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A Day B Day CW HW

Day 1 Wednesday, 9/2 Thursday, 9/3 Functions & Lines Guided FinishWorksheet

Review

Day 2 Friday, 9/4 Tuesday, 9/8 Linear Regression Guided Day 2 HW Practice #1, #2

Notes

Day 3 Wednesday, 9/9 Thursday, 9/10 Linear Regression ------------------------------

Formative #2 Formative #2 Graded Assignment

Day 4 Friday, 9/11 Monday, 9/14 Absolute Value Guided Notes Day 4 HW #1-12

Day 5 Tuesday, 9/15 Wednesday, 9/16 Absolute Value Guided Notes 1-5 HW #4-18, #28-30

Day 6 Thursday, 9/17 Friday, 9/18 Absolute Value Graphing Day 6 HW #1-12

Formative #3 Formative #3 Guided Notes

Day 7 Monday, 9/21 Tuesday, 9/22 Review – Lin Reg and Abs Val Study

Day 8 Wednesday, 9/23 Thursday, 9/24 Test – Lin Regression and -------------------------------

Absolute Value

Day 9 Friday, 9/25 Tuesday, 9/29 Composition of Functions Day 9 HW #1-23

Notes

Day 10 Wednesday, 9/30 Thursday, 10/1 Inverse Functions Notes Day 10-11 HW Evens

Day 11 Friday, 10/2 Monday, 10/5 Graded Assignment – Day 10-11 HW Odds

Composition and Inverses

Day 12 Tuesday, 10/6 Wednesday, 10/7 Modeling and Word Problems Day 12 Worksheet

Formative #4 Formative #4

Day 13 Thursday, 10/8 Friday, 10/9 Review and Pre-Assessment Study

Day 14 Monday, 10/12 Tuesday, 10/13 Cumulative Unit 2 Test ---------------------------------

Honors Algebra 2

Unit 2

Name ___________________

1

Functions and Lines Day 1 Guided Review

This worksheet covers some of the knowledge needed as a foundation in the next unit. All problems

are Algebra 1 concepts. Use the internet, peers, or come in for tutoring if you have any gaps in

knowledge. TRY EVERYTHING!

Standard Form: Ax By C

y 2 y1

Slope: m

x2 x1

Set Builder Notation Example: Solve: x + 4 > 7 Answer: {x| x >3}

Function: For each x, there exists only one y

Common Terms:

Domain/Independent/x

Range/Dependent/y

x-intercept/y-intercept

I. The Basics

1. Consider the points: (3, -3), (1, -4), (0, 5), and (2, 5).

b. State the Range:

c. Is this a function? _____ Why or why not?

2. Find the slope of the line passing through (3, -3) and (1, -4).

3. Write the equation of a line passing through (3, -3) and (1, -4) in slope-intercept form.

a. 4(x – 3) + 7 = 9

b. bx – 4c = w

c. |x + 4| = 6

2

II. Graphs

1. Graph: y = 3x – 6

2. Graph: y < ½x + 2

3. Graph: 3x – 2y 4

III. Analysis: The equation y – .23x = 0 relates the cost of operating a car (y)

to the number of miles driven (x).

1. What does the number .23 tell you about the cost and miles driven?

2. What are the x- and y-intercepts and what do they tell you about the cost

and miles driven?

3

Day 2 Linear Models

Linear Regression

calculator passing through the points: Calculator Buttons:

(9, 2) (8, 0) y = _____________ Stat - Enter

Type your x’s in L1 and your y’s in L2.

Example 2: This is the number of bicycles 2nd Quit

produced in the US in millions from 1993 to Stat - - Calc #4 Enter Twice.

1996.

Year Bicycle

Production

1993 9.9

1994 9.7

1995 8.8

1996 8.0

as year 0. Enter data as above.

2nd y= (Stat Plot) – Turn Plot On.

b. Find a linear regression equation. Zoom #9

y = _________________

scatter plot and compare. Does the linear Stat – Calc #4 (Don’t hit enter)

regression equation fit your data? Vars – y-vars - #1 #1 Enter

___________________________________

r = __________ What does this tell you about 2nd 0 (catalog) – Diagnostic ON – Enter Twice

the data’s fit to the line? Recalculate regression equation

___________________________________

(extrapolate) the number of bicycles that would

be produced in 2000, 2007, and 2030:

2000: ________________________

2007: ________________________

2030: ________________________

__________________________________

4

Example 3: The chart shows the average ticket price for movies for given years in dollars.

Use 1900 as year 0.

y = ________________

Year Average

b. Name the slope and y-intercept and Ticket

interpret their meaning for this data: Price

(dollars)

m= _______ 1935 0.25

1940 0.28

1948 0.38

b= ________ 1954 0.50

1958 0.69

1963 0.87

c. Calculate r = ___________. 1967 1.43

What does it tell you about the data? 1970 1.56

___________________________________ 1974 1.89

1978 2.33

___________________________________ 1982 2.93

1986 3.70

d. According to your equation, what would

1990 4.21

have been the cost of a movie in 1980?

1994 4.10

__________This is called interpolation.

1998 4.68

2001 5.65

e. According to your equation, what will be

the movie price in 2007? ____________

in 1880? ____________

________________________________

prices will reach $10? ________________

for this data?________________________

___________________________________

plot)? ______________________________

5

Unit 2 Day 2 Assignment:

#1 This data was collected by a college psychology class to determine the effects of sleep deprivation

on students’ ability to solve problems. Ten participants went 8, 12, 16, 20, or 24 hours without sleep

and then completed a set of simple addition problems. The number of addition errors was recorded.

Hours 8 8 12 12 16 16 20 20 24 24

without

sleep

Number 8 6 6 10 8 14 14 12 16 12

of

errors

c. Find the correlation coefficient and interpret its meaning for this data:

d. Predict the number of errors if a person went without sleep for 48 hours:

#2 This is the life expectancy at birth for males in the US for different years in the 20th century.

of expectancy

birth (years) b. Interpret the slope and y-intercept for

1920 53.6 this data:

1925 56.3

1930 58.1

1935 59.4 c. For what birth year does your equation

1940 60.8 predict the life expectancy to reach 80

1945 62.8 years?

1950 65.6

1955 66.2 d. Predict the life expectancy for a male

1960 66.6 born in 1900:

1965 66.8 Is this interpolation or extrapolation?

1970 67.1

e. Predict the life expectancy for a male

1975 68.8

born in 1982:

1980 70.0

Is this interpolation or extrapolation?

1985 71.2

1990 71.8 f. Are there any outliers for this data?

1995 72.5

1998 73.9 g. Is a linear model a good fit for this data?

Why or why not?

6

Honors Algebra II Notes

Unit 2 – Absolute Value Day 4

So, we set up TWO possibilities!!!

Extraneous Solutions: ____________________ Extraneous Solutions: ____________________

Ex4: Find a value for b such that |x| = x + b has exactly one solution.

** Almost all EQUATIONS can be SOLVED in the calculator, although some may be easier done

by hand!

STEPS:

Put the left side of the equation in y1

Put the right side of the equation in y2

The solution is where the two graphs intersect!

Move the cursor over the first intersection

Press “2nd” “calc” and select option 5: intersect

Remember, we are usually solving for x, so write down the x value

Move the cursor over the second intersection

Press “2nd” “calc” and select option 5: intersect

7

Ex5: SOLVE 2|3x – 2| = 14 in the calculator by following the above steps.

Ex6: SOLVE |x – 1| = 5x + 10 **these are the type that sometimes produce ________________

solutions… you don’t have to worry about that on the calc!

SOLVING A SYSTEM

Review: When you are given TWO equations at the same time and told to solve, you are supposed to

find the x AND the y value(s) that work in both equations at the same time.

You can solve by graphing one equation in y1 and the other in y2 and finding BOTH the x and y values of

the intersections.

Ex7: SOLVE y = 2x + 4

y = |x + 2| - 3

Ex8: SOLVE y = |x + 6|

y = -|x – 5|

Solution: _______________

8

Honors Algebra II Name:

HW Day 4 Unit 2 Date: Period:

a 5

5

1. |3p| = -12 2. 8

5. 4|n + 8| = 56 6. |7m| + 3 = 73

x

8 7

7. 7 8. |k – 10| = 3

1

5 x 2 15 0

9. 3 10.

2 ax c b 0

11. y = 3x – 1 y = =|x| + 3 12. y = |4x – 7| y = -x + 8

Solution: Solution:

9

UNIT 2 DAY 5 SOLVING ABSOLUTE VALUE INEQUALITIES NOTES

What is meant by |x| > 4? (x is more than 4 units from 0 on the number line)

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

The shaded arrows represent ALL of the numbers, x, that are more than 4 units away from 0.

We could also represent this graph by using TWO inequalities: ____________ OR __________

Ex1: SOLVE |3x + 6| > 12 **Set up TWO inequalities and solve each one.

10

Ex4: SOLVE -3|2x + 6| - 9 ≤ 15

4

2

-2

-4

-6

Express the following as an absolute value inequality:

Ex 8: In a newspaper poll taken before an election, 42% of the people favor the incumbent mayor. The

margin of error for the actual percentage, p, is less than 4%.

A. |p – 0.42| < 0.04 B. |p – 0.04| < 0.42 C. |0.42 – p| > 0.04 D. |0.04 – p| < 0.04

A. {x| 3 < x < 4} B. {x| 3 < x < 10} C. {x| x < 3 or x > 4} D. {x|x < 3 or x > 10}

11

12

Honors Algebra II

Absolute Value Day 6 Notes

What is a function?

Let’s look at the most basic absolute value function: f(x) = |x| which can also be written as:

What makes this look different from the EQUATIONS that we were SOLVING?

x y

4

-5 5 10

-2

-4

13

Ex2: GRAPH f(x) = |x| + 2. 4

-5 5 10

-2

-4

Ex3: GRAPH f(x) = |x| - 3. How do you think this graph will compare to y = |x|?

-5 5 10

-2

-4

14

GRAPHING IN THE CALCULATOR

press “y =”

press “catalog” and select “abs”

press “x – 5” and “)”

press “graph”

to see a table of values, press “2nd” “graph”

Ex5: GRAPH f(x) = |x + 5|. How does this graph compare to f(x) = |x|? What is the vertex?

Ex6: GRAPH f(x) = |x – 3| + 7. How do you think this graph will compare to f(x) = |x|? What do you

think the vertex will be?

Ex7: GRAPH f(x) = -|x|. How does this graph compare to f(x) = |x|? How are the domain and range

affected?

A. -2 B. -2/3 C. 3/2 D. 3

the value of m affects the “slope” of the graph

the value of b moves the graph left/right ( +b inside moves left, -b inside moves right)

the value of c moves the graph up/down (+ c moves up, - c moves down)

if there is a negative in the front, the whole graph is reflected over the x-axis.

15

GRAPHING AN ABSOLUTE VALUE INEQUALITY

Ex1: GRAPH y ≤ |x – 4| + 5. 4

-2

-4

-6

4

-2

-4

**If you are given two INEQUALITIES at the same time, you need to graph on paper. The

-6

y ≥ |x| + 2 4

-5 5 10

-2

-4

A. y = |x| - 5

B. y = 5 - |x|

4

C. y = |-5x|

D. y = |5 – x|

2

-5 5 10

-4

What are the intercepts?

16

-6

Honors Algebra II Name:

HW Day 6 Unit 2 Date: Period:

Graph each equation. Then find domain, range, intercepts, & the vertex.

1. y = |x – 1| 2. y = |x – 1| - 2

D: D:

R: R:

x= y= V: x= y= V:

3. y = |x + 3| + 3 4. y > |x – 2|

D: D:

R: R:

x= y= V: x= y= V:

5. y |x + 4| + 3 6. y < |x – 4| - 4

D: D:

R: R:

x= y= V: x= y= V:

17

7. y = - |x – 2| - 2 8. y = - |x – 4|

D: D:

R: R:

x= y= V: x= y= V:

D: D:

R: R:

x= y= V: x= y= V:

y < - |x + 1| - 1

y -5

D: D:

R: R:

x= y= V: x= y= V:

[Hint: Read the graph from left to right.]

Where is the graph increasing?

Where is the graph decreasing? Source: Kuta Software

18

Honors Algebra 2 Unit 2 Day 9

Composition of Functions

This essentially means that the function (and the y values of it) DEPENDS on the values of x.

f(2) = ________ f(∆) = ______

f(-3) = _______ f() = _____

f(0) = _______ f(+ ) = ______

f(c) = ______ f(k – 3) = _____

COMPOSITIONS

We will look at multiple functions at one time.

A Composition Function is the result of plugging one function into another like the last challenge

problem! Usually, though, the same variable is used.

Ex 2: f(x) = x2 + 2. Find:

f(x+1) =

The following example is the same concept, just presented in a different way!

Ex 3: f(x) = 3x + 5 and g(x) = x – 2. Find f(g(x)). What is g(x)?? So we really want to find:

f(x–2) =

19

Ex 4: f(x) = 2x2 and g(x) = x + 3. Find the following:

f ◦ h(x) = ______________________

h ◦ f(x) = ______________________

** When finding the domain of a composition, you must consider the domain of each

of the separate functions!!

Ex 7: Shirley is paid an annual salary plus a bonus of 4% of her sales over $15,000. Let x represent

Shirley’s sales, f(x) = x – 15,000 represent her sales over $15,000, and p(x) represent the amount of her

bonus. Which function notation represents the amount of her bonus?

20

Unit 2 Day 9 HW

21

Honors Algebra 2 Unit 2 Day 10 Notes

Compositions and Inverses

FINDING THE INVERSE OF A FUNCTION (just the basics – used more later in the year)

Basically, an inverse is found by SWITCHING THE X AND Y. The resulting relation may

not be a function anymore!

Ex 1: Given { (1, -4), (-3, 2), (5, 2), (0, -7) } Is the given a function? Explain

Ex 2: Given { (3, 4), (-4, 0), (-2, 1), (7, 5) } Is the given a function? Explain

Definition: A function is a one-to-one function if and only if each x and y value is used only

once.

When this is the case, the notation for the inverse is f -1(x).

Why would we only use this notation for the inverses of one-to-one functions?

Recall: We use the _____________________ to visually determine if a graph is a function (so we can

see that for every x, there is only one y).

So, to visually determine if for every y there is only one x, we use the ______________________.

Ex 3: Using the function at the right, graph the inverse. Is the inverse

a function?

2

DOMAIN of the original: __________________

5

-2

**NOTICE: sketch the line y = x on the graph at the right. What would happen if we folded our papers

on the line y = x? THIS IS ALWAYS THE CASE!

22

A function and its inverse are reflections of each other over the line: ____________

Ex 4: In a) and b) are the graphs shown inverses of each other? Is the inverse a function?

We use the same general rule: SWITCH X AND Y! Then we will get y by itself.

(Is it OK to use f -1(x) notation?) (Is it OK to use g -1(x) notation?)

with y g(x) with y

Step 2 Switch x Step 2 Switch x

and y and y

Step 3 Solve for y Step 3 Solve for y

(get y by (get y by

itself) itself)

The website below goes over multiple ways your calculator can confirm this for you!

http://www.mathbits.com/MathBits/TISection/Algebra2/inverse.htm

23

USING COMPOSITIONS TO CONFIRM INVERSES

Recall: Multiplicative inverses are numbers that “cancel out” to a 1 when multiplied:

Such as, ½ × 2 = 1 or ¼ × 4 = 1.

Additive inverses are numbers that “cancel out” to a 0 when added: such as -3 + 3 = 0

Functional inverses are numbers that “cancel out” to an x when composed together!

Given f(x) and f -1(x), then f ◦ f -1(x) = x = f –1◦ f(x) (You must do both confirm)

So, plugging an inverse into its original function basically cancels everything out and you are left with

just x!

a) f(x) = 4x – 3 and g(x) = (x + 3)/4 b) f(x) = 6x – 1 and g(x) = (x – 1)/6

Ex 11: Can you think of a more time-effective way to do a problem like example 8?

24

Unit 2 HW Day 10 -11

25

Linear Word Problems Name ________________

Honors Algebra 2 Unit 2 Day 12 Notes

Problem: Jeanne has $17 in her piggy bank. How much money does she

need to buy a game that costs $68?

Solution: Let x represent the amount of money Jeanne needs. Then the

following equation can represent this problem:

17 + x = 68

We can subtract 17 from both sides of the equation to find the value of x.

68 - 17 = x

Answer: x = 51, so Jeanne needs $51 to buy the game.

In the problem above, x is a variable. The symbols 17 + x = 68 form an algebraic equation. Let's look at

some examples of writing algebraic equations.

A number increased by nine is fifteen.

Twice a number is eighteen.

Four less than a number is twenty.

A number divided by six is eight.

Twice a number, decreased by twenty-nine, is seven.

Thirty-two is twice a number increased by eight.

The quotient of fifty and five more than a number is ten.

Twelve is sixteen less than four times a number.

Eleni is x years old. In thirteen years she will be

twenty-four years old.

Each piece of candy costs 25 cents. The price of h

pieces of candy is $2.00.

savings account. Her old balance was $350, and her

new balance is $280.

A large pizza pie with 15 slices is shared among p

students so that each student's share is 3 slices.

26

Word Problem Practice:

Example 1.

Example 2:

Example 3:

Example 4:

27

Honors Algebra 2 Name ________________

Function and Lines Word Problems Homework Unit 2 Day 12

SHOW WORK!!!!

1.

2.

3.

28

4.

5.

6.

29

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