
−1 1 −1 3 0 0
0 6 0 0 1 -3
1 9 1 3 2 -4
3 9 2 12
5 1 3 27

Example 6
25. FOOD The graph shows the number of people in the U.S. who
consumed between 8 and 11 bags of potato chips in a year since 2011.
a. Use the graph to estimate the average rate of change of
consumption from 2011 to 2016. Then check your results
algebraically.
b. Interpret your results in the context of the situation.

10 Module 1 • Quadratic Functions

26. EARNINGS The graph shows the amount of money Sheila earned
each year since 2008.
a. Use the graph to estimate the average rate of change of Sheila’s
earnings from 2008 to 2018. Then check your results algebraically.
b. Interpret your results in the context of the situation.

Mixed Exercises
Complete parts a-c for each quadratic function.
a. Find the y-intercept, the equation of the axis of symmetry,
and the x-coordinate of the vertex.
b. Make a table of values that includes the vertex.
c. Use this information to graph the function.

27. f(x) = 2x 2 - 6x - 9 28. f(x) = -3x 2- 9x + 2 29. f(x) = -4x 2+ 5x

30. f(x) = 2x 2+ 11x 31. f(x) = 0.25x 2+ 3x + 4 32. f(x) = -0.75x 2+ 4x + 6
Determine whether each function has a maximum or a minimum value. Then find
and use the x-coordinate of the vertex to determine the maximum or minimum.
33. f(x) = -9x 2- 12x + 19 34. f(x) = 7x 2- 21x + 8

35. f(x) = -5x 2+ 14x - 6 36. f(x) = 2x 2- 13x - 9

37. f(x) = 9x - 1 - 18x 2 38. f(x) = -16 - 18x - 12x 2

39. HEALTH CLUBS Last year, the Sports Time Athletic Club charged $20 per month
to participate in an aerobics class. Seventy people attended the classes. The club
wants to increase the class price. They expect to lose one customer for each $1
increase in the price.
a. Define variables and write an equation for a function that represents the
situation. Make a table and graph the function.
b. Find the vertex of the function and interpret it in the context of the situation. Does
it seem reasonable? Explain.
40. TICKETS The manager of a community symphony estimates that the symphony
will earn -40P 2+ 1100P dollars per concert if they charge P dollars for tickets.
What ticket price should the symphony charge in order to maximize its profits?
41. REASONING On Friday nights, the local cinema typically sells 200 tickets at
$6.00 each. The manager estimates that for each $0.50 increase in the ticket
price, 10 fewer people will come to the cinema.
a. Define the variables x and y. Then write and graph a function to represent the
expected revenue from ticket sales, and determine the domain of the function
for the situation.
b. What price should the manager set for a ticket in order to maximize the
revenue? Justify your reasoning.
c. E xplain why the graph decreases from x = 4 to x = 20, and interpret the
meaning of the x-intercept of the graph.

Lesson 1-1 • Graphing Quadratic Functions 11

42. USE A MODEL From 4 feet above a swimming pool, Tomas throws a ball upward
with a velocity of 32 feet per second. The height h(t) of the ball t seconds after
Tomas throws it is given by h(t) = -16t2 + 32t + 4. For t ≥ 0, find the maximum
height reached by the ball and the time that this height is reached.

43. TRAJECTORIES At a special ceremonial reenactment, a cannonball is

launched from a cannon on the wall of Fort Chambly, Quebec. If the path
of the cannonball is traced on a graph so that the cannon is situated on
1__ 2 _1_
the y-axis, the equation that describes the path is y = -__ 1600 x + 2 x + 20,
where x is the horizontal distance from the cliff and y is the vertical
distance above the ground in feet. How high above the ground is the
cannon?

44. CONSTRUCT ARGUMENTS Which function has a greater maximum:

f(x) = -2x 2 + 6x - 7 or the function shown in the graph at the right?
Explain your reasoning by copying the graph of g(x) and graphing f(x).

45. FIND THE ERROR Lucas thinks that the functions f(x) and g(x) have the same
maximum. Madison thinks that g(x) has a greater maximum. Is either of them
correct? Explain your reasoning.

g(x) is a quadratic function

with x-intercepts of 4 and
2 and a y-intercept of -8.

46. PERSEVERE The table at the right represents some points on the graph of a x y
quadratic function. −20 -377
a. Find the values of a, b, c, and d. c -13
b. What is the x-coordinate of the vertex of the function?
−5 -2
c. Does the function have a maximum or a minimum?
−1 22
d-1 a
47. WRITE Describe how you determine whether a function is quadratic and if it
has a maximum or minimum value. 5 a - 24
7 -b
48. CREATE Give an example of a quadratic function with each characteristic. 15 -202
a. maximum of 8 b. minimum of -4 c. vertex of (-2, 6) 14 - c -377

12 Module 1 • Quadratic Functions

 Lesson 1-2

Solving Quadratic Equations by Graphing

Today’s Goals
● Solve quadratic
Explore Roots of Quadratic Equations equations by graphing.

Online Activity Use graphing technology to complete the Explore. Today’s Vocabulary
quadratic equation

INQUIRY How can you use the graph of a standard form of a

quadratic function to find the solutions of its quadratic equation
related equation?

Learn Solving Quadratic Equations by Graphing

A quadratic equation is an equation that includes a quadratic expression.
Key Concept • Standard Form of a Quadratic Equation Think About It!
The standard form of a quadratic equation is ax2+ bx + c = 0, How can you determine
where a ≠ 0 and a, b, and c are integers. the number of solutions
of a quadratic equation?
One method for finding the roots of a quadratic equation is to find the
zeros of a related quadratic function. You can identify the solutions or
roots of an equation by finding the x-int ercepts of the graph of a
related function. Often, exact roots cannot be found by graphing. You
can estimate the solutions by finding the integers between which the
zeros are located on the graph of the related function. Study Tip
Solutions of Quadratic
Equations A quadratic
Example 1 One Real Solution equation can have one
real solution, two real
Solve 10 - x 2= 4x + 14 by graphing. solutions, or no real
Rearrange terms so that one side of the equation is 0. solutions.

0 = x2+ 4x + 4
Find the axis of symmetry. x y
b 4 -4 4
x = -_2a
_ = - ___ or -2
2(1) Think About It!
-3 1 How can you find the
Make a table of values, plot
the points, and connect -2 0 solution of the equation
them with a curve. -1 1 from the table?

0 4

The zero of the function is -2. Therefore, the solution of the equation
is -2 or {x | x = -2}.
Check
Solve x2+ 7x = 31x - 144 by graphing. x = ?

Lesson 1-2 • Solving Quadratic Equations by Graphing 13

 Example 2 T wo Real Solutions
Use a quadratic equation to find two real numbers with a sum of 24
and a product of 143.
Let x represent one of the numbers. Then 24 - x will represent the
other number. So x(24 - x) = 143.
What do you need to find?
x and 24 - x

Step 1 Solve the equation for 0.

x(24 - x) = 143 Original equation

Go Online Y ou 24x - x2= 143 Distributive Property
can watch a video to
see how to solve 0 = x2- 24x + 143 Subtract 24x - x2from each side.
quadratic equations by
graphing on a graphing
calculator. Step 2 Find the axis of symmetry.
b
x = -_2a_ Equation of the axis of symmetry

- 24
x = -_2(1)
__ _ a = 1, b = −24

x = 12 Simplify.

Step 3 Make a table of values and graph the function.

x y
Think About It! 14 3
Explain why 9 and 15 13 0
cannot be solutions,
12 -1
even though their sum
is 24. 11 0
10 3

Steps 4 and 5 Find the zero(s) and determine the solution.

The zeros of the function are 11 and 13.
x = 11 or x = 13, so 24 - x = 13 or 24 - x = 11. Thus, the two numbers
with a sum of 24 and a product of 143 are 11 and 13.

Check
Use a quadratic equation to find two real numbers with a sum of -43
and a product of 306. ? and ?

Go Online You can complete an Extra Example online.

14 Module 1 • Quadratic Functions

Example 3 Estimate Roots
Solve -x2+ 3x + 7 = 0 by graphing. If the exact roots cannot be
found, state the consecutive integers between which the roots
are located.
Talk About It
b 3__ _3_
Find the axis of symmetry. x = - _2a_ = - ___ ) or = How can you estimate
2( -1 2
the solutions of the
Make a table of values, plot equation from the
x y
the points, and connect them table? Explain your
-2 -3
with a curve. reasoning.
-1 3
The x-intercepts of the
graph indicate that one 0 7
solution is between -2 and 1 9
-1, and the other solution is 2 9
between 4 and 5.
3 7
4 3
5 -3
Check
Use a graph to find all of the solutions of x2+ 9x - 5 = 0. Select all of
the pairs of consecutive integers between which the roots are located.

Example 4 Solve by Using a Table

Use a table to solve -x2 + 5x - 1 = 0.

Steps 1 and 2 Enter the function and view the table.

Enter -x2 + 5x - 1 in the Y= list. Use

the TABLE window to find where the
sign of Y1 changes. The sign changes
between x = 0 and x = 1.

Steps 3 and 4 Edit the table settings

and find a more accurate location.

Use TBLSET to change ∆Tbl to 0.1 and

look again for the sign change.
Repeat this for 0.01 and 0.001 to get
a more accurate location of one zero.

One zero is located at approximately

x = 0.209.

(continued on the next page)

Go Online You can complete an Extra Example online.

Lesson 1-2 • Solving Quadratic Equations by Graphing 15

 Steps 5 and 6 Find the other zero
Think About It!
determine the solutions of the equation.
How can you check
your solutions? Repeat the process to find the second
zero of the function.
The zeros of the function are at
approximately 0.209 and 4.791, so
the solutions to the equation are
approximately 0.209 and 4.791.

Check
Use a table to find all of the solutions of -x 2- 3x + 8 = 0.
? and ?

Watch Out! Example 5 Solve by Using a Calculator

Graphing Calculator If
FOOTBALL A kicker punts a football. The height of the ball after t
you cannot see the
graph of the function seconds is given by h(t) = -16t2+ 50t + h ,0where h is0 the initial
on your graphing height. If the ball is 1.5 feet above the ground when the punter’s
calculator, you may foot meets the ball, how long will it take the ball to hit the ground?
need to adjust the We know that h0is the initial height, so h =
0 1.5. We need to find t
viewing window.
when h(t) is 0. Use a graphing calculator to graph the related function
Having the proper
h(t) = -16t2 + 50t + 1.5.
viewing window will
also make it easier to
Step 1 Enter the function in the Y= list,
see the zeros.
and press graph.
Step 2 Use the zero feature in the
CALC menu to find the positive zero.
Think About It!
Step 3 Find the left bound by placing
Why did you only find the cursor to the left of the intercept.
the positive zero?
Step 4 Find the right bound.
Step 5 Find and interpret the solution.
The zero is approximately 3.15. Thus, the ball hit the ground
approximately 3.15 seconds after it was punted.

Check
SOCCER A goalie punts a soccer ball. If the ball is 1 foot above the
ground when her foots meets the ball, find how long it will take, to
the nearest hundredth of a second, for the ball to hit the ground. Use
Go Online to see the formula h(t) = -16t2 + 35t + h 0, where t is the time in seconds and
how to use a TI-Nspire h0is the initial height.
graphing calculator ? seconds
with this example.
Go Online You can complete an Extra Example online.

16 Module 1 • Quadratic Functions

 Go Online Y ou can complete your homework online.
Practice
Example 1
Use the related graph of each equation to determine its solutions.
1. x 2+ 2x + 3 = 0 2. x 2- 3x - 10 = 0 3. - x 2- 8x - 16 = 0

Solve each equation by graphing.

4. x 2- 10x + 21 = 0 5. 4x 2+ 4x + 1 = 0 6. x 2+ x - 6 = 0

7. x 2+ 2x - 3 = 0 8. -x 2- 6x - 9 = 0 9. x 2- 6x + 5 = 0

2 2x + 3 = 0
10. x + 11. x 2- 3x - 10 = 0 12. -x 2- 8x - 16 = 0

Example 2
13. Use a quadratic equation to find two real numbers with a sum of 2 and a product
of -24.

14. Use a quadratic equation to find two real numbers with a sum of -15 and a
product of -54.

Example 3
Solve each equation by graphing. If the exact roots cannot be found, state the
consecutive integers between which the roots are located.
2 4x + 2 = 0
15. x - 16. x 2+ 6x + 6 = 0 17. x 2+ 4x + 2 = 0

18. -x 2 - 4x = 0 19. -x 2+ 36 = 0 20. x 2- 6x + 4 = 0

21. x 2 + 5x + 3 = 0 22. x 2- 7 = 0 23. -x 2- 4x - 6 = 0

Lesson 1-2 • Solving Quadratic Equations by Graphing 17

Example 4
Use the tables to determine the location of the zeros of each quadratic function. State the
consecutive integers between which the roots are located.
24.
x −7 −6 −5 −4 −3 −2 −1 0
f(x ) −8 −1 4 4 −1 −8 − 22 −48

25.
x −2 −1 0 1 2 3 4 5
f(x ) 32 14 2 −3 −3 2 14 32

26.
x −6 −3 0 3 6 9 12 15
f(x ) −6 −1 3 5 3 −1 −6 −14

Use a table to solve each equation. If the exact roots cannot be found, approximate
the roots to the nearest hundredth.
1 5
2 3=0
27. -3x + 28. x 2- 3x + 2 = 0 29. - _2_ x2+ x + __2 = 0

2 2x - 2 = 0
30. x - 31. -x 2+ 2x + 4 = 0 32. 2x 2- 12x + 17 = 0

Example 5
2 v t + h , where h(t) is the height of an
PHYSICS Use the formula h(t) = -16t + 0 0
object in feet, v0is the object’s initial velocity in feet per second, t is the time in
seconds, and h0is the initial height in feet from which the object is launched.
Round to the nearest tenth, if necessary.
33. Melah throws a baseball with an initial upward velocity of 32 feet per second. The
baseball is released from Melah's hand at a height of 4 feet. Use a graphing
calculator to determine how long it will take the ball to hit the ground.
34. A punter kicks a football with an initial upward velocity of 60 feet per second. The
ball is 2 feet above the ground when his foot meets the ball. Use a graphing
calculator to determine how long will it take the ball to hit the ground.
Mixed Exercises
Solve each equation by graphing. If the exact roots cannot be found, state the
consecutive integers between which the roots are located.
35. 4x2- 15 = -4x 36. -35 = -3x - 2x 2 37. -3x 2+ 11x + 9 = 1

38. -4x2 = 12x + 8 39. -0.5x 2+ 18 = -6x + 33 40. 0.5x 2+ 0.75 = 0.25x

41. 3x 2 + 8x = 0 42. 2x 2+ x = 11 43. -0.1x 2+ 0.5x + 10 = 0

18 Module 1 • Quadratic Functions

Use a graph or table to solve each equation. If exact roots cannot be found, state the consecutive
integers between which the roots are located.
44. x 2+ 4x = 0 45. -2x 2- 4x - 5 = 0 46. 0.5x 2- 2x + 2 = 0

47. -0.25x2- x - 1 = 0 48. x 2- 6x + 11 = 0 49. -0.5x 2+ x + 6 = 0

REGULARITY Use a quadratic equation to find two real numbers that satisfy each
situation, or show that no such numbers exist.
50. Their sum is 4, and their product is -117.

51. Their sum is 12, and their product is -85.

52. Their sum is -13, and their product is 42.

53. Their sum is -8, and their product is -209.

54. BRIDGES In 1895, a brick arch railway bridge was built on North Avenue in
1_ 2
Baltimore, Maryland. The arch is described by the equation h = 9 - _ 50 x , where
h is the height in yards and x is the distance in yards from the center of the
bridge. Graph this equation and describe, to the nearest yard, where the bridge
touches the ground.

55. RADIO TELESCOPES The cross-section of a large radio telescope is a parabola.

2_ 2 4 32
The equation that describes the cross-section is y = _75 x - _3 x - _3_ , where
y is the depth of the dish in meters at a point x meters from the center of the dish.
If the dish does not extend above the ground level, what approximately is the
diameter of the dish? Solve by graphing.

56. VOLCANOES A volcanic eruption blasts a boulder upward with an initial velocity
of 240 feet per second. The height h(t) of the boulder in feet, t seconds after the
eruption can be modeled by the function h(t) = -16t 2 + v 0t. How long will it take
the boulder to hit the ground if it lands at the same elevation from which it was
ejected?

Lesson 1-2 • Solving Quadratic Equations by Graphing 19

57. TRAJECTORIES Daniela hit a golf ball from ground level. The function
h = 80t - 16t2 represents the height of the ball in feet, where t is the
time in seconds after Daniela hit it. Use the graph of the function to
determine how long it took for the ball to reach the ground.

58. HIKING Antonia is hiking and reaches a steep part of the trail that
runs along the edge of a cliff. In order to descend more safely, she drops her
heavy backpack over the edge of the cliff so that it will land on a lower part of the
trail, 38.75 feet below. The height h(t) of an object t seconds after it is dropped
straight down can also be modeled by the function h(t) = -16t2 + v 0t + h ,0where
v0 is the initial velocity of the object, and h0is the initial height.
a. Write a quadratic function that can be used to determine the amount of time t
that it takes for the backpack to land on the trail below the cliff after Antonia
drops it.
b. Use a graphing calculator to determine how long until the backpack hits the
ground. Round to the nearest tenth.

59. FIND THE ERROR Hakeem and Nandi were asked to find the location of the roots
of the quadratic function represented by the table. Is either of them correct?
Explain.
x −4 −2 0 2 4 6 8 10
f(x ) 52 26 8 −2 −4 2 16 38

Hakeem Nandi
The roots are between 4 and 6 because The roots are between –2 and 0
f(x) stops decreasing and begins to because x changes signs at
increase between x – 4 and x – 6. that location.

60. PERSEVERE Find the value of a positive integer k such that f(x) = x -2 2kx + 55
has roots at k + 3 and k - 3.

61. ANALYZE If a quadratic function has a minimum at (-6, -14) and a root at x = -17,
What is the other root? Explain your reasoning.

62. CREATE Write a quadratic function with a maximum at (3, 125) and roots at -2
and 8.

63. WRITE Explain how to solve a quadratic equation by graphing its related
quadratic function.

20 Module 1 • Quadratic Functions

 Lesson 1-3

Complex Numbers
Today’s Goals
Learn Pure Imaginary Numbers ● Perform operations
with pure imaginary
In your math studies so far, you have worked with real numbers. numbers.
However, some equations such as x2+ x + 1 = 0 do not have real ● Perform operations with
solutions. This led mathematicians to define imaginary numbers. __ complex numbers.
The imaginary unit i is the principal square root of -1. Thus, i = √-1
Today’s Vocabulary
and i2= -1.
imaginary unit i
pure imaginary
number
__
Numbers of the form 6i, -2i, and i√3 are called pure imaginary complex number
numbers. A pure imaginary number __is a number of the form bi, complex conjugates
where
____ b is__ number and i = √-1. For any positive real number
a real___ rationalizing the
√-b2 =√b2 ＀ √-1 or bi. denominator

The Commutative and Associative Properties of Multiplication hold Go Online

true for pure imaginary numbers. The first few powers of i are shown.
You may want to
complete the Concept
i 1= i i2= -1 i3= i ＀2 i or -i
Check to check your
understanding.

Example 1 Square Roots of Negative Numbers Study Tip

_____ Square Factors When
Simplify √-294 . factoring an expression
_____ ________
√-294 = √-1 ＀ 7 2＀ 6 Factor the radicand. under a radical, look
___ __ __ for perfect square
= √-1 ＀ √72 ＀ √6 Factor out the imaginary unit. factors.
__ __
= i ＀ 7 ＀ √6 or 7i√6 Simplify.

Check
____
Simplify √-75.
___
A. i √75
__
B. 3i √5
__
C. 5i √3
__
D. -3 √5

Go Online Y ou can complete an Extra Example online.

Lesson 1-3 • Complex Numbers 21

 Example 2 Products of Pure Imaginary Numbers
____ ____
Simplify √-10 ＀ √-15 .
____ ____ __ __ ___
√-10 ＀ √-15 = i√10 ＀ i√15 i = √- 1
___
= i2· √150 Multiply.
___ __
Talk About It = -1 · √25 · √6 Simplify.
How can an expression __
with two imaginary = -5√6 Multiply.
__
expressions,
__ √-10 and Check
√-15, have a product that __ ____
is real? Simplify √-16 · √-25.

Example 3 Equation with Pure Imaginary Solutions

Solve x2+ 81 = 0.
x2+ 81 = 0 Original equation
x2= -81 Subtract 81 from each side.
_____
x = ± √-81 Take the square root of each side.
x = ± 9i Simplify.

Check
Solve 3x2+ 27 = 0.

Explore Factoring the Sum of Two Squares

Online Activity Use guiding exercises to complete the Explore.

INQUIRY Can you factor a polynomial of the

form a2 + b 2?

Learn Complex Numbers

Key Concept • Complex Numbers
A complex number is any number that can be written in the form a + bi,
where a and b are real numbers and i is the imaginary unit. a is called
the real part, and b is called the imaginary part.

Go Online Y ou can complete an Extra Example online.

22 Module 1 • Quadratic Functions

The Venn diagram shows the set of complex numbers. Notice that all
Study Tip
of the real numbers are part of the set of complex numbers.
These abbreviations
Complex Numbers (a + bi) represent the sets of
real numbers.

Letter Set
Q rationals
I irrationals
Z integers
W wholes
N naturals

Think About It!

Compare and contrast
the subsets of the
Two complex numbers are equal if and only if their real parts are equal and complex number
their imaginary parts are equal. The Commutative and Associative system using the
Properties of Multiplication and Addition and the Distributive Property hold Venn diagram.
true for complex numbers.oTadd or subtract complex numbers, combine
like terms. That is, combine the real parts, and combine the imaginary parts.
Two complex numbers of the form a + bi and a − bi are called complex
conjugates. The product of complex conjugates is always a real number
.
A radical expression is in simplest form if no radicands contain fractions
and no radicals appear in the denominator of a fraction. Similarly, a
complex number is in simplest form if no imaginary numbers appear in
the denominator of a fraction. You can use complex conjugates to
simplify a fraction with a complex number in the denominator. This
process is called rationalizing the denominator.

Example 4 Equate Complex Numbers

Find the values of x and y that make 5x − 7 + (y + 4)i = 13 + 11i true.
Use equations relating the real and imaginary parts to solve for x and y.
5x − 7 = 13 Real parts
5x = 20 Add 7 to each side.
x=4 Divide each side by 5.

y + 4 = 11 Imaginary parts
y=7 Subtract 4 from each side.

Check
Find the values of x and y that make 5x + 13 + (2y - 7)i = -2 + i true.

Go Online Y ou can complete an Extra Example online.

Lesson 1-3 • Complex Numbers 23
 Example 5 Add or Subtract Complex Numbers
Go Online Simplify (8 + 3i) - (4 - 10i).
You can watch a video (8 + 3i) - (4 - 10i) = (8 - 4) + [3 - (-10)]i Commutative and
to see how to add or Associative Properties
subtract complex
numbers. = 4 + 13i Simplify.

Check
Simplify (-5 + 5i) - (-3 + 8i).
? + ? i

Study Tip
Imaginary Unit Example 6 Multiply Complex Numbers
Complex numbers are
ELECTRICITY The voltage V of an AC circuit can be found using
often used with
electricity. In these the formula V = CI, where C is current and I is impedance. If
problems, j is usually C = 3 + 2j amps and I = 7 - 5j ohms, determine the voltage.
used in place of i. V = CI Voltage Formula

= (3 + 2j)(7 - 5j) C = 3 + 2j and I = 7 - 5j

= 3(7) + 3(-5j) + 2j(7) + 2j(-5j) FOIL Method

= 21 - 15j + 14j - 10j 2 Multiply.

= 21 - j - 10(-1) j2= -1
= 31 - j Add.
The voltage is 31 - j volts.

Example 7 Divide Complex Numbers

5i
Simplify __ ___
3 + 2i .
Rationalize the denominator to simplify the fraction.
__5_i__ = __5_i__ . _ 3_-
__2_i 3 + 2i and 3 - 2i are complex conjugates.
3 + 2i 3 + 2i 3 - 2i
_15_i_-__10_i_2
= Multiply the numerator and denominator.
9 - 4i2
15i - 10(-1)
= ________
9 - 4(-1)
i2= -1

= _15_i_13
+__10_ Simplify.
1_0_ 1_5_
= 13 + 13 i a + bi form

Check
2i
Simplify ______
-4 + 3i .

Go Online Y ou can complete an Extra Example online.

24 Module 1 • Quadratic Functions

 Go Online Y ou can complete your homework online.
Practice
Examples 1 and 2
Simplify.
____ ____ ____
1. √-48 2. √-63 3. √-72
____ ____ ____
4. √-24 5. √-84 6. √-99
____ ____ ___ ___ ___ ____
7. √-23 ＀ √-46 8. √-6 ＀ √-3 9. √-5 ＀ √-10
10. (3i)(-2i)(5i) 11. i 11 12. 4i(-6i) 2

Example 3
Solve each equation.
13. 5x 2+ 45 = 0 14. 4x 2+ 24 = 0 15. -9x 2= 9

16. 7x 2+ 84 = 0 17. 5x 2+ 125 = 0 18. 8x 2+ 96 = 0

Example 4
Find the values of x and y that make each equation true.
19. 9 + 12i = 3x + 4yi 20. x + 1 + 2yi = 3 - 6i

21. 2x + 7 + (3 - y)i = -4 + 6i 22. 5 + y + (3x - 7)i = 9 - 3i

23. 20 - 12i = 5x + (4y)i 24. x - 16i = 3 - (2y)i

Examples 5 and 6
Simplify.
25. (6 + i) + (4 - 5i) 26. (8 + 3i) - (6 - 2i)

27. (5 - i) - (3 - 2i) 28. (-4 + 2i) + (6 - 3i)

29. (6 - 3i) + (4 - 2i) 30. (-11 + 4i) - (1 - 5i)

31. (2 + i)(3 - i) 32. (5 - 2i)(4 - i) 33. (4 - 2i)(1 - 2i)

34. ELECTRICITY Using the formula V = CI, find the voltage V in a circuit when the
current C = 3 - j amps and the impedance I = 3 + 2j ohms.

Example 7
Simplify.
5 7 -__
13_i 6-__5_i
35. 3__+__i 36. __2i 37. __3i

Lesson 1-3 • Complex Numbers 25

Mixed Exercises
STRUCTURE Simplify.
__ __
4 - i√ 2 2 - i√ 3
38. (1 + i)(2 + 3i)(4 - 3i) 39. ________ 40. ________
4 + i√2 2 + i√3

41. Find the sum of ix 2- (4 + 5i)x + 7 and 3x +2 (2 + 6i)x - 8i.

42. Simplify [(2 + i)x 2 - ix + 5 + i] - [(-3 + 4i)x +

2 (5 - 5i)x - 6].

ELECTRICITY Use the formula V = CI, where V is the voltage, C is the current, and
I is the impedance.
43. The current in a circuit is 2 + 4j amps, and the impedance is 3 - j ohms. What is
the voltage?

44. The voltage in a circuit is 24 ‒ 8j volts, and the impedance is 4 - 2j ohms. What
is the current?

45. CIRCUITS The impedance in one part of a series circuit is 1 + 3j ohms and the
impedance in another part of the circuit is 7 - 5j ohms. Add these complex
numbers to find the total impedance in the circuit.

46. ELECTRICAL ENGINEERING The standard electrical voltage in Europe is

220 volts.

a. Find the impedance in a standard European circuit if the current is

22 - 11i amps.

b. Find the current in a standard European circuit if the impedance is

10 - 5i ohms.

c. Find the impedance in a standard European circuit if the current is 20i amps.

Higher-Order Thinking Skills

47. FIND THE ERROR Jose and Zoe are simplifying (2i)(3i)(4i). Is either of them
correct? Explain your reasoning.

Jose Zoe
24i 3 = - 24 24i 3 = – 24i

48. PERSEVERE Simplify (1 + 2i) . 3

49. ANALYZE Determine whether the following statement is always,

sometimes, or never true. Explain your reasoning.

Every complex number has both a real part and an imaginary part.

50. CREATE Write two complex numbers with a product of 20.

51. WRITE Explain how complex numbers are related to quadratic equations.

26 Module 1 • Quadratic Functions

 Lesson 1-4

Solve Quadratic Equations by Factoring

Today’s Goals
● Solve quadratic
Explore Finding the Solutions of Quadratic equations by factoring.
Equations by Factoring ● Solve quadratic
equations by factoring
Online Activity Use graphing technology to complete the Explore. special products.

Today’s Vocabulary
INQUIRY How can you use factoring to solve
factored form
a quadratic equation?
difference of squares
Learn Solving Quadratic Equations by Factoring perfect square
trinomials
The factored form of a quadratic equation is 0 = a(x - p)(x - q),
where a ≠ 0. In this equation, p and q represent the x-intercepts of the
graph of the related function. For example, 0 = x2 - 2x - 3 can be
written in the factored form 0 = (x - 3)(x + 1) and its related graph has
x-intercepts of -1 and 3.
Key Concepts • Factoring

Using the Distributive Property ax + bx = x(a + b) Think About It!

x2+ bx + c = (x + m)(x + p) The equation x2- 2x -
Factoring Trinomials 3 = 0 could be solved
when m + p = b and mp = c
by factoring, where
Key Concept • Zero Product Property x2- 2x - 3 =
(x - 3)(x + 1). How are
Words: For any real numbers a and b, if ab = 0, then either a = 0,
the factors of the
b = 0, or both a and b = 0.
equation related to the
Example: If (x - 2)(x + 4) = 0, then x - 2 = 0, x + 4 = 0, or both roots, or zeros, of the
x - 2 = 0 and x + 4 = 0. related function
f(x) = x2- 2x - 3?
To solve a quadratic equation by factoring, first make sure that one
side of the equation is 0, and factor the trinomial. Use the Zero Product
Property to write separate equations. Then use the properties of
equality to isolate the variable.
Example 1 Factor by Using the Distributive Property
Solve 12x 2- 2x = x by factoring. Check your solution.
12x2- 2x = x Original equation
12x2- 3x = 0 Subtract x from each side.
3x(4x) - 3x(1) = 0 Factor the GCF. Go Online Y ou can
watch a video to see
3x(4x - 1) = 0 Distributive Property how to use algebra tiles
3x = 0 or 4x - 1 = 0 Zero Product Property to factor a polynomial
1 using the Distributive
x=0 x = _4_ Solve.
Property.
Go Online Y ou can complete an Extra Example online.

Lesson 1-4 • Solve Quadratic Equations by Factoring 27

 Example 2 Factor a Trinomial
Solve x2- 6x - 9 = 18 by factoring. Check your solution.
Think About It! x2- 6x - 9 = 18 Original equation
Choose two integers
and write an equation x2- 6x - 27 = 0 Subtract 18 from each side.
in standard form with (x + 3)(x - 9) = 0 Factor the trinomial.
these roots. How
would the equation x + 3 = 0 or x - 9 = 0 Zero Product Property
change if the signs of x = -3 x=9 Solve.
the two roots were
switched?

Apply Example 3 Solve an Equation by Factoring

1
__ represents
2
ACCELERATION The equation d = vt + at
2
the
displacement d of a car traveling at an initial velocity v where the
acceleration a is constant over a given time t. Find how long it takes
a car to accelerate from 30 mph to 45 mph if the car moved 605 feet
and accelerated slowly at a rate of 2 feet per second squared.
1 What is the task?
Describe the task in your own words. Then list any questions that you
may have. How can you find answers to your questions?
Sample answer: Solve the equation to find the time for the car to
accelerate. The acceleration is given in feet per second squared and
the velocity is given in miles per hour. How do I address the difference
in units?

2 How will you approach the task? What have you learned that
you can use to help you complete the task?
Sample answer: Convert the velocity to feet per second. Then
substitute the distance, velocity, and acceleration into the formula
and solve for time.

3 What is your solution?

Use your strategy to solve the problem.
Think About It!
Why did you not use What is the velocity in feet per second? 44 fps
45 mph to solve this How long it takes the car to accelerate from 30 mph to 45 mph? 11 s
problem?

4 How can you know that your solution is reasonable?

Write About It! Write an argument that can be used to defend your
solution.
Sample answer: The solutions of the equation are -55 and 11.
Because time cannot be negative, t = 11 is the only viable solution
in the context of the situation.
Go Online Y ou can complete an Extra Example online.

28 Module 1 • Quadratic Functions

Check
SALES A clothing store is analyzing their market to determine the
profitability of their new dress design. If P(x) = -16x2+ 1712x - 44,640
represents the store’s profit when x is the price of each dress, find the
prices at which the store makes no profit on the design.
A. $11.25 and $15.50
B. $45 and $62
C. $50 and $54
Talk About It!
D. $180 and $248
Explain how to
determine which values
should be chosen for m
Example 4 Factor a Trinomial Where a is Not 1 and p when factoring a
polynomial of the form
Solve 3x2+ 5x + 15 = 17 by factoring. Check your solution. ax2+ bx + c.
3x2+ 5x + 15 = 17 Original equation
3x2+ 5x - 2 = 0 Subtract 17 from each side.

(3x - 1)(x + 2) = 0 Factor the trinomial.

3x - 1 = 0 or x + 2 = 0 Zero Product Property

1
x=_
3 x = -2 Solve.

Check
Solve 4x2+ 12x - 27 = 13 by factoring. Check your solution.
x= ? , ?

Learn Solving Quadratic Equations by Factoring

Special Products
Key Concept • Factoring Differences of Squares
Words: To factor a2- b ,2find the square roots of a and
2 b . Then
2 apply
the pattern.
Symbols: a2- b =
2 (a + b)(a - b)

Math History Minute

Key Concept • Factoring Perfect Square Trinomials
English mathematician
Words: To factor a2+ 2ab + b ,2find the square roots of a 2
and b. 2
Then and astronomer Thomas
apply the pattern. Harriot (1560–1621)
Symbols: a2+ 2ab + b =
2 (a + b) 2 was one of the first, if
not the first, to consider
Not all quadratic equations have solutions that are real numbers. In the imaginary roots of
some cases, the solutions are complex numbers of the form a + bi, equations. Harriot
where b ≠ 0. For example, you know that the solution of x2 = -4 must advanced the notation
be complex because there is no real number for which its square is -4. system for algebra and
If you take the square root of each side, x = 2i or -2i. studied negative and
imaginary numbers.

Lesson 1-4 • Solve Quadratic Equations by Factoring 29

 Example 5 Factor a Difference of Squares
Solve 81 = x2by factoring. Check your solution.

81 = x2 Original equation
81 - x2 = 0 Subtract x2from each side.
Go Online Y ou 92- x 2 = 0 Write in the form a2- b .2
can watch a video to
see how to use (9 + x)(9 - x) = 0 Factor the difference of squares.
algebra tiles to factor a 9 + x = 0 or 9 - x = 0 Zero Product Property
difference of squares. x = -9 x=9 Solve.

Check
Solve x2= 529 by factoring. Check your solution.
x= ? , ?

Example 6 Factor a Perfect Square Trinomial

Think About It! Solve 16y 2- 22y + 23 = 26y - 13 by factoring. Check your
Why does this solution.
equation have one
16y2 - 22y + 23 = 26y - 13 Original equation
solution instead of
two? 16y2- 48y + 23 = -13 Subtract 26y from each side.
16y2- 48y + 36 = 0 Add 13 to each side.
(4y)2+ 2(4y)(-6) + (-6) 2 = 0 Factor the perfect square trinomial.
(4y - 6)2 = 0 Simplify.
y= 3
__ Take the square root of each side
2
and solve.

Check
Solve 16x2- 22x + 15 = 10x - 1 by factoring. Check your solution.
Think About It!
x= ?
Explain why both
(-12i)2and (12i) 2
equal -144.
Example 7 Complex Solutions
Solve x2= -144 by factoring. Check your solution.

x2 = -144 Original equation

x2+ 144 = 0 Add 144 to each side.
x2- (-144) = 0 Write as a difference of squares.
_____
Watch Out! x2- (12i) 2 = 0 √-144 = 12i
Complex Numbers (x + 12i)(x - 12i) = 0 Factor the difference of squares.
Remember i2 equals x + 12i = 0 or x - 12i = 0 Zero Product Property
-1, not 1. x = -12i x = 12i Solve.
Go Online Y ou can complete an Extra Example online.

30 Module 1 • Quadratic Functions

 Go Online Y ou can complete your homework online.
Practice
Examples 1 and 2
Solve each equation by factoring. Check your solution.
1. 6x 2- 2x = 0 2. x 2= 7x 3. 20x 2= -25x

4. x 2+ x - 30 = 0 5. x 2+ 14x + 33 = 0 6. x 2- 3x = 10

Example 3

7. GEOMETRY The length of a rectangle is 2 feet more than its width. Find the
dimensions of the rectangle if its area is 63 square feet.

8. PHOTOGRAPHY The length and width of a 6-inch by 8-inch photograph are

reduced by the same amount to make a new photograph with area that is half that
of the original. By how many inches will the dimensions of the photograph have
to be reduced?

Example 4
Solve each equation by factoring. Check your solution.
2 x-3=0
9. 2x - 10. 6x 2- 5x - 4 = 0 11. 5x 2+ 28x - 12 = 0

12. 12x 2- 8x + 1 = 0 13. 2x 2- 11x - 40 = 0 14. 3x 2+ 2x = 21

Examples 5-7
Solve each equation by factoring. Check your solution.
15. x 2= 64 16. x 2- 100 = 0 17. 289 = x 2

18. x 2+ 14 = 50 19. x 2- 169 = 0 20. 124 = x 2+ 3

21. 4x 2- 28x + 49 = 0 22. 9x 2+ 6x = -1 23. 16x 2- 24x + 13 = 4

24. 81x2+ 36x = -4 25. 25x 2+ 80x + 64 = 0 26. 9x 2+ 60x + 95 = -5

27. x2+ 12 = -13 28. x 2+ 100 = 0 29. x 2= -225

30. x2 + 4 = 0 31. 36x 2= -25 32. 64x 2= -49

Lesson 1-4 • Solve Quadratic Equations by Factoring 31

Mixed Exercises
STRUCTURE Solve each equation by factoring. Check your solution.

33. 10x2+ 25x = 15 34. 27x 2+ 5 = 48x 35. x 2+ 81 = 0

36. 45x2- 3x = 2x 37. 80x 2= -16 38. 16x 2+ 8x = -1

39. USE A MODEL The drawing Maisons prés de la mer by Claude Monet is
approximately 10 inches by 13 inches. Jennifer wants to make an art piece
inspired by the drawing, and with an area 60% greater. If she chooses the size of
her artwork by increasing both the width and height of Monet’s work by same
amount, what will be the dimensions of Jennifer’s artwork?
40. ANIMATION A computer graphics animator would like to make a realistic
simulation of a tossed ball. The animator wants the ball to follow the parabolic
trajectory represented by f(x) = -0.2(x + 5)(x - 5).
a. What are the solutions of f(x) = 0?
b. If the animator changes the equation to f(x) = -0.2x +2 20, what are the
solutions of f(x) = 0?
41. Find two consecutive even positive integers that have a product of 624.
42. Find two consecutive odd positive integers that have a product of 323.

Higher-Order Thinking Skills

2 5x + 2 = 0. Is either of
43. FIND THE ERROR Jade and Mateo are solving -12x +
them correct? Explain your reasoning.

Jade Mateo
-12x2 + 5x + 2 = 0 -12x 2 + 5 x + 2 = 0
-12x2 + 8x - 3x + 2 = 0 -12x2 + 8 x - 3x + 2 = 0
4x(-3x + 2) - (3x + 2) = 0 4x(-3x + 2) - (3 x + 2) = 0
(4x - 1) (3x + 2) = 0 (4x + 1) (-3 x + 2) = 0
1 1
x = _4 or - _23_ x = - _4 or _23_

44. PERSEVERE The rule for factoring a difference of cubes is shown below. Use this
rule to factor 40x 5- 135x y2.3
a3- b =
3 (a - b)(a +2 ab + b ) 2

45. CREATE Choose two integers. Then write an equation in standard form with those
roots. How would the equation change if the signs of the two roots were switched?
46. ANALYZE Determine whether the following statement is sometimes, always, or
never true. Explain your reasoning.
In a quadratic equation in standard form where a, b, and c are integers,
if b is odd, then the quadratic cannot be a perfect square trinomial.
47. WRITE Explain how to factor a trinomial in standard form with a > 1.

32 Module 1 • Quadratic Functions

 Lesson 1-5
Solving Quadratic Equations
by Completing the Square
Today’s Goal
Learn Solving Quadratic Equations by Using the Square ● Solve quadratic
equations by using the
Root Property
Square Root Property.
You can use square roots to solve equations like x2- 49 = 0. ● Complete the square in
Remember that 7 and -7 are both square roots of 49 because 72 = 49 quadratic expressions
and (-7)2= 49. Therefore, the solution set of x -
2 49 = 0 is {-7 , 7}. to solve quadratic
equations.
This can be written as {±7}.
● Complete the square in
Key Concept • Square Root Property a quadratic function to
Words: To solve a quadratic equation in the form x2= n, take the interpret key features of
square root of each side. its graph.
__
Symbols: For any number n ≥ 0, if x 2= n, then x = ± √n. Today’s Vocabulary
___ completing the square
Example: x 2
= 121, x = ± √ 121 or ±11
vertex form
Not all quadratic equations have solutions that are whole numbers. projectile motion
Roots that are irrational numbers may be written as exact answers in problems
radical form or as approximate answers in decimal form when a
calculator is used. Sometimes solutions of quadratic equations are not
real numbers. Solutions that are complex numbers can be written in Think About It!
the form a + bi, where b ≠ 0.
How can you
Example 1 Solve a Quadratic Equation with determine whether an
Rational Roots equation of the form
x2= n will have an
Solve x2- 4x + 4 = 25 by using the Square Root Property. answer that is a whole
number?
x2- 4x + 4 = 25 Original equation

(x - 2)2= 25 Factor.
___
x - 2 = ±√25 Square Root Property

x - 2 = ±5 25 = 5(5) or -5(-5)

x=2±5 Add 2 to each side.

Study Tip
x = 2 + 5 or x = 2 - 5 Write as two equations. Square Roots When
x=7 x = -3 Simplify. using the Square Root
Property, remember to
|
The solution set is x{x = -3, 7 . } include the ± before
the radical.

Check
Solve x2- 38x + 361 = 576 by using the Square Root Property. Go Online An
x= ? and ? alternate method is
available for this
Go Online Y ou can complete an Extra Example online. example.

Lesson 1-5 • Solving Quadratic Equations by Completing the Square 33

 Example 2 Solve a Quadratic Equation with
Irrational Roots
Solve x2+ 24x + 144 = 192 by using the Square Root Property.
Watch Out! x2+ 24x + 144 = 192 Original equation
Perfect Squares The
constant, 192, on the (x + 12)2= 192 Factor.
___
right side of the x + 12 = ±√192 Square Root Property
equation is not a __ ___ _
perfect square. This x + 12 = ± 8√3 √192 = 8 √3
__
means that the roots x = -12 ± 8√3 Subtract 12 from each side.
will be irrational __
numbers. x = -12 + 8√3 or Write as two equations.
__
-12 - 8√3
x ≈ 1.86, -25.86 Use a calculator.
__ __
The exact solutions are -12 - 8√3 and -12 + 8√3. The approximate
solutions are -25.86 and 1.86.

Example 3 Solve a Quadratic Equation with

Complex Solutions
Solve 2x 2- 92x + 1058 = -72 by using the Square Root Property.
2x2- 92x + 1058 = -72 Original equation

x2- 46x + 529 = -36 Divide each side by 2.

(x - 23)2= -36 Factor.

____
x - 23 = ±√-36 Square Root Property
____
x - 23 = ±6i √-36 = 6i
x = 23 ± 6i Add 23 to each side.
x = 23 + 6i or
Think About It! 23 - 6i Write as two equations.
Can you solve a
quadratic equation by The solutions are 23 + 6i and 23 - 6i.
completing the square
if the coefficient of the
x2-term is not 1? Justify Explore Using Algebra Tiles to Complete
your argument. the Square
Online Activity Use algebra tiles to complete the Explore.

INQUIRY How does forming a square to

create a perfect square trinomial help you
solve quadratic equations?

Go Online Y ou can complete an Extra Example online.

34 Module 1 • Quadratic Functions

Learn Solving Quadratic Equations by
Completing the Square
All quadratic equations can be solved by using the properties of
equality to manipulate the equation until one side is a perfect square.
This process is called completing the square.
Key Concept • Completing the Square
Words: To complete the square for any quadratic expression of the form
x2+ bx, follow the steps below.
Step 1 Find one half of b, the coefficient of x.
Step 2 Square the result in Step 1.
Step 3 Add the result of Step 2 to x 2+ bx.
b
Symbols: x 2+ bx + (__ _b_
2 2
2 ) = (x + 2 )

To solve an equation of the form x2+ bx + c = 0 by completing the 2 Talk About It

b
square, first subtract c from each side of the equation. Then add (__
2) If a and b are real
to each side of the equation and solve for x. numbers, can the value
of c ever be negative?
Example 4 Complete the Square Explain your reasoning.

Find the value of c that makes x2- 7x + c a perfect square. Then

write the expression as a perfect square trinomial.
-7
Step 1 Find one half of -7 . _2__ = -3.5
2 12.25
Step 2 Square the result from Step 1. (-3.5) =
Step 3 Add the result from Step 2 to x 2- 7x. x -2 7x + 12.25
The expression x2- 7x + 12.25 can be written as (x - 3.5) .2

Example 5 Solve by Completing the Square Think About It!

Solve x2+ 18x - 4 = 0 by completing the square. Why do we first add 4
to each side?
x2+ 18x - 4 = 0 Original equation
x2+ 18x = 4 Add 4 to each side.
2
x2+ 18x + 81 = 4 + 81 Add (_
b
2 ) to each side.
(x + 9)2= 85 Factor.
___
x + 9 = ±√85 Square Root Property
___
x = -9 ± √85 Subtract 9 from each side.
___
x = -9 + √85 or Write as two equations.
___
x = -9 - √85
x ≈ 0.22, or -18.22 Simplify.
___ ___
Go Online Y ou
The solution set is { |
x x = -9 - √85, -9 + √85 }. can complete an Extra
Example online.
Go Online to see Example 6.

Lesson 1-5 • Solving Quadratic Equations by Completing the Square 35

 Go Online Example 7 Solve When a Is Not 1
for Example 6. Solve 4x 2- 12x - 27 = 0 by completing the square.
4x2- 12x - 27 = 0 Original equation

27
x2- 3x - _4_ = 0 Divide each side by 4.

27 27
x 2- 3x = _4__ Add _4_ to each side.

Add (_
9 27 9 b 2 9
x2- 3x + =_4__ _ _ ___
4 +4 2)
or _4_ to each side.
3 2
__
(x - 2 ) = 9 Factor.

3
x - __
2 = ±3 Square Root Property

3 3
x = _±
_
2 3 Add _2_ to each side.

3
x = __ _3_
2 + 3 or x = 2 - 3 Write as two equations.

9 3
x = _2__
x = -__ 2 Simplify.
3
| 9
x x = - _2_ ,2__} .
The solution set is {

Check
Solve 6x2- 21x + 9 = 0 by completing the square.
x= ? , ?

Think About It!

Compare and contrast
Example 8 Solve Equations with Imaginary Solutions
the solutions of this
equation and the ones Solve 3x2- 72x + 465 = 0 by completing the square.
in the previous
example. Explain. 3x2- 72x + 465 = 0 Original equation

x2- 24x + 155 = 0 Divide each side by 3.

x2- 24x = -155 Subtract 155 from each side.

Add (_
b 2
x 2- 24x + 144 = -155 + 144 2)
to each side.
(x - 12)2= -11 Factor.
__
x - 12 = ±√-11 Square Root Property
__ ___
x - 12 = ±i√11 √-1 = i
__
x = 12 ± i√11 Add 12 to each side.
__
x = 12 + i√11
or __ Write as two equations.
12 - i√11
__ __
|
The solution set is { x x = 12 + i √11, 12 - i√11 }.
Go Online Y ou can complete an Extra Example online.

36 Module 1 • Quadratic Functions

Learn Quadratic Functions in Vertex Form
When a function is given in standard form, y = ax2+ bx + c, you can
complete the square to write it in vertex form.
Key Concept • Vertex Form of a Quadratic Function
Words: The vertex form of a quadratic function is y = a(x - h)2+ k.
Symbols: Standard Form Vertex Form
y = ax2+ bx + c y = a(x - h)2+ k
The vertex is (h, k).
Example: Standard Form Vertex Form
y = 2x2+ 12x + 16 y = 2(x + 3)2- 2
The vertex is (-3, -2).

After completing the square and writing a quadratic function in vertex

Think About It!
form, you can analyze key features of the function. The vertex is (h, k)
and x = h is the equation of the axis of symmetry. The shape of the What is the minimum
value of y = 2(x - 3)2 - 1?
parabola and the direction that it opens are determined by a. The
How do you know that
value of k is a minimum value if a > 0 or a maximum value if a < 0.
this value is a minimum?
The path that an object travels when influenced by gravity is called
a trajectory, and trajectories can be modeled by quadratic functions.
The formula below relates the height of the object h(t) and time t,
where g is acceleration due to gravity, v is the initial velocity of the
object, and h0 is the initial height of the object.
1
h(t) = - _2_gt2+ vt + h 0
The acceleration due to gravity g is 9.8 meters per second squared or
32 feet per second squared. Problems that involve objects being
thrown or dropped are called projectile motion problems.

Watch Out!
Example 9 Write Functions in Vertex Form The coefficient of the
x2-term must be 1
Write y = -x2- 12x - 9 in vertex form. before you can
y = -x2- 12x - 9 Original function complete the square.

y = (-x2- 12x) - 9 Group ax2+ bx.

y = -(x2+ 12x) - 9 Factor out –1.

y= -(x2+ 12x + 36) - 9 - (-1)(36) Complete the square.

y = -(x + 6)2+ 27 Simplify.

Check
Write each function in vertex form.
2 8x - 3
a. y = x + b. y = -3x 2 - 6x - 5
y = (x ? )2 ? y= ? (x ? )2 ?

Go Online Y ou can complete an Extra Example online.

Lesson 1-5 • Solving Quadratic Equations by Completing the Square 37

 Think About It! Example 10 Determine the Vertex and Axis
How would your of Symmetry
equation for the axis of Consider y = 3x 2- 12x + 5.
symmetry change if the
vertex form of the Part A Write the function in vertex form.
equation was y =
y = 3x2- 12x + 5 Original equation
3(x + 2)2- 7? Justify
your argument. y = (3x2- 12x) + 5 Group ax2+ bx.
y = 3(x2- 4x) + 5 Factor.
y = 3(x2- 4x + 4) + 5 - 3(4) Complete the square.
y = 3(x - 2)2- 7 Simplify.

Part B Find the axis of symmetry.

The axis of symmetry is x = h or x = 2.
Part C Find the vertex, and determine if it is a maximum or
minimum.
The vertex is (h, k) or (2, -7). Because a > 0, this is a minimum.

Example 11 Model with a Quadratic Function

Think About It!
FIREWORKS If a firework is launched 1 foot off the ground at a
If the firework reaches velocity of 128 feet per second, write a function for the situation.
a height of 241 feet
Then find and interpret the axis of symmetry and vertex.
after 3 seconds, what
is the height of the Step 1 Write the function.
firework after 1
h(t) = -2__gt2+ vt + h 0 Function for projectile motion
5 seconds? Justify
1 ft ft
your answer. h(t) = −_2_(32)t2+ 128t + 1 g = 32 _s_2 , v = 128 _s_ , h0= 1 ft

h (t) = -16t2+ 128t + 1 Simplify.

Step 2 Rewrite the function in vertex form.

h(t) = (-16t2+ 128t) + 1 Group ax2+ bx.
h(t) = -16(t2- 8t) + 1 Factor.
h(t) = -16(t2- 8t + 16) + 1 - 16(-16) Complete the square.

h(t) = -16(t - 4)2+ 257 Simplify.

Step 3 Find and interpret the axis of symmetry.

Study Tip Because the axis of symmetry divides the function into two
Vertex When you equal halves, the firework will be at the same height after
interpret the vertex of a 2 seconds as it is after 6 seconds.
function, it is important
to also consider the Step 4 Find and interpret the vertex.
value of a when the The vertex is the maximum of the function because a < 1. So
function is in vertex or the firework reached a maximum height of 257 feet after
standard form. The 4 seconds.
value of a will tell you
whether the vertex is a
maximum or minimum.
Go Online Y ou can complete an Extra Example online.

38 Module 1 • Quadratic Functions

 Go Online Y ou can complete your homework online.
Practice
Examples 1–3
Solve each equation by using the Square Root Property.
1. x 2- 18x + 81 = 49 2. x 2+ 20x + 100 = 64 3. 9x 2- 12x + 4 = 4

4. 4x 2+ 4x + 1 = 16 5. 4x 2- 28x + 49 = 64 6. 16x 2+ 24x + 9 = 81

7. 36x 2+ 12x + 1 = 18 8. 25x 2+ 40x + 16 = 28 9. 25x 2+ 20x + 4 = 75

10. 36x 2+ 48x + 16 = 12 11. 25x 2- 30x + 9 = 96 12. 4x 2- 20x + 25 = 32

13. 2x 2- 20x + 50 = -128 14. 2x 2- 24x + 72 = -162 15. 2x 2+ 28x + 98 = -200

16. x 2- 8x + 16 = -36 17. 3x 2+ 24x + 48 = -108 18. 3x 2- 24x + 48 = -363

Example 4
Find the value of c that makes each trinomial a perfect square. Then write the
trinomial as a perfect square trinomial.
19. x 2+ 10x + c 20. x 2- 14x + c 21. x 2+ 24x + c

22. x 2+ 5x + c 23. x 2- 9x + c 24. x 2- x + c

Examples 5 and 6
Solve each equation by completing the square.
25. x 2- 13x + 36 = 0 26. x 2+ x - 6 = 0 27. x 2- 4x - 13 = 0

28. x 2+ 3x - 6 = 0 29. x 2- x - 3 = 0 30. x 2- 8x - 65 = 0

31. When the dimensions of a cube are reduced by 4 inches on each side, the
surface area of the new cube is 864 square inches. What were the dimensions of
the original cube?

Lesson 1-5 • Solving Quadratic Equations by Completing the Square 39

Examples 7 and 8
Solve each equation by completing the square.
32. 2x 2- 8x - 24 = 0 33. 2x 2- 3x + 1 = 0 34. 2x 2- 13x - 7 = 0

35. 25x 2+ 40x - 9 = 0 36. 2x 2+ 7x - 4 = 0 37. 3x 2+ 2x - 1 = 0

38. x 2 - 4x + 12 = 0 39. 2x 2- 3x + 5 = 0 40. 2x 2+ 5x + 7 = 0

41. x 2 - 2x + 3 = 0 42. x 2= -24 43. x 2- 2x + 4 = 0

Examples 9 and 10
Write each function in vertex form. Find the axis of symmetry. Then find the vertex,
and determine if it is a maximum or minimum.
44. y = x 2+ 2x - 5 45. y = x 2+ 6x + 1 46. y = -x 2+ 4x + 2

47. y = -x 2- 8x - 5 48. y = 2x 2+ 4x + 3 49. y = 3x 2+ 6x - 1

Example 11
50. FIREWORKS The height of a firework at an amusement park celebration can be
modeled by a quadratic function. Suppose the firework is launched from a
platform 2 feet off the ground at a velocity of 96 feet per second.
1 ft
Use h(t) = -_2_gt2+ vt + h ,0where g = 32 __2 .
s
a. Write a function to represent this situation.
b. Rewrite the function in vertex form.
c. Find the axis of symmetry and the vertex and interpret their meaning in the
context of the situation.

51. DIVING Malik is participating in a diving championship. For each of his dives, his
height above the water can be modeled by a quadratic function. The diving board
is 7.5 meters above the water and Malik jumps with a velocity of 4.18 meters per
1 m
second. Use h(t) = -_2_ gt2+ vt + h , 0where g = 9.8 __2 .
s
a. Write a function in vertex form to represent this situation.
b. Find the axis of symmetry and the vertex and interpret their meaning in the
context of the situation.

40 Module 1 • Quadratic Functions

Mixed Exercises
PRECISION Solve each equation. Round to the nearest hundredth, if necessary.
1 2
52. 4x 2- 28x + 49 = 5 53. 9x 2+ 30x + 25 = 11 54. x 2+ x + _3 = __3

55. x 2+ 1.2x + 0.56 = 0.91 56. x 2+ 0.7x + 4.1225 = 0 57. x 2- 3.2x = -3.46

58. x 2- 1.8x + 11.24 = 2.43 59. -0.3x2- 0. 78x - 5.514 = 0 60. 1.1x 2- 8.8x + 22 = 2.2

61. FREE FALL A rock falls from the top of a cliff that is 25.8 meters high. Use the
1 m
formula h(t) = -_2_gt2+ vt + h , 0where g = 9.8 __2 , to write a quadratic function
s
that models the situation. Determine to the nearest tenth of a second the amount
of time it takes the rock to strike the ground. Explain your reasoning.

62. REACTION TIME Tela was eating lunch when she saw her friend Jori approach.
The room was crowded and Jori had to lift his tray to avoid obstacles. Suddenly, a
glass on Jori's lunch tray tipped and fell off the tray. Tela lunged forward and
managed to catch the glass just before it hit the ground. The height h, in feet, of
the glass t seconds after it was dropped is given by h = -16t 2 + 4.5. If Tela
caught the glass when it was six inches off the ground, how long was the glass in
the air before she caught it?

63. INVESTMENTS The amount of money A in an account in which P dollars are

invested for 2 years is given by the formula A = P(1 + r) 2, where r is the interest
rate compounded annually. If an investment of $800 in the account grows to
$882 in two years, at what interest rate was it invested, to the nearest percent?

64. INVESTMENTS Niyati invested $1000 in a savings account with interest

compounded annually. After two years the balance in the account is $1210. Use
the compound interest formula A = P(1 + r) t to find the annual interest rate, to the
nearest percent.

Write each function in vertex form. Then find the vertex.

65. y = x 2 - 10x + 28 66. y = x 2+ 16x + 65

67. y = x 2- 20x + 104 68. y = x 2- 8x + 17

69. AUDITORIUM SEATING The seats in an auditorium are arranged in a square grid
pattern. There are 45 rows and 45 columns of chairs. For a special concert,
organizers decide to increase seating by adding n rows and n columns to make a
square pattern of seating 45 + n seats on a side.
a. How many seats are added in the expansion?
b. What is n if organizers wish to add 1000 seats?

Lesson 1-5 • Solving Quadratic Equations by Completing the Square 41

70. DECK DESIGN The Rayburns current deck is 12 feet by 12 feet. They decide they
would like to expand their deck and maintain its square shape. How much larger
will each side need to be for the deck to have an area of 200 square feet?

71. VOLUME A piece of sheet metal has a length that is three times its
width. It is used to make a box with an open top by cutting out
2-inch by 2-inch squares from each corner, then folding up the
sides.
a. Define variables and write a quadratic function that represents
the volume of the box in cubic inches.

b. What are the dimensions of the metal sheet that results in a box with a volume
of 1.125 cubic feet?

72. CONSTRUCT ARGUMENTS Explain why the equation for the axis of symmetry for
b_
a quadratic function y = ax 2 + bx + c is x = - _2a .

73. FIND THE ERROR Alonso and Aika are solving x +2 8x - 20 = 0 by completing
the square. Is either of them correct? Explain your reasoning.

Alonso Aika
x2 + 8x – 20 = 0 x 2 + 8x – 20 = 0
x2 + 8x = 20 x2 + 8x = 20
x2 + 8x + 16 = 20 + 16 x2 + 8x + 16 = 20
(x + 4)2 = 36 (x + 4)2= 20
__
x + 4 = ±6 x + 4 = ±√20
__
x = 2 or –10 x = –4 ±√20

74. PERSEVERE Solve x +2 bx + c = 0 by completing the square. Your answer will be

an expression for x in terms of b and c.

75. ANALYZE Without solving, determine how many unique solutions there are for
each equation. Are they rational, real, or complex? Justify your reasoning.
a. (x + 2) 2 = 16 2 16
b. (x - 2) = c. -(x - 2) 2= 16
d. 36 - (x - 2)2= 16 2 0
e. 16(x + 2) = f. (x + 4) 2= (x + 6) 2

76. CREATE Write a perfect square trinomial equation in which the linear coefficient
is negative and the constant term is a fraction. Then solve the equation.

77. WRITE Explain what is means to complete the square. Describe each step.

42 Module 1 • Quadratic Functions

 Lesson 1-6
Using the Quadratic Formula
and the Discriminant
Today’s Goals
Learn Using the Quadratic Formula ● Solve quadratic
equations by using the
To solve any quadratic equation, you can use the Quadratic Formula. Quadratic Formula.

Key Concept • Quadratic Formula ● Determine the number

and type of roots of a
The solutions of a quadratic equation of the form ax2+ bx + c = 0, quadratic equation.
where a ≠ ________
0, are given by the following formula.
-b ± √b2 - 4ac Today’s Vocabulary
x = ______2a______
discriminant

Go Online Y ou can see how the Quadratic Formula is derived.

Example 1 Real Roots, c Is Positive

CONTEST At the World Championship Punkin Chunkin contest in
Bridgeville, Delaware, pumpkins are launched hundreds of yards.
The path of a pumpkin can be modeled by h = -4.9t 2 + 11.7t + 42,
where h is the height and t is the number of seconds after launch.
2 11.7t + 42.
Part A Use the Quadratic Formula to solve 0 = -4.9t +
________
-b ± √b2 - 4ac
t = ______2a
______ Quadratic Formula
________________
√
-11.7 ± (11.7)2- 4( -4.9)(42)
= ____________________ a = -4.9, b = 11.7, c = 42
2(-4.9)
_____________
-11.7 ± √136.89 + 823.2
= _______-9.8
_ _ _ _ __ _ _ _ _ Square and multiply.
______
-11.7 ± √960.09
= _____-9.8
_____ __ Add.
______ ______
11.7 + √ 96_0_.0_9_ 11.7 - √ 96_0_.0_9_ -1 Think About It!
= _____9.8
___ or _____9.8
___ Multiply by _-1_.
Why are the roots not
The approximate solutions are 4.4 seconds and -2.0 seconds. at 0 and 4.4 seconds,
when the pumpkin is
Part B Interpret the roots.
launched and when it
The negative root does not make sense in this context because the lands?
pumpkin launches at 0 seconds. The pumpkin lands after 4.4 seconds.

Check
DIVING A diver jumps from a diving board that is 10 feet high, and she
wants to figure out how far from the board she is before she enters the
water. Her arc can be modeled by y = -4.9x2 + 2.5x + 10, where y is
her height in meters and x is time in seconds.

Part A Solve 0 = -4.9x 2 + 2.5x + 10. Go Online

You can complete an
Part B Interpret the roots.
Extra Example online.
The diver enters the water after approximately ? seconds.

Lesson 1-6 • Using the Quadratic Formula and the Discriminant 43

 Example 2 Real Roots, c Is Negative
Solve x2+ 4x - 17 = 0 by using the Quadratic Formula.
________
-b ± √b2 - 4ac
x = ______2a
______ Quadratic Formula
____________
√
-4 ± (4)2- 4 (1)(-17)
= ________________ a = 1, b = 4, c = -17
2(1)
___
- 4 ± √8 4
= ____2____ Simplify.
__ __
-4 ± √4_·_√_2_1
= _____2 Product Property of Square Roots
__
- 4 ± 2 √2 1 __
= ____2____ √4 = 2
__
= -2 ± √21 Divide the numerator and denominator by 2.

Check
Solve 3x2- 5x - 1 = 0 by using the Quadratic Formula.

Example 3 Complex Roots

Solve 5x2+ 8x + 11 = 0 by using the Quadratic Formula.
________
-b ± √b2 - 4ac
x = ______2a
______ Quadratic Formula
___________
√
-8 ± 8 -24 (5)(11)
= ______________ a = 5, b = 8, c = 11
2(5)
_____
-8 ± √-156
= ____10
_____ Simplify.
___ __ ___
- 8 ± √-1 · √4 · √39
= ______10
_______ Product Property of Square Roots
___
-8 ±_2_i√
_3_9_
= ____10 Write as a complex number.
___
- 4 ± i√ 3 9
= ____5____ Divide the numerator and denominator by 2.

Check
Solve 9x2- 3x + 18 = 0 by using the Quadratic Formula.

Go Online Y ou can complete an Extra Example online.

44 Module 1 • Quadratic Functions

Explore The Discriminant
Online Activity Use graphing technology to complete the Explore.

INQUIRY How does the discriminant of a

quadratic equation relate to its roots?

Learn Using the Discriminant

In the Quadratic Formula, the discriminant is the expression under the
radical sign, b2- 4ac. The value of the discriminant can be used to Talk About It
determine the number and type of roots of a quadratic equation. Why are the roots of a
quadratic equation
Key Concept • Discriminant complex if the
Consider ax 2+ bx + c = 0, where a, b, and c are rational numbers discriminant is
and a ≠ 0. negative?
Value of Type and Number Example of Graph of
Discriminant of Roots Related Function
b2- 4ac > 0; 2 real, rational roots
b2- 4ac is a
perfect square.
b2- 4ac > 0; 2 real, irrational
b2- 4ac is not a roots
perfect square.

b2- 4ac = 0 1 real rational root

b2- 4ac < 0 2 complex roots

Go Online Y ou can complete an Extra Example online.

Lesson 1-6 • Using the Quadratic Formula and the Discriminant 45

 Think About It! Example 4 The Discriminant, Real Roots
Is it possible for a Examine 2x 2- 10x + 7 = 0.
quadratic equation to 2 10x + 7 = 0.
have zero real or
Part A Find the value of the discriminant for 2x -
complex roots? a=2 b = -10 c=7
b2- 4ac = (-10) -
2 4(2)(7)

= 100 - 56
= 44
Part B Describe the number and type of roots for the equation.
The discriminant is nonzero, so there are two roots. The discriminant is
positive and not a perfect square, so the roots are irrational.

Check
Examine 2x2+ 8x + 8 = 0.
2 8x + 8 = 0.
Part A Find the value of the discriminant for 2x +
b2- 4ac = ?

Part B Describe the number and type of roots for the equation.
There is/are ? root(s).

Example 5 The Discriminant, Complex Roots

Examine -5x2+ 10x - 15 = 0.
2 10x - 15 = 0.
Part A Find the value of the discriminant for -5x +
a = -5 b = 10 c = -15
b2- 4ac = (10) -
2 4(-5)(- 15)

= 100 - 300
= -200
Part B Describe the number and type of roots for the equation.
The discriminant is nonzero, so there are two roots. The discriminant is
negative, so the roots are complex.

Check
Examine 10x2- 4x + 7 = 0.
2 4x + 7 = 0.
Part A Find the value of the discriminant for 10x -
b2- 4ac = ?
Go Online Part B Describe the number and type of roots for the equation.
to practice what youʼve
learned in Lessons 1-2 There is/are ? root(s).
and 1-4 through 1-6.
Go Online Y ou can complete an Extra Example online.

46 Module 1 • Quadratic Functions

 Go Online Y ou can complete your homework online.
Practice
Example 1
Solve each equation by using the Quadratic Formula.
1. x 2+ 8x + 15 = 0 2. x 2- 18x + 72 = 0

3. 12x 2- 22x + 6 = 0 4. 4x 2- 6x = -2

5. x 2+ 8x + 5 = 0 6. -8x 2+ 4x = -5

7. FOOTBALL A quarterback throws a football to a receiver. The path of a football

can be modeled by the quadratic function h = -16t 2+ 45t + 4, where h is the
height in feet and t is the number of seconds after the football is thrown. If the
ball is overthrown and the receiver does not touch the ball, how long will it take
the football to hit the ground?

Examples 2 and 3
Solve each equation by using the Quadratic Formula.
8. x 2+ 2x - 35 = 0 9. 4x 2+ 19x - 5 = 0

10. 2x 2- x - 15 = 0 11. 3x 2+ 5x = 2

12. x 2+ x - 8 = 0 13. 8x 2+ 5x - 1 = 0

14. x 2- x - 5 = 0 15. 16x 2- 24x - 25 = 0

16. x 2- 6x + 21 = 0 17. x 2+ 25 = 0

18. 3x 2+ 36 = 0 19. 8x 2- 4x + 1 = 0

20. 2x 2+ 2x + 3 = 0 21. x 2- 14x + 53 = 0

22. 4x 2 + 2x + 9 = 0 23. 3x 2- 6x + 11 = 0

Lesson 1-6 • Using the Quadratic Formula and the Discriminant 47

Examples 4 and 5
Find the value of the discriminant for each quadratic equation. Then describe the number
and type of roots for the equation.
24. x 2- 8x + 16 = 0 25. x 2- 11x - 26 = 0

26. 3x 2 - 2x = 0 27. 20x 2+ 7x - 3 = 0

28. 5x 2- 6 = 0 29. x 2- 6 = 0

30. x 2+ 8x + 13 = 0 31. 5x 2- x - 1 = 0

32. x 2- 2x - 17 = 0 33. x 2+ 49 = 0

34. x 2- x + 1 = 0 35. 2x 2- 3x = -2

Mixed Exercises
REGULARITY Describe the discriminant of the related equation of each graph. Then determine the
type and number of roots.
36. 37. 38.

Use the discriminant to describe the number and type of roots for each equation. Then solve each
equation by using the Quadratic Formula.
39. 4x 2 - 4x + 17 = 0 40. 8x - 1 = 4x 2 41. 7x 2- 5x = 0

42. x 2+ 10x + 24 = 0 43. x 2- 11x + 24 = 0 44. 12x 2+ 9x + 1 = 0

45. 3x 2 - 16x + 16 = 0 2
46. r - _3_r + =
_2_ 0 47. 2x 2+ 10x + 11 = 0
5 5

48 Module 1 • Quadratic Functions

48. USE A MODEL The height h(t) in feet of an object t seconds after it is propelled up
from the ground with an initial velocity of 60 feet per second is modeled by the
equation h(t) = -16t2 + 60t. When will the object be at a height of 56 feet?

49. SPORTS Natalya Lisovskaya set the women's shot put world record of 22.63
meters. Her throw can be modeled by h = -4.9t 2+ 13.7t + 1.6, where t is time in
seconds and h is the height in meters. About how long was the shot in the air?

50. STOPPING DISTANCE A car’s stopping distance d is the sum of the distance
traveled during the time it takes the driver to react and the distance traveled while
v2
braking. This is represented as d = vt +__2µg
______ , where v is the initial velocity in feet

per second, t is the driver’s reaction time in seconds, µ is the coefficient of friction,
and g is acceleration due to gravity. Use g = 32 ft/s2 .
a. Assume µ = 0.8 for rubber tires on dry pavement and the average reaction
time of 1.5 seconds. Copy and complete the table. Round to the nearest tenth.

Velocity, v (ft/s) 15 55
Stopping Distance, d (ft) 91.25 200.7 245

b. Make different assumptions. Copy and complete the table. Round to the
nearest tenth. coefficient of friction µ = ?
reaction time t = ?

Velocity, v (ft/s) 15 55
Stopping Distance, d (ft) 91.25 200.7 245

c. How did your different assumptions affect the data you found? Interpret the
information in the context of the situation.

51. GEOMETRY A rectangular box has a square base and a height

that is one more than 3 times the length of a side of the base. If
the sides of the base are each increased by 2 inches and the
height is increased by 3 inches, the volume of the box increases
by 531 cubic inches. Define a variable and write an equation
to represent the situation. Then find the dimensions of the
original box.

52. GAMES A carnival game has players hit a pad with a large rubber mallet. This fires
a ball up a 20-foot vertical chute toward a target at the top. A prize is awarded if the
ball hits the target. Explain how to find the initial velocity in feet per second for
which the ball will fail to hit the target. Assume the height of the ball can be
modeled by the function h(t) = -16t2 + vt, where v is the initial velocity.

Lesson 1-6 • Using the Quadratic Formula and the Discriminant 49

 Higher-Order Thinking Skills
53. WHICH ONE DOESN’T BELONG? Use the discriminant to determine which of these
equations is different from the others. Explain your reasoning.

x2- 3x - 40 = 0 12x2- x - 6 = 0 12x2+ 2x - 4 = 0 7x2+ 6x + 2 = 0

54. FIND THE ERROR Tama and Jonathan are determining the number of solutions of
3x2- 5x = 7. Is either of them correct? Explain your reasoning.

Tama Jonathan
3x2 - 5x = 7 3x 2 - 5 x = 7
3x2 - 5 x - 7 = 0
b2 - 4ac = (-5) 2- 4(3)(7)
b2 - 4 ac = (-5) 2- 4( 3)(-7)
= -59 = 109
Since the discriminant is negative, Since the discriminant is positive,
there are no real solutions. there are two real roots.

55. ANALYZE Determine whether each statement is sometimes, always, or never true.
Explain your reasoning.
a. In a quadratic equation written in standard form, if a and c have different
signs, then the solutions will be real.
b. If the discriminant of a quadratic equation is greater than 1, the two roots are
real irrational numbers.

56. CREATE Sketch the corresponding graph and state the number and type of roots
for each of the following.
2 4ac = 0
a. b -
b. A quadratic function in which f(x) never equals zero.
c. A quadratic function in which f(a) = 0 and f(b) = 0; a ≠ b.
d. The discriminant is less than zero.
e. a and b are both solutions and can be represented as fractions.

57. PERSEVERE Find the value(s) of m in the quadratic equation x +2 x + m + 1 = 0

such that it has one solution.

2 2x - 15 = 0. Which method
58. WRITE Describe three different ways to solve x -
do you prefer, and why?

50 Module 1 • Quadratic Functions

 Lesson 1-7

Quadratic Inequalities
Today’s Goals
● Graph quadratic
Explore Graphing Quadratic Inequalities inequalities in two
variables.
Online Activity Use graphing technology to complete the Explore. ● Solve quadratic
inequalities in two
INQUIRY How can you represent a quadratic variables by graphing.
inequality graphically? Today’s Vocabulary
quadratic inequality
Learn Graphing Quadratic Inequalities
You can graph quadratic inequalities in two variables by using the
same techniques used to graph linear inequalities in two
variables. A quadratic inequality is an inequality of the form y > ax2
+ bx + c, y ≥ ax 2+ bx + c, y < ax +2 bx + c, or y ≤ ax + bx
2 + c.

Key Concept • Graphing Quadratic Inequalities

Step 1 Graph the related function.
Step 2 T est a point not on the parabola.
Step 3 Shade accordingly.

Example 1 Graph a Quadratic Inequality (< or ≤) Think About It!

How do you know
Graph y ≤ x2− 2x + 8. whether to make the
Step 1 Graph the related function. parabola solid or
dashed?
Because the inequality is less than or equal to, the parabola
should be solid.
Step 2 T est a point not on the parabola.
y ≤ x2 − 2x + 8 Original inequality
?
0 ≤ (0)2− 2(0) + 8 (x, y) = (0, 0)

0≤8 True
Shade the region that contains the point.
Step 3 Shade accordingly.
Study Tip
(0, 0) If (0, 0) is not a
point on the parabola,
then it is often the
easiest point to test
when determining
which part of the graph
to shade.

Go Online Y ou can complete an Extra Example online.

Lesson 1-7 • Quadratic Inequalities 51

 Example 2 Graph a Quadratic Inequality (> or ≥)
Graph y > −5x2+ 10x.
Step 1 Graph the related function.
Because the inequality is greater than, the parabola should
be dashed.
Step 2 T est a point not on the parabola.
Because (0, 0) is on the parabola, use (1, 0) as a test point.
y > −5x2 + 10x Original inequality
?
0 > −5(1) 2+ 10(1) (x, y) = (1, 0)
0>5 False

So, (1, 0) is not a solution of the inequality.

Step 3 Shade accordingly.
Because (1, 0) is not a solution of the
inequality, shade the region that does
not contain the point.

Learn Solving Quadratic Inequalities

Key Concept • Solving Quadratic Inequalities

ax2+ bx + c < 0
Graph y = ax2+ bx + c
and identify the x-values
for which the graph lies
below the x-axis.
For ≤, include
the x-intercepts in the
solution.

ax2 + bx + c > 0
Graph y = ax2+ bx + c
and identify the x-values
for which the graph lies
above the x-axis.
For ≥, include
the x-intercepts in the
solution.

Go Online Y ou can complete an Extra Example online.

52 Module 1 • Quadratic Functions

Example 3 Solve a Quadratic Inequality
(< or ≤) by Graphing
Solve x2+ x - 6 < 0 by graphing.
Because the quadratic expression is less than 0, the solution consists
of x-values for which the graph of the related function lies below the
x-axis. Begin by finding the zeros of the related function.
x2+ x − 6 = 0 Related equation Think About It!
(x − 2)(x + 3) = 0 Factor. How could you check
your solution?
x = 2 or x = −3 Zero Product Property

Sketch the graph of a parabola that has

x-intercepts at 2 and -3. The graph should
open up because a > 0.

The graph lies below the x-axis between

−3 and 2. Thus, the solution set is
{x | −3 < x < 2} or in interval notation
(−3, 2).

Example 4 Solve a Quadratic Inequality (> or ≥) Talk About It

by Graphing For a quadratic
Solve x2− 3x − 4 ≥ 0 by graphing. inequality of the
form ax2+ bx + c > 0
Because the quadratic expression is greater than or equal to 0, the where a < 0, if the
solution consists of x-values for which the graph of the related function related equation has no
lies on and above the x-axis. Begin by finding the zeros of the related real roots, what is the
function. solution set? Explain
your reasoning.
x2 − 3x − 4 = 0 Related equation

(x − 4)(x + 1) = 0 Factor.
x = 4 or x = −1 Zero Product Property
Sketch the graph of a parabola that
has x-intercepts at –1 and 4.
The graph should open up because a > 0.
The graph lies above and on the x-axis when
x ≤ −1 or x ≥ 4. Thus, the solution set is
{x | x ≤ −1 or x ≥ 4} or (−∞, −1] ＀ [4, ∞).

Check
1
Solve -_ 2
4 x + x + 1 > 0 by graphing and write the solution set.
{x | ? <x< ? }

Go Online Y ou can complete an Extra Example online.

Lesson 1-7 • Quadratic Inequalities 53

 Example 5 Solve a Quadratic Inequality
Algebraically
GARDENING Marcus is planning a garden. He has enough soil to
cover 104 square feet, and wants the dimensions of the garden to
be at least 5 feet by 10 feet. If he wants to increase the length and
width by the same number of feet, by what value can he increase
the dimensions of the garden without needing to buy more soil?
Create a quadratic inequality and solve it algebraically.
Step 1 Determine the quadratic inequality.
A=＀w Area formula

= (x + 10)(x + 5) ＀ = x + 10; w + 5
= x 2+ 15x + 50 FOIL and simplify.
The area must be less than or equal to 104 square feet,
so x2+ 15x + 50 ≤ 104.
Step 2 Solve the related equation.
x2+ 15x + 50 = 104 Related equation

x2+ 15x − 54 = 0 Subtract 104 from each side.

(x + 18)(x − 3) = 0 Factor.
x = -18 or x = 3 Zero Product Property

Steps 3 and 4 Plot the solutions on a number line and test a value
from each interval.
Use dots because -18 and 3 are solutions of the original inequality.

Test a value from each interval to see if it satisfies the original inequality.
Test x = 20, x = 0, and x = 5. The only value that satisfies the original
inequality is x = 0, so the solution set is [-18, 3]. So, Marcus can
increase the length and width up to 3 feet without needing to buy
more soil. The interval -18 ≤ x ≤ 0 is not relevant because Marcus
does not want to decrease the length and width or leave it as is.

Check
MANUFACTURING An electronics manufacturer can model their profits
in dollars P when they sell x video players by using the function
P(x) = -0.1x2 + 75x - 1000. How many video players can they sell so
they make $7500 or less?
The company will make $7500 or less if they make ? video players
or fewer and/or ? video players or more.
Go Online Y ou can complete an Extra Example online.

54 Module 1 • Quadratic Functions

 Go Online Y ou can complete your homework online.
Practice
Examples 1 and 2
Graph each inequality.
2 6x + 4
1. y ≤ x + 2. y < -x 2+ 4x - 6 3. y ≤ x 2- 4

4. y ≤ x 2+ 4 5. y < 2x 2- 4x - 2 6. -x 2+ 12x - 36 > y

7. y > x 2+ 6x + 7 8. y > x 2- 8x + 17 9. y ≥ x 2+ 2x + 2

10. y ≥ 2x 2+ 4x 11. y > -2x 2- 4x + 2 12. y ≥ x 2- 4x + 4

Examples 3 and 4
Solve each inequality by graphing.
3 3
13. x 2- 6x + 9 ≤ 0 14. -x 2- 4x + 32 ≥ 0 15. _4 x2+ _4 x – 10 > 5

16. x 2- x - 6 ≤ 0 17. x 2+ 8x + 16 ≥ 0 18. x 2- 2x - 24 ≤ 0

Example 5
19. FENCING Vanessa has 180 feet of fencing that she intends to use to build a
rectangular play area for her dog. She wants the play area to enclose at least
1800 square feet. What are the possible widths of the play area?

20. BUSINESS A bicycle maker sold 300 bicycles last year at a price of $300 each.
The maker wants to increase the profit margin this year, but predicts that
each $20 increase in price will reduce the number of bicycles sold by 10.
How many $20 price increases can the maker add and still expect to make
a total profit of at least $100,000?

Mixed Exercises
Solve each quadratic inequality by using a graph, a table, or algebraically.
2 12x < -15
21. -2x + 22. 5x 2+ x + 3 ≥ 0 23. 11 ≤ 4x 2+ 7x

24. x 2- 4x ≤ -7 25. -3x 2+ 10x < 5 26. -1 ≥ -x 2- 5x

27. x 2+ 2x + 1 > 0 28. x 2- 3x + 2 ≤ 0 29. x 2+ 10x + 7 ≥ 0

30. x 2- 5x > 14 31. -x 2- 15 ≤ 8x 32. 9x ≤ 12x 2

33. 4x 2+ 4x + 1 > 0 34. 5x 2+ 10 ≥ 27x 35. 9x 2+ 31x + 12 ≤ 0

36. REASONING Consider the equation ax + 2 bx + c = 0. Assume that the discriminant is zero

and that a is positive. What are the solutions of the inequality ax2 + bx + c ≤ 0?

Lesson 1-7 • Quadratic Inequalities 55

Write a quadratic inequality for each graph.
37. 38. 39.

40. BASEBALL A baseball player hits a high pop-up with an initial velocity of
32 meters per second, 1.3 meters above the ground. The height h(t) of the ball
in meters t seconds after being hit is modeled by h(t) = -4.9t2 + 32t + 1.3.
a. During what time interval is the ball higher than the camera located in the
press box 43.4 meters above the ground?
b. When is the ball within 2.4 meters of the ground where the catcher can
attempt to catch it?

41. CONSTRUCT ARGUMENTS Are the boundaries of the solution set of x2 + 4x - 12 ≤ 0

1
twice the value of the boundaries of _2_x2+ 2x - 6 ≤ 0? Explain.

Higher-Order Thinking Skills

42. FIND THE ERROR Don and Diego used a graph to solve the quadratic inequality
x2- 2x - 8 > 0. Is either of them correct? Explain your reasoning.

43. CREATE Write a quadratic inequality for each condition.

a. The solution set is all real numbers.
b. The solution set is the empty set.

44. ANALYZE Determine if the following statement is sometimes, always, or never

true. Justify your reasoning.
The intersection of y ≤ -ax2+ c and y ≥ ax -
2 c is the empty set.

2 4 and y ≥ x -2 4.
45. PERSEVERE Graph the intersection of the graphs of y ≤ -x +

46. WRITE How are the techniques used when solving quadratic inequalities and
linear inequalities similar? How are they different?

56 Module 1 • Quadratic Functions

 Lesson 1-8

Solving Linear-Nonlinear Systems

Today’s Goals
● Solve systems of linear
Explore Linear-Quadratic Systems and quadratic
equations.
Online Activity Use graphing technology to complete the Explore. ● Solve systems of two
quadratic equations.
INQUIRY How many solutions can a linear-
Today’s Vocabulary
quadratic system of equations have?
quadratic relations

Learn Solving Linear-Quadratic Systems

Like solving systems of linear equations, you can solve linear-quadratic
systems by using graphical or algebraic methods. You can also use a Talk About It!
system of equations to solve a quadratic equation by writing each side A system of linear
of the equation as a related function. equations can have
infinitely many
Example 1 Solve a Linear-Quadratic System by Using solutions. Can a linear-
Substitution quadratic system have
infinitely many
Solve the system of equations.
solutions? Explain.
x = 2y2+ 3y + 1 (1)

−x + y = -1 (2)

Step 1 Solve Equation (2) for x.

-x + y = -1 Equation (2)
−x = −y − 1 Subtract y from each side.
x=y+1 Divide each side by -1.
Step 2 Substitute for x in Equation (1). Then solve for y.
x = 2y2+ 3y + 1 Equation (1)
y + 1 = 2y2+ 3y + 1 x=y+1
Study Tip
0 = 2y2+ 2y Simplify. Algebra and Graphing
0 = 2y(y + 1) Factor out 2y. Even when solving a
system algebraically, it
y = 0 or y = -1 Zero Product Property
can be useful to graph
Step 3 Substitute the y-values and solve for x. the equations to
ensure that you have
Case 1 Case 2
the correct number of
x=y+1 Equation (2) x=y+1 solutions.
= 0 + 1 or 1 Substitute for y and simplify. = −1 + 1 or 0
The two solutions of the system are (1, 0) and (0, -1).

Go Online Y ou can complete an Extra Example online.

Lesson 1-8 • Solving Linear-Nonlinear Systems 57

 Example 2 Solve a Linear-Quadratic System by Using
Elimination
Solve the system of equations.
x2= y + 5 (1)
−x + y = 7 (2)

Step 1 Solve so that the ys are on the same side of each equation.
−x + y = 7 Equation (2)
−x = −y + 7 Subtract y from each side.
Step 2 Add the equations.
x2= y + 5
(+) −x = −y + 7
x2 - x = 12
Step 3 Solve for the remaining variable.
x2- x = 12 Sum of Equations (1) and (2)

x2- x - 12 = 0 Subtract 12 from each side.

(x - 4)(x + 3) = 0 Factor.
x = 4 or x = -3 Zero Product Property
Step 4 Solve for the other variable.
−x + y = 7 Equation (2) −x + y = 7
-4 + y = 7 Substitute x. −(-3) + y = 7
y = 11 Simplify. y=4
The two solutions of the system are (4, 11) and (-3, 4).

Example 3 Use a System to Solve a Quadratic Equation

Use a system of equations to solve x2- 2x + 6 = 4x + 1.
Step 1 Create a system of equations.
y = x2- 2x + 6 (1)
y = 4x + 1 (2)

Step 2 Graph the system.

The functions appear to intersect at
(1, 5) and (5, 21), so the solutions of
x2- 2x + 6 = 4x + 1 are x = 1 and
x = 5.

Go Online Y ou can complete an Extra Example online.

58 Module 1 • Quadratic Functions

Check
Use a system of equations to solve 2x + 11 = x2+ x - 1.
x= ? , ?

Example 4 Solve a Linear-Quadratic System

by Graphing
PRODUCTION A software developer determines that her company
can model their revenue R from a given product in hundreds of Study Tip
thousands of dollars given the unit price of the product x in dollars R is measured in
with the function R = -0.1x 2 + 4x. Create a linear-quadratic system hundreds of thousands
and solve it graphically to determine the price for which the of dollars, so the value
of 42 on the y-axis
company will earn $4.2 million.
indicates revenue
Step 1 Create a linear-quadratic system. $4.2 million.
The first equation is the given revenue model R = -0.1x2 + 4x.
The line that represents revenue of $4.2 million is R = 42.
So, the linear-quadratic system is:
R = -0.1x2 + 4x (1)

R = 42 (2)
Step 2 Graph the system.
Think About It!
What does the solution
set of the system mean
in the context of the
situation?

Step 3 Determine the solutions.

The graphs of the functions do not intersect at any point, so
the system has 0 solutions.

Check
Go Online
MOUNTAINS Engineers want to build a footbridge with steps across a
steep valley. They can model the valley with the equation You can watch videos
to see how to solve
y = 0.05x2 - 4x + 80, where y is the height above the lowest point in
the valley in feet and x is the distance from where they plan to start the systems of linear and
nonlinear equations
bridge. If they start the bridge 80 feet above ground and want it to go
using a graphing
down an inch for every foot to the right, then at what points will the
calculator.
bridge start and end?

Go Online Y ou can complete an Extra Example online.

Lesson 1-8 • Solving Linear-Nonlinear Systems 59

 Learn Solving Quadratic-Quadratic Systems
Equations of parabolas with vertical axes of symmetry have the parent
function y = x2and can be written in the form y = a(x - h) +
2 k.

Equations of parabolas with horizontal axes of symmetry are of the

form x = a(y - k)2 + h and are not functions. These are often referred
to as quadratic relations. The graph of x = y2is the parent graph for
the quadratic relations that have a horizontal axis of symmmetry.
If a system contains two quadratic relations, it may have zero to four
solutions. Just as with linear-quadratic systems, you can solve quadratic-
quadratic systems by using graphical or algebraic methods.

Example 5 Solve a Quadratic-Quadratic System

Graphically
Solve the system of equations by graphing.
y = x2 (1)
Think About It! 1 6
1 6
x = _(y
_ 2
5 - 6) +
__
5 (2)
Is x = _5_ (y - 6)2+ _5_ a
function? Explain your Step 1 Graph Equation (1).
reasoning. Equation (1) has a vertex at (0, 0) and goes through the points
(-2, 4), (-1, 1), (1, 1) and (2, 4).
Step 2 Graph Equation (2).
You can use a table of values to graph Equation (2). Because
the expression on the right is set equal to x, find the value of x
for several values of y.
1 6
y x = _(y
_ 2
5 - 6) +
__
5 x
1 6
3 x = _5_ (3 - 6)2+ __
5 3
1 6
4 x = 5_ (4 - 6)2+
_ __
5 2
5 _1_
x = 5 (5 - 6)2+ _6_ _7_
5 5
6
1
x = _5_ (6 - 6)2+ _6_ _6_
5 5
Think About It! 7
1
x = _5_ (7 - 6)2+
6
__ _7_
5 5
How could you check 1 _6_
your solutions? 8 x = _5_ (8 - 6)2+ 5 2
9 _1_
x = 5 (9 - 6)2+ _6_ 3
5

Step 3 Graph and solve the system.

To solve the system, graph both relations on
the same coordinate plane and see where
they intersect.
The relations intersect at (2, 4) and (3, 9),
so those are the solutions of the system.

60 Module 1 • Quadratic Functions

Check
Solve the system of equations.
y = -x2+ 5x - 6
3y = x2- x - 6
( ? , ? )( ? , ? )

Example 6 Solve a Quadratic-Quadratic System

Algebraically
Solve the system of equations.
2x2- y = 4 (1)
1
y = -_2_ x2+ 6 (2)

2x2- y = 4 Equation (1)

1
2x2- (- _2_ x2+ 6) = 4 Substitution
1
2x2+ _2_ x2- 6 = 4 Distributive Property
5 2
__
2 x - 10 = 0 Simplify.
5x2- 20 = 0 Multiply each side by 2.
x2- 4 = 0 Divide each side by 5.
(x + 2)(x - 2) = 0 Difference of Two Squares
x = ±2 Zero Product Property

Substitute -2 and 2 into one of the original equations and solve for y.
Case 1 Case 2
1 1
y = - 2__ x 2+ 6 Equation (2) y = -_2_ x2+ 6
1 1
y = - _2_ (2) 2+ 6 Substitute for x. y = -_2_ (-2)2+ 6
=4 Simplify. =4

The solutions are (2, 4) and (-2,4).

Check
Solve the system of equations.
1
x = _18_ y2
y2= -18x + 72
( ? , ? )( ? , ? )

Go Online Y ou can complete an Extra Example online.

Lesson 1-8 • Solving Linear-Nonlinear Systems 61

 Example 7 Use a System to Solve a Quadratic
Equation
Use a system of equations to solve 2x2− 3x + 8 = 11 - 4x .2

Step 1 Create a system of equations.

The related equations of each side of 2x2- 3x + 8 = 11 - 4x 2

are:
y = 2x2- 3x + 8 (1)
y = 11 - 4x2 (2)

Step 2 Graph and solve the system.

Graph the first equation.

Then graph the second equation on the same coordinate

plane.

1
- , _210
The functions appear to intersect at ( _ and (1, 7),
)
1
so the solutions of 2x2− 3x + 8 = 11 - 4x 2are - _2_ and 1.

Check
1 2
Use a system of equations to solve -x 2+ 3x + 14 = - _
4 x + 5.
System Solutions: ( ? , ? )( ? , ? )
Equation Solutions: ? , ?

Go Online Y ou can complete an Extra Example online.

62 Module 1 • Quadratic Functions

 Go Online Y ou can complete your homework online.
Practice
Examples 1 and 2
Solve each system of equations by using substitution or elimination.
1. y = x 2- 5 2. y = x - 2 3. y = x + 3
y=x-3 y = x2- 2 y = 2x2

4. y = 3x 5. y = -2x + 2 6. y = 2 - x
x = y2 y2= 2x y = x2- 4x + 2

7. x - y + 1 = 0 8. y = x - 1 9. y = x
y2= 4x y = x2 y = -2x2+ 4

Example 3
Use a system of equations to solve each quadratic equation.
10. x 2+ 3x + 3 = -2x - 3 11. x 2+ 3x + 5 = 2x + 7 12. 2x 2+ 4x - 3 = 9x

13. 4x 2- 6x - 3 = -3x - 2 14. 3x 2- 4x + 2 = 2 - 2x 15. x 2- 4x + 5 = 2x + 12

Example 4
16. CIVIL ENGINEERING For safety, roads are designed to ensure that rainwater runs
off to the sides. Many roads are highest in the center so that a cross section of
the road is a parabola. Suppose the surface of a road can be modeled by
1_ 2 _ 3
y = -__300 x + 4 where x is the distance in feet from the center of the road
and y is the height in feet of the road above the shoulder.

a. How wide is the road?

b. If the water level during a flash flood is 6 inches above the shoulder, about
how wide is the portion of the road that is not under water?
17. SMALL BUSINESS A small business owner determines that the profit P in dollars
from sales of a specific item can be modeled by P = 2x 2+ 30x, where x is the
selling price of the item in dollars.
a. Create a linear-quadratic system to determine the price for which the business
will earn $50,000.
b. Solve the system in part a to determine the price for which the business will
earn $50,000. Round to the nearest hundredth, if necessary.
c. What does the solution set of the system mean in the context of the situation?

Lesson 1-8 • Solving Linear-Nonlinear Systems 63

Example 5
Solve each system of equations by graphing.
1
18. y = x 2 19. y = _2_x2 20. y = -2x 2
x = y2 x = y2+ 2y + 1 y = 6x2

1 1
21. x = (y - 2) 2 22. x = 2__y 2+ 1 23. x = _ 2
4 (y - 1) + 1
1 1
y= x2+ 2 y = 2__(x - 1) 2 y=_ 2
4 (x - 1) + 1

Example 6
Solve each system of equations algebraically.
1
24. 2x 2- y = 8 25. x 2- y = 4 26. x = y_4_ 2
y = x2+ 8 y = 2x2 y2= -4x + 18

1
27. x = _2_y2 28. 2y = x 2 29. y = x 2+ 3x - 5
y2= -4x + 12 y = x2- 8 2y = x2+ 9x - 6

Example 7
Use a system of equations to solve each quadratic equation.
30. 2x 2+ 5x + 3 = 2 - 2x 2 31. 3x 2- x + 2 = x +2 8 32. -3x 2+ 3x + 5 = 9 - 4x 2

33. 2x 2+ 4x + 10 = x +2 6 34. 4x 2+ 2x + 7 = 3x +2 6 35. 5x 2- 5x - 7 = 3x -2 4

Mixed Exercises
Use the related graphs of each system of equations to determine the solutions.
1 1
36. y = 4_x 2+ _2_x - 2 37. y = x 2+ 4x - 1 38. y = 2x 2- 4x + 6
1 1 1
y = - 4_x 2- 2__x + 2 y = -2x 2-8x - 13 y = - _2_ x2-2x + 1

64 Module 1 • Quadratic Functions

Solve each system of equations by graphing, substitution, or elimination.
39. y = x 2+ 9x + 8 40. y = x 2+ 7x + 12 41. y = x + 3
y = 7x + 8 y=x+7 y = 2x2- x - 1

1 2
42. y = (_2_ x) 43. y = 2x 2 44. y = -8x 2
4x = y2 x = y2- 2y + 1 y = 4x2+ 1

45. 2x 2- y = 2 46. x 2- y = -4 47. y = x 2

y = -x2+ 4 y = 4x2- 2 y2= -3x + 5

48. y = -x - 3 49. y = -x 50. y = 3x - 4

y = x2- 5 y2= 2x y = x2+ 9x + 20

1
51. x - 2 = (y - 2) 2 52. 3x - 1 = _8_y2 53. x = (y + 2) 2
y = x2+ 5 y = x2+ 5x - 4 y = (x + 2) 2

1
54. x = _
4y
2 55. 4y + 3 = x 2 56. y = x 2+ x + 5
y2= -8x + 6 y = x2- 24 y = 2x2+ 3x + 2

Use a system of equations to solve each quadratic equation.

57. 2x 2+ x - 1 = -10x + 12 58. 3x 2- 5x - 2 = -16 - 8x

1 2 3
59. x 2+ 3x + 2 = x + 5 60. x 2- 2x - 3 = - _3 x2+ __3 x + _23_

61. 3x 2+ 4x + 1 = -x 2- 2x - 1 62. 2x 2- 6x + 4 = -x +2 3x - 2

63. 2x 2+ 6x + 5 = x -2 4 64. 4x 2+ 2x + 7 = 3x +2 6

65. 5x 2- 5x - 7 = 3x -2 4 66. x 2+ 4x + 4 = x + 4

67. x 2+ 5x + 12 = -4x - 6 2 x - 6 = -3x - 2

68. 2x -

69. ROCKETS Two model rockets are launched at the same time from different
heights. The height in meters for one rocket after t seconds is modeled
by y = -4.9t2 + 48.8t. The height for the other rocket is modeled by
y = -4.9t2+ 46.7t + 1.5.
a. After how many seconds are the rockets at the same height? Round to the
nearest tenth.
b. From what height would the slower rocket have to be launched so that the
rockets land at the same time? Justify your reasoning.

Lesson 1-8 • Solving Linear-Nonlinear Systems 65

70. PACKAGING A manufacturer is making two different packages, measured in
inches, as shown in the figure. The manufacturer wants the surface area of the
packages to be the same.

a. Create a quadratic equation that can be used to find the value of x, when the
surface area of the packages is the same.
b. Solve the quadratic equation using any method.
c. Find and interpret the solution in the context of the situation.

71. VOLLEYBALL The function h(t) = -16t + 2 vt + h models the height in feet of a
0
volleyball, where v represents the initial velocity, h 0 represents the initial height,
and t represents the time in seconds since the ball was hit. Suppose a player
bumps a volleyball when it is 3 feet from the ground with an initial velocity of
25 feet per second.
a. If the net is approximately 7 feet 4 inches, could the volleyball clear the net? Justify
your reasoning.
b. The player on the other side of the net jumps 1 second after the ball is hit so that
the path of her hands can be described by h(t) = -16(t - 1) 2 + 12(t - 1) + 7.

If the ball clears the net, is it possible that she blocks the ball? Justify your
reasoning.
c. What assumptions did you make?

72. PERSEVERE Describe three linear-quadratic systems of equations—one with no

solution, one with 1 solution, and one with 2 solutions.

73. CREATE Write a system of two quadratic equations in which there is one solution.

74. WRITE Describe a real-life situation that can be modeled by a system with a
quadratic function and a linear function.

75. FIND THE ERROR Danny and Carol are solving the system y = x +2 3x - 9 and
-4x + y = 3. Is either of them correct? Explain your reasoning.

Danny Carol
-4x + (x2 + 3x - 9) = 3 x2 + 3x - 9 = -4 x + 3
x2 - x - 9 = 3 x2 + 7x - 12 = 0
x2 - x - 12 = 0 x ≈ -8.42 or x ≈ 1.42
(x + 3) (x - 4) = 0
x = -3 or x = 4

66 Module 1 • Quadratic Functions

 Module 1 • Quadratic Functions

Review
Essential Question
What characteristics of quadratic functions are important when analyzing real-world
situations that are modeled by quadratic functions?
Quadratic functions have either a minimum or a maximum value. These values are
often solutions when the functions model the path of a projectile or the profit made
by a company.

Module Summary
Lessons 1-1 and 1-2 Lesson 1-7

Graphs of Quadratic Functions Quadratic Inequalities

• When the coefficient on the x 2-term is positive, • T o graph a quadratic inequality, graph the related
the parabola opens up. When it is negative, the function, test a point not on the parabola and
parabola opens down. shade accordingly.
• The average rate of change for a parabola over • For ax 2+ bx + c < 0, graph y = ax + 2
bx + c
f( b ) - f( a ) and identify the x-values for which the graph lies
the interval [a, b] is _______
b-a .
below the x-axis. For ≤, include the x-intercepts
• The solutions of an equation in one variable are
in the solution.
the x-intercepts of the graph of a related function.
• For ax 2+ bx + c > 0, graph y = ax +2 bx + c
and identify the x-values for which the graph lies
Lesson 1-3 above the x-axis. For ≥, include the x-intercepts
Complex Numbers in the solution.
• The imaginary unit___
i is the principal square root
of -1. Thus, i = √-1 and i2= -1. Lesson 1-8
• Two complex numbers of the form a + bi and
Systems Involving Quadratic Equations
a - bi are called complex conjugates.
• Y ou can use the substitution method or the
elimination method to solve a system that
Lesson 1-4 through 1-6 includes a quadratic equation.
Solving Quadratic Equations • If a system contains two quadratic relations, it
may have anywhere from zero to four solutions.
• For any real numbers a and b, if ab = 0, then
either a = 0, b = 0, or both a and b = 0.
• Y ou can solve a quadratic equation by graphing, Study Organizer
by factoring, by completing the square, or by
Foldables
using the Quadratic Formula.
Use your Foldable to review this module. Working
• T o solve a quadratic equation of the form with a partner can be helpful. Ask for clarification
x2= n, take the square root of each side. of concepts as needed.
• The solutions of a quadratic equation of the form
ax2+ bx + c = 0, where a ≠ 0, are given by the
________
-b ±√b2 - 4ac
formula x = _____2a
______ .

Module 1 Review • Quadratic Functions 67

Test Practice
1. MULTIPLE CHOICE Which is the graph of 4. MULTI-SELECT The graph of f(x) = x -
2
x-6
f(x) = -x2- 2x + 3? (Lesson 1-1) is shown.
A. B.

C. D.
Find the solutions of x2- x - 6 = 0. Select
all that apply. (Lesson 1-2)
A. -6
B. -3
C. -2
D. 2
2. OPEN RESPONSE At a concert, a T-shirt
E. 3
cannon launches a T-shirt upward. The height
of the T-shirt in feet a given number of F6
seconds after the launch is shown in the
table.
Time (s) Height (ft)
1 74 ___ ____
5. MULTIPLE CHOICE Simplify √-9 ＀ √-49.
2 116 (Lesson 1-3)
3 126
A. -21i
4 104
5 50 B. 21i

Find and interpret the average rate of change C. -21

in the height between 1 and 3 seconds after
D. 21
launch. (Lesson 1-1)

6. OPEN RESPONSE Every complex number

3. OPEN RESPONSE Use a quadratic equation to can be written in the form a + bi. For the
find two real numbers with a sum of 31 and a complex number 8 - 4i, identify the values
product of 210. (Lesson 1-2) of a and b. (Lesson 1-3)

68 Module 1 Review • Quadratic Functions

7. OPEN RESPONSE Solve 4x 2- 64 = 8x - 4 by 10. OPEN RESPONSE Use the square root
factoring. (Lesson 1-4) property to solve x2- 16 = 0. (Lesson 1-5)

8. MULTIPLE CHOICE A rectangular lawn has 11. MUL TI-SELECT Use the Square Root Property
a width of 30 feet and a length of 45 feet. to find the solutions of x2+ 10x + 25 = 81.
A diagram of the lawn is shown. Select all that apply. (Lesson 1-5)

A. -14
B. -9
C. -4
D. 4
E. 9
F. 14
A landscape designer wants to increase the
length and width of the lawn by the same
amount so that the total area will be
2200 square feet. By how many feet
should the designer increase the length
and width of the lawn? (Lesson 1-4)
A. 10 feet 12. OPEN RESPONSE The height of a firework
shell, in meters, t seconds after launch can
B. 19 feet be modeled by the function f(t) = -4.9t
2
+ 80t.
To the nearest tenth of a second, how many
C. 28 feet seconds does it take to first reach a height
D. 29 feet of 300 meters? Explain your reasoning.
(Lesson 1-6)

9. MULTIPLE CHOICE Solve x 2+ 24x + 150 = 0

by completing the square. (Lesson 1-5)
__
A. 12 ± √6
__
B. 12 ± i√6
__
C. -12 ± √6
__
D. -12 ± i√6

Module 1 Review • Quadratic Functions 69

13. MULTIPLE CHOICE Solve 4x - 2
6x - 5 = 0 16. MULTI-SELECT Solve the system of
by using the Quadratic Formula. (Lesson 1-6) equations. Which ordered pair is part of the
__
3 ± √ 11 solution set? Select all that apply. (Lesson 1-8)
A. ___4___
___
-3 ± √_2_9_ y+3=x
B. _____
4___
3 ± √ 29
{y = x - 5
2

C. ___4___ A. (-2, -1)

__
-3 ± √_1_1
D. _____
4 B. (-2, 1)

C. (-1, -4)

D. (-1, 1)
14. MULTIPLE CHOICE The graph of
y = x2- 4x + 3 is shown. Select the values E. (1, -4)
for which x2- 4x + 3 < 0. (Lesson 1-7)
F. (1, 4)

G. (2, -1)

H. (2, -4)

17. OPEN RESPONSE What are the solutions of

A. x < 1, x < 3 this system of equations? (Lesson 1-8)

B. x < 1, x > 3 y = (x - 4)2- 3

{y = x - 1
C. x > 1, x < 3

D. x > 1, x > 3

18. MULTI-SELECT What is the solution to the

system of equations? Select all that apply.
15. OPEN ENDED Caleb wants to add an (Lesson 1-8)
L-shaped deck along two sides of his
(1) y = x 2- 2x - 1
garden. The garden is a rectangle 15 feet
wide and 20 feet long. The deck width will (2) y = x + 3
be the same on both sides and the total A. (-4, 1)
area of the garden and deck cannot exceed
500 square feet. How wide can the deck B. (-3, 0)
be? (Lesson 1-7)
C. (-1, 2)

D. (1, 0)

E. (1, 4)

F. (4, 7)

70 Module 1 Review • Quadratic Functions