Common Core Warm-Ups.pdf

EDUCATION
WALCH
Daily Warm-Ups
ALGEBRA
Common Core State Standards
Betsy Berry, Ph.D.
Indiana University–Purdue University Fort Wayne

The classroom teacher may reproduce materials in this book for classroom use only.
The reproduction of any part for an entire school or school system is strictly prohibited.
No part of this publication may be transmitted, stored, or recorded in any form
without written permission from the publisher.
© Common Core State Standards. Copyright 2010. National Governor’s Association Center
for Best Practices and Council of Chief State School Officers. All rights reserved.
1 2 3 4 5 6 7 8 9 10
ISBN 978-0-8251-6883-3
Copyright © 2012
J. Weston Walch, Publisher
40 Walch Drive • Portland, ME 04103
www.walch.com
Printed in the United States of America

iii
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
About the CD-ROM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Part 1: Number and Quantity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Part 2: Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Part 3: Functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Part 4: Statistics and Probability . . . . . . . . . . . . . . . . . . . . . . . . . 110
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C1
Daily Warm-Ups: Algebra, Common Core State Standards

Introduction
Daily Warm-Ups: Algebra, Common Core State Standards is organized into four sections, composed of
the high school conceptual categories designated by the Common Core State Standards Initiative:
Number and Quantity; Algebra; Functions; and Statistics and Probability. Each warm-up addresses one or
more of the standards within these domains.
The Common Core Mathematical Practices standards are another focus of the warm-ups. All the
problems require students to “make sense of problems and persevere in solving them,” “reason abstractly and
quantitatively,” and “attend to precision.” Many of the warm-ups ask students to “look for and express regularity
in repeated reasoning” when generating functions to symbolize patterns or rules. Students must “look for and
make use of structure” when factoring and reorganizing expressions and equations to elicit the properties of
the function being modeled. Several problems require the use of a graphing calculator; for other problems,
graphing calculators make calculations more efficient and allow students to maintain their focus to “construct
viable arguments” and prove or disprove conjectures. This provides students the opportunity to “use appropriate
tools strategically.” A full description of these standards can be found at www.corestandards.org/the-standards/
mathematics/introduction/standards-for-mathematical-practice/.
The warm-ups are organized by domains rather than by level of difficulty. Use your judgment to select
appropriate problems for your students.* The problems are not meant to be completed in consecutive order—some
are stand-alone, some can launch a topic, some can be used as journal prompts, and some refresh students’ skills
and concepts. All are meant to enhance and complement high school algebra programs. They do so by providing
resources for teachers for those short, 5-to-15-minute interims when class time might otherwise go unused.
*
You may select warm-ups based on particular standards using the Standards Correlations document on
the accompanying CD.
v

About the CD-ROM
Daily Warm-Ups: Algebra, Common Core State Standards is provided in two convenient formats: an easy-
to-use, reproducible book and a ready-to-print PDF on a companion CD-ROM. You can photocopy or
print activities as needed, or project them on a large screen via your computer.
The depth and breadth of the collection give you the opportunity to choose specific skills and
concepts that correspond to your curriculum and instruction. The activities address the following
Common Core State Standards for high school mathematics: Number and Quantity; Algebra;
Functions; and Statistics and Probability. Use the table of contents, the title pages, and the standards
correlations provided on the CD-ROM to help you select appropriate tasks.
Suggestions for use:
• Choose an activity to project or print out and assign.
•
Select a series of activities. Print the selection to create practice packets for learners who need
help with specific skills or concepts.
vi

Part 1: Number and Quantity
Overview
The Real Number System
• Extend the properties of exponents to rational exponents.
Vector and Matrix Quantities
• Perform operations on matrices and use matrices in applications.

Daily Warm-Ups: Algebra, Common Core State Standards © 2012 Walch Education
1
Exponential Expressions
The following exponential expressions can be rewritten in other forms. Use your understanding of how
exponents behave to change each expression to an equivalent one.
1. x–n
2.






y
y
d
t x
y
1
r
s
n
n
n
1
3. (xa
)b
4. (ab)n
5. 





y
y
d
t x
y
1
r
s
n
n
n
1
6.






y
y
d
t x
y
1
r
s
n
n
n
1
7. np
• nq
8.






y
y
d
t x
y
1
r
s
n
n
n
1

© 2012 Walch Education
2
Intercepting Intercepts
Do all quadratic functions have real-number x-intercepts? Do they all have real-number y-intercepts?
Justify your answers to these questions by generating sample functions symbolically and/or graphically.
Then explain if and why the functions have real-number intercepts and what the graphs will look like.

3
Thinking About Using Matrices
Think about a real-world context for creating matrices. What are some advantages and disadvantages of
organizing and representing the information in a matrix format? Explain how data might be represented
in matrices in more than one way. Write a few sentences to explain your thinking.

4
Bicycle Sales Matrices
The first matrix below represents the combined quarterly sales of three brands of mountain bikes and
hybrid bikes at Bikes Unlimited in three large American cities. The second matrix shows the quarterly
sales of hybrid bikes.
Combined Sales Hybrid Sales
Trek K2 Schwinn Trek K2 Schwinn

150 95 105
75 75 90
85 110 175
Los Angeles
Boston
Chicago
 
 
 
 
 
50 40 70
30 35 50
55 50 150
Los Angeles
Boston
Chicago
 
 
 
 
 

150 95 105
75 75 90
85 110 175
Los Angeles
Boston
Chicago
 
 
 
 
 
50 40 70
30 35 50
55 50 150
Los Angeles
Boston
Chicago
 
 
 
 
 
Find the matrix that represents the quarterly sales of mountain bikes. Find the matrix
that represents the quarterly sales of mountain bikes and hybrid bikes in Boston
for the three brands. Then construct one matrix that shows the total sales for all
three brands in all three cities combined. Label the rows of your matrix with the
brand names. Label the columns with the terms hybrid or mountain. What matrix
operations did you use to construct each of these matrices?

5
Manipulating Matrices
Perform the indicated operations on the given matrices and scalars without using a calculator.
s1
= 4, s2
= –3 [ ] [ ]
–
–
[ ]
– –
–
A B E
=





 =





 =
3 6
4 2
2 4
5 1
1
3
2
5
4
3











=






[ ]
–
–
–
F
3
1
2
5
4
3

[ ] [ ]
–
–
[ ]
– –
–
A B E
=





 =





 =
3 6
4 2
2 4
5 1
1
3
2
5
4
3











=






[ ]
–
–
–
F
3
1
2
5
4
3
[C] = [–2 4 3]
[D] = [3 –2]
[ ] [ ]
–
–
[ ]
– –
–
A B E
=





 =





 =
3 6
4 2
2 4
5 1
1
3
2
5
4
3











=






[ ]
–
–
–
F
3
1
2
5
4
3
[ ] [ ]
–
–
[ ]
– –
–
A B E
=





 =





 =
3 6
4 2
2 4
5 1
1
3
2
5
4
3











=






[ ]
–
–
–
F
3
1
2
5
4
3
1. [A] + [B]
2. s1
• [B]
3. [B] – [A]
4. s2
• [C]
5. [F] – [E]

6
More Manipulating Matrices
Perform the indicated operations on the given matrices and scalars without using a calculator.
s1
= 4, s2
= –3 [ ] [ ]
–
–
[ ]
– –
–
A B E
=





 =





 =
3 6
4 2
2 4
5 1
1
3
2
5
4
3











=






[ ]
–
–
–
F
3
1
2
5
4
3

[ ] [ ]
–
–
[ ]
– –
–
A B E
=





 =





 =
3 6
4 2
2 4
5 1
1
3
2
5
4
3











=






[ ]
–
–
–
F
3
1
2
5
4
3
[C] = [–2 4 3]
[D] = [3 –2]
[ ] [ ]
–
–
[ ]
– –
–
A B E
=





 =





 =
3 6
4 2
2 4
5 1
1
3
2
5
4
3











=






[ ]
–
–
–
F
3
1
2
5
4
3
[ ] [ ]
–
–
[ ]
– –
–
A B E
=





 =





 =
3 6
4 2
2 4
5 1
1
3
2
5
4
3











=






[ ]
–
–
–
F
3
1
2
5
4
3
1. s1
• [A]–s2
[B]
2. [A] – [B]
3. [B] + [D]
4. [E] • [F]

7
Thinking About Multiplying Matrices
Think about the process of multiplying matrices. Describe in detail how to multiply two matrices and
any limitations there might be. Does the order that you multiply matrices matter? Write a few sentences
to explain your thinking.

8
Thinking About Matrix Operations
Think about and create some sample matrices. Describe the conditions when matrices can be added
and multiplied. What are the dimensions of the sums and products of matrices? Define and give
examples of an inverse of a matrix, an opposite of a matrix, an identity matrix, and a matrix that
will not have an inverse.

Part 2: Algebra
Overview
Seeing Structure in Expressions
• Interpret the structure of expressions.
• Write expressions in equivalent forms to solve problems.
Arithmetic with Polynomials and Rational Expressions
• Rewrite rational expressions.
Creating Equations
• Create equations that describe numbers or relationships.
Reasoning with Equations and Inequalities
• Understand solving equations as a process of reasoning and explain the reasoning.
• Solve equations and inequalities in one variable.
• Solve systems of equations.
• Represent and solve equations and inequalities graphically.

9
Refreshing Radical Ideas
In your work with algebraic expressions and equations, you will encounter real and complex numbers
of many forms. Sometimes it is helpful to rewrite them in equivalent forms. Convert each expression
below into an equivalent form in which the denominator contains a simple rational term, and all
possible like terms have been combined.
1.
6
3
2
6
15
3
3 2 2 32
21 150
7 2
2 3
3 2
+
+
+
–
–
i
i
a bi
a bi
2.
6
3
2
6
15
3
3 2 2 32
21 150
7 2
2 3
3 2
+
+
+
–
–
i
i
a bi
a bi
3.
6
3
2
6
15
3
3 2 2 32
21 150
7 2
2 3
3 2
+
+
+
–
–
i
i
a bi
a bi
4. 3 2 2 32
+
5.
6
3
2
6
15
3
3 2 2 32
21 150
7 2
2 3
3 2
+
+
+
–
–
i
i
a bi
a bi

10
Quincy’s Quiz
Quincy has been confused about simplifying algebraic expressions. His brother Eli prepared this quiz
for him to practice. Look at Quincy’s responses below. If the response is correct, write correct. If it is
incorrect, write the correct answer.
1. 4y – 5y –y
2. 3x + 2x 5x2
3. 2n2
+ 4n2
6n4
4. 2x • 3y 5xy
5. 2a – (a – b) a – b
6. n
n
x
x
+5 2 6
3
5
7. 4 – (n + 7) –3 – n
8.
n
n
x
x
+5 2 6
3
2x2
9. (2xy)2
4x2
y2
10. 2a + 3b + 3a + 4b 6a2
+ 12b2

11
Dancing to the Beat of Logarithms
Use symbolic reasoning and the properties of exponents and logarithms to simplify the expression or
solve the equation for x.
1. 5 = 2(1.3)x
2. 60 5 1
.025
12
x
= +






3. 4log8 + 3log5 – 3log2 = ?
4. logx3
+ logx2
+ 3logx = ?
5. 22x + 2
= 8x + 2

12
Messy Equations
Elizabeth was going to complete her algebra assignment using her graphing calculator. Her older sister
Carolyn decided to change the equations that she had copied into her notebook to tease her. Carolyn
tells her that the equations are still equivalent to what her teacher had given her. Help Elizabeth by
making each equation below quicker and easier to type into her calculator.
1. y = 2x–1
2. y = (2x)–1
3. y
x
x
y
= =
7 2
3 6
1
5
7
4 4
.
. –
4. y = (–4)0
5. y = x–4.2
x6.2
6. y = 33
• 32
7.
y
x
x
y
= =
7 2
3 6
1
5
7
4 4
.
. –

13
Factoring Quadratics
Sometimes quadratic equations contain hidden information that is revealed when the equations
are written in factored form. Change each quadratic equation below to an equivalent equation in
factored form.
1. y = – 16t2
– 48t
2. y = 5x2
– 10x
3. y = 3(x – 1) + x(x – 1)
4. y = 52x2
– 13
5. y = x2
+ 5x + 4
6. y = x(2x + 5) + x(x – 10)

14
Digging for Roots
Find any roots or zeros of each quadratic function below. Then explain what roots or zeros mean
graphically.
1. f(x) = 2x2
– 5x – 3
2. f(x) = x2
+ 2x + 1
3.
f(x) = x2
+ 2x + 3
4.
f(x) = 2x2
+ 3x – 1

15
Simplifying Algebraic Fractions
Sometimes it is helpful to express an algebraic fraction in a form that is simpler than the way that it
appears. If possible, express each fraction below in a simpler form. If the fraction cannot be expressed in
a simpler form, write not possible.
1.
x
x
n
n
b b
b
f
f f
x x
x
n
2 2 2
2
2
4
2
1
1 1
15
15
7 10
2
–
–
+
+
+
+
+
+
+ +
+
2
2
8 16
4
–
–
n
n
+
2.
x
x
n
n
b b
b
f
f f
x x
x
n
2 2 2
2
2
4
2
1
1 1
15
15
7 10
2
–
–
+
+
+
+
+
+
+ +
+
2
2
8 16
4
–
–
n
n
+
3.
x
x
n
n
b b
b
f
f f
x x
x
n
2 2 2
2
2
4
2
1
1 1
15
15
7 10
2
–
–
+
+
+
+
+
+
+ +
+
2
2
8 16
4
–
–
n
n
+
4.
x
x
n
n
b b
b
f
f f
x x
x
n
2 2 2
2
2
4
2
1
1 1
15
15
7 10
2
–
–
+
+
+
+
+
+
+ +
+
2
2
8 16
4
–
–
n
n
+
5.
x
x
n
n
b b
b
f
f f
x x
x
n
2 2 2
2
2
4
2
1
1 1
15
15
7 10
2
–
–
+
+
+
+
+
+
+ +
+
2
2
8 16
4
–
–
n
n
+
6.
x
x
n
n
b b
b
f
f f
x x
x
n
2 2 2
2
2
4
2
1
1 1
15
15
7 10
2
–
–
+
+
+
+
+
+
+ +
+
2
2
8 16
4
–
–
n
n
+

16
Olympic Pool Border
An Olympic-size swimming pool measures 25 meters by 50 meters. The Harrison City Recreation
Department is planning to construct a new pool that will be bordered with a walkway of a uniform
width w. Find the possible widths of the walkway if the total area of the walkway is to be greater than
76 square meters, but no more than 400 square meters.

17
The Seesaw Problem
1.
Eric and his little sister Amber enjoy playing on the seesaw at the playground. Amber weighs
65 pounds. Eric and Amber balance perfectly when Amber sits about 4 feet from the center
and Eric sits about 2 1
2
feet from the center. About how much does Eric weigh?
2.
Their little cousin Aleah joins them and sits with Amber. Can Eric balance the seesaw
with both Amber and Aleah on one side, if Aleah weighs about the same as
Amber? If so, where should he sit? If not, why not?

18
Babysitting Bonus
This year, Zachary has been babysitting his young cousins after school for $70 a month. His uncle also
gave him an extra bonus of $100 for his excellent work. Since school started, Zachary has earned more
than $500. How many months ago did school start? Write an inequality that represents this situation.
Solve it showing all your work.

19
Rolling Along
Did you know that you can calculate the speed (S) of a car by knowing the size of its tires and the
revolutions per minute (RPM) that the tires make as they rotate? Think about a car that has tires that
are 2.5 meters in circumference. Imagine that the tires are rotating at 500 revolutions per minute.
1. What is the speed of the car?
2. Write verbal and symbolic rules that express the relation between time and distance.
3. Create a table that records some specific data pairs (time, distance) of your choice.
4. What would be the distance traveled in 20 minutes?
5.
Sketch a graph that represents the data you have in your table in number 3.
Graph the independent variable on the horizontal axis and the dependent
variable on the vertical axis.

20
Graphing Basics
Serena is trying to remember some of the graphs for elementary functions. She is looking at the four
graphs shown below. Help her by identifying a sample set of points on each graph. Then find the
equation model that should represent each graph.
1. y 2. y
x x
3. y 4. y
x x

21
Pizza Toppings
You and a group of friends are planning to order two large pizzas and some soft drinks. Each pizza costs
$12.00. Each extra topping costs $0.50, and each soft drink costs $1.00. You have a total of $40.00
to spend.
Represent this situation as a feasible region on a graph, and indicate the corner points of the region and
its boundaries.

22
Solving Equations I
Tucker is tutoring his cousin James in pre-algebra. He is trying to explain different strategies for solving
an equation such as 53 = 17 – 4x. What steps or approaches should he recommend to James? Explain
your ideas carefully.

23
Solving Equations II
Solve each equation below symbolically. Be prepared to justify your answers.
1. 3x + 7 = 19
2. 7 + 4x = 31
3. 26 – 3x = 4x + 19
4. x2
– 3.5x = 0
5. 13x – x2
= 0
6. x2
– 10x = 5x2
– 2x
7. 4x(x – 5) = 0
8. 3.5(x + 2) + 2(x + 2) = 0
9. 5.5x = x – 9
10. 49x – 7x2
= 0

24
Symbol Sense: Original Costs
Think of a real-world situation that might result in each symbolic sentence below. Solve the sentences
for C.
1. C – .25C = $37.49
2. $28.00 + .20C = C

25
Real or Imagined?
Write a description of how you would explain to a friend that x2
+ 9 = 0 has no real roots.

26
Analyzing the Quadratic Formula
Grace has found the following equation in her notebook:
x =
±
– – ( )( )
( )
8 8 4 1 10
2 1
2
She knows that she was using the quadratic formula to solve an equation and is wondering what the
original equation might have looked like. Reconstruct her equation. Then find the solution (roots) of
the equation. What are the x-intercepts for the graph of the equation?

27
Forms of Quadratic Functions
John and Diana are studying quadratic functions. They have encountered the function below, written
in three different forms:
f(x) = x2
– 2x – 3
f(x) = (x – 3)(x + 1)
f(x) = (x – 1)2
– 4
Show that the three equations are equivalent. How can you get each form from the other
two? What different information is available to John and Diana from each of the
equations? What are the zeros, or roots, of the equation? Without graphing and
without using a calculator, give the coordinates of the vertex of the parabola and
the x- and y-intercepts.

28
Copy Machine Choices
The Pendleton County School District is trying to decide on a new copier. The purchasing committee
has been given quotes on two new machines. One sells for $20,000 and costs $0.02 per copy to operate.
The other sells for $17,500, but its operating costs are $0.025 per copy. Which machine would you
recommend? Justify your choice with clear mathematics information. How many copies must the school
make before the higher price is a reasonable choice?

29
Nathan’s Number Puzzles I
Nathan likes to make up puzzles about integers. Some of his recent puzzles are below. Write symbolic
sentences that represent Nathan’s puzzles. Then solve each puzzle.
1.
Two numbers have a sum of 10. If you add the first number to twice the second number, the result
is 8. What are the numbers?
2.
One number is twice as large as a second number. The sum of the two numbers is 15. What are
the numbers?
3.
The first number minus the second number is 2. Twice the first number
minus twice the second number is 4. What are the numbers?

30
Nathan’s Number Puzzles II
Nathan has written pairs of linear sentences in symbols. Now he’s trying to create word puzzles to go
with them. Help him by creating a word puzzle for each pair of linear sentences below. Then find the
numbers that fit his equations.
1.
x + 3y = 5
3x + y = 7
2.
x + 3y = 10
3x + 14 = 2y
3.
x + 2y = 7
x + 2y = 17

31
Systems of Linear Equations I
Marika has asked you to help her understand how to solve systems of equations. Solve each system of
equations below using a different strategy. Then explain to Marika why you chose that strategy for that
system. Which are best solved by substitution? Which might be easily graphed? Which could be solved
by elimination?
1.
y = x – 1
3x – 4y = 8
2. 3x + 2y = –10
2x + 3y = 0
3.
x + y = –10
.5x + 1.5y = 5
4. 3x – 2y = 6
–2x + 3y = 0

32
Systems of Linear Equations II
Amal is learning about systems of linear equations. He has come up with some questions regarding
equations such as y = 3x + 8 and y = –5x + 11. Help him by answering the questions below.
1. What is the objective for solving a system of equations such as the one given?
2. How could you find the solution by graphing?
3. How could you find the equation by using tables of values?
4. How might you find the solution for the system without a graph or a table?
5.
What would you look for in the table, the graph, or the equations themselves
that would indicate that a system of equations has no solution?

33
Water Balloon Experiments
Mr. Zeno’s algebra class is conducting experiments with water balloons from the roof of the Pendleton
County High School. Clarissa is using the formula h = – 4.9t2
+ h1
, where h is the height of a falling
object. She knows that t represents time in seconds and h1
is the starting height of the object. Her
group has found that the height of the high school is 30 meters. Graph Clarissa’s information. Using
your graph, find out when the balloon will be 10 meters from the ground.

34
Solving Systems Using Matrices
Theresa has been given the following system of linear equations that models a situation that she is
investigating. Create the matrix equation that would also model the situation. Then solve for the
two variables.
6 4 1750
400
b s
b s
+ =
+ =







35
Thinking About Variables, Graphs, and Tables
1.
Think about a situation in which variable y depends on variable x. (For example, y might be
profit and x the number of items sold.) If y increases as x increases, how would this appear in a
table? How would it appear in a graph?
2.
Now think about a situation in which variable y decreases as variable x increases. (For example,
y might be the amount of gasoline in your car on a trip and x the time you have been traveling.)
How would this be indicated in a table? In a graph?
3.
In a coordinate graph of two related variables, when do the points lie in a straight line?
4.
In a coordinate graph of two related variables, when is it appropriate to
connect the points?

36
The Librarian’s Dilemma
Margo is a librarian for the east branch of the Harrison City Library. Each year she adds new books,
both fiction and nonfiction, to the library’s collection. This year her budget limits her to no more than
75 new books. Library policy states that new fiction books can be no more than half the number of
nonfiction books.
1. If x represents the number of nonfiction books and y represents the number of fiction books, write
a system of inequalities that models Margo’s situation.
2. Graph this system of inequalities.
3. What information is revealed in your graph?
4. What is the greatest number of fiction books that Margo can buy this year?
36

37
Graphing Inequalities I
Graph the region indicated by each pair of inequalities below.
1. y ≤ –2x + 7 and y ≥ 4x + 3
2. –3x + 2y 6 and y ≤ –2x + 5

38
Graphing Inequalities II
Describe the region represented on each graph below using appropriate inequalities.

1. 2.

14
12
10
8
6
4
2
–2
–2 1
–1 2 3 4 5
–6 –5 –4 –3 –2 –1 1
1
2
3
4
5
6
7
2 3 4 5 6
–2
–3
–4
–5
–6
–1
10
8
6
3
–2 –1 1
1
2
3
4
2 3
–2
3
–1

Part 3: Functions
Overview
Interpreting Functions
• Understand the concept of a function and use function notation.
• Interpret functions that arise in applications in terms of the context.
• Analyze functions using different representations.
Building Functions
• Build a function that models a relationship between two quantities.
• Build new functions from existing functions.
Linear, Quadratic, and Exponential Models
• Construct and compare linear, quadratic, and exponential models and solve problems.
• Interpret expressions for functions in terms of the situation they model.

39
Analyzing Tables
Which tables of (x, y) values given below could represent functional relationships? Explain your
thinking.
a. b. c. d.

x y
0 5
1 7
2 8
3 10
4 5
5 7
6 8
7 9
x y
3 5
4 9
6 11
3 7
11 9
7 6
8 4
10 6
x y
4 11
8 7
7 3
9 5
5 12
3 11
2 8
6 9
x y
a b
c d
m n
a g
h s
t u
r s
d k

40
Cool It!
The temperature in Celsius of a block of hot metal as it cools is given by the function
T(x) = 95(1 – 0.45)x
+ 20, where x is expressed in hours.
1. What is the starting temperature for this hot metal block?
2. What will the temperature be after 3 hours?
3. What will the temperature be when the block has finished cooling?

41
Oops, Decayed Equation!
During their investigation of radioactive decay, a research group discovered that the equation
f(x) = 200(1 – 0.18)x
fits their data. Unfortunately, one member of the group spilled coffee on the table
and made the data unreadable. Reconstruct what their table might have looked like using the chart
below. Explain what is being represented in the equation by 200 and 0.18.
x y
0
1
2
3
4
5
6

42
Tennis Ball Trauma
A tennis ball has been dropped from the top of a tall building. The ball’s height in meters t seconds
after it is released can be represented by h(t) = –4.9t2
+ 150.
1. Find h(3) and explain what this represents in the situation described.
2.
How much time will elapse (to the nearest .01 second) until the ball is at or less than 25 meters
above the ground?
3. When will the tennis ball hit the ground?

43
Fencing Fernando
Franny lives on a small farm with many unusual animals. She has just been given a Vietnamese
potbellied pig named Fernando. But before she can get Fernando, she needs to build a pen for him. If
needed, she can use one side of a long barn that measures 200 feet. She also knows that she has 120 feet
of fencing available. Answer the questions below about Fernando’s pen. Be prepared with drawings and
mathematical models to justify your answers.
1. What are the longest sides that a rectangular pen could have if the barn is used for one side?
2.
Suppose Franny wants a square pen. What are the dimensions of the square, if all the fencing and
one side of the barn is used?
3. What is the maximum area that Franny can create for her pig?
4. What is the minimum area that Franny can create?
5.
Suppose Franny decides to build her pen in a field, using all of the fencing
but not the side of the barn. What are the maximum and minimum areas of
her pen?

44
Maximizing Potato Profit
Maximilian and Minerva have harvested 10,000 pounds of potatoes this fall. They know that they
can sell them now for $0.20 per pound. They also know that the price is likely to go up approximately
$0.02 per week if they wait to sell. If they wait to sell, however, it is quite possible that they’ll lose
approximately 200 pounds of potatoes per week due to spoilage and animals munching. When should
they sell to maximize their income for their potatoes? Sketch a graph of the relationship and explain
your thinking.

45
Imagining the Graphs of Sequences
Look at the recursive formulas below. Without actually graphing them, imagine the graphs of the
sequences generated by these formulas. Then describe each graph using one or more of the following terms:
arithmetic, geometric, decreasing, increasing, linear, and nonlinear. Be prepared to justify your thinking.
1. t0
= 60, tn
= tn – 1
– 10, for n ≥ 1
2. t0
= 1,000, tn
= 0.7tn – 1
+ 100, for n ≥ 1
3. t0
= 7.5, tn
= 0.2 + tn – 1
, for n ≥ 1
4. t0
= 98, tn
= (1 + 0.25)tn – 1
– 10, for n ≥ 1
5. t0
= 75, tn
= tn – 1
3 1.75, for n ≥ 1

46
Chirping Crickets
Did you know that you can estimate the temperature outside by counting the number of cricket chirps
you hear? One method to estimate the temperature in degrees Fahrenheit is to count the number of
chirps in 15 seconds and then add 37. This will give you the approximate temperature outside.
1.
Write a mathematical sentence that describes the number of cricket chirps per 15 seconds (C)
as a function of the temperature (T) in Fahrenheit.
2. Graph this function.
3.
What do you think are the maximum and minimum values of this function?

47
Parachuting Down
Cecilia took her first parachute jump lesson last weekend. Her instructor gave her the graph below
that shows her change in altitude in meters during a 2-second interval. Use the graph to answer the
questions that follow.
2400
1800
1200
600
0
1 2
Time (sec)
Parachuting
3 4
Altitude
(m)
1. What is the slope of the line segment?
2. Estimate Cecilia’s average rate of change in altitude in meters per second.
3. Give the domain and range for this graph.

48
Camping Costs
Dan and Julia are planning a camping trip for their school’s Outdoor Adventure Club. They went
online and found the following information for Hamden Hills State Park. Use the information to
answer the questions below.
Number of campsites needed 1 2 3 4 5 6 7
Total campground fee $17.50 $35.00 $52.50 $70.00 $87.50 $105.00 $122.50
1.
Make a coordinate graph of the data. Would it make sense to connect the points on the graph?
Why or why not?
2.
Using the table, describe the pattern of change in the total fee as the number of
campsites needed increases. How is this pattern shown in your graph?

49
U.S. Population
The graph below shows the United States population from 1900 to 2010, as recorded by the U.S.
Census Bureau. Use the graph to answer the following questions.
1.
What was the rate of change in population from 1900 to 2000? Is this greater or less than the rate
of change in the population from 2000 to 2010?
2.
Which 10-year time periods have the highest and the lowest rates of change? How did you find
these? What factors might have contributed to these rates of change?
3. What do you predict the U.S. population will be in 2020? Explain your reasoning.

300
325
350
275
250
225
200
175
150
125
100
75
50
1900
1890 1910 1920 1930 1940
Census year
U.S. Population by Census
1950 1960 1970 1980 1990 2000 2010 2020
Population
(in
millions)

50
Intervals of Change
Look at the table and graph below.
–6 –5 –4 –3 –2 –1 1
5
10
15
20
2 3 4 5 6
–5
–10
y
x
x y
–5 –10
–4 0
–2 13
0 16
2 14
4 2
5 –5
1.
Identify the x- and y-intercepts, if any. How is the table helpful? How is the
graph useful?
2.
Consider the x interval (−5, 0). Describe how y may be changing over that
interval of x.
3.
Now consider the x intervals (0, 2), (2, 4), and (4, 5) for this graph and table.
Is the average rate of change constant over these intervals?

51
Think About Inverse Power Models
Think about equations of the form y
a
x
y
a
x
= = 2
and
y
a
x
y
a
x
= = 2 . What effect would changes in the value of a
have on the graphs of these functions? What patterns would appear in the tables and graphs that could
be represented by these equations? Write a few sentences to explain your thinking.

52
A Ball Is Thrown
Luis threw a baseball straight up at an initial velocity of 120 feet per second. Luis is 6 feet tall.
The height of a ball is a function of the time, t, that it was thrown and can be found using the
following equation:
H(t) = –16t2
+ v1
t + h1
How high did Luis’s throw go, and how long did it stay in the air? Create a graph for this situation.

53
The Profit Is in the Symbols
Molly and Joe are co-chairs of their school’s concert committee. They are planning to have a rock
band perform at the school. They have been told that the equation P(t) = –75t2
+ 1500t – 4800
reflects their potential profit, P, where t represents the price of a ticket. Molly rewrites the equation as
P(t) = (300 – 75t)(t – 16). Joe rewrites it as P(t) = t(–75t + 1500) – 4800.
1.
Are these equations equivalent? What different ideas were Molly and Joe thinking about when
they wrote their equations? What might they learn from the equations?
2.
Graph the original equation. What are the break-even values for ticket prices for
this concert? What is the fixed cost of the concert? According to this equation
model, how would the number of tickets sold change if the price was
increased? What might be the best price to charge for tickets? Explain your
thinking.

54
Comparing the Graphs
1.
Graph the functions y = x2
and y x y x
= = ±
together in the same convenient window. Then compare
the graphs. How are they alike? How are they different?
2. What would the graph of
y x y x
= = ± be like? Would this graph still be a function? Why or why not?

55
Thinking About Quadratic Functions
Quadratic functions are often written in the form y = ax2
+ bx + c. Think about how changes in the
values a, b, and c affect the graph of the function. Use the graph of y = x2
to demonstrate the changes.
Write a few sentences to explain your thinking.

56
Penny’s Parabola
Penny has been given the equation y = (x – 6)(x + 2) to graph. Penny’s graph is shown below.
x
y
1.
Using information about the x-intercepts, the vertex of the parabola, and
other forms of the equation of the parabola, tell if you agree or disagree with
Penny’s graph.
2. Write Penny’s equation in polynomial form.

57
A Quadratic Mystery
Without using a calculator to graph these equations, tell which ones are quadratic AND have a
minimum point. Explain what you looked for and thought about as you reviewed the equations.
1. y = x2
+ 5x + 6
2. y = x(9 – x)
3. y = (x + 3)(x – 2)
4. y = –9 – x2
5. y = x(10 + 5)

58
A Family of Functions
Consider the following three functions:
f(x) = x2
+ 7x + 4
f(x) = –x2
+ 7x + 4
f(x) = ax2
+ bx + c
What makes them a “family”? In other words, how are they related? What do they look like? Describe
their rates of change, symmetry features, maximum or minimum values, and any other special features.
What do the values a, b, and c tell you about the nature of the graph in this family?

59
Discriminating Discriminants
How much do you know about quadratic functions? Without graphing, discuss how many, if any,
x-intercepts each quadratic function has.
1. f(x) = x2
+ 3x + 4
2. f(x) = x2
+ 3x – 4
3. f(x) = 9x2
– 6x + 1
4. f(x) = 3x2
+ 11x + 6

60
Asymptote Adventure
Think about the functions given below. Determine the domain, range, and all asymptotes for each
function’s graph.
1. f x
x
g x
x
h x
x
x
( ) ( )
–
( )
= + = + =
+
7
3 1
5
3
2 3
2.
f x
x
g x
x
h x
x
x
( ) ( )
–
( )
= + = + =
+
7
3 1
5
3
2 3
3.
f x
x
g x
x
h x
x
x
( ) ( )
–
( )
= + = + =
+
7
3 1
5
3
2 3

61
It’s All in the (Rational) Family
Consider the following functions:
a. r x
x
r x
x
r x
x
r x
x
( ) ( ) ( ) ( )
= = = =
3 3 3 3
2 3 4
b.
r x
x
r x
x
r x
x
r x
x
( ) ( ) ( ) ( )
= = = =
3 3 3 3
2 3 4
c.
x
r x
x
r x
x
r x
x
) ( ) ( ) ( )
= = = =
3 3 3 3
2 3 4
d.
x
r x
x
r x
x
( ) ( )
= = =
3 3 3
2 3 4
1.
Predict what the graphs of these functions will look like without graphing them
first. How will they be alike? How will they be different? What are their
respective asymptotes? Is it appropriate to call them functions? Why or why not?
2.
Now graph the functions using graph paper or a graphing calculator. Do you
notice any additional characteristics?

62
Exponential Function Features
1. Consider the following functions:
a. g(x) = 3 • 2x
– 1
b. h(x) = 2 • 3x
+ 4
c. k(x) = 2 •
.
Without graphing the functions, make some predictions based on your understanding of
exponents. What happens to the graph of each function if x gets very large? What if x is
negative? Where do these graphs cross the y-axis?
2.
Now consider the function f(x) = a • bx
+ c. How do the values of a, b, and
c affect the graph of the function? What if a 0? What if 0 b 1? What
happens when you change b to (1
/b)?
3
2






x

63
Functioning Properly?
Gwen and Rita are discussing the characteristics of certain functions. Rita claims that the equation
y = x2
does not model a function because the line y = 5 intersects the graph of the equation in two
points. Gwen disagrees. How might she present her case to Rita?

64
Another Functional Family
Consider the following three functions:
h(x) = 3x
h(x) = (0.3)x
h(x) = ax
What makes them a “family”? In other words, how are they related? What do they look like? Describe
their rates of change, symmetry features, maximum or minimum values, and any other special features.
What features make this family different from other families? What effect do the constants have
on the function and its graph?

65
The Step Function
Draw a graph of y = [x + 2] + 1. Why do you think this function is called a “step” function? What other
name is applied to this type of function? Why?

66
Thinking About Holes and Asymptotes
Some equations create unusual results when they are graphed. Think about equations and graphs
that might have a hole or an asymptote at x = 2. Give some examples. Then write a few sentences
explaining how you can use an equation to predict where there would be a hole or an asymptote. How
can you tell how to write an equation for a function from a graph with a hole or an asymptote?

67
Windows of Opportunity
Ben, Carla, and Ted are exploring the graph of f x
x
x
x
h x
x
( )
–
( )
=
+ +
=
−
2 13 7
2
41
2
2
. Ben believes that it represents a
parabola. Carla thinks that it looks like a linear function. Ted doesn’t know what to think. They have
asked you to help them. The graphs they have drawn are shown below.
. Ben’s graph Ted’s graph Carla’s graph
1. How are the graphs related to the functions g(x) = 2x + 17 and
f x
x
x
x
h x
x
( )
–
( )
=
+ +
=
−
2 13 7
2
41
2
2
?
2. Why does Carla’s graph look linear and Ben’s look parabolic?
3. What happens to the graph of the function at x = 2?

68
Exploring Constant Areas
Juan is exploring the relationship between the widths and lengths of rectangles with a constant area.
He states that this relationship should be represented as an inverse function. He has been considering
rectangles with an area of 24 in2
and rectangles with an area of 36 in2
. Do you agree or disagree with
Juan’s statement? What tables of data might he have? How might he be representing the situation
symbolically and graphically?

69
Granola Inflation
A box of Crunchy Granola is selling for $2.98 at the Healthy Grocery Mart. The inflation rate for
granola has been noted to be 4% annually.
1. What do you expect the price to be a year from now?
2. What would you expect the price to have been a year ago?
3.
Write an equation that models this information. Does this represent exponential
growth or decay?
4.
Assuming a steady inflation rate, in what year would you expect the price of
a box of Crunchy Granola to be more than $3.50?

70
Maximum Area
Sam and Jenny have 1,200 feet of fence. They would like to enclose as large a rectangular plot of land
as possible. Their farm lies along a river, and they will not need to put up a fence along that side of their
land. What is the maximum area that they can get from the length of fence that they have?

71
Mystery Table
Sophia and Tran have discovered this partially completed table in their algebra notes. Sophia thinks it
represents a quadratic function. Tran thinks it represents exponential decay. Do you agree with either
of them? If so, who and why? If not, why not? Does the table represent some other kind of function?
Complete the table and write a symbolic sentence for the function that you think is represented by the
table values.
x y
–2
–1
0 64
1 12.8
2 2.56
3 .512
4

72
80
60
40
20
1 2
Number of DVDs
DVD Rentals
3
Cost
DVD Rentals
Rosa’s parents just bought a new DVD player for the family. Rosa’s mom asked her to research rental
prices for DVDs online. More Movies has a yearly membership package. Rosa found the following table
of prices on the company’s web site.
More Movies DVD Rental-Membership Packages
Number of videos rented 0 5 10 15 20 25 30
Total cost $30 $35 $40 $45 $50 $55 $60
On the Deluxe DVD Rentals web site, Rosa found that there was no
membership package offered. She made the graph on the right
to show how the cost at Deluxe DVD Rentals is related
to the number of videos rented.
If both rental services have a comparable selection of DVDs and Rosa’s family
will watch on average about two movies a month, which service should they
choose? Explain how Rosa’s family might decide which service to use. Using the
information about each service, describe the pattern of change relating the
number of DVDs rented to the total cost.

73
Boxes, Little Boxes
Jaden is exploring the characteristics of small boxes. He is creating boxes using one sheet of
construction paper for each box. He makes the box by cutting out squares in 1-inch increments from
the four corners of the paper and then folding up the edges. If the paper that Jaden is using is 9 inches
by 12 inches, what are the sizes of the boxes that he is designing? Create a table of values that records
the length, width, and volume of all the boxes you think Jaden could create in this way. Also include
the length of the square cutouts, the surface area of the box, and any other data of interest to you. Do
you see patterns in your data? What is the length of the square cutouts for the box with the greatest
volume? With the smallest volume? If s represents the side of the square that Jaden cuts, how could he
represent the volume of the resulting box in terms of s?

74
The Growing Cube
A cube is having its first birthday. This cube is called a unit cube. Describe how many corners (vertices),
faces, and edges it has. On the cube’s second birthday, its edges are twice as long as on its first birthday.
How many unit cubes would be needed to equal the volume of this new 2-year-old cube? On the cube’s
third birthday, its edges are 3 times as long as those of the unit cube. This pattern continues for each
birthday. How many unit cubes would be needed to equal the volume of a cube that is 3, 4, 5, 6, 7,
8, 9, and 10 years old? Write a rule to calculate the number of unit cubes needed for any number of
birthdays. Then draw a graph of the number of unit cubes as a function of the number of years old the
cube is.

75
Switching Chips
Rocco is exploring a children’s puzzle that involves a strip of 7 squares, 3 white chips, and 3 black chips.
The object of the puzzle is to switch positions of the chips so that all the black chips are on the left
and all the white chips are on the right. A chip can move by sliding to an adjacent empty square or by
jumping over one chip to land on an empty square. White chips only move right, and black chips only
move left.
1. How many moves will it take to switch the chips?
2.
Complete the table to show the number of moves it would take for other
numbers of chips.
Number of each color 1 2 3 4 5 6 7 8 9 10
Number of moves
3.
A puzzle with n white chips and n black chips will require how many moves
to complete the switch?

76
Fair Trade
Land developers sometimes make deals with landowners and trade pieces of land that they need for
other plots of land in other places. Suppose you own a square piece of property that the ABC Land
Development Corporation would like to have to build a new mall. The company is willing to trade
your property for a rectangular piece nearby that is 3 meters longer on one side and 3 meters shorter on
the other side. How does this rectangular piece compare to your original square plot? Would this be a
fair trade for any side length of your original square? Complete the table and compare the areas. Write
functions for the situation.
Original square Rectangular plot Difference
in area
Side length Area Length Width Area
4 16 7 1 7 9
5
6
7
8

77
The Shape-Shifting Square
A square has a side of length s. A new rectangle is created by increasing one dimension by 5 centimeters
and by decreasing the other dimension by 4 centimeters.
1. Draw a sketch that represents this situation.
2. Write functions that represent the areas of the two figures.
3. For what values of s will the area of the new rectangle be greater than the original square?
4.
For what values of s will the area of the new rectangle be less than the
original square?
5. For what values of s will the areas of the two figures be equal?
6. Explain how you found your answers.

78
Ping-Pong Prices
Lily found the price of table tennis balls listed on the Internet at $4.75 for a package of 6 balls.
Shipping and handling was listed at $1.00 per package.
1.
Write an equation that represents the total cost for different numbers of packages of table tennis
balls.
2. Sketch a graph of this relationship.
3.
If you shift your graph up a value of $0.50, does this mean the price per package
increased, or the shipping price increased?
4. Write a new equation for the situation in question 3.

79
Hedwig’s Hexagons
Hedwig is using toothpicks to build hexagon patterns. The first three are pictured. How do you think
her pattern will continue? She has begun to collect information in a table in order to explore the
relationships among the number of toothpicks, the number of hexagons, and the length of the outside
perimeter of the figure. Complete the table for her.
Number of toothpicks
Number of hexagons 1 2
Perimeter of figure 10
Now write the function for the relationship between the number of hexagons
in each figure and the perimeter of the figure. Write another function for the
relationship between the number of hexagons and the number of toothpicks.

80
Triangular Numbers
Triangular numbers can be represented using dots, as shown below. The first triangular number is 1, the
second is 3, the third is 6, and the fourth is 10, as pictured. How many dots will be in the fifth and sixth
figures? Can you predict how many dots will be in the nth figure? Write a function that could be used to
determine the nth figure.

81
Patterns with Squares
Alexandra is baby-sitting her little brother. To entertain him, she is building structures with his blocks.
The picture below represents three of the structures that she has built.
1.
Sketch pictures of what you think the next two structures will look like if Alexandra
continues the pattern that she has started. What number pattern is suggested by
the number of blocks used in this sequence of structures?
2. How many blocks would be in the tenth structure if the pattern continues?
3. How many blocks would be in the 100th structure?
4. How many blocks would be in the nth structure?

82
Pentagonal Numbers
Pentagonal numbers can be represented using circles to form a pentagonal array as in the diagram
below. Find a generalization for the nth pentagonal number.
P1
P2
P3
P4

83
Newspaper Numbers
Many newspapers consist of large sheets of paper that are folded in half to form the pages. For example,
a newspaper that is made from 2 large sheets of paper would have 8 pages. Consider the following
questions about newspapers created in this way.
1. If there were 10 sheets of paper, how many pages would there be?
2.
What page numbers would appear in the center, or on the innermost sheet of the newspaper?
What is the sum of the numbers?
3.
What is the sum of the page numbers that would appear on ANY one side of ANY sheet of
the newspaper?
4. What is the sum of all the pages of the newspaper?
5.
Write a rule in words or symbols that would give the sum of the pages for a
newspaper with N sheets of paper.

84
Stacking Cereal Boxes
Freya works part-time in her family’s grocery store. Her dad has asked her to stack 45 cereal boxes in a
display area for an upcoming sale. The boxes have to be stacked in a triangle with 1 fewer box in each
row ending with 1 box at the top (like the sample stack shown below). How many boxes should Freya
put in the bottom row? Suppose she had B boxes to stack in the display. Help her find a rule or formula
to determine how many boxes she should put in the bottom row.

85
Pizza Cutting
Paolo loves pizza. He even dreams of pizza and makes up math problems about pizza. He wonders how
many pieces of pizza he could get by cutting a very large circular pizza exactly 7 times. He decides that
it doesn’t matter if the pieces are the same size. He also decides that it isn’t necessary for the cuts to go
through the center of the pizza. How many pieces of pizza could he make? What if Paolo made n cuts in
the pizza?
What is the greatest number of pieces he could make? Use the table below to help you.
Number of cuts 0 1 2 3 4 5 6 7 8 9 n
Number of pieces 1 2 4 7

86
An Odd Pyramid
Look for patterns in the pyramid below. Then answer the following questions.
1
3 5
7 9 11
13 15 17 19
21 23 25 27 29
1.
If the pyramid continues, what will be the middle number in row 25?
In row 50? In row n?
2.
What is the difference between the first and last number in row 4? In row 5? In
row 40? In row n?
3. What is the last number in row 5? In row 6? In row n?
4. What is the sum of the numbers in row n?
5. What is the sum of all the numbers through row n?

87
How Long? How Far?
The Carmona family lives in Minnesota. They are driving to Florida for a vacation at an average speed
of 60 miles per hour. Write an equation for a rule that can be used to calculate the distance they have
traveled after any given number of hours. Then write a brief letter to the Carmona family that describes
the advantages of having an equation, a table, and a graph to represent their situation.

88
Pool Border
Landscapers often use square tiles as borders for garden plots and pools. The drawing represents a square
pool for goldfish surrounded by 1-foot square tiles.
1.
How many tiles will be needed for the border of this pool with an edge of
length S feet?
2.
Express the total tiles in as many different ways as you can. Be ready to explain
why your different ways are equivalent.

89
Game Time
Abby and her brother Harry like to play a game called “U-Say, I-Say.” Harry gives the “U-Say” number
(an integer between −10 and +10). Abby has a secret rule she performs on the number that results in
the “I-Say” number. Complete the table below by giving the missing “I-Say” values. Then describe
Abby’s rule in words and symbols.
U-Say 3 0 –4 1 2 5
I-Say 11 2 –10 5

90
Coloring Cubes
Crystal and T.J. are considering cubes of many sizes that have been dipped completely in paint. They
start by thinking about a cube that is 10 units long on each side. After it is dipped and it dries, the
10-unit cube is cut into single-unit cubes.
1.
How many of these newly cut unit cubes are painted on 3 faces, 2 faces, 1 face, and zero faces?
Answer those same questions for cubes that are 2, 3, 4, 5, 6, 7, 8, and 9 units long on each side.
Then make a chart of your findings for all the cubes. Look for patterns.
2.
Where are the unit cubes with 3 painted faces located on the various cubes? With 2 painted faces?
With 1 painted face? With zero painted faces?
3.
Make a prediction for a cube that is 15 units long on one side. Describe the
patterns using symbolic rules that could be used for any size cube.

91
Credit-Card Charges
Charles purchased a new flat-screen television for $2,000 with his credit card on July 1. His credit-card
company charges 1.5% interest on the unpaid balance.
1. If Charles does not pay the credit-card company at the end of one month, how much will he owe?
2. How much will he owe at the end of two months?
3. How much will he owe at the end of three months?
4. When will his unpaid balance reach $2,500?

92
Depreciating Car Values
Lupita wants to buy a car that will have the best resale value after 3 years. At one dealership, she
has found a car she likes that sells for $15,000 and depreciates at a rate of 30% per year. At another
dealership, she has found a car that costs $12,000 and depreciates at a rate of 20% per year. Which car
will have the greater value in 3 years?

93
Bouncing Ball
A hard rubber ball will rebound to 75% of its height each time it bounces. If the ball is dropped from a
height of 200 centimeters, what will the height of each bounce be until the ball rests? Create a table
and a graph of the ball’s bounce rebound height over several bounces. On which bounce will the
rebound be less than 50 centimeters?

94
Looking for Lines I
Linear patterns can be recognized in several different representations of a relationship between two sets
of quantities. Sometimes we look for the relationship in graphs, tables, or symbolic rules. Describe how
you can tell whether a situation is or can be a linear model by looking at the information below.
1. a scatter plot of the data
2. a table of the values
3. the equation of the relationship
4. a description of the problem

95
Identifying Graphs from Equations
Equations can reveal a lot of information. You can tell a lot just by how an equation looks and the
variables and operations that are in it. Based on what you know about the nature of equations, identify
whether each equation below represents a quadratic, a linear, or an exponential relationship. Explain how
you made each decision.
1. y = 7x + x2
2. y = 3x + 7
3. y = (6 – x)x
4. y = 3x
5. y = 3x(x + 4)

96
Spring Break Flight Costs
Ray Airhart is chief pilot for Eagle Valley Aviation. He is promoting a charter flight to Florida for the
Eagle Valley High School senior class spring break. The flight will cost $200 per person for 10 students
or fewer. For each additional person who goes on the trip, he can lower the price for each person an
additional $4. Construct a function that models the cost per person over the domain, x ≥ 10.

97
Phone Plan Decisions
Aisha’s parents are planning to give her a new cell phone for her upcoming birthday and pay for her
service for one year. They have asked her to determine which plan is best for her. Best Talk offers
service at a monthly basic fee of $20.00 per month and $0.10 per minute for each minute used. Horizon
One-Rate has no monthly fee, but charges $0.40 per minute. Create a table, a graph, and equations that
model this situation. Then give an argument for why Aisha might choose either plan.

98
Used Car Purchase
Mary Ellen has just started a new job and will need a car to drive to work. She stopped by Jolly Joe’s
dealership and found a car that she really likes. Joe has told her that she can buy the car for a down
payment of $2,000 and a monthly payment of $399 for 24 months.
Happy Hank runs a competing dealership nearby. He has a car almost exactly like the one Mary Ellen
wants. Hank will sell her the car for a down payment of $1,600 and a monthly payment of $420 for
24 months.
1.
Write an equation for each situation that represents the amount that Mary Ellen will
have paid up to that point for any month in the 24-month period.
2.
What amount will she have paid at the end of one year if she buys Jolly Joe’s car?
What if she buys Happy Hank’s car? What will she have paid for each car at the
end of two years?
3. Which is the better deal?

99
Slope-Intercept Equations
Find a function written in slope-intercept form that satisfies each condition below.
1. a line whose slope is −3 and passes through the point (2, 5)
2. a line whose slope is −2
3
and passes through the point (4, −1)
3. a line that passes through the points (2, 6) and (6, 1)
4. a line that passes through the points (−2, 3) and (4, −3)
5. a line that passes through the points (−1, −1) and (−5, −5)

100
Up and Down the Line I
Write a function for the line pictured in each graph below.
1. 2.
–6 –5 –4 –3 –2 –1 1
1
2
3
4
5
6
2 3 4 5 6
–2
–3
–4
–5
–6
–1
–6 –5 –4 –3 –2 –1 1
1
2
3
4
5
6
2 3 4 5 6
–2
–3
–4
–5
–6
–1
–4 –3 –2 –1 1
1
2
3
4
5
6
7
8
9
10
2 3 4 5 6 7 8
–2
–1
10
8
6
4
2
–2
–4
–6
–8
–10
–10 –8
–8 –6 –4 –2 –2 –4 –6 –8 –10
y
x
y
x
y
x
y
x
–6 –5 –4 –3 –2 –1 1
1
2
3
4
5
6
2 3 4 5 6
–2
–3
–4
–5
–6
–1
2 3 4 5 6
–4 –3 –2 –1 1
1
2
3
4
5
6
7
8
9
10
2 3 4 5 6 7 8
–2
–1
10
8
6
4
2
–2
–4
–6
–8
–10
–10 –8
–8 –6 –4 –2 –2 –4 –6 –8 –10
x
y
x
y
x
y
x
3. 4.

101
Up and Down the Line II
Write a linear function for each condition below.
1.
x −1 0 1 2 3
y 1 3 5 7 9
2. a line whose slope is –3 and y-intercept is 5
3. a line that passes through the points (2, 5) and (5, 6)
4. a line that passes through the point (3, 7) and has a slope of
2
3

102
Butler Bake Sale
The Butler High School sophomore class is planning a bake sale as a fall fund-raiser. Luis is chairing
the planning committee. He gave a brief survey to determine what price should be charged for each
brownie. He predicts from his results that a price of $0.50 per brownie will result in 200 brownies sold.
He also predicts that a price of $1.00 per brownie will result in about 50 brownies sold. He is assuming
that the relationship between the brownie price and the number sold is a linear relationship.
1.
Write a function for the relationship that Luis has predicted between the cost and the number of
brownies sold.
2. Find the slope and y-intercept. Then explain what these mean in the context of Luis’s
information.
3.
What if the committee decides to charge $0.70 per brownie? How many can they
expect to sell?
4.
Luis has taken an inventory and found that the class has 300 brownies to sell.
Using your equation, what would be an appropriate price to charge for each
brownie?

103
Looking for Lines II
Explain how you can find the equation of a line if you know the information below. Use examples to
explain your thinking.
1. the slope and y-intercept
2. two points on the line
3. the slope of the line and a point that is on the line, but is not the y-intercept

104
Thinking About Equations of Linear Models
Think about ways to find an equation of the form y = mx + b or y = a + bx from a table of data or a
graph of the points. How can you find the equation if you know the slope and y-intercept? How can you
find the graph by looking for the rate of change and other values from the table? How can you find the
equation of the line if the slope and y-intercept are not given? Write a few sentences to explain your
thinking.

105
Freezing or Boiling?
Lucas knows that the relationship between Celsius and Fahrenheit temperatures is linear. However,
he often forgets the equation. He remembers that at freezing, the temperatures are (0°C, 32°F). At
boiling, the respective temperatures are (100°C, 212°F). Explain to Lucas how he can find this equation
knowing that the relationship is a linear one.

106
Weekly Pay Representations
Amanda has a part-time job working for a local company selling wireless phone subscriptions. She is
paid $120 per week plus $25 for each subscription that she sells.
1.
Complete the table below, showing Amanda’s weekly pay as a function of the number of
subscriptions that she sells.
Number of subscriptions sold Weekly pay (dollars)
1
2
3
6
10
12
15
2.
Using variables, write two rules (equations), one for the weekly pay in
terms of her sales, and one for her sales in terms of her pay.
3.
Amanda wants to earn at least $600 next week. How many
subscriptions must she sell?

107
Swimming Pool Bacteria
1.
At the local swimming pool, the bacterial count is measured on Monday morning at 8 a.m. and
found to be 1,200 bacteria per cubic centimeter. If the count is thought to double every 24 hours,
what will the bacteria count be on Thursday afternoon at 2 p.m.?
2.
If the safe range of bacteria is less than 200,000 per cubic centimeter, when will this
pool need to be treated? Give an equation and a graph with your solution.

108
Thinking About Change and Intercepts in Linear Models
Think about linear models in various forms. How can you see or find the rate of change in a linear
model from a table of values? How would you find it from the graph? How does it appear in the
equation? How would you determine the y-intercept in those three situations? Write a few sentences
to explain your thinking.

109
Modeling Tidal Cycles
Melinda has created a trigonometric equation. She believes the equation models the height of water on
the pylons of her father’s dock during the tide cycle. Her equation is h = 7.5cos
2 3
12
π( – )
t





 + 16, where
t represents the time in hours since midnight and h represents the height in feet. Melinda’s father wants
to launch his boat when the water is approximately 12 feet high on the pylons. He thinks that this will
happen around 8:00 a.m. What do you think about this prediction? Using Melinda’s equation model,
predict the first time when the height of the water will be approximately 12 feet on the dock pylons.
When will the water be that height again?

Part 4: Statistics and Probability
Overview
Interpreting Categorical and Quantitative Data
• Summarize, represent, and interpret data on two categorical and quantitative variables.

110
Water Balloon Bungee Jump
Natalie and Charlotte are conducting an experiment using rubber bands and water balloons. Their
challenge is to predict the distance a water balloon will fall for any number of rubber bands that they
might use. This is the data that they have collected so far:
They plan to test their conclusions from this data by dropping a water balloon from a stairwell at a
starting height of 12.5 feet. How many rubber bands should they use to get the water balloon as close
to the floor as possible, but not break it?
Number of rubber bands 3 4 5 6 7 8 9 10 11
Distance fallen (cm) 71 83 95 115 128 144 160 175 190

111
Pet Mice
Linn has been keeping several mice as pets for some time. She has recently learned that she can raise
mice to sell to pet stores. However, she would need to provide the mice in lots of at least 200. To
predict when she will have enough mice to sell, she has collected the data in the chart below.
1. Make a scatter plot of Linn’s data and draw a line of best fit.
2. Find an equation in slope-intercept form for your line.
3.
Is Linn correct in using a linear model to predict when she will have
200 mice? If so, predict when. If not, explain why not.
Month Mice
1 3
2 7
3 17
4 36
5 65

112
Relating Temperature and Altitude
Keri has just begun pilot lessons. She is very interested in the relationships among altitude, pressure,
temperature, and density. She did some online research and found the table below. It gives the standard
values of pressure, temperature, and density at different altitudes.
Altitude (ft) Pressure (Hg) Temperature (°F) Density (%)
sea level 29.92 59.0 100
2,000 27.82 51.9 94.3
4,000 25.84 44.7 88.8
6,000 23.98 37.6 83.6
8,000 22.22 30.5 78.6
10,000 20.57 23.3 73.8
12,000 19.02 16.2 69.3
14,000 17.57 9.1 65.0
16,000 16.21 1.9 60.9
Use a graphing calculator to make a graph of the relationship between altitude and
temperature for 0 ≤ A ≤ 20,000. Find a regression equation that you think works for
this data. Be ready to explain your thinking.

113
Life Expectancy
The table below shows the average number of years a person born in the United States can expect to
live based on their year of birth. What do you predict is the life expectancy of a man, a woman, or any
person born in 2020? Find a line of best fit for this data. Write an equation for the line you choose.
Make your prediction using your graph and your equation.
Year Female Male Both sexes
1930 61.6 58.1 59.7
1940 65.2 60.8 62.9
1950 71.1 65.6 68.2
1960 73.1 66.6 69.7
1970 74.7 67.1 70.8
1975 76.6 68.8 72.6
1980 77.4 70.0 73.7
1985 78.2 71.1 74.7
1990 78.8 71.8 75.4
1995 78.9 72.5 75.8
2000 79.7 74.3 77.0
2005 80.4 75.2 77.9

114
Grow Baby!
The average growth weight in pounds of a baby born in the United States is a function of the baby’s
age in months. Look at the sample data provided and graph the information in an appropriate window.
Then write two sentences about the graph and the relationship between the two variables.
Age in months Weight in pounds
0 7
3 13
6 17
9 20
12 22
15 24
18 25
21 26
24 27

115
Braking/Stopping Distances
Use a graphing calculator or graph paper to graph the relationship between miles per hour and stopping
distance using the data from the table below. What questions come to mind as you look at your graph?
Make a prediction for the stopping distance at 80 miles per hour. Explain and justify your prediction.
Miles per hour Stopping distance
10 27
15 44
20 63
25 85
30 109
35 136
40 164
45 196
50 229
55 265
60 304
65 345

116
Thinking About Linear Models
Imagine that two of your classmates have proposed two different linear models for a table of data
that you are investigating. This means that they have given you two different lines and two different
equations for the situation. How can you compare the two models and the data to find out which is the
best model for the situation? Write a few sentences to explain your thinking.

117
Mr. Wiley’s Baby
Mr. Wiley presented some data to his
algebra class about the early growth of
his new baby boy. Hermione created a
scatter plot for Mr. Wiley’s data. The
data and scatter plot are shown at right.
1.
Does the data seem to represent
a linear model? What equation
fits Hermione’s graph model?
2.
How long do you suppose this
growth pattern will continue in
this way? If it does continue,
what would you expect
Mr. Wiley’s son to weigh in 1 year? In 2 years? In 14 years?
3.
Within what age limits do you think this is a reasonable
representation of the growth of Mr. Wiley’s baby?
16
12
8
4
14
10
6
2
15
11
7
3
13
9
5
1
2 4
Age in weeks
6 8 10 12
1 3 5 7 9 11
Weight
in
pounds
Week Weight
1 8.5
2 9.25
3 9.75
4 9.75
5 10.5
6 11
7 11.5
8 11.75

118
Explain Linear Regression
Write a brief but clear description of the conditions that would prompt you to pursue a linear regression
equation on your graphing calculator. Explain your thinking. Describe what you might see on a graph of
data points. Tell what keystrokes would be necessary to find the linear regression.

119
Table Patterns I
Look at the tables below. For each table, do the following:
a. Describe symbolically or in words the pattern hiding in the table.
b. Give the missing values in the table.
c.
Tell whether the relationship between x and y in the table represents a quadratic, linear, or
exponential relationship. Explain how you know.
1. x 0 1 2 3 4 5
y 1 3 9 27
2. x −1 0 1 2 3 4 5
y −5 0 3 4 3

Table Patterns II
Look at the tables below. For each table, do the following:
a. Describe symbolically or in words the pattern hiding in the table.
b. Give the missing values in the table.
c.
Tell whether the relationship between x and y in the table represents a quadratic, linear, inverse,
exponential, or other relationship. Explain how you know.
1. x −1 0 1 2 3 4 5
y 0 −4 −6 −6 −4
2. x 1 2 3 4 5
y 0.5 0 –
0.5
120

121
Answer Key
Part 1: Number and Quantity
1. 1.
− − +
x
y x a b
d
t
x n y
1
n
r s ab n n
n
n
n p q n
2.
− − +
x
y x a b
d
t
x n y
1
n
r s ab n n
n
n
n p q n
3.
− − +
x
y x a b
d
t
x n y
1
n
r s ab n n
n
n
n p q n
4.
− − +
x
y x a b
d
t
x n y
1
n
r s ab n n
n
n
n p q n
5.
− − +
x
y x a b
d
t
x n y
1
n
r s ab n n
n
n
n p q n
6.
− − +
y x a b
d
t
x n y
r s ab n n
n
n
n p q n
7.
− +
x a b
d
t
x n y
ab n n
n
n
n p q n
8.
− +
a b
d
t
x n y
n n
n
n
n p q n
2. Answers will vary. Sample answer: Not all quadratic
functions have x-intercepts, but they do all have a
y-intercept. Quadratic functions can have 2, 1, or 0
x-intercepts depending on the location of the vertex
and the direction of the opening. One example: If the
quadratic function has a vertex below the x-axis and
opens down, then it has no x-intercepts.
3. Answers will vary. Sample answer: An advantage is
that matrices are easily stored and calculated with
technology. Disadvantages are that matrices only
represent two variables in the rows and columns
and are not as visual as graphs. A matrix could be
represented in different matrices by transposing the
rows and columns and by listing the data in a
different order.
4. Mountain bike sales Boston sales
Trek K2 Schwinn hybrid mountain
Los Angeles
Boston
Chicago
100 55 35
45 40 40
30 60 25
30
35
50
45
40
40































135
125
270
175
155
100
Trek
K2
Schwinn
100 55 35
45 40 40
30 60 25
30
35
50
45
40
40































135
125
270
175
155
100
Combined sales all cities
hybrid mountain
Trek
K2
Schwinn
100 55 35
45 40 40
30 60 25
30
35
50
45
40
40































135
125
270
175
155
100
Students used addition and subtraction of matrices to
construct the matrices.

122
Answer Key
5. 1. 1 10
9 1






2. 8 16
20 4
−
−








3. 5 2
11 3
− −
−






4. 6 12 9
− −




5. not possible
6. 1. 6 36
31 5






2. 5 2
1 3
−






3. not possible
4. 2 23 11
13 26 24
3 11 1
−
−
−










7. Answers will vary. Students should mention the
importance of the dimension conditions. Yes, order
matters: A 3 B ≠ B 3 A.
8. Answers will vary. Sample answer: Matrices can be
added if they have the same dimensions. They can be
multiplied if the columns in matrix A match the rows
in matrix B. The dimensions of the product matrix will
be the number of rows in A × the number of columns
in B. If the determinant of the matrix is 0, then it has
no inverse.
A =
A =






2 4
3 6
The inverse of matrix A A
=












5 3
4 2 2
5 3
4 2
5
2
is =
–1
–1
3
2
–
– –
– –

















.
The opposite of matrix A is
A A
=












5 3
4 2 2
5 3
4 2
5
2
is =
–1
–1
3
2
–
– –
– –























1 0
0 1
. The identity
matrix for these cases is
A A
=












5 3
4 2 2
5 3
4 2
5
2
is =
–1
–1
3
2
–
– –
– –























1 0
0 1
.

123
Answer Key
Part 2: Algebra
9. 1. 2 3
6
3
5 11 2 15 3
13
13
2
2 2
−
= −
+
( )
+
i
i
a bi
a b
2.
2 3
6
3
5 11 2 15 3
13
13
2
2 2
−
= −
+
( )
+
i
i
a bi
a b
3.
2 3
6
3
5 11 2 15 3
13
13
2
2 2
−
= −
+
( )
+
i
i
a bi
a b
4.
2 3
6
3
5 11 2 15 3
13
13
2
2 2
−
= −
+
( )
+
i
i
a bi
a b
5.
2 3
6
3
5 11 2 15 3
13
13
2
2 2
−
= −
+
( )
+
i
i
a bi
a b
6.
6
3
5 11 2 15 3
13
13
2
2 2
−
= −
+
( )
+
i
i
a bi
a b
7.
1 2 15 3
13
13
2
2 2
−
= −
+
( )
+
i
i
a bi
a b
10. 1. correct
2. 5x
3. 6n2
4. 6xy
5. a + b
6. n + 5/n or 1 + 5/n
7. correct
8. 2x3
9. correct
10. 5a + 7b
11. 1. x = 3.49
2. x = 1,194
3. 9log2 + 3log5
4. 8logx
5. x = –4
12. 1. y = 2
x
2. y = 1
2x
3. y = 2x3
4. y = 1
5. y = x2
6. y = 35
= 243
7. y = 54
= 625
13. 1. y = –16t(t + 3)
2. y = 5x(x – 2)
3. y = (3 + x)(x – 1)
4. y = 13(4x2
– 1) = 13(2x – 1)(2x + 1)
5. y = (x + 4)(x + 1)
6. y = 2x2
+ 5x + x2
– 10x = 3x2
–5x = x (3x – 5)

124
Answer Key
14. 1. −1/2 and 3
2. x = –1
3.
– – –
3 17
4
2 8
2
± ±
, which means there is no intersection
with the x-axis
4. – – –
3 17
4
2 8
2
± ±
For all quadratic functions, the roots or zeros represent
the intersection of the graph with the x-axis.
15. 1. x + 2
2. not possible
3. b
4. 1
f
5. x + 5
6. n − 4
16. 76 (25 + w)(50 + w) – 25(50) ≤ 400; Solving the two
resulting inequalities results in lengths for w that could
be between 1 meter and 5 meters.
17. 1. Eric weighs about 104 pounds.
2. If Amber and Aleah continue to sit at 4 feet, then
130 × 4 = 104 × D, and D = 5 feet. If the seesaw
is long enough, then Eric can balance them.
Otherwise, he cannot.
18. 70m + 100 500; 70m 400; m 5.7. School started
6 months ago.
19. 1. speed = 1.25 kilometers per minute
2. d = 1.25t
3. Time 20 40 60 80 100
Distance 24.5 50 75 100 125
4. 24.5 kilometers
5.
Distance
(in
km)
Time (in minutes)

125
Answer Key
20. Points will vary.
1. y x y x y
x
y x
= = = =
2 3
1
2.
y x y x y
x
y x
= = = =
2 3
1
3.
y x y x y
x
y x
= = = =
2 3
1
4.
y x y x y
x
y x
= = = =
2 3
1
21. Toppings and soft drink
Toppings
Soft
drinks
Corner points: (0, 0), (0, 16) and (32, 0). Boundaries:
.5t + 1.00s ≤ 16 and t ≥ 0, and s ≥ 0
22. Students might talk about undoing the steps and
subtracting 17 from (or adding −17 to) both sides and
then dividing by −4.
23. 1. 4
2. 6
3. 1
4. 0, 3.5
5. 0, 13
6. 0, −2
7. 0, 5
8. −2
9. –2
10. 0, 7
24. Answers will vary. Sample answers:
1. C might represent the original cost of a coat with a
discounted price of $37.49. C = $49.99.
2. The sale price of a shirt might be $28.00 after a 20%
discount. C represents the original cost of the shirt.
C = $35.00

126
Answer Key
25. Students might discuss how the equation x2
= –9
cannot be solved in the set of real numbers because
the square of any number is a nonnegative number.
Students might also talk about the graph of the
equation y = x2
+ 9 and show that it does not intersect
the x-axis, so there are no “zeros” or roots for y = 0.
26. Original equation: y = f(x) = x2
+ 8x + 10
Roots: x= ± +
– (– – , )(– , )
4 6 4 6 0 4 6 0
; x-intercepts are
x= ± +
– (– – , )(– , )
4 6 4 6 0 4 6 0 .
27. Zeros: 3, −1; vertex: (1, −4); intercepts: (0, −3), (3, 0),
(−1, 0). Other answers will vary.
28. C = 20,000 + .02p, C = 17500 + .025p; The school
must make more than 500,000 copies before the higher
price is a reasonable choice.
29. 1. x + y = 10; x + 2y = 8; (12, −2)
2. x + 2y; x + y = 15; (10, 5)
3. x – y = 2; 2x – 2y = 4; Any values for x and y that
differ by 2 will work in this puzzle. There are infinite
solutions.
30. Word puzzles will vary.
1. (2, 1)
2. (−2, 4)
3. not possible
31. Students’ choices and rationales may vary.
1. (−4, −5) 3. (−20, 10)
2. (−6, 4) 4. (3.6, 2.4)
32. Answers will vary.
1. Sample answer: to find an ordered pair that satisfies
both equations
2. Sample answer: Graph both lines on the same set of
axes, and locate the intersection point of the two lines.
3. Sample answer: Substitute values of x into both
equations. Look for identical y-values for the same
value of x.
4. Sample answer: solve algebraically by substitution or
elimination
5. Sample answer: If the values in the table have
the same constant rate of change, if the lines are
parallel, or if the slopes are the same but have
different y-intercepts, then there is no solution.

127
Answer Key
33. The time is 2.02 seconds when the height is 10 meters.
Students may use a graphing calculator and the trace
feature to find the answer.
34. 6 4
1 1
1750
400
6











=











=
b
s
b
s
;
4
4
1 1
1750
400
2
3
175
1
1
2
1
2











=






– –
–
0
0
400
75
325
75 325





=





 = =
; ,
b s
6 4
1 1
1750
400
6











=











=
b
s
b
s
;
4
4
1 1
1750
400
2
3
175
1
1
2
1
2











=






– –
–
0
0
400
75
325
75 325





=





 = =
; ,
b s
b = 75, s = 325
35. 1. A table of values would have increasing values of
x and simultaneously increasing values of y. The
graph would slope up and to the right.
2. This situation would have x values increasing and
y values decreasing, so the slope of the graphed line
would be down and to the right.
3. The points lie on a straight line when there is a
common slope between each set of points.
4. The points could be connected if the data expressed
represents a continuous change in values.
36. 1. x + y ≤ 75 and y ≤.5x and y ≥ 0 and x ≥ 0
2.
Time (in seconds)
Height
(in
meters)
Library Book Purchases

128
Answer Key
3. The intersection of the shading identifies the
distribution of fiction and nonfiction books for her
purchases.
4. Marian can buy 50 nonfiction and 25 fiction books.
37. 1.
x
y
2.
x
y
38. 1. 3x + y ≥ 6 and 3x + y ≤ 10
2. x ≥ –3 and y ≤ 5x/2 + 5 and y ≤ −5x/3 + 5

129
Answer Key
Part 3: Functions
39. Tables a and c could be functions. Tables b and d could
not. In table b, x = 3 is paired with two different values
of y. In table d, x = a is paired with two different values
of y. This contradicts the definition that for any x there
will be one and only one y.
40. 1. 115° C
2. 36° C
3. 20° C
41. x y
0 200
1 164
2 134.48
3 110.27
4 90.42
5 74.15
6 60.80
The 200 represents the measure of
the starting quantity, and the 0.18
represents an 18% decay rate.
42. 1. h(3) = –4.9(3)2
+ 150 = 105.9m. This represents
the height of the tennis ball 3 seconds after it is
released.
2. –4.9t2
+ 150 ≤ 25, t ≥ 5.05 sec
3. (–4.9t2
+ 150 = 0, t); t = 5.53283, t = –5.53283. In
this problem, −5.53 has no meaning.
43. 1. A = (n(120 – 2n) expresses the area of the pen when
one side is against the barn, where n = width.
(n = 30; m = 60)
2. n = 40; m = 40; A = 1,600
3. The maximum area using the barn is 1,800 square feet.
4. Minimum values will vary depending on students’
decisions on how short a width can be. One possible
answer is 118 square feet using the barn.
5. The maximum area without using the barn is 900
square feet. Minimum areas will vary; one possible
answer is 59 square feet.
44. I = (.20 + .02x)
(10000–200x),
where I is the
income and x
is the number
weeks to wait;
x = 20 weeks.
The maximum
occurs at the
vertex.

130
Answer Key
45. 1. arithmetic, linear, decreasing
2. geometric, nonlinear, decreasing
3. arithmetic, linear, increasing
4. geometric, nonlinear, decreasing
5. geometric, nonlinear, increasing
46. 1. C = f(T) = T –37
2.
Cricket
chirps
(per
15
seconds)
Temperature (Fahrenheit)
47. 1. slope = −600/2 or −300
2. rate of change = 300 mps downward
3. The domain for the line segment is 1 ≤ s ≤ 3. The
range for the line segment is 1800 ≤ A ≤ 2400.
48. 1. Camping Costs
Number of campsites
Total
fee
(in
$)
It would not make sense to connect the points on the
graph. The data points are discrete, not continuous.
2. As the number of campsites increases, the fee
increases a constant amount. The graph shows this
with a slope up and to the right.

131
Answer Key
49. 1. 2.03 million per year from 1900 to 2000 is less than
the 3.5 million per year from 2000 to 2010.
2. Highest rate of change: 1950 to 1960 or 1990
to 2000. Lowest rate of change: 1930 to 1940.
Calculate the rate of change for each 10-year period.
Factors might include the postwar baby boom, the
Great Depression, and so forth.
3. Answers will vary. Sample answer: 348,000,000
50. 1. y-intercept: (0, 16); x-intercepts: (−4, 0), (4.3, 0).
Other answers will vary.
2. y is increasing over the interval (−5, 0).
3. No, the rate of change is not constant. The change
over (0, 2) is −1 , over (2, 4) is −7/2, and over (4, 5)
is −7.
51. Answers will vary. Sample answer: For a 0, would
appear in quadrants I and III; for a 0, it would appear in
quadrants II and IV. For a 0, y =
a
x2 would appear in
quadrants I and II; if a 0, it would appear in quadrants
III and IV. Students might also discuss asymptotes and
where the functions are increasing and decreasing.
52. Substitution into the given function or graphing and
tracing yields results to the question. Graphing:
H(t) = −16t2
+ 120t + 6; the highest point is 231 feet
after 3.75 seconds. The ball will stay in the air for
approximately 7.5 seconds.
Ball Height
Time in seconds
Height
in
feet
53. 1. Molly might be thinking about finding the break-even
prices to charge. Lucas might be thinking about the
fixed cost and about the change in sales if the ticket
price is increased. Yes, the equations are equivalent.

132
Answer Key
2. Break-even prices are $4 and $16. Fixed cost is
$4,800. For every $1 increase in ticket price, 75 fewer
tickets would be sold. The best price might be $10.
Explanations will vary. Some students might use the
trace feature on their calculator to determine the
maximum values.
Ticket price (in $)
Profi
t
(in
$)
54. 1. Both are parabolic functions with vertex at (0, 0).
x
y
2. No, the graph of y x
= ± would not pass the
vertical-line test and would not be a function.
55. Answers will vary. Sample answer: If b = 0 and c = 0,
the graph of y = x2
will stretch or shrink and will be
symmetric to the y-axis. If a 0, the graph will open
downward. If a 0, the graph will open upward. If a = 1
and b = 0, the value c represents the y-intercept, and the
graph y = x2
will be transposed along the y-axis.

133
Answer Key
56. 1. Penny’s graph is a little off. The x-intercepts for this
graph should be (6, 0) and (−2, 0). The vertex is at
(2, −16) rather than (−2, −16).
2. vertex form: y = (x – 2)2
− 16; polynomial form:
y = x2
− 4x – 12
57. Equations 1 and 3 are parabolas with minimum
points. In each, x is squared and the coefficient of x is
positive. Equations 2 and 4 are also parabolas, but with
maximum points; e is linear.
58. These are all parabolas or quadratic functions. Their
rates of change switch from decreasing to increasing
(or increasing to decreasing) at their vertex, which
represents their maximum or minimum point. The
coordinates of the vertices for these functions are
(−3.5, −8.25) and (3.5, 16.25). The axis of symmetry
passes through these vertices such that x = −b/2a. The
y-intercepts are (0, 4) for the first two equations and
(0, c) for the third equation.
x
y
59. 1. no x-intercepts
2. two x-intercepts
3. one x-intercept
4. two x-intercepts
Students can determine answers using discriminants.
60. 1. x  0, y  7, vertical asymptote: x = 0, horizontal
asymptote: y = 7
2. x  5, y  3, vertical asymptote: x = 5, horizontal
asymptote: y = 3
3. x  0, y  2, vertical asymptote: x = 0, horizontal
asymptote: y = 2

134
Answer Key
61. Answers will vary. The graphs of a and c lie completely
in the first and third quadrants, and the graphs of b and
d lie completely in the first and second quadrants. All
approach zero as x approaches infinity. Asymptotes are
x = 0 and y = 0 for all graphs. All are functions.
a. r x
x
r x
x
r x
x
r x
x
( ) ( ) ( ) ( )
= = = =
3 3 3 3
2 3 4
b.
r x
x
r x
x
r x
x
r x
x
( ) ( ) ( ) ( )
= = = =
3 3 3 3
2 3 4
x x
y y
c.
r x
x
r x
x
r x
x
r x
x
( ) ( ) ( ) ( )
= = = =
3 3 3 3
2 3 4
d.
r x
x
r x
x
r x
x
r x
x
( ) ( ) ( ) ( )
= = = =
3 3 3 3
2 3 4
x x
y y
62. 1. As x gets very large positively, the functions increase
rapidly. The y-intercept is a + c.
2. When a is negative, the graphs will reflect over the
x-axis. Changing b to 1/b reflects the graph over the
y-axis.
63. Rita is confused about the definition of a function.
While it is true that the line y = 5 intersects the graph
of each equation in two places, this indicates that
for any y value there may be two values of x. Both
equations are functions because a vertical line cannot
intersect these graphs in any more than one point.

135
Answer Key
Thus for any value of x, there is one and only one value
of y.
x
y
x
y
64. The functions represent exponential functions.
For equations of the form h(x) = ax
and a 1, h(x)
is increasing. For 0 a 1, h(x) is decreasing. An
asymptote exists at y = 0. The graphs have a y-intercept
at (0, 1). There are no maximum or minimum values,
and there are no symmetry features.
x
y
x
y
65. The function is called a step function because that’s
what it looks like on the graph. It is also known as
the greatest integer function because the value of x is
equal to the smallest integer not greater than x in the
sentence y = [x].
x
y

136
Answer Key
66. Answers will vary. A discussion of rational functions is
likely. Some equations that would create a hole or an
asymptote at x = 2 are
y
x
x
y
x
y
x
y
x
x
= = = =
( – )
–
,
–
,
( – )
,
–
–
.
2
2
1
2
1
2
2
2
2
2
and
,
y
x
x
y
x
y
x
y
x
x
= = = =
( – )
–
,
–
,
( – )
,
–
–
.
2
2
1
2
1
2
2
2
2
2
and .
67. 1. For very large or very small values of x, the function
approximates the graph of g(x) = 2x + 17. f(x) can
be rewritten as g(x) + h(x). Carol’s viewing window
looks like g(x).
2. Each friend has a different window for the graph of
the function.
3. The function is undefined at x = 2, and there is an
asymptote for the graph at that vertical line.
68. Juan is correct. These situations can be represented as
inverse functions.
Tables: Sample graph:
l w
36 1
18 2
12 3
9 4
6 6
4 9
3 12
2 18
1 36
l w
24 1
12 2
8 3
6 4
4 6
3 8
2 12
1 24
Width (in inches)
Length
(in
inches)
Possible equations: lw = 24, thus y =
24
x could be a
representation of this function for x = w and
0 w ≤ 24.
69. 1. $3.10
2. $2.86
3. y = 2.98(1+.04)x
4. In year 5, it will surpass $3.50.
70. A = LW and L + 2W = 1200,
L + 2W
2 ≥
2
2
2
L W
LW
+
≥ 2LW,
600 ≥
2
2
2
L W
LW
+
≥ 2A , A ≤ 180,000

137
Answer Key
71. x y
–2 1,600
–1 320
0 64
1 12.8
2 2.56
3 .512
4 .1024
A graph of the function would
look as follows. This represents
an exponential decay model:
x
y
Equation: y = 64(1 – 0.8)x
72. Answers will vary. A graph of the combined data is
given. An argument could be made for either plan. If
Rosa’s family rents 25 DVDs per month, but they only
watch 2 movies per month on average, the Deluxe
company is a better choice for her family.

138
Answer Key
73. Side of square
cutout(s)
Length of box
(12 − 2s)
Width of box
(9 − 2s)
Volume of box
s(12 − 2s)(9 − 2s)
Surface
area of box
1 10 7 70 in3
104 in2
2 8 5 80 in3
92 in2
3 6 3 54 in3
72 in2
4 4 1 16 in3
44 in2
Greatest volume results from 2-inch cutouts. Smallest
volume is from 4-inch cutouts.
74. The unit cube has 8 corners, 6 faces, and 12 edges.
T = n3
L1 L2
1 1
2 8
3 27
4 64
5 125
6 256
7 343
8 512
9 729
10 1000
Age
Number
of
unit
cubes
Cube Growth
75. 1. 15 moves
2. Number of
each color
1 2 3 4 5 6 7 8 9 10
Number of
moves
3 8 15 24 35 48 63 80 99 120
3. M = n(n + 2)
76. Original square Rectangular plot Difference
in areas
Side length Area Length Width Area
4 16 7 1 7 9
5 25 8 2 16 9
6 36 9 3 27 9
7 49 10 4 40 9
8 64 11 5 55 9
This is not a fair trade with respect to area. The
rectangle will always be 9 square meters smaller than
the square. The area of a square = n2
. The area of a
rectangle =(n+3)(n–3) = n2
– 9.
77. 1.
5
s
4

139
Answer Key
2. area of square = s2
, area of rectangle = (s+5)(s–4)
s Area of square Area of rectangle
5 25 10
10 100 90
15 225 220
20 400 400
25 625 630
30 900 910
35 1,225 1,240
3. For s 20, the area of the rectangle will be greater
than the area of the square.
4. For s 20, the area of the rectangle will be less than
the area of the square.
5. For s = 20, the areas will be equal.
78. 1. C = 4.75(n) + 1.00, C = total cost, n = number of
packages
2.
Number of packages
Total
cost
(in
$)
Table Tennis Ball Purchases
3. The shipping price increased by $0.50.
4. C = 4.75(n) + 1.50
79. Number of toothpicks 6 11 16
Number of hexagons 1 2 3
Perimeter of figure 6 10 14
T = 5H + 1; P = 4H + 2
80. The fifth figure will have 15 dots. The sixth figure will
have 21 dots. The equation is T =
n(n +1)
2
, where T is
the value of the triangular number and n is the number
of the term.

140
Answer Key
81. 1. This is a representation of square numbers.
2. 100 blocks
3. 10,000 blocks
4. B = n2
82. You might want to encourage students to think about
square numbers and triangular numbers.
Pn
= Sn
+ Tn
= n2
+
n(n –1)
2
=
n(3n –1)
2
.
83. 1. 40 pages
2. 20 and 21; 41
3. One possibility: N sheets of paper result in 4N
pages. The sum of the page numbers on one side of
1 sheet is 4N + 1.
4. 820
5. 2N represents the number of sides of each sheet.
Thus, the sum of the pages = 2N(4N + 1).
84. One way to think about this situation is to imagine the
stacked boxes are a staircase that is half of a rectangle,
where n represents the base and n + 1 represents the
height of the rectangle. The value 2B then would be
equal to n(n + 1). In other words, twice the number
of boxes must equal the product of two consecutive
integers. Solving for the equation 2B = n(n + 1) where
B = 45 gives a quadratic where n = −10 or n = 9. Since
Freya can’t use a negative number of boxes, she should
use 9 boxes on the bottom row.
85. Paolo could make 29 pieces with 7 cuts.
Number of cuts 0 1 2 3 4 5 6 7 8 9 n
Number of pieces 1 2 4 7 11 16 22 29 37 46
n n
( )
+






1
2
2
+1
86. 1. 625; no middle number in row 50; n2
2. 6; 8; 78; 2(n – 1)
3. 29; 41; n2
+ n – 1
4. n3
5. n n
( )
+






1
2
2
87. D = 60t. Letters will vary.

141
Answer Key
88. Answers will vary. Sample answers: 4(S + 1); 2S +
2(S + 2); (S + 2)2
– S2
; 4(S + 2) – 4; S + S + S + S + 4
89. U-Say 3 0 –4 1 2 5
I-Say 11 2 –10 5 8 17
Abby’s rule: U = 3 • I + 2
90. 1. Side
length
3
faces
2
faces
1
face
Zero
faces
2 8 0 0 0
3 8 12 6 1
4 8 24 24 8
5 8 36 54 27
6 8 48 96 64
7 8 60 150 125
8 8 72 216 216
9 8 84 294 343
10 8 96 384 512
15 8 156 1014 2197
2. 3 faces located in corners; 2 faces located on edges;
1 face located on faces other than those listed
above; 0 faces located on the interior
3. For all cubes, 3 faces is 8; 2 faces: N = 12(s – 2);
1 face: N = 6(s – 2)2
; zero faces: N = (s – 2)3
.
91. 1. $2,030.00
2. $2,060.45
3. $2,090.90
4. After 15 months, his unpaid balance will be greater
than $2,500.
92. Car B will be worth more than Car A after 3 years.
Year Car A Car B
0 15,000 12,000
1 15,000 3 .70 = 10,500 12,000 3 .80 = 9,600
2 7,350 7,680
3 5,145 6,144
93. B(x) = 200(1–.25)x
. Bounce 5 will be less than
50 centimeters.
Bounce Height
0 200
1 150
2 112.5
3 84.375
4 63.281
5 47.46
6 35.6
7 26.7
8 20
9 15
10 11
11 8 Number of bounce
Height
of
bounce

142
Answer Key
94. 1. a line of best fit through the points
2. a constant rate of change for the ordered pairs
3. first-degree values for x and y
95. 1. quadratic
2. linear
3. quadratic
4. exponential
5. quadratic
96. 33 people provide the greatest income for EVA.
f(x) = 200 – 4(x – 10) = 240 – 4x
97. C1
= 20.00 + 10m; C2
= .40m
Minutes Horizon Best Talk
0 0 20
10 4 21
20 8 22
30 12 23
40 16 24
50 20 25
60 24 26
70 28 27
80 32 28
90 36 29
Best Talk vs. Horizon
Minutes used
Cost
(in
$)
In the graph, Best Talk is represented by the diamond
shapes and Horizon is represented by the circles.
Students may argue that Horizon is the best plan until
Aisha exceeds 65 minutes in a month.
98. 1. T = 2000 + 399m; T = 1600 + 420m
2. At the end of 1 year, Joe’s car will have cost $6,788
and Hank’s car will have cost $6,640. At the end of
2 years, Joe’s car will have cost $11,576, and Hank’s
car will have cost $11,680.
3. Answers will vary. Students could make an
argument for either plan.

143
Answer Key
99. 1. y = –3x +11
2. y = – 2
3
x +
5
3
3. y = – 5
4
x + 17
2
4. y = –x + 1
5. y = x + 0
100. 1. y = 3
2
x + 2
2. y = 3
3. The line passes through (1, 5) and (4, 6), thus
y = 1
3
x + 14
3
.
4. y = –x
101. 1. y = 2x +3
2. y = –3x +5
3. f(x) = 1
3
x – 13
3
.
4. f(x) = 2
3
x + 5
102. 1. y = –300x + 350 for x = cost and y = number sold
2. The slope = −300, and the y-intercept = 350. For
every $1.00 increase in price, the number sold
decreases by 300; in addition, they can give away
350 brownies if they don’t charge anything.
3. 140 brownies
4. about $0.17 for each brownie
103. 1–3. Answers will vary.
104. Answers will vary. Sample answer: If you know the
slope and y-intercept, you can substitute the values
into the equation y = mx + b or y = a + bx. The slope
can be determined from the graph by finding the
change in y divided by the change in x. The y-intercept
will be the point where x = 0 in the table and where
the line crosses the y-axis on the graph.
105. Slope is 212–32
100–0
= 180
100 = 9
5
, thus y = 9
5
x + 32.
Note: y = Fahrenheit and x = Celsius.
106. Number of
subscriptions
sold
Weekly pay
(dollars)
1 145
2 170
3 195
6 270
10 370
12 420
15 495
2. W = 25S = 120; S = (W − 120)/25

144
Answer Key
3. 20 subscriptions
107. 1. C(d) = 1,200(2d
), Count = 1,200(2d
) = 1,200(23.25
)
= 11,416
2. A trace can be used to find the count at x = 3.25 for
the number of days indicated in the question and for
when the bacteria count goes over 200,000.
200,000 = 1,200(2d
)
2d
= 166.66
d ≈ 7.4
Thus, the pool will need treatment on day 7.
Time in days
Bacteria
count
Time in days
Bacteria
count
108. Answers will vary. Sample answer: The rate of change
is the value found when the difference in two y values
is divided by the difference in the corresponding two x
values, either from the table or from the graph using any
two points. In the equation, the rate of change is the value
m or b when the equation is written in the form y = mx + b
or y = a + bx. The y-intercept is the value (0, x).
109. Students could solve the equation substituting 12
for h, or they might draw a graph on their graphing
calculators and estimate the intersection of two lines.
For example, the graph below indicates that the height
will be 12 feet at approximately 7 a.m. and again at
11 a.m. Melinda’s father is too late by 1 hour in his
prediction. The height will only be about 9.5 feet.
Tidal Change:
t (hours since midnight)
h
(in
feet)

145
Answer Key
Part 4: Statistics and Probability Bungee Outcome
110. Students may need to be
Rubber bands
Distance
fallen
(cm)
reminded to convert
12.5 feet to 381
centimeters. Students’
equations may vary
depending on the
strategy used. This data
and graph leads to an
answer of 23 rubber bands.
111. 1.
Number of months
Number
of
mice
Mice Raised
2. Linear regression (a + bx)
regEQ(x) = −20.3 + 15.3x
3. Using a linear model as a predictor indicates that
Linn might have 209 mice after 15 months. Using
an exponential graph as a predictor indicates that
there may be 200 mice by 7 months.
112. linear regression (a + bx)
regEQ(x) = 59.0067 + −.003567x
Altitude (in feet)
Temperature
(degrees
Fahrenheit)
Temperature vs. Altitude

146
Answer Key
113. Solutions will vary depending on students’ choices.
One graph and linear regression equation are provided
for the data for both sexes.
Linear regression (ax + b)
regEQ(x) = .229738x + −381.817
a = .229738
b = −381.817
Year born
Life
expectancy
(in
years)
Both Sexes
r = .981234
r2
= .96282
For this graph and
equation, a student might
predict that a person born
in 2020 would have a life
expectancy of 82.26 or
82.3 years.
114. The weight increases more each month in the first year
than in the second year. The graph looks like it might
fit a parabolic curve for 0 ≤ x ≤ 25.
Average Baby Weight
Age in months
Weight
in
pounds
Quadratic regression
regEQ(x) = −.035955x2
+ 1.63514x + 7.82424

147
Answer Key
115. At 80 miles per hour, the stopping distance would be
close to 500 feet. Explanations will vary.
Stopping Distances
Miles per hour
Stopping
distance
(in
feet)
116. Answers will vary. Sample answer: One way to compare
two linear equation models is to compare their average
mean errors by calculating the difference between
the predicted value and the actual value for various x
values.
117. 1. linear regression (a + bx)
regEQ(x) = 8.1875 + .458333x
2–3. Answers will vary.
119. 1. a. y = 3x
; As x increases, y increases by a factor of 3.
There is a constant growth factor.
b. missing values: (4, 81) (5, 243)
c. The relationship is exponential.
2. a. y = –x2
+ 4x; As x increases, y increases by a
decreasing amount. Second differences are constant.
b. missing values: (4, 0) (5, −5)
c. The relationship is quadratic.
120. 1. a. y = x2
– 5x; As x increases, y decreases by a
decreasing amount. Second differences are constant.
b. missing values: (−1, 6) (5, 0)
c. The relationship is quadratic, since the second
differences are constant.
2. a. xy = 1/2; As x increases, y is 1/2x, since the
second differences are constant.
b. missing values: (4, 1/8) (5, 1/10)
c. The relationship is inverse, since as x increases,
y = 1/2x.

C1
Standards Correlations
Daily Warm-Ups: Algebra, Common Core State Standards is correlated to the following Common Core State
Standards Initiative domains for high school mathematics: Number and Quantity; Algebra; Functions;
and Statistics and Probability. The exercises appear in the order in which the corresponding standards
are posted at www.corestandards.org/the-standards/mathematics. The numbers of the standards and the
standards themselves are included in the table that follows.
Guide to Common Core Standards Annotation
As you use this document, you will come across annotation symbols included with the Common Core
standards for warm-ups. The following descriptions of these annotation symbols are verbatim from the
Common Core State Standards Initiative Web site, at www.corestandards.org.
Symbol: ★
Denotes: Modeling Standards
Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards.
Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards
appear throughout the high school standards indicated by a star symbol (★
).
From http://www.corestandards.org/the-standards/mathematics/high-school-modeling/introduction/
Symbol: (+)
Denotes: College and Career Readiness Standards
The evidence concerning college and career readiness shows clearly that the knowledge, skills, and
practices important for readiness include a great deal of mathematics prior to the boundary defined by (+)
symbols in these standards.
From http://www.corestandards.org/the-standards/mathematics/note-on-courses-and-transitions/courses-and-transitions/
© Common Core State Standards. Copyright 2010. National Governor’s Association
Center for Best Practices and Council of Chief State School Officers. All rights reserved.

C2
Problem
Number
Common Core State Standard(s)
Category: Number and Quantity
1
N-RN.2. Rewrite expressions involving radicals and rational exponents
using the properties of exponents.
2
N-CN.9. (+) Know the Fundamental Theorem of Algebra; show that it is
true for quadratic polynomials.
3
N-VM.6. (+) Use matrices to represent and manipulate data, e.g., to
represent payoffs or incidence relationships in a network.
4
N-VM.6. (+) Use matrices to represent and manipulate data, e.g., to
represent payoffs or incidence relationships in a network.
N-VM.8. (+) Add, subtract, and multiply matrices of appropriate
dimensions.
5
dimensions.
6
dimensions.
7
dimensions.
N-VM.9. (+) Understand that, unlike multiplication of numbers, matrix
multiplication for square matrices is not a commutative operation, but still
satisfies the associative and distributive properties.
8
dimensions.
N-VM.9. (+) Understand that, unlike multiplication of numbers, matrix
multiplication for square matrices is not a commutative operation, but still
satisfies the associative and distributive properties.

C3
Category: Algebra
9
A-SSE.2. Use the structure of an expression to identify ways to rewrite it.
For example, see x4
– y4
as (x2
)2
– (y2
)2
, thus recognizing it as a difference of
squares that can be factored as (x2
– y2
)(x2
+ y2
).
10
For example, see x4
– y4
as (x2
)2
– (y2
)2
– y2
)(x2
+ y2
).
11
For example, see x4
– y4
as (x2
)2
– (y2
)2
– y2
)(x2
+ y2
).
F-BF.5. (+) Understand the inverse relationship between exponents and
logarithms and use this relationship to solve problems involving logarithms
and exponents.
12
For example, see x4
– y4
as (x2
)2
– (y2
)2
– y2
)(x2
+ y2
).
13
A-SSE.3. Choose and produce an equivalent form of an expression
to reveal and explain properties of the quantity represented by the
expression.★
a. Factor a quadratic expression to reveal the zeros of the function it defines.
14
A-SSE.3. Choose and produce an equivalent form of an expression
to reveal and explain properties of the quantity represented by the
expression.★
a. Factor a quadratic expression to reveal the zeros of the function it defines.
A-REI.4. Solve quadratic equations in one variable.
Solve quadratic equations by inspection (e.g., for x2
= 49), taking square roots,
completing the square, the quadratic formula and factoring, as appropriate to the
initial form of the equation. Recognize when the quadratic formula gives complex
solutions and write them as a ± bi for real numbers a and b.

C4
15
A-APR.6. Rewrite simple rational expressions in different forms; write
a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x)
are polynomials with the degree of r(x) less than the degree of b(x),
using inspection, long division, or, for the more complicated examples, a
computer algebra system.
16
A-CED.1. Create equations and inequalities in one variable and use them
to solve problems. Include equations arising from linear and quadratic functions,
and simple rational and exponential functions.
17
18
A-REI.3. Solve linear equations and inequalities in one variable, including
equations with coefficients represented by letters.
19
A-CED.2. Create equations in two or more variables to represent
relationships between quantities; graph equations on coordinate axes with
labels and scales.
20
A-CED.2. Create equations in two or more variables to represent
relationships between quantities; graph equations on coordinate axes with
labels and scales.
21
A-CED.3. Represent constraints by equations or inequalities, and by
systems of equations and/or inequalities, and interpret solutions as viable or
nonviable options in a modeling context. For example, represent inequalities
describing nutritional and cost constraints on combinations of different foods.
22
A-REI.1. Explain each step in solving a simple equation as following from
the equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a viable
argument to justify a solution method.

C5
23
24
25
b. Solve quadratic equations by inspection (e.g., for x2
= 49), taking
square roots, completing the square, the quadratic formula and factoring,
as appropriate to the initial form of the equation. Recognize when the
quadratic formula gives complex solutions and write them as a ± bi for real
numbers a and b.
26
= 49), taking
numbers a and b.
27
a. Use the method of completing the square to transform any quadratic
equation in x into an equation of the form (x – p)2
= q that has the same
solutions. Derive the quadratic formula from this form.
= 49), taking
numbers a and b.
28
A-REI.6. Solve systems of linear equations exactly and approximately (e.g.,
with graphs), focusing on pairs of linear equations in two variables.
29
30

C6
31
A-REI.6. Solve systems of linear equations exactly and approximately
(e.g., with graphs), focusing on pairs of linear equations in two variables.
32
A-REI.6. Solve systems of linear equations exactly and approximately
(e.g., with graphs), focusing on pairs of linear equations in two variables.
33
A-REI.7. Solve a simple system consisting of a linear equation and a
quadratic equation in two variables algebraically and graphically. For
example, find the points of intersection between the line y = –3x and the circle
x2
+ y2
= 3.
34
A-REI.9. (+) Find the inverse of a matrix if it exists and use it to solve
systems of linear equations (using technology for matrices of dimension
3 × 3 or greater).
35
A-REI.10. Understand that the graph of an equation in two variables is
the set of all its solutions plotted in the coordinate plane, often forming a
curve (which could be a line).
36
A-REI.12. Graph the solutions to a linear inequality in two variables as a
half-plane (excluding the boundary in the case of a strict inequality), and
graph the solution set to a system of linear inequalities in two variables as
the intersection of the corresponding half-planes.
37
38

C7
Category: Functions
39
F-IF.1. Understand that a function from one set (called the domain)
to another set (called the range) assigns to each element of the domain
exactly one element of the range. If f is a function and x is an element of its
domain, then f(x) denotes the output of f corresponding to the input x. The
graph of f is the graph of the equation y = f(x).
40
F-IF.2. Use function notation, evaluate functions for inputs in their
domains, and interpret statements that use function notation in terms of a
context.
41
context.
42
context.
F-IF.7. Graph functions expressed symbolically and show key features of the
graph, by hand in simple cases and using technology for more complicated
cases.★
a. Graph linear and quadratic functions and show intercepts, maxima, and
minima.
= 49), taking
numbers a and b.
43
F-IF.4. For a function that models a relationship between two quantities,
interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of the
relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.★

C8
44
45
46
F-LE.2. Construct linear and exponential functions, including arithmetic
and geometric sequences, given a graph, a description of a relationship, or
two input-output pairs (include reading these from a table).
47
F-IF.5. Relate the domain of a function to its graph and, where applicable,
to the quantitative relationship it describes. For example, if the function h(n)
gives the number of person-hours it takes to assemble n engines in a factory, then
the positive integers would be an appropriate domain for the function.★
F-IF.6. Calculate and interpret the average rate of change of a function
(presented symbolically or as a table) over a specified interval. Estimate the
rate of change from a graph.★

C9
48
F-IF.5. Relate the domain of a function to its graph and, where applicable,
to the quantitative relationship it describes. For example, if the function h(n)
gives the number of person-hours it takes to assemble n engines in a factory, then
the positive integers would be an appropriate domain for the function.★
F-LE.1. Distinguish between situations that can be modeled with linear
functions and with exponential functions.
b. Recognize situations in which one quantity changes at a constant rate
per unit interval relative to another.
49
50
cases.★
d. (+) Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
51
cases.★

C10
52
cases.★
minima.
F-IF.8. Write a function defined by an expression in different but
equivalent forms to reveal and explain different properties of the function.
a. Use the process of factoring and completing the square in a quadratic
function to show zeros, extreme values, and symmetry of the graph, and
interpret these in terms of a context.
53
F-IF.7. Graph functions expressed symbolically and show key features
of the graph, by hand in simple cases and using technology for more
complicated cases.★
minima.
54
cases.★
minima.
b. Graph square root, cube root, and piecewise-defined functions, including
step functions and absolute value functions.
55
cases.★
minima.

C11
56
cases.★
minima.
57
cases.★
minima.
58
cases.★
minima.
59
cases.★
minima.
60
cases.★
61
cases.★

C12
62
cases.★
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline, and
amplitude.
63
cases.★
minima.
64
cases.★
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline, and
amplitude.
65
cases.★
66
cases.★

C13
67
cases.★
68
cases.★
69
b. Use the properties of exponents to interpret expressions for exponential
functions. For example, identify percent rate of change in functions such as
y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as
representing exponential growth or decay.
70
71
b. Use the properties of exponents to interpret expressions for exponential
functions. For example, identify percent rate of change in functions such as
y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as
representing exponential growth or decay.
72
F-IF.9. Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a graph of one quadratic function and an
algebraic expression for another, say which has the larger maximum.

C14
73
F-BF.1. Write a function that describes a relationship between two
quantities.★
a. Determine an explicit expression, a recursive process, or steps for
calculation from a context.
74
quantities.★
75
quantities.★
76
quantities.★
77
quantities.★
78
quantities.★
79
quantities.★

C15
80
quantities.★
81
quantities.★
82
quantities.★
83
quantities.★
84
quantities.★
85
quantities.★
86
quantities.★

C16
87
quantities.★
88
quantities.★
89
quantities.★
90
quantities.★
91
quantities.★
92
c. Recognize situations in which a quantity grows or decays by a constant
percent rate per unit interval relative to another.
93

C17
94
95
96
97
98
99
100
101

C18
102
F-LE.5. Interpret the parameters in a linear or exponential function in
terms of a context.
103
104
105
106
107
F-LE.4. For exponential models, express as a logarithm the solution to
abct
= d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate
the logarithm using technology.
108
F-LE.5. Interpret the parameters in a linear or exponential function in
terms of a context.
109
F-TF.7. (+) Use inverse functions to solve trigonometric equations that
arise in modeling contexts; evaluate the solutions using technology, and
interpret them in terms of the context.★

C19
Category: Statistics and Probability
110
S-ID.6. Represent data on two quantitative variables on a scatter plot, and
describe how the variables are related.
a. Fit a function to the data; use functions fitted to data to solve problems in
the context of the data. Use given functions or choose a function suggested by
the context. …
c. Fit a linear function for a scatter plot that suggests a linear association.
111
the context. Emphasize linear, quadratic, and exponential models.
112
113
114
115

C20
116
b. Informally assess the fit of a function by plotting and analyzing residuals.
117
the context of the data. Use given functions or choose a function suggested
by the context. …
118
119
120

Common Core Warm-Ups.pdf

More Related Content

Similar to Common Core Warm-Ups.pdf (20)

Recently uploaded (20)

Common Core Warm-Ups.pdf