Algebra II

Algebra II Lesson Plans for Block Schedule
Aligned to NCSCOS 2003

Day 1
Essential Questions: How do I define and compute with numbers? How do I evaluate and
simplify algebraic expressions?
Objective(s): 1.03 Operate with algebraic expressions (polynomial, rational, complex fractions) to
solve problems.
SAP: Students will work in collaborative pairs to complete the Scientific Calculator Exercises
Worksheet.
Lesson Anatomy:
1. Go over classroom rules and expectations.
2. Assign books as students complete an information sheet.
3. Review basic concepts and properties of real numbers. Use examples 4 and 5 from section 1-1
and examples 1, 2, 4 and 5 from section 1-2 (TE page 7 and pages12-14) as you re-familiarize
students with Algebra I concepts that they should have previously learned. Use a graphic
organizer to show how the sets of numbers are related.
REAL
RATIONAL IRRATIONAL

INTEGERS

WHOLE NUMBERS
COUNTING NUMBERS
Define the absolute value of a number in terms of its distance from zero on the number line.
Monitor students progress by using the Check Understanding problems 4-6 (TE pg. 7-8).
Review using the order of operations to evaluate and simplify algebraic expressions. Monitor
students progress by using the Check Understanding problems 1, 2, 4, and5 (TE pgs 12 and 14).
4. Demonstrate buttons for basic calculator functions.
5. Collaborative Pairs: Scientific Calculator Exercises Worksheet
6. Group synthesis on what was discovered about the calculator during this activity.
Summarizing Activity:
Ticket out the door: Students complete the Order of Operations activity.
Homework: Prentice Hall, Algebra 2 Text Section 1-1 pages 8-9 (2-8 even, 42-52, 83-87) and
Section 1-2 pages 15-16 (2, 8, 12, 14, 18, 28, 32, 63, 64)
2
Scientific Calculator Exercises
Try these: Answer:
1. 45 + 285 3 140
2. (45 + 285) 3 110
3. 18 + 6 3
15 7
4. 5(42) + 120 -90
5. sin 0
6. sin 45 .7071067812
7. (13.9)
3
2685.619
8. ___1__ 25
1.8
2
3 27
9. e 2.718281828
10. 524 24.49489743
11.
3
120 + 5 9.932424149
12. (12
3
)
1/4
+ ln 1 6.447419591
13.
5
-243 -3
14. log 156 2.193124598
15. 14
2
25
2
-429
16. 10! 3628800
17. The area of a triangle with base = 7.84 and height = 2.4 9.408
18. The area of a circle with diameter = 15 176.7145868
19. (7.23 x 10
-6
)(5.87 x 10
4
) .424401
20. (8.4 x 10
12
)(7.28 x 10
-3
) 2352000
(2.6 x 10
4
)
3
Insert parentheses to make each statement true.
1. 6 3
2
X 5 3 = -42
2. 6 3
2
X 5 3 = -18
3. 6 3
2
X 5 3 = -36
4. 6 3
2
X 5 3 = -6
1. 6 3
2
X 5 3 = -42
2. 6 3
2
X 5 3 = -18
3. 6 3
2
X 5 3 = -36
4. 6 3
2
X 5 3 = -6
1. 6 3
2
X 5 3 = -42
2. 6 3
2
X 5 3 = -18
3. 6 3
2
X 5 3 = -36
4. 6 3
2
X 5 3 = -6
4
Day 2
Essential Questions: How do I solve equations? How do I solve problems by writing
equations?
solve problems.
SAP: Students will work in cooperative pairs to complete From Words to Symbols.
Lesson Anatomy:
1. Teacher led discussion of troublesome homework problems.
2. Teacher led review of solving equations using the properties of equality. Encourage
students to check their answers.
a. 7 4x = -5
b. 5(3 2z) = 28 + 3z
c. 10 (3m + 4) = 5m + 14
d. 3n 4 = 15 (1/3n + 2/5)
e. 1/4x 2/3 = 5/6 + x
f. -6(w + 1) = 6
5
3. Teacher led review of solving literal equations and finding restrictions using the
following examples:
Solve for x.
a. 3x 4y = 8
b. d = 2x/a + b
c. ax + bx 15 = 0
4. Discuss key words (sum, total, plus, increased by, more than, difference, exceeds, less
than, less, minus, decreased by, subtracted from, product multiplied by, times, twice,
doubled, tripled, quotient, divided by) that indicate operations used in writing algebraic
expressions. Explain to students that to represent a word expression by algebraic
symbols, first choose a variable to represent the unknowns. Then, identify the key
word(s) that indicate the operation and use algebraic symbols to represent the word
expression. Use the following examples:

Write an algebraic expression for each word expression.
a. $75 less than the cost of a television.
b. Seven more than 3 times the number of oranges.
c. The sum of the square of a number and two.
5
Have students work in pairs to complete the Algebraic Expression Worksheet: From
Words to Symbols (5-7 minutes). Review answers.

5. Teacher led discussion of writing equations to model and solve problems using
examples 5 and 6 (TE, p.20). Have students work with the same partner on Check
Understanding Problems 5 and 6 (TE, p.20)

Summarizing Activity: Have students use an algebraic expression to perform the following trick.
a. Think of a number.
b. Triple the number.
c. Add the original number.
d. Subtract 4.
e. Divide by 4.
f. Add 1.
g. Subtract the original number.
The answer should always be 0. Have students use the language of algebra to explain how the
trick works.
Homework: Prentice Hall Algebra 2 Text Section 1-3 pages 21-22 (2-16 even, 17-28, 31, 32, 48)
6
From Words to Symbols
Write an algebraic expression for each word expression.
1. Sixteen less than the cost, k, of a shirt. _____________________
2. Three times the sum of 15 and the cost, j. _____________________
3. Twice the cost, x, of a jar increased by 7. _____________________
4. The quotient of 75 points and the number of baskets, b. _____________________
5. Twenty more than triple the number of votes, v. _____________________
6. Half the number of cars, c, decreased by 10. _____________________
7. The square of a number, n, divided by 3. _____________________
Write an equation for each verbal sentence.
1. A number decreased by 7 is 5. _____________________
2. The product of the square of a number and 5 is 20. _____________________
3. Three decreased by twice a number is 12. _____________________
4. The cube of the sum of a number and 10 is 7. _____________________
5. Six times the sum of a number and its square is 0. ____________________
6. The quotient of a number and 8 is -14. _____________________
7. Twelve less than half the sum of a number and 8 is 54. _____________________
7
Day 3
Essential Question: How do I solve and graph linear inequalities?
Objective(s): 1.03 Operate with algebraic expressions (polynomial, rational, complex fractions)
to solve problems.
SAP: Students work in collaborative pairs to complete the Graphing on a Number Line
activity.
Lesson Anatomy:
2. How can we make a visual picture of Exercise 16 from the homework?
Graph on the calculator a y = 5x + 8 12x 16 + 15x
Use a user friendly window of X-min = -5
X-max = 4.4
X-scl = 1
Y-min = -10
Y-max = 10
Y-scl = 1
X-res = 1
Relate the solution of the equation to the x-intercept of the graph.
Test this by solving 4 x = x algebraically and graphically.
5 5
3. What does F = 4(S 65) + 10, S > 65 mean to you?
(Active discussion that leads to understanding that the variables we use in algebra are really used
to stand for something and algebra makes more sense to us when we know what the variables
stand for. This actually represents the formula used to levy fines in Vermont when drivers go
over the posted 65 mph speed limit. What did F stand for? What did S stand for? Which was
the independent variable: Which was the dependent variable: What did the condition S > 65
mean?)
4. So what do you think F = 10(S-55) + 4, S > 55 means? This has more meaning to you
now doesnt it? This is the formula used to levy fines in Connecticut when drivers go over the
posted 55 mph limit.
5. How can we use the table of values on the calculator to evaluate these and to look at
the differences in the fines given in both states? Show how we could also get the same
information using the value key on the calculator.
6. Review solving linear inequalities. When do you reverse the sign of the inequality and
why? Given two inequalities like 5 < -4 and 8 > 5, is each inequality still true if: 1. You add 2
to each side? 2. You add 2 to each side? 3. You multiply each side by 2? 4. You multiply
each side by 2?
7. Demonstrate how to solve an inequality using the calculator.
8
8. Demonstrate how to solve compound inequalities like 1.) -3 < 2x + 1 < 5 and
2.) -7 < 2 3x < 5.
9. Students complete the Graphing on a Number Line in collaborative pairs. Each
partner takes turns solving the inequalities by hand and by calculator.
1. Ticket out the Door: If I were caught speeding at 82 mph, what would be the fine in Vermont
and in Connecticut? Which state is more expensive in which to be caught speeding and what in
the formulas seems to cause that to be the case?
2. Tell your partner when you need to remember to reverse the sign of an inequality.
Homework: Prentice Hall Algebra 2 Text Section 1-4 page 29-30 (1-13, 41-42, 44, 46)
9
Graphing on a Number Line
Inequality Graph
1. 3x + 5 > 9
2. -2x + 6 < 10
3. 5x + 4 < 2x + 3
4. x 12 > 3x 15
5. -4x + 2.5 > 15 7x
6. 3(2x + 1) < -3(x - 4)

7. 10 > 4 2x > -2
10
Day 4
Essential Question: How do I solve absolute value equations and inequalities?
Objective(s): 2.08 Use equations and inequalities with absolute value to model and solve
problems; justify results. a) Solve using tables, graphs, and algebraic properties.
SAP: Students will work in collaborative pairs to complete the Number Tile Puzzle.
Lesson Anatomy:
2. Quiz on solving equations and inequalities.
3. Solve the following for x: x = 8. Why does this equation have two solutions? Could an
absolute value equation have more than two answers? less than two answers? no answer?
4. Teach the algebraic method of solving absolute value equations using the number line and
difference from 0 to show why these have two answers when solved algebraically. What would
an absolute value equation look like that only had one answer? What would the absolute value
equation look like that had no answer? Use Guided Notes on Solving Absolute Value Equations.
5. Use examples 1, 2 and 3 found in the TE pages 33-34 for guided independent practice.
6. Collaborative pairs: Number Tile Puzzle. Review Answers
7. Guided notes on solving Absolute Value inequalities. Use a distance from zero model to set
up the inequalities. For instance, for (< type), like
2x- 3 < 7
explain that 2x -3 represents a
number that is less than 7 units of distance from 0. That would mean it is a number
between -7 and 7. So set up and solve the compound inequality -7 < 2x 3 < 7. The solution
would be -2 < x < 5. Take this opportunity to discuss set notation and show how this same
solution could be written on the EOC as {x x
, -2 < x < 5 }
Then for (> type), like
2x- 3 7
, explain that 2x 3 represents a number that is more than
7 units of distance from 0. That means it could be a number that is less than -7 or could be
a number that is more than +7. So set up and solve the two possibilities as
2x -3 < -7 or 2x 3 > 7. The solution would be x < -2 or x > 5. Take this opportunity to talk
about set notation and how this solution could be written on the EOC as {x x
, x < -2
U x > 5 }
8. Use examples 4 and 5 found in the TE page 35 for guided independent practice.
Summarizing Activity: 3-2-1. Name 3 things you must remember to do when solving an
absolute value equation or inequality. Name 2 words used when writing a compound statement.
Give 1 example of an absolute value equation or inequality that has no solution.
Homework: Absolute Value Equation and Inequality Worksheet
11
Number Tile Puzzle
Arrange the digits 0-9 into the empty boxes so that each of the five equations is
mathematically correct. Each of the digits may only be used once.
1. 2X - = 11 ; X = -2,
2. 4X - 12 = ; X = 1,
3. 12 - X = 2 ; X = 1 , 1
4. 3X - = 12 ; X = 6, -
5. 10 - X = ; X = 7, 3
12
Number Tile Puzzle (Answers)
Arrange the digits 0-9 into the empty boxes so that each of the five equations is
mathematically correct. Each of the digits may only be used once.
1. 2X - 7 = 11 ; X = -2, 9
2. 4X - 12 = 8 ; X = 1, 5
3. 12 - X = 2 ; X = 1 0 , 1 4
4. 3X - 6 = 12 ; X = 6, - 2
5. 10 - X = 3 ; X = 7, 1 3
13
Guided Notes on Solving Absolute Value Equ ations and Inequalities
I. Solve the following absolute value equations:
1. 2x 5 = 7 2. 4x + 1 = 8 3. 7 x = -5
II. Solve the following absolute value inequalities (< type):
1. 3x + 1 < 1 2. 6x + 5 < 3 3. 5x 2 < 3
III. Solve the following absolute value inequalities (> type):
1. 2x + 2 > 4 2. 5x 1 > 9 3. 7 3x > 10
14
Absolute Value Equation/Inequality Worksheet
I. Solve each equation. Check your solution.
1. 2x 1 = 5 2. 4 x = 20 3. 2 3x + 7 + 7 = 15
II. Solve each inequality. Check your solution graphically.
1. 3x + 5 < 4 2. 3 2x 4 < 20 3. 2 x + 4 > 10
4. -2 5x > 8 5. 2 5x - 8 < 22 6. -2 x 1 + 4 < -8
7. 3 x + 1 > -6 8. x 4 - 1 > 8 9. 2 10 2x < 2
15
Day 5
Essential Question: How do I solve linear and absolute value equations and inequalities?
problems: justify results, a) Solve using tables, graphs, and algebraic properties.
SAP: Students will work with a partner to play MATHO.
Lesson Anatomy:
1. Quiz Discussion.
2. Have index cards prepared so that every student in the class will get to choose a card. On half
of the index cards have an absolute value equation or absolute value inequality. On the other
half have answers to the equations/inequalities. Students draw a card and find their match. Then
they change seats to sit near the person who held their matching card. The partners should
compare their answers to homework and come to a consensus on the correct solution.
4. Using the same partners, students will play MATHO. This is designed much like the game
Bingo. Each pair selects 25 answers to fill in their game card. Students use the third space under
the letter T for their free space. The teacher randomly selects problems for the students to solve.
Each partner pair works the problems until they have MATHO. Once MATHO is called, the
teacher checks the answers for accuracy. The winners of the game receive a bonus point added
to their test.
Four Corners Activity: Go to the corner of the room that represents your favorite activity this
week A. Working with a partner
B. Working with the calculator
C. Number Tile Puzzle
D. MATHO
Ask students to voluntarily explain their choice.
Homework: Prentice Hall Algebra 2 Text Section 1-5 pages 36-37 (4, 5, 12, 13, 16, 20, 23, 26,
34, 35, 41)
16
MATHO
Problems Answers Number
1. 5x 2 < 13 1. x < 3 18
2. 5x + 12 = -8 2. x = 4 15
3. 3 4x + 2 = 17 3. 22
4. 12 3x = 36 4. x = -8 or x = 16 1
5. x + 2 > 5 5. x < -7 or x > 3 20
6. 6x 4 > 10 8x 6. x > 1 7
7. 1/3 x + 1 < 2 7. 7 < x < 5 21
8. 3 4x - 12 = 60 8. x = -6 or x = 6 19
9. 3x 8 > 7 9. x > 5 23
10. x > 1 10. x > 1 or x < -1 26
11. 15x = 66 4x 11. x = -6 17
12. 2x + 6 < 10 12. 8 < x < 2 14
13. -3x = 81 13. x = 27 or x = -27 8
14. 5 3(x + 2) > 7 x 14. x < -4 13
15. x + 3 < 1 15. 4 < x < -2 3
16. 5x - 16 > 4 16. x < -4 or x > 4 29
17. 4x + 3 < -7 17. x < -5/2 30
18. 9x + 6 = 3x + 30 18. x = -3 or x = 4 25
19. 6(1 2x) = -34 + 8x 19. x = 2 28
20. 8x < 16 20. 2 < x < 2 16
21. 2x 1 > 5 21. x < -2 or x > 3 27
22. 1/3 x + 3 = 0 22. x = -9 2
23. 12.4 x 2 = 18.2x + 9.6 23. x = 2 12
24. 2x + 4 - 3 = 6x + 1 24. x = 0 5
25. 7x > -42 25. all real numbers 9
26. 3x > 27 26. x < -9 24
27. 8(x 4) = -56 27. x = -3 4
28. x + 1 = 7 28. x = -8 or x = 6 10
29. 3x > 6 29. x < -2 11
30. 2x 5 < 3 30. 1 < x < 4 6
17
18
Day 6
Essential Question: How do I prepare for the test on linear and absolute value equations
and inequalities?
Objective(s): 1.03, 2.08a
SAP: Students will use white board activity to review for the Unit Test.
Lesson Anatomy:
1. Teacher-led discussion of most difficult homework problems.
2. Each student should receive Checkpoint Quizzes 1 and 2 from Prentice Hall Chapter 1
Support File. Go through each of the problems. Give students time to work out each problem on
their white board. Ask students to hold their answers up so that you can assess their
understanding.
Summarizing Activity: Number off 1 or 2.
Number 1s: Create an equation or inequality at least as challenging as the ones discussed in
class today and write your solution to it on a different piece of paper. Pass the problem to a
Number 2 for them to solve. Check their solution against your own. If both answers agree,
staple the papers together and leave them with the teacher for a bonus point for each person. The
bonus point will be added to tomorrows test grade.
Homework: Study for the test.
19
Day 7
Essential Questions: Am I ready to show what Ive learned on the Unit Test today?
How do I graph a line using slope-intercept?
Objective(s): 1.03, 2.08a
SAP: Students will complete the graphing calculator activity.
Lesson Anatomy:
1. Begin with a 5-minute review for the test.
2. Unit Test. Your test should be designed so that it takes the slowest working student no more
than 50 minutes to complete.
3. Use the Algebra Review: The Coordinate Plane (TE page 54) to re-introduce students to
graphing. Discuss how to use the slope and y-intercept when graphing a linear equation written
in its slope-intercept form using the following examples:
a. 3x 4y = 2
b. 2x = 10 5y
c. 2x y = 0
4. In collaborative pairs, students complete the graphing calculator activity. Review answers.

Summarizing Activity: Sentence Stem:
One thing I had difficulty with in todays lesson was
Homework: Prentice Hall Algebra 2 Text Section 2-2 page 68 (42-53)
20
Graphing Calculator Activity on Linear Equations
Use a graphing calculator to graph each equation. Describe the viewing window that you
used to view a complete graph for each equation.
1. y x = 14 2. y = 5x 35 3. 100x + y = 5
X-min = ____ X-min = ____ X-min = ____
X-max = ____ X-max = ____ X-max = ____
X-scl = ____ X-scl = ____ X-scl = ____
Y-min = ____ Y-min = ____ Y-min = ____
Y-max = ____ Y-max = ____ Y-max = ____
Y-scl = ____ Y-scl = ____ Y-scl = ____
X-res = ____ X-res = ____ X-res = ____
21
Day 8
Essential Question: How do I graph relations and identify functions?
How do I look at a graph and name the domain and range?
Objective(s): (1998 Curriculum)3.01 Describe graphically, algebraically and verbally real-world
phenomena as functions; identify the independent and dependent variables; 3.02 Translate among
graphic, algebraic and verbal representations of relations.
SAP: Students will complete the Domain/Range Worksheet in collaborative pairs. Students
also will complete the Graphing Calculator Domain and Range activity in cooperative pairs.
Lesson Anatomy:
1. Test Discussion
3. Discuss the vocabulary, which is highlighted in yellow in Section 2-1 (TE pages 55-58).
4. Using the students in the class and the sports they play, create a concept map that is a
function. Alter it so that it is not a function. See examples. Name the independent and
dependent variables.
5. Give students 5-7 minutes to complete the Domain/Range Activity. Discuss with class.
6. Teacher led discussion on function notation. Function notation is used to represent relations
which are functions. Some letters commonly used to represent functions are f, g, h, F, G, and H.
Have students practice evaluating functions written in function notation. Use Check
Understanding problem #6a-c (TE page 58) for independent guided practice.
7. Teacher demonstrates through several graphs how to identify the domain and range of a
function or relation by looking at a graph. See (TE page 60) problems 38 and 39 for independent
guided practice.
8.. In cooperative groups of three, students complete the graphing calculator domain and range
activity. Review answers.
Put students in groups of 4. Give each group an overhead transparency and overhead pen. Have
each group create their own concept map. It may or may not be a function. It can be on any
relationship they choose as long as it is clean. When all groups are ready, have the groups
present their concept maps to the class. When presenting they need to tell whether their creation
is or is not a function and which variable is independent and which variable is dependent
OR
Ticket out the door: Graph a function that has a domain of -1 x 5 and a range of -3 y 2.
Be sure that your function passes the vertical line test.
Homework: Prentice Hall Algebra 2 Text Section 2-1 pages 59-61 (8, 12-15, 16-26, 30, 36, 37,
43-45, 62)
22
IS A FUNCTION
Susan Basketball
Devin Football
Tiffany Cheerleading
Michael
Soccer
Amy
IS NOT A FUNCTION
Sarah Basketball
Jason Wrestling
Eugene Football
Brett Baseball
23
Domain/Range
Find the domain and range of each relation. Is the relation a function? Why or why not?
1. 1 1 2. {(-1,1), (2,4), (-1,7), (3,4)}
2 2 Domain: _________________
3 Range: _________________
Function? ____________________
Domain: ____________________
Range:____________________
Function? ____________________
3. y = 12 x 4. x = -3
Domain: ____________________ Domain: __________________
Range:____________________ Range:__________________
Function? ____________________ Function? __________________
5. Bob 6. y = 4
Beth
Dave
Diane Domain: __________________
John
Marcia Range:__________________
Chuck
Function? __________________
Domain: ____________________
Range:____________________
Function? ____________________
24
Graphing Calculator Domain/Range Activity
Graph each of the following on your graphing calculator. State the domain and range of
each relation.
1. y = x
2
4 Domain: _______________ Range: ______________
2. y = (4-x) Domain: _______________ Range: ______________
3. y = x + 3 - 2 Domain: _______________ Range: ______________
4. y = x + 1 Domain: _______________ Range: ______________
x 3
5. y = x
3
2x + 3 Domain: _______________ Range: ______________
6. y = -x
2
+ 2x 15 Domain: _______________ Range: ______________
7. y = -3 + (x + 2) Domain: _______________ Range: ______________
8. y = - x 4 Domain: _______________ Range: ______________
9. x = 7 Domain: _______________ Range: ______________
10. y =
3
x Domain: _______________ Range: ______________
25
Day 9
Essential Question: How do I graph a line using x and y-intercepts? How do I graph
horizontal and vertical lines?
Objective(s): This is a preview lesson for the following objective:
2.04 Create and use best-fit mathematical models of linear functions to solve problems involving
sets of data b) Check the model for goodness-of-fit and use it to draw conclusions or make
predictions.
SAP: Students will practice graphing linear equations using the white boards.
Lesson Anatomy:
2. Given the formula F = (9/5)C + 32 which shows the conversion between Fahrenheit and
Celsius temperature, which would be the independent variable? the dependent variable?
Complete the following table of corresponding temperatures.
Celsius Fahrenheit
-40 ?
-30 -22
? -4
-10 ?
0 32
10 ?
20 ?
30 ?
40 ?
3. Teacher led discussion on graphing linear equations using x and y-intercepts, points at which
the graph intersects each axis. Use examples 1 and 2 TE page 63, and have students graph
Check Understanding problem 1 (a-c) using x and y intercepts
4. Discuss the equations of horizontal and vertical lines and review slope. Graph each of the
following:
a. 3y = 5
b. x 4 = 0
5. In collaborative pairs, students practice graphing linear equations on the white boards using
the problems on the Graphing Linear Equations (White Board Practice) page.

26
Summarizing Activity: Have students on their calculator demonstrate their ability to draw a line
that rises from left to right, one that falls from left to right, and one that is horizontal. Talk about
the slope of these lines as you are checking their graphs. Finally ask the students to draw a line
that is vertical. Hopefully they will tell you that they cannot do this because it is undefined for
slope and is not a function. It cant be graphed on the TI-83 since it is a function graphing
calculator.
Homework: Prentice Hall Algebra 2 Text Section 2-2 page 68 (42-53)
27
Collaborative Pairs: Graphing Linear Equations (White Board Practice)
Graph using the slope and y-intercept.
1. y = 3x 5 2. x = 4y 5 3. 4x 3y = 9
Graph using x and y intercepts.
1. 5x + 3y = 15 2. 5 + 2y = 3x 3. y = 4x 1
Graph each equation using the method of your choice.
1. x = 5 2. 2x 5y = 10 3. x + y = 3
4. y = -3 5. 3x = 2y 6. 2x = 5 3y
28
Day 10
Essential Question: How do I graph two variable inequalities?
problems; justify results. a) Solve using tables, graphs, and algebraic properties.
SAP: Students will work in collaborative pairs to check guided practice problems.
Lesson Anatomy:
2. Teacher led discussion of graphing two-variable inequalities. A dashed boundary line
indicates that the line is not part of the solution. A solid boundary line indicated that the line is
part of the solution. For an inequality with the symbols < or <, shade above or to the right of the
line. For an inequality with the symbols > or >, shade below or to the left of the line. Use
Example 1 (TE page 100). Have students complete Check Understanding problem #1a-c for
student independent guided practice. If needed, here are some additional examples:
a) x + 3y < 2
b) 4x y < 1
c) x > y 3
d) 3x > 5
3. Show students how to use the graphing calculator to graph linear inequalities. Press y= and
left arrow to the graph style icon (left of y1.) Press enter until you obtain the correct shading.
Upper triangle icon graphs greater than and lower triangle icon graphs less than.
4. Pairs checking. Assign to students problems 1-9 on page 102 and problems 38-40 on page
103 of the Text. Each student does their own work. Have students circle even numbered items.
When they get to a number that is circled, they should STOP! They cannot go on unless the
previous answers agree with their partners answers. If they agree, they should continue
working. If they do not agree they should justify their answers until they agree. Collect for a
class work grade.
5. Discuss with students how to write and use inequalities that can help solve application
problems. For a student example use Example 2 (TE pg 100) and Check Understanding 2a-b for
guided independent practice.
6. Use Example 4 (TE page 12) to show students how to write inequalities for graphs. Use
Check Understanding 4b for guided independent practice.
Ticket out the Door: Graph 2x 3y < 9. Is it a function? Why or why not?
Homework: Prentice Hall Algebra 2 Text Section 2-7 pages 102-103 (2, 8, 10, 20, 21, 26-28,
38-40)
29
Day 11
Essential Questions: How do I model real-world data using scatter plots? How do I make
predictions from linear models?
Objective(s): 2.04 Create and use best-fit models of linear functions to solve problems involving
sets of data. b) Check the model for goodness-of-fit and use it to draw conclusions and make
predictions.
SAP: Students will work in collaborative pairs to analyze data sets.
Lesson Anatomy:
1. Teacher-led discussion of troublesome homework problems.
2. Review for quiz on sections 2-1, 2-3, 2-7 on tomorrow using the following problems from the
Prentice Hall Text: pg. 70 (91-93), p. 76 (61-63), pg. 77 (69-70), pg. 823 (9, 12, 29, 30, 40, 59,
63, 65)
3. Talk about scatter plots created from functions and learn to look at them to decide if there is
no correlation in the data, a positive correlation, a strong positive correlation, a negative
correlation, or a weak negative correlation.
4. Demonstrate how to enter data into the calculator and to analyze the trend line using the
following data sets:
a. Trash Production
b. Summer Games Olympic Gold Medal Track Records
c. Untitled Set (Can students figure out what data this represents?)
d. U.S. Postal Rates
Pass out a copy of the directions for data analysis. Copy this on colored paper to make it easier
for students to find when they need it.
With each set of data analyzed, answer the following questions:
a) How would you describe the correlation?
b) What is the correlation coefficient?
c) What is the equation of the trend line?
d) Using the prediction equation, what would you predict the dependent value would be
for a teacher chosen independent value? For example, what would you expect the gold medal
record time was in 2000 based on this data?
e) What is your interpretation of the slope of the trend line?
Summarizing Activity: Sentence Stem - One thing that I am confused about is
Homework: Prentice Hall Algebra 2 Text: Technology: Finding the Line of Best Fit page 85;
Study for Quiz
30
Data Analysis Calculator Directions
To enter data:
Stat, 1
Put data into L1 and L2.
To see scatter plot:
Y=, up arrow to Plot1, ENTER, Zoom, 9
To find the correlation coefficient ( r ):
Cut the diagnostic on in the catalog and r shows up as you calculate the regression.
To write equation of the trend line (prediction equation):
Stat, right arrow to CALC, 4, enter
To graph the trend line:
Y=, Vars, 5, right arrow to EQ, 1
To predict from data:
2
nd
, Trace, 1, put in the value for x, Enter
(If you get ERR: Invalid, then go to the Window and change the x max or x min
so that the value of x lines between xmin and xmax.)
31
Linear Data Sets
U.S. Trash Production (millions of tons)
Year Trash
1960 88
1965 103
1970 122
1975 128
1980 152
1985 164
1990 196
Summer Games Olympic Gold Medal Track Record
Year Time (in seconds)
1980 10.25 (Allan Wells, Britain)
1984 9.99 (Carl Lewis, US)
1988 9.92 (Carl Lewis, US)
1992 9.96 (Linford Christie, Britain)
1996 9.84 (Donovan Bailey, Canada)
X 32 50 59 77 86 98.6 212 23 5 -4 -31
Y 0 10 15 25 30 37 100 -5 -15 -20 -35
United States Postal Rates
Year Stamp Cost
1958 .04
1963 .05
1968 .06
1971 .08
1974 .10
1975 .13
1978 .15
1981 .18
1985 .22
1988 .25
1991 .29
1995 .32
1999 .33
2001 .34
2002 .37
32
Day 12
Essential Question: How do we analyze linear data using the TI-83?
Objective(s): 2.04 Create and use best-fit models of linear functions to solve problems involving
sets of data. b) Check the model for goodness-of-fit and use it to draw conclusions and make
predictions.
SAP: Students will work in collaborative pairs to complete the calculator lab on Linear Data
Analysis.
Lesson Anatomy:
1. Quiz on Sections 2-1, 2-2, and 2-7.
2.. EOC Practice Problem. Correct Answer: D
The table below shows the number of doctors in Bingham City from 1960 to 1986.
Year 1980 1967 1970 1975 1982 1985 1986
Number of
Doctors
2,937 3,511 3,754 4,173 4,741 5,019 5,102
If the linear regression model is fit to this data, which statement would best describe the model (let
x = 0 for 1960)?
A The equation y = 1.01x 3,500 is the line of best fit for this data, showing that the number
of new doctors in Bingham City has increased by 1% each year.
B The equation y = 82x + 2,937 is the line of best fit for this data, showing that
approximately 82 new doctors came to Bingham City over the 28-year period.

C The equation y = 83x + 2,929 is the line of best fit for this data, showing that the number
of new doctors in Bingham City has increased by 83% over the 26-year period.
D The equation y = 83x + 2,929 is the line of best fit for this data, showing that the number
of doctors in Bingham City increased, on average, by 83 each year.
4. Go over steps used when analyzing data on the TI-83 calculator using Practice Problem #13
(TE pg 81)
33
5. With a partner and data analysis instruction sheet, work independently through all of the
given data sets. Record the answer to the questions in the space provided. Turn papers in to be
graded.
Summarizing Activity: none
Homework: Prentice Hall Algebra 2 Text Section 2-4 page 81-83 (4-7, 12, 20, 21)
34
Calculator Lab (Linear Data Analysis)
Year Nolan Ryans Career
Strikeouts
1966 6
1968 139
1969 231
1970 356
1971 493
1972 822
1973 1205
1974 1572
1975 1758
1976 2085
1977 2426
1978 2686
1979 2909
1980 3109
1981 3249
1982 3494
1983 3677
1984 3874
1985 4083
1986 4277
1987 4547
1988 4775
1989 5076
1990 5388
1991 5511
a) How would you describe the correlation? __________________________________
b) What is the correlation coefficient? __________________________________
c) What is the equation of the best-fit line? __________________________________
d) Using the prediction equation, what would you predict for the number of career strikeouts he
would have had in 1992? ______________________________________________
e) What is your interpretation of the slope of the best-fit line? ________________
______________________________________________________________________
35
Cancer Deaths
The following data represents the number of cancer deaths per 100,000 people compared to the
miles from where they live to the Columbia River in Washington State. A hydroelectric plant had
been built by the river and industrial waste was being discarded into the river. The EPS required a
massive cleanup of the river after this was discovered through a study of this large number of
cancer deaths.
Miles to River Cancer Deaths per 100,000
9.5 147
9.4 130
8.6 130
10.7 114
10.4 138
8.2 162
0.4 208
5.6 178
3.7 210
a) How would you describe the correlation? __________________________________
b) What is the correlation coefficient? __________________________________
c) What is the equation of the best-fit line? __________________________________
d) Using the prediction equation, what would you predict for the number of cancer deaths for
people living at a radius of 7 miles from the river? ____________________________
e) What is your interpretation of the slope of the best-fit line? ____________________
_______________________________________________________________________
36
Country Cigarette Consumption Per
adult per year
Coronary Heart Disease Deaths
Per 100,000 people
United States 3900 257
Canada 3350 212
New Zealand 3220 212
Great Britain 2790 194
Ireland 2770 187
W. Germany 1890 150
Netherlands 1810 125
Belgium 1700 118
Italy 1510 114
Sweden 1270 137
a) What do you think is the independent variable for this data? ________________________
b) Is this a function? Why or why not? __________________________________________
______________________________________________________________________________
c) How would you describe the correlation? __________________________________________
d) What is the correlation coefficient? ______________________________________________
e) What is the equation of the best-fit line? __________________________________________
f) Using the prediction equation, what would you predict for the number of heart disease deaths
per 100,000 people for adults smoking 3000 cigarettes per year? ________________________
______________________________________________________________________________
g) What is your interpretation of the slope of the best fit line? ________________________
______________________________________________________________________________
37
U.S. Cable Subscribers (rounded to the nearest million)
a) What do you think is the independent variable for this data? ________________________
b) Is this a function? Why or why not? __________________________________________
______________________________________________________________________________
c) How would you describe the correlation? __________________________________________
d) What is the correlation coefficient? ______________________________________________
e) What is the equation of the best-fit line? __________________________________________
f) Using the prediction equation, what would you predict for the number of cable subscribers we
had in the U.S. in 1990? ______________________________________________________
Year Number of Subscribers
1975 10
1976 11
1977 12
1978 13
1979 15
1980 18
1981 22
1982 25
1983 29
1984 33
1985 35
1986 39
1987 41
1988 44
1989 47
38
g) What is your interpretation of the slope of the best fit line? ________________________
______________________________________________________________________________
39
Day 13
Essential Question: How do I find the composite of two functions?
Objective(s): 2.01 Use the composition and inverse of functions to model and solve problems;
justify results.
SAP: Students will work in collaborative pairs to name the domain and range of graphs.
Lesson Anatomy:
1. Quiz Discussion
2.. Teacher led discussion of troublesome homework problems.
3. EOC Practice Problem (below) Correct Answer: C
The table shows the relationship between calories and fat grams contained in orders of fried
chicken from various restaurants.
Calories 305 410 320 500 510 440
Fat Grams 28 34 28 41 42 38
Assuming the data can be described by a linear model, how many fat grams would be expected to
be contained in a 275-calorie order of fried chicken?
A 28 grams
B 27 grams
C 25 grams
D 22 grams
4. Students should complete the skills check in Section 7-6 (TE pg 392) in the text. Review
answers.
5. On overhead, draw several types of graphs such as discrete points, lines, parabolas, and
absolute value function graphs. Have collaborative pairs name the domain and range.
6. Pose the following problem:
Temperature is measured in different units in different countries. An American scientist
and a German scientist are working on incubating bacterium in their respective countries. They are
sharing their findings with each other through their respective countries. They are sharing their
findings with each other through the Internet. The last message from the German scientist says
that her bacterium died at a temperature of 312K, from which she discovered was not warm
enough. The American scientists temperature for incubation is 98.2F. Should the American
scientist be worried?
40
Ask students to think about how they could figure this out. Soon someone will say that they need
to know the conversion formulas. At that time give them the formulas: K(x) = C + 273 for
converting Celsius to Kelvin temperature and C(x) = 5/9 (F 32) for converting Fahrenheit to
Celsius temperature. After students in their collaborative pairs have arrived at their conclusion and
have defended it, discuss strategies for arriving at the conclusion and the function notation used.
Ask them what would have made this process easier? Someone will say that it would have been
easier if there had been a direct formula to convert Celsius to Kelvin or vice versa. Use
composition of function to create that new formula and then test it out on the problem.
7. Use the following examples to demonstrate the different notation forms.
If f(x) = 3x 4 and g(x) = 5 x, find each of the following:
a) f(g(x)) b) g(f(x))
If f(x) = x
2
and g(x) = 2x + 7, find each of the following:
a) (g f)(x) b) (f g)(x) c) (g g)(x) d) (f f)(x)
If f(x) = x
2
2x + 3, g(x) = x + 9 and h(x) = 4x 1, find each of the following:
a) f(g(x)) b) g(h(x)) c) (f g)(x) d) (g f)(x) e) (h g)(x) f) f(h(x))
g) f(g(3)) h) g(f(-3)) i) (f h)(1/4) j) (h g)(10) k) (h h)(-1) l) h(f(1/2))
8. Show students, on the TI83, how to do composition of functions when putting in a specific
number for x. Use Example 3 (TE pg 393). Have students complete Check Understanding
problems 3a and 3b.

Ticket out the Door: Write an explanation of how to find f g and g f for any given function f
and g.
Homework: Function Composition Worksheet
41
Function Composition Worksheet
I. If f(x) = x 4 and g(x) = 2x + 3, find each of the following.
1. f(g(x))= __________ 2. g(f(x))= __________ 3. f(g(3))= __________
4. g(f(3))= __________ 5. (f f)(x)= __________ 6. (g g)(x)= __________
II. If f(x) = -2x
2
3 and g(x) = 2 x, find each of the following.
1. (g f)(x)= __________ 2. (f g)(x)= __________ 3. (g g)(-2) = __________
4. (f g) (-2)= __________ 5. (g f)(-2)= __________ 6. (f f)(x)= ____________
III. a. Find g(f(x)) and f(g(x)) b. Tell whether (g f)(x) = (f g)(x) or
(f g)(x) (g f) (x).
1. f(x) = x and g(x) = -x 2. f(x) = 3x and g(x) = x/3 3. f(x) = x 5 and g(x) = 5 x
4. f(x) = x + 3 and g(x) = x 3 5. f(x) = x and g(x) = -x/2 6. f(x) = x and g(x) = 1/x
42
Algebra II Lesson Plans for Block S chedule
Day 14
Essential Question: How do I find the inverse of a relation?
Objective(s): 2.01 Use the composition and inverse of functions to model and solve problems;
justify results.
SAP: Students will work in collaborative pairs to complete the Inverse Worksheet.
Lesson Anatomy:
1. Have partners check and come to consensus on homework solutions.
3. On the overhead write the following problems and ask collaborative pairs to find the solutions
using a TI83:
g(x) = 2x
2
3x 6 and h(x) = -x
2
+ 5x + 6
x 3
a) g(-3)
b) h(-3)
c) g(3)
d) h(3)
e) g(h(-5))
f) h(g(4))
g) (g f)(-1)
h) (f g)(-1)
4. Demonstrate how to find the inverse of a relation using Examples 1, 2 and 3 (TE pgs. 401-
402)
Stress that it is a two-step process:
a. Interchange x and y.
b. Solve for y. The y relation is f
-1
.
Be sure to make the graphical connection between a function and its inverse being symmetric
across the y = x line (because of interchanging x and y).
5. Collaborative Pairs. Complete the Inverse Worksheet. Check the class results.
Summarizing Activity: Ask students to explain how they can find an equation that models the
inverse of a relation or a function.
Homework: Composition of Functions and Inverses Worksheet
43
Partners: Find the inverse (f
-1
or f
-1
(x)) for each of the following:
Show your work in the space to the right of the problem.
1. f(x) = {(2, 4), (4, 8), (8, 16)}
f
-1
(x) = __________________________________________
2. f(x) = 4x 1
f
-1
(x) = __________________________________________
3. f(x) = 5x 2
f
-1
(x) = __________________________________________
4. g(x) = -3x + 3
g
-1
(x) = __________________________________________
5. h(x) = x
2
- 1
h
-1
(x) = __________________________________________
44
Composition of Functions and Inverses Worksheet
I. Given f(x) = 2x + 3and g (x) = x
2
7 and h(x) = 3x + 2, find the following:
1. f(-6) = ____________ 2. g (-6) = ____________ 3. f(g(-6)) = ____________
4. g(f(-6)) = __________ 5. g(h(-1)) = __________ 6. h(g(-1)) = ____________
7. f(g(-2)) = __________ 8. g(f(-2)) = ___________ 9. g(h(-2)) = ____________
II. Still using the given functions, show your work for composing the requested functions in
the space provided.
10. f(g(x)) 11. g(f(x)) 12. h(g(x)
13. g(h(x)) 14. (f g)(x) 15. (g h)(x)
16. (h g)(x) 17. (g g)(x) 18. ( h f)(x)
45
III. Find the inverse of each of the following:
1. f(x) = {(-1, 2), (-2, -4), (-3, -6)}
f
-1
(x) = __________________________________________
2. f(x) = -x + 2
f
-1
(x) = __________________________________________
3. f(x) = -5x 3
f
-1
(x) = __________________________________________
4. g(x) = x + 3
5
g
-1
(x) = __________________________________________
5. h(x) = x
2
+ 3
h
-1
(x) = __________________________________________

6. f(x) = x 7
f
-1
(x) = __________________________________________
46
Day 15
Essential Question: How do I prepare for the test on relations and functions?
Objective(s): 1.05, 2.01, 2.04b, 2.08a and b,
SAP: Students will play tic-tac-toe to review for the test.
Lesson Anatomy:
1. Partners compare homework answers and try to come to consensus on the correct solution.
3. Have students work on the EOC Practice Problems (below). Review answers.
EOC Practice Problem #1: Answer: C
The distance required for a car to stop is directly proportional to the square of its velocity. If a car
can stop in 112.5 meters at 15 kilometers per hour, how many meters are needed to stop at 25
kilometers per hour?
A 250.75
B 298.00
C 312.50
D 337.50
EOC Practice Problem #2: Answer: A
Thomas rented a van for $75 a day plus $0.25 for each mile that he would go over 3,000 miles.
How can Thomas represent the cost, C, of renting the van for d days and driving m miles
(m > 3,000)?
A C = 75d + 0.25(m 3,000)
B C = 75d + 0.25(m + 3,000)
C C = 75d + 25(m 3,000)
D C = 75d + 25(m + 3,000)
EOC Practice Problem #3: Answer: C
If f(x) = x
2
x and g(x) = x 1, what is f(g(x))?
A x
2
x 1
B x
2
x 2
C x
2
3x + 2
D x
2
3x + 1
47
EOC Practice Problem #4: Answer: A
Which of the following is the inverse of f(x) = 2x 3 ?
5
A f
-1
(x) = 5x + 3
2
B f
-1
(x) = -2x + 3
5
C f
-1
(x) = 2y 3
5
D f
-1
(x) = -5y 3
2
4. Students number off 1 and 2 for two teams. Arrange the desks so that the teams are facing
each other. Draw a tic-tac-toe game board on the overhead or on the board. Number the squares
from 1 to 9. Assign each square a problem from the Chapter Review sections of Chapter 2 (TE
pgs. 107-109) and Chapter 7 (TE page 417). Do not reveal the problem until students pick the
square. This game is played much like Hollywood Squares. One student from team number 1
(the X team) picks a numbered square. All students must work independently to do the problem
because if the students answer is incorrect, the other team will have the opportunity to steal
the square. Some problems may require you to go back and forth several times from team to
team until someone answers correctly. Once a student has answered correctly, ask if anyone has
questions about the problem before continuing the game. Assign the next problem to the team
that did not answer correctly. You can play several rounds of this game. At the end of each
game, all students on the winning team receive a bonus point on the test tomorrow.
Summarizing Activity: Number 1s: Create a problem at least as challenging as the ones
discussed in class today and write your solution to it on a different piece of paper. Pass the
problem to a Number 2 for them to solve. Check their solution against your own. If both
answers agree, staple the papers together and leave with the teacher for a bonus point for each
person on tomorrows test.
Homework: Study for test.
48
Day 16
Essential Questions: Am I ready to show what Ive learned on the Unit test today? How
do I solve a system of equations by graphing?
Objective(s): 2.10 Use systems of two or more equations or inequalities to model and solve
problems; justify results. Solve using tables, graphs, matrix operations, and algebraic properties.
SAP: Students will complete the Analyzing Graphs Calculator Activity
Lesson Anatomy:
1. Begin with a 5-minute review for the test.
2. Unit Test.
3. When all tests are collected, have students work in collaborative pairs on the Analyzing
Graphs Calculator Activity. This activity is found on page 116 of the text. Tell students that
lines that coincide lie on top of each other. Review Answers.
Ticket out the Door. Give an example of a system of equations with no solution.
Homework: none
49
Analyzing Graphs
I. Use a graphing calculator to graph each pair of equations and for each
pair, answer the following questions:
1) Do the graphs have any points in common; if so, how many?
2) Compare the slopes of the graphs. What is the relationship between the slopes
and the number of common points?
a. y = x + 5 b. y = 3x + 2 c. y = -4x 2
y = -2x + 5 y = 3x 1 y = 8x + 4
-2
1) 1) 1)
2) 2) 2)
II. Complete the table for the graphs of two linear equations.
Description of
Lines
How many Points
of Intersection?
Equal slopes?
(yes/no)
Same y-intercepts?
(yes/no)
Intersecting
Parallel
Coinciding
50
Day 17
Essential Question: How do I use rules of exponents to simplify polynomial expressions?
to solve problems.
SAP: Students will participate in the Matho Game.
Lesson Anatomy:
1. Test Discussion
2. Teach the rules for exponents, including negative exponents. Be sure that students know that a
simplified expression has no negative exponents. What does a negative exponent and 0 as an
exponent mean? Demonstrate why in the following manner:
3
3
27
3
2
9
3 0
3
0
1
3
-1
1/3
3
-2
1/9
3
-3
1/27
Emphasize that expressions like 3
-3
mean the reciprocal of 3
3
. Demonstrate examples of all rules
with all types of integer exponents in multiplication and division of monomials.
3. White board practice for students on multiplication and division of monomials.
4. In collaborative pairs students will play the Matho Game.
Summarizing Activity: Number off 1 and 2.
1 2What is always the result when you raise a negative monomial
base to an even power? Why?
2 1 What is always the result when you raise a negative monomial
base to an odd power? Why?
Homework: Prentice Hall Algebra 2 Text Skills Handbook: Operations with Exponents page
852 all
51
Matho Game on Monomial Multiplication & Division
with Negative Exponents
Never leave a negative exponent in your final answer.
Problems Answers Problems Answers
1. (2a
3
)(-4a
-5
) 9 16. (-3a
-2
b)
2
25
2. -16a
-6
18 17. (2a
4
)(4a
-3
) 17
-2a
-4
3. (4a
-3
)
-2
14 18. (a
4
)(a
-1
) 2
a
-7
4. (2a
3
)
-2
24 19. (6a
-5
)(2a
-4
) 13
2a
-2
5. (-4a
-3
)
2
16 20. -12a
-4
19
3a
-1
6. (-4a
5
)
-2
1 21. (-2a
-3
)
2
8
7 . 3a
-4

2
30 22. (-4ab
4
)
-2
11

a
5
8. (-2a
-2
)
4
20 23. (2a
2
)
-5
26
9. (-3a
-3
)
-3
5 24. a
-2

-2
4
b
-4
10. (3a
5
)
-2
23 25. ( a
-2
b
3
)
2
29
11. (-4a
-7
)
2
6 26. 24a
-9

7
2a
-2

12. a
3

15 27. (3a
-2
b)
-3
(2a)
2
21
a
-3

13. (a
-3
)
-1
28 28. 36a
-8
12
9a
8

14. (2a
-3
)(a
5
)(-2a
3
) 10 29. ( a
-2
b
3
)
-2
27
15. (3a
2
b)
-3
22 30. (2a
-5
)
5
3
52
53
Day 18

Essential Questions: How do I add and subtract polynomial expressions?
How do we multiply all types of polynomials?
solve problems
SAP: Polynomial Races
Lesson Anatomy:
1. How do we add?;
a) 2/5 + 2/5
b) 1/3 + 4/3
c) 2 + 3
d) 4x + 5x
e) 2 3 + 5 3
f) 4 2 + 5 2
What pattern do you see?
So how would we need to add?;
a) 2x
2
+ 2x
2
b) 1x
2
+ 2x
2
c) 2x
3
+ 2x
3
d) 4x
5
+ 5x
5
e) 2x
2
+ 5x
2
f) 4x
3
+ 5x
3
4. What would be different about subtraction of the above?
5. Demonstrate with red and blue manipulative models.
6. Show examples involving addition/subtraction of polynomial expressions.
7. Polynomial Races #1 and #2:
Students should move desks side by side with partner and grouped into 4 partner rows to a team.
Hand face down the Polynomial Race #1 to the first partner group in each team. On the Go!
Command, the first group should complete the directions for Partner Group 1, write down their
answer and then pass the paper over their head to Partner Group 2. They do their work and pass
the paper on to the next group. This continues until the last group in the team gets the paper.
When they have completed writing down their answer, they should raise their hands. The teacher
should be watching for the order in which the hands are raised. The first group to have the correct
answer earns a bonus point for each member of the team. If a team gets an incorrect answer, tell
them to group together to try to correct their answer until a winner is declared. Do again with
Polynomial Race #2 .
8. Begin reviewing multiplication of polynomials involving binomials and trinomials.
54
Summarizing Activity: Ticket out the door:
Find the perimeter and area of the rectangle.
(2x + 3y) m
(7x 2y) m
Homework: Addition and Subtraction of Polynomials Worksheet
55
Polynomial Race #1
Start with: 3x
2
2x 3
Partner Group 1:
Add -6x
2
4x + 3 to the start polynomial. Answer:___________________________
Partner Group 2:
Add -6x 4 to the last answer. Answer:___________________________
Partner Group 3:
Add 4x
2
2x + 3 to the last answer. Answer:___________________________
Partner Group 4:
Add -1x
2
3x 6 to the last answer. Answer:___________________________
_________________________________________________________________________
Polynomial Race #2
Start with: 2x 3
Partner Group 1:
Add -3x 1 to the start polynomial. Answer:___________________________
Partner Group 2:
Subtract -3x 1 from the last answer. Answer:___________________________
Partner Group 3:
Add 6x
2
+ 3x 5 to the last answer. Answer:___________________________
Partner Group 4:
Subtract -1x
2
3x 6 from the last answer. Answer:___________________________

56
Addition and Subtraction of Polynomials Worksheet
I. Perform the indicated operation of addition or subtraction:
1. (4x
2
6x + 1) + (-7x
2
+ 16x 4) 2. 3x (6 2x)
3. (y
4
+ 3y
2
6y + 3) (5y
3
+ 8y
2
6y) 4. (3c 2c
2
+ 7) + (-2c
2
11)
5. (4x
2
6x + 1) (-7x
2
+ 16x 4) 6. 3x + (6 2x)
7. (y
4
+ 3y
2
6y + 3) + (5y
3
+ 8y
2
6y) 8. (3c 2c
2
+ 7) (-2c
2
11)
9. (2x + 3) + (5x 9) (3x 8) 10. 4.5rt
2
+ rt
2

57

Day 19
Essential Question:? How do we multiply all types of polynomials?
to solve problems.
SAP: Students will complete the Magic Square Activity in collaborative pairs.
Lesson Anatomy:
1. Collaborative Pairs check and reach consensus on correct solutions for homework problems.
Student-led discussion of troublesome problems.
2. Collaborative Pairs: Magic Square Activity
3. Teacher-led discussion of problems fitting the following types of multiplication of polynomials:
(Monomial)(Polynomial)
(Binomial)(Polynomial)
(Trinomial)(Polynomial)
(Binomial)(Binomial)(Binomial)
(Binomial)
2
4. White Board Practice
5. Have students complete the following class work assignment: Skills Handbook Factoring and
Operations with Polynomials page 853 (1-6). Collect and grade.
Summarizing Activity: Ticket out the Door:
x
7a 1
y
x
2a 3
y
Homework: Multiplying Polynomial Worksheet
58
Polynomial Magic Squares
1. The following is a polynomial magic square. Each of the rows, columns, and diagonals
has the same sum. Check this out by adding each row, each column, and each diagonal.
Write down the sum you get in each calculation. If your work is correct, each of these sums
should be the same.
4A + 2B 2C -3A + 7B + 3C 2A + 6B 4C
-A + 9B 3C A + 5B C 3A + B + C
4B + 2C 5A + 3B 5C -2A + 8B
2. Now create a new polynomial magic square by adding A + 2B 2C to each of the cells
above and putting the sum in the corresponding cell below. Then add each row, each
column, and each diagonal. Write down the sum you get in each calculation. If your work is
correct, each of these sums should be the same.
59
Multiplication of Polynomials
1. (3x 2)(7x + 1) 2. 2x
2
y(8x
3
y 6x
2
+2xy
2
-7) 3. (2x 6y)
2
4. (x-2)(2x+3)(x+5) 5. (3x-2)(x-6x+1) 6. (3x+8)(3x-8)
7. (x+7) 8. (2-3y)(8+y) 9. (5x+2)(x-6x-5)
10. (x-y)(x+y) 11. (x-1)(2x+30)(2x-3) 12. (x+3)( x+3x+9)
60
Day 20
Essential Question: How do I expand a binomial using Pascals Triangle and the Binomial
Theorem?
to solve problems.
SAP: Binomial Magic Square; Collaborative Pairs work to expand a binomial.
Lesson Anatomy:
1. Opening Warm-up: Binomial Magic Square
2. Collaborative Pairs check and reach consensus on correct solutions for homework problems.
Student-led discussion of troublesome problems.
3. Give students the following problem: (x + 5)
4
Let them multiply it out using foil and the distributive property. Then let them know that there is
an easier method that they can use to expand a binomial. Use Pascals Triangle which is found
on page 347 of the text. Do Examples 1 and 2 (TE, pg 348). For student independent practice
use Check Understanding problems 1 and 2 (TE, pg 348).
4. Be sure to do some problems like asking for the third term of (2x-5)
3
. This is a typical EOC
question.
5. Collaborative Pairs: Section 6-8, page 349-350 (6, 10, 48, 54)
Review answers.
Summarizing Activity: Ticket out the Door.
EOC Practice Problem: Answer: D
Expand: (x + y)
4
A x
4
+ y
4
B x
4
+ 4xy + y
4
C x
4
+ 4x
3
y + 4x
2
y
2
+ 4xy
3
+ y
4
D x
4
+ 4x
3
y + 6x
2
y
2
+ 4xy
3
+ y
4
Homework: Expansion of (Binomial)
power
Worksheet; Study for Quiz
61
Binomial Magic Square
1. The following is a binomial magic square. Each of the rows, columns, and diagonals has the
same sum. Check this out by adding each row, each column, and each diagonal. Write down the
sum you get in each calculation. If your work is correct, each of these sums should be the same.
A 2B -6A + 3B -A + 2B
-4A + 5B -2A + B -3B
-3A 2A B -5A + 4B
2. Now create a new polynomial magic square by multiplying 4A 4B by each of the cells above
and putting the product in the corresponding cell below. Then add each row, each column, and
each diagonal. Write down the sum you get in each calculation. If your work is correct, each of
these sums should be the same.

62
Expansion of (Binomial)
power
Worksheet
Use Pascals Triangle to expand each binomial.
1. (x 3)
5
2. (2x + 3)
4
3. (3x 4)
3
4. (2x + y)
5
5. What is the fourth term in the expansion of (3x 2y)
7
?
6. What is the third term in the expansion of (7 + y
2
)
4
?
63
Day 21
Essential Questions: How do I divide a polynomial by a monomial? How do I divide a
polynomial by a binomial?
to solve problems.
SAP: Student will participate in White Board Practice and will complete the Binomial Magic
Square.
Lesson Anatomy:
1. Collaborative Pairs: Partners compare homework answers and come to a consensus on
correct solutions.
3. Quiz on Addition, Subtraction, and Multiplication of Polynomials
4. Teacher demonstrates the process of dividing a polynomial by a monomial and a polynomial
by a binomial. Do the division of a polynomial by a binomial first through long division and
then show the shortcut of synthetic division for students to see the comparison. Use textbook
Examples 1 and 3 on pages 315-316. Use other examples to show different situations that can
occur during the synthetic division process. Be sure to demonstrate the process of dividing a
polynomial by a binomial that has a leading coefficient other than 1.
5. Cooperative Pairs: Section 6-3 page 319 (37, 38, 39)
Summarizing Activity: Numberered Heads Activity- #1 tell #2 what you would block off on
synthetic division if the binomial divisor is x + 3. #2 tell #1 what you would block off on
synthetic division if the binomial divisor is 3x + 2. Together talk about how the answer row is
affected when a fraction is blocked off.
Homework: Division of Polynomials Worksheet
64
Division of Polynomials Worksheet
I. Dividing a monomial by a monomial: (Never leave a negative exponent in the final answer.)
1. -24x
2
y = ________ 2. -8c
-3
= ________ 3. 5x
2
y
3
= ________
-3xy 2c
4
-5y
-3
4. -49c
-4
b
2
= ________ 5. -56abc
0
= ________ 6. (-2xy
-1
)
3
= ________
7c
-2
b
-2
8abc 8x
-2
y
7. (-2x
-2
y)
4
= ________ 8. -7a
3
b
2
c
5
d
0
= ________ 9. (-1/2x
-2
) = ________
81 -63a
3
b
4
c
3
x
3
II. Dividing a polynomial by a monomial:
1. 8c
2
d 12d
2
= ________ 2. -15x
2
5 = ________ 3. 18d
3
+ 12d
2
= ________
-4c -5 6d
4. -10a
3
b
2
5a
2
b
3
= _____________ 5. 36a
4
b
2
18a
2
b
2
= _______________
-5a
2
b
2
-18a
2
b
2
6. -6a
2
b 12ab
2
= ______________ 7. -5y
5
+ 15y 25 = _______________
-2a
2
b -5y
III. Dividing a polynomial by a binomial.
1. 4x
3
+ 3x
2
2x + 1 2. x
2
+ 6x + 8
x 1 x + 2
65
page 2
3. b
2
+ 5b + 7 4. x
2
9x + 7
b + 3 x 2
5. 3x
2
13x 10 6. y
3
y
2
7y 2
x 5 y + 2
7. 6x
2
+ 5x 15 8. 3n
2
8n + 4
x + 3 n 2
9. 6x
3
+ 5x
2
+ 9 10. 8x
3
1
2x +3 2x -1
66
Day 22
Essential Question: Do I know how to operate with all types of polynomial expressions?
Objective(s): 1.03 Operate with algebraic expressions (polynomial, rational, complex fractions
to solve problems.
SAP: Students will work in collaborative pairs to complete the warm-up activity.
Lesson Anatomy:
1. Quiz Discussion
2. Collaborative Pairs: Partners compare homework answers and come to consensus on correct
solutions.
4. Collaborative Pairs: Multiple Choice Warm-up Problems
(Do and Check)
5. Collaborative Pairs work on the Polynomial Test Review Worksheet. (Do and Check)
Homework: Study for Test on Operations with Polynomials
67
Multiple Choice Warm-up Problems
1. Simplify fully: (2x
3
y
-2
)
2
(xy
2
)
-3
A. 4x
3
y
10
B. 4 C. 4x D. 4x
3

x
3
y
10
x
3
y
10
y
10
2. Simplify fully: 2xy
-2

4xy
2
A. 2 B. C. 1 D. y
4

2y
4
2
3. Simplify fully: -5(-2x
2
y
-3
)
2
A. -10x
4
y
6
B. 10x
4
C. -20x
4
D. 20x
4

y
6
y
6
y
5

4. Simplify fully: 4x
-2x
y
3
z y
-3
z
2
A. -8x
2
B. -8x
2
y
3
C. -8x D. -8x
2

z
3
z
2
y
9
z
2
z
2
5. Simplify fully: 4x
-3

-2

y
3
z
2
A. 16x
6
B. x
6
y
6
z
4
C. 16x
5
D. -8x
6

y
3
z
4
16 yz
4
y
6
z
4
6. Simplify fully: (4x)(y
3
)(5x
-3
)(2y
4
)=
A. 11x
6
y
12
B. 40x
6
y
12
C. 20xy
4
D. 40y
7

x
2
7. Simplify fully: (3a
2
b)
3
(2a
4
b
5
)
3
=
A. 216a
18
b
18
B. 6a
10
b
18
C. 54a
12
b
11
D. 216a
12
b
11
8. Simplify fully: (-2c
-2
d
3
)
4
=
A. 16c
8
d
12
B. 16d
12
C. -8c
2
d
7
D. -8d
12

c
8
c
8
68
Polynomial Test Review
Simplify the following fully. Leave no negative exponent in your final answer.
1. (-5a
3
b)(-3ab
-2
) 2. (5ab)(-4b
2
)
3
3. (-2rs
2
t
3
)
2
4. -8d
4
h
5
5. -15x
-4
y
5
z
-6
6. (-4a
3
b
2
)
-2
(2d
4
h
6
)
3
5xy
-2
z
3
7. 2(-3y
-2
)
2
8. 6a
-2
(2a
3
+ 6a
2
2a) 9. (2x 3)(5x 1)
10. (6a 2)
2
11. (2x + 3)(5x
2
+ 3x 2) 12. -3xy(6xy 1)
69
Page 2
13. (6a 2)
3
14. What is the 3
rd
term in the expansion of
(2x 5y)
4
?
15. 12x
3
2x
2
6x 16. y
3
64
2x y 4
17. 18d
3
21d
2
+ 9d 5
3d 2
70
Day 23
Essential Question: Am I ready to show what I have learned about operating with
polynomials for the test today?
to solve problems.
Lesson Anatomy:
1. Collaborative Pairs: White Board Practice on operations with polynomials as a warm-up for
the test.
4. Unit Test
Homework: none
71
Day 24
Essential Question: How do we factor polynomials by the Greatest Common Factor, Difference
of Two Squares, and Quadratic Trinomial Methods?
to solve problems.
Lesson Anatomy:
1. Test Discussion
2. Collaborative Pairs: Make a list of as many math operations as you can that are
inverses of each other.
3. Compile a complete class list on the overhead. Did anyone name multiplication as
the inverse of factoring? If not, add it to the list.
4. Teacher demonstrates through numerous examples the greatest common factor
method, difference of two squares method, and the quadratic trinomial method.
Emphasize through each example how the factoring method is an inverse of a
multiplication method we just worked with in the last unit.
Ticket out the Door: Complete the following chart representing the signs used when factoring a
quadratic trinomial:
Signs of Trinomial Signs of Factors
+ +_____ ( )( )
____ ___+_____ ( )( )
____ +___ _____ ( )( )
____ ___ _____ ( )( )
Homework: Factoring Practice Worksheet 1
72
Opening/Starting Activator:
1. Test Discussion
2. Collaborative Pairs: Make a list of as many math operations as you can that are
inverses of each other.
3. Compile a complete class list on the overhead. Did anyone name multiplication as
the inverse of factoring? If not, add it to the list.
Factoring Practice Worksheet 1
I . Factor by the Greatest Common Factor Method:
1. 3x
2
+ 12y
2
= ____________________ 2. 18x
2
12x = ______________________
3. x
2
+ 7x = _______________________ 4. 3x
2
21x
3
= ______________________
5. b
3
+ b
2
+ b = ____________________ 6. a
2
b + ab
3
+ ab _____________________
7. 12x
2
y + 2y = ____________________ 8. 3a
2
b
2
9ab
2
= ____________________
9. -12x
2
6x = _____________________ 10. 60m
3
n + 48m
2
n = _________________
11. 2x
4
+ 6x
3
10x
2
= ______________ 12. -21v
3
w
2
+ 14v
2
w
5
= _______________
II. Factor by the Difference of Two Squares Method:
1. a
2
9 = ________________________ 2. x
2
49 = ________________________
3. 4x
2
9y
2
= _____________________ 4. x
2
36y
2
= _______________________
5. 1 25y
2
= ______________________ 6. 16a
2
9b
2
= ______________________
7. 49 a
2
b
2
= _____________________ 8. 9x
2
- 16y
2
= _______________________
9. y
2
1 = ________________________ 10. x
2
64 = _________________________
11. 100r
2
36 = ____________________ 12. 144 9x
2
= _______________________
III. Factor by the Quadratic Trinomial Method:
1. 2y
2
+ 7y + 3 = ____________________ 2. 3n
2
4n + 1 = ____________________
3. 5x
2
2x 7 = ____________________ 4. 2x
2
+ 9x 5 = _____________________
5. 3a
2
+ 2a 1 = ____________________ 6. 8x
2
14x + 3 = ____________________
7. 3x
2
+ 20x 7 = ___________________ 8. 6x
2
25x + 14 = ___________________
9. 3y
2
2y 5 = ____________________ 10. 6t
2
11t + 5 = _____________________
73
Day 25
Essential Question: How do we factor polynomials by the Sum or Difference of Two Cubes
Method?
to solve problems.
SAP: In collaborative pairs, students will complete the Whats Missing? Activity
Lesson Anatomy:
1. Partners compare homework answers and come to consensus on correct
solutions.
3. Collaborative Pairs: The Whats Missing? Activity
4. Teacher demonstrates the sum or difference of two cubes method through several
examples.
5. Collaborative Pairs: Worksheet on Factoring by the Sum or Difference of two Cubes
Ticket out the Door:
Explain to your partner how you are going to remember the sign arrangement in the sum and
difference of two cubes factoring pattern.
Homework: Factoring Practice Worksheet 2; Study for Quiz on Factoring by the GCF,
Difference of two squares, and Quadratic Trinomial Methods
74
Whats Missing?
Each problem below has three parts, two of which are missing. Fill in the
missing parts of each.
A _____B________ ______C_____
Example: (x + 5)(x + 6) = x
2
+ 6x + 5x + 30 = x
2
+ 11x +30
A B C
1. (x + 1)(x+ 2) = __________________ = _______________
2. _________________ = x
2
+ 2x + 3x + 6 = ________________
3. _________________ = ___________________ = x
2
+ 11x + 18
4. (x + 5) ( x + 5) = __________________ = ________________
5. __________________= x
2
+ 2x + 4x + 8 = ________________
6. __________________ = ___________________ = x
2
+ 10x + 21
7. (x + 3)(2x + 4) = ____________________ = ________________
8. _________________ = x
2
+ 3x + 5x + 15 = __________________
9. __________________ = ___________________ = 2x
2
+ 5x +3
10. _________________ = 2x
2
+ 3x + 10x + 15 = _________________
75
Factoring by the Sum or Difference of two Cubes Factoring Method
1. x
3
64 = ____________________________________________________________
2. 64y
3
+ z
3
= __________________________________________________________
3. c
3
+ 8 = _____________________________________________________________
4. 8x
3
+ 27y
3
= _________________________________________________________
5. m
3
125 = ___________________________________________________________
6. 27x
3
+ 64 = __________________________________________________________

7. x
3
y
6
= ____________________________________________________________
8. 8x
9
- 1 = _____________________________________________________________
9. x
9
y
3
z
3
= __________________________________________________________
10. x
3
+ 1 = _____________________________________________________________

76
Factoring Completely
Factoring Practice Worksheet 2
I. Factor by the GCF method:
1. 6x
3
3x
2
= _______________________ 2. x
5
x
3
+ x
2
= _____________________
3. 9a
2
b + 6a
2
b = _____________________ 4. 12x
3
y + 2y = ______________________
5. 8x
2
4x = ________________________ 6. b
3
+ b
2
= _________________________
7. -3a
2
b
2
9ab
2
= ____________________ 8. -6x
2
4x +2 =_____________________
II. Factor by the Difference of two Squares Method:
1. y
4
36 = _________________________ 2. x
4
1 = __________________________
3. 36x
2
1 = ________________________ 4. 1 16y
2
= ________________________
5. 9a
2
25b
2
= ______________________ 6. 4a
2
b
2
25 = _____________________
7. 1 100z
2
= ______________________ 8. 64x
2
25 = ______________________
III. Factor by the Quadratic Trinomial Method:
1. x
2
5x + 6 = _____________________ 2. 3x
2
5x + 2 = ____________________
3. x
2
5x 6 = _____________________ 4. 5x
2
2x 7 = _____________________
5. x
2
+ 5x 6 = _____________________ 6. 2y
2
+ 7y + 3 = _____________________
7. x
2
+ 5x + 6 = _____________________ 8. 6t
2
11t + 5 = _____________________
IV. Factor by the Sum or Difference of two Cubes Method:
1. x
3
1 = __________________________ 2. x
3
+ y
3
= _________________________
3. x
3
+ 8 = _________________________ 4. y
3
125 = ________________________
5. x
3
27 = ________________________ 6. x
9
27 = _________________________
7. x
6
y
3
= ________________________ 8. x
6
+ 64 = _________________________
9. 64 x
3
= ________________________ 10. 8 y
6
= __________________________
77
Day 26
Essential Question: How do we use a combination of our factoring methods to factor
polynomials completely over the real numbers?
to solve problems.
SAP: .Students will use the White Boards to practice problems on factoring completely.
Lesson Anatomy:
1. Partners compare homework answers and come to consensus on correct
solutions.
3. Quiz on GCF, Difference of Two Squares, and Quadratic Trinomial Factoring Methods
4. Remember the factoring trees you did in middle school? How do you break a number like
56 down into prime factors using the factor tree? What we are going to do is to follow this
model to break a polynomial down into its prime factors? When all factors of a polynomial
cannot be factored by any of our factoring methods, they are called prime factors. When we
factor a polynomial into its prime factors, it is factored completely.
5. Teacher uses textbook examples to demonstrate how to factor a polynomial completely. At
the beginning factor using the factor tree model. Work into a step by step procedure that
would use less paper after several examples.
6. Use the following graphic organizer to help students organizer their thinking:
1. GCF 1. GCF 1. GCF
2. Diff. 2 squares 2. Quadratic Trinomial 2. Factoring by grouping
3. Sum 2 cubes
4. Diff. 2 cubes

78
For
Binomials
For
Trinomials
For 4 term
polynomials
Summarizing Activity: Collaborative Pairs: Pass out the homework graphic organizer and the
Factoring Completely Worksheet 1. Put the number of the problem under the appropriate method
in the organizer that represents the FIRST method that would be used to factor the problem
completely.
Homework: Factor completely all the problems on Factoring Completely Worksheet 1
79
Graphic Organizer
1.
1. _____________________ 1. ____________________ 1.
____________________
2. _____________________ 2. ____________________ 2.
____________________
3. _____________________ 3. ____________________ 3.
____________________
4. _____________________ 4. ____________________ 4.
____________________
5. _____________________ 5. ____________________ 5.
____________________
1. ______________________ 1. _____________________ 1. ____________________
2. _____________________ 2. ____________________ 2. ____________________
80
Factoring
Completely
Prime GCF
Method
Diff. of 2 squares
Method
Quadratic Trinomial
Method
Sum of 2 Cubes
Method
Difference of 2 Cubes
Method
3._____________________ 3. ____________________ 3. ____________________
4._____________________ 4. ____________________ 4. ____________________
5._____________________ 5. ____________________ 5. ____________________
Factoring Completely Worksheet 1
1. Categorize the problem into the graphic organizer by the FIRST factoring method that would be used to
factor the problem completely.
2.Then actually take each of these problems and use all methods necessary to factor each of the problems
completely.
1. 15a
2
b 10ab
2
2. 2y
2
242 3. 16r
2
49
4. c
3
49c 5. 4x
6
4x
2
6. 8m
3
1
7. b
4
81 8. x
2
3x- 10 9. r
3
+ 3r
2
54r
10. 4a
2
+ a 3 11 2t
3
+ 32t
2
+ 128t 12. x
6
+ 8y
3
81
13. 6n
2
11n 2 14. 81x
4
16 15. 4x
2
y
2
+ 1
Day 27
Essential Questions:
How do we use a combination of our factoring methods to factor polynomials completely over the
real numbers? How do we use the factor by grouping method to factor polynomials of 4 or more
terms?
to solve problems.
SAP: In collaborative pairs students will complete the Factoring by Grouping Worksheet.
They will also begin their homework worksheet with their partner.
Lesson Anatomy:
1. Quiz Discussion
2. Partners compare homework and come to consensus on correct solutions.
3. Teacher-directed discussion of troublesome homework problems.
4. Teacher demonstrates factoring by grouping using the top three examples of the Guided
Notes.
5. Collaborative Pairs: Complete together the remaining six problems at the bottom of the
page.
6. Group Review of the answers and correct methods of factoring the problems completely.
Summarizing Activity: Collaborative Pairs: Begin working together on Factoring Completely
Worksheet
Homework: Finish Factoring Completely Worksheet 2; Study for Quiz on Factoring
Completely
82
Factoring by Grouping Guided Notes
Examples:
1. m
3
+ 5m
2
4m 20 2. x
3
21 3x
2
+ 7x 3. n
2
g + n
2
t 36g 36t
Partner Problems:
1. 2p
2
+ 2a + 4ap + p 2. m
2
r
2
9s
2
9r
2
+ m
2
s
2
3. 4ac + 2bc 2ad bd
4. 3x
3
+ 2x
2
12x 8 5. 2ax 6bx + ay 3by 6. 3x
3
+ 3x
2
27x 27
83
Factoring Completely Worksheet 2
Factor completely:
1. 48x
3
48 2. 4r
2
4r 48 3. n
2
18n 40
4. 5r
2
13r + 6 5. 12a
2
27b
2
6. x
4
7x
2
60
7. 5x
3
+ 10x
2
20x 40 8. 64x
6
+ 8 9. 2ax
2
2ax 12a
10. x
3
4x 11. 25x
2
20x + 4 12. z
6
z
2
13. r
3
s
6
14. x
4
+ 2x
2
x 2 15. 49y
4
144z
2
84
16. 64x
3
27 17. -8x
3
1 18. 4x
2
(x
2
1) + 5x(x
2
1) + (x
2
1)
Day 28
Essential Question: How do we use a combination of our factoring methods to factor
polynomials completely over the real numbers?
to solve problems.
SAP: Basketball Shootout
Lesson Anatomy:
1. Challenge Problem: x
7
+ x
6
+ x
5
+ x
4
+ x
3
+ x
2

x
6
+ x
5
+ x
4
+ x
3
+ x
2
+ x
2. Partners compare and come to consensus on homework problems.
3. Teacher-directed discussion of troublesome homework problems.
4. Quiz on Factoring Completely ( 10 problems)
5. Basketball Shootout Game for Review and Extra Practice for Test
( This test will be a cumulative test on Units 2 and 3. Therefore, problems from review should
include exercises from both units.
Game Problems:
p. 853, Ex. 1-18
p. 324, Ex. 12-14
p. 260, Ex. 51-65
Homework:
Study for Test on Operations with Polynomials and Factoring Completely over the real numbers.
85
Basketball Shootout Review Game
Directions:
1. Divide the class into three teams. Each student in the team should pick a partner to work
with during the game. They may only talk to their partner while working on a problem, not
with other people on their team.
2. The game leader reads a problem or writes it on the board or the overhead, if needed, and
allows enough time for the all the partner groups to agree on their answer.
3. The game leader randomly calls on a partner group in Team #1 to give their answer.
4. If the answer is correct, Team #1 receives one point and a chance for bonus points by
shooting a ball at a trash can placed on a desk against a wall. Masking tape is used to mark
a 2 point line and a 3 point line on the floor in front of the basket. One try is allowed
from the 2 point line and two tries are allowed from the 3 point line. If the shot is made
from the 2 point line, the team gets a total of 2 points, one for getting the question right
and one for the shot. If the shot is made from the 3 point line, the team gets a total of 3
points, one for getting the question right and two for the shot. No more than 3 points can be
earned on each question.
5. If the answer is incorrect, the same question is asked of a randomly chosen partner group in
Team #2, without allowing any extra time to work. If Team #2 gets it right, then they take
the shots and earn the points for their team. If they miss the question, then it passes to
Team #3 until finally a team is able to answer the question correctly.
6. A new question will be started with the team coming after the one that received the last
points, to keep the questions rotating fairly.
7. The team members with the highest number of total points at the end of the game wins a
prize such as candy or bonus points on a quiz or test.
86
Day 29
Essential Question: Am I ready to show on the test today all that I have learned about operating
with polynomials and factoring polynomials completely over the real numbers?
to solve problems.
SAP: none
Lesson Anatomy:
1. Quiz Discussion
2. Answer questions that might have come up from studying for the test.
3. Unit Test #3
Homework: none
87
Day 30
Essential Questions: How do I graph the rational function? How do I simplify rational
expressions through factoring?
Objective(s): 2.05 Use rational equations to solve problems. b) Interpret the constants and
coefficients in the context of the problem. c) Identify the asymptotes and intercepts graphically
and algebraically.
1.03 Operate with algebraic expressions (polynomial, rational, complex fractions) to solve
problems.
SAP: Students will work in collaborative pairs on the Making the Message Activity.
Lesson Anatomy:
1. Test Discussion
2. Graph
1
y
x
=
on your calculator. How would you describe this graph?
3. Teach the definition of a rational function and identify the vertical and horizontal asymptotes
in the graph. Students sometimes call this a boomerang graph.
4. Cooperative Pairs: Graph
1
1
y
x
=
+
,
1
1
y
x
=
-
,
1
1 y
x
= +
,
1
1 y
x
= -
and explain the
similarities and differences. As a group, generalize how you could look at each equation and
recognize how the graph would appear on the calculator.
5. Teach students how to find the vertical asymptote by deciding when the denominator of the
fractional term would equal 0. Connect this to the domain of the function. Remind students of
the Zero Product Property so that when they will be able to handle finding the vertical asymptote
of a degree 2 denominator. An example of this would be
2
( 2)( 3) x x
+
. When setting the
denominator equal to 0, they will need to remember how to solve (x 2)(x + 3) =0 by
recognizing from the Zero Product Property that either x 2 = 0 or x + 3 = 0. So the vertical
asymptotes are at x = 2 and x = -3. This would also mean that the domain of this function would
{x x
,
x 2, -3}.
6. Teach students how to find the horizontal asymptote by comparing the degree of the
numerator to the degree of the denominator. Consider only rational functions of lower over
higher degree, or same degree in numerator and denominator.
7. White Board Practice: Finding Vertical asymptotes page 495 (10, 12 and 18)
88
Finding Horizontal asymptotes page 496 (19-24)
8. Show how to sketch graphs of rational functions using the vertical and horizontal asymptotes
and by plotting a point to the left and to the right of the vertical asymptote.
8. Demonstrate through several examples how to reduce rational expressions through factoring
and show students when and how to state restrictions on the variable. Connect this to synthetic
division when appropriate. Use Example 1 and Check Understanding 1a-c (TE, pg. 499).
Cooperative Pairs: Find the vertical and horizontal asymptote of
1
5
y
x
=
-
and predict the graph
you will see on the calculator. Check it out.
Homework: Graphing and Reducing Algebraic Fractions Worksheet
89
Graphing and Reducing Algebraic Fractions Worksheet
I. For each of the following name the vertical asymptote(s) and the horizontal asymptotes(s):
1.
4
y
x
=
va=_______ 2.
2
10
y
x
=
va=_______ 3.
3
1
y
x
-
=
+
va=_______
ha=_______ ha=_______ ha=_______
4.
2 1
3
x
y
x
+
=
-
va=_______ 5. 2
2
( 3)
y
x
=
+
va=_______ 6.
4
2
y
x
-
=
-
va=_______
ha=_______ ha=_______ ha=_______
7.
3
( 1)( 1)
y
x x
=
+ -
va=_______8.
3
x
y
x
=
+
va=_______ 9.
3 1
5
x
y
x
+
=
+
va=_______
ha=_______ ha=_______ ha=_______
10.
2
4 1
4
x
y
x
+
=
-
va=_______ 11.
3
2
x
y
x
-
=
+
va=_______ 12.
6
1
x
y
x
-
=
+
va=_______
ha=_______ ha=_______ ha=_______
II. Use the vertical and horizontal asymptote information to help you sketch the following
rational function graphs. Make a Tchart with a point to the left and right of the vertical
asymptote to you help sketch the graph without your calculator.
1.
3
x
y
x
=
+
2.
5
1
y
x
-
=
+
3.
3
2
x
y
x
-
=
-
90
91
Page 2
III. Reduce the following rational expressions by factoring:
1.
3
4
27
9
x y
x y
-
2.
6 4
7 4
45
15
x y
x y
-
3.
2
3 6
5 6
x
x x
-
- +
4.
2
6 3
5 6
x
x x
-
- +
5.
6 12
18 36
x
x
-
-
6.
2
4 9
4 6
x
x
-
+
7.
2
2
5 6
4
y y
y
- +
-
8.
2
2
2 3 2
5 6
x x
x x
- -
- +
9.
2
2
2 8 42
6 9
x x
x x
- -
- - -
10.
2 2
2 2
3 4 x xy y
y x
- -
-
11.
3
2
1
1
x
x
+
-
12.
2
2
6 7 2
6 5 6
x x
x x
- +
+ -
IV. Divide the following using synthetic division.
1.
2
4 4
2
x x
x
- +
-
2.
2
5
2
x
x
-
-
3.
2
4 5
2
x x
x
- +
-
92
Day 31
Essential Question: How do I add and subtract rational expressions?
to solve problems.
SAP: Cooperative Pairs: Make the Message Activity
Lesson Anatomy:
1. Partners compare homework solutions and come to consensus on correct solutions.
3. Pairs complete the Make the Message Activity.
4. Review how to find the Least Common Multiple. Connect that to add or subtract rational
expressions with different denominators. You must first write all the expressions with a common
denominator (LCM). Use Example 2 and Check Understanding problem 2a, 2b (TE, pg. 505).
5. Demonstrate, using Examples 3-4, as well as Check Understanding problems 3-4, how to add
and subtract rational expressions. Make sure to connect the steps in the algebraic procedure to
the steps used to add or subtract arithmetic fractions.
5. White Board Practice: page 507, 4-20 even
Cooperative Pairs: Christine says that the sum of
a
x
and
a
b
is
a
x b +
because the numerators are
the same. Andre says, No way! It doesnt work that way! Christine asks, Why not? What
does Andre tell her? Convince your partner of the answer.
Homework: Prentice Hall Algebra 2 Text Section 9-5 page 507 (5-21 odd)
93
Make the Message
Simplify each expression.
Record the letter corresponding to the correct answer in the space provided.
A = x 1 E = x + 5 H = x 7 I = x + 1
T = x + 2 S = x 3 Y = x + 7
1. __________
2
3 2
1
x x
x
+ +
+
6. __________
2
3 27
3 9
x
x
-
+
2. __________
2
49
7
x
x
-
+
7. __________
( )
2
2
3 ( 6 5)
2 3
x x x
x x
- + +
- -
3. __________
2
2 1
1
x x
x
+ +
+
8. __________
2
1
1
x
x
-
+
4. __________
2
3 5 12
3 4
x x
x
- -
+
9. __________
2
2 5 3
2 1
x x
x
- -
+
5. __________
( )
2
2
1 ( 3)
4 3
x x
x x
+ +
+ +
10. __________
2
2
( 2)( 8 7)
2
x x x
x x
- + +
- -
Resources for Algebra **B-72** Public Schools of North Carolina
94
Day 32
Essential Question: How do I add and subtract rational expressions? (second day)
to solve problems.
SAP: Students will use white boards to practice adding and subtracting rational expressions.
Lesson Anatomy:
3. White Board Practice on more problems involving addition and subtraction of rational
expressions using examples from the Reteach 9-5 worksheet.
4. Collaborative Pairs work on Practice Worksheet 9-5. Do and check.
Ticket Out the Door:
How are the problems 1/4 + 2/3 and 1/x + 2/y alike in the way we arrive at the answers?
Describe the similarities as you show how to work each problem correctly.
Homework:
Prentice Hall Algebra 2 Text Section 9-5 page 507, 4-20 (even)
95
Day 33
Essential Questions: How do I multiply and divide rational expressions? How do I
simplify complex fractions?
to solve problems.
SAP: Students will use white boards to practice multiplying and dividing rational
expressions.
Lesson Anatomy:
1. p.496 Basketball Application Problem #42
3. Teacher-directed discussion of troublesome homework problems. When discussing the 2
nd
page of the homework, name the restriction on the domain of each function.
4. EOC Practice Problem: Answer: D
Which of the following is a horizontal asymptote of
2
1
( )
16
f x
x
=
-
?
A x = -4
B y = 4
C x = 1
D y = 0
5. Teacher demonstrates through Examples 1, 3 and 4 of the text, Section 9-4 pages 499-501, the
procedure of multiplying and dividing rational expressions. Connect this to the way we multiply
and divide arithmetic fractions.
6. Teacher demonstrates through selected examples on the Simplifying Complex Fractions
Worksheet the procedure of simplifying complex fractions. Teach students to do this by
multiplying each term in the numerator and denominator of the complex fraction by the common
denominator of all the individual fractional terms. This is a usually one-step process to getting
the answer and is much easier for students than to simplify the operations in the numerator and
simplify the operations in the denominator and then dividing. Also because of using the method
of multiplying by the LCD in the numerator and denominator (a fancy name for 1), this topic can
be taught before adding and subtracting rational expressions.
7. White Board Practice: Practice and Problem Solving Problems Section 9-4 (39-41).
Ticket out the Door. Explain the procedural difference between multiplying and dividing
rational expressions.
Homework: Complete the Simplifying Complex Fractions Worksheet and Prentice Hall
Algebra 2 Text Section 9-4 page 501 (1-18)
96
Simplifying Complex Fractions
Simplify fully:
1.
3
2
7
y
-
2.
2
3
2
x
x
-
3.
4
1
x
xy
4.
3
2
2
x
x
-
-
5.
2
2
3
6
x
x
-
+
6. 2
2 1
3
2
x
x y
-
7.
1 1
2
5
x y
+
8.
2
6
1 3
2
x
x y
-
9.
2
6 2
3 4
x xy
y x
-
-
10.
3
2
2 4
3 2
6
x x
x
x
-
-
-
11.
2
2
2 3
2
2
7
x y
x
y
-
-
12.
2
1
2
3
y
y
x
-
-
97

Day 34
Essential Question:
How do we add, subtract, multiply, and divide rational expressions?
How do we simplify complex fractions?
How do we solve rational equations?
to solve problems.
2.05 Use rational equation to model and solve problems.
SAP: Cooperative Pairs will complete the Rationals in Review Worksheet
Lesson Anatomy:
3. Cooperative Pairs: (Do and check) Rationals in Review
4. Group Discussion of rational application problems: p. 496, Ex 42; p. 509, Ex. 52 and 54;
5. Teacher demonstrates through several problems the procedure of solving rational equations by
multiplying each term in the equation by the common denominator. Check for restrictions on the
variable.
6. Cooperative Pairs: p.514, Exercises 1-5. Do and discuss.
7. Group Discussion: p. 515, Ex 10-21
State what you would multiply each side of
1
1
3 3
x
x
+
by in order to solve the equation.

What value(s) of x cannot be a solution?
Homework: p. 530, Chapter Test, Ex. 10-32 (even); Study for Quiz on Operations with Rational
Expressions and finding asymptotes of rational functions
98
Rationals in Review
I. Name the vertical and horizontal asymptote(s) for the following:
1. y =
2
4 1
9
x
x

2. f(x) =
3
1
x
x
+
3. f(x) =
6
3
x
x
4. f(x) =
2
4
3x

va=___________ va=__________ va=___________ va= ___________
ha=___________ ha=__________ ha=___________ ha=___________
I. Name the vertical and horizontal asymptotes and sketch the graph of y =
3
x
x
.
va = __________

ha = __________
II. Simplify fully:
1.
2
3 1
4
2
2
3
x x
x
+
2.
2
22 2
14 7
x y xy
z z
3.
5 1 4
1 5
x x
x

+
+
4.
2 2
2 2
8 9 3
*
2 3 13 36
x x x x
x x x x
+ +
+ + +
99
5.
1 2 5
10 2
x
x x
+
6.
4 3
2 1 x x
+
+ +
7.
2 2
1 x
x y x y
+
8.
2
2
25 2 10
( 5) 4 20
y y
y y

+ +
9.
3 2
4 4 x x

10.
2 3
2 2 3
3 3 9
*
2 3 3 2
x x x
x x x x x

100
Day 35
Essential Question: How do we solve problems involving direct, inverse, joint, or combined
variation?
Objective(s): 1.05 Model and solve problems using direct, inverse, combined and joint variation.
SAP: Guided Note-taking and work practice exercises in cooperative pairs
Lesson Anatomy:
1. Quiz on Operations with Rational Expressions
2. Teacher-led discussion of homework problems. Check each rational equation done
algebraically by graphing it on the TI-83 to find the zeros. Identify the asymptotes and
intercepts.
3. Sometimes when relating two variables they vary directly or they vary inversely. To
understand direct variation I want you all to put your arms up about shoulder level and
pretend that you are holding a weight lifting bar. As your arms push the bar up, the weight
goes up. To understand inverse variation I want you to think of lifting an object with a
lever. As your arm goes down, the object goes up. Direct variation is represented as a linear
equation y= kx and inverse variation is represented as a rational equation y=
k
x
where k is
the constant of variation or constant of proportionality.
4. Discuss the vocabulary highlighted in yellow in Section 2-3 (TE page72-74). Work
through examples 1-4 (TE pages 72-74). Have students complete the Check for
Understanding problems 1-4 (TE pages 72-74) with a partner. Review answers.
5. Guided Notes on Linear and Inverse Variation
6. Teacher demonstrates through several examples in text that joint variation is an extension of
direct variation and that combined variation is a combination of direct and inverse
variation. (Use Examples 4 and 5 (TE, pg. 480) and Check Understanding 4 and 5 (TE, pg.
480).
7. Cooperative Pairs: p. 481, Ex. 13-27 (odd)
8. Group Discussion of p. 482, Ex. 52
101
Explain to your partner what equation you will use when you
know y varies directly as x.
Explain to your partner what equation you will use when you
know y varies inversely as x.

AND
Cooperative Pairs: (Do and discuss)
1. Write the equation for the following variation.
The weight of an object varies inversely as the square of the distance of the
object from the center of the earth.
2. Solve:
The time required for a team of road workers to dig a ditch is directly
proportional to the number of people digging and inversely proportional to
the length of the ditch. It takes 10 workers 5 hours to dig a 100 yard ditch.
How many hours would 20 workers take to dig a 1700 yard ditch?
Homework:
Algebra 2 Prentice Hall text, p. 481-2, Ex. 14-26, 36, 49-51
Guided Notes on Direct and Inverse Variation
102
1 2
2 1
I. Direct Variation: y varies directly as x or y is directly proportional to x
(y = kx) where k is the constant of proportionality or constant of variation

As x gets larger, y gets larger or as x gets smaller, y gets smaller.
A line with a y-intercept of 0 is a direct variation.
Real world examples of direct variation include fruit sold by the pound, distance traveled by a car
over time, characters printed from a computer per second, circumference of a circle varies directly
as the diameter, and wages varying directly to hours worked. Can you think of others?
__________________________________________
If you buy three pounds of grapes at $2.99 per pound, how much would you pay for the grapes.
What are the two variables and what is the constant of variation?
__________________________________________________________________________
How can you write this as a linear equation?_______________________________________
Data that represents direct variation:
What is the constant of proportionality? ___________
Example 1: If y varies directly as x and s=10 when y=9, then what is y when x=4?
Method 1: y = kx y =
9
10
x Method 2: (You could also use proportions.)
9 = k(10) y = ( )
9
4
10

10 4
9 y

9
10
x y = 3.6 10y = 36
y = 3.6
Example 2: When a bicycle is pedaled in a certain gear, it travels 16 meters for every 3 pedal
revolutions. How many revolutions would be needed to travel 600 meters?
Method 1: d = kr d =
16
3
r Method 2:
16 600
3 x
16 = k(3) 600 =
16
3
r 16x = 1800

16
3
k 1800 = 16r x = 112.5
112.5 = r
Problem 1: A refund r you get varies directly as the number of cans you recycle. If you get a $3.75
refund for 75 cans, how much should you receive for 500 cans?
x y
-1 3
0 0
-2 6
4 -12
103
II. Inverse Variation: y varies inversely as x or y is inversely proportional to x
( y =
k
x
or xy = k ) where k is the constant of proportionality or constant of variation
As x gets larger, y gets smaller or as x gets smaller, y gets larger.
A boomerang graph (rational function) with a vertical asymptote at x=0 and a horizontal asymptote
at y=0 is an inverse variation.
Boyles Law of Gases is a real world example of inverse variation. Likewise, for a trip to Myrtle
Beach, the greater your car speed, the less time it would take you to get there. If a rectangle has an
area of 15 square units, then as the length increases the width decreases.
Data that represents inverse variation:

What is the constant of variation? _________
Example1: If y varies inversely as x and x=3 when y=9, then what is x when y=27?
y =
k
x
y =
27
x
9 =
3
k
27 =
27
x
27 = k x = 1
Example 2: If y varies inversely as the square of x and y = 20 when x =4, find y when x =5.
y =
2
k
x
y =
2
320
x

20 =
2
4
k
y =
2
320
5
320 = k y = 12.8
Problem 1: Find x when y = 3, if y varies inversely as x and x = 4 when y = 16.
Problem 2: The amount of resistance in an electrical circuit required to produce a given amount of
power varies inversely with the square of the current. If a current of .8amps requires a resistance
of 50 ohms, what resistance will be required by a current of .5 amps?
Day 36
Essential Question: How do I prepare for the test on Rational Expressions?
x y
3 4
2 6
9 4
3
10 6
5
1 12
104
Objective(s): 1.03, 1.05, 2.05
SAP: Students will work in cooperative groups on the Applications of Variation Worksheet.
Lesson Anatomy:
1. Quiz Discussion
4. Cooperative Pairs:
a) At a water pollution control facility one pipe can fill a tank in 4 hours. Another pipe can fill
the tank in 6 hours. How many hours will it take to fill the tank if both pipes are working
together?
b) Gasoline Mileage Problem on page 489 # 47
c) EOC Practice Problem: Answer: B
Solve:
2
3 3 1
2 1 2 x x x x
+ =
+ - - +
A {-3}
B {-5}
C {2}
D {5}
5. Cooperative Groups: Applications of Variation Worksheet (Do and discuss)
Cooperative Pairs: (Do and discuss)
1. Write the equation for the following variation.
The weight of an object varies inversely as the square of the distance of the object from
the center of the earth.
2. Solve: The time required for a team of road workers to dig a ditch is directly
proportional to the number of people digging and inversely proportional to the length of
the ditch. It takes 10 workers 5 hours to dig a 100 yard ditch. How many hours would 20
workers take to dig a 1700 yard ditch?
Homework: Study for Unit test on Rational Functions, Operations with Rational Expressions,
Solving Rational Equations, and Variation
Applications of Variation
105
1. The distance in meters that a body falls from rest varies as the square of
the number of seconds it has fallen. If a body falls 78.08 meters in 4 seconds,
how far will it fall in 7 seconds?
2. A bicycle wheel with a 26-inch diameter takes 10 revolutions to go a certain
distance. How many revolutions will a wheel with a 20-inch diameter make in
covering the same distance?
3. The pressure of wind on a sail varies jointly as the area of the sail and the
square of the velocity of the wind. When the velocity of the wind is 20 miles
per hour, the pressure on 2 square feet of sail is 4 pounds. Find the velocity of
the wind when the pressure on 9 square feet of sail is 32 pounds.
106
Day 37
Essential Questions: Am I ready to show what I have learned about rational functions on
the Test today?
Objective(s): 1.03, 1.05, 2.05
SAP: White Board Practice for Warmup to Test
Lesson Anatomy:
1. White Board Practice to Review for Test. (15 minutes)
2. Unit Test
none
Homework: none
107
Day 38
Essential Questions: How can I solve systems of equations by graphing?
SAP: Graphing using the TI-83
Lesson Anatomy:
1. Test Discussion
2. Pose the following problem:
Farmer McDonald raises ducks and cows. The animals have a total of 9 heads and 20 feet.
How many cows and how many ducks does Farmer McDonald have? As students raise their
hands with a solution, check out their answer, and ask them to explain how they got it. (Most
methods will be guess and check.)
3. Re-pose the problem with 10 heads and 24 feet. Then ask about 8 heads and 18 feet. Then
change it to 9 heads and 50 feet. We will revisit this problem later in the class.
4. Here is another problem for you:
Im thinking of two numbers. When you add them the answer is 7. What are the numbers?
Generate a list on the overhead of all of the suggestions. Who is right? Let me give you
another clue. When you subtract them the answer is 3. When I gave you the second clue,
you were automatically able to tell which numbers I was thinking of.
Thats what happens when you have two unknowns (variables). If there are two variables
and you have two clues (equations) you can solve the problem.
Write this problem algebraically as x + y = 7 and x y = 3. We are going to learn four
algebraic ways of solving this system. Can you remember some of the ways you solved it
in Algebra I? Hopefully students will come up with the graphing method, substitution
method, and elimination method. The teacher can add matrices as the fourth method that
will be studied in the next unit.
5. Teacher demonstrates how to solve the system by all three methods.
6. Revisit the ducks and cows problem. Let the students write the problem
algebraically as a system and solve it by the three methods. Use the TI-83 for the
graphing method.
7. Focus on solving by the graphing method using Examples 1 and Check Understanding
problems on p. 117. Talk about the user-friendly graphing window and how to adjust it
easily when needed.
108
Ticket out the door:
Explain how you will solve: x + y = 6
3x 4y = 4 by the graphing method.
Homework:
Prentice Hall Algebra 2 Text: p.118-9, Ex. 1-9, 25, 27, 28
109
Day 39
Essential Questions: How do we solve systems of equations using the substitution method and
the elimination method?
SAP:
Lesson Anatomy:
1. Collaborative Pairs: Check homework answers and come to consensus on the correct
solutions.
2. Student-led discussion of troublesome problems.
3. Using examples 1-5 on p. 123-125, the teacher demonstrates the substitution and
eliminations methods. Stress how to decide when one method is easier to use than the
other.
4. Talk about the three ways two lines can be drawn in a coordinate plane. Relate the three
possibilities to the number of solutions for the system. How will we know algebraically
that a system has no solution or has infinite solutions? Show examples of both situations.
5. Collaborative Pairs:
Solve the following three problems by your choice of methods:
a) 3x 2y = 10 b) 4x 5y = 60 c) 4x 2y = 5
y = 6 4x 8x + 15y = -80 2x = y 1
Solve the system 5x y = 2
x + y = 4 by all three methods.
Show a sketch of your graph from the calculator and show your algebraic work for the substitution
method and the elimination method.
Homework:
Prentice Hall Algebra 2 Text, p. 126, Ex. 1-9, 18-23, 31-35
110
Day 40
How do we solve a system of equations by the graphing method?
How do we solve a system of inequalities by graphing?
SAP: Collaborative pairs work on Cablevision Subscription Problem and Function Notation
and Composition of Function/Graphs of Inequalities Review Worksheet
Lesson Anatomy:
1. Collaborative Pairs: Check homework answers and come to consensus on the correct
solutions.
3. Collaborative Pairs: System of Equations Activity (Cablevision Subscription Problem). Do
and discuss.
4. Teacher demonstrates several examples of graphing systems of inequalities by hand using
Example 1 on p. 130 and the Check for Understanding Problems at the top of p. 131. Show
how to solve the systems using the shade function under y= on the TI 83.
Collaborative Pairs:
Function Notation and Composition of Function/Graphs of Inequalities Review Worksheet
Homework:
Prentice Hall Algebra 2 text, p.132, Ex. 4-15
Pass out graph paper on which to sketch the graphs of the solutions.
Study for Quiz on Solving Systems by graphing, substitution, and elimination methods
111
Systems of Equations
The area cable company has two options for new subscribers. They can choose between
Option 1 which offers a $39.99 installation charge and a monthly fee of $27.95 or Option 2
which offers a $60.00 installation charge and a monthly fee of $19.99. How would a new
subscriber decide which was the best deal for them?
(a) What linear function could be used to represent Option 1?
_____________________________________________________________________
(b) What linear function could be used to represent Option 2?
______________________________________________________________________ (c) What
would be a good user-friendly viewing window to see this graph?
X-min= _______
X-max=_______
X-scl = _______
Y-min= _______
Y-max=_______
Y-scl = _______
X-res = _______
(d) Complete the chart:
Accumulated
Costs

Month
0
Month
1
Month
2
Month
3
Month
4
Month
5
Month
6
Month
7
Month
8
Month
9
Month
10
Option 1
Option 2
(e) List the different ways that the decision could be made.
(f) What is the best deal for the new subscriber? Explain why.
112
Function Notation and Composition of Functions
Given f(x)=x
2
- 16x + 35 and g(x)= -2x + 15
1. Find f(-3) ___________________
2. Find g(-1) ___________________
3. Find f(g(-1)) _________________
4. Find g(f(-3)) __________________
5. Find f(g(14)) __________________
6. Find g(f(14)) _________________

Graphing Functional Inequalities
1. y x
2
- 16x + 35
What is an appropriate user-friendly window for this graph?
X min= _______ y min= _________
X max= _______ y max= _________
X scl = ________ y scl = _________
Sketch the graph:
2. y -2x + 15
What is an appropriate user-friendly window for this graph?
X min= _______ y min= _________
X max= _______ y max= _________
X scl = ________ y scl = _________
Sketch the graph:
113
Day 41
Essential Question: How do I solve problems by using systems of equations?
SAP: Students will work in cooperative groups on the A Problem To Solve activity.
Lesson Anatomy:
1. Quiz on Solving Systems by graphing, substitution, and elimination methods
2. Collaborative pairs: Check homework answers and come to consensus on the correct solutions.
4. For the A Problem to Solve activity, students must be broken into groups of 3 or 4. Groups
should be selected randomly. Each group will pick a folded/stapled slip of paper out of a bag.
Instruct them not to open it until you tell them to. Because there are only two problems, two
groups will have to solve the same problem. Make sure that the groups that have the same problem
do not work together. Have students complete the A Problem to Solve activity. The members of
each group should staple their work and answers together and turn it in as they leave the room.
Most groups will take 15-20 minutes to solve the problem.
5. Use the Guided Notes to help students with the problem solving process.
Homework: Systems of Linear Equations Word Problem Worksheet
114
Guided Notes on Using Linear Systems to Solve Word Problems
Systems of equations can be used to solve real-world problems involving two variables. To
use linear system to solve work problems involving two variables:
a) Use two different variables to represent the unknowns.
b) Organize the given information in a table, if possible.
c) Identify the conditions of the problem. Write an equation to represent each
condition.
d) Solve the system.
e) Check the solution in the original conditions of the problem.
I. Complete each table. Then write a system of equations that could be used to solve each
problem.
1. Jill owns a fruit stand and plans to make baskets of oranges and apples to sell. Each
basket will have 24 pieces of fruit and will sell for $7.50. Jill wants to get $0.25 for each
orange, $0.20 for each apple, and $1.95 for the basket. How many oranges will there be in
each basket?
Item Quantity Value
Apples x ?
Oranges y ?
2. Justins piggy bank has 30 coins in dimes and nickels. Their combined value is
$2.10. How many coins of each type are there?
Item Number Value
Dimes x ?
Nickels y ?
115
II. Use a system of linear equations to solve each problem.
3. The drama club at South High School sells hot chocolate and coffee at the schools
football games to make money for their upcoming field trip. At one game they sold
$200 worth of hot drinks. They need to report how many of each type of drink they
sold for their club records. Michelle knows that they used 295 cups that night. If hot
chocolate sells for $0.75 and coffee sells for $0.50, how many of each type of hot drinks
did they sell?
4. The sum of two numbers is 52. Twice the first number is 17 more than the second
number. Find the numbers.
5. The perimeter of a rectangular swimming pool is 84 meters. The width of the pool is
the length. What are the length and width of the pool?
116
117
Systems of Linear Equations Word Problem Worksheet
Use a system of equations to solve the following:
1. The number of boys in a math class is one less than three times the number of girls.
There are 39 students in the class. How many of each are there in the class?
2. The length of a rectangular garden is 3 meters less than twice the width. Three
times the width of the garden equals two times the length. Find the width and the length of
the garden.
3. Twice one number is 28 more than a second number. When 23 is added to the
second number, the result is 12 less than 3 times the first number. What are the numbers?
4. Help Mark solve the following homework problem in Geometry: Two angles are
complementary and one angle is 36 more than twice the other. Find the measure of each
angle.
5. The sum of 4 times Macys age and 3 times Kevins age is 47. Kevin is one year less
than twice as old as Macy. Find each of their ages.
6. The sum of two numbers is 48 and their difference is 80. Find each of the numbers.
7. On Friday Kelly cashed her pay check for $880 at her bank. The teller gave her
only $20-bills and $10-bills. There were 8 fewer $10-bills than $20-bills. How many $20-
bills did Kelly receive?
8. Time Warner offers the following cable packages: basic cable television and one
movie channel for $39 a month or basic cable and two movie channels for $45.50 a month.
What is their monthly charge for basic cable? (Assume that each movie channel has the
same monthly charge.)
118
Day 42
Essential Question: Am I ready for the Midterm Exam?
Objective(s): Review of all objectives taught on Days 1-41.
SAP: Basketball Shootout
Lesson Anatomy:
1. Quiz Discussion
2. Homework check and discussion
3. Use resources from DPI, GCS, Prentice Hall to pull problems that would prepare student
for the Midterm Exam. Present these problems to students to work in the Basketball
Shootout Game.
Directions:
Homework: Study for Midterm Exam (Lessons 1-41 tested)
119
Day 43
Essential Question: Am I ready to show on the Midterm Exam what I have learned this
semester?
Objective(s): Review of all objectives taught on Days 1-41.
SAP: none
Lesson Anatomy: Mid-Term Exam
Homework: none
120
Day 44
Essential Question: How do we use linear programming with systems of three or more
inequalities to solve problems?
SAP: Students will work on the Investigation with teacher guidance.
Lesson Anatomy:
1. Mid-term Exam Discussion
2. Use the Investigation on page 135 of the Text to introduce students to the concept of finding a
minimum value. (See investigation page following.)
3. Teach the linear programming method using Examples 1 and 2, and Check for Understanding
Problems 1 and 2 on pages 136-137 of the Text. Refer to the shaded region of the system of
inequalities as the feasible region and inequalities as constraints.

Summarizing Activity: Sentence Stem. What I am confused about is . . .
Homework: Prentice Hall Algebra 2 Text Section 3-4 page 138 (1, 2, 5, 5, 6, 9, 10)
121
Investigation: Finding a Minimum Value
Suppose you want to buy some tapes and CDs. You can afford as many as 10
tapes or 7 CDs. You want at least 4 CDs and at least 10 hours of recorded
music. Each tape holds about 45 minutes of music, and each CD holds about
an hour.
1. Write a system of inequalities to model the problem. Let x represent the
number of tapes purchased and y represent the number of CDs
purchased.
2. Graph your system of inequalities.
3. Does each ordered pair satisfy the system you have graphed?
a. (4, 7) b. (12, 7) c. (7, 6) d. (9, 4) e. (10, 4)
122
Day 45
Essential Question: How do we use linear programming with systems of three or more
inequalities to solve problems?
SAP: Students will work in cooperative groups to solve linear programming problems.
Lesson Anatomy:
2. In collaborative pairs to complete the following class work assignment: Practice and Problem
Solving TE, page 139 (14, 16).
3. Cooperative Group Activity:
Solve the problem: In a double-elimination tournament, a team is out if it loses two
games. The team left is the champion. If there are 30 teams playing in the tournament, how
many games will need to be played to determine a champion? Explain your answer. Encourage
groups to be creative when explaining their answer. For example, groups can act out the wins
and losses in the tournament.
4. Collaborative Pairs work on Reteach Worksheet 3-4 and Practice Worksheet 3-4 (odds)
EOC Practice Problem (below) Answer: C
Students plan to spend 300 hours preparing and 250 hours packaging popcorn for sale. The
student council has $160 for supplies. The table below gives data on the time and money
required to purchase materials and produce the finished product.
Plain Popcorn Caramel Popcorn
Preparation Time (per lb) 0.1 hr 0.8 hr
Packaging Time (per lb) 0.2 hr 0.45 hr
Material Costs (per lb) $0.10 $0.40
The students want to set up a linear program to assist them in this project. Given that
x = pounds of plain popcorn and y = pounds of caramel popcorn, what should be the
constraints of this situation?
A 0.1x + 0.8y < 160
0.2x + 0.45y < 250
0.1x + 0.4y < 300
x > 0 and y > 0
123
B 0.1x + 0.2y < 300
0.8x + 0.45y < 250
0.1x + 0.4y < 160
x > 0 and y > 0
C 0.1x + 0.8y < 300
0.2x + 0.45y < 250
0.1x + 0.4y < 160
x > 0 and y > 0
D 0.1x + 0.8y > 300
0.2x + 0.45y > 250
0.1x + 0.4y > 160
Homework: Prentice Hall Algebra 2 Practice Workbook (Practice 3-4, evens)
124
Day 46
Essential Question: How do I prepare for the test on Linear Systems?
SAP: Students will work in collaborative pairs to complete the EOC Practice Problem.
Lesson Anatomy:
1. Collaborative pairs: Check homework answers and come to consensus on the correct solutions.
3. Collaborative Pairs: EOC Practice Problem (below): Answer: D
Specialty Furniture can produce a maximum of 400 tables and chairs each week. At least 25
tables and 100 chairs must be produced each week. The profit on each table is $350 and the
profit on each table is $75. What is the maximum profit that can be generated weekly?
A $16,250
B $36,875
C $98,750
D $112,500
4. Test Review Assignment (from text): pages 157 159 #10, 18, 19, 20, 22, 23, 29, 30. Review
Answers.
Tell your partner one particular concept you plan to study more before the test tomorrow.
Homework: Study for the test.
125
Day 47
Essential Questions: Am I prepared to show what I have learned in this Unit on the test
today?
SAP: Students work in collaborative pairs to complete Check for Understanding after test.
Lesson Anatomy:
1. 5-minute review before testing.
2. Unit test on solving systems of equations (by graphing, elimination and substitution), solving
systems of inequalities by graphing, and linear programming .
3. After students turn in their test, have them complete the Check Skills Youll Need on page 164
of the text. Review answers.
Homework: none
126
Day 48
Essential Question: How do I add, subtract, and multiply matrices?
Objective(s): 1.04 Operate with matrices to model and solve problems
SAP: Students will work in collaborative pairs on the Matrix Operations Worksheet.
Lesson Anatomy:
1. Test Discussion
2. Discuss vocabulary of matrices from section 4-1.
Collaborative pairs: Do Practice 4-1 in the Prentice Hall Algebra 2 Practice Workbook.
Check answers.
3. Discuss vocabulary of matrices in sections 4-2 and 4-3 of the text.
4. Do the examples from both sections 4-2 and 4-3. In collaborative pairs students should do the
Check for Understanding problems from both sections. Review answers.
5. Collaborative pairs: Have students do the Matrix Operations Worksheet. Review answers.
Summarizing Activity: EOC Practice Problem (below): Answer: D
Nagels Bagel Shop makes a monthly report to summarize the cost of making a single bagel
of each type and the price at which it is sold. Matrix C represents cost, and matrix P
represents selling price.
Plain Blueberry Wheat Onion Plain Blueberry Wheat Onion
C = [0.12 0.17 0.13 0.15] P=[0.45 0.50 0.50 0.50]
Which matrix represents the profit on a single bagel of each type?
Plain Blueberry Wheat Onion
A [0.57 0.67 0.63 0.65]
B [0.33 0.33 0.35 0.37]
C [0.33 0.33 0.33 0.33]
D [0.33 0.33 0.37 0.35]
Homework: Prentice Hall Algebra 2 Practice Workbook Practice 4-2 4-3, odds
127
Matrix Operations
Directions: Find the value of each variable.
1.
3 28 8 31 7
9 2 14 9
x
y z
1 1 1
+
1 1 1

] ] ]
2.
2 7 0 2 8
5 8 4 2
x
y z
1 1 1

1 1 1

] ] ]
3.
3 8 11 12
5 4 25 14 40
w x
z y
1 1 1

1 1 1
] ] ]
4.
1
12
4 3
6
24 36
x y
z
1
1
1
1
1
]
]
128
Day 49
Essential Question: How do I use the TI-83 to operate with matrices?
Objective(s): 1.04 Operate with matrices to model and solve problems.
SAP: Students will complete the Matrix Operations on the TI- 83 Worksheet and the Football
Statistics Exercise in collaborative pairs.
Lesson Anatomy:
1. Collaborative pairs: Check homework answers and come to consensus on the correct
solutions.
2. Teacher demonstrates correct solution on troublesome homework problems. Using some of
the most missed homework problems, show how to enter these into the matrices function of the
calculator and operate with them to get the answer. Show students how to use the calculator to
find the determinant of a matrix.
3. In collaborative pairs do the Matrices Operations Worksheet on the TI-83. Talk about why
some of the answers are undefined.
4. Collaborative pairs: Football Statistics Exercise
On small cards put matrix notation like A2 and B4 to match to the arrangement of desks in rows
and columns in the classroom. Have students individually draw a card and rearrange themselves
in the classroom to match the card they drew. Match new collaborative pairs by who they end up
sitting beside. Remind them to remember this new seat for when they come to class tomorrow.

Homework: Prentice Hall Algebra 2 Text Section 4-2 pages 174-175 (2-24 even), Section 4-3
pages 182-183 (10-18 even, 22-28 all, 38,40)
129
Matrices
Matrix Operations:
Let A=
0 2
1 3
1
1
]
and B=
5 7
2 1
1
1
]
and C=
2 1 6
0 3 2
1
1
]
Find: 1. A +B = ___________ 7. C
2
= __________
2. A - B= ___________ 8. det [A]= _______
3. A x B= ___________ 9. det [B]= _______
4. A x C= ___________ 10. det [C]= _______
5. 3B= ____________ 11. A
-1
= _______
6. B
2
= _____________
130
Football Statistics
The tables below represent statistics on several NFL quarterbacks for 1998 and 1999 seasons.
These statistics were taken from:
http://sportsillustrated.cnn.com/football/nfl/rosters/Quarterbacks.html.
The idea for this problem comes for page 13 of Contemporary Mathematics in Context, by
Coxhead et al., 1998.
1998 Statistics
Player Attempts Completions Touchdowns Interceptions
Troy Aikman 315 187 12 5
Tony Banks 408 241 7 14
Jeff Blake 93 51 3 3
Steve Beuerlein 343 216 17 12
1999 Statistics
Player Attempts Completions Touchdowns Interceptions
Troy Aikman 442 263 17 12
Tony Banks 320 169 17 8
Jeff Blake 389 215 16 12
Steve Beuerlein 571 343 36 15
Directions: Input the 1998 statistics as Matrix A and the 1999 statistics as Matrix B.
1. What would be the meaning of B A?
2. What would be the meaning of B + A?
3. What would be the meaning of A?
131
Day 50
Essential Questions: How do we use determinants to find the area of a triangle?
How do we use matrices to solve any system of equations?
Objective(s): 1.04 Operate with matrices to model and solve problems;
2.10 Use systems of two or more equations or inequalities to model and solve problems; justify
results. Solve using tables, graphs, matrix operations, and algebraic properties.
SAP: Collaborative Pairs Activities
Lesson Anatomy:
Solve these matrix equations:
1. X +
2 0
3 1
_

,
= -2
7 4
2 5
_

,
2.
3 8
0 1
_

,
X =
4 5
2 1
_

,
3. 2X 3
9 3
21 0
_

,
=
11 7
1 10
_

,

2. Teacher demonstrates how to find the area of a triangle using determinants and the formula
below where the x and y variables represent the vertices of the triangle.
Area =
1 1
2 2
3 3
1
1
1
2
1
x y
x y
x y
t
Note: The sign is chosen so that a positive area is the result.
3. Gypsy Moth Problem:
Gypsy moths are native to France but in 1869 some were accidentally brought to
the United States. Since that time the gypsy moth population has increased dramatically and
these insects have done great damage to the forests, particularly in the northeastern U.S.
The state was going to crop dust the area with an insecticide that would kill the
gypsy moths. The infested region was roughly triangular. From the northern vertex of the
region, the distance to one of the other vertices is 20 miles south and 28 miles east. The
distance to the third vertex is 25 miles south and 20 miles east.
Find the area of the infested region so that the pilot will know how much
insecticide to load on the plane.
132
EOC Practice Problem: (Answer is B)
The student store decided to sell school spirit pennants. The art teacher laid out a
design of the triangular pennant on a coordinate grid. The vertices of the pennant
ended on (6,6), (6,16), and (24,11). To find the area of a triangle in a coordinate
system, the determinant of a 3x3 matrix can be used with the following formula:
Area =
1 1
2 2
3 3
1
1
1
2
1
x y
x y
x y
t
Note: The sign is chosen so that a positive area is the result.
What is the area of the material needed to make a school pennant?
A. 50 square units B. 90 square units C. 120 square units D. 180 square units
5. Teacher demonstrates how to solve a system of equations using matrices.
Emphasize the set up of the matrices and why you will solve with A
-1
B.
6. Collaborative Pairs: Solving Systems using Matrices Worksheet
Ticket out the door: Write an explanation to how you would solve the system
x y + z = 3
2x z = 1
2y x + 1 = 0
Homework:
Study for Quiz on Matrices
133
Solving Systems of Equations on the TI-83
1. 3x 4y = 7 ANS: __________ 9. a + b 2c = 4 ANS: __________
4x + 6y = 15 2a + b + 2c = 0
a 3b 4c = -2
2. 2x + y = 0 ANS: __________ 10. a + b c d = 1 ANS: __________
5x + 3y = 2 2a + 2b + c + d = 3
-3a + b 2c 2d = 0
5a + 3b 4c + d = -3
3. 5x 2y = -10 ANS: __________
3x + 6y = 66
6. x = -4y ANS: __________
3x + 2y = 20
5. 3x + y = 1 ANS: __________
x y = 3
6. 2x y 1 = 0 ANS: __________
3x 2y + 9 = 0
7. x + y 3z = 8 ANS: __________
2x 3y + z = -6
3x + 4y 2z = 20
8. a + 2b + c = 0 ANS: __________
2a + 5b + 4c = -1
a b 9c = -5
134
Day 51
Essential Question: How can I use matrices to organize data and solve real-world
problems?
SAP: Students will play the Looping Game using Chapter 4 vocabulary words.
Lesson Anatomy:
1. Quiz on Matrices
2. How does Integrade use matrices to calculate your grade?
Set up grade of an imaginary student based on the weights used by the teacher in
calculating grades. For example:
[83 77 92 89] *
.2
.2
.3
.3
1
1
1
1
1
]

where a students homework average is 83; their quiz average is 77; their first test grade
is 92; their second test grade is 89 and the homework average weights at 20%, the quiz
average at 20%, the first test at 30% and the second test at 30%.
3. Play the Looping Game using Chapter 4 vocabulary found on page 225 of the text.
Depending on the size of your class, some students may not get a card or some students may get
more than one card.
Directions: Create a set of cards which have a vocabulary word on it and a definition, but, the
definition is for a word on another card. All the words are defined but the definition is on
another students card. The first person reads their definition (NOT THE WORD) and the
person with the word being defined says, I have . . . and then reads their definition. Continue
on and it will loop back around to the first person.
This activity is taken from the Professional Development Institute, Inc. Copyright 2001
4. Collaborative Pairs: Use Checkpoint Quiz 1 (all) & Quiz 2(5-10) from the Prentice Hall
Chapter 4 Resource book to review for the quiz on tomorrow.
5. Guided Practice Matrix Application Problems
135
Summarizing Activity: Collaborative Pairs:
Solve the following problem:
In a three team track meet, the following chart shows the number of first, second, and third place
finishes per team.
1
st
2
nd
3
rd

Blandon 4 10 6
Walnut Cove 7 6 9
Heritage 8 3 4
If five points are awarded for first, 3 for second, and 1 for third, find the total points awarded for
each school to decide the winning team.
Homework: none
136
Guided Practice Matrix Application Problems
1. You and your friend invested in three stocks and followed their value for one year.
You each bought 1000 shares of stock, but you bought 450 shares of stock A, 300
shares of stock B, and 250 shares of stock C. Your friend bought 275 shares of both
stocks A and B, and 450 shares of stock C. You and your friend both paid $12.25 for
each share of stock A, $9.75 for each share of stock B, and $30.50 for each share of
stock C. Find the amount of money you and your friend each spent for the stock
purchases.
2. A shoe manufacturer compiled data on the performance of their largest outlet mall
stores. Sales (in thousands of pairs) at Outlet A totaled 72 running shoes, 38
basketball shoes, and 51 walking shoes. Sales at Outlet B were 12 running shoes, 8
basketball shoes and 15 walking shoes. At Outlet C, sales were 25 running shoes, 21
basketball shoes and 38 walking shoes. The total sales figure for these shoes at Outlet
A was $7996.55 while Outlet Bs sales figure was $1711.85 and Outlet Cs figure was
$4116.05. What was the selling price for each type of shoe?
3. The manager of the Snack Shack, tracks the time it takes to make and serve
hamburger and chicken sandwiches. It takes 5 minutes to prepare a hamburger and
2 additional minutes to assemble it with cheese, lettuce, tomato, and ketchup. It takes
7 minutes to prepare a chicken sandwich and 1 additional minute to assemble it with
the fixins. How many sandwiches can be prepared and served by an employee if 42
minutes is spent on preparation and 15 minutes is spent on serving?
137
Day 52
Essential Question: How can I use matrices to organize data and solve real-world
problems? How can I prepare for the test on Matrices?
Objective(s): 1.04 Operate with matrices to model and solve problems;
SAP: Students will complete Pairs Checking and The Envelope Activity in cooperative
groups.
Lesson Anatomy:
1. Quiz Discussion
2. Review for test using the Chapter 4 Review in the text on pages 225-227 (11-27, 36-46)
Pairs Checking: Have students circle the even numbered problems. Instruct them to do
their own work, however, when they get to a number that is circled they should stop and check
their answers with their partner. They can not go on unless their previous answers agree with
their partners answers. If they agree, they can continue working. If they do not agree, they
must justify their answers until they can agree on the same answer
3. Cooperative Problem Solving: The Envelope Activity
Directions: Assign students to groups of 4 and rearrange the room for students to sit with
their groups. Make 8-9 copies of the Matrix Application Problems and cut the problems apart
and put them into labeled envelopes. Every group will work at their own pace in solving the
problems as the teacher walks around the groups, checking their solutions and giving advice as a
last resort. Every group member has to assume on of these four roles: facilitator, encourager,
checker, or recorder. The facilitator is the take charge guy who pushes to get the job done.
The encourager makes sure every one in the group participates and stays on task. The checker
approves the solution before the teacher is called to the group. The recorder explains the solution
to the teacher and shows the answer on their TI-83. Only when the teacher has approved the
solution does the group get to turn in their envelope and get the next problem. With every new
problem the students in each group has to change to a different role. Add one bonus point to
each group members Matrices Test Grade for each problem correctly solved by the group.
Summarizing Activity: Complete the group synthesis on the bottom of the recording sheet
before turning it in to the teacher.
Homework: EOC Practice Problems and Study for Unit Test on Matrices
Answers: 1. D
2. D
3. B
138
Name(s) _________________________
_________________________
_________________________
_________________________
Group Recording Sheet for The Envelope Activity
Point Scored
1. Bookstore Problem _______________________
2. The Travel Agent _______________________
3. Shipping Business _______________________
4. Flags Problem _______________________
5. Candy Sale _______________________
Total Points for the Group = ________
Group Summarizing Activity
a) Which of the four roles of recorder, encourager, checker, or facilitator was the hardest in
your opinion? _____________________________
b) Why was it the hardest?
_____________________________________________________________________________
_____________________________________________________________________________
c) Did you like this activity? ____________________________________________________
d) What could be done to improve it? ____________________________________________
139
Matrix Application Problems
1. The Campus Bookstores inventory of books consists of the following quantities:
Hardcover: textbooks---5280; fiction---1680; nonfiction---2320; reference---1890
Paperback: textbooks---1940; fiction---2810; nonfiction---1490; reference---2070
The College Bookstores inventory of books consists of the following quantities:
Hardcover: textbooks---6340; fiction---2220; nonfiction---1790; reference---1980
Paperback: textbooks---2050; fiction---3100; nonfiction---1720; reference---2710
Use matrix algebra to determine the total inventory of a new company formed by the merger of the College
Bookstore and the Campus Bookstore.
2. A travel agent offers three different travel packages to Williamsburg, Virginia. Package I consists of 4
nights at a hotel, 3 passes to local attractions, and 5 meals. Package II consists of 3 nights at a hotel, 4 passes,
and 7 meals. Package III consists of 5 nights at a hotel, 4 passes, and no meals. The agent can book a hotel
room for $90 per night, get passes for $28 and provide meal vouchers at a local restaurant for $15 per meal.
She wants to run an ad featuring the least expensive package. Which plan should she advertise?
3. Janice, Nancy, and Davonna work after school and weekends for a local shipping business. They get paid a
different rate for afternoon, evenings, and weekends. The number of hours they worked during one week is
given in the following matrix:
Afternoons Evenings Weekends
Janice 5 2 3
Nancy 1 2 6
Davonna 2 2 3
If Janice had worked twice the number of hours for the week, her salary would have been $98. If Nancy had
worked 2 more hours in the evening, her salary would have been $62. If Davonna had worked 1 more hour on
the weekend, her salary would have been $43. Find the rate of pay for each of the times of day worked by the
girls.
4. Suppose you and your friend Candace are responsible for making flags for the flag team at Algebra High.
There are two types of flags, large ones with 4 orange strips and 3 black strips, and small flags with 2 orange
strips and 1 black strip. You plan to make 15 large flags and 10 small ones. Candace will make 5 large and 8
small flags. Use matrices to determine the number of orange and black strips that you and Candace each need.
5. The math club holds a fall and spring candy sale for a fundraiser.
Last year the club sold in the fall: Last year the club sold in the spring:
40 Trail Treats 75 Trail Treats
100 Carob Chews 108 Carob Chews
0 Fruit Clusters 80 Fruit Clusters
40 Nut Bars 65 Nut Bars
Each individual bar of candy sold at the following prices:
$1.00 Trail Treats
$1.00 Carob Chews
$0.50 Fruit Clusters
$1.50 Nut Bars
(a) What is the total revenue in the fall?
(b) What is the total revenue in the spring?
(c) What is the total revenue for the year?
(d) If the club made a 40% profit in the fall and a 50% profit in the spring, what is the yearly
profit for the group?
140
EOC Practice Problems
1. John and his father each own a boat for bass fishing. The motor on one boat takes regular
gasoline, and the other needs premium. John records the following information in his
expense book:
Regular Premium Cost
3 gal 2 gal $7.35
1 gal 4 gal $7.75
What is the cost of one gallon of premium gasoline?
A $1.29
B $1.39
C $1.49
D $1.59
2. For a campaign, a company gave away 5,000 toys to children. Toys x and y cost the
company $1.29 and $0.98, respectively. The company spent a total of $5,613. How many of
toy x did the company give away?
A 229
B 2,000
C 2,200
D 2,300
3. Two pickup trucks have capacities of ton and ton. They made a total of 18 round
trips to haul 7 tons of crushed rock to a job site. Which matrix equation could be used to
determine how many round trips each truck made?
A
1 1 18
4 2
1
7
1 1
2
x
y
1 1
1
1 1

1
1 1
]
] ]
B
1 1 1
7
4 2 2
1 1 18
x
y
1 1
1
1 1

1
1 1
]
] ]
C
1
18 1
4
1
1 7
1
2
2
x
y
1
1
1
1
1
1
1
1
] 1
]
1
]
D
1
1 1
7
4
2
1
18 1
2
x
y
1
1
1
1
1
1
1
1
] 1
]
1
]

141
Day 53
Essential Question: Am I ready to show on the test today that I know how to operate with
matrices?
SAP: Collaborative Pairs Warm Up Exercises
Lesson Anatomy:
1. EOC Homework Practice Discussion
2. Collaborative Pairs Warm Up Exercises: Prentice Hall Algebra 2 Text, p. 228, Ex. 4-6,
16,18, 27, 28, 30
3. Unit Test on Matrices
Homework: none
142
Day 54
Essential Questions: How do I simplify radicals fully? How do I add and subtract
radicals?
Objective(s): 1.01 Simplify and perform operations with rational exponents and logarithms
(common and natural) to solve problems; 1.02 Define and compute with complex numbers.
SAP: Students will use White Boards to practice simplifying, adding and subtracting radicals.
Lesson Anatomy:
1. Test Discussion
2. Review the Real Number System.
3. Since every real number is either rational or irrational, how do you recognize the difference?
Have students name different types of numbers and classify them as either rational or irrational.
Emphasize that some radicals are rational and some are irrational and explain why.
4. Teacher demonstrates through several examples how to simplify square roots, cubed roots,
and some fourth roots. Focus only on the principal root. Use Examples 2 and 3 (TE, pgs. 364-
365)
5. Cooperative Pairs: Check Understanding problems 2a-c and 3a-c (TE, pgs. 364-365)
6. Teacher demonstrates how to add and subtract radicals and then simplify the answer fully.
Use Example 3 and Check Understanding problem 3 (TE, pg. 375). See also the additional
examples 1-3 (TE, pg 375).
Ticket out the Door: Answer these and explain the pattern you see.
1/3 + 4/3 =
1x + 4x =
1x
2
+ 4x
2
=
1 2 + 4 2 =
1
3
2 + 4
3
2 =
Homework: Prentice Hall Algebra 2 Text: Section 7-1 page 366 (39 51), Section 7-3 page
376 (1-12)
143
Day 55
Essential Question: How do I multiply radical expressions?
SAP: Students will play MATHO to review simplifying radical expressions.
Lesson Anatomy:
1. Partners compare homework solutions and come to consensus on correct solution.
2. Teacher demonstrates correct solution on troublesome homework problems.
3. Matho Game on Simplifying Radical Expressions
4. Teacher demonstrates the following examples to show the different situations that can occur
with multiplication of radical expressions:
3 * 3
2 * 6
2 3 * 6 2
6 5 * 7
3(2 + 2 3)
(2 + 2)(3 - 2)
(3 - 2)(3 + 2)
(1 + 5)(2 - 5)
3(1 + 2 3)
(1 + 5)
2
(3 5 - 2 3)
2
5. White Board Practice: Practice and Problem Solving Exercises page 372 (37-45) and page
377 (13-21 odd)
Ticket out the Door: Find the perimeter and area of the given rectangle.
2 + 3
5 - 5
Homework: Addition/Subtraction/Multiplication of Radicals Worksheet
144
Matho Game on Simplifying Radicals
Problem Answer Problem Answer
1.
2 2
4x y 9 2.
7 10
48x y 15
3.
4 5
18x y 25 4.
3 8
8x 18
5.
12 4
4
16x y 10 6.
5 4
3
16x y 4
7.
4 5
3
24x y 26 8.
4
9x
2
19
9.
5 3
8x y 23 10.
2
3
(27) 21
11.
7
25x
7 12.
5 7
50x y 14
13.
4
3
3
x
y
20 14.
4
16
81
22
15.
9 5
5
96x y 1 16.
2
5y
36
11
17.
2
18
x
29 18.
3 3
8
5
19.
4 6
3
8x y 28 20.
2 3
3
16x y 12
21.
3 5
4
81x y 27 22.
4 3
4
8x y 3
23.
3 7
81x
16 24.
3 3
27x
8
25.
3 5
40x y 17 26.
3
3
27xy 2
27.
3 4
81x
24 28.
3 3
8x
6
29.
2
25x y 13 30.
6
64x
30
145
146
Addition, Subtraction & Multiplication of Radicals
I. Addition/Subtraction of Radicals: Simplify all answers fully.
1. 2 7 + 3 7 2. 7
4
5 - 2
4
5 3. 4 2 - 5 2
4. 8 + 32 5. 18 + 32 6. 6 18 + 3 50
7. 14 20 - 3 125 8. 27 + 48 9. 8 45 - 3 80
10.
3
54 +
3
16 11. 7x - 28x 12.
4
32 +
4
48
13. 3
3
81 - 2
3
54 14. 72 + 32 + 2 18 15. 75 + 2 48 - 5 3
II. Multiplication of Radicals: Simplify all answers fully.
1. 2 * 3 2. 3 * 3 3. 3 * 9
4. 5 * 25 5.
3
2 *
3
8 6. 3 4 * 2 5
7. -6 3 * -2 15 8. -
3
7 * 2
3
49 9. 6 3 * 2 18
10. 2( 3 + 2) 11. 3 2( 3 - 2) 12. 4 3(3 3 - 1)
13. (2 + 3)(2 - 3) 14. (3 - 2)(4 + 3) 15. (2 + 3)
2
147
Day 56
Essential Question: How do I divide radicals?
SAP: Students will compete in the Radical Race for review.
Lesson Anatomy:
3. Radical Races
4. Teacher demonstrates through the following examples the different situation that can occur in
dividing radical expressions:
1.
50
2
2.
2
3
3.
4 24
3 4
4.
3 18
5 8
5.
32
9
6.
5
3
2
162
3
x
x
7.
4
5
x
8.
2
10
20
x
9.
3
2
10
x
xy
10.
2
1 3 +
11.
2
1 5 - +
12.
5
3 3 +2
13.
1 2
2 5
-
+
14.
3
5
5
5. White Board Practice: Practice and Problem Solving Exercises page 371 (23-33 odd) and
page376 (23-26).
Cooperative Pairs: 1. Find the reciprocal of 2 + 3.
2. Find the product of 2 + 3 and its conjugate.
Homework: Division of Radicals Worksheet
148
Radical Race #1
Start with: 3
Partner Group 1:
Add 2
3
to the starting radical. Answer:___________________
Partner Group 2:
Subtract 5
3
from the last answer. Answer:___________________
Partner Group 3:
Add 7
3
to the last answer. Answer:___________________
Partner Group 4:
Subtract
3
from the last answer. Answer:___________________
__________________________________________________________________
Radical Race #2
Start with: 2 7
Partner Group 1:
Add 6 28 to the starting radical. Answer:___________________
Partner Group 2:
Subtract 63 from the last answer. Answer:___________________
Partner Group 3:
Subtract 28 from the last answer. Answer:___________________
Partner Group 4:
Add 3 63 to the last answer. Answer:___________________
149
Division of Radicals Worksheet
1.
6 21
7
2.
80
5
3.
2
3
x
4.
3
12
3
b
b
5.
3
7
6.
50
3 10
7. 10
3
5
8.
1
2 3
-
+
9.
2
1 5 -
10.
7
4 3 -
11.
4
2 2
-
+
12.
1 2
1 2
+
-
13.
6 10
3 3
14.
2 3
1 2
+
-
15.
3
2
5
-
150
Day 57
Essential Question: What do fractional exponents mean?
SAP: Students will use white boards to practice simplifying rational exponents.
Lesson Anatomy:
3. Cooperative Pairs: Do and check Practice 7-3(odds) of the Prentice Hall Algebra 2
Workbook.
4. Teacher demonstrates the connection between rational exponents and radical expressions
through the definition on p.380. Use Example 2, 4 and 5 (TE, pgs. 380-382) and Check
Understanding problems 2, 4 and 5 (TE, pgs. 380-382).
Ticket out the Door: Explain how you would find the value of
1
3
27
64
_

,
without your calculator.
Homework: Prentice Hall Algebra 2 Text Section 7-4 page 382 (1-37) and study for Quiz on
Operations with Radical Expressions
151
Day 58
Essential Question: How do I solve simple radical equations?
Objective(s): 2.07 Use equations with radical expressions to model and solve problems; justify
results. a) Solve using tables, graphs, and algebraic properties.

SAP: Students will work in cooperative pairs to solve equations involving radicals.
Lesson Anatomy:
3. Quiz on Operations with Radical Expressions
4. Teacher demonstrates how to solve radical equations using the properties of equality through
the following examples:
a)
2 4 y-
= 4
b)
4
9 7 x- =
4
4 13 x +
c)
3
2 n + = 2
d) 3 1 x + = 2 1 x-
e) y 4
2
4 y - = 0
f)
2
12 y + - 2 = y
g) 2 3 x- + 4 = 0
h) 2 5x = 10
5. Solve the same problems graphically on the TI-83 and compare answers.
Cooperative Pairs: (Do algebraically and check graphically)
a) 7 6 x + = 9 4x +
b)
3
2 1 x + = 3
c)
2
7 x + = x 1
How should we have recognized algebraically that c) had no solution in the real number
system? How does this show up graphically?
Homework: Prentice Hall Algebra 2 Workbook Practice 7-5 (5, 10, 14, 17, 19-21, 25, 30, 34,
36, 37, 39, 42)
152
Day 59
Essential Questions: How do I solve equations involving rational exponents? How do I
solve problems involving radical expressions?
SAP: Students will work in cooperative pairs to solve problems involving radical expressions.
Lesson Anatomy:
1. Quiz Discussion
2. Partners check the algebraic homework solution by graphing them on the TI-83.
3. Teacher demonstrates correct algebraic and graphical solution on troublesome homework
problems.
4. Use Example 2 and Checking Understanding problem 2 (TE, pg 386) to demonstrate how to
solve radical equations with rational exponents.
5. Cooperative Pairs: Do and check p. 388 9-12
6. Who is the best weight-lifter in this class? Let class make 3-4 suggestions. The best
weightlifter is not always the person who can lift the largest amount of weights. What else might
matter in deciding who is the best? Decide who is the best weightlifter through the following
formula.
OCarrolls Formula for handicapping weight lifters:
W =
3
( 35)
w
b
Where W = handicapped weight lifted
w = weight lifted in kilograms
b = your weight in kilograms
one pound = .45 kilograms
Example: Larry weighs 215 pounds (96.75 kg). He can lift 305 pounds (1.37.25 kg).
His handicapped weight lifted is 34.724.
Derek weighs 160 pounds (72 kg). He can lift 275 pounds (123.75kg). His handicapped
Weight lifted is 36.137.
Derek is the better weight lifter.
153
7. After an accident, police investigators use the formula s = 2 5L to estimate the speed (s) of a
car in miles per hour. The variable L represents the length in feet of the tire skid marks on the
pavement. On one occasion, an accident scene investigation team measured skid marks 120 feet
long. How fast was the car traveling?
8. If a standard baseball diamond has sides 90 feet long, how far does the catcher have to throw
the ball to reach to second base?
9. As part of a tryout for a girls softball team, each player must hit a series of balls in a batting
cage. The coach determines the velocity of each hit with a speed gun. She uses the formula
d = v
4.9
h
to estimate the distance the ball would have traveled if the ball had been hit in an open
field. In the formula, v represents the velocity (in meters per second) of the baseball, and h is the
height (n meters) above the ground from which the ball is hit. If one of he girls hits the ball at a
speed of 45 m/s from a height of 0.8 meters above the ground, what distance would this ball have
traveled?
10. Cooperative Pairs: How do they fit? Puzzle (from NCDPI Resources for Algebra)
Be sure to have partners cut out the nine puzzle pieces first thing. Then ask them to arrange the
puzzle pieces into a 3X3 square so that a problem and its corresponding answer are on adjacent
edges of the squares. Problems or answers that do not have a match must be on an outer edge.
Have partners glue or tape their finished product to a piece of paper before turning it in.
Summarizing Activity: EOC Practice Problem: Answer: D
What should be the first step in solving the equation
3
2 2 x- = 4?
A Square both sides.
B Divide both sides by 2.
C Raise both sides to the 1/3 power.
D Cube both sides.
Homework: Prentice Hall Algebra 2 Text Chapter 7 Review page 416-417 (11-53 odd, 54, 56)
to do as they Study for the Test tomorrow.
154
155
Day 60
Essential Question: Am I ready to show what I have learned about radicals on the Unit
Test today?
SAP: Students will complete review problems in cooperative pairs.
Lesson Anatomy:
3. Answer any questions that came up as students were studying for the test.
a) Find the reciprocal of 4 - 5
b) What is the product of 1 + 3 and its conjugate?
c) Find the area and perimeter of each figure. Figures are not necessarily drawn to scale.
#1)
2 2
3 3
#2) a triangle with legs of 2 2, 2 3, and 3 3 and a height of 2
5. Unit Test on Radical Expressions and Equations.
Homework: none
156
Day 61
Essential Questions: What is an imaginary number? How do I operate with i numbers?
Objective(s): 1.02 Define and compute with complex numbers.
SAP: Students will use white boards to practice operating with complex numbers. Students
will play MATHO to practice operations with complex numbers.
Lesson Anatomy:
1. Test Discussion
2. Introduce the Complex Number System and give examples of each set using the diagram in
the text on page 271.
3. How do we solve x
2
+ 1 = 0? Imaginary numbers were created by the French mathematician
Rene Descartes because he wanted to be able to have an answer for equations like this. We need
to learn to operate with imaginary numbers for when we are solving quadratic equations in this
unit.
4. Explain that every complex number can be written in the form a + bi.
5. Demonstrate through examples found in the text on pages 270-273 how to simplify, add,
subtract and multiply imaginary numbers. (Exclude example 3 in the text)
When the need arises as you are multiplying i numbers, demonstrate the powers of i and how to
simplify those powers. Show i as a cyclic group of four through the following graphic organizer.
Start at i and move in a counter-clockwise rotation.
i
-1 1
-i
6. Demonstrate through the following examples how to divide complex numbers:
a)
5
3i
b)
2
2 i +
c)
2 3
3 2
i
i
-
+
d)
5 2
2
i
i
+
-
e)
3 16
3 16
- -
+ -
8. MATHO Game on Operations with Complex Numbers
What would be the simplified form of 3 i
102
? How did you figure out your answer?
Homework: Operations with Imaginary Numbers Worksheet
157
Operations with Imaginary Numbers Worksheet
I. Express each complex number in the form a + b i.
1. 4i + 6 2. -3i 2 3. -6 4. 5i
5. 4i 6. 0 7. 7 + 9 - 8. - 4 -
Simplify.
9. (9 + 2i) + (6 + i) 10. (4 + 2i) + (6 + 7i) 11. (-7 5i) + (-8 + 2i)
12. (-3 + 2i) + (5 + 6i)13. (3 + 16 - ) + (2 + 4 - ) 14. (3 + 9 - ) + (5 + 49 - )
15. (9 + 4 - ) + (16 + 25 - ) 16. (9 + 5i) (10 + 3i) 17. (-7i 5) (4 i)
18. (8 + 6i) (4i + 5) 19. (9 2i) (-3i + 7) 20. (2i 14) (6 4i)
II. Simplify.
1.
12
i = __________ 2.
14
i = __________ 3.
21
i = __________
4.
65
i = __________ 5. 3
71
i = __________ 6. -10
101
i = __________
7. 7
28
i = _________ 8. -
35
i = __________ 9.
19
i = __________ 10. 3
6
i = __________
III. Simplify.
1.
( ) 3 5)(1 2 i i + +
2.
( ) 6 )(3 2 i i - +
3.
( ) 7 3)(3 4 i i + +
4.
( ) 2 2)(3 2 i i - -
5.
( ) 5 3)(6 i i - +
6.
( ) 4 5)(1 3 i i + -
7.
( ) 7 6)(3 2 i i - +
8.
( ) 8 )(4 3 i i - +
9.
( ) 1 )(1 i i - +
10.
( ) 6 2 (6 2) i i - +
11.
( )
2
3 i +
12.
( )
2
4 2i -
13.
2
4
i
i
+
+
14.
5 3
2 2
i
i
-
+
15.
5 3
1 2
i
i
+
+
16.
1
4 2i +
17.
1
5 3i -
18.
2 3 9
2 3 9
+ -
- -
19.
5 25
3 25
- -
+ -
20.
5 16
7 25
+ -
- -
158
Matho Game on Operations with Complex Numbers
Simplify all problems fully.
1. 2 25 - 9 2.
( ) 3 2 13 i i - +
12
3.
64
3
3
-
18 4.
( ) 2 3)(5 8 i i - +
19
5. 54 - 27 6.
2
3
i
i
-
+
5
7. 17 - 23 8.
( )
2
2 3i -
15
9.
( ) 2 3) ( 7 2 i i + + - -
8 10.
4
1 i -
6
11.
( ) 5 6 4 i i - +
28 12.
27
3 -
1
13.
( ) 4 3 (5 2) i i - +
7 14.
16
2i 25
15.
3 2
6 5
i
i
+
-
17 16.
100
5i 30
17.
( )
2
2 6i -
24 18.
3
20
5 i
-
20
19. 3 16 - 16 20.
5 2
6 3
i
i
+
+
26
21.
16
4
2 -
22 22. ( )
2
2 5 i +
2
23. 72 - 14 24. ( )
8 2 9 4
( 64 ) i a b 29
25. 13 - 4 26. Solve: 3
4 4 0 x x - - - =
27.
( ) 3 2 ( 2 7 ) i i + + - -
21 28.
6 4
1 2
i
i
-
+
13
29.
1
4 2i -
10 30.
2
27
4
i
i + -
-
11

159
160
Day 62
Essential Question: What is the connection between the graph of the quadratic function
and the solution of the related quadratic equation?
Objective(s): 2.02 Use quadratic functions and inequalities to model and solve problems; justify
results. b) interpret the constants and coefficients in the context of the problem.

SAP: Students will complete a Paideia Seminar on the Quadratic Function.
Lesson Anatomy:
1. Partners compare homework answers and come to consensus on correct solutions.
3. Paideia Seminar: Introduction to Quadratic Function graphing (Alternative: Students
complete the lab in cooperative pairs and then have a class discussion of the questions with
group cooperation in completing the graphic organizer.)
Ticket out the Door: (Show work!)
1. EOC Practice Problem: Answer: B
Simplify:
1 2
2 3
i
i
+
-
A
8
7
i +
B
4 7
13
i - +
C
8 7
7
i +
D
4 7i - +
2. Show that
7 3i +
and
7 3
58
i -
are inverses of each other.
Homework: Prentice Hall Algebra 2 text page 274, Ex. 29-40
161
Seminar Plan
Graphing Quadratic Functions
1. Arrange desks into a rectangle or circle.
2. Have partners complete worksheets 1-3 on graphing quadratic function through exploration on
the TI-83
3. Lead seminar discussion questions
4. Homework: Prentice Hall Algebra 2 Practice Workbook; Practice 5-5 (first column, 1-40 solve
by factoring only)
Seminar Discussion Questions
1. The first sentence reads. Why does it say in y= ax
2
+bx + c that a 0?
For the graphs 1-8, what were the values of a, b, and c?
2. What did you find similar about the graphs in Part I? What were the differences?
3. How does a in y= ax
2
+ bx + c affect the graph?
4. In part II, what does it mean when it reads y= ax
2
+ bx + c, where b=0?
5. How does the value of c affect the graph? What else could we call the value of c, i.e. what
would c be called on the graph?
6. In part III, what were your descriptions of the graphs and how did you decide?
7. In part IV, how did the b value seem to affect the graph?
8. What were your predictions in part V and why?
9. What were your solutions to the equation in Part VI? How did those solutions relate to the
graph?
10. What would be real-world examples of parabolas?
11. Discuss Part VII. What is the y intercept? Why does it turn down?
12. What do you know, without graphing on the calculator, about the graph of y= 2x
2
+ 4x + 2?
162
Name(s) _________________________
__________________________
Exploring the graphs of Quadratic Functions
Of the form y= ax
2
+ bx + c
Part I:
The graph of a quadratic function of the form y= ax
2
+ bx + c, where a 0, is called a parabola. In this part you will
investigate how the value of a affects the shape and/or position of the parabola. Start graphing with a user friendly
window. Graph the following on your TI-83, and sketch what you see in the space provided.
1. y= 3x
2
2. y= -3x
2
3. y= 2x
2
4. y= -2x
2
5. y= 1/2x
2
6. y= -1/2x
2
7. y= 1/4x
2
8. y= -1/4x
2
What is the same about all the graphs?
What is different about all the graphs?
How does a affect the graph?
163
page2
Part II:
Next consider the equation y= ax
2
+ bx + c, where b=0. Graph each of the following on your TI-83, and then sketch
what you see in the space provided.
1. y= 2x
2
+ 3 2. y= 2x
2
3 3. y= 2x
2
4 4. y= 2x
2
+ 4
How does the value of c affect the graph?
____________________________________________________________________________________________
____________________________________________________________________________________________
Part III:
Do not use a calculator on this section. Predict how each equation will look from what you learned in Part I and Part
II. Describe or sketch your prediction.
1. y= x
2
+ 7
2. y= -x
2
+ 7
3. y= 5x
2
+ 3
4. y= 1/3x
2
-5
164
page 3
Part IV:
Now consider the equation y= ax
2
+ bx + c. Graph each of the following on your calculator and then sketch what
you see.
1. y= x
2
+ 4x + 4 2. y= x
2
-4x + 4 3. y= x
2
3x -10 4. y=x
2
+ 3x - 10
How does the value of b seem to affect the graph?
____________________________________________________________________________________________
____________________________________________________________________________________________
Part V:
Do not use your calculator on this section. Use what you have learned from the previous sections to predict the
answers to the following questions about y = 4x
2
+ 4x + 1.
Which way does it turn? _______________________________________________________________________
What is the y-intercept? ________________________________________________________________________
Is it average width, narrow, or wide? ____________________________________________________________
Is the lowest point on the graph (called the vertex) to the left or right of the y-axis? ________________________
Check the graph on the calculator to see if your predictions were correct.
Part VI:
Solve the following quadratic equations algebraically by factoring and using the zero-product property.
1. x
2
+ 4x + 4 = 0 2. 0 = x
2
4x + 4 3. 0 = x
2
3x 10 4. x
2
+ 3x 10 = 0
165
Page 4
Compare your answers in this part to the functions you graphed in Part IV. What is the relationship?
__________________________________________________________________________________________
__________________________________________________________________________________________
Part VII:
A golf ball hit into the air forms a parabola. If y = 32x 5x
2
models the height of the golf ball in meters for the x
seconds it is in the air, graph this on your calculator. What window did you use to see the complete parabola?
Xmin ______________ Xmax ______________ Ymin _________________ Ymax _______________
Find the maximum height reached by the golf ball. ____________________
How many seconds was it in the air when it reached that maximum height (vertex)? ____________________
What is the y-intercept? ____________________________________________________________________
What is/are the x-intercept(s)? _______________________________________________________________
What do/does the x-intercept(s) represent? _____________________________________________________
166
Graphing
Quadratic
Equations
Of the Form
y=ax
2
+ bx + c
167
What does a tell us?
What does b tell us?
What does c tell us?
Day 63
How do I identify quadratic functions and graphs? How do I find the zeros of a function?
How do I find and interpret the maximum and minimum values and the intercepts of a
quadratic function? How do I model data with quadratic functions?
Objective(s): 1.02 Define and compute with complex numbers; 2.02 Use quadratic functions and
inequalities to model and solve problems; justify results. b) interpret the constants and coefficients
in the context of the problem; 1.03 Operate with algebraic expressions (polynomial, rational,
complex fractions) to solve problems.
SAP: Students will complete the Quadratic Graphing Exercise and the Modeling Data with
Quadratic Functions Worksheet in collaborative pairs.
Lesson Anatomy:
1. Teacher-led homework discussion.
2. Discuss the vocabulary, which is highlighted in yellow in Section 5-1 (TE, pgs. 234-236).
Show students how to tell the difference between a linear and quadratic function. Use
Example 1 (TE, pg 234) and Check Understanding problem 1a-c (TE, pg 235).
3. Demonstrate how to identify the vertex, the axis of symmetry and the zeros of a parabola.
Use Example 2 (TE, pg 235).
4. Discuss the following vocabulary (some of this will be review): quartic, cubic term, quadratic
term, linear term, constant term, vertex, zeros, x-intercept, y-intercept, turning points,
minimum value, maximum value as related to quadratic and cubic and quartic functions.
5. Name the zeros of the function f(x) =
3 2
3 12 4 x x x - - + by interpreting the graph on the
calculator. Discuss the relationships in the vocabulary of x-intercepts, zeros, roots, and
solutions.
6. Cooperative Pairs: Quadratic Graphing Exercise
7. Many applications require knowledge of quadratic functions. Have students find a quadratic
model for the following data and answer the questions:
168
A small manufacturing firm collected the data below on advertising expenditures (in
thousands of dollars) and total revenue (in thousands of dollars).
Advertising Total Revenue
20 $6101
22 $6222
25 $6350
25 $6378
27 $6453
28 $6423
29 $6360
31 $6231
a) Describe the viewing window that you used to view a complete graph.
Xmin = ______
Xmax = ______
Xscl = _______
Ymin = ______
Ymax = ______
Yscl = _______
b) What is the independent variable? dependent variable?
c) Find the quadratic function of best-fit.
d) Determine the maximum revenue for this firm.
e) Predict the revenue if the firm spends 33,500 on advertising.
5. Collaborative Pairs: Modeling Data with Quadratic Functions (Do and check)
Ticket out the Door (with partner):
Compare and Contrast the following two functions:
f(x) =
2
2 4 1 x x + + and g(x) =
2
3 6 2 x x - - -
List as many similarities and differences as you can in 5 minutes.
Homework: Prentice Hall Algebra 2 Text Section 5-1 page 237 (1-12, 16-22) *need graphing
calculator; Study for Quiz on Operations with Imaginary Numbers
169
Quadratic Graphing Exercise
y =
2
8 10 1 x x +
Find the following:
a) vertex __________________________________________________________
b) y- intercept ______________________________________________________
c)
2
8 10 1 0 x x + < __________________________________________________
d)
2
8 10 1 0 x x + __________________________________________________
e) What is the minimum value of the function? ____________________________
f) What is the value of y when x= .5? ____________________________________
g) What is the value of x when y = -1? ___________________________________
170
Modeling Data with Quadratic Functions Worksheet
Fuel Consumption
Year Average Fuel
Consumption
1980 71.9
1981 71.0
1982 70.1
1983 69.9
1984 68.7
1985 69.3
1986 71.4
1987 70.6
1988 71.9
1989 72.7
1990 72.0
1991 70.7
1992 73.9
1993 75.1
a) What is the equation the quadratic function of best-fit? ________________________
b) Determine the year in which average fuel consumption was lowest. ______________
c) Predict the average fuel consumption for 1996. ________________
171
Page 2
A farmer collected data which shows crop yields for various amounts of
fertilizer.
Plot Fertilizer
(Pounds/100 ft
2
)
Yield(Bushels)
1 0 4
2 0 6
3 5 10
4 5 7
5 10 12
6 10 10
7 15 15
8 15 17
9 20 18
10 20 21
11 25 20
12 25 21
13 30 21
14 30 22
15 35 21
16 35 20
17 40 19
18 40 19
a) What do you think is the independent variable for this data? _____________________
b) What is the equation the quadratic function of best-fit? _________________________
c) What is the maximum amount of fertilizer to use? _____________________________
What is the crop yield for the maximum amount of fertilizer? ___________________
d) Predict the crop yield if 42 pound of fertilizer is used. __________________________
172
Day 64
Essential Questions: How do we solve quadratic equations by factoring?
Objective(s):
1.02 Define and compute with complex numbers;
2.04(a) Solve (quadratic equations) using tables, graphs and algebraic properties.
SAP: Basketball Shootout Game
Lesson Anatomy:
1. Cooperative Pairs: (Do and check)
Simplify fully:
1.
3 ( 2 16 ) i i
2.
3 ( 2 16 ) i i
3.
(2 )(3 5 ) i i + +
4.
2
(5 3 ) i +
5.
3
5
3i
6.
2
3 2i
+
7. 25 * 4
8.
6 3
1 2
i
i
+
9. 10i
33
10. -10
34
i
2. Quiz on Operations with Imaginary Numbers
4. Teacher demonstrates through several examples the procedure for solving a quadratic or
cubic equation by factoring. Emphasize the Zero Product Property.
6. Basketball Shootout Game on Solving Quadratic Equations by Factoring using the problems
from the text on pages 266-267, Ex. 1-10, 36-39, 41-42, 46-53
Ticket Out the Door: Number 1s tell Number 2s the three important steps for solving a
quadratic equation by factoring. Number 2s write them down to turn in. Put both names on the
paper.
Homework: Practice 5-5 Workbook, Ex. 1-41 (odd)
173
Directions:
174
Day 65
Essential Questions: How do I write a polynomial equation given its solutions? How do I
solve quadratic inequalities by factoring and by graphing?
SAP: Students will work in collaborative pairs to complete the Partner Practice Worksheet.
Lesson Anatomy:
1. Quiz Discussion
2. Partners compare answers to homework and come to consensus on correct solutions.
4. If you know the solutions of a polynomial function are -2 and 2, what could be the polynomial
equation?
5. Cooperative Pairs: What equation could have a solution set of {-1/2, 0, 5}?
6. Cooperative Pairs: The solutions of a polynomial equation are given. Find the polynomial
equation.
a) -3, 0, 2 b) , 3
7. The following problem and student solution was on an exam paper in Pre-Calculus. The
teacher marked the problem entirely wrong. Explain to me why the teacher gave no credit for
the student solution. Then show me the correct solution you would have written.
Solve for x:
(2x 1)(x + 2) = 3
---------------------------------
Student Solution:
2x 1 = 3 or x + 2 = 3
2x = 4 x = 1
x = 2
8. What is the difference between y < x
2
+ 4x + 4 and x
2
+ 4x + 4 < 0?
9. Teacher demonstrates the procedure for solving quadratic inequalities by factoring and sign-
line test.
10. Partner Practice Worksheet. Do and check.
11. Using the same problems as the Partner Practice Worksheet demonstrate how to graph the
functions on the calculator and interpret the solution set for the equations and inequalities from
their graphs.(<0: name values of x for the points on the graph lying below the x axis, >0: name
values of x for the points on the graph lying above the x axis)
175
Cooperative Pairs: Teacher graphs y = x
3
4x on the overhead calculator. Ask the students to
use the graph to name the solution of x
3
4x < 0.
Homework: Quadratic Inequality Worksheet.
176
Partner Practice Worksheet
I. Solve the following quadratic equation:

4 2
2 10 8 0 a a +
II. Solve the following quadratic inequalities:
1.
( 2)( 3) 0 x x + <
2.
2
3 4 x x >
3. 6x
2
+ 18x 0 4. x
2
7x 10x
5.
2
3 6 3 0 x x + + >
177
Quadratic Inequality Worksheet
Solve each inequality by factoring and the sign-line test:
1.
2
3 2 5 x x 2.
2
2 7 5 0 x x + > 3.
2
2 10 10 x x + +
4.
2
2 10 0 x x + > 5.
2
6 35 0 x x 6.
3 2
3 4 x x x + >
7.
3 2
6 8 0 x x + < 8.
2
36 0 x + 9.
2
6 21 45 0 x x + + <
178
Day 66
Essential Question: How do I solve quadratic equations by completing the square?
SAP: Students will work in cooperative pairs to complete the square.
Lesson Anatomy:
1. EOC Practice Problem. Answer: C
What are the approximate solutions to the following equation?
2
6 8 1 0 x x - + =
A {-0.19, -2.14}
B {-0.14, -1.19}
C {0.14, 1.19}
D {0.19,2.14}
2. Ask students the following questions:
1. Why are these solutions approximate?
2. Does anyone know if or how we could find the exact solutions? Some students may
remember the quadratic formula.
3. Demonstrate through several examples the process of completing the square to solve a
quadratic equation.
4. Cooperative Pairs: Section 5-7 Check for Understanding pages 279-280 3a, 3b, 5a. (Do and
check)
5. Have students solve Example 4 on page 279. Then ask them to try to solve the same equation
with the graphing calculator. Have them explain their results.
6. Cooperative Pairs: Section 5-7 Check for Understanding pages 279-280 4c and5b
1 2
Explain how you would find the value of c that would be used to complete the square when
solving the equation
2
3 5 2 0 x x - + = .
Homework: Prentice Hall Algebra 2 Text Section 5-7 page 281 (7-17 odd, 23-27 odd)
179
Day 67
Essential Question: How do I solve quadratic equations by the Quadratic Formula?
SAP: Students will use White Boards to practice the quadratic formula.
Lesson Anatomy:
3. Tell students that an alternative method of solving quadratic equations that do not factor is the
Quadratic Formula. Present the formula and show how to use it using one example from the
homework. Derive the formula from
2
0 ax bx c + + = , by completing the square, for honors
classes.
4. Teach students how to remember the Quadratic Formula by putting it in song to the tune of
Frere Jacques. Have students practice singing it several times.
5. Demonstrate how to use the Quadratic Formula using several more examples from the
homework. Be sure to show at least one that has rational solutions, one that has irrational
solutions, and one that has complex solutions.
6. Show all three methods of factoring, completing the square, and the Quadratic Formula using
the equation
2
2 7 9 m m + = .
7. White Board Practice: Check Understanding problems 1 and 2 (TE, pg. 286) and Additional
Examples 1 and 2 (TE, pg. 287)
EOC Practice Problem Answer: A
Solve :
2
4 9 0 x x + + =
A { } 2 5, 2 5 i i - + - -
B
{ } 2 6, 2 6 i i - + - -
C { }
2 13, 2 13 - + - -
D { }
2 3, 2 3 - + - -
Homework: Prentice Hall Algebra 2 Text Section 5-8 page 289 (1-21 odds)
180
Day 68
Essential Questions: What does the discriminant in the Quadratic Formula tell us about
the nature of the roots? How do we use polynomial equations to solve problems?
SAP: Students will complete the Quadratic Graphing Exercise 2 in cooperative pairs.
Lesson Anatomy:
3. Cooperative Pairs: Quadratic Graphing Exercise 2
4. Discuss the discriminant in the Quadratic Formula and what it tell about the kind of answers
that the Quadratic Equation has.
5. Graphic Organizer:
Solving Quadratic Equations
by Factoring by Completing the Square by Quadratic formula
Only gives solutions if they Always gives solutions Always gives solutions
are rational easiest to use
Discriminant

2
4 b ac -
b
2
4ac = 0 b
2
4ac > 0 b
2
4ac < 0
1 real, rational root 2 real roots 2 imaginary
roots
If perfect square If non-perfect square
2 rational real roots 2 real, irrational roots
181
6. The longest home run recorded in major league baseball history was hit by Babe Ruth in an
exhibition game between the Boston Red Sox and the NY Giants in 1919. The path of the ball is
described by the equation
2
.0017 y x x = - . What was the greatest height that the ball reached?
How far from home plate did the ball land? What did x represent and what unit of measure
would be appropriate for it? What did y represent and what unit of measure would be
appropriate for it? What was the independent variable and what was the dependent variable?
7. Write the function that represents the area of a barn that has a length that is 5 yards less than
twice the width. Find the area of the barn when the width is 10.15 yards. Find the width when
the area is 102 square yards.
8. The length of the base of a triangle is 10cm less than 4 times the height. Find the length of
the base and the height of the triangle if its area is 25 square centimeters.
Cooperative Pairs: Find the width of a rectangle if its length is three centimeters more than its
width and its area is 108 square centimeters.
Homework: Prentice Hall Algebra 2 Practice Workbook and Text: Practice 5-8 (1-15 odd),
Section 5-7 page 282-283 (39, 50), Section 5-8 page 290-291 (53, 56, 67, 68), Study for Quiz on
solving quadratic equations by graphing, factoring, completing the square and the Quadratic
Formula
182
Quadratic Graphing Exercise 2
2
6 2 3 y x x =- - +
Draw a sketch of what you see:
Find the following:
a) vertex _________________________________________________________
b) y-intercept _____________________________________________________
c) x-intercept(s) or zeros ____________________________________________
d)
2
6 2 3 x x - - + 0 ________________________________________________
e)
2
6 2 3 x x - - + > 0 ________________________________________________
f) What is the maximum value of the functions? _________________________
g) What is the value of y when x = 1.65? _______________________________
h) What is the value(s) of x when y = 1? _______________________________
i) Algebraically find the exact solutions of
2
6 2 3 x x - - + = 0 using the Quadratic
Formula. Check to see if the solutions match to the approximate x-intercepts found
through graphing.
183
Day 69
Essential Questions: How do I solve radical equations by factoring and graphing? How do
I solve equations with rational exponents?
SAP: Students will work in cooperative pairs to solve radical and rational exponent
equations.
Lesson Anatomy:
3. Quiz on solving quadratic equations by graphing, factoring, completing the square and the
Quadratic Formula.
4. Cooperative Pairs: How would you solve 2 3 x x + = ?
5. Let students present the solution methods they used. Hopefully some group will figure out
how to solve it algebraically and some will show it graphically. If not, demonstrate both
methods. Since radical equations were first presented in a prior Unit this will be an extension of
what was learned. Use the following examples to demonstrate both the graphing method and the
algebraic method several more times. Be sure to compare the solutions both ways.
a) 3 1 2 5 x x - + = -
b) 21 1 12 x x + - = +
c) 7 1 x x + - =
6. Cooperative Pairs: Solve
2 3
7 2 n n + =
7. Demonstrate through the following examples the algebraic and graphical procedures for
solving equations with rational exponents:
a)
1
3
3 x =
b)
2
3
3 27 x =
c)
1
4
2 4 0 x - =
d)
3
2
2 1 17 x + =
8. Cooperative Pairs: Solve
3
4
1 15 x - =
184
Ticket out the Door: Explain the steps you would take to solve 2 4 x x - - =
Homework: Radical Equations Worksheet
185
Radical Equations Worksheet
Solve each equation algebraically. Check each equation graphically.
1. 7 2 y y - = 2. 4 3 6 x x + = 3. 3 5 10 0 x + =
4. 5 6 3 2 2 x x + - - = 5.
1
3
2 x =
6.
1
3
2 4 0 x - =
7.
1
4
1 2 y - =
8.
2
3
9 x =
9.
3
2
8 x =
10. 5 6 x x = - 11. ( )
1
3 2 5 x- = 12. 1 1 x x + = +
186
Day 70
Essential Questions: How do I solve problems involving polynomial functions by
graphing? How do I model data using polynomial functions?
Objective(s): 2.04 Create and use best-fit models to solve problems.
2.06 Use cubic equations to model and solve problems. a) Solve using graphs, b) Interpret
constants and coefficients.
SAP: Students will work in groups of 3-4 on the Polynomial Problem Solving Activity.
Lesson Anatomy:
1. Quiz Discussion.
2. Partners compare homework solutions.
4. EOC Practice Problem: Answer: A
Solve: 5 3 4 x x + + - =
A {4}
B {1/4, 1}
C {-1, 4}
D no solution
5. Cooperative Pairs: Section 6-1 Investigation on page 300 of the text. Review answers.
6. Discuss the following vocabulary: degree of a polynomial (relate degree to the number of zeros
of a polynomial) and end behavior. Revisit key vocabulary, such as monomial, binomial,
trinomial, standard form and standard form. Tell students that the end behavior of a graph
describes the far left and the far right portions of the graph. The graphs of polynomial functions
show four types of end behavior; up and up, down and down, down and up, and up and down. You
can determine, by inspection the end behavior of the graph of a polynomial function in standard
form. Show students several examples.
7. Cooperative Pairs: End Behavior Extension: page 306 1-10 (Do and Check)
8. Tell students that they have already used lines and parabolas to model data. Sometimes you can
fit data more closely by using a polynomial model of degree three or greater. Use Example 2 on
page 302 of the text. Do Check for Understanding #2.
187
9. Cooperative pairs: EOC Practice Problem Answer: C
Which cubic polynomial best describes the data in the table below?

x -3 -2 -1 0 1 2 3 4
y -12 0 0 -6 -12 -12 0 30
A
3 2
6 7 6 y x x x = + - -
B
3
7 6 y x x = - -
C
3
7 6 y x x = - +
D
3
7 6 y x x =- - +
Ask students why D could automatically be excluded from the list of answers.
10. Use the following problems as Guided Practice:
a) If
2
( ) .019 3.04 58.87 f x x x =- + -
describes the newspaper circulation (in millions) in the United
States for 1920-98 (x = 20 for 1920). Identify the periods of increasing or decreasing circulation.
When did newspaper circulation peak? When will the circulation be approximately 45 million?
b) If
2
1
0.71 2.15 67.53 y x x = + +
models U.S. exports and
2
2
0.82 6.42 55.07 y x x = + +
models U.S.
imports for the period 1970-1998 (x = 0 for 1970), find the years when U.S. trade was balanced
( )
1 2
y y =
. Graphically identify and algebraically define the U.S. trade surplus/deficit according to
the functions given.
11. Cooperative Groups: Polynomial Problem Solving Worksheet
Homework: Finish the Polynomial Problem Solving Worksheet
188
Polynomial Problem Solving Activity Worksheet
1. From a hand-stand position, a diver completes a dive from a 10 meter platform. The
divers height h, in meters, at any time t, in seconds, is given by :
2
4.9 10 h t =- +
a) What would be a good user-friendly viewing window to see this graph?
Xmin = ________
Xmax = ________
Xscl = _________
Ymin = ________
Ymax = ________
Yscl = _________
Xres = _________
b) At exactly one-second, what is the height of the diver? ____________________________
c) After how many seconds is the diver halfway between the top of the platform and the surface of
the water? ___________________________________
d) How long did the dive last? _____________________
2. Graph
2
2 3 5 y x x =- + +
Xmin = ________
Xmax = ________
Xscl = _________
Ymin = ________
Ymax = ________
Yscl = _________
Xres = _________
b) What is the value of y when x = -3? _______________
c) What is (are) the x-intercepts of the graph? _____________________________________
d) What is the maximum value of the function? ____________________________________
e) At what value(s) of x is y =4? ____________________
f) If the function were changed to
2
2 3 6 y x x =- + + , what is (are) the zeros of the function?
189
3. The height, in feet, of a ball being tossed upwards from a persons hand is modeled by the
function
2
16 35 4 h t t =- + + , where t represents time in seconds.
Xmin = ________
Xmax = ________
Xscl = _________
Ymin = ________
Ymax = ________
Yscl = _________
Xres = _________
b) How high was the ball one second after it was released? __________________________
c) After how many seconds did the ball hit the ground? _____________________________
d) What was the maximum height reached by the ball? ______________________________
e) When was the ball 15 feet above the ground? ___________________________________
4. The following data represents the number of larceny thefts (in thousands) in the United
States for the years 1983-1993. (Let x = 1 for 1983)
Year Larceny Thefts
1983 6713
1984 6592
1985 6926
1986 7257
1987 7500
1988 7706
1989 7872
1990 7946
1991 8142
1992 7915
1993 7821
a) What is the independent variable? ____________________
What is the dependent variable? ______________________
b) Find the cubic function of best fit. ____________________________________________
c) Predict the number of larceny thefts in 1994. __________________________________
190
Day 71
Essential Question: How do I analyze the factored form of a polynomial? How do I write a
polynomial function from its zeros? Am I ready for the unit test on Quadratics?
to solve problems.
SAP: Students will play 4 Corners as a review for the test.
Lesson Anatomy:
2. Solve
3 2
6 11 6 x x x + + + =0 by graphing y =
3 2
6 11 6 x x x + + + on the TI-83. Remind students
how to interprete the graph to solve inequalities where y < 0 and y > 0
3. Cooperative Pairs:Using the TI-83 to solve Cubic and Quartic Equations and Inequalities
4. Demonstrate by several examples how to use the zeros of a polynomial to write the polynomial
in factored form. Discuss what happens to the graph of a polynomial with repeated zeros. Review
how to write the standard form of a polynomial given its roots. Include examples of polynomials
that have 2 irrational roots and 2 imaginary roots.
5. Review for Unit Test: Four Corners Activity
Four Corners: Have students complete the EOC Practice Problem Worksheet independently.
Each corner of the room should be labeled A, B, C, or D. Before reviewing each answer, ask
students to go to the appropriate corner of the room that is the answer to the problem. (You may
need to ask a few students to purposely go to a wrong corner of the room to deter some students
from following others.)
Answers: 1. C 2. C 3. A 4. B 5. B
6. C 7. C 8. A 9. B
Create two problems you think I will have on your Test tomorrow. Solve them on another piece
of paper and trade problems with your partner. Then check your answer against the answers
your partner had. Discuss any differences that occur until you are convinced both of you could
solve all four problems correctly
Homework: Study for Unit Test
191
Using the TI-83 to solve Cubic and Quartic Equations
and Inequalities
I. 1. Solve x
3
2x
2
5x + 6 = 0 by graphing. _______________
Sketch the graph:
1. Solve: x
3
2x
2
5x + 6
0
_________________________________________________
2. Solve: x
3
2x
2
5x + 6
0
_________________________________________________
4. Approximate the turning points of the function.
___________________________________________________
II. 1. Solve: x
4
9x
2
+ 4x + 1 = 0 by graphing. ________________
Sketch the graph:
2. Solve: x
4
9x
2
+ 4x + 1
0
_________________________________________________
3. Solve: x
4
9x
2
+ 4x + 1
0
___________________________________________________
4. Approximate the turning points of the
function.____________________________________________
192
EOC Practice Problem Worksheet
1. What are the approximate zeros of the function
3 2
( ) 2 3 1 f x x x x = - - +
?
A {3, -1}
B {4, 0}
C {-1.2, 0.3, 2.9}
D {-1.1, 0.2, 3.0}
2. What is the approximate positive zero of
4
( ) 2 5 16 P x x x = - -
?
A 2.01
B 1.97
C 1.89
D 1.75
3. A companys total revenue R (in millions of dollars) is related to its expenses by the
equation
3 2
4 16 12 R x x x = - + , where x is the amount of expenses (in tens of thousands of
dollars). What values of x will produce zero revenue?
A x = 0, x = 1, x = 3
B x = 1, x = 3, x = 4
C x = 1, x = 3
D x = 0, x = -1, x = -3
4. Which quadratic equation has roots 2 5 + and 2 5 - ?
A
2
4 1 0 x x + + =
B
2
4 1 0 x x - - =
C
2
4 1 0 x x - + =
D
2
4 1 0 x x + - =
5. The height, h(t), in feet, of an object shot from a cannon with initial velocity of 20 feet per
second can be modeled by the equation
2
( ) 16 20 6 h t t t =- + +
, where t is the time, in seconds,
after the cannon is fired. What is the maximum altitude that the object reaches?
A 13.5 feet
B 12.25 feet
C 10.25 feet
D 1.5 feet
193
6. A company found that its monthly profit, P, is given by
2
10 120 150 P x x =- + - where x is
the selling price for each unit of product. Which of the following is the best estimate of the
maximum price that the company can charge without losing money?
A $300.24
B $210.00
C $10.58
D $6.00
7. Solve: 4 4 x x - + =
A {-3, 4}
B {3, 5}
C {4, 5}
D {4, 6}
8. Solve:
2
3 7 2 x x + =
A
7 73 7 73
,
6 6

- + - -

B
7 73 7 73
,
2 2

- + - -

C
{ }
1
2,
3
-
-
D
{ }
1
,2
3
9. A model rocket is fired upward at an initial velocity 0
v
of 240 ft/s. The height h(t) of the
rocket is a function of time t in seconds and is given by the formula
2
0
( ) 16 h t v t t = -
. How long
will it take the rocket to hit the ground after takeoff?
A 16 seconds
B 15 seconds
C 7.5 seconds
D 4 seconds
194
Day 72
Essential Question: Am I ready to show what I have learned about polynomial functions
on the test today?
Objective(s): 1.02, 1.03, 2.02, 2.04, 2.06, 2.07
SAP: Students will do and check the Solving Equations and Inequalities Calculator Lab.
Lesson Anatomy:
1. Do and check the Solving Equations and Inequalities Calculator Lab.
2. Unit Test
Homework: none

195
Solving Equations and Inequalities Calculator Lab
1. a) -x
2
+ 4 = 0 __________________ 2. a) 2x
2
3x 7 = 0 ___________________
b) -x
2
+ 4 < 0 __________________ b) 2x
2
3x 7 < 0 ___________________
c) -x
2
+ 4 > 0 __________________ c) 2x
2
3x 7 > 0 ___________________
d) -x
2
+ 4 0 _________________ d) 2x
2
3x 7 0 __________________
e) -x
2
+ 4 0 _________________ e) 2x
2
3x 7 0 ___________________
3. a) 2x
7
0
3
__________________ 4. a)
5 2x
= 9 _______________________
b) 2x
7
0
3
< __________________ b)
5 2x
< 9
_______________________
c) 2x
7
0
3
> __________________ c)
5 2x
> 9 _______________________
d) 2x
7
0
3
__________________ d)
5 2x
9
_______________________
e) 2x
7
0
3
__________________ e)
5 2x
9 _______________________
5. a) -2x
2
+ 13x 20 = 0 ____________ 6. a) x
3
3x
2
x + 3 = 0 _________________

b) -2x
2
+ 13x 20 < 0 ____________ a) x
3
3x
2
x + 3 < 0 _________________
c) -2x
2
+ 13x 20 > 0 ____________ a) x
3
3x
2
x + 3 > 0 _________________
d) -2x
2
+ 13x 20 0 ____________ a) x
3
3x
2
x + 3 0 _________________
e) -2x
2
+ 13x 20 0 ____________ a) x
3
3x
2
x + 3 0 _________________
196
Day 73
Essential Question: How do I write equations of and graph circles and ellipses?
Objective(s): 2.09 Use the equations of parabolas and circles to model and solve problems. a)
Solve using tables, graphs, and algebraic properties. b) Interpret the constants and coefficients in
the context of the problem.
SAP: Students will work in cooperative pairs on the Circles and Ellipses Practice Worksheet.
Lesson Anatomy:
1. Test Discussion
2. Collect Graphing Functions Exploration Worksheet to be graded for accuracy.
3. What is a circle? What is an ellipse? Are these functions? What are their equations? How
can you tell from their equations if they are functions or just relations? Show how a circle and an
ellipse are formed from intersecting a cone and a plane to explain why these are referred to as
conic sections.
4. Demonstrate how to find the center and the radius of a circle and draw the graph from the
equation. Also reverse the process and write the equation if given the center and the radius
information or the information is shown in graph form. Use Examples 1, 2, 4 and 5 (TE, pgs.
550-552). Have students practice leaving answers in factored form and in expanded form.
5. Cooperative Pairs: Practice and Problem Solving problems p. 552-553 (3, 15, 17, 23, 63) - do
and check.
6. Demonstrate how to find the center, horizontal and vertical vertices and draw the graph of an
ellipse from both the forms of
2 2
0 ax by cx dy e + + + + = and
2 2
2 2
( ) ( )
1
x h y k
a b
- -
+ =
7. Cooperative Pairs: Begin the Circles and Ellipses Practice Worksheet.
Draw the graph of x
2
+ y
2
= 9. What is the domain and range? Function or relation?
Draw the graph of 2x
2
+ 3y
2
= 6. What is the domain and range? Function or relation?
Homework: Complete the Circles and Ellipses Practice Worksheet
197
Circles and Ellipses Practice Worksheet
I. Given the equation of the circle, find the center and radius. Draw a sketch from that
information.
1. (x 3)
2
+ (y + 7)
2
= 19 2. x
2
+ y
2
6x + 4y 12 = 0 3. 4x
2
+ 4y
2
= 36
II. Given the center and the radius of the circle, write the equation of the circle in its
expanded form.
1. center (0, 0); radius 4 2. center (-3, 7); radius 2 3. center (-2, -4); radius 7
198
Page 2
III. Given the equation of the ellipse, answer the requested information
1.
2 2
1
25 16
x y
+ = a) center _____________________________
b) horizontal vertices ___________________
Sketch:
c) vertical vertices _____________________
d) major axis _________________________
2.
2 2
( 3) ( 1)
1
4 9
x y + -
+ = a) center _____________________________
Sketch:
d) major axis _________________________
3. 9x
2
+ 4y
2
18x + 16y = 11 a) center _____________________________
Sketch:
d) major axis _________________________
199
Day 74
Essential Question: How do I graph hyperbolas and non-functional parabolas from their
equations?
SAP: Students will practice graphing hyperbolas and non-functional parabolas on white
boards.
Lesson Anatomy:
1. Return and discuss graded Graphing Functions Exploration Worksheet.
4. Cooperative Pairs: EOC Practice Problem: Answer: D
Which of the following points is in the interior of the graph of the relation
2 2
1
9 25
x y
+ = ?
A (3, 5)
B (2, 4)
C (0, -5)
D (-2, -3)
5. Demonstrate that the equation of a non-functional parabola is x = ay
2
+ by + c and explain
how the values of a, b and c affect the graph.
6. White Board Practice: Have students tell the direction of the opening and explain how the
values of a, b and c affect the graphs on problems 46-49, page 547.
7. Demonstrate how to graph hyperbolas from the equation forms of
2 2
0 ax by cx dy e - + + + =
and
2 2
2 2
( ) ( )
1
x h y k
a b
- -
- = and
2 2
2 2
( ) ( )
1
y k x h
a b
- -
- =
Use Examples 1, 2 (TE, pgs. 564-565) and x
2
4y
2
2x 8y = 7. Also, show how these two
conics are formed from intersecting the cone(s) with a plane.
9. Cooperative Pairs: Begin Hyperbola Practice Worksheet
Whats My Conic?
Homework: Complete the Hyperbola Practice Worksheet
200
Whats My Conic?
1.
2 2
2 3 6 x y + = ______________________
2.
2
2 3 6 x y + = ______________________
3.
2 2
2 3 6 x y - = ______________________
4.
2 2
2 2 6 x y + = ______________________
5.
2 2
( 2) ( 1)
1
4 16
x y - +
+ = ______________________
6.
2 2
( 2) ( 1)
1
4 16
x y - +
- = ______________________
7. (x 2)
2
+ (y + 1)
2
= 1 ______________________
8. x
2
8x y + 19 = 0 ______________________
9. x
2
8x = y
2
+ 19 ______________________
10. x
2
8x + 4y
2
+ 19 = 0 ______________________
201
Hyperbola Practice Worksheet
1.
2 2
1
16 4
y x
- =
a) center __________________________________ Sketch:
b) turns in which direction? ___________________
c) distance from center to vertex points? _________
d) slope of diagonal asymptotes ________________
2. 25x
2
16y
2
= 400
a) center __________________________________ Sketch:
3. x
2
4y
2
2x + 16y 19 = 0
a) center __________________________________ Sketch:
202
Day 75
Essential Question: Do I know how to recognize conic sections from their graphs?
SAP: Students will complete the Conic Sections Activity Worksheet in collaborative pairs.
Lesson Anatomy:
1. Partners compare homework answers and come to consensus on the correct solutions.
3. Cooperative Pairs: (Do and discuss) Conic Sections Activity
Solve: 2x 3y = -14
x + y = 5
What are the different methods of solution that you used?
How would we solve this system x
2
+ 4y
2
= 25
2y x = 1 ?
5. Use the system above and the following two examples to show students how to solve
quadratic systems both algebraically and graphically.
x
2
+ y
2
= 9 x
2
+ 3y
2
= 12
5x y = 0 x
2
y
2
= 9
Discuss how many different solutions there could be if you intersect a line with a line, a circle
with a line, or a circle with a hyperbola.
EOC Practice Problem: Answer: C
1. Which curve opens to the left?
A y
2
= 8x + 24
B y =
2
3
8
x
-
C y
2
= -8x 24
D y =
2
3
8
x -
+
203
EOC Practice Problem: Answer: B
2. Solve: y = 3x
2
+ 3
y = 5 5x
A
{ }
1 10
( , ),(2,15)
3 3
B
{ }
1 10
( , ),( 2,15)
3 3
-
C
{ }
1 20
( , ),(2, 5)
3 3
- -
D
{ }
1 10
( , ),( 2, 5)
3 3
- - -
Homework: Study for Partner Quiz on Conic Sections
204
Conic Section Activity Worksheet
1. How does the graph of (x 2)
2
+ (y + 1)
2
= 36 compare to the graph of x
2
+ y
2
= 36?
2. Compare the similarities and differences of
2 2
1
16 64
x y
+ = and
2 2
1
64 16
x y
+ = .
3. How does the graph of
2 2
( 3) ( 4)
1
16 64
x y + -
+ = compare to the graph of
2 2
1
16 64
x y
+ = ?
4. What are the similarities and differences of
2 2
1
16 64
x y
- = and
2 2
1
64 16
y x
- = ?
5. Graph x
2
+ y
2
= 25.
a) What will happen to the graph if we replace x with x 2?
_________________________________________________________________________
b) What will happen to the graph if we replace x with x + 2?
_________________________________________________________________________
c) What will happen to the graph if we replace y with y 1?
_________________________________________________________________________
d) What will happen to the graph if we replace 25 with 36?
_________________________________________________________________________
205
Day 76
Essential Questions: How do I write and graph exponential functions of the form f(x)= a(b)
x
and f(x) = a(1+r)
x
? How do I write and interpret an equation of a curve(exponential) which
models a set of data? How do I use exponential functions to model and solve problems?
How do I create and use best-fit models of exponential functions to solve problems
involving sets of data?
Objective(s): 2.03 Use exponential functions to model and solve problems.
2.04 Create and use best-fit mathematical models of exponential functions to solve problems
involving sets of data.
SAP: Students, in collaborative pairs, will complete the Investigating Exponential Functions
Worksheet.
Lesson Anatomy:
1. Partner Quiz on Conics
2. Consider the experiment that begins with 500 bacteria. The bacteria doubles every hour.
Complete the chart that shows the relationship between the number of bacteria over time.
3. Graph the data on the calculator and
look at the scatterplot. This curve is
called an exponential function. Its
equation is always in the form y = a(b)
x
.
Analyze the data using exponential
regression and write the equation of the
best-fit line. What is the independent variable? What is the dependent variable? What is the
domain?
4. Use the prediction equation to tell how many bacteria would be in the sample after 11.5 hours.
When were there 2000 bacteria in the sample?
5. Collaborative Pairs complete the Investigating Exponential Functions Worksheet. Have group
discussion about what the a value and the b value tell us about the graph of an exponential
function? Complete Exponential Function Graphic Organizer.
6. Relate the equation of best fit of the bacteria to the formula y = a(1+r)
x
.
7. Demonstrate through Examples 1-3 on Exponential Problem Solving Worksheet the use of the
formulas y=a(b)
x
, y=a(1+r)
x
, and A=Pe
rt
.
x= time in hours y=number of bacteria
0 500
1
2
3
4
5
206
Ticket out of Door:
The price of a hamburger and fries on the menu of Rockin Burger is $3.99 but the corporate
management team adjusts the prices on its menu each year on January 1. If the annual rate of
increase is 3%, what would you expect to pay for that same burger and fries in 5 years?
Homework: Complete Exponential Problem Solving Worksheet Problems 4-10
207
Investigating Exponential Functions
I. On the same coordinate axes, sketch the graphs of the following functions.
a) y = 10
x
b) y = 3
x
c) y = 4
x
d) y = (1/2)
x
e) y = (1/3)
x
f) y = 1
x

1. Do the graphs have any points in common? If so, name them. _____________________
2. Look at graphs a, b, and c. How are they alike? _________________________________
How are they different? ______________________________________________________
3. Look at graphs d and e. How are they alike? ___________________________________
How are they different? ______________________________________________________
4. What is what is different about graph f? _______________________________________
5. Will any of graphs a-f intersect the x axis? Why or why not? ______________________
II. Use your TI-83 to compare and contrast each of the following groups of equations:
1. y = 2(3)
x
, y =2(1)
x
, y = 2(1/3)
x
2. y = 3(2)
x
, y =5(2)
x
, y = 2(1/2)
x
208
a means . . . b means . . .
General Form of
Exponential Functions
y = a * b
x
,
b>0
209
Exponential Problem Solving
1. The cost of attending college has been rising at an average increase of 7% for the past ten years.
How much will a college that now costs $10,368 for room, board, tuition and fees cost two years
from now?
2. My Toyota Avalon was purchased for $27,500 in 1997. It has been decreasing in value at an
average rate of 15% annually since then. What is its approximate value now?
3. What would be the value of $20,000 invested at 5.75% APR for 40 years if it was
a) compounded annually b) compounded quarterly c) compounded monthly d)compounded daily
e) compounded continuously?
4. The island of Manhattan was sold for $24 in 1626. How much would this amount have grown
to in 2003 if it had been invested at 6% per year compounded quarterly?
5. In a certain city, the value of a home is increasing at a rate of 9% annually. Find the value of a
$100,000 home in four years. In how many years will the value of the house be about double what
it is now?
6. You have a choice either to be given $1,000 now to invest in an account earning 5.1% APR,
compounded daily, for 30 years, or be given $2,000 in fifteen years to invest in a similar account
for 15 years? If you were not allowed to touch either account until its time lapsed, which
investment would you choose?
7. Bacteria in a culture grows exponentially. If the original number of bacteria in the culture was
20,000 and the bacteria was growing at a 9% growth rate per hour, how many would be in the
culture after seven hours? How long would it take the bacteria to triple in size?
8. Jerry has joined the Peace Corps and is studying Malagasy at the language school. Because he
entered the school late, he was able to learn only 100 key phrases before the month long Winter
Break. Jerry returns to his hometown for the holiday and does not practice. According to
language experts, without continual practice or immersion, a person will forget 0.5% daily of any
new language they are studying. How many of the key phrases does Jerry remember the day
before he returns to the language school in January? Back at school, it takes Jerry just a short time
to recall forgotten phrases.
9. If A= 800(1.03)
8
is a formula used to find the value of farmland that has been increasing yearly
over time, interpret the meaning of a) 800 b) 1.03 c) 8 d)A.
10. The half life of radium (Ra
226
) is 1620 years. If y = y
0
e
-0.00043t
is the formula that represents the
decay of radium, what would be the mass remaining from a 20 gram sample that was sealed in a
box for 5000 years? How long would it take the sample to deteriorate to one-fourth of its original
mass? When would the sample be gone completely?
210
Day 77
Essential Question: How do I use exponential functions to model and solve problems?
How do I write and evaluate logarithmic expressions?
(common and natural) to solve problems.
SAP: Students will play MATHO to practice evaluating logarithmic expressions.
Lesson Anatomy:
1. Quiz Discussion
4. Cooperative Pairs: Solve each of the following.
(a) Suppose you invested $25,000 for 30 years at 4.25% APR. After 30 years how much would
be in the account if it were a) compounded annually, b) compounded quarterly c) compounded
monthly d) compounded daily e) compounded continuously?
(b) Growth of a human embryo is approximately exponential, increasing at about 28.5% each
day. A model for the weight of a human embryo is W = .0125 * 1.285
t
, where W is the weight in
milligrams and t is the age of the embryo in days. What would be the approximate weight of the
embryo in 90 days? After how many days would the embryo weigh one pound?
(c) A general rule-of-thumb for used car dealers is that the trade-in value of a car decreases by
30% each year. If your car is worth $3200 now, what would be its trade-in value in 3 years?
What was your car worth 2 years ago?
5. Teacher demonstrates the inverse relationship between the exponential function and the
logarithmic function. Practice through several examples changing from exponential form to
logarithmic form and vice versa. Include natural logarithms in these examples.
6. MATHO Game on evaluating logarithms (without the calculator)
What I learned about logarithms . . . What I still have questions about . . .
Homework: Logarithm Worksheet
211
Matho Game on Evaluating Logarithms
1. 2
log 32
11 2. 2
log 64
12
3.
10
2
log 2
13 4. 7
log 49
1
5. Solve:
log 121 2
x
=
10 6. Solve:
log 64 2
x
=
20
7.
2
1
log
4
21 8.
3
5
log 5
18
9. 2
log 16
2 10. Solve: 6
log 2 x =
7
11.
log 2 x =
8 12. Solve: ln 20 x = 16
13.
9
2
log 2
29 14.
5
log 5
5
15. Solve: 4
log 2 x =
15 16. Solve:
log 3 x =
27
17.
log.0001
17 18. 6
log 2 x =-
24
19.
2
1
log
8
14 20. Solve: ln 2 x = 9
21.
12
lne 26 22. 4
log 64
3
23. 5
log 1
30 24.
7
log10 19
25. Solve:
9
3
log
2
x =
22 26.
5
1
log
5
4
27. Solve: 5
log 2 x =
6 28. Solve: ln 0 x = 23
29. Solve: 4
log 3 x =
28 30.
2
1
log
32
25
212
213
Logarithm Worksheet
I. Express the following in exponential form:
1. 3
log 27 3 =
__________ 2. 6
log 36 2 =
__________ 3. 3
log 81 4 =
__________
4. 5
log 125 3 =
__________ 5.
3
1
log 2
9
=-
__________ 6.
log
b
m n =
___________
7.
2
1
log 3
8
=-
__________ 8.
log 1
a
k =
____________ 9. 5
log 1 0 =
____________
II. Express the following in logarithmic form.
1. 3
4
= 81 ___________ 2. 2
7
= 128 ___________ 3.
2
3
8
-
=
1
4
____________
4.
3
4
1
16
8
-
= ___________ 5.
1
10 0.1
-
= ___________ 6.
2
10 0.01
-
= __________
7.
3
2
6 6 6 =
__________ 8.
3
2
15 15 15 =
__________ 9.
0
6 1 = _____________
III. Evaluate the following:
1. 4
log 64=
__________ 2. 3
log 81
= ____________ 3. 5
log 125=
___________
4. 3
1
log
27
=
__________ 5.
2
1
log
32
=
____________ 6.
10
1
log
100
=
__________
7.
5
log 5 5 =
_________ 8.
15
log 15 15 =
_________ 9.
log 125 3
x
=
_________
10. 12
log 144=
________ 11. 7
log 1=
____________ 12.
2
1
log
2
=
___________

214
Day 78
Essential Questions: How do I create and use best-fit models of exponential functions?
How do I use the properties of logarithms?
Objective(s): 2.04 Create and use best-fit mathematical models of exponential functions to solve
problems involving sets of data.
1.01 Simplify and perform operations with rational exponents and logarithms (common and
natural) to solve problems.
SAP: Students will graph exponential data to find equations of best-fit.
Lesson Anatomy:
2. Teacher-led discussion of troublesome homework.
3. Divide the class into three groups and assign one of the Exponential Data Sets to each group.
Have them analyze their data and find the equation of the best fit line. Then they need to make a
prediction based on their data. Each group will present their findings to the class.
4. Teacher presents the change of base formula and uses several of the previously worked
homework problems to show that it gives us the correct answer using the calculator.
a) 5
log 62
d) 4
log 1.5 x =
g)
1
log 1
3
x
=-
b) log 39 e) 2
log 5.7 x =
h) 2
x
= 5
c) ln 10f)
log 81 2
x
=
6. Teacher presents the laws of logarithms and uses numbers to prove that they work to allow us
to combine logarithm terms. Use Section 8-4 Practice and Problem Solving problems on page
449 (11-18).
7. Group Discussion: Practice and Problem Solving page 450 (58-65)
Ticket out the Door: Use the laws of logarithms to combine the following expression into one
term: 2 2 2
log log log x y z + -
Homework: Exponential and Logarithmic Calculations Worksheet
215
Exponential Data Sets
I. Hurricane Fran hit North Carolina on the evening of September 5, 1996 leaving over one million
homes and businesses without power. This information was in The News & Observer of Raleigh
on September 14, 1996.
Day after storm hit Date Customers without power
1 Sept. 6 1,159,000
2 Sept. 7 804,000
3 Sept. 8 515,000
4 Sept. 9 340,500
5 Sept. 10 195,200
6 Sept. 11 136,300
7 Sept. 12 77,000
8 Sept. 13 37,600
II. The following table indicates the cost of a 30-second television commercial during the Super
Bowl game from 1977 through 2003.
Year Cost (in thousands of dollars)
1977 125
1978 185
1979 180
1980 234
1981 275
1982 345
1983 400
1984 375
1985 525
1986 550
1987 590
1988 650
1989 689
1990 700
1991 815
1992 840
1993 850
1994 1000
1995 1200
1996 1200
1997 1200
1998 1300
1999 2000
2000 2300
2001 2100
2002 2100
216
III. The following represents the temperature of coffee cooling on the table in a 70 Farenheit
room.
Time (in minutes) F Above Room Temperature
0 135
5 100
10 74
15 55
20 41
25 30
30 22
35 17
40 12
45 9
50 7
55 5
60 4
217
Exponential and Logarithmic Calculations Worksheet
I. Solve for the unknown value with your TI-83. Round decimals to the nearest hundredth.
1. ln 5 = _______________ 2. 2
log 4.5 x =
_______________ 3.
log 16 4
x
=
____________
4. log 32 = _____________ 5. 3
log .1 x =
________________ 6.
log 49 2
x
=
____________
7. 5
log 2=
______________ 8. 5
log 2.3 x =
________________ 9.
log 100 2
x
=
___________
10. 3
log 50=
_____________ 11. 4
log 1.9 x =
_______________ 12.
log 8
x
=
3___________
13. 2
log 0.1=
____________ 14. 2
log 6 x =
_________________ 15.
1
log 2
4
x
=-
___________
16. 5
log 4.1=
____________ 17. 4
log 3 x =
_________________ 18.
log 81 4
x
=
___________
II. Suppose you had $100,000 to invest for five years at an APR of 3.25%. Calculate the
amount of money you would have after 5 years if the money were compounded under these
different options.
a) compounded annually b) compounded quarterly c) compounded monthly
d) compounded daily e) compounded continuously
III. Use the properties of logarithms to combine these log terms together.
1. log 2 + log 3 2. 4 4
log 6 log 3 -
3. 2 2
log 10 log 3 +
4. log 14 log 7 5. 2 log 3
2
+ log 2 6. log 24 3 log 2
3
7. ln 25 + ln 3 8.
2
4 4
4log 2 log 2 -
9. 2 log 3
2
+ 4 log 2
218
Day 79
Essential Question: How do I solve exponential and logarithmic equations?

(common and natural) to solve problems.
2.01 Use the inverse of functions to model and solve problems.
SAP: Students will work in cooperative pairs to analyze graphs of exponential functions.
Lesson Anatomy:
1. EOC Practice Problems: Answers: C, D, A
2. Collect homework to be graded for accuracy.
a) For f(x) = 5(b)
x
and b>1 as b increases, how does the graph of f(x) change?
b) For f(x) = 5(b)
x
and 0< b < 1 as b approaches zero, how does the graph of f(x) change?
c) For f(x) = a * 1.9
x
and a 1 as a increases, how does the graph of f(x) change?
4. Teacher demonstrates the procedure for solving exponential equations through the following
examples:
a)
4 3
3 3
x x -
= d)
2 1 2 2
2 4
x x + +
=
b)
3 1
2 64
n+
= e) 2 9
x
=
c)
1
16 8
x x+
= f)
2
6 17.2
x+
=
Solve each problem algebraically and then check the solution graphically.
5. White Board Practice: Check Understanding problems 1a-c (TE, pg. 453) and Check
Understanding problem 3 (TE, pg. 454)
6. Teacher demonstrates the procedure for solving logarithmic equations through the following
examples:
a) 2
log 5 x =
d) 5 5 5
3log log 4 log 16 x- =
b) 3 3
2log 6 log 12x =
e) 5 5 5
log 42 log 6 log k - =
c) 2 2 2
log 5 log log 15 x + =
f)
1 1
log log16 log49
4 2
y = +
Solve each problem algebraically and then check the solution graphically.
7. White Board Practice: Check Understanding problems 6 and 7 (TE, pgs. 455-456)
Explain how you would solve
4 1
3 27
m-
= . At each step explain the rule, property or
reasoning used.
Homework: Prentice Hall Algebra 2 Text Section 8-5 pages 456-457 (1-47) odd
219
EOC Practice Problems
1. Gas prices at a local gas station for the year 1999-2000 are as follows:
Month Price Month Price
January 1.27 July 1.30
February 1.36 August 1.43
March 1.40 September 1.52
April 1.52 October 1.58
May 1.38 November 1.65
June 1.34 December 1.69
Which type of function best models this data?
A exponential
B logarithmic
C polynomial
D rational
2. In 1984, the population of Greensboro, N.C. was 197,910. According to the U.S. Census
Bureau, Greensboro has been growing at the rate of 6.9% annually since 1984. What equation
models the population of Greensboro t years after 1984?
A
197,910(1 0.69)
t
y = +
B
197,910(1 69)
t
y = +
C
197,910(1 6.9)
t
y = +
D
197,910(1 0.069)
t
y = +
3. Which equation best fits the data in the given table?
Number of
Half-Lives
Remaining
Amount of Substance
(in grams)
0 4,000
1 2,000
2 1,000
3 500
4 250
5 125
6 62.5
A
1
4,000( )
2
x
y =
B
1
2, 000( )
2
x
y =
C
1
(4, 000)
2
x
y =
D
1
(2,000)
2
x
y =
220
Day 80
Essential Question: How do I prepare for the test on Exponential Functions and
Logarithms?
Objective(s): 2.03, 2.04, 1.01, 2.01
SAP: Students will work in cooperative pairs on the EOC test review.
Lesson Anatomy:
1. Return and discuss graded homework paper.
2. Partners compare homework solutions and come to consensus on correct solutions. Check
solutions graphically.
4. Cooperative Pairs: EOC Practice Problems (Part 2): Answers: B, A, A, B, A, C, D, C
(Do and discuss for test review)
5. Cooperative Pairs work on test review assignment:
Chapter 8 Review from Text: pages 469-471 (7, 9, 15, 33-39 odd, 44, 45, 53-63 odd)
Do and discuss.
Summarizing Activity: Tell your partner one particular concept you plan to study more before
the test tomorrow.
Homework: Study for Unit Test on Exponential Functions and Logarithms
221
EOC Practice Problems (Part 2)
1. The equation
523,430(1.193)
t
c =
models United States copper production in pounds from 1987-
1992. Which statement best interprets the coefficient and base of this equation?
A The copper production in 1987 was 523,430 pounds, and it had been increasing at a
rate of 1.93% per year during that period.
B The copper production in 1987 was 523,430 pounds, and it had been increasing at a
rate of 19.3% per year during that period.
C The copper production increased by a factor of 523,430x1.193 pounds per year during
that period.
D The copper production at the beginning of 1987 was at 1.193 pounds, and it had been
increasing by a factor of 523,430 pounds per year during that period.
2. Which of the following is the logarithmic form of the equation
3
2
20 y
-
=
?
A
20
3
log
2
y
-
=
B
3
2
log 20 y =
C
3
2
log 20 y - =
D
20
3
log ( )
2
y
-
=
3. If 17 6
m
= , what is m?
A
log6
log17
m=
B
log6 log17 m= -
C
log17
log6
m=
D
6
log
17
m=
4. An $18,000 car depreciates at a rate of 16% per year. How old will the car be when it is worth
$12,000?
A 0.2 years
B 2.3 years
C 2.6 years
D 3 years
222
5. The resting heart rate (h), in beats per minute, for a mammal is related to its mass (m) in
kilograms by the equation
1
4
241 h m
-
=
. What is the approximate resting heart rate, in beats per
minute, of a polar bear weighing 326 kilograms?
A 57
B 67
C 82
D 92
6. Alan deposited $300 in an account that pays 6% interest compounded continuously.
Approximately how long will it take for Alans money to triple? (Use the formula A = Pe
rt
where
A is the accumulated amount, P is the initial amount, r is the annual rate of interest, and t is the
elapsed time in years.)
A 7.95 years
B 11.55 years
C 18.31 years
D 23.10 years
7. The table shows the growth of a certain bacteria.
If N represents the number of cells at time t, which equation best models this set of data?
A
45.51 27.05 N x = +
B
27.05 45.51 N x = +
C
(1.41)(50.06)
x
N =
D
(50.06)(1.41)
x
N =
8. Which function models the population of Ethiopia from 1940 to 2000 (let x = 0 in 1940)?
Year Population of
Ethiopia
(in millions)
1940 16
1950 20
1960 25
1970 31
1980 39
1990 50
2000 64

A
2
( ) 0.01 0.179 16.6 f x x x = +
B
2
( ) 0.01 0.179 16.6 f x x x = + +
C
( ) 15.82(1.023)
x
f x =
D
( ) 16(1.02)
x
f x =
Time in Hours, t 0 1 2 3 4 5
Number of Cells, N 50 71 100 141 200 283
223
Day 81
Essential Question: Am I prepared to show what I have learned on the test today about
Exponential Functions and Logarithms?
Objective(s): 2.03, 2.04, 1.01, 2.01
SAP: Students will complete the Graphing Functions Exploration Activity.
Lesson Anatomy:
1. 5 minute review for Unit Test.
2. Unit Test
3. After completing the Test, begin the Graphing Functions Exploration Worksheet
Summarizing Activity: The Turtle Race
Homework: Finish the Graphing Functions Exploration Worksheet
224
Graphing Functions Exploration Worksheet
I. Consider the following functions: y = x + 1 and y = x 1. Without graphing, what do you
know about the graphs of these two functions? Think of all the similarities and differences that
you can. _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
II. If we were to add these two functions it would create a new relationship coming from
y = (x + 1) + (x 1). What would be the simplified equation of this new relationship?
______________ Would this be a function? __________ Before graphing, predict the general
shape of the graph of the new relationship. __________________________________________
Now graph on the calculator and draw a sketch of what you see.
What is the domain? _______________________
What is the range? _________________________
III. If you were to subtract these two functions it would create a new relationship coming from y=
(x + 1) (x 1). What would be the simplified equation of this new relationship?
_______________ Would this be a function? ___________ Before graphing, predict the general
shape of the graph of the new relationship.___________________________________
What is the domain? ______________________
What is the range? ________________________
IV. If you were to multiply these two functions it would create a new relationship coming from y=
(x + 1) (x 1). What would be the simplified equation of this new relationship?
225
What is the range? ________________________
V. If you were to divide these two functions it would create a new relationship coming from
y= (x + 1) (x 1). What would be the simplified equation of this new relationship?
What is the range? ________________________

226
The Turtle Race
Turtle #1: Ploddie
Y = 1.5x
Turtle #2: Quaddie
Y = .07x
2
Turtle #3: Exppie
Y = .000286(2)
x
What is an appropriate user-friendly window for these graphs?
X min = ______ Y min = ______
X max = ______ Y max = ______
X scl = _______ Y scl = _______
Which turtle will reach the finish line at y = 30 first? __________________
227
Days 81-90
Discuss Unit Test and Graphing Function Exploration Worksheet (Day 80).
These remaining days are allocated as needed for PSAT Testing, Assemblies,
Teacher absence, EOC Review Days, EOC Practice Test and EOC Exam
Days.
228

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Algebra II Lesson Plans for Block Schedule

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