Sie sind auf Seite 1von 107

Core Connections Algebra 2

Lesson 1.1.1

1-4.

1-5.

1-6.

1-7.

1-8.

1-9.

a:

1

2

a: h(x) then g(x)

See graph above right.

y
x

a:

a: Not linear.

b: 3

b: Yes, g(x) then h(x).

4
3
2
1
45
90
135
180
# of Students
# of Buses

b:

y

c:

y

d:

x
x

b: The exponent.

c: A parabola.

y
x

Lesson 1.1.2 (Day 1)

1-12.

1-13.

1-14.

1-15.

1-16.

1-17.

1-18.

x 0
1
2
3
4
y 10
12
14
16
18

x = 3

2

or

x = 1

3

or –5

7

3

y = 2x + 10 See graph and table at right.

a: x = –13 or 17

c: x = 0 or 3 e: x = 7 or –5

a: 14, –4, 3x – 1

a: y = 5x – 2

y
x
Time

b:

d: x = 0 or 5

f:

b: f(x) = 3x – 1

b:

x = 2

5

Temperature
 a: 21, 15, (0, 15) b: –3, 3, (0, 3) a: 16 b: 9 c: 478.38

a: y depends on x; x is independent. Explanations will vary. b: Temperature is dependent; time is independent. c: See graph above right.

Lesson 1.1.2 (Day 2)

1-19.

1-20.

1-21.

1-22.

1-23.

1-24.

1-25.

y
x 0
1
6
20
y 30
29
24
10
x –4 –2
0
1
6
x
y 8
2
0
0.5 18
y
x

y = 30 – x Graph and table shown at right. Answers will vary.

See graph below. Possible inputs:

all real numbers; possible outputs:

any number greater than or equal to zero.

a: 1

c: 13

2

e: x = ± 13 ! ± 2.55

b: x = 12 d: no solution

f: x = ± 7 ! ± 2.65

Cube each input: f ( x ) = x 3

a: The more gas you buy, the more money you spend. I: gallons, D: dollars;

b: People grow a lot in their early years and then their growing slows down. I: age, D: height;

c: As time goes by, the ozone concentration goes down, although the effect is slowing. I: year, D: ozone;

d: As the number of students grows, more classrooms are used and each classroom holds 30 students. I: students, D: classrooms.

e: Possible inputs: x can be any number between and including 0 and 120, possible outputs: y = 1, 2, 3, 4.

They are similar by AA.

a:

n

m

b:

m

x

Error in line 2: It should be –14, not +14; x = –37.

Lesson 1.1.3

1-34.

1-35.

a: The numbers between –2 and 4 inclusive.

b: The numbers between –1 and 3 inclusive.

c: No. He is missing all the values between those numbers. The curve is continuous, so the description needs to include all real numbers, not just integers.

d: See graph at right.

y
(–2,3)
x
(4,–1)
a: 70
b: 2
e: 3 x 2 = x – 5 – 3

c: 43

f: 3 x 2 = x – 5 +

d: undefined

7

g: all real numbers

i: They are different because the square root of a negative is undefined, whereas any real number can be squared.

h: all real numbers greater than or equal to 5.

1-36.

while factoring. The correct equation is ( x ! 7 )( x ! 3) = 0 and the x-intercepts are 7 and 3.

Chelita is correct about how to find the intercepts, but she makes an error with

signs

= x – 6
1-37.
a:
y
3
d: y = ± x + 4
2
1-38.
a: –7
b: 3.5
y = x +10
b:
5
e: y = ± x + 5

c:

y = ±

x

c: The x- and y-intercepts.

1-39.

1-40.

a: y = 3x + 24; Table and graph shown at right.

a: x = 13

b: x = 8

x
y
0
24
1
27
2
30
3
33
4
36
5
39
Time (in weeks)
Height (in inches)

Lesson 1.1.4

1-46.
(2, 1)
1-47.
a: 2
b: 10
1-48.
a: x = 5, 3
1-49.
a:
34 ! 5.83 units
1
1-50.
a:
52

c: 100

d: 142.86

b: x 3.39, –0.89 or x = 5 ± 73

4

b:

b:

3

5

51

52

1-51.

1-52.

The error is in line 3. It should be: 0 = 5.4x + 23.7, x –4.39

a: x –7.37

b: x = 2.8

Lesson 1.2.1 (Day 1)

1-59.

1-60.

1-61.

1-62.

1-63.

1-64.

Table and graph shown below right.

D: !" < x < " ,

intercepts (0, –4) and

R: !" < x < " ,

(

4 , 0 ) or ( 1.59, 0)

3

a: 5.18

c: 24.62

b: ≈18.66
d:
180 ! 13.42

a: A line, no variables are raised to a power.

b: y = 2 3 x – 2 , graph shown at right.

c: Substitute x = 0 and solve for y, substitute y = 0 and solve for x, (3, 0) and (0, –2).

e: The intercepts are (–9, 0) and (0, 6), graph shown at right.

a: D: x = –1, 1, 2 R: y = –2, 1, 2

b: D: –1 x < 1 R: –1 y < 2

x
h(x)
–3
–31
–2
–12
–1
–5
0
–4
1
–3
2
4
3
23
h(x)
x
y
x
y
x

c: D: x –1 R: y –1

d: D: !" < x < " R: y –2

There is an error in line 2. Both sides need to be multiplied by x: 5 = x 2 – 4x, 0 = x 2 –4 –5 = (x –5)(x + 1), x = –1, 5.

a: x = 3, –2

b: x = 3, –3

Lesson 1.2.1 (Day 2)

1-65.

1-66.

1-67.

1-68.

1-69.

1-70.

1-71.

a: 2

b: –4

c:

1

0

is undefined

a: a and b: (0, 3) and

b: These equations are equivalent, they just have different notation.

(

3 ,! 0

2

) , see graph at right.

x 2.72 feet, y 1.27 feet

a: D: –2, –1, 2 R: –1, 0, 1

b: D: –1< x 1

R:

–1< y 2

c: D: x > –1 R: y > –1

y
3
1
x
-3
1
-1 -1

d: D:

!" < x < "

R: !" < y < "

l = 4w and l + w = 22 or w + 4w = 22 The length is 17.6 cm, and the width is 4.4 cm.

a:

x = !

1

17 " !0.059

a: (–1, 9) and (5, 21)

b:

x = 66 ! 5.08

13

b: x 2 + 17

c: x = –1, 3

c: x 2 – 4 x – 5

Lesson 1.2.1 (Day 3)

1-72.

1-73.

1-74.

1-75.

1-76.

1-77.

= 5 ( y –1)
= –2 y + 6
a:
x
b:
x
3
3
c:
x = ±
y
d:
x = ± y + 100
y = ! x 2 , table and graph shown at right.
x 0
1
2
3
4
a:
58 ! 7.62
y 0
π
4 π
9 π
16 π
area

b: 3

7

Solve

x 2 + 2 x + 1 = 1 ;

0 or –2.

 a: (0, 6) b: (0, 2) c: (0, 0) d: (0, –4) e: (0, 25) f: (0, 13)

The second line should be 3x + 2 = 10 – 4x +4.

x = 12

7

Lesson 1.2.2 (Day 1)

1-84.

1-85.

(1, 3) and (7, 81)

a: x = –6

b:

x = 38

13

! 2.92

1-86.

Graph shown at right. intercepts: (0, –2) and (4, 0), domain: x 0, range: y –2.

1-87.

x +(x + 18) or x + y = 84 and y = x +18; 33 and 51 meters long.

1-88.

a: Table and graph shown at right, y = 2x + 26.

b: 37 weeks after his birthday.

1-89.
y = 0
a: (–2, 0)
d:
(
±
2 , 0 )

b: (–10, 0)

e: (5, 0)

c: (0, 0)
3
f:
(
13 , 0

)

x
y
0
26
1
28
2
30
3
32
4
34

1-90.

Graph shown at right. domain: !" < x < " , range: y –8.

f(x)
x
y
13
x
-2
4
y
x

Lesson 1.2.2 (Day 2)

1-91.

1-92.

1-93.

1-94.

1-95.

1-96.

1-97.

a: x = y b

c: W =

m

V

LH

b: r = ± A
!
1
d:
y =
3– 2 x

See table and graph at right. Answers will vary.

b: When the y-values are the same, they must be equal.

c: 3x + 15 = 3 – 3x, x = –2

d: y = 9

e: They cross at the point (–2, 9).

7.5 feet

(

±

5 , 0 ) ; Graph shown at right.

y
x
y
–3
–2
–1
x
–1
–2
–0.5
–4
0
undef.
0.5
4
1
2
2
1
3
h(x)
x

a:

y
x

b:

y
x

c: y-intercept (0, 3) for both, x-intercept

(

3 , 0

2

) for (a) and none for (b).

d: (0, 3) and (2, 7), solve 2 x + 3 = x 2 + 3 to get x = 0 or x = 2

a: 4

b: 2

c: 3

d: 1

Lesson 1.2.3

1-104. m = 3 , (4, 0), (0, 3), graph shown at right

4

1-105.
y = 3
x – 3
2
x = !3± 21
1-106.
2
1-107. \$12.00
b: x = 7 ± 193
6

–3.79, 0.79

or
#
of People

1-108. Sample graphs.

! 3.48, –1.15

(Schools with an open campus)
#
of People
 1-109. a: D: –3 ≤ x ≤ 3 R: y = –2, 1, 3 1-110. a: 1, 2, 3, 4, 5 or 6

Time b: D: x = 2 R: !" < y < "

1

b: 6

c: D: x ! "2 R: !" < y < "

c:

4

6

= 2

3

Time

Lesson 1.2.4

1-112. a: A portion of the trip at a specific speed.

b: About 400 miles. It is the total distance on the graph.

c: Graph shown below – a speed of approximately 30 mph for 1 hour, approximately 80 mph for the next 3 hours, 0 mph for 2 hours, approximately 40 mph for 2 hours, and then approximately 20 mph for the last 2 hours. Note that the step graph assumes instantaneous change of speed, which is not technically possible.

Time (hours)
Speed (mph)

1-113. a: x = 2

1-114. m !B = 39.8 ° ,

1-115. 56 inches

b: x = 4

244 ! 15.62

1-116. The independent variable is the volume of water; the

Height of Liquid
C
A
B
Volume of Water

dependent variable is the height of the liquid. The

graph is 3 line segments starting at the origin. C is

the steepest, and B is the least steep.

1-117. Diagrams vary; graph and table below, y = 3x.

1-118. a:

1

26

b:

1

25

x
y
1 3
2 6
3 9

Lesson 2.1.1

2-4.

2-5.

2-6.

2-7.

2-8.

2-9.

2-10.

a: See graph at right.

b: Yes, for every possible amount of water usage, there is only one possible cost.

c: Domain: 0 to 1,000 cubic feet; range: discrete values including: \$12.70, \$16.60, \$20.50, \$24.40, \$29.60, \$34.80, \$40, \$45.20, \$50.40, \$55.60,

\$60.80

Cost (\$)

Water Used (ft 3 )

Smallest: a: 2; b: 0; c: –3; d: none. Largest: a: none. b: none. c: none. d: 0. e: At the vertex.

The negative coefficient causes parabolas to open downward, without changing the vertex. See graph at right.

a: Parabola with vertex (3, 0), see graph at right.

b: Shifted to the right three units.

a: 4, 1, 0.25; t(n) = 256(0.25) n

b: They get smaller, but are never negative.

c: See graph at right. They get very close to zero.

d: The domain is n integers greater than or equal to zero. The domain of the function is all real numbers.

a:
y = ! 2 3 x ! 4
c: x = 2
n = 24;! 650 = 5 26

b: y = 2

d:

y = 2

3 x ! 8

3

t(n)
n

Lesson 2.1.2

2-16.

2-17.

a: (0, –6)

b: (–6, 0) and (1, 0)

c: x-intercepts at (0, 0) and (–5, 0) and y-intercept at (0, 0); the graph of p(x) is 6 units lower than q(x)

d: –6

2-18.

2-19.

2-20.

2-21.

a: z = 1.5

a: 3

b: z = 18

5

b:

1

x 2 y 4

c: z = 8
y
c:

x

d: z = –3, 2

a: 3p + 3d = 22.50 and p + 3d + 3(8) = 37.5, so popcorn costs \$4.50 and a soft drink costs

\$3.00.

a: 146 ! ! !12.1

b:

1 4 5 ! ! !1 2 . 0

c:

50 ! ! ! 7.1

d: 5 2

2-22.

2-23.

2-24.

Maximum profit is \$25 million when n = 5 million.

a: vertex at (–3, –8), opens up, vertically stretched.

b: x-intercepts (–5, 0) and (–1, 0); y-intercept (0, 10)

a, b and c: Answers will vary.

2-25.

2-26.

a:

y = ( x – 8 ) 2 – 5

2-27.
a: 5
2
2-28.
a: x = 46.71
2-29.
b:
y = 10 ( x + 6 ) 2
b: 6
2

b: x = 8.19

b: y = 300(1.04) x

c:

y = –0.6 x ( x + 7 ) 2 – 2

c: 3 5

Lesson 2.1.3

2-35.

2-36.

2-37.

2-38.

2-39.

2-40.

2-41.

a: y = 0 or 6

b: n = 0 or –5

c: t = 0 or 7

d: x = 0 or –9

 a: ( 7, !16 ), ! y = ( x ! 7 ) 2 ! 16 b: ( 2, !16 ), ! y = ( x ! 2 ) 2 ! 16 c: ( 7, !9 ),! y = ( x ! 7 ) 2 ! 9 d: (2, –1)

a: (2, –1) b: When x = 2, ( x – 2 ) 2 will equal zero and y = –1, the smallest possible value for y in the equation. So the y-value of the vertex is the minimum value in the range of the function.

a: 9.015 gigatons

b: C ( x ) = 8 (1.01) ( x + 2 ) if x represents years since 2000 or 8.16(1.01) x .

a: 2

h: If the factored version includes a perfect-square binomial factor, the parabola will touch at one point only.

b: 1

c: 1

d: 2

e: 2

f: 1

a: 4

b:

1

16 x 4 y 10

c: 6 xy 3

a:

8

27

b:

12

27

c:

6

27

d:

1

27

Lesson 2.1.4

2-50.

 a: f ( x )! = ! ( x + 3) 2 + 6 (–3, 6), x = –3 b: y ! = ! ( x ! 2 ) 2 + 5 , (2, 5) x = 2 c: f ( x ) = ! ( x ! 4 ) 2 ! 16 , (4, –16), x = 4

d: y ! = ! ( x + 3.5 ) 2 ! 14.25 , (–3.5, –14.25), x = –13.5

2-51.

2-52.

2-53.

2-54.

2-55.

2-56.

2-57.

2-58.

2-59.

2-60.

2-61.

2-62.

2-63.

b 2

a

The second graph is a reflection of the first across the x-axis. See graph at right.

a:

c:

45 = 3 5 ! 6.71;! y =

2 1 x + 5

725

5

! 26.93;! y = " 2 x +

5

2

b: 5; x = 3

d: 4; y = –2

y
x

After x is factored out, the other factor is a quadratic equation. After using the

Quadratic Formula the solutions are x = !23± 561

8

a: x = 21

b: x = 10

5 ! 22.4

a:

1

4

b:

1

3

B

a: A cylinder

b: 45 π = 141.37 cubic units

a and b: Answers will vary.

c: A circle.

(5, 14)

or 0.

c: x = 50

a: 0.625 hours or about 37.5 minutes.

b: 0.77 hours or about 46.2 minutes.

a:

61

b: 30º

c: tan !1 ( 4

5

) d: 5

3

a: Years; 1.06; 120,000; 120000 (1.06 ) x

b: Hours; 1.22; 180; 180 (1.22 ) x

Lesson 2.1.5

2-69.

2-70.

2-71.

2-72.

2-73.

2-74.

2-75.

See graph at right.

a: It is the slope.

b: No, because only lines have (constant) slopes. This 2 is the stretch factor.

a and b: No. Answers will vary.

a:

y = 0.25 ! 6 x

a: x: (1, 0),

(

2 , 0 ) ,

5

y : (0, –5)

b:

y = 12 ! 0.3 x

b: x: (2, 0), y: none

See graphs at right.

a: stretched parabola, vertex (0, 5)

b: inverted parabola, vertex (3, –7)

a: x = ± 5

b: x = ±

11
y
x
y
x
y
x

Lesson 2.2.1 (Day 1)

2-81.

2-82.

2-83.

2-84.

2-85.

2-86.

2-87.

Possible equation: y = !

domain: 0 x 10;

25 4 ( x ! 5 ) 2 + 8 , standing at (0, 0)

range: 4 y 8

a:

c:

x :! ( !

1

2

, ! 0 ), ( !1, ! 0 );! y :! ( 0, !1)

(

3 , – 1

4

8

) or (–0.75, –0.125)

b:

x = 3

4

Move it up 0.125 units: y = 2 x 2 + 3 x + 1.125

a: 2 6

b: 3

2

c: 2

3

d: 5 3

a: Years; 0.89; 12250; 12250(0.89) x

a: 32

b: x 2 y 2

x

c:

x 2

y

b: Months; 1.005; 1000; 1000(1.005) x

c + m = 18 and \$4.89 c + \$5.43m = \$92.07 10.5 lbs. of Colombian and 7.5 lbs. of Mocha Java.

Lesson 2.2.1 (Day 2)

2-88.

2-89.

2-90.

2-91.

2-92.

2-93.

2-94.

a: 15 ft

b: Surface area of concrete: 793.14 sq. ft.; 528.76 cu. ft.; \$1,263.74

a: See graph at right.

d: One is continuous and one is discrete. They have the same slope so the “lines” are parallel, but they have different intercepts.

b: y = 3x +2

c: 2, 5, 8, 11

a: 4.116 ! 10 12 b: y = 1.665 (10 12 )(1.0317 ) t

a: 6
x + 3
y
a: 6 x 3 + 8 x 4 y
 b: 32 c: 5 b: x 14 y 9

d:

3

2

See graph at right. line of symmetry x = 4

y
x
y
x

a: 4 ! + 4

3 ! " 16.755 m 3

c: V = 4 3 ! r 3 + 4 ! r 2

b: No; r, r 2 , r 3 relationship; V = 80 !

3

" 83.776 m 3

Lesson 2.2.1 (Day 3)

2-95.

2-96.

2-97.

2-98.

2-99.

2-100.

2-101.

a: y = x + 2

e: y = 3x – 6

i:

1

 b: y = x 2 – 5 c: y = ( x – 3) 3 d: y = 2 x – 3 f: y = ( x + 2 ) 3 + 3 g: y = ( x + 3) 2 – 6 h: y = –( x – 3) 2 + 6

y = ( x + 3) 3 – 2

He should move it up 6 units or redraw the axes 6 units lower.

a: 18

b:

3

2

a: (2x – 3y)(2x + 3y)

c: ( x 2 +

9 y 2 )( x ! 3 y )( x + 3 y )

x = ! by 3 + c + 7

a

a: t(n) = –6n + 26

a: See graph at right.

c: –1 e: no solution

g: x 3 x 2 – 2 x

c:
or
1 3
b: 2
x 3 ( 2
d: 2
x 3 ( 4
3

3

+ x 2 )( 2 ! x 2 )

+

x 4 )

d: 11+ 6

2

b: t ( n ) = !1.5 ( 4 ) n ! or! ! 6 ( 4 ) n !1

b: 2
3
d:
–13
y
x

f: Three because the graphs cross three times.

Lesson 2.2.2 (Day 1)

2-107. a:

y = ( x – 2 ) 2 + 3

b:

y = ( x – 2 ) 3 + 3

c:

y = –2 ( x + 6 ) 2

 2-108. a: D: all real numbers, R: y ≥ 3 b: D and R: all real numbers c: D: all real numbers, R: y ≤ 0 2-109. a: compresses or stretches b: shifts up or down c: shifts left or right d: shifts up or down 2-110. a: y = 0.4 ! 0.5 x b: y = 8 ! 2 x

2-111. a:

2

25

b: 3 x 2 y 3

z 4

c: 54 m 4 n

3

d: y 5 x 2 z

Month
Miles
2-112. a: See table and graph.
1
15,000
b: He had 28,900 miles in May.
2
18,000
c: 5600 miles
3
22,900
4
25,900
d: No, he will not be able to go in
December, he will only have
24,200 miles.
5
28,900
6
8,800
Month
7
11,800
8
14,800
y
2-113.
a:
x = ±
+
17
b: x = ( y
+ 7 ) 3 ! 5
9
19,700
2
10
22,700
11
25,700
12
5,600
Miles

Lesson 2.2.2 (Day 2)

 2-114. a: (10, 48) b: ( 2-115. a: 8 3 b: 3
29
9
5
, 5
x

)

c: 12

2-116. a: g

(

1

2 = –4.75

) b: g ( h + 1)! = ! h 2 ! + ! 2 h ! ! ! 4

2-117. See graph at right.

y =

a: y = 2x : (0, 0),

b: It should be a triangle with vertices (12, 0), and (2.4, 4.8).

c: Domain 0 x < 12, Range 0 y 4.8

1 x + 6 : (0, 6), (12, 0)

2

1

d: A = 2 (12)(4.8) = 28.8 square units

2-118.

2-119.

y ! 2 ( x " 5 ) 2 + 2

and

y ! "

2 ( x " 5 ) 2 + 2

1

See graph at right. y = ( x + 1) 2 ! 81 ; x-intercepts: (–10, 0), (8, 0), y-intercept: (0, –80); vertex: (–1, –81)

2-120. Yes, when n = 117.

d: 108

y
x
y
x

(0, 0),

Lesson 2.2.3

2-125. a and : Neither

2-126. a:

2-127.

y = ! 3

4

( x ! 2 ) 2 + 3

2-128.

a: x: (–1, 0), y: (0, 2), V: (–1, 0), y = 2 ( x + 1) 2

2-129. a: y = x

c: Even

b:

c: Neither function is odd nor even.

b: x: (0, 0), (2, 0), y: (0, 0),

b:

(

1

2 ,

1

3

)

V: (1, 1),

c:

(

1

2

y = – ( x – 1) 2 + 1

,

1

3

)

d: The solution to the system is the point at which the lines intersect.

2-130.

a: t ( n ) = 20 (

1

4 ) n ! or!10 (

1 ) n !1

4

b: t ( n ) = !6 n + 4

2-131. a: x: (2, 0), (6, 0) y: (0, 2) vertex (4, –2), D: all real numbers R: y –2

b: x: (–4, 0), (2, 0) y: (0, 2) vertex (–1, 3), D: all real numbers R: y 3

Lesson 2.2.4

Distance
Loudness

0.2

0.4

0.6

0.8

Distance (miles)

2-139. y = ( x + 3.5 ) 2 ! 20.25

2-140. a: See graph at right.

b: Loudness depends on distance.

2-141. See graph at right. The domain is all positive numbers (or d > 0). The range is all real numbers greater than 3 and that are multiples of 0.25.

\$5.00
\$4.00
\$3.00
Cost (\$)

2-143. The second graph shifts the first 5 units left and 7 units up and stretches it by a factor of 4.

2-144. a: x 2 – 1

c: x 3 ! 2 x 2 ! x + 2

b: 2 x 3 + 4 x 2 + 2 x

d: y: (0, 2), x: (1, 0), (–1, 0), (2, 0)

2-145. a: ( a, b ) =

(

2, ±

1

2

)

2-146. a: y = !

5

9 ( x ! 3) 2 + 5

b: ( a, b ) =

(

1

2

, ± 2

)

b:

3

x = ! 25 ( y ! 5 ) 2 + 3

2-147. See graph at right.

a: y = 2 x 2 ! 4 x + 6

b: There is no difference, but the explanations vary.

c:

d: y = x 2

y = x 2

y
x

2-148. a: The graph will be a circle with a center at (5, 8) and a radius of 7.

b: See graph at right.

2-149. a: –2

b: –2

c:

2 1 d: –1

e: The product of the slopes of any two perpendicular lines is –1.

2-151. a and b: (0, –144) (0, 0) and (24, 0)

2-152.

(3, 2)

Lesson 2.2.5

2-162. x < 2 , y = –(x – 2) 2 ; 2 x , y = x + 2

2-163. Any function for which f ( x ) = f ( ! x ) . On a graph, the function will have the y-axis as its line of symmetry.

2-164. y = !2 x + 3 + 4

2-165. a: ( x + 2 ) 2

+ ( y ! 3) 2 = 4

b: ( x ! 12 ) 2 + ( y + 15 ) 2 = 81

2-166. y = ( x ! 2.5 ) 2 + 0.75 , vertex (2.5, 0.75)

2-167. He is incorrect. Answers will vary.

2-168. f ( x ) = x 2 + 1

2-169. ± 11,

± 9,

± 19

Lesson 3.1.1

3-5.

3-6.

3-7.

3-8.

3-9.

3-10.

3-11.

3-12.

a: 4 x 2 – 12 x + 14

a: 3

b: 4

They are both correct: x 12 y 3

64

b: 81 y 4 x 4

c: 1

.

d: 5

e: 2

a: Horizontal line through (0, 3), domain: all real numbers, range: 3

b: Vertical line through (–2, 0), domain: –2, range: all real numbers

c: (–2, 3)

m = 15, b = –3

a: (4, 8, 4

b: The long leg is n

3 ), (5, 10, 5

3

3 )

units long, and the hypotenuse is 2n units long.

a: 15, 21, 27, 33, t(n) = 6n –3

b: 27, 81, 243, 729, t(n) = 3 n

a:

1

5

b: 3

c: 27

d:

1

8

Lesson 3.1.2

3-23.

3-24.

3-25.

3-26.

3-27.

3-28.

3-29.

3-30.

3-31.

3-32.

3-33.

3-34.

3-35.

3-36.

 a: not equivalent b: equivalent c: equivalent d: equivalent e: not equivalent f: not equivalent a: equal if x = 0 e: equal if x = 0 or x = 1 f: equal if a = 1 or a = 0

a: Possibilities include x – 2 = 4 or 2x – 4 = 8.

b: They have the solution x = 6.

c: 3 – x = 7, x = –4

a: t (n) = –3n + 17, points along a line with y-intercept (0, 17) and slope –3;

b: t(n) = 50(0.8) n , points along a decreasing exponential curve with y-intercept (0, 50)

a: 4

b: –30

(0, 0) and (–6, 0)

a: 2 x 2 + 6 x

b: x 2 – 2 x – 15

c: 12

1

d: –2 4

c: 2 x 2 – 5 x – 3

e: x = –4,

1

3

d: x 2 + 6 x + 9

The first graph opens downward, is stretched, and has its vertex at (–1, –3). The second is the parent graph.

a: (1, –4)

b: (1, –4)

c: (–2.5, –4.25)

d: Domain: !" < x < " , Range: y ≥ –4.25
7
6
8
5
b: !18 x 3 y + 6 x 5 y 2 z
a: y 12
4
x
3
2
a: odd
b: even
c: even
1
-1
1
2
3 4
5
6
7
8
-1
a: \$4.00
-2
Hours
b: \$4.00
c: \$4.00. \$5.00
d: See graph above right.
Cost (\$)

e: No, it is a step function.

a: ( x + 2) 2

c:

+ (y ! 13) 2 = 144

( x ! 3) 2 + ( y + 8 ) 2 = 16

a: 24 blocks per hr.

f: The graph will shift (translate) upward by \$2.00.

b: ( x + 1) 2 + ( y + 4 ) 2 = 1

b: 18 blocks per hr.

c: 14.4 blocks per hr.

Lesson 3.1.3

3-45.

3-46.

3-47.

3-48.

3-49.

3-50.

3-51.

3-52.

3-53.

3-54.

3-55.

3-56.

 a: n = –2 b: x = –4, 1 a: equivalent b: equivalent c: equivalent d: not equivalent e: not equivalent f: not equivalent

d: equal if a = 0 or b = 0

e: equal if x = 1

f: equal if x = 5 and y = 2

10 = 15m + b and 106 = 63m + b;

m = 2, b = –20, t (n) = 2n –20

a: t(n) = 450000 (1.03) n

b: They will make \$154,762.37 or 34.39% profit.

5xy(x + 2)(x + 5)

a: They both have the solution x = 2.

b: She divided both sides of the equation by 150 and used the Distributive Property.

a: –6, –14, –22, –30, t(n) = 18 – 8n

b: 5 2 ,

2

2

2

625

25 , 125 ,

, t ( n ) = 50

(

1

5

a: 5 1/ 2

b: 9 1/ 3 or 3 2 / 3

 a: x 2 + y 2 = 36 b: ( x ! 2 ) 2 + ( y + 3) 2 = 36

c: ( x ! 4 ) 2 + ( y + 5 ) 2 = 36

741.8 ! 25

1800 ! 0

= 0.4 ºF/sec

a:

100
50
Duration (days)
Price (\$)

) n

c: 17 x / 8

b: Shift the graph up \$11.

d: 7 x 3/ 4

Lesson 3.2.1

3-63.

3-64.

3-65.

3-66.

3-67.

3-68.

3-69.

odd numbers; 46 th term: 91; n t