10.1. Solving Quadratic Equations. Investigation: Rocket Science CONDENSED

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1 CONDENSED L E S S O N 10.1 Solving Quadratic Equations In this lesson you will look at quadratic functions that model projectile motion use tables and graphs to approimate solutions to quadratic equations solve quadratic equations by undoing the order of operations When an object is projected straight up into the air, its position at any time depends on its starting height, its initial velocity, and the force of gravity. If you plot the object s height at each instant of time, the resulting graph is a parabola. Read Eample A in your book and look at the graph of the height of a popped-up baseball over time. The motion of an object projected into the air can be modeled by a quadratic function. A quadratic function is any transformation of the parent function, f(). Investigation: Rocket Science A model rocket blasts off from a position. meters above the ground with a starting velocity of 9 m/sec. If the rocket travels straight up, and if the only force acting on it is gravity, then the projectile motion of the rocket can be described by the function h(t) 1 (9.8)t 9t. where t is the number of seconds after blastoff, and h(t) is the height at time t. The fact that h(0). means that the initial height of the rocket is. meters. In metric units, the acceleration due to gravity is 9.8 m/sec. This value appears in the t term of the equation 1 (9.8)t. The negative symbol shows that the force is downward. Graph the function on your calculator. Be sure to use a window that shows all the important features of the parabola. Here is the graph in the window [1, 1, 1, 10, 10, 10]. You can trace the graph to find the coordinates of the highest point (the verte). The coordinates are (, 1), indicating that the rocket reaches a maimum height of 1 meters seconds after blastoff. To find the amount of time the rocket is in flight, find the coordinates of the point where the graph intersects the positive -ais. The coordinates are (10.0, 0), indicating that the rocket hits the ground (that is, the height is 0) after 10.0 seconds. So, the flight of the rocket lasts just over 10 seconds. To find the value of t when h(t) 0, you would need to solve 1 (9.8)t 9t. 0 (continued) 00 Key Curriculum Press Discovering Algebra Condensed Lessons 19

3 CONDENSED L E S S O N 10. Previous Finding the Roots and the Verte In this lesson you will model a real-word situation with a quadratic function identify the -intercepts, verte, and line of symmetry of a parabola rewrite a quadratic function in verte form You have looked at quadratic functions that model projectile motion. In this lesson you ll eplore another situation that can be modeled with a quadratic function. Investigation: Making the Most of It Suppose you have meters of fencing to use to enclose a rectangular space for a garden. This table shows the width, length, and area of some of the fences you could build. Width (m) Length (m) Area (sq. m) Notice that width values of 0 and 1 give areas of 0. Enter the width values into list L1 and enter the area values into list L. Make a graph of the points (, y), where is the width of the rectangle and y is the area. Plot additional points to help you determine the shape of the graph. The points appear to fall in the shape of a parabola. Any real-number value between 0 and 1 makes sense for the width, so you can connect the points with a smooth curve. The graph appears to reach its highest point at (6, 36), indicating that a rectangle with width 6 meters has the greatest area, 36 square meters. The length of this rectangle is also 6 meters, so the rectangle is a square. A garden with width meters has length 10 meters. A garden with width.3 meters has length 7.7 meters. In general, if is the width of the garden, the length is 1 and the equation for the area y is y (1 ). In the same window, graph this equation and plot the (L1, L) values. By tracing the graph of y (1 ) to find the coordinates of the verte, you can verify that the square with side length 6 has the maimum area. Area (m ) y Width (m) [1, 13, 1, 1,, ] (continued) 00 Key Curriculum Press Discovering Algebra Condensed Lessons 131

4 Lesson 10. Finding the Roots and the Verte (continued) The points where a graph crosses the -ais are called the -intercepts. The -intercepts of the graph above are (0, 0) and (1, 0). This indicates that the rectangle has no area if the width is 0 meter or 1 meters. (Note: When naming an -intercept, sometimes just the -coordinate, rather than the ordered pair, is given. So, we might say that the -intercepts of the graph above are 0 and 1.) If you repeat this process for different perimeters (total fence lengths), you will find that the rectangle with the greatest area is always a square. The -coordinates of the -intercepts of a graph are the solutions of the equation f() 0. These solutions are called the roots of the function y f(). For the equation in the investigation, the roots are 0 and 1, the width values that make the area equal zero. Read the rest of the lesson in your book. Eample A shows you how to use your calculator to estimate the roots of a quadratic function. Eample B shows how to find the verte and the line of symmetry of a parabola based on its equation and then how to use this information to rewrite the equation in verte form. Here is another eample. EXAMPLE Find the line of symmetry and the verte of the parabola y 9 1. Then, write the equation in verte form y a( h) k. Solution You can use a calculator graph to find that the roots are 7 and. [9, 1, 1, 8,, 1] The line of symmetry is., the vertical line halfway between the -intercepts. The verte lies on the line of symmetry, so it has an -coordinate of.. To find its y-coordinate, substitute. for in the equation. y (.) 9(.) So, the verte is (., 6.). The graph is a transformation of the parent function, f(). Because the verte is (., 6.), there is a translation left. units and down 6. units, so the equation is of the form y a(.) 6.. If you graph y (.) 6. in the same window as the original equation, you will find that the graphs are the same. So, y (.) 6. is the verte form of y Discovering Algebra Condensed Lessons 00 Key Curriculum Press

6 Lesson 10.3 From Verte to General Form (continued) a. ( ) 10 b. ( 3) For certain types of trinomials, you can make a rectangular diagram and then write an equivalent epression in the form ( h). Try this for the epressions in Step. Here are the results for parts a and b. In each case, the diagram is divided into a square with area equal to the first term, a square with area equal to the last term, and two rectangles, each with area equal to half the middle term. a. 6 9 ( 3) b. 10 ( ) You can use the results from Step to solve the equations in Step 6. Here are the results for parts a and b ( 3) 9 ( ) 81 ( ) 3 9 ( ) or 3 1 or Numbers such as are called perfect squares because they are the squares of integers, in this case, and. The trinomial 10 is also called a perfect square because it is the square of. If the coefficient of the -term is 1, then a trinomial is a perfect square if the last term is the square of half the coefficient of the -term. Use this idea to identify the perfect squares in Step 7. Here are the results. a. Because 9 is equal to the square of half of 1, this is a perfect-square trinomial: 1 9 ( 7). b. Because 81 is equal to the square of half of 18, this is a perfect-square trinomial: ( 9). c. This is not a perfect-square trinomial because is not equal to the square of half of 0. d. This is not a perfect-square trinomial because 36 is not equal to the square of half of 1. You can use your skills at squaring binomials to convert equations from verte form to general form. This is illustrated in Eample B in your tet. Read that eample and the tet that follows it. 13 Discovering Algebra Condensed Lessons 00 Key Curriculum Press

7 CONDENSED L E S S O N 10. Factored Form Previous In this lesson you will work with quadratic equations in factored form learn the connection between the factored form of a quadratic equation and the equation s roots write the equation of a parabola in three different forms You have worked with quadratic equations given in verte form and in general form. In this lesson you will learn about the factored form of a quadratic equation. Investigation: Getting to the Root of the Matter Steps 1 In the same window, graph y 3 and y. [1.1, 1.1, 1, 9.3, 9.3, 1] The -intercept of y 3 is 3. The -intercept of y is. Now, in the same window, graph y ( 3)( ). The graph is a parabola. The -intercepts of the parabola are 3 and the -intercepts of y 3 and y, respectively. This makes sense because the product ( 3)( ) is zero when 3 is zero or when is zero. You can use a rectangular diagram to epand the epression ( 3) ( ) and then rewrite y ( 3)( ) as y 1. Verify that the two equations are equivalent by graphing both on the same aes. Because the equations are identical, you know that the roots of y 1 are 3 and. Steps 8 If you are given a quadratic equation in general form, you can sometimes use a rectangular diagram to rewrite it in factored form and then find its roots. Consider the equation y 6. The diagram shows that you can rewrite the left side as ( 3)( ). So, in factored form, the equation is y ( 3)( ). Use a calculator graph or table to verify that y 6 and y ( 3)( ) are equivalent. From the factored form, you can see that the roots of y 6 are 3 and (continued) 00 Key Curriculum Press Discovering Algebra Condensed Lessons 13

8 Lesson 10. Factored Form (continued) Now, use rectangle diagrams to rewrite each equation in Step 8 in factored form and find its roots. Here are the results. a. y ( )( ); roots: and b. y ( 8)( ); roots: 8 and c. y ( 6)( 8); roots: 6 and 8 d. y ( 7)( ); roots 7 and Now, read the tet after the investigation on page in your book, which summarizes the three forms of a quadratic equation. Then, read the eample, which shows you how to write an equation of a parabola in all three forms, and read the tet that follows the eample. Here is an additional eample. EXAMPLE Write the equation for this parabola in verte form, general form, and factored form. 0 (1, 18) y Solution From the graph, you can see that the -intercepts are and. So, the factored form contains the binomial factors ( ) and ( ). You can also see that, because the parabola is upside down, the coefficient of must be negative. (, 0) (, 0) 6 If you graph y ( )( ) on your calculator, you ll see that it has the same -intercepts as the graph above, but a different verte. The verte of y ( )( ) is (1, 9), while the verte of the original parabola is (1, 18). So, the original parabola is a vertical stretch of the graph of y ( )( ) by a factor of 1 8 9, or. This means the factored form is y ( )( ). Graph this equation on your calculator to verify that its graph looks like the original graph. You now know that the value of a is and the verte is (1, 18), so you can write the verte form of the equation, y ( 1) 18. To get the general form, epand either the factored or verte form. [.7,.7, 1, 1., 1., 1] [,, 1, 6, 0, ] y ( 1) 18 The verte form. y ( 1) 18 Use a rectangle diagram to epand ( 1). y 18 y 16 Use the distributive property. Combine like terms. 136 Discovering Algebra Condensed Lessons 00 Key Curriculum Press

9 CONDENSED L E S S O N 10.6 Completing the Square Previous In this lesson you will solve quadratic equations by completing the square rewrite quadratic equations in verte form by completing the square work with a quadratic equation that has no real-number solutions You can find approimate solutions to quadratic equations by using calculator graphs and tables. If you are able to write the equation in factored form or in verte form, you can use symbolic methods to find the eact solutions. In this lesson you ll learn a symbolic method called completing the square that you can use to find eact solutions to any quadratic equation in the general form, y a b c. Investigation: Searching for Solutions Complete each rectangular diagram in Step 1 so that it is a square. Here are the results for parts a, b, and d. a. b. 3 d. b_ 3 b_ b_ b_ b Using the diagrams, you can write equations of the form b c ( h). Here are the equations for parts a, b, and d. Write a similar equation for part c. a. ( ) b. 6 9 ( 3) d. b b b Notice that the operations on the right side of each equation can be undone to get. For eample, you can undo ( ) by taking the square root of and then subtracting. You cannot undo the operations on the left side of the equation to end up with, so the ( h) form is used to solve problems. If you assume the area of each square in Step 1 is 100, you can write equations that can be solved by undoing the order of operations. Here are the equations for parts a and b. Write a similar equation for part c. a. ( ) 100 b. ( 3) 100 Here are the symbolic solutions of the equations above. Write a similar solution of the equation for part c. a. ( ) 100 b. ( 3) 100 ( ) 100 ( ) or or 7 (continued) 00 Key Curriculum Press Discovering Algebra Condensed Lessons 137

12 Lesson 10.7 The Quadratic Formula (continued) Get by itself on the left side. b a b ac 3 a 17 Epress the solutions as fractions. b b ac a 3 17 or b b ac a or 3 17 In decimal form, the solutions to are approimately 0.81 and Look at the solutions to the general form. Notice that, for the solutions to be real numbers, the value of a cannot be zero (because division by zero is undefined) and the value of b ac must be greater than or equal to zero (because negative numbers do not have real square roots). b b ac The quadratic formula, a, gives the solutions to a quadratic equation written in the general form, a b c 0. To use the formula, you need only know the values of a, b, and c. The eample in your book illustrates how to use the formula. Here is another eample. EXAMPLE Use the quadratic formula to solve 9. Solution First, write the equation in standard form by subtracting from both sides. The result is 9 0. For this equation, a, b 1, and c 9. Now, substitute these values into the quadratic formula. b b a c a (1) (1) (9) () () 1 1 7) ( 1 73 So, the solutions are, or about.386, and, or about Read the rest of the lesson in your book Discovering Algebra Condensed Lessons 00 Key Curriculum Press

13 CONDENSED L E S S O N 10.8 Cubic Functions Previous In this lesson you will determine whether given numbers are perfect cubes discover the connection between the factored form of a cubic equation and its graph write equations for cubic functions based on their graphs Read the tet at the bottom of page 7 of your book. It eplains that the cubing function, f() 3, models the volume of a cube with edge length. Functions in the family with parent function f() 3 are called cubic functions. The volume of a cube with edge length is 3, or 1. The number 1 is a perfect cube because it is equal to an integer cubed (that is, raised to the third power). The number is called the cube root of 1. You can epress this by writing 3. 1 EXAMPLE A Determine which numbers are perfect cubes. a.,389 b. 1,8 c. 70 d.,913 Solution Find the cube root of each number. (See Calculator Note 10B.) a. 3,389 9 b. 3 1, c d. 3, So,,389 and,913 are perfect cubes because their cube roots are integers. The graph of the parent function y 3 is shown on page 7 of your book. You can use what you know about transformations to write equations for other cubic functions. EXAMPLE B Write an equation for each graph. a. y b. y Solution a. The graph is a translation of the graph of y 3 right 3 units. So, the equation is y ( 3) 3. b. The graph is a translation of the graph of y 3 left 1 unit and down units. So, the equation is y ( 1) 3. (continued) 00 Key Curriculum Press Discovering Algebra Condensed Lessons 11

14 Lesson 10.8 Cubic Functions (continued) Investigation: Rooting for Factors In this investigation you ll discover the connection between the factored form of a cubic equation and its graph. Steps 1 3 List the -intercepts for each graph in Step 1. Here are the results. Graph A:, 1, Graph B:, 1, Graph C: 1, 0, Graph D: 1, 0, Graph E:, 1, 3 Graph F: 3, 1, Use tables and graphs to help you match the equations in Step with the graphs in Step 1. Here are the results. a. Graph F b. Graph C c. Graph A d. Graph D e. Graph B f. Graph E The -intercepts are the roots of the equation. So, if the graph of a cubic equation has -intercept a, the factored form of the equation includes the factor ( a). For eample, Graph A has -intercepts at, 1, and, and its equation includes the factors ( ), ( 1), and ( ). Step Now, you will find an equation for the graph in Step. It has -intercepts 3,, and. The equation y ( 3)( )( ) has the same -intercepts. Here is its graph. Now, make adjustments to the equation until the graph looks like the one in Step. The point (0, 1) corresponds to the point (0, 6) in the original graph. So, you need to reflect the graph over the -ais and apply a vertical shrink by a factor of 0.. The equation then becomes y 0.( 3)( )( ). If you graph this equation on your calculator, you ll see that the result matches the graph in Step. [,, 1, 1, 10, 1] [,, 1, 10, 10, 1] Read Eample C in your book, which shows how to find an equation for another cubic graph. If you are given a cubic equation in general form, you can graph it and then use the -intercepts to help you write the equation in factored form. The tet after Eample C shows how to rewrite y 3 3 in factored form. The graph of this equation touches the -ais at 1 but doesn t actually pass through the ais at this point. This indicates a double root. This means that the factor 1 appears twice in the equation. The factored form of the equation is y ( )( 1). 1 Discovering Algebra Condensed Lessons 00 Key Curriculum Press

Lesson 9.1 Solving Quadratic Equations 1. Sketch the graph of a quadratic equation with a. One -intercept and all nonnegative y-values. b. The verte in the third quadrant and no -intercepts. c. The verte

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