Workbook Sample of Content

Sample of Content
Publisher: RTD Learning Publications

1932 Bowness Rd nw
Calgary, Alberta
T2N 3K6
1-888-665-8803 www.math30-1edge.com  edge@rtdlearning.com
Author: Marc Lambert
Contributors: Daniel Shi, David McDiarmid, Lina Grager, and Dean Walls
Copyright © 2021 No part of this book may be reproduced in any form without written
permission of the publisher.
ISBN: 978-1-7777496-0-6
Please note that this sample is meant to convey the layout, style, and
overall high quality of the EDGE Study Guide Workbook.
One sample section is provided for each of the 8 chapters. (Each
chapter is composed of 3 to 6 sections, plus a review section)
The actual workbook is 570 pages in length (this sample is 125 pages)
TABLE of CONTENTS
1 - Transformations of Functions
1.1 Prerequisite Skills, Translations 1
2 – Polynomial Functions
1.2 Reflections 17
2.1 Characteristics of Polynomial Functions 91
1.3 Stretches 27
2.2 Dividing Polynomials and the
1.4 Combining Transformations 47 Remainder Theorem 105
1.5 Inverse of a Relation 65
2.3 The Factor Theorem 119
Chapter Review 81
2.4 Further Analysis of Polynomial
Function Graphs 133
3 – Exponential and Logarithmic Functions Chapter Review 145

3.1 Exponential Expressions & Equations 153
3.2 Graphs of Exponential Functions 163
3.3 The Logarithmic Function 175 4 – Radical and Rational Functions
3.4 Logarithm Laws 191 4.1 The Radical Function 239
3.5 Solving Exponential Equations using 4.2 The Square Root of a Function 249
Logarithms & Applications 203 4.3 The Rational Function 259
3.6 Logarithmic Equations & Log Scales 217 4.4 Further Analysis of Rational Functions 271
Chapter Review 229 Chapter Review 289
5 – Operations on Functions
5.1 Adding, Subtracting, Multiplying, 6 – Trigonometric Functions
and Dividing Function 297 6.1 Radian Measure and Arc Length 337
5.2 Composite Functions 315 6.2 Trigonometric Ratios of Angles
Chapter Review 329 in Standard Position 351
6.3 The Unit Circle 373
6.4 Graphs of Trigonometric Functions 391
7 – Trigonometric Identities and Equations 6.5 Transformations of Sinusoidal
7.1 Trigonometric Identities 451 Functions 409
7.2 Sum, Difference, and Double-Angle 6.6 Applications of Sinusoidal Functions 427
Identities 465 Chapter Review 437
7.3 Proving Trigonometric Identities 479
7.4 Trigonometric Equations 493
Chapter Review 505 8 – Permutations, Combinations, and the
Binomial Theorem
8.1 The Fundamental Counting Principal
and Permutations 515
8.2 Problem Solving with Permutations 527
8.3 Combinations 537
8.4 The Binomial Theorem 551
Chapter Review 563
Note: Class Example / Warm-up Solutions can be accessed Online
This is a sample of  what’s available online, and not a part of the actual workbook!
 This is a second excerpt of class example solutions available online – not part of the workbook
1.3 Stretches
Once again – let’s first look back where we’ve been….
First, we saw how translations occur when we add (or subtract) numbers.
For example, a function can be

transformed to 3 2
Here we subtract 3 from And we subtract 2 from *
2 units Graph horizontally And vertically

translates 3 units right translates 2 units up
3 units (opposite direction of the sign) (same direction* of the sign)
Another way we can look at this is to apply replacements:
 To horizontally translate the graph 3  To vertically translate the graph 2

units right, replace “ ” with “ 3” units up, replace “ ” with “ 2”
So, becomes 2 3 Simplifies to
When we think of vertical translations this way, we can treat it “the same” as horizontal!
*That is, the opposite direction of the sign in the equation: →
We can similarly think of reflections with replacements.

horiz. reflection 4
For example, given the graph of 4 …
 To horizontally reflect,  To vertically reflect,

replace “ ” with “ ” replace“ ” with “ ” vertical
reflection
We can optionally simplify to: Now divide both sides by 1

1 4 to isolate “ ”!
1 4  4
 4
Replacing “ ” with “ ” is identical to “making the entire right side negative”
 Vertical reflection about the -axis
And replacing “ ” with “ ” is identical to “adding to the function”
 Vertical translation units units

- up, if 0 - down, if 0
Page |27
1.3 Stretches
Exploration #1
The graph of 4 1 is on the right
1 On the same grid, construct a new graph of

by multiplying all of the -coordinates by 2.
Be sure to transform all points indicated () 
2 Is the resulting stretch
horizontal or vertical?
3 How could this transformation be
described with a mapping rule?
4 Describe the location and coordinates of any

invariant point(s). (Points that don’t change)
5 Use your graphing calculator to confirm the equation of is: 2 4 1
Exploration #2
The graph of 4 1 is again on the right
1 On the same grid, construct a new graph of

by multiplying all -coordinates by 2.
2 Is the resulting stretch
horizontal or vertical?
3 How could this transformation be
described with a mapping rule?
4 Describe the location and coordinates
of any invariant point(s).
5 Use your graphing calculator to confirm the equation of is: 1⁄2 4 1
Exploration #3 
The graph of  4 is shown on the right.
1 Use your graphing calculator to help sketch the graphs

of  2 4 and  0.5 4 on the same grid.
Graph  and  together to compare, then graph  and .
Be sure to indicate the points corresponding to those indicated () 
2 Explain the effect of the “2” and “0.5”

in terms of stretching.
3 Describe the location and coordinates of

any invariant point(s).
Page |28
Chapter 1 – Transformations
Exploration #4 
The graph of  4 is shown on the right.
1 Use your graphing calculator to help sketch the graphs

of  2 4 and  0.5 4 on the same grid.
Be sure to indicate the points corresponding to those indicated () 
2 Explain the effect of the “2” and “0.5”

in terms of stretching.
The graph of a function , transformed to $ , $

is vertically stretched about the -axis by a factor of $.
All points are transformed , → ,# .
%, $
All points on the graph of # %,

are “$” times further from the -axis
-intercepts
are invariant
Invariant Point
is on -axis  For example, the graph of a function 4 1
can be vertically stretched by a factor of 2,
4, 1
4, 2 Giving an equation 4 1
All pts move 2 times
Which can be simplified to: 2 4 2
further from -axis
)
The graph of a function , transformed to ) ,
is horizontally stretched about the -axis by a factor of '/).
1
All points are transformed , → ,
& Reciprocal
'
All points on the graph of & ,% ,%
)
are “'/)” times further from the -axis
-intercept is
invariant
For example, the graph of a function 4 1

Invariant Point
is on -axis can be horizontally stretched by a factor of 2,
'
Giving an equation '⁄ '
8, 1 4, 1 Which can be simplified to: 1/2 8 2

All pts move 2 times
further from -axis
Page |29
1.3 Stretches
In the transformation → # &
The vertical stretch is “$” The horizontal stretch is “'/)”

(straightforward!) (reciprocal!)
Another way to look at this is to treat both the vertical and horizontal stretches the same.
So if, for example, a function is horizontally stretched by a factor of 3 and vertically
stretched as a factor of 4, we “could” ....
1
 Replace with
3 ' '
So here both the horizontal and vertical
1 stretches are reciprocals in the equation
and, similarly…  Replace with
4
Class Example 1.31 Stretching a Graph Visit math30-1edge.com for solutions
Given the graph of on the right,

1
(a) Construct a mapping rule to sketch the graph of
2
(b) State the location of any invariant points.
(c) Compare the domain and range of and .

Describe which is affected, and how.
D: D:
R: R:
Class Example 1.32 More Graph Stretching
Given the graph of on the right,

Sample of what’s available online –
(a) Construct a mapping rule to sketch the graph not part of actual workbook
of 3
(b) State the location of any invariant points.
(c) Compare the domain and range of

and . Describe which is affected, and
how.
D: D:
R: R:
Page |30
Worked The graph of + , is shown on the right.

Example  is obtained by vertically stretching the graph of about the
line 0, by a factor of 3, and reflecting the graph about the -axis.
 ℎ is obtained by horizontally stretching the graph of
about the line 0, by a factor of 2.
(a) State an equation for and sketch the graph of , on the same
grid. Be sure to indicate the new location of all indicated points. ()
(b) State an equation and sketch the graph of ℎ , on the same grid.
Sol: (a) Equation in terms of : .

,'
Vertical reflection Vertical stretch
Equation in terms of : 3 6 5
Simplifies to: '0 ',
For the equation, multiply all -coordinates by 3. Invariant points are on the
Mapping rule: All points , → , -axis, at 1, 0 and 5, 0 . ,
3, 4 → 3, 12
2, 3 → 2, 9 and so on…
'
(b) Equation in terms of :
Horizontal stretch (reciprocal)
1 1
Equation in terms of : 6 5
2 2 '
'
Simplifies to: ,
For the equation, multiply all -coordinates by 2. Invariant point is on
Mapping rule: All points , → , the -axis, at 0, 5 .
, +,
3, 4 → 6, 4
2, 3 → 4, 3 and so on…
Class Example 1.33 Applying a Stretch and Reflection to a Function Equation
A function 5 8 has a range of 2 3 8, ∈ ℝ6. A function is obtained by reflecting the

graph of about the line 0, and applying a vertical stretch by a factor of 1/4.
(a) Determine an equation for , both in terms of and in terms of .
(b) State the range of .
Page |31
1.3 Stretches
Class Example 1.34 Applying a Stretch to a Function Graph and Equation
The graph of 7 is shown. The graph of is

obtained by vertically stretching the graph of about the line 0 by a
factor of 3, and reflecting it about the line 0.
(a) Sketch the graph of . Be sure to indicate

the new location of the vertex, any and
-intercepts, and any other key points. Mapping Rule:
(b) Determine an equation for ,

In terms In terms
of : of :
(c) State the location and coordinates

(d) State the range of both and .

R: R:
The graph of 7 is again shown below.

The graph of ℎ is obtained by horizontally stretching
the graph of about the line 0 by a factor of 3.
(e) Sketch the graph of ℎ . Be sure to indicate the

new location of the vertex, and any and -intercepts.
Mapping Rule:
(f) Determine an equation for ℎ ,

In terms In terms
of : of :
(g) State the location and coordinates

Class Example 1.35 Applying a Stretch to a Function Graph and Equation
The graph of + ' is shown on the right.

A new function is defined 3 .
(a) Sketch the graph of , on the same grid.
Mapping Rule:
(b) Determine an equation for

, in terms of .
Page |32
Worked For each pair of graphs below, the graph of is obtained by stretching the graph of .
Example For each, determine an equation for .
.
.
(a) (b)
%, +
0 '
%, '
Sol: (a) (b)

“start” point for Then on it’s at
is at 8 %, + 36
…and for it’s 2 %, '

-intercept for is 12
The start point (as with all other points) is stretched
horizontally, as it moves closer to the -axis.
Also note that the invariant point is on the -axis The -intercept (as with all other points) is stretched
vertically, as it moves further from the -axis.
 8 8 horiz. stretch 2  horiz. stretch 298 Also note that the invariant points are on the -axis
'  12 8 vert. stretch 36
horizontal stretch factor
 vert. stretch 36 9 12
So, equation is: .
vertical stretch factor
Reciprocal of stretch factor goes in front of So, equation is: .
Equation in terms of : 4 8 1 Stretch factor goes in front of all of
Optionally simplify to: . ' In terms of : .
Class Example 1.36 Determining the Stretch from a Graph
For each pair of graphs below, the graph of is obtained by stretching the graph of .
Determine an equation for , in terms of .
(a) (b)
.
.
Mapping Rule: Mapping Rule:
Equation: Equation:
Page |33
1.3 Stretches
Class Example 1.37 Determining the Stretch from a Graph
For each graph below, the graph of is obtained by stretching the graph of . Points indicated ()
have integer coordinates. Determine an equation for for each, and identify all indicated characteristics.
(a)
Equation in terms of :
-intercept of . :

(b) not part of actual workbook
+
-intercept of :
(use an algebraic process)
Page |34
1.3 Stretches
1. Given each graph of below, sketch each transformed function, and provide all indicated characteristics.
1
(a) (b) 4
3 i Transformation
in Words:
ii Mapping Rule:
i Transformation iii Range of :

in Words:
ii Mapping Rule:
… of transformed
function:
iii Domain of :
… Domain of iv Coordinates of
transformed invariant point(s):
function:
iv Coordinates of
invariant point(s):
1
(c) 3
2
i Mapping Rule:
ii Domain of :
Range of :
iii Domain of transformed function:

Range of transformed function:
2. Determine an equation, as specified, when the function 2 4 12 is:

(a) Vertically stretched by a factor of 2 (b) Horizontally stretched by a factor of 2
i Equation in i Equation in
terms of : terms of :
ii Equation in ii Equation in
terms of : terms of :
Copyright © RTD Learning. Open Use Access provided to all Alberta teachers Page |35
and schools throughout the 2021-22 School Year
1.3 Stretches
'
3. The graph of 0 is shown below.
The graph of is obtained by stretching the graph of about the line 0 by a factor of 2.
(a) Sketch the graph of . Be sure to indicate the new location of the
vertex, any and -intercepts, and any other key points.
Mapping Rule:
(b) Determine an equation for ,

i In terms of : ii In terms of :

(d) State the range of: i ii
(e) State the -intercept of: i ii
4. A function has a range of 8, ∞ , a domain of ∞, 4 , an -intercept 3, 0 and a

-intercept 0, 5 . Determine these characteristics for the following transformed functions.
1
(a) 5 i Domain: (b) i Domain:
4
ii Range: ii Range:
iii -intercept: iii -intercept:
iv -intercept: iv -intercept:
Answers from previous page

1. (a) i Horiz. str, factor of 3 (b) i Vertical stretch
ii , → 3 , factor of 4
iii : 3, 4 ii , → ,4
transformed: '
9, 4 iii : 3, 4
transformed:
iv 0, 2 on -axis 12, 16
1 1
(c) i , → , iv 1, 0 and 5, 0
3 2 on -axis
ii Domain: 9, 12
Range: 6, 6
' 2. (a) i ii 0
iii Domain: 3, 4 ' '
(b) i ii '
Range: 3, 3
Page |36 Note: Page numbers are not sequential, but match the full Math 30-1 EDGE Workbook
5. The graph of 0 is shown below.

The graph of is obtained by stretching the graph of about the line 0 by a factor of 1/4.
(a) Sketch the graph of . Indicate the new location of key points.
Mapping Rule:
(b) Determine an equation for ;


(d) State the domain of: i ii
(e) State the -intercept of: i ii
(f) The point > 10, 4 is on the graph of . Determine the coordinates
of the corresponding point to > on the graph of .
6. Below is the graph of ? + . The -intercepts have integer coordinates, and the
-intercept is 0, 48 . The two points indicated on the graph have coordinates rounded to the nearest tenth.
The graph of is obtained by stretching the graph of @ about the line 0 by a factor of 1/2.
(a) Sketch the graph of . Mapping ?
Rule:
(b) Determine an equation for ; '. +, +,. =
i In terms of p : ii In terms of :
(c) State the location and coordinates of any invariant point(s).
. , .,
Step-by-step solutions can be found at math30-1edge.com

3. (a) , → ,2 , '+ 4. (a) i ∞, 4 (b) i ∞, 16
(b) i 2
ii ∞, 40 ii 8, ∞
ii 3 16 %, =
 Your graph should
(c) On the -axis; 7, 0 include all iii 3, 0 iii 12, 0
and 1, 0 indicated ()
iv 0, 25 iv 0, 5
(d) i ∞, 8 ii ∞, 16 points!
(e) i 0, 3.5 ii 0, 7
1.3 Stretches
7. The graph of ' is shown on the right.

+
1
The graph of is defined as
6
(a) Sketch the graph of . Be sure to indicate the new location
Mapping of the vertex and intercepts.
Rule:
(b) Determine an equation for , in terms of .

(d) State the range of:
i ii
8. The graph of is shown on the right.

1
The graph of is defined as
3
(a) Sketch the graph of .
Be sure to indicate the new location of the vertex and intercepts.
Mapping Rule:
(d) The point > 4, 5 is on the graph of .

Determine the coordinates of the corresponding
point to > on the graph of .

1 .
5. (a) , → , (c) On the -axis; 0, 2 . ,,
4
(b) i 4 (d) i 8, ∞ ii 2, ∞
ii 2 4 8 2 (e) i 6, 0 ii 3/2, 0
Optionally simplify: . 0 (f) A becomes: 2.5, 4 ,
1 %. 0, +,. =
6. (a) , → , . (b) i @ 2
2
Mult all -coords by 1/2 …. ii 2 4 2 2 2 6
New -intercepts are …. Optionally simplify: 2 2 2 1 2 3
2, 0 , 1, 0 , and 3, 0 . 0 '
(c) On the -axis…. 0, 48

. ', .,
Page |38
'
9. The graph of 0 is shown on the right.
The graph of is obtained by reflecting the graph of
about the -axis, and vertically stretching by a factor of 2.
Mapping Rule:
(c) State coordinates of any invariant point(s).
(d) State the range of:

i ii Be sure to indicate the new location of all key points.

The graph of is obtained by reflecting the
graph of about the -axis, and horizontally
stretching the graph by a factor of 1/2.

Mapping Rule:
(d) State the domain of:

i ii
(e) The point > 14, 1 is on the graph of . Determine the

coordinates of the corresponding point to > on the graph of .

1
7. (a) , → , 8. (a) , → 3 , .
6
1 . 1 1
(b) 6 2 (b) 2 3
2 3 3
simplify to…
(c) on -axis… 2, 0 and 6, 2 1 2
10, 0 3
9 3
(d) i 12, ∞ ii 2, ∞ Vertex: 3, 4
(c) on -axis… 0, 3 (d) 12, 5
1.3 Stretches
11. For each pair of graphs below, the graph of is obtained by stretching the graph of . For
each, (i) determine a mapping rule, (ii) an equation for , in terms of .
(a) (b)
.
i Mapping Rule:
i Mapping Rule:
ii Equation:
ii Equation:
(c)
i Mapping Rule:
ii Equation:
iii ALSO: -intercepts

of :
(exact rational values)
Note: Both a horizontal and

. vertical stretch have been applied:
12. The graph of is obtained by stretching the graph of . The domain of is ∞, 5 and the
range is 20, 15 . The domain of is ∞, 5 and the range is 16, 12 .

9. (a) , → , 2 2, 16 1
10. (a) , → ,
2
(b) 2 16 . 0, 2 3
(b) 2 2 3
(c) on -axis… 6, 0 and simplify to…
2, 0 3.5, 0
2 1 3
1, 3
(d) i 8, ∞ ii ∞, 16 (c) on -axis… 0, 2
. 3
(d) i 2, ∞ ii ∞, 1 (e) 7, 1
Page |40
13. The graph of is obtained by stretching the graph of . The domain of is 8, ∞ and the
range is 9, 6 . The domain of is 2, ∞ and the range is 6, 4 .
14. The graph of is obtained by stretching the graph

1 .
of 2 4
4
(a) State the mapping rule that describes the
transformation from to

i In terms ii In terms
of : of
(c) The point > 6, 32 is on the graph of . Determine the

coordinates of the corresponding point to > on the graph of .

2 3 3 4
11. (a) i , → ,2 (b) i , → , (c) i , → , 12.
3 4 2 5
ii 2 3 3 4
ii ii iii 5.25, 0 , 1.5, 0 and 6, 0
2 2 3
1.3 Stretches

of 2 12 10 The vertices and intercepts of both
graphs all have integer coordinates.

of : of

of 9 2
.
of : of
(c) Determine the -intercept of

2 3
13. 4 14. (a) , → ,3 (b) i 3 ii 2 4 (c) 6, 96
3 4
Page |42
17. The graph of is obtained by stretching and reflecting the

graph of 8 12
The vertices and intercepts of both graphs all have integer coordinates.

of : of
.
18. The graph of on the right is obtained by horizontally

and vertically stretching the graph of .
(c) Determine the domain of , if the domain of

is 3.12, 3.12 .

1 1 1 '
15. (a) , → 2 , (b) i ii 2 12 10 Simplify to: . + '%
2 2 2
2 3 3
16. (a) , → , (b) i ii 9 2 Simplify to: . +
3 2 2
(c) 10/3,0
1.3 Stretches
19. For each of the following, the graph of is obtained by stretching and / or reflecting the
graph of . Provide a mapping rule to describe the transformations for each.
(a) 6 5 8 (b) 16 8 4 (c) 2 3 B 4
1.5 5 2 2 4 2 3 3 B 4
(d) 3 5 6 (e) 6 8 (f) 2 3 5

9 5 18 2 8 8 6 5
20. Describe what happens to the graph of when the following changes are made to its equation,
and provide a mapping rule.
1
(a) Replace with 5 (b) Replace with (c) Replace with 3
2
2
(d) Replace with and replace with (e) Replace with 1 and replace with
3
1
(f) Replace with and replace with 4 (g) Replace with 5 and replace with 2
5

3 3 3
17. (a) , → , (b) i ii 6 9
4 4 4
3 3 3 5
18. (a) , → , (b) (c) 5.2, 5.2
5 2 2 3
Page |44
21. Given the function 3 4 2 ,

(a) State the zeros of (b) State the zeros of 4
(c) State the zeros of 2 (d) State the zeros of
1
(e) State the zeros of (f) State the zeros of
3
22. The graph of on the right is obtained by applying one

stretch and one reflection to the graph of 4 5.
The vertices of both graphs have integer coordinates.
(a) Describe the transformation from to ,
(i) in words and (ii) with a mapping rule.
(b) Determine an equation for , (i) in terms of

and (ii) in terms of .
(c) Determine the -intercept
of .

1 1
19. (a) , → , (b) , → 4 , (c) ,, →
4 3
1
(d) , → ,3 (e) , → 3 , (f) , → ,
2
1
20. (a) Horizontal stretch about the -axis (or line 0 , factor of 1/5 , → ,
5
(b) Vertical stretch about the -axis (or line 0), factor of 2 , → ,2
1
(c) Vertical stretch about 0, factor of 1/3, and reflection about 0 , → ,
3
3
(d) Horiz. stretch about 0, factor of 3/2, and reflection about -axis , → ,
2
(e) Vert. reflection about 0, horizontal translation 1 unit right , → 1,
(f) Horiz. stretch about 0, factor of 5, vertical translation 4 units down , → 5 , 4
1
(g) Vert. stretch about -axis, factor of 1/5, refl. about -axis, horiz. translation 2 units right , → 2,
5
1.3 Stretches
23. The graph of is reflected in the line 0, stretched about the line 0 by a factor
 Exam
Style of 1⁄4, and stretched about the -axis by a factor of 3 to create the graph of .
Point > 3, 12 on the graph of is transformed to which point on the graph of ?
A. 1, 3
B. 1, 3
C. 9, 3
D. 9, 3

 Exam
Style M
The graphs of and 2 O
intersect at: Q
L N P
A. Point H
B. Point I K
C. Points F and G
D. Points H and J

 Exam
Style 1
The graph of is defined as .
2
The graph of will contain the point:
A. 4, 2
B. 1, 2
C. 3, 4
D. 3, 4
Answers from previous page and this page

21. (a) 4 and 2 (b) 4 and 2 (c) 2 and 1 (d) 4 and 2 (e) 2 and 4 (f) 12 and 6
1
22. (a) i vertical stretch about the -axis, factor of 1/3, plus a horiz. reflection about the -axis. ii , → ,
C D E 3
1 5
(b) i ii B B B (c) 0,
3 3
23. C 24. D 25. A
Page |46
Chapter 1 Transformations REVIEW
1. The graph of is shown below. State a mapping rule to sketch the graph of each transformed
function and state the domain and range.
(a) (b)
i i
Mapping Rule Mapping Rule
ii D: ii D:
iii R: iii R:
'
(c) (d)
i i
ii D: ii D:
iii R: iii R:
'
(e) ' (f) +
i i
ii D: ii D:
iii R: iii R:
2. Given the function 3 1, determine a simplified equation, both in (i) terms of and
(ii) in term of , for each transformed function of described below:
(a) The graph is horizontally translated 1 unit (b) The graph of is reflected in the line 0,
right, and vertically translated 3 units down. and vertically translated 3 units down.
1 – Transformations Review
3. Given the function 2 3 shown below, (i) construct a mapping rule to sketch the graph of
each transformed function described below, and determine a simplified equation, both in (ii) terms of
and (iii) in term of . Be sure to transform all points with integer coordinates.
(a) The graph is vertically stretched about the -axis
by a factor of 2 and reflected in the line 0. 
(b) The graph of is horizontally stretched by a

factor of 2. 
(c) The graph is reflected in the line 0, horizontally translated 4

units right, and vertically translated 3 units down. 
Step-by-step solutions, along with videos and additional practice exams, can be found at math30-1edge.com
1. (a) i , → , (b) i , → , (c) i ' (d) i , → ,
, → ,
ii + ,7 iii 7, ii + ,7 iii ,, 0 ii 7 ,+ iii , ii 7 ,+ iii =, 0
'
(e) i , → ', (f) i , → , 2. (a) i '
ii 7 ,7 iii +, 0 ii ', iii ,7 ii ' 3 ' 1
simplifies to…. ,
(b) i
ii 3 1
0
, simplifies to….
,
, '
Page |82
4. The graph of 2 8 2 is shown below. The graph is stretched about the -axis by a factor
of 2 and reflected in the -axis. (i) Sketch the graph of the transformed function, and determine a
simplified equation, both in (i) terms of and (ii) in term of .
(a) Sketch the graph of the transformed function.
(b) Determine an equation in terms of
(c) … and in terms of . (Simplified)
5. The graph of 9 2 is stretched about the -axis

by a factor of 3, reflected in the -axis, horizontally translated 5
units left and vertically translated 6 units up.
(a) Construct a mapping rule to sketch the graph of the
transformed function
(a) Determine a simplified equation, both in (i) terms of

and (ii) in term of .

3. (a) i , → , '
(b) i , → , ii ' 2, 4
ii 1 1
iii 2 3 simplifies….
2 2
iii + ' Invariant point
Invariant points on -axis on -axis
1, 8
(c) i , → ,
ii
iii 4 2 4 3 3
simplifies….
+ 3, 7
6. The function , shown on the right, is transformed Vertical

to 7 4 2 . Asymptote
(a) State the domain of
> 0, 2
(b) State the coordinates of the

point > once transformed to .
7. Below is the graph of ? + . The -intercepts have integer coordinates.

A new function is obtained by stretching the graph of @ about the line 0 by a factor of 1/3
and vertically stretching the graph by a factor of 1/6.
?
(a) Determine an equation for ;
0, 54
(b) Determine the coordinates of the (i) and
(ii) -intercepts on the graph of .
8. A function has a range of ∞ , 5 . When the function is transformed to

 Exam
Style 4 2 , the resulting function has a range of:
A. ∞, 14
B. 14, ∞
C. ∞, 6
D. 6, ∞

4. (a) , → , ' 5. (a) , → ,, +
' 12, 0 (b) , +
(b)
16, 2 3 5 9 2 6
4, 0
1
(c) 2 8 2 '+ Simplifies to…
2
Page |84
9. A function has a domain of 9, 15 and a range 8, 20 . For each of the transformations of

described below, (i) provide a mapping rule and determine the new (ii) domain and (iii) range.
3 3 3
(a) 2 10 (b) 5
4 2 2
10. The graph of is shown on the

right. The vertex is at point >.
1
For the graph of 2 3 12 ,
2
determine the:
i Domain:
ii Range: A
iii Coordinates of point corresponding

to > on graph of :
11. The graph of is transformed into the graph of , as shown below:

An equation for in terms of is:
 Exam
Style
A. 4 1
1
B. 1
4 .
C. 4 1
1
D. 1
4
12. A function has a domain of ∞ , 6 . When the function is transformed

 Exam
Style to 2 4 , the resulting function has a domain of:
A. ∞, 1
B. ∞ ,1
C. ∞, 10
D. ∞, 16

'
6. (a) ∞ ,+ (b) ,' 7. (a) i . ? (b) i ,% , ', % , and ', % ii %, 7
+
1
8. B ii 3 6 3 3 3 3
6
7
Simplifies to… . ' '
13. The graph of 2 4 2 is shown on the right.

A transformed function is given by 0.5 1
(a) Construct a mapping rule for the transformation.
(b) Transform all points with integer coordinates to

sketch the graph of the transformed function on
the same grid.
(c) State the -intercepts and domain for the graph

of .
i -intercepts: ii Domain:
(d) Write an equation for the transformed function,

in terms of .
14. The graph of 16 is shown on the right.

1
1
A function is given by 4
2
(a) Construct a mapping rule for the transformation
from to .
(b) Transform all points with integer coordinates to

sketch the graph of on the same grid.
(c) State the and -intercepts, and range for the

graph of .
i -intercepts: iii Range:
ii -intercept:
(d) Write an equation for , in terms of .

9. (a) i , → , '% (b) i , → ', , 10. (a) i ', , ii .,,
ii ',, 7 iii +, % ii ,, '' iii '' , '% iii , .,
11. B 12. B
Page |86
15. For each pair of graphs below, the graph of represents a transformation of of through
any of stretches, reflections, and translations. Determine an equation for , in terms of .
(a) (b)
.
i Mapping Rule: i Mapping Rule:
ii Equation of : ii Equation of :
(c) (d)
(e) (f)
. .

13. (a) , → ', (c) i ,, % ii ∞, = ' (c) i ', % and 7, %
14. (a) , → ,
(b) (b) ii %, .,
. (d) 5, 8
iii ∞, 0
2.5, 1 2 0.5 1 4 2
1
simplifies to… 0, 4.5 (d) 4 1 16
2
7, 2 . %. , = simplifies to…
'
. . , 0
16. The graph of is transformed into the

graph of , as shown:
(a) Use proper terminology to explain how the graph of
can be obtained by applying the following
transformations to the graph of .
ii A stretch and a reflection
.
ii A stretch and a translation
(b) Provide a mapping rule for each sequence of

i ii
transformations described above.
(c) Based on the sequence of transformations

described above, provide two possible i ii
equations for , in terms of .
17. The graph of is transformed into the graph of 4 8.

(a) Provide a mapping rule and explain how the
transformation above can be describes as a horizontal
stretch about the -axis and horizontal translation.
Justify your answer by manipulating the equation.
(b) Provide a mapping rule and explain how the transformation above
can be describes as a vertical stretch about the -axis and horizontal
translation. Justify your answer by manipulating the equation.

(a) Sketch the graph of on the same grid
(b) State the coordinates of any invariant point(s)
(c) State the domain and range of both and

D: D:
R: R:
(d) Provide two possible domains of so that the

inverse is a function.

'
15. (a) i , → , (b) i , → , (c) i , → =,
ii . ii . ii . =
(d) i , → %. =, , '. , (e) i , → , (f) i , → %. =, ,
ii . ii . ii .
Page |88
19. (a) A point > 3, 4 is on the graph of . Determine the coordinates of the point
that corresponds to > on the graph of 3 9 4.
(b) A point > 3, 4 is on the graph of . Determine the coordinates of the point that
corresponds to > after the graph of is horizontally stretched by a factor of 1/2, vertically
stretched by a factor of 4, reflected in the line 0, and horizontally translated 3 units left.
20. The graph of , as shown, is transformed to become the

3
graph of 3 3 . The range of is:
 Exam
Style
2
A. 7, 1/3
B. 12, 3
C. 3, 12
D. 9,6
21. The point > 8, 2 lies on the graph of a function . Listed below are all possible
 Exam
Style
coordinates of the new point corresponding to > after undergoes a transformation.
Point 1 6, 2 Point 2 18, 2 Point 3 6, 2 Point 3 10, 2
Point 4 8, 1 Point 5 2, 8 Point 6 8, 2 Point 6 2, 2
NR The correspoing point when the graph of is

Reflected in the line 0 and horizontally translated 2 units left is _____. First digit of your answer
Vertically stretched about the line 0 by a factor of 2 and vertically translated
2 units down is _____. Second digit of your answer
Reflected in the line is _____. Third digit of your answer
Horizontally stretched about the line 0 by a factor of 1/2 and
horizontally translated 2 units left is _____. Second digit of your answer
16. (a) i A horizontal stretch about the -axis by a factor of 1/2, and a horizontal reflection about the -axis.
i A horizontal stretch about the -axis by a factor of 1/2, and a horizontal translation 4 units right.
1 1
(b) i , → , ii , → 4, (c) i 2 ii 2 4
2 2
1
17. (a) First re-write as 4 2 , → 2,
4
A horizontal stretch about the -axis by a factor of 1/4, and a horizontal translation 2 units left.
(b) First re-write as 4 2  2 2. , → 2, 2

A vertical stretch about the -axis by a factor of 2, and a horizontal translation 2 units left.
18. (a) , → , so, 6, 7 → 7, 6 … and so on
(b) ,, , and , on the line
(c) D: +, R: =, , D: =, , R: +,
(d) D: +, or ,
22. The graph of 0.5 4 2 is shown on the right.

(a) Sketch the graph of the inverse of by
transforming all points with integer coordinates.
(b) State location and number of any invariant point(s).
(c) State the domain and range of both and .

D: D:
R: R:
(d) State two possible domain restrictions so that the inverse is a

function.
(e) Determine an equation for the inverse, in terms of .
23. A function of is transformed to 1 3 9.

 Exam
Style
Below is a list of possible transformation descriptions.
0 Stretch about the line 0 by a factor of 3 5 Reflection in the line 0
1 Stretch about the line 0 by a factor of 1/3 6 Horizontal translation 9 units left
2 Stretch about the line 0 by a factor of 3 7 Horizontal translation 9 units right
3 Stretch about the line 0 by a factor of 1/3 8 Horizontal translation 3 units left
4 Reflection in the line 0 9 Horizontal translation 3 units right
NR A sequence of transformations that describes the changes to the graph of is

numbered , ____ , ____, _____, and ____.
24. The graph of is shown below. The graph of is obtained by

reflecting the graph of in the line . 5
 Exam
Style The number of invariant points in this transformation is:
A. 0
B. 1
C. 2
D. 3
5
19. (a) 4, 8 (b) 4.5, 16 20. D 21. +,'
22. (a) , → , so, 4, 2 → 2, 4 … and so on

(b) Two invariant points on the line
RTD Learning
(c) D: 2 ∈ ℝ6 R: 2 | 3 , ∈ ℝ6 , PowerMath
D: 2 | 3 , ∈ ℝ6 R: 2 ∈ ℝ6
(d) D: 2 | ≤ , ∈ ℝ6 or 2 | 3 , ∈ ℝ6 (e) Inverse: ±
23. ' 7 24. C
Page |90
POLYNOMIAL
FUNCTIONS
2.1 Characteristics of Polynomial Functions p. 91
2.2 Dividing Polynomials and the Remainder Theorem p. 105
2.3 The Factor Theorem p. 119
2.4 Further Analysis Polynomial Function Graphs p. 133
Chapter Review Practice p. 145
2.1 Characteristics of Polynomial Functions
You’ve already studied Polynomial functions! Remember these?
In Math 10C you studied Linear Functions And in Math 20-1 you studied Quadratic Functions
run
rise rise
U (slope)
run
W, 0 X, 0 W, 0
We saw how equations

0, & of linear functions can be … And equations of quadratic
written in the form functions can be written
ℎ,
U ) $
Where U is the slope of the Where $ is the vertical stretch, and the
line, and ) is the -intercept coordinates of the vertex are , .
Note that the linear functions can Note that the quadratic functions can
also be written in the form U V also be written in the form $ U V
Where V is the -intercept Where U, V are -intercepts
These are degree 1 Polynomial Functions These are degree 2 Polynomial Functions
Determine an equation for each of the following functions:
1 2
Hint:
The vertical stretch
2, 0 here, $, is '/
Math30-1power.com
0, 3 3, 0 1, 0
1, 2
Copyright © RTD Learning 2020 – all rights reserved Page |91

Defining Polynomial Functions
A polynomial function, such as a linear function, quadratic, or cubic, involves only

non-negative integer powers of .
Any polynomial function can be written in the form
[ [YC [Y C
@ #[ #[YC #[Y … # #C #]
Where:  W is a whole number, representing the degree of the function
 #[ to #] are real numbers, representing the coefficients, with #[
designated the leading coefficient (coeff. of the highest degree term)
This general formula may look complicated, but a few polynomial function examples should show its simplicity:
 8 This is degree 0 (constant function)
 5 4 This is degree 1 (linear), with a leading coefficient of 5
 2 4 3 This is degree 2 (quadratic), with a leading coefficient of 2

1
 B 7 1 This is degree 3 (quadratic), with a leading coefficient of 1
2
 @ 3 D
2 B
5 8 This is degree 4 (quartic), with a leading coefficient of 3
 @ 2 E D 3 6 This is degree 5 (quintic), with a leading coefficient of 2
These examples are all written in descending order of degree, where terms are arranged starting with the
highest degree term, starting with the leading coefficient. (The coefficient of the highest degree term)
Identify which of the following are polynomial functions. For each that is a polynomial function;
Worked state the degree and leading coefficient:
Example 3
(a) 6 8 (b) 3 D 2 E 3 1 (c) 5 3Z 1
Solution: (a) The middle term can be written 3 YC

, which is NOT POLYNOMIAL as exponent of is not a whole number
(b) All exponents are whole numbers, and all coefficients are real numbers. Hello, you POLYNOMIAL FUNCTION.
Degree is 5 (degree of entire poly function is that of highest degree term). Leading coefficient is . (the terms
are not in descending order of degree – the 2nd term should be re-arranged to the “front”!)
(c) The middle term can be written 3 C/B
, which is NOT POLYNOMIAL as the exponent is not a whole number
Class Example 2.11 Identifying Polynomial Functions
Identify which of the following are polynomial functions. For each that is a polynomial function; state the
degree and leading coefficient:
(a) 4 E 3 (b) 2 5 (c) 3 7 (d) 2 B 5 YC
Polynomial functions can be of any whole number degree W – but for this course we’ll only deal with
functions where W ≤ 5.
And while the coefficients can be any real number – we’ll mainly stick with integer coefficients.
Page |92 Copyright © RTD Learning 2020 – all rights reserved

Chapter 2 – Polynomial Functions
Warm-up
Exploration #2 ❶P ❶N
Use the polynomial function graphs,

listed below and graphed on the right,
to answer the following questions
Make a conjecture for #1
1 For each function listed below, the number
represents the function ___________, and the
letter (“P” or “N”) the __________________.
❷P ❷N
❶P 3 4
❶N 3 4
❷P 6 5
❷N 6 5
B
❸P 2 5 6
B
❸N 2 5 6
D B
❸P ❸N
❹P 2 6 6 22 12
❹F 2 D 6 B 6 22 12
E D B
❺P 2 16 14 63 36
E D B
❺N 2 16 14 63 36
2 Beside each function above, state the leading

coefficient.
3 What do the graphs of functions with a P next to

❹P ❹N
their number have in common? Describe the
effect on the graph.
4 What do the graphs of functions with an “N” next

to their number have in common? Describe the
effect on the graph.
❺P ❺N
5 What do the graphs of functions of even degree
have in common?
6 What do the graphs of functions of odd degree

have in common?

Classifying Polynomial Functions by Degree

3
A polynomial function can be of any whole number degree, including zero!
The graph on the right is of the constant function 3, which is a polynomial
function of degree zero.
Let’s now acquaint ourselves with some examples of polynomial functions, degree 1 through 5.
Leading coefficient is 2, which

is positive …
Degree 1 Linear Maximum Degree 2 Quadratic
point
2 3 2 3
… So graph
ends positive
(upward Domain: 2 ∈ ℝ6 Domain: 2 ∈ ℝ6
direction) Range: 2 ∈ ℝ6 Range: 2 | ≤ 4, ∈ ℝ6
End Behavior: End Behavior:
starts negative in quad III, starts negative in quad III,
ends positive in quad I ends negative in quad IV
# of intercepts: ' # of intercepts:
Neg (-) leading coefficient (-1) …

Degree 3 Cubic Degree 4 Quartic
… So graph B D
3 3 @ 9 4 12
ends negative
Domain: 2 ∈ ℝ6 Domain: 2 ∈ ℝ6
Range: 2 ∈ ℝ6 Range: 2 | 3 16.9, ∈ ℝ6
End Behavior: End Behavior:
starts positive in quad II, starts positive in quad II,
ends negative in quad IV ends positive in quad I
Minimum
# of intercepts: point # of intercepts:
Degree 5 Quintic  The functions on the left are odd degree – and the graphs
start and end in the opposite direction. For example, the
ℎ E 4 D B 16 12 degree 3 and 5 functions start positive and end negative.
Odd functions have no max or min point, must have at
Domain: 2 ∈ ℝ6 least one -intercept, and have a range 2 ∈ ℝ6.
Range: 2 ∈ ℝ6
 The functions above / on the right are even degree. As such,
End Behavior: the graphs start and end in the same direction. For example,
starts positive in quad II, the degree 4 function starts positive and ends positive.
ends negative in quad IV
Even functions have either a maximum or minimum point,
# of intercepts: ,
and the range is restricted accordingly.
If the sign of the leading coefficient is positive (see the degree 1 and 4 examples above),
Ends
the graph “ends positive”, or heading upward in quadrant I. positive
And if the leading coefficient is positive and the degree is even (as with the degree 4
example above), the graph will have a minimum point.
I wish my lead coeff.
If the sign of the leading coefficient is negative (see the degree 2, 3 and 5 examples), the wasn’t so negative
graph “ends negative”, or downward, in quad IV.
And if the leading coefficient is negative and the function degree is even (as with the
degree 2 function), the graph will have a maximum point.

There is a relationship between the degree of a polynomial function and the number of -intercepts
on the graph.
For a polynomial function of degree W; the maximum number of -intercepts is V.
 For even degree functions, there  For example, this degree 4

can be % to V -intercepts. function has no -intercepts
Now, a degree 4 function can

also have 1 -intercept … or 2 -intercepts … or 3 -intercepts To a maximum of 4
 For example, consider a degree 5 function

 For odd degree functions, there
can be ' to V -intercepts. Since it starts / ends in the opposite direction
(in this case starts positive in quad II, ands
Note (unlike the functions above), this function negative in quad IV)
must have a negative leading coefficient. (ends down) …there must be at least one -intercept
And we should know how to spot a Polynomial Function Graph!

On the previous page we saw the relationship between the degree of a
polynomial function and certain characteristics of the graph. You might next ask – Polynomial
how can we immediately tell that a graph is of a polynomial function, and not some Function
other function we study in Math 30?
And once again – great question! Cheers to your inquisitive nature.
Let’s dive into that, with a couple of key distinguishing points:
Graph can be drawn

 The first key point is that all polynomial functions have a domain 2 ∈ ℝ6.
without lifting your pencil.
That means graphs of polynomial functions:
 Have no start or end points, like, for example,  Have no vertical asymptotes or any other type of
radical function graphs. discontinuity, as with rational function graphs.
Radical 0.5 3 2 Rational 1

Function Function 2 3
Graph starts at (Domain is Graph has vertical asymptotes

this point Restricted) (again, domain is restricted)
 The second point is polynomial function graphs have no horizontal asymptotes (like
exponential functions) and there is no periodic pattern (as with some trig graphs). Exponential
So graphs will always both start and end in ENDS upward Function
(pos lead coeff.)
either an upward or downward position.
For example, this polynomial STARTS pointing

downward ^
function graph…. ℎ 1.5 3

Worked For the polynomial function @ D

3 B
7 15 18 ;
Example Without using your graphing calculator, state:
i - The start and end behavior of the graph ii - The number of possible -intercepts
iii - Whether or not the graph will have a minimum or maximum point
iv - The domain of the function and the -intercept
Use your graphing calculator to determine:
v - The -intercepts of the graph vi - The range of the function
Sol.: The degree of the function is 4; since it’s even, the graph will start and end in the same direction. And
i - since the leading coefficient is negative (that is, “-1”), the graph will end negative / heading downward.
So…. The graph starts negative in quadrant III, and ends negative in quadrant IV.
ii - Degree 4 (even), so there can be between 0 and 4 -intercepts.
iii - Even degree, graph starts / ends in the same direction. Negative leading coefficient, so which means the
graph ends negative. Therefore the graph will have a maximum point, which can be found graphically.
iv - All polynomial functions have domain 2 ∈ ℝ6. The -intercept is the same as the constant value, so %, '0
v - -intercepts are the same as the zeros of the function. vi - For the range, find the MAXIMUM,
The zero function is in CALC menu, found be entering which is also in the CALC menu.
'
Find the zeros one at a time... Note: sometimes the calc adds decimals. The range is: 2 ≤ ,. ' , ∈ ℝ6
Here, the actual value is just .
Note that the maximum is provided as an
So, -intercepts are ,% , ', % , and ,% approximate value, to the nearest hundredth.
Class Example 2.12 Characteristics of Polynomial Functions
For each of the following polynomial functions, without using your graphing calculator, state:
i - The start and end behavior of the graph ii - The number of possible -intercepts
iii - Whether or not the graph will have a minimum or maximum point
Use your graphing calculator to determine:
v - The -intercepts of the graph vi - The range of the function
(a) , + (b) , = ' +
i - Start / end i - Start / end

ii - # of -ints ii - # of -ints
iii - Max or min? iii - Max or min?
iv - Domain: iv - Domain:
-intercept: -intercept:
v - Coords v - Coords
of -ints: of -ints:
vi - Range: vi - Range:

Class Example 2.13 More Characteristics of Polynomial Functions
For the function ? = ', '0, without using your graphing calculator, state:
i - The start and end behavior of the graph
Lastly, sketch the graph on the grid below.
Label any intercepts and max / min points
ii - The number of possible -intercepts
iii - Whether or not the graph will have a

minimum or maximum point
Then, use your graphing calculator to determine:

v - The -intercepts of the graph
vi - The range of the function nearest hundredth
Class Example 2.14 Identifying Polynomial Functions
For each of the polynomial functions listed below indicate the graph number that matches.
(Use reasoning – try without using your graphing calculator)
(a) D
2 B
7 8 12
(b) E 11 B 6 28 24
(c) E D 9 B 13 8 12
(d) D 4 B 16 12
   

Applications of Polynomial Functions
In Math 20, we saw how a certain type of polynomial function, the

quadratic (degree 2) function, has applications in parabolic motion
and finance. (To name just two!)
Remember finding the maximum height of a ball? 
First – match the window to what’s given. Graph ' '+ '%%
Then – from the CALC menu,
select #4, “MAXIMUM”
Above – classic math 20 question, do you

remember how to find the max height?
Next – For “left bound”, hit anywhere

Finaly – Hit for
to the left of the max. Do the same for “right
“Guess”. The max
bound”, anywhere to the right.
value is the -coord.
The MAX should be
between these arrows.
So, the maximum height of the ball is 156.24 feet, after 3.1 seconds.
Class Example 2.15 Constructing and Analyzing a Polynomial Equation
A box is with no lid is made by cutting four squares (each with a side length “ ” from each corner of a 24 cm by
12 cm rectangular piece of cardboard.
(a) Determine a function that models

the volume of the box.
(b) Use technology to graph the function, and sketch below. Label each axis,
provide a scale, and indicate any intercepts or max / min points.
Use your graphing calculator to obtain these… you’ll need to “trial-and-error” a
suitable viewing window, indicate in your sketch below.
(c) State the domain of the function, with respect to

the “real-world” constraints of the problem.
(d) State the value of “ ” that gives the maximum

volume. (Round to the nearest hundredth)
(e) State the maximum volume of the box, (Round to

the nearest _XB )

Class Example 2.16 Constructing and Analyzing a Polynomial Equation
A box with a lid can be created by removing two congruent squares from one end of a rectangular 8.5 inch by
11 inch piece of cardboard. The congruent rectangles removed from the other end as shown. (The shaded
rectangles represent the waste, or removed portions that will not be used in the box)
(a) In the diagram below there are two congruent rectangles; one that will form the base of the box, and
one that will be the top. Complete the diagram by providing the missing dimensions (indicated with
/ ) for the base and top.
0. , 
inches 
,. , inches ,. , inches
'' inches
(b) Determine a function that models the volume of the box.
(c) Use technology to graph the function, and

sketch on the grid provided.
Label each axis, provide a scale, and indicate
any intercepts or max / min points.
Use your graphing calculator to obtain these…
you’ll need to “trial-and-error” a suitable
viewing window, indicate on the grid.
(d) State the domain of the function, with respect

to the “real-world” constraints of the problem.
(e) State the value of “ ” that gives the maximum

volume. (Round to the nearest thousandth)
(f) State the maximum volume of the box, (Round to

the nearest thousandth)
(g) State the dimensions that yield the maximum

volume. (Round to the nearest thousandth)

1. Indicate which of the following functions are polynomial functions:
(a) 3 E 3 B 2 11 6 (b) 3 B
5 ].E
2 (c) 5
(d) 4 D
2 5 YC
1 (e) 3 B 5 (f) 5^ 2
2. Indicate which of the following graphs are likely those of polynomial functions:
(a) (b) (c) (d)
(e) (f) (g) (h)
3. For each of the following polynomial functions, state each of the indicated characteristics. Try as many as you
can without graphing.
(a) B
8 11 20 (b) 5 D
(c) 2 D 6 B 14 30 36 (d) 2 3 2 1
i - Lead (a) i - (b) i - (c) i - (d) i -

Coefficient
ii - Degree ii - ii - ii - ii -
iii - Start / end iii - iii - iii - iii -

behavior
iv - Possible # of iv - iv - iv - iv -
-intercepts
v - Whether v- v- v- v-
graph has a
max or min
vi - -intercept vi - vi - vi - vi -
Page |100 Note: Page numbers are not sequential, but match the full Math 30-1 EDGE Workbook
4. For each of the following graphs, determine the indicated characteristics of the related function.
(a) (b) (c) (d)
i - Is the degree even

(a) i - (b) i - (c) i - (d) i -
or odd?
ii - Is the leading coefficient ii - ii - ii - ii -
pos (+) or neg (-)
iii - # of -intercepts iii - iii - iii - iii -
iv - Range iv - iv - iv - iv -
v - Constant term in
function equation v- v- v- v-
5. For each of the following functions, use technology to determine each of the indicated characteristics.
Note that using technology (graphing on your calc) is not required for each characteristic each time! For example, see if
you can spot the -intercepts of (c) without graphing. (And degree and -ints can always be found without graphing)
Also note: To get best results graphing on your calculator – you must practice setting your window! For most of these
you can use an -min of + and an -max of +. However, for the min and max …. use trial and error!
(You’ll want to see any relative max / min points, so ensure your window is “large enough”)
(a) B
8 11 20 (b) D
3 B
12 52 48
(c) 3 1 3 (d) 2 2 24
i - The degree (a) i - (b) i - (c) i - (d) i -
ii - The coordinates of
any -intercepts ii - ii - ii - ii -
iii - The coordinates iii - iii - iii - iii -

of -intercept
iv - The Range iv - iv - iv - iv -
Note: Where applicable, round
to the nearest hundredth.
Step-by-step solutions, along with videos and additional practice exams, can be found at math30-1edge.com
1. Polynomial functions are: (a), (c), (e) 2. Polynomial functions are: (a), (c), (d), and (f)
RTD Learning PowerMath
3. (a) i ' ii 3 iii Starts neg in quad III, ends pos in quad I iv 1 to 3 v No max or min vi %, %
(b) i ' ii 4 iii Starts neg in quad III, ends neg in quad IV iv 0 to 4* see v Graph has a max vi %, ,
note 1
(c) i ii 4 iii Starts neg in quad III, ends neg in quad IV iv 0 to 4 v Graph has a max vi %, +
see note 2
(d) i ii 5* iii Starts pos in quad II, ends neg in quad IV iv 3* see note 3 v No max or min vi %, =
Note 1: We can visualize this, as the graph of D is similar to , so visualize a “parabola” opening down and shifted
5 units up. So we know, without graphing, that there will be TWO -intercepts! 2 3 2 1
Note 2: For functions in factored form, the degree of the entire function is the sum of all exponents, so: 2 2 1 ,
Note 3: Each factor corresponds to one -intercept, so we know with certainty there are 3. There’s an invisible “1” here!
6. Without graphing (use your reasoning abilities!), match each of the following functions with its graph.
(a) E
12 B 2 27 18  
(b) D B
11 9 18
(c) E
2 D
10 B
20 9 18
(d) D B
7 13 6  
7. A package may be sent through a particular mail service only if it conforms to specific dimensions.
To qualify, the sum of its height plus the perimeter of its base must be no more than 72 inches. Also for our
design, the base of the box (shaded in the diagram below) has a length equal to double the width.
(a) In the blank on the left, state an

expression for the height ( ) of the box.
Need a hint? See the bottom of the next page.
(b) Determine a function that represents the

base
Volume of the box.
(c) Use technology to graph the function obtained (d) Provide a domain and range for your function
in (b) with a suitable viewing window. obtained in (b), with respect to the “real
Provide your sketch below, labeling any world” constraints of the problem.
max/mins and intercepts. Also fully label the
Domain: Range:
axis, what each axis represents, and a suitable scale.
(e) State the maximum volume of the box that can

be sent.
(f) State the dimensions for the box that provides

the maximum volume.

4. (a) i ODD ii NEGATIVE iii 4 -intercepts iv 2 ∈ ℝ6 v Constant term: = (represented by -intercept)
(b) i EVEN ii POSITIVE iii 3 -intercepts iv 2 | 3 '+. %, ∈ ℝ6 v Constant term: +
(c) i ODD ii POSITIVE iii 2 -intercepts iv 2 ∈ ℝ6 v Constant term: '+
(d) i EVEN ii NEGATIVE iii 3 -intercepts iv 2 | ≤ . +, ∈ ℝ6 v Constant term: 7
5. (a) i ii ,, % , , % and ', % iii %, % iv 2 ∈ ℝ6

(b) i ii , % , , % and , % iii %, 0 iv 2 | 3 '+=. %, ∈ ℝ6
(c) i ii , % , ', % and , % iii %, = iv 2 | ≤ ,. 7+, ∈ ℝ6
Note: Each factor provides an -intercept
(d) i ii , % and ,% iii %, iv 2 | ≤ . ,, ∈ ℝ6
Page |102
8. An open box is to be made by cutting out squares from the corners of an 8 inch by 15 inch rectangular sheet
of cardboard and folding up the sides. Diagram 1 Diagram 2
(a) On diagram 1 on the right, provide
expressions that represent the
length and width of the finished box.
(b) Determine a function that models

the volume of the box.
(c) Use technology to graph the function, and sketch below. Label each axis, provide a scale, and
indicate any intercepts or max / min points. Use your graphing calculator, provide a sketch below.
(d) State the domain and range of the function, with

respect to the “real-world” constraints.
(e) State the value of “ ” that gives the maximum

volume. (Round to the nearest hundredth)
(f) State the maximum volume of the box, (Round to

the nearest bWB )
(g) Provide the dimensions that yield the box of

maximum volume, (Round to the nearest hundredth)
HINT for #7(a): The perimeter of the base is: 2 2 + . As we wish for the largest volume box, we’ll use all
72 inches (sum of perimeter and height) available. So ℎ 6 72, and = + .
6. (a)  (b)  (c)  (d)  (c) 0, %=
(d) Domain is %, '
7. (a) = + Range is %, %=
Volume
(b) ` = + Max when 0 inches

Graph ' in your calculator. (f) Max Volume: %= aV
Trial-and-error to get best window. (g) '+ length 8 0 width 8 height inches
%, % ' ,%
Sketch should only show graph within
domain. (between 0 and 12)
width of box
9. The graph of @ is shown on the right. The minimum possible

degree and sign of the leading coefficient are, respectively, @
A. 4, negative
 Exam
Style
B. 4, positive
C. 5, negative
D. 5, positive
10. During a regular respiratory cycle, the volume of air (in litres) in the human lungs of an average
 Exam
Style 25-year-old can be modeled by the function c d 0.035d B 0.152d 0.173d.
Where d is the time in seconds from the start of a breath.
NR According to this model, the average length of full breath of a 25-year-old, correct
to the nearest hundredth of a second, is _____ seconds.
11. The function @ D

9 4 12 has the following transformations applied, to become :
- A vertical reflection in the -axis
- A vertical stretch about the -axis by a factor of 3/2
The range of is:
 Exam
Style
A. 2 | 3 11, ∈ ℝ6
B. 2 | 3 25, ∈ ℝ6
C. 2 | ≤ 11, ∈ ℝ6
D. 2 | ≤ 25, ∈ ℝ6
12. Refer back to the function described in question 11.

 Exam
Style
NR The -intercept of is 0, W , where W is equal to _____.

8. (a) (c) '. +=, 7%. =
(d) Domain is %,
Range is %, 7%. =
Volume
(b) ` ', 0 (e) Max when '. += inches

(f) Max Volume: 7' aV
%, % ,% (g) ''. += length 8 . += width 8 '. +=
height inches
Height
9. B 10. 5.28 11. D 12 18

.
Page |104
EXPONENTIAL and
LOGARITHMIC FUNCTIONS
3.1 Exponential Expressions & Equations p. 153
3.2 Graphs of Exponential Functions p. 163
3.3 The Logarithmic Function p. 175
3.4 Logarithm Laws p. 191
3.5 Solving Exponential Equations Using Logs,
and Applications p. 203
3.6 Logarithmic Equations and Log Scales p. 217
3.1 Exponential Expressions and Equations
Background Skills – Exponent Rules
To successfully complete this unit, and even enjoy it, we must first brush up
our sills on a concept last thoroughly visited in Math 10C – exponents.
Exponent
3838383
Base
Appears 4 times
Visit math30-1edge.com for solutions
Exponent Rules (Remember these?) to all warm-ups and class examples
Name Rule Example (simplify each)
Product of Powers &e &[ & ef[ B

8 D Answers are at the
bottom of the next
&e E page
Quotient of Powers & eY[
&[ B
 Try Each First!
Power of a Power &e [ & e[ B
Don’t peek!
Power of a Product #& e #e &e 4 D
# e #e 2
B
Power of a Quotient
& &e
Zero Exponent &] 1 7 82 g ]
1 1 1
Negative Exponents & Y[ or Y[ &[
& [ & 2YD
Y[ [ 2
Y Evaluate each of
Neg. Exp. fraction base # & these three, try w/o
& # 3 using your calc!
e
Rational Exponents &[
h
& e or
h
& e
8B

Worked Example Simplify Each of the Following Expressions

B Y
B D B 2 B D 12XYB WYC
(a) 2 3 (b) (c)
10 g 8X WY
(a) Start with 2nd bracket, apply exp. “2” (b) Start by simplifying “inside” (c) Start by simplifying “inside”
B i g Higher exp. of is on Exp. of U is higher on bottom. So start
2 9 B top (3 vs. 2). So subtract w/ V term, which is higher on top.
exponents, start w/ top  exp. of V is: '
5
 exp. of is:
Y
10 9 2 Higher exp. of is on 3WC
Square everything inside,
one at a time bottom to start. So subtract 2XE
exponents, start w/ bottom 12/8 reduces
Answer: Exp. of U is higher on bottom.
 exp. of is: +
'0 '' 0  exp. of U is:
Then, apply outside exp., “3”, to # Y[ &
Y[
87 8 + both the numerator and denom.: Next, apply the rule:

8 0 add exponents & #
2XE 2XE
5
3W 3W
Final answers should not
have negative exponents U'%
' , +
7V

Class Example 3.11 Simplifying Expressions with Exponents to all warm-ups and class examples
Simply Each of the following:

B YB
12# & B Y B
(a) 5 E B (b) 4XB W 10XWB (c) (d)
6& D 2 YC Y
Class Example 3.12 Simplifying Expressions with Exponents
Evaluate Each of these: (Try without a calculator!)

YB B
2 E Y ].E
(a) 8Y (b) (c) 8B (d) 9 (e) 25Y
3

Chapter 3 – Exponential and Logarithmic Functions
Solving Exponential Equations

We need to re-write 32 as a power of 2.
(Since the left side is a power of 2)
An exponential equation has the variable
2B^YD 2  32 can be written as ,
in the exponent, for example: Y
Now our equation consists of two power terms of the
2B^YD 2E same base.
One method to solve involves writing all 3 4 5 Since the expressions are equal, and the bases are
terms in the same base. Let’s see how equal, then the exponents must also be equal.
that works here… 3 9
To solve an exponential equation:

 Re-write all terms with the same base
 If necessary, simplify using Exponent Rules, so there is a single term on each side
 Set the exponents equal and solve
Worked Example Solve the Exponential Equation: 7 Y= = Y7
Algebraic Solution: Verify numerically on your calc: Substitute ' /

into both sides of
Re-write 9 and 27 using the same base orig. equation
^Yj ^Yk
 Same funky exp.
notation decimal
on both sides!
So equation becomes:  So our solution is verified
Solve graphically on your calculator:
^Yj ^Yk
One method is to: 1) Set Equation to zero: 9^Yj 27 ^Yk
0
First simplify each side…. 2) Graph left side , right side
2nd + TRACE to get '
CALC menu
3 ^YCD
3g^Y j multiply 3) Sol. is the -coord. of pt. of intersect
exponents
Window Note:
Once both sides are fully simplified,
set the exponents equal We don’t need a “perfect”
window setting – it’s not
2 14 6 27 crucial to even see the graphs!
4 13 So long as the
solution is within
' these values,
we’re good.
(If not, adjust)
Class Example 3.13 Solving Exponential Equations

^fB
1
For the equation: 8^f
4
(a) Solve algebraically
(b) Verify numerically and solve

graphically on your calc.

f' Y
0 '
Worked Example Algebraically solve the Exponential Equation: Y' 0
Verify numerically:
Algebraic Re-write 8, 4, and 1/8 using the same base Substitute
Solution: ^fC into orig. equation
^YB
^YC
Same value on
 both sides!
^fC
Y ^YB
So equation becomes: ^YC  So our solution is verified
Solve graphically on calc:
2B^fB
Simplify each side…. 2YB^fk
2D^Y
Then on Left Side,
subtract exponents 2B^fBYD^f 2YB^fk
&e set the exponents equal Graph: 9^Yj 27 ^Yk
0
&eY[
&[
5 3 9 ' left side right side
2 4 Solution is the -coord.
of the pt. of intersect
Class Example 3.14 Solving Exponential Equations of three terms
For the equation: 4^YC 8 ^f 16 ^YB
(a) Solve algebraically
(b) Verify numerically on your calc.
(c) Solve graphically on your calc.
Class Example 3.15 Solving Equations where the base is unknown

^f
# D^YC &B
Exam Algebraically determine the value of in the exponential equation , where
 Style
# l &, # l 0, and & l 0.
& #B
RTD Learning PowerMath

Class Example 3.16 Solving Equations where the variable is in the base
B
Algebraically solve the equation 2 3 1 YD
16 , and Worked
Solve: , ' ,
Example
verify your solution.
B First – isolate the
Sol.: 5 135
5 5
power term,
B
Goal: Get exp. of
Multiplies
27
“ ” to 1.
to 1
B Take both sides to
27 the exp. 2/3
C (reciprocal)
27 B
Applications of Exponential Equations
Finally, we explore real world situations that can be modeled using exponential equations – where some initial
value ($) has a multiplication factor ()) applied every certain period of time (?).
Worked The number of bacteria in a sample is shown to triple every 7 hours. Initially, there are 9
Example colonies present. Set up and solve an equation to determine the time it would take for the
number of colonies to reach 2187.
On formula sheet: mPeriod of time for mult. Solve on calc:
Algebraic ?
$ ) factor to be applied Use U$ % for “time” problems
Solution:
end amount Multiplication growth
initial amount (or decay) factor
The mult. factor (&) is (population triples) Use U$ greater
GROWTH: & 1
than 2187
The end amount ( ) is '0= m DECAY: 0 & 1
'0= 7 =
The initial amount (#) is 7 “ ” is the pop.,
m
And @ is = hrs = Isolate power term after “ ” hours
(time it takes for ,
m
population to triple) = Re-write 243 as a power of 3 Solution is the -coord.
m of the pt. of intersect
,
=
m , hrs
Class Example 3.17 Applications of Exponential Equations
A particularly strong investment fund has doubled in value over the past 5 years. Assuming that the fund
continues this performance, setup and algebraically solve an equation to determine how long it would take for a
$5 000 investment to grow to $80 000.

3.1 Practice Questions
1. Fully simply each of the following expressions:

B B B
B YC 5 8 4X WD
(a) 5 3 (b) E
(c)
10 6XE W
Y YD Y
27 (e) 2
(d)
3 YB E YC
2. Evaluate each, showing simplification steps: Try first without a calculator, use your calc to verify!
B
3
Y
B 25
Y 2YB
(a) (b) 81D (c) (d) Y
C
4 16 8
50

3. Use an algebraic process to solve each of the following equations. Verify your answers.
1
(a) 6BYB[ (b) 64 ^YB 16
216
1 1
(c) 3^YD 9^fC (d) B^f
· 216B^
6 216
(e) 4B^ 8^fC (f) 9 ^YD

3 ^YC
27^fC
Answers to Practice Questions on the previous page

D B
8Wg 81 C
16 64 1
1. (a) 45 (b) 4 (c) (d) g (e) 2. (a) (b) 27 (c) (d)
27Xk 4 g 9 125 20

4. Algebraically solve each of the following equations. Verify by graphing on your calculator.
^YC
1 1
^Y
3 ^fC YB 1
(a) 5 25 ^fC 125 ^Y (b) (c) 3 2
5 9 27^YB 16
^ ^ ^Y ^Y
125
Y
6
B^f
(e) 2 27 (f) 1 16 ^fC
(d)
216 5 3 8 4 8^fC
Answers to Practice Questions on the previous page and this page

3. (a) 2 (b) 11/6 (c) 6 (d) 1/6 (e) 1 (f) 12

^ f^ p ^Y
5. A student used an algebraic process to solve the equation 3 3
1 . He is able to simplify the
27B^YC 9
equation to & _ 0, where &, _ ∈ o
The value of _ is:
A. 8
 Exam
Style
B. 4
C. 2
D. 1
X
6. NR The simplified solution to the equation 16^ · 64BYB^ 64 is , where the values of X and W
W
are, respectively, ____ and ____.
7. The count of a bacteria culture is initially 60 and is doubling every 4 hours. Set up and algebraically
solve an exponential equation, to determine the amount of time it would take for the bacteria count
to reach 1920.

4. (a) 4 (b) 6 (c) 62/3 (d) 4/3 (e) 6/5 (f) 3/7

8. The foundation of a house has approximately 1200 termites. The termite population is doubling every 20
days. Set up and algebraically solve an equation to determine how long it would take for the termite
population to reach approximately 153 600.
9. An adult takes 400 mg of Ibuprofen. The half-life for the amount of Ibuprofen in a person’s system is 3 hours.
Note: This means that after 3 hrs, half of the original amount ingested remains in the body.
Set up and algebraically solve an equation to determine how long it would take for the amount of Ibuprofen
in the person’s body to decrease to 12.5 mg.

5. C 6. 67 7. 20 hours
8. 140 days 9. 15 hrs

RADICAL FUNCTIONS, RATIONAL
FUNCTIONS
4.1 The Radical Function p. 239

4.2 The Square Root of a Function p. 249
4.3 The Rational Function. 259
4.4 Further Analysis of Rational Functions p. 271
4.1 The Radical Function
As we encountered in Chapter 1, the basic radical function is .

In the first part of this chapter, we’ll get re-acquainted with this function, and
further examine some graph characteristics.
1 Complete the table of values below to all warm-ups and class examples
0 0 =0
1
4
(0, 0)
9
16
1
2 Plot the points above to sketch the graph of . Label the graph .
3 State the domain and range of the function.

Domain Range
4 Use transformations to sketch the graph of 9 on the same grid above. Label it .
0, 0 →
1, 1 →
4, 2 →
9, 3 →
16, 4 →
5 Algebraically determine the domain of , by setting what’s

under the square root sign greater than or equal to zero.
6 Algebraically confirm the -intercept of , by

setting the value of to zero and evaluating.
7 Algebraically confirm the -intercept of , by

setting the value of to zero and solving.

The basic radical function is : 16, 4

The shape is a half-parabola (sideways) 9, 3
Recall – it’s the inverse of ; 30 4, 2
1, 1
The domain is restricted as we cannot square 0, 0
root negative numbers. D: 2 | 3 0 ; ∈ ℝ6
start
The range is defined by the starting point (which point
is the minimum). R: 2 | 3 0 ; ∈ ℝ6
Using transformations, we can graph any radical function in the form $ )
We can also find graph characteristics (domain, range, and -intercepts) of functions in this form using
familiar methods shown in the example below.
Worked Use transformations to sketch the graph of 2 9 2. Then, use the equation of the
Example function to determine the domain, range, and and -intercepts.
Solution:  For the GRAPH - Construct a mapping rule

for transforming the basic graph of :
9, 2
, → 9, 2 2
0, 0 → % 9, 2 % 2 Then transform key points* 8, 0
→ 9, 2 on
5, 2
0, 4
1, 1 → 8, 0 Plot each of these and connect as a
4, 2 → 5, 2 smooth “half-parabola” curve! 7, 6
9, 3 → 0, 4
16, 4 → 7, 6
* Use points on with integer coordinates … to do so chose perfect square -coordinates.

(Use = 0, 1, 4, 9, and 16 as these all have whole number square roots.)
 For the DOMAIN – We can’t square root negatives!  For the RANGE – Unlike with domain, we must
So set whatever’s under the square root sign consider the graph.
greater than or equal to zero. Specially, we note that compared to the basic graph:
2 9 2 – There’s been a vertical reflection
So graph opens down, range will have the
930
form ≤ -coord of “start point”
3 9
– There’s been a vertical translation 2 units up
Domain is: 2 | 3 7, ∈ ℝ6 So the -coord of start point is
Range is: 2 | ≤ , ∈ ℝ6
 For the -INTERCEPT – Set the to zero in
the equation and evaluate.
 For the -INTERCEPT – Set the to zero in the
2 % 9 2 equation and solve the resulting equation.
2 9 2 % 2 9 2
Now square both sides
2 3 2 2 2 9
4 1 9 1 9 1 9
-intercept is: %, 8
-intercept is: 0, %

Chapter 4 – Radical and Rational Functions
Class Example 4.11 Sketching the Graph of a Radical Function – and Analyzing Characteristics
For each of the functions given below, use transformations to construct a mapping rule and sketch the graph.
Then, use algebraic processes (as shown on the previous page) to determine the indicated graph characteristics.
to all warm-ups and class examples
(a) , +
i Mapping Rule:
ii Domain:
iii Range:
iv -intercept:
v -intercept:
As an exact value, and to
the nearest hundredth
(b) . 0
i Mapping:
ii Domain:
iii Range:
iv -int:
v -int:

not part of actual workbook

While we must be able to algebraically determine things like domain, range, and
intercepts….
We should also be familiar with how to verify using a graphing calculator!
Let’s consider the function 0 .
 For the domain and range, we need to consider the start point.
Use to confirm the start point.
We need to “guess” on the -coord. of the start point based on the graph,
and key in TRACE … “8” to confirm.
Gives domain
graph opens left We can now see that the domain is: 2 | ≤ 0, ∈ ℝ6
so use ≤ Gives range
And the range is: 2 | 3 , ∈ ℝ6
 For the -intercept, we again use and  For the -intercept, we find the zero,
set to zero. which is in the CALC menu. (2nd + TRACE)
So the -intercept Left Bound,

click here
is %, Right
Bound
So the -int.
is +, %
Class Example 4.12 Analyzing Characteristics of a Radical Function
Use an algebraic process to find the indicated characteristics for the function 3 0.5 9 12 . Verify graphically.
i Domain:
ii Range:
iii -int:
iv -int:

Worked Given the function graphed on the right, determine

Example an equation in the form # ℎ .
Solution:  The values of ℎ, are given by the start point.

Here, the graph “starts” at 4, 1
So our equation is:
# 4 1
 Next, substitute in the coordinates of any other point on the graph to solve for “#”
Choose a point with identifiable (integer) coordinates, such as 0, 7 .
= # % 4 1 We’ve now determined ℎ, , and #. So our equation is:
6 # 4 6/2 # $ '
Verify your equation on your graphing calculator.

 Be sure to match the window in your calc with what was given.
 Verify using TRACE. Here we’ve confirmed the point 5, 10 is on the graph.
Class Example 4.13 Analyzing Characteristics of a Radical Function
Each of the following graphs represents a radical function. All points marked () have integer coordinates.
Determine an equation for each, in the form stated.
(a) In the form # ℎ (b) In the form & ℎ

1. For each of the functions given below, use transformations to construct a mapping rule for transformation
from the basic graph and sketch the graph. Then, use algebraic processes to determine the indicated
graph characteristics.
'
(a) '+ '
i Mapping Rule:
ii Domain:
iii Range:
iv -intercept:
v -intercept:
(b) . 7 '
i Mapping Rule:
ii Domain:
iii Range:
iv -intercept:
As an exact value
v -intercept:
(c) '
i Mapping Rule:
ii Domain:
iii Range:
iv -intercept:
v -intercept:

2. For each of the radical functions below, use algebraic processes to determine the indicated graph
characteristics.
(a) 7
i Domain:
i Range:
iii -intercept:
Exact value
iv -intercept:
(b) +
i Domain:
ii Range:
iii -intercept:
iv -intercept:
Exact value
(c) + '
i Domain:
ii Range:
iii -intercept:
iv -intercept:
Answers to practice questions on previous page

1 ii 2 | 3 '+ , ∈ ℝ6
1. (a) i , → 16 , 1
2 20, 2
0, 1 iii 2 | 3 ', ∈ ℝ6
12 , 0
0, 0 → 16 , 1
iv ' ,%
1
1, 1 → ' 16 , ' 1 16, 1 v %, '
2
→ 15, 0.5 And so on…
1
(b) i , → 3, 1 (c) i , → 4, 2 1
3 .
ii 2 | ≤ 3 , ∈ ℝ6 ii 2 | 3 4, ∈ ℝ6 4, 1
9 ,5 0, 2
iii 2 | 3 1, ∈ ℝ6 8/3, 0 iii 2 | ≤ 1, ∈ ℝ6
15 0, 3
iv 8/3, 0 iv 15/4, 0 ,0 5, 5
3, 1 4
v 0, 2 v 0, 3

3. For the radical function below, use algebraic processes to determine the indicated characteristics.
%. , 7 '
ii Domain:
iii Range:
iv -intercept:
v -intercept:
4. Consider the range of the radical function $ ) s, where #, &, _ ∈ o, # l 0.

Provide two possible versions of the range and provide conditions for each.
5. Provide a possible radical function that satisfies the conditions in each of the following:
(a) The domain is 4, ∞ (b) The domain is ∞, 1 (c) The domain is ∞, 0
and the range is ∞, 0 and the range is ∞, 5 and the range is 2, ∞

2. (a) i 2 | 3 9 , ∈ ℝ6 (b) i 2 | ≤ 4 , ∈ ℝ6 (c) i 2 | 3 2 , ∈ ℝ6
ii 2 | ≤ 2, ∈ ℝ6 ii 2 | ≤ 6, ∈ ℝ6 ii 2 | 3 12, ∈ ℝ6
iii 77/9, 0 iv 0, 7 iii 14, 0 iv 0, 8 6 iii 14, 0 iv no y-intercept

6. Each of the following graphs represents a radical function. All points marked () have integer coordinates.
Determine an equation for each, in the form stated.
(a) In the form & ℎ (b) In the form # ℎ
7. The graph of the radical function shown below has an equation that can be written # ℎ .
NR The value of # for the equation, correct to the nearest tenth, is ____.
 Exam
Style
8. An expression representing the zero of the function $ ) is:
 Exam A. & #
Style 4
#
B. &
4
&
C. #
2
#
D. &
2

3. i 2 | 3 9 , ∈ ℝ6 ii 2 | 3 1, ∈ ℝ6 iii 5,0 iv 0 , 0.5
4. If $ %, range is 2 ≤ _ , ∈ ℝ6 If $ %, range is 2 3 _ , ∈ ℝ6
5. (a) A possible function: (b) A possible function: (c) A possible function:
Note: “#” can be any non-zero value, such as 3 4 ' ,

9. An expression representing the -intercept of the function $ ) s ; # l 0 , & l 0, is:
 Exam
Style
A. 2& # _
B. 2# _
C. 2# _
D. 2#& _
10. An expression representing the domain of the function $ ) s ; # l 0, is:

A. 2 3 _ ⁄# , ∈ ℝ6
 Exam
Style
B. 2 3 &/2, ∈ ℝ6
C. 2 3 #/_, ∈ ℝ6
D. 2 3 2 ⁄& , ∈ ℝ6
#&
11. The graph of 4 5 3 has a -intercept at X, 0 , where the simplest fraction form of X is .
_t
NR The values of #, &, _, and t are, respectively, ____, ____, ____, and ____.
 Exam
Style
Answers to practice questions on previous page and this page

6. (a) , ' (b) ' , 7. 0.5 8. A
9. B 10. B 11. 8916

OPERATIONS on
FUNCTIONS
5.1 Adding, Subtracting, Multiplying, and
Dividing Functions p. 297
5.2 Composite Function p. 315
5.1 Adding, Subtracting, Multiplying and Dividing Functions
Functions – in our first four chapters we got in-depth on so many types of functions and their graphs!
Polynomial Exponential Logarithmic Radical Rational
(up to degree 5)
These along with functions we studied in prior Linear Quadratic Absolute Value
courses: (these were reviewed in chapter 1)
(polynomial (polynomial
degree 1) degree 2)
In this chapter we’ll apply various types of operations on these functions as well as other functions that could be
defined as just a set of ordered pairs, a graph, or a table. It will be a good review of were we’ve been so far,
while tying together some of the core function concepts studied earlier. Let’s get started….
'
Combining Functions
1 Use the graph of the three functions on the

right to complete the table below
2 Examine the table to determine

.
the relationship between the
4 –9 7 –2 values in each column.
3
2 3 State an equation for ℎ in terms .
1 of and .
0
1 4 State an equation for in 6 Add the function equations for
terms of ℎ and . and to show that ℎ is the sum.
2
3
5 Determine a slope-intercept
4 form equation for ℎ .
5
Page |297
5.1 Adding, Subtracting, Multiplying, and Dividing Functions
Two functions and can be combined as follows:

Sum of Functions can also be written
Difference of Functions can also be written
Product of Functions 8 can also be written ⋅
Quotient of Functions can also be written
We can similarly combine functions and given their graphs, by adding / subtracting / multiplying / or
dividing all corresponding function values. (That is, the -coordinates)
Worked The graphs of 2 6 and 3 ; ≤ 4 are shown

+
Example on the right.
(a) Sketch the graph of ℎ on the same grid
(b) State the simplified equation for ℎ , in terms of
(c) State the domain of the ℎ .
(d) State a simplified equation for .
; ≤4
and X Do not sketch
Solution: (a) Start with the “left-most”

on each graph.
.
Also at 5, the Keep moving right … 3
value of is 0. is the last point, beyond
that is undefined.
 When 5, the value (that is,
the y-coordinate) of is . Finished Graph!
.
So the value of ℎ at 5
 Next…. 3 3 +
is 5 5 …. '
% +
0
Continue right to the next point …  When 4, the value of
is and the value of is 7
So the value of ℎ at 4
is 4 4 …. 7
(b) Subtract the functions: ℎ 2 6 3 …. simplifies to: ; ≤3

. Include the same domain restriction as
(c) The domain of is 2 ∈ ℝ6, while the domain of is 2 | ≤ 3, ∈ ℝ6. So the graph of ℎ ,
which is based on the graphs of both and , similarly has a domain restriction. (For any greater
than 3, there are no values of , so our combined graph stops there)
(d) 2 6 3 X 2 6 3  X 6 2 18 6
simplifies to: simplifies to:
7 ; ≤3 U '0 ; ≤3 Remember the domain restriction!

Chapter 5 – Operations on Functions
Class Example 5.11 Combining Functions given their Graphs
Given the graphs of the functions 1 and 5 ,

(a) Sketch the graph of ℎ , on the same grid.
(b) State the simplified form equation of ℎ
(c) State the domain of the three functions , , and ℎ.
(d) Determine a simplified equation, in terms of , for

2 do not graph

to all warm-ups and class examples
(e) Determine a simplified equation, in terms of , for
X ⋅ do not graph
DOMAIN of Combined Functions
The domain of a combined function must contain any restriction pertaining to either original function.
Example 1: . Example 2:
4 2 5
The domain of f(x) The domain of any*

is {x R} combined function
The domain of g(x) of f and g is:
is {x|x<5, x ∈ R} {x|x<5, x R}
The domain of f(x) The domain of any*

is {x|x>–3, x ∈ R} combined function *For any combined function involving adding,
of f and g is: subtracting, or multiplying two functions
The domain of g(x)
{x|x>–3, x R}
is {x ∈ R}
*For or , we must also consider restrictions where the function in the denominator is zero.
So for the functions given by the graph in example 1…..

.
f(x)
The domain of must also exclude –1, as g(–1) is 0
g(x)
{x|x>–3, x = –1, x R}
g(x) . is zero at '

And the domain of must also exclude –2, as g(–2) is 0
f(x) is zero at
{x|x>–3, x = –2, x R}
Worked The graphs of 3 and 2 are shown on

Example the right .
(a) Sketch the graph of ⋅ on the same grid
(b) State the simplified equation for , in terms of
(c) State the domain of the .
(d) State an equation, and the domain, for ℎ
Do not sketch
(a) We graph 8 by multiplying

⋅.
all corresponding function values.
(That is, the -coordinates)
End here: .
… So the value of at
We will stick with -coordinates between
is ' 8 + , or +
5 and 5, as beyond that, the function
values become too large.
Start here:
… The -coord. on the graph of is At 4, the At 0, the value
obtained by multiplying the value of is ' of is
corresponding -cords. on and . And the value
This process is shown for 4 and 0. of is
Then here:
In your solutions you’d do this for ALL points Also at 4, the … So the value of is
that fit on the grid! ( 3, 2, 1, etc) value of is + 8 , or +
(b) Multiply the functions: 3 2 …. simplifies  +
8 .
(c) The domain of and are both 2 ∈ ℝ6. As there is no restriction, the domain of is also 2 ∈ ℝ6.
Restrict value of that would
(d) Divide the functions: Domain of is also l , ∈ ℝ6. make the denominator 0
2
Given , 5 4 and ℎ 3 1, state the domain of each combined function.
(c) (d) ℎ
(a) ℎ (b) ⋅
ℎ

Given the graphs of the functions and ,

(a) Sketch the graph of ℎ ⋅ , on the same grid.
(b) State the slope-intercept form equation for

both and .
(c) State the simplified form equation of ℎ

.
(d) State the domain of the three functions , , and ℎ.
(e) State the range of the three functions , , and ℎ. (f) State an equation, for
Do not graph. State any domain restrictions.
When to Include a domain restriction with a function equation

When a restriction on the domain is not implied by the equation itself, we must include it every time
we state the equation.
C
For example, the function above has an equation 3. But if we just left it at that, it
would incorrectly imply that the domain was 2 ∈ ℝ|
Now it’s clear that f(x) is
C not a line, it cuts off!
So, we must include the restriction immediately afterward: 3; ≤8
3 Written like this, we are not required to state any domain

Another example: Consider the function restriction – we can obtain them by factoring the denominator
9
3 1
But if we simplify …. 3 3 3
Now we have an issue! Someone looking at this function, not knowing that it came from simplifying
(canceling terms), might incorrectly assume that the only restriction is l .
So, we include restrictions anytime we write an 1
; l ±3
equation where something has been canceled 3

Worked The graphs of and are shown on the right.

Example is a linear function with a restricted domain.
(a) Use the graphs of and to sketch ℎ on the

same grid.
(b) Given that the equation 2 1, and

1, determine a simplified equation for the
combined function ℎ .
Be sure to include any domain restrictions.
(c) Determine a simplified equation for
Do no sketch. Include any domain restrictions.
Solution: The graph …
We first note that g(x) has a restricted

domain, the graph starts at –2 Finally…
At 2 the value of is 7 and the value of is
So we start there / where both So at 0 the value of ℎ is 7 9
functions are defined ….
At 3 the value of is % and the value of is
(Follow the notes counterclockwise So at 0 the value of ℎ is % 9 ,
around the graph)
And then next we see that….
Start here At 1 the value of is and the value of is
At 2 the value of is , So at 0 the value of ℎ is 9 '
Keep it going! Next we see that….
At 0 the value of is ' and the value of is '
So at 0 the value of ℎ is ' 9 ' '
… and at 2 the value of is '
Next point moving right is at –1
So then… At 1 the value of is % … and the value of is %
At 2 the value of ℎ is , 9 ' , So the value of ℎ is % 9 %
Plot a point there …. we’re on our way! (zero divided by zero means Point of discontinuity … which we will
leave for now and determine the -coord. later)
(a) Finished ' Must include the domain

Graph  (b) ; 3
' restriction in the equation
' ' Simplify by factoring

; 3 the numerator:
.
'
'; 3 , l '
And now we must also include the new restriction from
the canceled factor (can’t divide by zero)
' '
(c) ; 3 ; 3
Graph has a point ' ' '
of discontinuity at
1 ' C
; 3 2, l 1,
'

The graphs of and are shown on the right.

- is a degree two function with a restricted domain.
Its equation can be written in the form # X W ;
where # 1 and X and W are zeros.
- is a linear function with an equation X &.
(a) On the same grid, sketch the graph of ℎ
(b) Determine an equation for and .
(c) Determine a simplified equation for ℎ .

*Be sure to include any domain restrictions.
(d) Use the equation to determine the range of , and the graphs to state the range of , and ℎ .
(e) Determine an equation for the following combined functions. (Do not graph)
Be sure to include any domain restrictions.
i ii iii

not part
Copyright © RTD Learning 2020of actual
– all workbook
rights reserved Page |303
Graphing functions with restricted domains / graphing combined functions

on your graphing calculator.
 The previous example included a function with a restricted domain. You might ask – can I make a graph like
that on my graphing calculator? And the answer is yes, yes you can. Here’s the steps:
To graph 4 1 ; ≤2
Neat! Graph
- Put brackets around both the function and the restriction: “stops” at –2
- In between, we put a divided sign

- Key in to access the ≤ sign
- GRAPH your resulting, domain restricted function!
 Next up – graphing combined functions. In the previous example, we also had 1, and wished
to graph the combined function ℎ .
Y1 
To graph (with its restricted domain), , and ℎ all together:
Use the arrow up /

Combined
down keys to toggle
function Y3 
between graphs
Y2
To enter “vC ”, “v ” key in then
then select #1 function Notice that the graph of the combined function, vB , “stops” at 2 just
like the graph of vC . (Your calc knows the rules of combining functions!)
> That is: VARS … Y-VARs … FUNCTION

You can also compare the
Here we are dividing vC and v , however function values in TABLE:
we can perform any operation!
Exploring Composite Functions Using DESMOS (free online graphing tool)
Here’s how you can graph these same functions using Click on “tools” to
desmos.com adjust the window.

1. The graphs of and are shown on the right.

(b) Determine a slope-intercept form equation for and .

*Include any domain restrictions.

*Include any domain restrictions.
(d) Use the graphs to state the range of , , and ℎ .
(e) Determine an equation for the following combined functions. (Do not graph – include domain restrictions)
i ii iii ⋅
(f) Determine the range of ℎ if the domain of is restricted to 0, ∞ .
* When to include a domain restriction when stating a function equation:

Sometimes when we state the equation of a function, we are under no obligation to include a domain restriction, even if there
is one! For example, 0 has a restricted domain, but we don’t need to include it when writing the equation
because it can be “seen”. (By examining the function and seeing its radical nature, the restriction 3 8 is implied)
But consider from example 5.14. When stating that equation, 4 1 ; ≤ 2 we are obligated to
include the domain restriction of ≤ 2, because that restriction is arbitrary, it is not evident in the equation.
1
This is similar to when we cancel terms. If we express a function , we need not include “ l ±1” after.
1
1 1
But if simplify this to … we must include “ l ±1”
1 1 1
(As there is no indication from the function equation that
1 is a non-permissible value, only l 1 can be “seen”)
The bottom line
Always include a domain restriction whenever it cannot be seen in the function equation. Note that as you continue through
your practice - you will not always be reminded of this! So with that, here are few more reminders to tide you over:
Be sure to include any domain restrictions that cannot be “seen” in the function equation!

2. The graphs of 5 4 and are shown on the right.

(b) Determine a slope-intercept form equation for .
(d) Use the graphs to state the range of and ℎ .
(e) Determine an equation for the following functions. (Do not graph – state the domain for ii and iii)
i ii iii
(f) Compare the simplified equations of ℎ and .

Describe the relationship between these two functions using transformations terminology.
(g) Determine the range of ℎ if the domain of is restricted to 0, 5 .

1. (a) ; ≤4
(b) .
Divide all
Graph of h(x) stops (c) ; ≤ 4 Domain is restricted by g(x).
corresponding - where g(x) stops
coordinates (d) : ∈ℝ : 2 | 3 2, ∈ ℝ6 h: 2 | ≤ 6, ∈ ℝ6
Follow this process: Refer to the graphs for the range
ℎ 4 is '+ + (e) i + ; ≤4 (f) 2, 6
6 ii +; ≤4
6
'% iii '% 0 ; ≤4

3. The graphs of and are shown on the right.

(a) On the same grid, sketch the graph of ℎ ⋅
(b) Determine a slope-intercept form equation for and .
(c) Determine a simplified equation for ℎ and state the domain

and range.
(d) Determine an equation for the following combined functions. (Do not graph)
i ii iii
(g) Determine the range of ℎ ⋅ if the domain of is restricted to 1, 5 .

2. (a) (b) .
Simplifies:
(c) ℎ 3 5 4 + =
Subtract all
corresponding (d) : | 3 2.25, ∈ℝ h: 2 | ≤ 2, ∈ ℝ6
-coordinates ,
(e) i + = ii D: 2 | l 3, ∈ ℝ6
Follow this process:
ℎ 2 is '% iii D: 2 | l 1, l 4, ∈ ℝ6
'
2 Factor f(x) to determine domain (or … refer to graph / where is f(x) zero)
2
'
(f) Functions are vertical reflections (about the -axis) of each other
(g) Range will be =,

4. The graphs of 3 2 8 and 2 are shown.
(b) Determine a simplified equation for ℎ .
(c) Determine an equation for the following combined functions.

Do not graph. Include any domain restrictions. (obviously)
i ii
iii
(d) Determine the domain and range of
(e) Determine the domain and range of if the domain of is restricted

to 2 | 3 1, ∈ ℝ6

3. (a) (b) ' and . ,
(c) , D: ∈ℝ R: | ≤ 9, ∈ℝ
Multiply all
corresponding (d) : ∈ℝ h: 2 | ≤ 2, ∈ ℝ6
-coordinates '
(e) i + (constant function) ii iii
,
Note: for iii – domain is not essential, as we did not cancel any terms.
ℎ 2 is ' 8 = However if you did express it – you’d have 2 | l 5, ∈ ℝ6
2
2
= (f) Range would be %, 7

5. The graphs of and are shown, where is a radical function.

(a) State the domain of the following combined
functions. Do not graph.
i ii ⋅
iii iv
(b) State the range of the following combined functions.

A graph is not required but may be helpful!
i ii
(c) State the -intercept of
4. (a) 3 2 8 Factor to 3 2 8
(b) ℎ ℎ
Graph has 2 simplify: 2
PD at x=2 3 2 8 3 4 2
Divide all ℎ ℎ
2 2
corresponding
-coordinates ; l2

(c) i '% ii +
ℎ 3 is , 9 ,
' 4
3 iii ; l , l2
3 3
,
(d) F: | l 2, ∈ℝ R: 2 | l 10, ∈ ℝ6
(e) F: | 3 1, l 2, ∈ℝ R: 2 | 3 0, l 10, ∈ ℝ6

6
6. Given , z{ 8 and ℎ 5 2 , state the (i) domain and (ii) -intercept of
3
each of the following combined functions. Try answering without using graphing technology!
ℎ
(a) ℎ (b) ⋅ (c) (d)
ℎ
ℎ
(e) ℎ (f) (g)
ℎ
7. Refer to the functions described above in question 8. Determine the -intercepts of the following combined
functions: ℎ
(a) (b)
ℎ
5. (a) i | ≤5, ∈ℝ ii | ≤5, ∈ℝ

For reference …
iii | ≤5, l3, ∈ℝ iv | ≤5, l0, ∈ℝ the combined
(b) i graph:
| 3 3, ∈ℝ ii | ≤3, ∈ℝ
(c) 0, 3

8. The graphs of and are shown, where is a radical function.

(a) State the domain of the following combined
functions. Do not graph.
i ⋅
ii
iii
(b) State the range and -intercept of the following combined functions.
A graph is not required, but may be helpful!
i ⋅ ii
Range: Range:
y-intercept: y-intercept:
9. NR If 2 15 4 and is
 Exam
Style given by the graph on the right, then
the value of ⋅ 6 is _____.

6. (a) i | l 3, ∈ℝ ii 0, 7 (b) i | 8, l 3, ∈ℝ ii 0, 6
(c) i | 8, l 5/2 , ∈ ℝ ii 0, 5 (d) i | 8, l7, ∈ℝ ii 0, 5/3
(e) i | 8, ∈ℝ ii 0, 2 (f) i | l 3, l 5/2, ∈ ℝ ii 0, 2/5
(g) i | l 3, ∈ℝ ii 0, 5/2
7. (a) 7, 0 (b) 5/2, 0

10. Given 3, 4, and ℎ , state the (i) domain and (ii) -intercept of each
5
combined function. Try answering without using graphing technology!
ℎ ℎ
(a) ⋅ (b) ℎ (c) (d)
(e) (f) ℎ
11. Given z{ 1 , 2 8, and ℎ , state the (i) domain and (ii) -intercept
1
of each combined function. Try answering without using graphing technology!
ℎ ℎ
(a) ⋅ (b) ℎ (c) (d)
(e) (f) ℎ
ℎ

8. (a) i | ≤5, ∈ℝ ii | ≤5, l3, ∈ℝ iii | ≤5, ∈ℝ
⋅
For
reference …
(b) i R: | 3 4, ∈ℝ y-int: 0, 9 ii R: | 30, ∈ℝ y-int: 0, 6
9. 0

12. Given the graphs of and shown on the

right, the range of ⋅ is:
A. | 3 6, ∈ℝ
 Exam
Style
B. | ≤ 12, ∈ℝ
C. | ≤ 6, ∈ℝ
D. | 3 12, ∈ℝ
13. Given the graphs of and shown on the right, the

range of is:
A. 6, 5
 Exam
Style
B. 7, 5
C. 6, 8
D. 7, 8

10. (a) i | 3 4, ∈ℝ ii 0, 6 (b) i | l 5, ∈ℝ ii 0, 3
(c) i | l 5, l3, ∈ℝ ii 0, 0 (d) i | 4, ∈ℝ ii 0, 0
(e) i | 3 4, l3, ∈ℝ ii 0, 2/3 (f) i | 3 4, ∈ℝ ii 0, 2
11. (a) i | 1, ∈ℝ ii 0, 8 (b) i | 1, ∈ℝ ii 0, 0

(c) i | 1, l0, ∈ℝ ii 0, 5 (d) i | l ±2 , ∈ℝ ii 0, 0
(e) i | l 0, ∈ℝ ii undefined (f) i ∈ℝ ii 0, 8

14. Two functions are given as B 49 and 7. A student is asked to provide an

expression which represents the combined function , including any restriction on the domain
from any canceled factor. The student provides the correct answer as:
A. 7 ; l 0, 7
 Exam
Style
B. 7 ; l7
1
C. ; l 0, 7
7
1
D. ; l7
7
15. The graph below shows a function and the table describes a function .
.
3 8
2 undefined
1 4
0 2
1 0
2 2
3 4
 Exam NR If ℎ ⋅ , then the value of ℎ 1 is _____ .

Style
16. The graph of ℎ , shown on the right, is obtained by ℎ

combining the graphs of and .
An equation for of ℎ is:
A. ℎ
B. ℎ
C. ℎ
D. ℎ ⋅
12. B 13. A
14. C 15. 36 16. C

TRIGONOMETRIC
FUNCTIONS
6.1 Radian Measure and Arc Length p. 337
6.2 Trig Ratios of Angles in Standard Position p. 341
6.3 The Unit Circle p. 373
6.4 Graphs of Trigonometric Functions p. 391
6.5 Transformations of Sinusoidal Functions p. 409
6.6 Applications of Sinusoidal Functions p. 427
6.1 Radian Measure and Arc Length
Radians – A new Way to Measure Angles
So far in your Trig Career, you’ve dealt with problems where angles
are measured in degrees. And it’s served you well!
We define one full rotation as 360°, which likely comes from our ancestor's
observation the motion of the sun and stars followed patterns on a 365-day circle.
For simplicity, they decided to round to 360, which is a good thing, as it’s a highly composite number.
(360 is divisible by 180, 90, 60, 45, 30, etc)
That said, most of the mathematics and scientific communities use a different angular measure - radians.
Consider a circle with a radius of one. Recall that ~ is the ratio of

• 1 The circumference of this circle is: circumference of a circle to its
diameter
€ }8t € 2}• € 2} 1 circumference
}
‚ ~ M ~ diameter
} is an irrational number, it’s decimal
This ~ value is also the radian measure of form can only be approximated!
the angle •, representing one full rotation. 3.14159265358979238….
We need not include “radians” or “rads” as a unit – any

One rotation is ~ in radians. +%° ~ angle measure given without a degree symbol is assumed
to be in radians!
One radian is the measure of the angle formed by rotating the radius of a circle through an arc
equal in length to the radius.
Since one rotation is 2} 360°, dividing both sides by 2 gives:
• • '0%° ~
' rad
Dividing both sides by } gives: Dividing both sides by 180° gives:
'0%° ~
' rad ' rad
~ '0%°
One radian is approximately So, to convert from radians to degrees: And to convert from degrees to radians:
'0%° ~
equal to ,=°  Multiply the angle by  Multiply the angle by '0%°
180° 9 } ~

Convert each angle to radians: Convert each angle to degrees:

Worked Examples 5}
(a) 240° (b) 178.4° (c) (c) 6 rads
Round to the nearest hundredth 6 Round to nearest whole number
} 180°
Solutions: Multiply by to convert to radians Multiply by to convert to degrees
180° }
} }
240°} (b) '=0. ° 8 (a)
,~ 180° 180°
(a) %° 8 180° 180° 8 (b) + rads 8
180° + } }
5} 180°
8
6 }
This time, leave the “}” in, since
The “}’s” cancel out Can’t cancel “}’s” this
we’re answering as a decimal
Drop the “}” to reduce 240⁄180 time, leave in calculation
ƒ . '' rads and round answer
~ …then add
“}” back Note, this is close to “}” (3.14), ',%° ƒ °
as 178.4° is closes to 180°

Class Example 6.11 Converting angle measurements to all warm-ups and class examples
Leave answers in terms of a fraction of } for (a) and (b), round (c) to the nearest hundredth, (d) (e) and (f) to the nearest degree.
Convert each of the following angles to radians: Convert each of the following angles to degrees:
2} 9}
(a) 315° (b) 75° (c) 81.8° (d) (e) (f) 2.6 rads
3 2
Exploration 1 - Measure of Key Angles in Degrees and Radians

On the previous page we saw how one rotation, or 360°, is equal to 2}.
1 The five diagrams below show various key angles •. Use reasoning to state the measure
of each angle shown, in both degrees and radians. To get you started - the first is done!
____°
• (degrees): 360 • (degrees): ____ • (degrees): ____ • (degrees): ____
2}
• (radians): ____ • (radians): ____ • (radians): ____ • (radians): ____
2 State the measure • if the right angle from 3 … and as shown in each of these:
above is equally split as shown here….
• (degrees): „ (degrees):
____ ____
• (degrees): ____
• (radians): „ (radians):
• (radians): ____ „
• • ____ ____

Chapter 6 – Trigonometric Functions
In our study of trigonometry, we often encounter angles which are multiples of 30° or 45°.
As such, it is useful to be familiar with their angular measure in radians.
180° 90° 60° 45° 30°

Measure ~ ~ ~ ~
in radians:
~
+
90 is half of 180, so in 60 is one-third of 180, 45 is 1/4 of 180, 30 is 1/6 of 180,
radians, “half of }” so in radians, “1/3 of }” so … “1/4 of }” so … “1/6 of }”
Arc Length
Exploration 2 - Arc Length of a Circle Sector
• •  Recall how we saw that one radian is the measure of the angle formed by
' rad rotating the radius of a circle through an arc equal in length to the radius.
1 Determine the measure of one radian, in degrees.
Now, what if we doubled the arc length, without changing the radius?

# 2•
How would this affect the sector angle, •?
• ‚?
2 Use reasoning to make a prediction of the measure of the
sector angle •. How would it be affected?
 Finally, say we doubled the angle radius, whilst

keeping the sector angle • the same.
2•
3 Use reasoning to make a prediction on the length
of the sector arc. How would it be affected?
' rad

The measure of a sector angle • is equal to the ratio of the arc length and radius.
This is on your $ $ Where
formula sheet: ‚ …
… ‚ is the measure of the sector angle, in radians
‚
$ is the length of the arc around the angle
Rearranging gives a formula for arc
length: … is the length of the radius
$ …‚
$
Worked Examples Determine each missing value. (a) (b)
168° 5.8 3.6
For (a), round to the nearest tenth, ‚
for (b), round to the nearest degree. 20 cm
# #
Solutions: (a) Use • , which rearranges to $ …‚ (b) Use •
• •
} 3.6
# 20_X 168° 8 •
180 5.8
• in radians 180°
ƒ %. + ‚ ƒ +° 0.62 8
}
$ ,0. + cm this is in radians to convert to degrees
Class Example 6.12 Determining values using arc length formula
Determine each indicated missing value: 17.4 cm

(a) Determine the measure of angle •, correct to the
nearest degree. 9 cm •
(b) A pendulum swings through an angle of 40°, while forming an arc 8.4 cm in length.
Determine the total length of the pendulum, correct to the nearest tenth of a cm. 40°
8.4 cm
(c) Determine the length of the indicated arc, correct to the nearest tenth of a cm.
2}
$ 15

Page |340 not
Copyright © RTDpart of actual
Learning workbook
2020 – all rights reserved
Angles in Standard Position Exploration 3

A ,'
An angle is in standard position when its vertex is at the
origin and ray forms its initial arm is on the positive -axis. }
• 30° or
6
}
The diagram on the right shows the •, measuring 30°, or ,
6
in standard position. Its terminal arm passes through > 3, 1 .
1 In each diagram below the terminal arm is the same as for • above. Determine the measure of each angle
shown, in both degrees and radians. Hint: For (c) and (d) the angles are negative.
(a) (b) (c) (d)

> 3 ,1 > 3 ,1 > 3 ,1 > 3 ,1
2 In each shaded region, label all four quadrantal (multiple

of 90°) within one rotation of the coordinate plane.
See diagram on top of next page to confirm your answers!
3 In each diagram below the terminal arm is the same. Determine the measure of each angle shown, in both
degrees and radians..
(a) (b)
60° •
(c) (d)
• •

}
An angle is in standard position when its vertex is at the or 90°
2
origin and ray forms its initial arm is on the positive -axis.
The angle of rotation is formed by rotating a second
ray counter-clockwise, such that this terminal arm is
in any of the four quadrants. } or 180° •
0 or 2}
Angles that have the same terminal arm are called coterminal angles. Initial arm
The smallest positive coterminal angle (within the first positive rotation) is
called the principal angle.
3}
or 270°
2
The following three angles are coterminal:

Principal Angle A coterminal angle – found Another coterminal angle – this
by adding one rotation time by subtracting one rotation
,° 360°
,° 360°
%,° ',°
,°
}
Let’s look at that again, this time using RADIANS. (Starting with the principal angle, 45°, which is ):
4
~
~
} 8}
4 4
~ 7~ =~
~
~ (one rotation)
} 8}
4 4
When working with radians, students are encouraged to do all}work / “think” in radians! (As shown
above, in determining the two “closest” coterminal angles to 4 )
That said, there is always the option of working in degrees / converting! This method is shown below,
}
where we’ll again find the closest to coterminal angles to , in radians.
4
Finding the closest positive coterminal angle And finding the closest positive coterminal angle
} }
to , using the CALC / converting to degrees. to , using the CALC / converting to degrees.
4 4
Add the “}” back,

9}
this gives
4

For an angle in standard position •, coterminal angles can

be found by adding or subtracting any multiple of 360°.
(That is, adding / subtracting any number of rotations)
In the diagram on the right, •C is the principal angle,
‚ ‚' +%° •
• is a coterminal angle found by adding 360° once •C
In the diagram below, •B is a And •D is a coterminal angle
coterminal angle found by adding found by subtracting 360°
360° twice:
‚ ‚' +%° ‚ ‚' +%° '
 Any angle coterminal to ‚' can be
found by adding any (positive or
negative) multiples of 360°.
‚V ‚' +%° V
OR ‚V ‚' }, W ∈ o
Class Example 6.13 Determining coterminal angles
Determine the closest three coterminal angles for each – such that two coterminal angles are positive, and one
is negative. Sketch each given principal angle. Provide coterminal angles using the same angular measure as
given in each question.
5} }
(a) 120° (b) (c) (d) 330°
4 6
8}
Worked Example Given the angle , sketch, and determine the principal angle.
3
Solution: First find the principal angle. We do that by adding / subtracting “2}”
8} +~
multiples of one rotation (either +%°, or, in this case, ~) 
3
~ This is still not between 0 and
8}
8}  Then, sketch 2}, so we add another ~
3
3
2} +~
3
 Show one full negative
2}
rotation, plus another (negative) ~
3  principal angle
, 0~ 6} 2}
3 3
“ 2}” See next page for an alternative, calculator method

To find the principal angle,

Replace ~ with '0%° to
for an angle given 0~
8} express as 0%°
in radians such as …
3 Add rotations ( +%°) until you
Another method is to arrive at an angle between %°
first convert to degrees. and +%°
(Though once again - you are Finally, convert back to radians ~
This is
encouraged to “think” in radians!)
Class Example 6.14 Sketching rotation angles, determining principal angles
For each of the following, sketch the given rotation angle, and determine the principal angle in the same
angular measure.
13}
(a) 315° (b) (c) 17} (d) 960°
4 3
Stating coterminal angles in general form

As we’ve seen, any angle has an infinite number of coterminal angles. Each time you make a full
rotation from a terminal arm, you arrive back at the same place and can repeat the process.
Angles coterminal with a principal angle • can be expressed: ‚ ~V ; V ∈ † or ‚ +%°V ; V ∈ †
Note: V ∈ † reads “W is an element of the integers.
This is another way of saying:
Recall that integers are pos or neg whole numbers. This language
add / subtract any whole number of full rotations!
allows us to represent all possible cases for coterminal angles.
Class Example 6.15 Sketching rotation angles, determining principal angles
For each of the following angles, state the general form of all coterminal angles. (Start with the principal angle)
31} 7}
(a) 210° (b) (c)
6 4

1. Convert each of the following angles to radians. Express (a), (b), and (c) as an exact values in terms of }.
Express (d) as a decimal correct to the nearest hundredth.:
(a) 510° (b) 160° (c) 720° (d) 323.1°
2. Convert each of the following angles to degrees. Round to the nearest tenth of a degree where necessary.
5} 11}
(a) (b) 18} (c) (d) 6.8 rads (e) 2 rads
3 2
3. Determine the measure of each sector angle, •, correct to the nearest degree.
13.8
(a) (b) (c)
2.8
1.8 ‚ ‚
‚ 3
5
10.5
4. Determine the radius of each circle, correct to the nearest tenth.
(a) (b) 18 cm
11
7+°
7~
%

5. Determine the measure of each arc, correct to the nearest tenth.
(a) $ (b)
1.9
3
81°
$
2.8
+=°
Use the following information to answer questions 6.

A windshield wiper moves through a
138° angle while part way through its
first sweep of a car windshield.
The motion of the blade forms a 9.6 cm
inner arc, below which the window does 7. + cm (inner arc)
not get wiped.
' 0°
6. NR The length of the outer arc shown in the diagram, correct to the nearest cm, is _____.
 Exam
Style
7. A clock shows a time of 10:10 and 24 seconds, as shown on

the right. If the minute hand and seconds hand were
extended to the outer edge of the clock, an arc 24.9 cm in
length would be formed.
The distance between the tip of the second hand and the # 24.9 cm
outer edge of the clock is 1.2 cm.
Determine the length of the second hand, correct to the
nearest tenth of a cm. 1.2 cm
Practice Questions answers from previous page

'=~ 0~
1. (a) (b) (c) ~ (d) ,. + 2. (a) %%° (b) %° (c) 77%° (d) 07. +° (e) '' . +
+ 7
3. (a) =° (b) ',0° (c) ',7° 4. (a) +. + (b) ,. , cm

8. Determine the closest three coterminal angles for each – such that two coterminal angles are positive, and
one is negative. Sketch each given principal angle. Provide coterminal angles using the same angular
measure as given in each question.
5} 5}
(a) (b) 197° (c)
4 3
11} 2}
(d) (e) 210° (f)
6 3
5}
(g) 270° (h) } (i)
6
2}
(j) 4 rads Express coterminal angles (k) 75° (l)
to the nearest hundredth 5

5. (a) $ .= (b) '. 6. ' % 7. 15.8 cm

9. For each of the following sketch the given rotation angle, then determine a general form expression for all
coterminal angles. Provide your answers in the same angular measure given, and round (g) and (h) to the nearest
hundredth.
7} 17}
(a) 570° (b) (c) (d) 1000°
2 3
29}
(e) 5} (f) (g) 10 rads (h) 5 rads
6

' ~ '~ ~ ''~ '=~ ~ ~ ,~ ~
8. (a) , , and (b) ,,=°, 7'=°, and '+ ° (c) , , and (d) , , and
+ + +
5} 197° 5} 11}
4 3 6
(e) ,=%°, 7 %°, and 0~ ' ~ ~ (g) + %°, 77%°, and (h) ~, ,~, and ~
',%° (f) , , and 7%°
210° 2}
270° }
3
'=~ 7~ =~ (k) ' ~ ~ 0~

(j) '%. 0, '+. ,=, . 0 ,°, =7,°, and 0,° (l) , and
(i) , and
, , , ,
+ + +
5} 4 2}
75°
6 5

11}
10. An angle that is co-terminal with an angle of is:
3
}
Exam A.
 Style 3
B. 2}
3
C. 4}
3
D. 5}
3
11. An angle, •, in standard position is shown on the right. The best estimate for the value of • is:
 Exam
Style
A. 2.53
•
B. 3.75
C. 4.63
D. 5.67
12. An angle, •, in standard position is shown on the right. The best estimate for the value of • is:
 Exam
Style
A. 2.62
•
B. 3.57
C. 4.89
D. 6.07

~ ,~
9. (a) ',%° +%°V ; W ∈ o (b) ~V ; W ∈ o (c) ~V ; W ∈ o (d) 0%° +%°V ; W ∈ o
7} 17} 1000°
570° 2 3
,~
(e) ~ ~V ; W ∈ o (f) ~V ; W ∈ o (g) .= ~V ; W ∈ o (h) '. 0 ~V; W ∈ o
+
29}
5} 10 rads 5 rads
6

13. The diagram below shows various angles in standard position, such that the lines in the diagram are
symmetrical about the and -axis. Angles are based on those we saw with the special triangles.
Complete the diagram below by determining measure of each angle indicated by (), in both degrees and
radians. (The first two are started for you)
~
%° or
+
%° / +%° or ~
14. For each of the following, determine a general form expression for all coterminal angles. Provide expression in
the same angular measure as given. For (d), state the principal angle correct to the nearest hundredth.
31}
(a) 1335° (b)
6
(c) 41} (d) 20 rads

4
Practice Questions answers from previous page and this page

10. A 11. B 12. C 13. See the ANGLES only (disregard coordinates) on the completed circle on page 42
5} }
14. (a) 105° 360W ; W ∈ o (b) 2}W ; W ∈ o (c) 2}W ; W ∈ o (d) 5.13 2}W ; W ∈ o
6 4

TRIGONOMETRIC
IDENTITIES and EQUATIONS
7.1 Trigonometric Identities p. 451

7.2 Sum, Difference, and Double-Angle
Identities p. 465
7.3 Proving Trigonometric Identities p. 479
7.4 Trigonometric Equations p. 493
7.1 Trigonometric Identities

Welcome to part II of Trigonometry! We’ll now move into trigonometric identities, many basic forms of which
are listed on your formula sheet.
1 Use your graphing calculator to sketch each
of the following trigonometric functions.
Match with the correct graph on the right.
sin

cos
cos

sin
 sin cos Function # _____
Graph in radian mode,

Match your window settings
2 Refer to your formula sheet to determine a trigonometric

identity that applies to each function graphed above. Function # _____
List each here.
3 How do the graphs of both sides of an identity relate?
Function # _____
Warm-up is continued on the next page

4 Use your graphing calculator to sketch the graph of cos tan . Visit math30-1edge.com for solutions
Is the curve identical to the graph of sin ? to all warm-ups and class examples
5 Use TRACE on your calculator to input Œ⁄ .

What value of do you get? Explain.
6 Compare the graphs of  cos tan and  sin below.

How are they similar? Different?
 
7 Substitute an equivalent expression for d#W

that will allow to you to simplify _{• d#W .
8 Substitute an equivalent expression for _{d

that will allow to you to simplify •bW _{d .
An identity is an equation that is true for all defined values of the variable in the expressions on
both sides. Therefore if two expressions form an identity, they are equivalent.
For example, ' 7 is an equation, Whereas, is an identity

which is true when 4 or 2 which is true for all real values of and .
In chapter 6 we encountered some trigonometric identities:
Reciprocal Identities: Quotient Identities:

1 1 1 •bW _{•
csc sec _{d d#W _{d
•bW _{• d#W _{• •bW
Trigonometric Identities enable us to write the same expression in different ways. It is often possible to rewrite a
complicated expression using a much simpler one. In this section we will:
 Verify identities, both numerically and graphically To simplify trigonometric expression,

 Use algebraic methods to simplify trigonometric a common first step is to write all
expressions or prove identities functions in terms of •aV and s••.

Chapter 7 – Trigonometric Identities and Equations
For the equation: cos • csc • cot •

Worked
Example (a) Determine any non-permissible values, in radians.
}
(b) Numerically verify that that the equation could be an identify, using • and • 135°.
6
(c) Graphically verify that that the equation could be an identify, over the domain } ≤ • 2} .
(d) Simplify the left side of the equation to a single trigonometric expression, equal to the right.
Solutions:
Where on the unit circle is the
(a) For non-permissible values (NPVs), cos • csc • cot •
-coordinate (“sin•”) equal to 0?
we must restrict any angles • that 1 cos •
would result in dividing by zero. sin • sin •
1, 0 1, 0
So, NPV when sin • 0 • l 0, }, 2} … ~ % or ~
That is, there is a NPV at 0, then every }

‚ l V~ ; V ∈ †
cos sin
(b) Evaluate both the left side (L.S.) and i Substitute Use the unit circle to evaluate
right side (R.S.) of the equation at π trig ratios for • Œ⁄g … ~ 3 1
• : ,
the given values •. 6 + 2 2
cos sin
ii Substitute L.S. R.S.
2 2
• 135°: , } } }
2 2 cos csc cot
6 6 6
Use the unit circle ' ,°
} 1 }
for • 135° … cos
cos 6
6 sin } }
6 sin _{• is the x-coordinate
6
on the unit circle
3 1 3
· 2 •bW is the y-coordinate
L.S. R.S. 2 1
2 1
1 2 Verify on your calc…
cot 135° 3 2
cos 135° ·
sin 135° 2 1 3 
cos 135°

2 1 sin 135° 3
· 
2 2 2
2 2 Verify on your calc…
2 2 2
· 2 You must be able to verify simplifying exact unit
2 2
1   circle values.
1  (Use your calculator as a second verification)
(c) Graph C L.S. (d) Simplify the left side by
R.S. substituting known identities:


L.S. _{•• · _•_•
1
cos • ·
Verify that both the left side and the sin •
right side yield the same graph.
cos •
(note how the second graph is
sin •
sketched “over top” of the first)
Note that both graphs have a vertical asymptote (not shown in the graph ’“” ‚ (same as R.S.!)
above) at 0, then another every } W} ; W ∈ o
V.A.s at

Class Example 7.11 Verifying Trigonometric Identities
tan •
For the equation: sec •
sin •
(a) Determine any non-permissible values, in degrees.
2}
(b) Numerically verify that that the equation could be an identify, using • 30° and •
.
3
(c) Graphically verify that that the equation could be an identify, over the domain 180° ≤ • 360°.
(d) Simplify the expression on the right side of the equation to a single trigonometric expression.

Class Example 7.12 Simplifying Trigonometric Expressions
cot • sec •
For the expression
csc •
(a) Determine any non-permissible values, in radians. (b) Simplify the expression.

Investigation 2 – The Pythagorean Identity
The point P on the right lies on a unit circle.
1 Use your knowledge of the principles of the

unit circle to label the coordinates of >, in A
terms of the angle in standard position, •.
2 Construct a right triangle by drawing a line segment from > to

the -axis. •
3 Using the coordinates identified above, label all

three sides of the triangle.
4 Equate the three triangular sides using the

Pythagorean Theorem.
The Pythagorean Identity can be visualized by considering any point > on a unit circle.
Recall that any point > on the unit circle has coordinates
A _{••, •bW• cos • , sin • , where • is an angle in standard position whose
1 terminal arm passes through >.
•bW•
• The right triangle formed inside the circle has a hypotenuse of 1,
=_{•• and legs of cos • and sin • .
So by Pythagorean Theorem: cos • sin • 1
Simplifies to: s•• ‚ •aV ‚ '
Now whenever we encounter “s•• ‚ •aV ‚” in a trigonometric expression, we can substitute “'”
Similarly, we can we can substitute “' s•• ‚” with “•aV ‚”
And should we encounter “' •aV ‚”, we can substitute “s•• ‚”
Your formula sheet contains the identity 1 tan • sec •

(a) Verify the identity using • 60° (b) Show that this is related to the Pythagorean Identity by
dividing both sides by ••_ • and simplifying.

Your formula sheet contains the identity 1 _{d • _•_ •

(a) Verify the identity graphically. (b) Divide both sides of the Pythagorean Identity, _{• • •bW • 1,
by •bW •, to show it is equivalent to 1 _{d • _•_ •.
There are three forms of the Pythagorean Identity. Each is on your formula sheet
s•• ‚ •aV ‚ ' ' m$V ‚ •–s ‚ ' s•m ‚ s•s ‚
We can also re-arrange each of these to get further alternate forms.

_{• • 1 •bW • d#W • ••_ • 1 _{d • _•_ • 1
•bW • 1 _{• •
Simplify each of the following to a single trigonometric function.

(a) cos • tan • sin • (b) cos • sec • cos •

1. For each of the following trigonometric equations
i Determine any non-permissible values, in radians.

5}
ii Numerically verify that that the equation could be an identify, using • 30° and •
.
4
iii Graphically verify that that the equation could be an identify, over the domain 180° ≤ • 360°.
iv Simplify the more complex side to show that both sides are equivalent.
csc • tan • sec • cos •

(a) cos • (b) sin •
sec • tan •
2. Numerically verify the Pythagorean Identity sin • cos • 1, using • 60°.

3. Determine any non-permissible values, in radians, for each of the following expressions.
cos • cot • tan cos • sin •
(a) (b) (c)
sin • 1 cos tan • 1
sin cos
(d) (e)
2 cos 1 2 sin 1

1. (a) i N.P.V.s where cos • 0, sin • 0 iii Graphs look identical,
~ so identity is verified.
‚l V ;W ∈ o
Note that at 90°,
L.S. R.S. C is not defined (Point
ii Discontinuity), while
1 sin 30° is. So graphs are
· cos 30 °
sin 30° cos 30° not actually identical!
1
cos 30° 3

2
1 1/2
· 5}
1/2 3⁄2 1 sin •
Use a similar process with
1 4 iv L.S. : sin • · cos •
2 1
3⁄2 to get on both sides.
2 cos •
3
2· 3 3 1 cos •
Verified!  s•• ‚ 
4/3
 cos •
·
1
2
~ 1
(b) i ‚ l V ;W ∈ o ii Substiute • 30° (as shown above) to get on both sides.
2
5} 2
Substitute • to get on both sides.
4 2
iii Graph 1⁄_{• _{• /d#W 1 cos •
C 1 cos • cos •
iv L.S. : cos • cos • ·
sinx sin • cos • sin •
cos •
See that graphs are identical, except that
1 cos • sin •
C is undefined at 0°, 90°, etc. •aV ‚ 
sin • sin •
3 1 3 1
2. L.S.: sin 60° cos 60° 1
2 2 4 4

sec •
4. Given the trigonometric equation sin • ;
tan • cot •
(a) Determine any non-permissible values, in degrees.
5}
(b) Numerically verify that that the equation could be an identify, using • 60° and •
.
6
(c) Graphically verify that that the equation could be an identify, over the domain } ≤ • 2}.
(d) Simplify the more complex side to show that both sides are equivalent.
5. Simplify each of the following expressions to a single trigonometric function. Use a graphing approach to
verify the given expression is equivalent to its simplified form.
tan
(a) (b) cos • sec • (c) cod • tan •
sec tan • csc •

~ ~ ~
3. (a) ‚ l ~V ; W ∈ o (b) l ~V , V~V ; W ∈ o (c) ‚ l V~ ; W ∈ o (d) l ~V ,
and
=~ ''~ ,~
(e) l ~V , l ~V , l V~ ; W ∈ o l ~V ; W ∈ o
+ +

6. Use a Pythagorean Identity to simplify each of the following expressions to its simplest form.
sin sec cos
(a) (b) sin cot cos (c)
1 cos sin
cot sec cos

(d) (e) 1 sin 1 tan (f)
csc sin sec

4. (a) ‚ l 7%°V ; W ∈ o 1
(d) L.S. : cos •
sin • cos •
(b) Substitute • 60° to get 3/2 on both sides, cos • sin •
5}
subst. • to get 1/2 on both sides. 1
6 cos •
sin • cos •
(c) Graph C 1⁄_{• / d#W 1/d#W cos • sin • cos • sin •
•bW 1 cos • sin •
Graphs are identical, except that C is undefined 8 •aV ‚ 
cos • sin • cos •
(point discontinuity) at 0, Œ⁄ , }, …. etc
5. (a) Simplifies to: ˜™š (b) Simplifies to: ’“” ‚ (c) Simplifies to: ˜™š ‚
For each, graph C Each given expression, Simplified form to confirm graphs appear identical

7. Simplify each of the following expressions to its simplest form.
(a) cos sin (b) sin sin Hint: re-write using a

sec csc 1 cos 1 cos common denominator
(c) csc cot csc cot
cos • 1
8. The non-permissible values of • for the expression are:
tan • 1 cos • 1
}
Exam A. W} , } 2}W ; W ∈ o
 Style 4
}
B. W} , } 2}W ; W ∈ o
2
}
C. W} , }W ; W ∈ o
4
}
D. W} , }W ; W ∈ o
2

6. (a) s•s (b) s•s (c) m$V (d) •–s (e) ' (f) •aV

Use the following information to answer the next question
Each of the following trig expressions can be simplified to a numerical value, where _{•• l 0 and •bW• l 0.
cos • sin • cot • tan •
1 cot • csc • 1 2 3 cos • sec • 4
sin • cot • cos • 2 sec • csc •
9. NR The expressions, arranged from lowest to highest , are

 Exam
Style
numbered ____, ____, ____, and ____.

7. (a) ' (b) s•s (c) '
8. Answer: A Possible solution: N.P.V.s where d#W• 1, _{•• 1
} 2 2
,
4 2 2 tan ratio is “1” where the cos ratio is “–1” where 1,0 }
sin and cos ratios are equal the x-coord is –1.
2 2 5} } 5}
, • or • } … then every 2} after
2 2 4 4 4
•bW•
Note that d#W• … “ ” … then every }, to get from one
_{•• solution to the next

Use the following information to answer the next question
Each of the following expressions can be simplified to a single trigonometric function, where cos l 1,
cos l 0, and sin l 0.
sin tan sec
(a) csc cos sin (b) (c)
1 cos tan cot
10. NR Use the codes below to indicate the simplified form of each code simplified form
 Exam
Style trigonometric expression: 1 cos
The first expression, (a), simplifies to code ____ (first digit of answer), 2 sin
the second expression, (b) simplifies to code ____, (second digit) 3 tan
and the third expression, (c), simplifies to code ____. (third digit)
4 csc

9. Answer: 1342 Possible solutions for 1, 3, and 4 are provided: _{•• •bW•
•bW • _{• • 1 4 •bW• _{•
_{• • 1 NOTE: 3 1 1
1 1 2 · _{•• · •bW•
•bW • •bW • 2 Simplifies _{•• _{•• _{••
_{• • 1 to “1” •bW • _{• • 1 _{• • •bW •
1 _{•••bW• _{•••bW•
•bW • _{••
2
1 _{• • 1 1 _{•••bW•
1
•bW • _{•• _{• • •bW • _{•••bW•
•bW • ·
1 1 1 % _{•••bW• 2
•bW •
'/

cos • 4}
11. If the identity csc • sin • is verified using • , then the exact value of each side is:
sec • sin • 3
3 2 3
 Exam
Style A.
6
2 3 3
B.
6
3
C.
6
7 3
D.
6
tan • sec •
12. The trigonometric expression , where csc • l 1 , is equivalent to
csc • 1
A. tan •
 Exam
Style
B. cot •
C. cos •
D. sin •

10. Answer: 432 •bW 1
•bW
2 _{• _{•
3
1 1 _{• •bW _{•
1 · _{• •bW •bW _{• •bW _{• •bW
•bW
_{• _{• 1
_{• •bW 1 _{• _{•
•bW •bW •bW _{•
•bW _{• •bW _{• •bW _{• •bW
_{• •bW _{•
1 _{• 1 _{• •bW
•bW
·
1 •bW _{• 1 1 _{• •bW _{•
s•s ·
•bW _{• 1 _{•
code 4 •bW
•bW m$V •aV
•bW _{•
_{• code 3 code 2
11. C 12. A

PERMUTATIONS, COMBINATIONS,
AND THE BINOMIAL THEOREM
8.1 The Fundamental Counting Principal and Permutations p. 515
8.2 Problem Solving with Permutations p. 527
8.3 Combinations p. 537
8.4 The Binomial Theorem p. 551
8.1 The Fundamental Counting Principal and Permutations
Suppose you are at a restaurant that has a breakfast special, where you get
scrambled eggs, a choice of three types of protein, and a choice of two types of
toast.
Breakfast Enjoy our Scrambled Eggs, plus: Protein Choose one of: Toast Choose one of:
Special Bacon, Sausage, or Ham Wheat or Rye
1 Assuming you’ll order a complete breakfast, how many different order options do you have?
Visually show how you obtained your answer.
2 The restaurant server informs you that you can also choose between coffee or juice for your beverage.
How many different orders consisting of scrambled eggs, a protein, toast, and a beverage are possible?
3 The restaurant decides to get with the times and offer a plant-based protein option, a tofu patty. How
many complete order options are there now (including beverage), with four choices of protein?
The fundamental counting principal (also called the counting rule) is a way to determine the
number of outcomes in a problem involving different options at each stage.
If there are $ options for the first stage, then ) for the second, s for the third (and so on…)
Then the number of possible outcomes is $ 8 ) 8 s 8…

Suppose you planning an outfit for a day at the park. You have four choices for pants, three
Worked choices for tops, and will wear either either sandals or sneakers on your feet.
Example
(a) How many possible outfit (b) How many possible outfit options do you
options do you have? have if you must wear sandals?
Solution: (a) Draw a blank for each stage: (b) Start the same way. But this time, there’s
only one option for the last blank:
Label what each 8 8 '
# of options # of options sandals or
represents  pants tops must be sandals!
for pants for tops sneakers!
Indicate the number ' possible outfits
of options for each 8 8 possible
stage, and multiply: pants tops shoes outfits
Class Example 8.11 Applying the Fundamental Counting Principal
Two children, Amelia and Matteo, are each making a birthday card and have some design choices. They can choose
from blue, green, or white paper, using pencil crayons or markers for writing, and using chunky or fine glitter.
Amelia will not use green paper, as green is her least favorite colour. While Matteo has decided to use both
types of glitter, as he’s strongly in a glitter phase.
Determine the number of unique birthday card options for each child.
Fundamental Counting Principal with Restrictions
The example above involved a restriction – namely that the number of paper options for Amelia was restricted
to just two. Problems in this unit feature all sorts of interesting restrictions, to keep you on your toes! (And to
make the problems more interesting, and in need of more than just simple multiplication!)
In the following examples, watch for any restrictions, and how they affect the number of choices for any stage.
Website A has a security feature where users must choose a four-character passcode, consisting of
Worked two digits followed by two letters.
Example
The passcodes for website B are the same as for website A, except that also the first digit must be
odd, the first letter must not be O or I, and the second letter cannot be the same as the first letter.
Determine the number of passcodes that can be created for each website.
Solution: Website A: Draw four “blanks”, for each of the stages of the passcode:
There are 10 digits
'% 8 '% 8 + 8 +  Multiply the (from 0 to 9) and 26
number of options letters (from A to Z!)
1st digit 2nd digit 1st letter 2nd letter
+= +%% possible passcodes
Website B: Indicate the restriction associated with each option

, 8 '% 8 8 ,  For the first letter, there are 26 letters, minus
the two restricted letters, for a total of 24.
Must be Any digit l O or I l first letter For the 2nd letter, O and I are now okay! But
1, 3, 5, 7, or 9 whatever the first letter was is restricted, so
% %%% possible passcodes there’s one less letter to choose from.

Chapter 8 – Perms, Combs, and the Binomial Theorem
Class Example 8.12 The Fundamental Counting Principal with Repeated Options
A short quiz consists of six multiple choice questions, each with four possible answers A, B, C, or D.
(a) Determine the number of (b) Suppose the teacher told the class that the answer for question 2 was
possible answer keys for the same as question 1, which was different than question 3.
this quiz. Determine the number of possible answer keys with these restrictions.
Class Example 8.13 Counting options for digits
(a) Determine the total number of three-digit numbers

that can be made. Hint: Consider the number of options
you’d have for the first digit – could it be any digit if you’re
writing a three-digit number?
(b) Determine the number of three-digit numbers that are

lower than 500.
(c) Determine the number of odd three-digit numbers that

are lower than 500.
Class Example 8.14 License Plates
The license plates in a particular jurisdiction originally consisted of any three letters, the first of which must be
A, followed by any three digits, the first of which must be either 8 or 9.
Recently this was changed, so that currently each license plate consists of any three non-repeating letters, the
first of which must not be O or I, followed by any three digits, the first of which cannot be 1 or 0.
Determine the number of additional license plate options available after the jurisdiction made this change.

Arranging Elements in a Set of Objects
Many problems in this unit involve arranging all (or some) of the objects in a set of objects.
Two classic examples involve arranging people, and arranging letters:
How many ways can Adbel, Barack, Cecil, and How many unique arrangements can be
Dharia be seated in a row of four desks? made using the letters in the word FRUIT?
8 8 8 ' , 8 8 8 8 ' ' %
1st desk 2nd desk 3rd desk 4th desk 1st letter 2nd letter 3rd letter 4th letter 5th letter
Any of Abdel, Barrack, Cecil, or Dharia can take Option for the first letter are F, R, U, I, or T – 5 options.
the first desk – 4 options.
For each subsequent letter there is one less option, as
From there, there will be 3 students remaining for they are being used up as we proceed.
the second desk, and so on.
Notice that with each example above, we start with the number of objects we had to start, then decreased by
one as we multiplied down to 1.
The number of ways to arrange V objects is given by: W 8 W 1 8 W 2 8⋯ 81
So for the desks example above, the solution We refer to this product as V! “V factorial”
is !. For the FRUIT example, it’s ,!
You can calculate factorials on your calculator.
Use the button, and select the PROB menu 

Then select #4
Beats keying in 5 8 4 8 3 8 2 8 1
(exclamation point)
Class Example 8.15 Arranging a group of people
Four boys and four girls are to be arranged in a single row for a picture. How many ways can this be done if
the boys and girls must alternate? Hint: Consider two scenarios, start with a boy or start with a girl

Class Example 8.16 Arranging Letters
In how many ways could the letters in the word SENIOR be arranged if:
(a) The first letter must be S (b) The first and last letters must be vowels
(that is, E, I, or O)
Simplifying Factorial Notation Expressions
We saw how factorial notation allows us to concisely express long calculations.

For example, 6! 68584838281 = %
When two factorials are expressed as quotients, they can be simplified without a calculator.
(a) =! V ' !
For example (b)
,! V!
Instead of expanding all the
Start expanding 7 8 6 8 5! way down to 1, express the W 1 8 W! Expand the numerator, as
remaining product as 5! W! it’s larger.
the larger term…. 5!
… then cancel out with the
786 5! in the denominator. V ' After the W 1 , this is just W!
*Note that V ' ! W 1 8W8 W 1 8 W 2 …
this is W! (cancels out)
Class Example 8.17A Simplifying Expressions with Factorials
SET I - Simplify each of the following, to evaluate without a calculator:

8! 10! 9!
(a) (b) (c)
6! 7! 8 8 6!
SET II – Determine the simplest expression for each of the following.

W! W 1 !
(d) (e)
W 2 ! W 3 !
Class Example 8.17B Solving an Equation with Factorials
Algebraically solve W 1 !
42
the equation: W 1 !

Defining Permutations
We’ve already looked at counting the number of ways to arrange a set of objects. (Or, as below, people!)
How many ways can Adbel, Barack, Cecil, and Dharia be There are 4! ways to
seated in a row of four desks? arrange these students
 Another way of saying this is there are 24 permutations of these students
A permutation is an arrangement of all or part of a set of objects, where order matters.

For example: A, B, C and C, A, B are two different permutations of the first three letters in
the alphabet.
The 6 Permutations, or Arrangements, #, &, _ &, #, _ _, #, &
In all there are:
of the letters $, ), and s #, _, & &, _, # _, &, #
3! + permutations
Permutations of Some (not all!) of the Available Objects

Suppose 7 students are running in a race:
1. Abdel We’ve already seen how the total number of possible ways the
2. Barack students can finish, 1st through 7th place, is 7!
3. Cecil That is, there are 7! or 5040 permutations of all of the students.
4. Dharia Now, how many ways could we award a 1st, 2nd, and 3rd place medal among the 7 racers?
5. Eve
A B C D E F G
6. Francis
7. Garreth Note how if we start at “1st place” we have 7 choices,
1st 2nd 3rd
7 choices 5 choices which leaves 6 choices for 2nd, and 5 choices for 3rd.
6 choices
By Fundamental Counting Principal there are: 7 8 6 8 5 '% ways to award the medals.
Another Way to Look at This: 7! 7868584838281

The part we don’t want is 4!
This is the part we want
So, the number of permutations of the top 3 students, from a group of 7, is:
Total number
7! of students, V
Arrangements of all the students 7! 7868584838281
or… 7 3 !
“Leftover” students / we don’t want 4! 4838281
# of students being arranged, …
Note that we can put this in our calculator as: j>B
To enter in your calculator, key in
Key in then
We can verify using factorials:

The Permutation Formula
From the racing example on the pervious page, we say that the number of ways … items can be arranged, from a
larger group of V items, is:
# of ways to arrange all W items V!
# of PERMUTATIONS That is: VA…
# of ways to arrange items not wanted V … !
Consider the letters in the word OLYMPICS. Use the permutations formula to determine:
Worked
Example (a) The number of arrangements that (b) The number of arrangements that can be
can be made using all of the letters made using any three of the letters
Solution: (a) There are 8 letters (W), from (b) There are 8 letters (W), from
which we wish to arrange 8 (•). which we wish to arrange 3 (•).
8! 8!
i>i i>B
8 8 ! 8 3 !
Note that 0! is 8! # of letters not 8!
equal to 1 0! being arranged 5!
8! % % 88786 +
Defining 0!
In the example above (a), from fundamental counting principal we
know that the number of arrangements of all 8 letters is 8!
Now, in order for our [>• formula to work, we must define %! to equal 1.
 For many straightforward permutation's questions like these, we often stick with the fundamental
counting principal. (That is, we don’t often use [>• .)
For the worked example above, our solutions could look like: (a) 0! % % (b) 0 8 = 8 + +
Class Example 8.18 Fundamental Counting Problems as Permutations
A drama teacher is casting for a play with 3 roles for senior students and 2 roles for junior students. 5 senior
students and 6 juniors out. Determine the number of ways the teacher can assign the roles using:
(a) The Fundamental Counting Principal (b) Permutations
Class Example 8.19 License Plates, Revisited
License plates in a particular jurisdiction consist of three different letters followed by two different numbers. If
the digit 0 and the letters I and O are not used, determine how many distinct license plates are possible by:
(a) The Fundamental Counting Principal (b) Permutations

1. A father is preparing a pasta for his children’s meal.

- For the pasta he has a choice of spaghetti, penne, rigatoni, or orzo.
- For sauce, he has marinara (red) or alfredo (white).
- And for meat he has chicken, ground beef, or shrimp.
(a) Assuming he makes one choice each for the type of pasta, sauce, and
meat, determine the number of different meal options he can make.
(b) The dad remembers his daughter will not eat anything with white sauce.
Determine the number of meal options with this restriction.
2. A child has made an elaborate fort in his room, that has five entrances. How many ways can the child
(a) Enter and exit the fort through any entrance.
(b) Enter the fort and exit through a different entrance.
(c) Enter and exit through the same entrance.
3. Five students enter a classroom with five desks spaced in a single row.
(a) How many ways can the students be arranged in the desks?
(b) How many ways can the students be arranged, if one of the students,
Mary, takes the closest desk to the door.
4. Nine athletes line up for a race where the top three will win ribbons.
(a) How many ways can the ribbons be awarded?
(b) How many ways can the ribbons be awarded if we know

Buster will finish first?
(c) How many ways can the ribbons be awarded if we know
Buster will finish either 1st, 2nd, or 3rd?
5. A teacher gives a test where the first two questions are “True / False”, followed by 7 multiple choice
questions with possible answers A, B, C, or D.
(a) How many different answer keys are there?
(b) The teacher tells his students that true / false questions have the same
answer. Further, he mentions that the 2nd multiple choice question has a
different answer than the first multiple choice question.
Determine the number of possible answer keys with these restrictions.

6. A four-character ID code can consist of any letter other than I or O, followed by any three digits.
(a) How many unique ID codes satisfy these conditions?
(b) Suppose the conditions were changed so that the three

digits all had to be different. How many unique ID codes
would there be with this new condition added?
7. (a) Using each digit at most once, how many different even 3-digit
numbers can be made using 1, 2, 3, 4, and 5?
(b) Using each digit at most once, how many different even 3-digit
numbers greater than 500 can be made using 1, 2, 3, 4, 5, and 7?
(c) Using any digits, how many odd 3-digit numbers can be made
that are less than 500? Assume digits can be used more than once.
8. (a) How many five-digit numbers can be made that have

no repeating digits?
(b) How many odd five-digit numbers can be made?
(c) How many odd five-digit numbers can be made that

are less than 40 000?
9. The license plates in a particular jurisdiction consist of any three non-repeating

letters, where neither “I” nor “O” can be used at all, followed by any three digits,
the first of which cannot be “0” or “1”.
How many unique license plates satisfy these conditions?
10. The license plates in a different jurisdiction consist of any three letters, the first of which cannot be “I” or
“O”, followed by any four non-repeating digits, the first of which cannot be “0” or “1”.
How many unique license plates satisfy these conditions?

1. (a) 24 (b) 12 2. (a) 25 (b) 20 (c) 5 3. (a) 120 (b) 24 4. (a) 504 (b) 56 (c) 168
5. (a) 65 536 (b) 24 576

11. The letters of the word are spelled out on a fridge.

how many 5-letter arrangements can be made with those letters where:
(a) The first letter must be a “M”
(b) The first letter must be a consonant
(c) All of the letters must be consonants
(d) The first letter must be “M” and the last

letter must be a vowel
(e) The first letter must be “M”, and the second

and third letters must be vowels.
12. Monty had 3 pennies, 2 nickels, 2 quarters, and 4 loonies in his pocket.
He wishes to determine how many unique sums of money he can make with the coins. For the
pennies, he correctly reasons that he has three options; he can use 0, 1, 2, or all 3 of the coins.
If Monty applies the same reasoning to all types of coins, determine how
many different sums of money he can make, consisting of at least one coin.
13. If all of the letters in the word STANLEY are used, then the number of different arrangements that are
possible that begin and end with a consonant S, T, N, or L is given by:
A. 4! · 4! · 2
 Exam
Style
B. 4 · 5! · 3
C. 4 · 4! · 3
D. 4! · 3! · 2
14. A passcode must contain 2 digits 0 through 9 followed by any two of the 26 letters. Passcodes are
case sensitive, meaning upper and lower-case letters count as different characters.
The number of distinct passcodes that can be made is:
A. 117 000
 Exam
Style
B. 135 200
C. 238 680
D. 270 400

6. (a) 24 000 (b) 17 280 7. (a) 6 (b) 16 (c) 200 8. (a) 27 216 (b) 45 000 (c) 15 000 9. 9 715 200
10. 65 415 168

15. License plates in a particular state consist of any 3 letters, where the first or last letter cannot be I, O, or Q,
followed by any three digits, the first of which cannot be 0 or 1. Any of the 26 letters can be used,
License plates in a particular province have the same conditions as the state, however no letter and no digit
can be used more than once.
The difference between the number of different license plates possible in the state and the number possible
in the province is:
A. 1 807 616
 Exam
Style
B. 1 516 160
C. 4 008 256
D. 4 882 624
16. PINs for a login card can be formed using only the digits 1, 2, 4, 5, 7, or 9, with no repetitions.
(a) Determine the number of 4-digit PINs that can be formed.
(b) Determine the number of 5-digit PINs that can be formed.
(c) Use your results from (a) and (b) to determine the number
of PINs that can formed consisting of either 4 or 5 digits.
17. A child has five different marbles, each of different color. He is arranging the marbles in a single row.
(a) Determine the number of arrangements that can be made
using any four marbles.
(b) Determine the number of arrangements that can be made

using at least four marbles.
18. Six students (4 grade 11s and 2 grade 10s) are lined up at the school cafeteria. How many ways can
they be arranged if:
(a) Eva and Dan must be first and second in line, respectively.
(b) Eva and Dan must be first and second in line, with either
of them in the first spot.
(c) The first two students must be grade 11s.

Disregard restriction from (a)

11. (a) 360 (b) 1800 (c) 120 (d) 120 (e) 24 12. 4 8 3 8 3 8 5 1 '=7
13. B 14. D

19. Express each of the following factorial expressions in simplest form, then evaluate.
7! 12! 49!
(a) (b) (c)
5! 9! 3! 50!
20. Simplify each of the following. (Do not expand – leave answers in product form)
W! W 2 ! W 1 !
(a) (b) (c)
W 1 ! W! W 1 !
21. Use the formula for [>• to determine the simplified form of:
(a) [> (b) [>[YC (c) [>[Y
22. Algebraically solve each equation:

W 1 !
(a) 5 (b) [> 42
W!

15. C 16. (a) 360 (b) 720 (c) 1080 17. (a) 120 (b) 240 18. (a) 24 (b) 48 (c) 288
19. (a) 7 8 6 (b) 2 8 11 8 10 % (c) '⁄,% 20. (a) V (b) V V ' (c) '/ V V
1
21. (a) W W 1 (b) W! (c) W!
2
22. (a) W 1 5  V (b) W!⁄ W 2 ! 42  W W 1 42  V =

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3 – Exponential and Logarithmic Functions Chapter Review 145

For example, a function can be

Here we subtract 3 from And we subtract 2 from *

2 units Graph horizontally And vertically

Another way we can look at this is to apply replacements:

 To horizontally translate the graph 3  To vertically translate the graph 2

We can similarly think of reflections with replacements.

 To horizontally reflect,  To vertically reflect,

We can optionally simplify to: Now divide both sides by 1

Replacing “ ” with “ ” is identical to “making the entire right side negative”

 Vertical reflection about the -axis

And replacing “ ” with “ ” is identical to “adding to the function”

 Vertical translation units units

1 On the same grid, construct a new graph of

4 Describe the location and coordinates of any

5 Use your graphing calculator to confirm the equation of is: 2 4 1

1 On the same grid, construct a new graph of

The graph of  4 is shown on the right.

1 Use your graphing calculator to help sketch the graphs

2 Explain the effect of the “2” and “0.5”

3 Describe the location and coordinates of

The graph of  4 is shown on the right.

1 Use your graphing calculator to help sketch the graphs

2 Explain the effect of the “2” and “0.5”

The graph of a function , transformed to $ , $

All points on the graph of # %,

For example, the graph of a function 4 1

8, 1 4, 1 Which can be simplified to: 1/2 8 2

In the transformation → # &

The vertical stretch is “$” The horizontal stretch is “'/)”

Class Example 1.31 Stretching a Graph Visit math30-1edge.com for solutions

Given the graph of on the right,

(b) State the location of any invariant points.

(c) Compare the domain and range of and .

Class Example 1.32 More Graph Stretching

Given the graph of on the right,

(b) State the location of any invariant points.

(c) Compare the domain and range of

Worked The graph of + , is shown on the right.

Sol: (a) Equation in terms of : .

Class Example 1.33 Applying a Stretch and Reflection to a Function Equation

A function 5 8 has a range of 2 3 8, ∈ ℝ6. A function is obtained by reflecting the

(b) State the range of .

Class Example 1.34 Applying a Stretch to a Function Graph and Equation

The graph of 7 is shown. The graph of is

(a) Sketch the graph of . Be sure to indicate

(b) Determine an equation for ,

(c) State the location and coordinates

(d) State the range of both and .

The graph of 7 is again shown below.

(e) Sketch the graph of ℎ . Be sure to indicate the

(f) Determine an equation for ℎ ,

(g) State the location and coordinates

Class Example 1.35 Applying a Stretch to a Function Graph and Equation

The graph of + ' is shown on the right.

(b) Determine an equation for