BK Chap09

Rational Expressions
and Equations
Chapter Overview and Pacing
PACING (days)
Regular Block
LESSON OBJECTIVES Basic/ Basic/
Average Advanced Average Advanced
Multiplying and Dividing Rational Expressions (pp. 472–478) 1 1 0.5 0.5
• Simplify rational expressions.
• Simplify complex fractions.
Adding and Subtracting Rational Expressions (pp. 479–484) 2 2 1 1
• Determine the LCM of polynomials.
• Add and subtract rational expressions.
Graphing Rational Functions (pp. 485–491) 1 2 0.5 1
• Determine the vertical asymptotes and the point discontinuity for the graphs of (with 9-3
rational functions. Follow-Up)
• Graph rational functions.
Follow-Up: Graphing Rational Functions
Direct, Joint, and Inverse Variation (pp. 492–498) 2 2 1 1
• Recognize and solve direct and joint variation problems.
• Recognize and solve inverse variation problems.
Classes of Functions (pp. 499–504) 1 1 0.5 0.5
• Identify graphs as different types of functions.
• Identify equations as different types of functions.
Solving Rational Equations and Inequalities (pp. 505–512) 2 3 1.5 1
• Solve rational equations. (with 9-6
• Solve rational inequalities. Follow-Up)
Follow-Up: Solving Rational Equations by Graphing
Study Guide and Practice Test (pp. 513–517) 1 1 0.5 0.5
Standardized Test Practice (pp. 518–519)
Chapter Assessment 1 1 0.5 0.5
TOTAL 11 13 6 6
Pacing suggestions for the entire year can be found on pages T20–T21.
470A Chapter 9 Rational Expressions and Equations

Timesaving Tools
™
All-In-One Planner
and Resource Center
Chapter Resource Manager See pages T12–T13.
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517–518 519–520 521 522 SC 17 9-1 9-1 17
523–524 525–526 527 528 567 9-2 9-2 18
529–530 531–532 533 534 567, 569 GCS 43 9-3 9-3 balance, metric measuring cup,
graph paper
(Follow-Up: graphing calculator)
535–536 537–538 539 540 GCS 44, 9-4 9-4

SC 18,
SM 123–126
541–542 543–544 545 546 568 9-5 9-5 string, grid paper
547–548 549–550 551 552 568 9-6 9-6 (Follow-Up: graphing calculator)
553–566,
570–572
*Key to Abbreviations: GCS Graphing Calculator and Speadsheet Masters,

SC School-to-Career Masters,
SM Science and Mathematics Lab Manual
Chapter 9 Rational Expressions and Equations 470B

Mathematical Connections
and Background
Continuity of Instruction Multiplying and Dividing
In this lesson students look at some familiar
ideas from fractions and apply them to rational expres-
sions. One idea is that a fraction is undefined if the
Prior Knowledge denominator is zero. To extend that idea, students
Students have simplified rational numbers, examine polynomials that are the denominators of
written equivalent rational numbers, and rational expressions and use their skill in factoring to
found least common denominators. They have identify values of variables for which the denominator
graphed functions from tables of values and would be zero. Students extend another idea to rational
expressions, simplifying fractions, by finding common
they have explored functions whose graphs
factors in the numerator and denominator, and replac-
are lines or other shapes. Also, they have ing the quotient of those factors with 1. As another
solved linear and polynomial extension of simplifying, students identify factors of the
equations. form a b and b a in the numerator and denominator
of a rational expression, and replace the quotient of
those factors with 1. The ideas of multiplying or
dividing fractions and simplifying complex fractions
have direct extensions. To multiply two rational expres-
This Chapter sions, students divide the product of the numerators by
the product of the denominators; to divide by a rational
Students extend basic arithmetic operations to
expression, they multiply by the reciprocal of that
rational expressions and extend solving equa- expression; and to simplify a complex fraction involving
tions to rational equations and inequalities. rational expressions, they rewrite it and treat it as a
They graph rational functions and identify division expression.
discontinuities in the graphs. They investigate
equations that represent direct, inverse, and Adding and Subtracting
joint variation. They look at graphs of various Rational Expressions
shapes, including continuous curves, discon- Students continue to look at familiar ideas from
tinuous curves, and lines, and associate each fractions and extend those ideas to rational expressions.
graph with a specific kind of For the idea of a least common multiple, students factor
function. two or more polynomials. They write each factor of
either of the given polynomials, with each factor having
an exponent that indicates the maximum number of
times that factor appears in any one of the given poly-
nomials. Another familiar idea is writing two fractions
Future Connections as equivalent fractions with a common denominator. To
extend this idea to rational expressions, students find
Students will extend operations on rational the LCM of the given denominators and rewrite each
expressions to finding powers and roots of rational expression as an equivalent expression whose
rational expressions. They will continue to denominator is that LCM. The ideas of adding and sub-
study situations involving direct or inverse tracting fractions are extended to rational expressions
variation, and they will extend the study of by writing the rational expressions with a common
denominator (again, the common denominator is the
joint variation to variables with exponents.
LCM of the given denominators) and then adding or
Also, they will continue to see how the shape subtracting the numerators.
of a graph is used to classify the function
represented by the graph.
470C Chapter 9 Rational Expressions and Equations

Graphing Rational Functions Classes of Functions
In this lesson (and the next two) students use In this lesson students organize information
graphs to examine properties of functions. This lesson learned previously about graphs and functions. Given
introduces graphs of rational functions, which are func- the graph of a line, they describe that line as the graph
tions whose numerator and denominator are both of a constant function, a direct variation function, or
polynomials. To look at values of x for which the de- the identity function; if a line has a hole, they identify
nominator and thus the function is undefined, students it as the graph of one type of rational function. Given
study two kinds of rational functions. In one kind, the a graph that is a continuous curve, they describe that
denominator is a factor of the numerator; for example, curve as the graph of a quadratic function or a square
(x 1)5 (2x 1)(3x 2)(5x 3) root function. Also, they relate V-shaped graphs to
f(x) or g(x) . These
x1 (2x 1)(5x 3) absolute value functions and relate discontinuous
functions can be simplified, and the graph of the sim- graphs to greatest integer functions, inverse variation
plified function is a continuous curve. However, there functions, and rational functions.
are one or more values of the variable for which the
denominator of the original polynomial is zero. These Solving Rational Equations
values, called point discontinuities, represent places
when the function is undefined. Students explore and Inequalities
these types of functions by reducing the function, In this lesson students return to the topics of the
graphing the reduced function, and identifying the chapter’s first two lessons and solve equations involv-
“holes” in the graph. Another kind of rational expres- ing rational expressions. In general, the first step is to
sion is one in which the entire denominator is not a multiply both sides of the equation by the least com-
factor of the numerator. For these functions, each mon denominator of all the denominators. The result is
value of the variable for which the denominator is to rewrite the original equation as an equation with no
zero is associated with a vertical asymptote on the denominators; the new equation can be solved using
graph. Students explore these functions by identify- familiar methods for solving linear or polynomial
ing all the vertical asymptotes, and then using tables equations. Students apply these methods to several
of values and the asymptotes to graph the function. kinds of word problems. One kind is “work problems,”
in which one complete job is the sum of partial jobs,
Direct, Joint, and each partial job being the quotient of some number of
time units divided by a per-unit rate. Another kind is
Inverse Variation “rate problems,” in which a total duration is the sum of
In this lesson students examine graphs for two smaller durations, each one being the quotient of
two-variable equations that represent two types of distance divided by rate. Also in this lesson students
relationships. For variables x and y and constant k, the explore rational inequalities by finding values that
y make the denominator equal to 0, solving a related
relationship y kx (also written as x k) is called
equation, and identifying intervals on the number line.
direct variation. The graph of a direct variation is a
line; the line goes through the origin (0, 0) and has
k
slope k. The relationship y (or xy k) is called
x www.algebra2.com/key_concepts
inverse variation; its graph is a hyperbola. Students
explore direct and inverse variation by finding the Additional mathematical information and teaching notes
constant or a missing value of a variable for a given are available in Glencoe’s Algebra 2 Key Concepts:
type of variation or by stating the type of variation Mathematical Background and Teaching Notes,
for a given graph or set of values. Students also which is available at www.algebra2.com/key_concepts.
explore the relationship y kxz among the variables The lessons appropriate for this chapter are as follows.
x, y, and z and constant k. Students explore this type • Simplifying Rational Expressions (Lesson 35)
of variation, called joint variation, by using given • Multiplying Rational Expressions (Lesson 36)
values to find the value of the constant or a missing
value of a variable. • Dividing Rational Expressions (Lesson 37)
• Rational Expressions with Unlike Denominators
(Lesson 38)
Chapter 9 Rational Expressions and Equations 470D

and Assessment
Type Student Edition Teacher Resources Technology/Internet
Ongoing Prerequisite Skills, pp. 471, 478, 5-Minute Check Transparencies Alge2PASS: Tutorial Plus
INTERVENTION
484, 490, 498, 504 Quizzes, CRM pp. 567–568 www.algebra2.com/self_check_quiz

Practice Quiz 1, p. 484 Mid-Chapter Test, CRM p. 569 www.algebra2.com/extra_examples
Practice Quiz 2, p. 498 Study Guide and Intervention, CRM pp. 517–518,
523–524, 529–530, 535–536, 541–542, 547–548
Mixed pp. 478, 484, 490, 498, 504, 511 Cumulative Review, CRM p. 570
Review
Error Find the Error, pp. 481, 509 Find the Error, TWE pp. 481, 509
Analysis Unlocking Misconceptions, TWE pp. 474, 486, 494
Tips for New Teachers, TWE pp. 478, 484, 487, 498,
504, 511
Standardized pp. 473, 476, 478, 484, 490, TWE p. 473 Standardized Test Practice
Test Practice 498, 503, 504, 511, 517, Standardized Test Practice, CRM pp. 571–572 CD-ROM
518–519 www.algebra2.com/
standardized_test
Open-Ended Writing in Math, pp. 477, 484, Modeling: TWE pp. 498, 504
Assessment 490, 498, 503, 511 Speaking: TWE p. 478
Open Ended, pp. 476, 478, 482, Writing: TWE pp. 484, 490, 511
ASSESSMENT
488, 495, 501, 509 Open-Ended Assessment, CRM p. 565

Chapter Study Guide, pp. 513–516 Multiple-Choice Tests (Forms 1, 2A, 2B), TestCheck and Worksheet Builder
Assessment Practice Test, p. 517 CRM pp. 553–558 (see below)
Free-Response Tests (Forms 2C, 2D, 3), MindJogger Videoquizzes
CRM pp. 559–564 www.algebra2.com/
Vocabulary Test/Review, CRM p. 566 vocabulary_review
www.algebra2.com/chapter_test
Key to Abbreviations: TWE = Teacher Wraparound Edition; CRM = Chapter Resource Masters
Additional Intervention Resources TestCheck and Worksheet Builder

The Princeton Review’s Cracking the SAT & PSAT This networkable software has three modules for intervention
The Princeton Review’s Cracking the ACT and assessment flexibility:
• Worksheet Builder to make worksheet and tests
ALEKS • Student Module to take tests on screen (optional)
• Management System to keep student records (optional)
Special banks are included for SAT, ACT, TIMSS, NAEP, and
End-of-Course tests.
470E Chapter 9 Rational Expressions and Equations

Reading and Writing
in Mathematics
Intervention Technology Glencoe Algebra 2 provides numerous opportunities to
Alge2PASS: Tutorial Plus CD-ROM offers a incorporate reading and writing into the mathematics
complete, self-paced algebra curriculum. classroom.
Algebra 2 Alge2PASS Lesson Student Edition

Lesson
• Foldables Study Organizer, p. 471
9-1 17 Simplifying Rational Expressions • Concept Check questions require students to verbalize
9-2 18 Operations with Rational Functions and write about what they have learned in the lesson.
(pp. 476, 481, 488, 495, 501, 509, 513)
ALEKS is an online mathematics learning system that • Writing in Math questions in every lesson, pp. 477, 484,
adapts assessment and tutoring to the student’s needs. 490, 498, 503, 511
Subscribe at www.k12aleks.com. • WebQuest, p. 502
Teacher Wraparound Edition

Intervention at Home • Foldables Study Organizer, pp. 471, 513
• Study Notebook suggestions, pp. 476, 481, 488, 495,
Log on for student study help. 501, 509
• For each lesson in the Student Edition, there are Extra • Modeling activities, pp. 498, 504
Examples and Self-Check Quizzes. • Speaking activities, p. 478
www.algebra2.com/extra_examples • Writing activities, pp. 484, 490, 511
www.algebra2.com/self_check_quiz • ELL Resources, pp. 470, 477, 483, 489, 496, 503,
• For chapter review, there is vocabulary review, test 510, 513
practice, and standardized test practice.
www.algebra2.com/vocabulary_review Additional Resources
www.algebra2.com/chapter_test
• Vocabulary Builder worksheets require students to
www.algebra2.com/standardized_test
define and give examples for key vocabulary terms as
they progress through the chapter. (Chapter 9 Resource
Masters, pp. vii-viii)
For more information on Intervention and • Reading to Learn Mathematics master for each lesson
Assessment, see pp. T8–T11. (Chapter 9 Resource Masters, pp. 521, 527, 533, 539,
545, 551)
• Vocabulary PuzzleMaker software creates crossword,
jumble, and word search puzzles using vocabulary lists
that you can customize.
• Teaching Mathematics with Foldables provides
suggestions for promoting cognition and language.
• Reading and Writing in the Mathematics Classroom
• WebQuest and Project Resources
For more information on Reading and Writing in

Mathematics, see pp. T6–T7.
Chapter 9 Rational Expressions and Equations 470F
Notes Rational Expressions
and Equations
Have students read over the list
of objectives and make a list of
any words with which they are
not familiar. • Lessons 9-1 and 9-2 Simplify rational expressions.
Key Vocabulary
• Lesson 9-3 Graph rational functions. • rational expression (p. 472)
• Lesson 9-4 Solve direct, joint, and inverse • asymptote (p. 485)
variation problems. • point discontinuity (p. 485)
• Lesson 9-5 Identify graphs and equations as • direct variation (p. 492)
different types of functions. • inverse variation (p. 493)
Point out to students that this is • Lesson 9-6 Solve rational equations and
only one of many reasons why inequalities.
each objective is important.
Others are provided in the
introduction to each lesson.
Rational expressions, functions, and equations can be used to solve

problems involving mixtures, photography, electricity, medicine, and
travel, to name a few. Direct, joint, and inverse variation are important
applications of rational expressions. For example, scuba divers can use
direct variation to determine the amount of pressure at various depths.
You will learn how to determine the amount of pressure exerted on the
ears of a diver in Lesson 9-4.
NCTM Local
Lesson Standards Objectives
9-1 2, 6, 8, 9, 10
9-2 2, 6, 8, 9, 10
9-3 2, 6, 8, 9, 10
9-3 2, 6, 8
Follow-Up
9-4 1, 2, 6, 8, 9, 10
470 Chapter 9 Rational Expressions and Equations
9-5 2, 6, 8, 9, 10
9-6 2, 6, 8, 9, 10
9-6 2, 6
Follow-Up
Vocabulary Builder ELL
The Key Vocabulary list introduces students to some of the main vocabulary terms
Key to NCTM Standards: included in this chapter. For a more thorough vocabulary list with pronunciations of
1=Number & Operations, 2=Algebra, new words, give students the Vocabulary Builder worksheets found on pages vii and
3=Geometry, 4=Measurement, viii of the Chapter 9 Resource Masters. Encourage them to complete the definition
5=Data Analysis & Probability, 6=Problem of each term as they progress through the chapter. You may suggest that they add
Solving, 7=Reasoning & Proof, these sheets to their study notebooks for future reference when studying for the
8=Communication, 9=Connections, Chapter 9 test.
10=Representation
Prerequisite Skills To be successful in this chapter, you’ll need to master This section provides a review of
these skills and be able to apply them in problem-solving situations. Review the basic concepts needed before
these skills before beginning Chapter 9.
beginning Chapter 9. Page
references are included for
For Lesson 9-1 Solve Equations with Rational Numbers additional student help.
Solve each equation. Write your answer in simplest form. (For review, see Lesson 1-3.)
8 4 1 27 6 4 3 12 5 Prerequisite Skills in the Getting
1. x 2. t 3. a Ready for the Next Lesson section
5 15 6 14 7 9 10 25 8
6 2 9 6 3 7 at the end of each exercise set
4. 9m 5. b 18 16 6. s
7 21 8 7 4 8 review a skill needed in the next
1 5 1
7. r 2
2 1
8. n 7 10
4 5 1
9. r 1
lesson.
3 6 2 3 2 5 6 24
For Prerequisite
For Lesson 9-3 Determine Asymptotes and Graph Equations Lesson Skill
Draw the asymptotes and graph each hyperbola. (For review, see Lesson 8-5.) 9-2 Solving Equations (p. 478)
(x 3)2 (y 5)2 y2 (x 4)2 (x 2) (y 3)2
10. 1 11. 1 12. 1 9-3 Graphing Hyperbolas (p. 484)
4 9 4 1 4 25
10–12. See margin. 9-4 Solving Proportions (p. 490)
For Lesson 9-4 Solve Proportions 9-5 Special Functions (p. 498)
Solve each proportion. 9-6 Least Common Multiples of
3 r 8 5 6 m Polynomials (p. 504)
13. 12 14. 10 15. 15
4 16 16 y 8 20
t 5 5 5 6 3 b 1
16. 17. 15 18. 4
3 24 8 a 18 4 6 2 Answers
v 12 7 1 2 3 1
19. 6 20. 28 21. 7 10. y
9 18 p 4 5 z 2
O
x
Make this Foldable to help you organize what you learn about
rational expressions and equations. Begin with a sheet of plain
1
8 " 11" paper.
2
Fold Cut and Label
(x 3)2 (y 5)2
1
4 9
Fold in half Rational

Open. Cut along the
lengthwise leaving
s
second folds to make three

on
s
s
ion
ion
11.
ssi
a 1 12 '' margin at the y

at
ct
tabs. Label as shown.

pre
u
n
Eq
Fu
Ex
top. Fold again

in thirds.
y2 (x 4)2
1
4 1
Reading and Writing As you read and study the chapter, write notes and examples O x
for each concept under the tabs.
Chapter 9 Rational Expressions and Equations 471
12.
TM
y
Organization of Data with a Concept Map Concept maps are 10
8
visual study guides that allow students to view main ideas or key
6 (x 2)2 (y 3)2
words and use them to recall and organize what they know and 4 1
4 25
For more information what they have learned. Begin by writing Rational on the base of 2
about Foldables, see the Foldable and the words Expressions, Functions, and Equations O
Teaching Mathematics on the tabs of the concept map. Under the tabs of their Foldable, 10 6 2 2 4 6x
2
with Foldables. have students take notes, define terms, record concepts, and write 4
examples. Students can check their responses and memory by
reviewing their notes under the tabs.
Chapter 9 Rational Expressions and Equations 471

Lesson Multiplying and Dividing
Notes Rational Expressions
• Simplify rational expressions.
1 Focus • Simplify complex fractions.
Vocabulary are rational expressions Add

5-Minute Check • rational expression used in mixtures? x lb of
peanuts.
Transparency 9-1 Use as a • complex fraction
The Goodie Shoppe sells candy and
quiz or review of Chapter 8. nuts by the pound. One of their items
is a mixture of peanuts and cashews. 8 lb of peanuts
Mathematical Background notes This mixture is made with 8 pounds of
5 lb of cashews
are available for this lesson on peanuts and 5 pounds of cashews.
13 lb of nuts
8 8
p. 470C. Therefore, or of the mixture is
85 13
peanuts. If the store manager adds an
are rational expressions additional x pounds of peanuts to the
used in mixtures? 8x
mixture, then of the mixture
13 x
Ask students: will be peanuts.
• How can the term rational
expression help you recall what
it means? The word “rational” SIMPLIFY RATIONAL EXPRESSIONS A ratio of two polynomial expressions
contains the word “ratio.” 8x
such as is called a rational expression . Because variables in algebra represent
13 x
• What does it mean to say that 6 real numbers, operations with rational numbers and rational expressions are similar.
is the GCF of 12 and 30? It is the To write a fraction in simplest form, you divide both the numerator and
greatest integer that divides into denominator by their greatest common factor (GCF). To simplify a rational expression,
both 12 and 30 without a remainder. you use similar properties.
Example 1 Simplify a Rational Expression

2x(x 5)
a. Simplify .
2 (x 5)(x 1)
Look for common factors.
1
2x(x 5) 2x x5 10
How is this similar to simplifying ?
(x 5)(x2 1) x2 1 x 5 15
1
2x
Simplify.
x2 1
b. Under what conditions is this expression undefined?

Just as with a fraction, a rational expression is undefined if the denominator is
equal to 0. To find when this expression is undefined, completely factor the
original denominator.
2x(x 5) 2x(x 5)
x2 1 (x 1)(x 1)
(x 5)(x2 1) (x 5)(x 1)(x 1)
The values that would make the denominator equal to 0 are 5, 1, or 1. So the
expression is undefined when x 5, x 1, or x 1. These numbers are called
excluded values.
Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 9 Resource Masters School-to-Career Masters, p. 17 5-Minute Check Transparency 9-1
• Study Guide and Intervention, pp. 517–518 Teaching Algebra With Manipulatives Answer Key Transparencies
• Skills Practice, p. 519 Masters, p. 272
• Practice, p. 520 Technology
• Reading to Learn Mathematics, p. 521 Alge2PASS: Tutorial Plus, Lesson 17
• Enrichment, p. 522 Interactive Chalkboard
0470-519D Alg 2 Ch09-828000 11/22/02 10:45 PM Page 473
Standardized Example 2 Use the Process of Elimination

Test Practice Multiple-Choice Test Item 2 Teach
x2 x 12 SIMPLIFY RATIONAL
For what value(s) of x is undefined?
2 x 7x 12
A 4, 3 B 4 C 0 D 4, 3
EXPRESSIONS
In-Class Examples Power
Point®
Read the Test Item
You want to determine which values of x make the denominator equal to 0. 1
3y(y 7)
Solve the Test Item a. Simplify .
2(y 7)(y 9)
Look at the possible answers. Notice that if x equals 0 or a positive number, 3y

Test-Taking Tip x2 7x 12 must be greater than 0. Therefore, you can eliminate choices C and D. y 9
2
Since both choices A and B contain 4, determine whether the denominator equals
Sometimes you can save
0 when x 3. b. Under what conditions is this
time by looking at the
expression undefined?
possible answers and x2 7x 12 (3)2 7(3) 12 x 3
eliminating choices, rather when y 7, y 3, or y 3
than actually evaluating an 9 21 12 Multiply.
expression or solving an
0 Simplify.
Teaching Tip Ask students to
equation. explain why division by zero is
Since the denominator equals 0 when x 3, the answer is A. undefined.
2 For what value(s) of p is

p2 2p 3
Sometimes you can factor out 1 in the numerator or denominator to help undefined? B
simplify rational expressions. p2 2p 15
A5 B 3, 5
Example 3 Simplify by Factoring Out –1
C 3, 5 D 5, 1, 3
z2w z2
Simplify . 2a
a4b 4
z3 z3w 3 Simplify 3 . a
z2w z2 z2(w 1)
3 2a a b
Factor the numerator and the denominator.
z3 z3w z3(1 w)
1 1
Teaching Tip Point out that
z2(1)(1 w) rational expressions are usually
z3(1 w)
w 1 (w 1) or 1(1 w)
used without specifically exclud-
z 1
ing those values that make the
1 1
or Simplify. expression undefined. It is under-
z z
stood that only those values for
which the expression has
meaning are included.
Remember that to multiply two fractions, you first multiply the numerators and
then multiply the denominators. To divide two fractions, you multiply by the
multiplicative inverse, or reciprocal, of the divisor.
Multiplication Division
1 1
5 4 522 3 9 3 14

6 15 2335 7 14 7 9
1 1 1 1
327
2 or 2
33 9 733
1 1
Interactive
2
3 Chalkboard
The same procedures are used for multiplying and dividing rational expressions. PowerPoint®
Presentations
www.algebra2.com/extra_examples Lesson 9-1 Multiplying and Dividing Rational Expressions 473
This CD-ROM is a customizable
Microsoft® PowerPoint®
presentation that includes:
Standardized Example 2 Make sure students know to study only the • Step-by-step, dynamic solutions of
denominator to determine the values that make the each In-Class Example from the
Test Practice expression undefined. In this example, the numerator is Teacher Wraparound Edition
irrelevant.
• Additional, Your Turn exercises for
each example
• The 5-Minute Check Transparencies
• Hot links to Glencoe Online
Study Tools
Lesson 9-1 Multiplying and Dividing Rational Expressions 473

Point®
Multiplying Rational Expressions
4 Simplify each expression. • Words To multiply two rational expressions, multiply the numerators and the
7y2 denominators.
8x 1
a. 3 3 • Symbols For all rational expressions ba and dc, ba ⭈ dc ba
c
, if b 0 and d 0.
21y 16x 6x 2y d
5a 4c 24bc2 2ac 3
b. 3 2
2
Dividing Rational Expressions
12b 15a b 3b
• Words To divide two rational expressions, multiply by the reciprocal of the
10ps2 5ps divisor.
5 Simplify . 4ds • Symbols For all rational expressions ba and dc, ba ⫼ dc ba ⭈ dc abd
3c2d 6c2d2 c
,
if b 0, c 0, and d 0.
Teaching Tip To help students
understand why division is
equivalent to multiplying by the
reciprocal, discuss simple
The following examples show how these rules are used with rational expressions.
examples such as this: dividing
18 marbles between 2 people
means that each person gets Study Tip Example 4 Multiply Rational Expressions
one-half, or 9, of the marbles. Alternative Method Simplify each expression.
When multiplying rational 2
4a 15b
expressions, you can a. 3
5b 16a
multiply first and then
1 1 1 1 1
divide by the common 4a 15b2 22a35bb
factors. For instance, in Factor.
5b 16a3 5b2222aaa
Example 4, 1 1 1 1 1
4a 15b 2 60ab 2 3b
3 .
5b 16a 80a 3b Simplify.
22aa
Now divide the numerator
3b
and denominator by the 2 Simplify.
common factors. 4a
3 1 b 2
8t s 15sr
b. 2
60 a b 2 3b
2 5r 3 2
12t s
80 a3 b 4a
4 a2 1 1 1 1 1 1 1 1 1 1
8t2s 15sr 222tts35sr
Factor.
5r2 12t3s2 5rr223tttss
1 1 1 1 1 1 1 1 1
2
Simplify.
rt
Example 5 Divide Rational Expressions

4x2y 2xy2
3 3
Simplify
15a b 3. 5ab
4x2y 2xy2 4x 2y 5ab3
3 3 3 3 3 2 Multiply by the reciprocal of the divisor.
15a b 5ab 15a b 2xy
1 1 1 1 1 1 1 1
22xxy5abbb

35aaabbb2xyy Factor.
1 1 1 1 1 1 1 1
2x
Simplify.
3aay
2x
Simplify.
3a2y
Unlocking Misconceptions
• Simplifying the Quotient of Opposites Help students understand
why the quotient of (x y) and (y x) is 1 by pointing out that
these two expressions are opposites (or additive inverses) just as are
2 and 2.
a
• Division by Zero By definition, c if a bc. If students think
b
6 6
0, use the definition to show 0 if 6 0 0, which is false.
0 0

These same steps are followed when the rational expressions contain numerators
and denominators that are polynomials. In-Class Example Power
Point®
Example 6 Polynomials in the Numerator and Denominator 6 Simplify each expression.

k3 k2 4k 3
Simplify each expression. a. . 1
x 2x 8 3x 3
2 k1 2 1k
a.
x 4x 3
2 x2 2d 6 d3
1 1 b.
x2 2x 8 3x 3

(x 4)(x 2)
3(x 1) Factor. d d2
2 2 d 3d 2
Study Tip x2 4x 3 x 2 (x 3)(x 1) (x 2)
1 1 2(d 1)
Factor First 3(x 4)
Simplify. d1
As in Example 6, (x 3)
sometimes you must 3x 12
Simplify.
factor the numerator x3
and/or the denominator
a2 a a 12
2
first before you can b. 2 SIMPLIFY COMPLEX
simplify a quotient of a3 a 9
rational expressions. a2 a2 a 12

a2

a2 9
Multiply by the reciprocal of the divisor.
FRACTIONS
a3 a2 9 a 3 a2 a 12
1
(a 2)(a 3)(a 3)
1 In-Class Example Power
Point®
TEACHING TIP Factor.
(a 3)(a 4)(a 3) x2
Have students replace a 1 1
9x2 4y 2
with a value such as 2.

a2 Simplify. 7 Simplify
x3
Then simplify both a4
a2

a 12
a2

2y 3x
a3 a2 9
a2 1 1
and . The values or
a4 x(3x 2y) x(3x 2y)
are the same.
SIMPLIFY COMPLEX FRACTIONS A complex fraction is a rational
expression whose numerator and/or denominator contains a rational expression.
The expressions below are complex fractions.
a 3 m2 9 1 2
p
5 t 8

3b t5 3m

3
4
12 p
Remember that a fraction is nothing more than a way to express a division problem.
For example, 2 can be expressed as 2 5. So to simplify any complex fraction,
5
rewrite it as a division expression and use the rules for division.
Example 7 Simplify a Complex Fraction

r2

r2 25s2
Simplify .
r

5s r
r2

r2 25s2 r2 r

r 2 2 Express as a division expression.
r 25s 5s r

5s r
r2 5s r
2 Multiply by the reciprocal of the divisor.
2r 25s r
1 1
r r(1)(r 5s)

(r 5s)(r 5s)r Factor.
1 1
r r
or Simplify.
r 5s r 5s

3 Practice/Apply Concept Check 1. OPEN ENDED Write two rational expressions that are equivalent.
1. Sample answer: 2. Explain how multiplication and division of rational expressions are similar to
4 4(x 2) multiplication and division of rational numbers. See margin.
,
6 6(x 2)
Study Notebook 2d 5 2 is sometimes, always, or never true. Explain.
3. Determine whether
3d 5 3
Have students— Never; solving the equation using cross products leads to 15 10, which is
never true.
• add the definitions/examples of
Guided Practice Simplify each expression.
the vocabulary terms to their 6y3 9y2 3y 2
45mn3 9m
4. 5. a b 1 6.
GUIDED PRACTICE KEY
Vocabulary Builder worksheets for a2 b2 a b 2y 5y 12 y 4
2
20n7 4n4
Exercises Examples
Chapter 9. 7.
3c
2a2 3bc2 5 21 5
8. 3 12x
3t 6 14t 14 6
9. 5
4–6 1, 3
• add the Key Concepts in this 5b2c 8a2 20b 16x2 4x 7t 7 5t 10
7–10 4–6
lesson to their notebook, adding 11, 12 7 c3d3 2y

13 2 12p 2 6p 6 6p 3 a y2 4 2y (y 2)
their own examples for each one. 10.
4(p 1)2

2p 10
11.
xc2d cd 2x 12.
3

3(y 2)

• add the Test-Taking Tip to their p5 ax 2 y2 4y 4

list of test-taking tips for review as p1
y4
they prepare for standardized tests. Standardized 13. Identify all of the values of y for which the expression is
y2 4y 12
• include any other item(s) that they Test Practice undefined. D
A 2, 4, 6 B 6, 4, 2 C 2, 0, 6 D 2, 6
find helpful in mastering the skills
in this lesson.
★ indicates increased difficulty
Practice and Apply
Homework Help Simplify each expression.
For See 3mn4 n 2
About the Exercises… Exercises Examples
30bc 5c
14. 2
12b 2b
15.
21m2n2 7m
14 –21 1, 3
Organization by Objective 22–35 4–6 (3x2y)3 (2rs2)2 s
• Simplify Rational 36–41 7 16. 2
2 3x 4y
9x y
17.
12r2s3 3

42, 43, 50 2
Expressions: 14–35 5t 5 5 c5 1
18. 19.
• Simplify Complex Fractions: Extra Practice t2 1 t 1 2c 10 2
36–41 See page 847.
y2 4y 4 y 2 a2 2a 1 a 1
20. 21.
Odd/Even Assignments 3y2 5y 2 3y 1 2a2 3a 1 2a 1
Exercises 14–43 and 46–47 are 3xyz 6x2 3x 2 4ab 14c2 4bc
22. 2 23. 2
structured so that students 4xz 3y 2y 21c 18a 27a
9 p3 p
24. f
practice the same concepts 3
25. 2p2
5d 15df 2q 4q
whether they are assigned
2x3y
4zxy xy xy 3 b 3
2 xz
odd or even problems. 5
26. 3 27. 22
z 8y a3 ab x y
Assignment Guide 3t t2
2
28. 2 3
4w 4 1
29.
4
t2 t 3 w1 3
Basic: 15–37 odd, 43, 47–70
4t2 4 3t 3 2 3p 21 p2 7p
Average: 15–43 odd, 44, 45, 30. 2 2 1
31.
9(t 1) 2t 2 3 p 49 3p
47–70 5(x 3) 5x 10x 75 2x 10x 28
2 2 w2 11w 24 w2 15w 50 w 3
32. 32. 33.
Advanced: 14–42 even, 44–46, 2(x 1) 4x 24x 28
2 2 x 7x 10 w2 18 w 80 w2 9w 20 w 4
48–64 (optional: 65–70) r2 2r 8 r 2 3(r 4) a2 2a 15 a2 4 2(a 5)
34. 35.
r2 4r 3 3r 3 r 3 a3 2 (a 2)(a 2)
Answer
2. To multiply rational numbers or
rational expressions, you multiply Differentiated Instruction
the numerators and multiply the
denominators. To divide rational Intrapersonal Have students think about what aspects of multiplying
numbers or rational expressions, and dividing rational expressions they find most challenging. Have them
you multiply by the reciprocal of write a paragraph explaining why, and what steps they can take to help
the divisor. In either case, you can their challenges or confusions.
reduce your answer by dividing the
numerator and the denominator of
the results by any common factors.
m3 p3 mn NAME ______________________________________________ DATE ____________ PERIOD _____
Study Guide andIntervention
Intervention,
3n n mn
3
2q 5 9-1 Study Guide and
★ 36. 37. 2p 38. p. 517 (shown) and p. 518
m

4 m p 2 m2 n2 m2 n2
Multiplying and Dividing Rational Expressions
9 n2 Simplify Rational Expressions A ratio of two polynomial expressions is a rational
4q 5 expression. To simplify a rational expression, divide both the numerator and the
denominator by their greatest common factor (GCF).
a c a c ac
Multiplying Rational Expressions For all rational expressions and , , if b 0 and d 0.
xy 6y 2 6
b d b d bd
5x2 5x 30

a c a c ad
2x y
Dividing Rational Expressions For all rational expressions and , , if b 0, c 0, and d 0.
b d b d bc
2x y 8y 2 8y 45 15x 4
★ 39. 40. y1 41. Example
Lesson 9-1
xy 2x y 3y 3 6
x
x2 3 Simplify each expression.
4x 12 a.
24a5b2
2x y 4y2 4 y
4 (2ab)
1 1 1 1 1 1 1 1 1
24a5b2 2223aaaaabb 3a
2
(2ab)4 2222aaaabbbb 2b
1 1 1 1 1 1 1 1 1
2d(d 1)
42. Under what conditions is undefined? d 2, 1, or 2 b.
3r2s3
4
20t2
(d 1)(d 4)
3
2 5t 9r s
1 1 1 1 1 1 1
3r2s3 20t2 3rrsss225tt 22ss 4s2
2
5t4 9r3s 5tttt33rrrs 3rtt 3rt
1 1 1 1 1 1 1
x2 8x 16 x2 2x 8
a2 ab b2 c.
undefined? a b or b
2x 2 x1
43. Under what conditions is 2
2 a b x2 8x 16 x2 2x 8

x2 8x 16 x1
2x 2 x1 2x 2 x2 2x 8
1 1
(x 4)(x 4)(x 1) x4

2(x 1)(x 2)(x 4) 2(x 2)
1 1
Exercises
BASKETBALL For Exercises 44 and 45, use the following information.
Simplify each expression.
At the end of the 2000–2001 season, David Robinson had made 6827 field goals out 1.
(2ab2)3

2a2b 2
2.
4x2 12x 9 3 2x x2 x 6 x 2
3.
4 20ab 5 9 6x 3 x 6x 27 x 9
2
of 13,129 attempts during his NBA career. 3m3 3m 4m5 c2 3c c2 4c 5 c
4. 2m 2(m 1) 5.
6m4 m1 c2 25 c2 4c 3 c 5
44. Write a fraction to represent the ratio of the number of career field goals made (m 3)2 m3 9m 6xy4 18xz2 y 5
6. m 7. 3
to career field goals attempted by David Robinson at the end of the 2000–2001 2 m 6m 9
2 m 9 25z5 5y 15z
season. 682
7 8.
4
16p2 8p 1

514p
4p2 7p 2
7p
9.
2
2m 1
m 3m 10
4m2 1
4m 8
p(4p 1)
13,129
2(p 2)

4
(2m 1)(m 5)
45. Suppose David Robinson attempted a field goals and made m field goals during
NAME ______________________________________________
517 DATE ____________
GlPERIOD
Al _____
the 2001–2002 season. Write a rational expression to represent the number of Gl
Skills
/M G
Practice,
Hill
p. 519 and
b 2
9-1 Practice (Average)

career field goals made to the number of career field goals attempted at the end Practice,
Multiplyingp.
and520 (shown)
of the 2001–2002 season. m
6827
Dividing
13,129 a 1.
9a2b3

1 (2m3n2)3
5 4
2.
4m 4n 2 10y2 15y 2y 3
3.
Basketball Online Research Data Update What are the current scoring statistics of
4 4 2
27a b c 3a bc 18m n 9 35y 5y 7y 1
2
2k2 k 15 2k 5 25 v2 v5
4. 5.
After graduating from the your favorite NBA player? Visit www.algebra2.com/data_update to learn more.
2 k 9 k3 2 3v 13v 10 3v 2
U.S. Naval Academy, David x4 x3 2x2 x 2

6.
2u3y
7.
25x3
5
5ux 2
x4 x3 x 15xz5 14u2y2 21yz
Robinson became the NBA
ay 4 2 n5 n2 6n 1
8.
Rookie of the Year in 1990. 46. GEOMETRY A parallelogram with an area of 6x2 7x 5 square units has a 6 ya 3
9.
n6
8 2 n n
He has played basketball in base of 3x 5 units. Determine the height of the parallelogram. 2x 1 units ay w2 n2
10.
wn ya
nw x2 5x 24
11.
6x 2x2

5x2
8x

5x
2
3 different Olympic Games.
x5 1
25x2 5x 1 a5y3 a3w2 a 2w 2
Source: NBA 12.
10x 2
2 x 10x 25 2(x 5)
13. 5 2
7 2
47. GEOMETRY Parallelogram L has an area (3x 1) m
wy w y y
of 3x2 10x 3 square meters and a

3
24x2 xy xy x2 y2 1

2xy 3
14. 15.
w2 w5 3w 6 3 2(x y)
height of 3x 1 meters. Parallelogram M L 16.

3x 6

6x2 12x 2
17.
2s2 7s 15

s2 10s 25 2s 3
x 9 4x 12 x(x 3) (s 4) s4 (s 4)(s 5)
has an area of 2x2 13x 20 square
2 2
(x 4) m
2x 1
meters and a height of x 4 meters.

b1 18.
9 a2

2a 6 5
4x
19.
x 2x 1
2 a 5a 6 5a 10 2 4x
x
Find the area of rectangle N. b2 N x3 23
x2 9

M x 2 2x 4
(2x2 x 15) m 2
4 x2 2x
20. 2(x 3) 21.
3x

3

(x 2)
x(x 2)
8 x2 4x 4
22. GEOMETRY A right triangle with an area of x2 4 square units has a leg that
measures 2x 4 units. Determine the length of the other leg of the triangle.
x 2 units
x2 3x 10
23. GEOMETRY A rectangular pyramid has a base area of square centimeters
2x
(a2 5a 6)1 (a 3)1 1 and a height of
x2 3x
.
centimeters. Write a rational expression to describe the
48. CRITICAL THINKING Simplify 2 x 5x 6
(a 2)2 (a 2)2 a 2 x5

volume of the rectangular pyramid. cm3
6
Gl NAME
/M G ______________________________________________
Hill 520 DATE ____________
Gl PERIOD
Al _____
b 2
49. WRITING IN MATH Answer the question that was posed at the beginning of Reading
9-1 Readingto
to Learn
Learn Mathematics
Mathematics, p. 521 ELL
the lesson. See pp. 519A–519D. Multiplying and Dividing Rational Expressions
Pre-Activity How are rational expressions used in mixtures?
Read the introduction to Lesson 9-1 at the top of page 472 in your textbook.
How are rational expressions used in mixtures? • Suppose that the Goodie Shoppe also sells a candy mixture of chocolate
mints and caramels. If this mixture is made with 4 pounds of chocolate
4
Include the following in your answer: mints and 3 pounds of caramels, then

7 of the mixture is
3

• an explanation of how to determine whether the rational expression mints and 7 of the mixture is caramels.
Lesson 9-1
• If the store manager adds another y pounds of mints to the mixture, what
representing the nut mixture is in simplest form, and fraction of the mixture will be mints?
4y
8x
7y
• an example of a mixture problem that could be represented by .
13 x y Reading the Lesson
1. a. In order to simplify a rational number or rational expression, factor the
www.algebra2.com/self_check_quiz Lesson 9-1 Multiplying and Dividing Rational Expressions 477 numerator and denominator and divide both of them by their
greatest common factor .
b. A rational expression is undefined when its denominator is equal to 0 .
To find the values that make the expression undefined, completely factor
the original denominator and set each factor equal to 0 .
NAME ______________________________________________ DATE ____________ PERIOD _____
2. a. To multiply two rational expressions, multiply the numerators and
Enrichment,
9-1 Enrichment p. 522 multiply the denominators.
b. To divide two rational expressions, multiply by the reciprocal of
the divisor .
Reading Algebra 3. a. Which of the following expressions are complex fractions? ii, iv, v
In mathematics, the term group has a special meaning. The following 3 z1 r2 25

numbered sentences discuss the idea of group and one interesting example 7 8 r5 z 9
i. ii. iii. iv. v.
of a group. 12 5 r5 z r5

16 3
01 To be a group, a set of elements and a binary operation must satisfy four
b. Does a complex fraction express a multiplication or division problem? division
conditions: the set must be closed under the operation, the operation
How is multiplication used in simplifying a complex fraction? Sample answer:
must be associative, there must be an identity element, and every
element must have an inverse.
To divide the numerator of the complex fraction by the denominator,
multiply the numerator by the reciprocal of the denominator.
02 The following six functions form a group under the operation of
1
composition of functions: f1(x) x, f2(x) , f3(x) 1 x,
x
Helping You Remember
(x 1) x 1
f4(x) , f5(x) , and f6(x) . 4. One way to remember something new is to see how it is similar to something you
x (x 1) (1 x)
already know. How can your knowledge of division of fractions in arithmetic help you to
03 This group is an example of a noncommutative group. For example, understand how to divide rational expressions? Sample answer: To divide rational
f3 f2 f4, but f2 f3 f6. expressions, multiply the first expression by the reciprocal of the
04 Some experimentation with this group will show that the identity second. This is the same “invert and multiply” process that is used when
element is f1. dividing arithmetic fractions.
05 Every element is its own inverse except for f4 and f6, each of which is the
f h h

4x
Standardized 50. For what value(s) of x is the expression
2 undefined? C
4 Assess Test Practice A 1, 1 B 1, 0, 1 C 0, 1

x x
D 0 E 1, 2
51. Compare the quantity in Column A and the quantity in Column B. Then
Open-Ended Assessment determine whether: A
Speaking Have students explain A the quantity in Column A is greater,
the procedures and cautions for B the quantity in Column B is greater,
multiplying and dividing rational C the two quantities are equal, or
expressions, demonstrating with D the relationship cannot be determined from the information given.
examples.
Column A Column B
a2 3a 10 a2 a 6

Intervention a2 a3
New Encourage
students who
are having
difficulty with Maintain Your Skills
these problems to use several
steps, writing each one below Mixed Review Find the exact solution(s) of each system of equations. (Lesson 8–7)
52. x2 2y2 33 53. x2 2y2 33
the previous one, and keeping
each line equivalent to the one x2 y2 19 2x x2 y 2 9
(1, 4), (5, 2) , 22)
( 17
above. Caution them to make Write each equation in standard form. State whether the graph of the equation is
only one change per step. a parabola, circle, ellipse, or hyperbola. Then graph the equation. (Lesson 8–6)
1 54. y2 3x 6y 12 0 55. x2 14x 4 9y2 36y
54. x (y 3)2
3 54–55. See margin for graphs.
1; parabola
Determine whether each graph represents an odd-degree function or an even-
Getting Ready for (x 7) 2 degree function. Then state how many real zeros each function has. (Lesson 7–1)
55.
Lesson 9-2 9 56. f (x ) 57. f (x ) 58. f (x )
(y 2)2
PREREQUISITE SKILL Students 1;
1
will add and subtract rational
expressions in Lesson 9-2. As hyperbola
O x O x O x
with equations containing frac-
tions, students will find common
denominators, combine like
terms, and simplify equations. even; 2 odd; 3 even; 0
Solve each equation by factoring. (Lesson 6–3)
Use Exercises 65–70 to determine 1 1
59. r2 3r 4 1, 4 60. 18u2 3u 1 , 61. d2 5d 0 0, 5
your students’ familiarity with 6 3
solving equations containing 62. ASTRONOMY Earth is an average 1.496 108 kilometers from the Sun. If light
fractions. travels 3 105 kilometers per second, how long does it take sunlight to reach
Earth? (Lesson 5–1) 4.99 102 s or about 8 min 19 s
Answers Solve each equation. (Lesson 1–4)

3 19
63. 2x 7 5 0 ∅ 64. 53x 4 x 1 ,
54. y 2 16
O x Getting Ready for PREREQUISITE SKILL Solve each equation. (To review solving equations, see Lesson 1–3.)
the Next Lesson 2 4 1
65. x 1
5 5
66. x 1
11 3 2
67. x 1
4
3 9 9 8 6 24 5 3 15
x 13 (y 3)2 1 3 1 11 1 7 11 3 5 1
68. x 69. x 70. x
16 2 16 6 9 18 8 24 6
55. y
8
4
O x
4 8 12
4 (x 7)
2 2
(y 2)
1
9 1
8

Adding and Subtracting Lesson
Rational Expressions Notes
• Determine the LCM of polynomials.

• Add and subtract rational expressions.
1 Focus
is subtraction of rational expressions
used in photography? 5-Minute Check
To take sharp, clear pictures, a photographer must focus the camera precisely. Transparency 9-2 Use as a
The distance from the object to the lens p and the distance from the lens to quiz or review of Lesson 9-1.
the film q must be
accurately calculated p q Mathematical Background notes
to ensure a sharp are available for this lesson on
image. The focal
length of the lens is ƒ.
p. 470C.
The formula is subtraction of
1 1 1 f
can be rational expressions
q ƒ p
used to determine used in photography?
how far the film Ask students:
should be placed from
the lens to create a object lens image on film
• If you drew a box to represent
perfect photograph. the camera, which of the vari-
ables shown would describe
dimensions within the camera?
f and q
LCM OF POLYNOMIALS To find 56 14 or 1ƒ 1p, you must first find the least
• In a camera, what is a typical
common denominator (LCD). The LCD is the least common multiple (LCM) of the
value for q? Sample answer:
denominators.
0.5 in.
To find the LCM of two or more numbers or polynomials, factor each number or
polynomial. The LCM contains each factor the greatest number of times it appears as
a factor.
LCM of 6 and 4 LCM of a2 6a 9 and a2 a 12
623 a2 6a 9 (a 3)2
4 22 a2 a 12 (a 3)(a 4)
LCM 22 3 or 12 LCM (a 3)2( a 4)
Example 1 LCM of Monomials

Find the LCM of 18r2s5, 24r3st2, and 15s3t.
18r2s5 2 32 r2 s5 Factor the first monomial.
24r3st2 23 3 r3 s t2 Factor the second monomial.
15s3t 3 5 s3 t Factor the third monomial.
LCM 5
23 32 r3 s5 t2 Use each factor the greatest number of times
360r3s5t2 it appears as a factor and simplify.
Lesson 9-2 Adding and Subtracting Rational Expressions 479
Resource Manager
Chapter 9 Resource Masters 5-Minute Check Transparency 9-2
• Study Guide and Intervention, pp. 523–524 Answer Key Transparencies
• Skills Practice, p. 525
• Reading to Learn Mathematics, p. 527 Alge2PASS: Tutorial Plus, Lesson 18
• Assessment, p. 567
Lesson x-x Lesson Title 479

Example 2 LCM of Polynomials
2 Teach Find the LCM of p3 5p2 6p and p2 6p 9.
p3 5p2 6p p( p 2)( p 3) Factor the first polynomial.
LCM OF POLYNOMIALS p2 6p 9 ( p 3)2 Factor the second polynomial.
In-Class Examples Power LCM p( p 2)( p 3)2 Use each factor the greatest number of times
Point® it appears as a factor.
1 Find the LCM of 15a2bc3,

16b5c2, and 20a3c6. 240a 3b 5c 6 ADD AND SUBTRACT RATIONAL EXPRESSIONS As with fractions, to
add or subtract rational expressions, you must have common denominators.
2 Find the LCM of x3 x2 2x
and x2 4x 4. Specific Case General Case
x(x 1)(x 2)2 2 3 25 33 Find equivalent fractions that a b a⭈d b⭈c

3 5 35 53 have a common denominator. c d c⭈d d⭈c
10 9 Simplify each numerator ad bc
and denominator.

15 15 cd cd
ADD AND SUBTRACT 19 ad bc
RATIONAL EXPRESSIONS Add the numerators.
15 cd

Point® Example 3 Monomial Denominators
95a2 7x y
Simplify 2 .
3 Simplify 2 2. 15y 18xy
6b 14a b
7x y 7x 6x y 5y The LCD is 90xy2. Find equivalent
35a 4b 27 2 2
15y 18xy 15y 6x 18xy 5y fractions that have this denominator.
42a 2b 2
42x2 5y2
2 2 Simplify each numerator and denominator.
Teaching Tip Have students 90xy 90xy
discuss the differences between 42x2 5y2
procedures for adding and
2 Add the numerators.
90xy
multiplying fractions.
x 10 3x 15
4 Simplify .
3x 15 6x 30 Example 4 Polynomial Denominators
1
w 12 w4
6 Simplify
4w 16 2w 8
Study Tip w 12 w4 w 12 w4
Factor the denominators.
4w 16 2w 8 4(w 4) 2(w 4)
Common Factors w 12 (w 4)(2)
The LCD is 4(w4).
Sometimes when you 4(w 4) 2(w 4)(2)
simplify the numerator, (w 12) (2)(w 4)
the polynomial contains a Subtract the numerators.
4(w 4)
factor common to the
w 12 2w 8
denominator. Thus, the Distributive Property
4(w 4)
rational expression can be
w 4
further simplified. Combine like terms.
4(w 4)
1
1(w 4) 1
or Simplify.
4(w 4) 4
1
Sometimes simplifying complex fractions involves adding or subtracting rational

expressions. One way to simplify a complex fraction is to simplify the numerator
and the denominator separately, and then simplify the resulting expressions.

Example 5 Simplify Complex Fractions In-Class Examples Power
Point®
1 1
1 1
x y
TEACHING TIP Simplify . a b
1
1 5 Simplify 1
.
Point out that x 1
1 1 b
1 1 y x
x y
can also be x y xy xy The LCD of the numerator is xy. ab ab
1
1 or
x 1
1
x 1

The LCD of the denominator is x. a(1 b) a ab
simplified by multiplying x x x
the numerator and yx
denominator by xy.

xy
6 COORDINATE GEOMETRY
Simplify the numerator and denominator. Find the slope of the line that
x1

yx
x
x1
3k 13
passes through P , and

xy x
1
Write as a division expression.
1 2 2
Q , . 3
2 k
yx
x
Multiply by the reciprocal of the divisor. Teaching Tip Remind students
xy x1
1 that the slope of a line is the
yx yx change in y divided by the
or Simplify.
y(x 1) xy y change in x, or the rise over the
run.
Example 6 Use a Complex Fraction to Solve a Problem
COORDINATE GEOMETRY Find the slope of the line that passes through
A, and B, .
2 1
p 2
1 3
3 p
3 Practice/Apply
y2 y 1
m Definition of slope
x2 x1
3 1

1
p
2
2 3 1 1 2
y2 , y1 , x2 , and x1
p 2 3 p
Study Notebook

3 p Have students—
6p
Study Tip
2p The LCD of the numerator is 2p.

Check Your
p6

The LCD of the denominator is 3p. the vocabulary terms to their
3p
Solution Vocabulary Builder worksheets for
You can check your 6p p6
Write as a division expression. Chapter 9.
answer be letting p equal 2p 3p
any nonzero number, say 1 1 • include any item(s) that they find
1. Use the definition of 6p 3p 3
or 32 The slope is 2. helpful in mastering the skills in
slope to find the slope of 2p p6
the line through the points. 1 1 this lesson.
x x
Concept Check 1. FIND THE ERROR Catalina and Yong-Chan are simplifying .
a b FIND THE ERROR
1. Catalina; you need
a common Catalina Yong-Chan One way to find
denominator, not a the error is to substi-
x x bx ax x x x
common numerator, to - = - - = tute values for the variables.
a b ab ab a b a-b
subtract two rational With x 4, a 5, and b 3,
bx - ax
expressions. = x x 4 4
ab
becomes . Since the
a b 5 3
Who is correct? Explain your reasoning. first fraction is less than 1 and the
www.algebra2.com/extra_examples Lesson 9-2 Adding and Subtracting Rational Expressions 481 second is greater than 1, the
result must be negative, which
x 4
means that the answer
ab 2
or 2 cannot be correct.
Differentiated Instruction
Interpersonal Have students work with a partner, one in the role of
coach and the other in the role of athlete. The athlete works the
problem, using steps and explaining the thinking, while the coach listens
and watches for errors, correcting as necessary. Then the partners
exchange roles.

2. Sample answer: 2. OPEN ENDED Write two polynomials that have a LCM of d3 d.
d2 d, d 1
About the Exercises… ★ 3. Consider 1 1 1 if a, b, and c are real numbers. Determine whether each
a b c
Organization by Objective statement is sometimes, always, or never true. Explain your answer.
• LCM of Polynomials: 14–21 a. abc is a common denominator. always a–e. See margin for explanations.
• Add and Subtract Rational b. abc is the LCD. sometimes
Expressions: 22–49
c. ab is the LCD. sometimes
Odd/Even Assignments d. b is the LCD. sometimes
Exercises 14–43 are structured bc ac ab
e. The sum is . always
abc
so that students practice the
same concepts whether they Guided Practice Find the LCM of each set of polynomials.
are assigned odd or even GUIDED PRACTICE KEY 4. 12y2, 6x2 12x 2y 2 5. 16ab3, 5b2a2, 20ac 6. x2 2x, x2 4
problems. Exercises Examples 80ab 3c 2 x(x 2)(x 2)
4–6 1, 2
Assignment Guide 2 x 2 x3 7a b 42a2 5b2
7–11 3, 4 7. 2 2 8. 2
12 5 xy y x y 15b 18ab 90ab2
Basic: 15–37 odd, 50–61 13 6 37 5d 16
5 2 1 6 5
9. 10.
Average: 15–43 odd, 49–61 3m 7m 2m 42m d2 4d 4 d 2 (d 2)2
x
Advanced: 14–42 even, 44–48, x
a 2 3a 10 3 8
11. 12.
50–58 (optional: 59–61) a2 a 20 a 4 (a 5)(a 4)
x 5
x
6
All: Practice Quiz 1 (1–10) Application 13. GEOMETRY Find the perimeter of the 4
2
quadrilateral. Express in simplest form. x 1
13x 2 4x 9 3
units 2x
2x(x 1)(x 1) 3
Answers x
2
3a. Since a, b, and c are factors of x1
abc, abc is always a common

1 1 1 ★ indicates increased difficulty
denominator of .
a b c Practice and Apply
3b. If a, b, and c have no common
factors, then abc is the LCD of Homework Help Find the LCM of each set of polynomials.
1 1 1 For See 14. 10s2, 35s2t2 70s 2t 2 15. 36x2y, 20xyz 180x2yz
. Exercises Examples
a b c 16. 14a3, 15bc3, 12b3 420a3b3c3 17. 9p2q3, 6pq4, 4p3 36p3q4
14–21 1, 2
3c. If a and b have no common factors 22–39 3, 4
18. 4w 12, 2w 6 4(w 3) 19. x2 y2, x3 x2y x 2(x y)(x y)
and c is a factor of ab, then ab is 40–43 5
1 1 1 44–49 6 20. 2t2 t 3, 2t2 5t 3 21. n2 7n 12, n2 2n 8
the LCD of . (2t 3)(t 1)(t 1) (n 4)(n 3)(n 2)
a b c Extra Practice Simplify each expression.
3d. If a and c are factors of b, then b See page 847.
6 8 6 8b 5 7 31
1 1 1 22. 23.
is the LCD of . ab a ab 6v 4v 12v
a b c
5 5 7r 2x 2x 15y
1 1 1 24. 7 25. 5
3e. Since r r 3y 3y
a c b
3x y 9x2 2y2 5 7a 25b 7a3
bc ac ab 26. 2 27. 2 2 2
, the sum is 4y 6x 12xy2 ab 5b 5a b2
abc abc abc
bc ac ab 3 2 1 3 11 7 6 110w 423
always . 28. 29.
abc 4q 5q 2q 20q 9 2w 5w 90w
7 6 13 a 3 a3
30. 31.
y8 8y y8 a4 4a a4
m 2 5m 4 y 6y y(y 9)
32. 33.
m2 4 3m 6 3(m 2)(m 2) y3 y2 9 (y 3)(y 3)

5 7 7x 38 d4 d2
35. 34. 35. Study Guide
NAME ______________________________________________ DATE
andIntervention
Intervention,
____________ PERIOD _____
x2 3x 28 2x 14 2(x 7)(x 4) d2 2d 8 d2 16 9-2 Study Guide and

8d 20 p. 523
Adding(shown) and p. Expressions
524
1 5 x 2 and Subtracting Rational
(d 4)(d 4)(d 2) 36. 37. LCM of Polynomials To find the least common multiple of two or more polynomials,
2 h 9h 20
2 h 10h 25 2 2 x 5x 6 x 4x 4 factor each expression. The LCM contains each factor the greatest number of times it
appears as a factor.
m2 n2 y1 y2 y
4h 15 ★ 38.
m n
0 39.
Example 1 Find the LCM of 16p2q3r,
Example 2 Find the LCM of
36. 2 m2 n2 nm mn y1
2 y2 y 3y 2 40pq4r2, and 15p3r4. 3m2 3m 6 and 4m2 12m 40.
(h 4)(h 5) 16p2q3r 24 p2 q3 r
40pq4r2 23 5 p q4 r2
3m2 3m 6 3(m 1)(m 2)
4m2 12m 40 4(m 2)(m 5)
x2 6 15p3r4 3 5 p3 r4 LCM 12(m 1)(m 2)(m 5)
37. 2
(x 2) (x 3)
1

b2 b5
1
x y
1 1
(x y) LCM 24 3 5 p3 q4 r4
240p3q4r4
2y2 y 4 ★ 40.
2b
2 b3
1
41. 1
b1 (x y)
1 1
39.
Exercises
b2 3b 10
(y 1)(y 2) x y Find the LCM of each set of polynomials.
Lesson 9-2
1. 14ab2, 42bc3, 18a2c 2. 8cdf 3, 28c2f, 35d4f 2
2s 1 126a 2b 2c 3 280c 2d 4f 3
★ 42. Write 1 1 in simplest form.
2s 2s
2s 1 1 2s 2s 1 3. 65x4y,
130x 4y 4
10x2y2, 26y4 4. 11mn5, 18m2n3, 20mn4
1980m 2n 5
5. 15a4b, 50a2b2, 40b8 6. 24p7q, 30p2q2, 45pq3

600a 4b 8 360p7q 3
a7
★ 43. What is the simplest form of 3
a 2
5
3 ?
10 7. 39b2c2, 52b4c, 12c3 8. 12xy4, 42x2y, 30x2y3
a7 a2 156b 4c 3 420x 2y 4
9. 56stv2, 24s2v2, 70t3v3 10. x2 3x, 10x2 25x 15

840s 2t 3v 3 5x(x 3)(2x 1)
ELECTRICITY For Exercises 44 and 45, use the the R1 11. 9x2 12x 4, 3x2 10x 8 12. 22x2 66x 220, 4x2 16
(3x 2)2(x 4) 44(x 2)(x 2)(x 5)
following information. 13. 8x2 36x 20, 2x2 2x 60 14. 5x2 125, 5x2 24x 5
4(x 5)(x 6)(2x 1) 5(x 5)(x 5)(5x 1)
In an electrical circuit, if two resistors with resistance
R1 and R2 are connected in parallel as shown, the 15. 3x2 18x 27, 2x3 4x2 6x
6x(x 3)2(x 1)
16. 45x2 6x 3, 45x2 5
15(5x 1)(3x 1)(3x 1)
relationship between these resistances and the 17. x3 4x2 x 4, x2 2x 3 18. 54x3 24x, 12x2 26x 12
1 1 1 (x 1)(x 1)(x 3)(x 4) 6x(3x 2)(3x 2)(2x 3)
resulting combination resistance R is .
R R1 R2 NAME ______________________________________________ DATE ____________
GlPERIOD
Al _____
R2 Gl /M G Hill 523 b 2
Skills
9-2 Practice,
Practice (Average)
p. 525 and
44. If R1 is x ohms and R2 is 4 ohms less Practice,
1 3x 4 Adding andp. 526 (shown)
Subtracting Rational Expressions
than twice x ohms, write an expression for .
R 2x (x 2)
Find the LCM of each set of polynomials.
1. x2y, xy3 2. a2b3c, abc4 3. x 1, x 3

45. Find the effective resistance of a 30-ohm resistor and a 20-ohm resistor that are x 2y 3 a 2b 3c 4 (x 1)(x 3)
connected in parallel. 12 ohms 4. g 1, g2 3g 4

(g 1)(g 4)
5. 2r 2, r2 r, r 1
2r(r 1)
6. 3, 4w 2, 4w2 1
6(2w 1)(2w 1)
7. x2 2x 8, x 4 8. x2 x 6, x2 6x 8 9. d2 6d 9, 2(d2 9)
(x 4)(x 2) (x 2)(x 4)(x 3) 2(d 3)(d 3)2
5 7 5 1 1 3
10. 11. 4 12. 3
BICYCLING For Exercises 46–48, use the following information. 6ab
20 21b
8a 12x y 2 3 5x y
25y 2 12x 2
2
6c d
2d 2 9c
4cd

Jalisa is competing in a 48-mile bicycle race. She travels half the distance at one rate. 24ab 60x 4y 3 12c 2d 3
4m x8 4 9
13. 2 14. 2x 5 15.
The rest of the distance, she travels 4 miles per hour slower. 3mn x4 a3 a5
2(2 3n) 2(x 3)(x 2) 13a 47

3n x4 (a 3)(a 5)
46. If x represents the faster pace in miles per hour, write an expression that 16 2 2 5m 4m 5 y5 y
16. 17. 18.
represents the time spent at that pace. 24 h x 16 x4 m9 9m
2
y 3y 10
2 2 y y2
Bicycling x 24
2
x4
7 9m

m9

2y 1
(y 2)(y 1)
The Tour de France is the 47. Write an expression for the amount of time spent at the slower pace. h 2p 3
x4
5 20 5 1 3 7
19. 20. 21.
2x 12
2 x 4x 12 p 5p 6
2 2 p 9 5n 4 10n
most popular bicycle road 5 2p 2 2p 1 3(6 5n)
48. Write an expression for the amount of time Jalisa needed to complete the race.
2(x 2)

(p 2)(p 3)(p 3)

20n
race. It lasts 24 days and
48(x 2) 2 1 r6 1

h

xy xy r2
covers 2500 miles. 2a
22.
2a 36
23.
r
24.
x(x 4)
a3 2 a3 a 9 1 r2 4r 3

xy r2 2r
Source: World Book
12 3x y

r4

a3 xy r1
Encyclopedia 49. MAGNETS For a bar magnet, the magnetic field strength H at a point P along 5x 20 10
25. GEOMETRY The expressions , , and represent the lengths of the sides of a
m m 2 x4 x4
the axis of the magnet is H 2 2 . Write a simpler expression triangle. Write a simplified expression for the perimeter of the triangle. 5(x3 4x 16)

2L(d L) 2L(d L) 2(x 4)(x 4)
for H. 2md 2md
26. KAYAKING Mai is kayaking on a river that has a current of 2 miles per hour. If r
22 or
represents her rate in calm water, then r 2 represents her rate with the current, and
r 2 represents her rate against the current. Mai kayaks 2 miles downstream and then
(d L) (d L) (d 2 L2)2 d
back to her starting point. Use the formula for time, t , where d is the distance, to
r
write a simplified expression for the total time it takes Mai to complete the trip.
4r
h
(r 2)(r 2)
L
Point Gl NAME
/M G ______________________________________________
Hill 526 DATE ____________
Gl PERIOD
Al _____
b 2
P Reading
9-2 Readingto
to Learn
Learn Mathematics
dL Mathematics, p. 527 ELL
Adding and Subtracting Rational Expressions
d
Pre-Activity How is subtraction of rational expressions used in photography?
dL Read the introduction to Lesson 9-2 at the top of page 479 in your textbook.
A person is standing 5 feet from a camera that has a lens with a focal
length of 3 feet. Write an equation that you could solve to find how far the
film should be from the lens to get a perfectly focused photograph.
1 1 1

q 3 5
50. CRITICAL THINKING Find two rational expressions whose sum is

2x 1 Reading the Lesson
. Sample answer: 1, 1 1. a. In work with rational expressions, LCD stands for least common denominator
(x 1)(x 2) x1 x2 and LCM stands for least common multiple . The LCD is the LCM
of the denominators.
factor
www.algebra2.com/self_check_quiz Lesson 9-2 Adding and Subtracting Rational Expressions 483
b. To find the LCM of two or more numbers or polynomials, each
Lesson 9-2
number or polynomial . The LCM contains each factor the
greatest number of times it appears as a factor .
x2 3 x4 denominator of
2. To add and , you should first factor the
2 3 2x 5x 6 x 4x 4x
each fraction. Then use the factorizations to find the LCM of x2 5x 6 and
NAME ______________________________________________ DATE ____________ PERIOD _____
x3 4x2 4x. This is the LCD for the two fractions.
Enrichment,
9-2 Enrichment p. 528 3. When you add or subtract fractions, you often need to rewrite the fractions as equivalent
fractions. You do this so that the resulting equivalent fractions will each have a
denominator equal to the LCD of the original fractions.
Superellipses
4. To add or subtract two fractions that have the same denominator, you add or subtract
The circle and the ellipse are members of an interesting family of curves
that were first studied by the French physicist and mathematician Gabriel their numerators and keep the same denominator .
Lamé (1795–1870). The general equation for the family is
5. The sum or difference of two rational expressions should be written as a polynomial or
y n

x n
1, with a 0, b 0, and n
0. as a fraction in simplest form .
a b
For even values of n greater than 2, the curves are called superellipses.

1. Consider two curves that are not superellipses.
3 6. Some students have trouble remembering whether a common denominator is needed to
Graph each equation on the grid at the right.
add and subtract rational expressions or to multiply and divide them. How can your
State the type of curve produced each time. 2
knowledge of working with fractions in arithmetic help you remember this?
y 2
2 2
x 2
a. 1 circle 1 Sample answer: In arithmetic, a common denominator is needed to add
y 2 and subtract fractions, but not to multiply and divide them. The situation
3 2
x 2
b. 1 ellipse –3 –2 –1 1 2 3
is the same for rational expressions.
–1
–2

51. WRITING IN MATH Answer the question that was posed at the beginning of
4 Assess the lesson. See pp. 519A–519D.
How is subtraction of rational expressions used in photography?
Include the following in your answer:
Open-Ended Assessment • an explanation of how to subtract rational expressions, and
Writing Have students write • an equation that could be used to find the distance between the lens and the
their own problems of the types film if the focal length of the lens is 10 centimeters and the distance between
in this lesson by beginning with the lens and the object is 60 centimeters.
an answer and working t2 25
backward to create a problem. Standardized 52. For all t ≠ 5, B
3t 15
Test Practice t5 t5 t5
A . B . C t 5. D t 5. E .
3 3 t3
xy xy
Intervention 53. What is the sum of and ? C
5 4
New The skills for
A
9x 9y

x 9y
B C
9x y
D
9x y
E
x 9y

combining and 20 20 20 20 20
simplifying
done in this
lesson are used extensively in
Maintain Your Skills
algebra. Take time to clear up Mixed Review Simplify each expression. (Lesson 9-1)
student errors and misconcep- 9x2y3 (3xy)3 4 5a2 20 4a a(a 2)
tions before proceeding. 54. 2 55.
(5xyz) 20x2y 15xyz2 2a 2 10a 20 a 1
Solve each system of inequalities by graphing. (Lesson 8-7) 56–57. See pp. 519A–519D.
56. 9x2 y2 81 57. (y 3)2 x 2
Getting Ready for x2 y2 16 x2 y 4
Lesson 9-3 58. GARDENS Helene Jonson has a rectangular garden 25 feet by 50 feet. She
PREREQUISITE SKILL Students will wants to increase the garden on all sides by an equal amount. If the area of the
graph rational functions using garden is to be increased by 400 square feet, by how much should each
dimension be increased? (Lesson 6-4) 2.5 ft
asymptotes in Lesson 9-3. In pre-
vious course material, students Getting Ready for PREREQUISITE SKILL Draw the asymptotes and graph each hyperbola.
graphed hyperbolas by using the Next Lesson (To review graphing hyperbolas, see Lesson 8-5.) 59–61. See pp. 519A–519D.
asymptotes and will apply these x 2 y2 y2 x 2 (x 2)2 (y 5)2
skills to graphing rational 59. 1 60. 1 61. 1
16 20 49 25 16 25
functions. Use Exercises 59–61 to
determine your students’ famili-
arity with graphing hyperbolas. P ractice Quiz 1 Lessons 9-1 and 9-2
Simplify each expression. (Lesson 9-1)
Assessment Options y2
t2 t 6 t 2 3ab3 4ac c 4 16
Practice Quiz 1 The quiz 1. 2. 3. 2
t2 6t 9 t 3 8a2b 9b4 6b2 8x xy 32
provides students with a brief x2 x

review of the concepts and skills 48 7a 49 7 w2 5w 4 w1 x1
4.
6a 42
5.
18w 24
6. x1
in Lessons 9-1 and 9-2. Lesson 16 2 6
x
(w 4)(3w 4) x1
numbers are given to the right of Simplify each expression. (Lesson 9-2)
exercises or instruction lines so 4a 2 1 4a 1 2x 4y 6ax 20by
7. 8. 3 22
students can review concepts not ab b a a b 5ab 3a b 15a2b3
yet mastered. 5 4 n 29 x5 x7 1
9. 10.
n6 n 1 (n 6)(n 1) 2x 6 4x 12 4
Quiz (Lessons 9-1 and 9-2) is
available on p. 567 of the Chapter 9 484 Chapter 9 Rational Expressions and Equations
Resource Masters.

Graphing Rational Functions Lesson
Notes
• Determine the vertical asymptotes and the point

discontinuity for the graphs of rational functions.
• Graph rational functions. 1 Focus
Vocabulary
• rational function
can rational functions be used 5-Minute Check
• continuity when buying a group gift? Transparency 9-3 Use as a
C
• asymptote A group of students want to get their 1 student could quiz or review of Lesson 9-2.
150
• point discontinuity pay $150.
favorite teacher, Mr. Salgado, a retirement
Cost (dollars)
125
gift. They plan to get him a gift certificate
100
Mathematical Background notes
for a weekend package at a lodge in a 25 students could
75 each pay $6. are available for this lesson on
state park. The certificate costs $150. If c
represents the cost for each student and 50 150 students could p. 470D.
each pay $1.
s represents the number of students, then 25
150
c .
s 0 25 50 75 100 125 150 s
Building on Prior
Students Knowledge
In Chapter 7, students learned to
VERTICAL ASYMPTOTES AND POINT DISCONTINUITY The function graph polynomial equations. In
150
c is an example of a rational function. A rational function is an equation of this lesson, they will apply the
s
p(x) same skills to graphing rational
the form ƒ(x) , where p(x) and q(x) are polynomial functions and q(x) ≠ 0. Here
q(x) functions.
are other examples of rational functions.
x 5 x4 can rational functions
ƒ(x) g(x) h(x)
x3 x6 (x 1)(x 4) be used when buying a
No denominator in a rational function can be zero because division by zero is not group gift?
defined. In the examples above, the functions are not defined at x 3, x 6, and
x 1 and x 4, respectively. Ask students:
Study Tip The graphs of rational functions may have breaks in continuity . This means that, • What does the cost for one
unlike polynomial functions, which can be traced with a pencil never leaving the student depend on? the number
Look Back paper, not all rational functions are traceable. Breaks in continuity can appear as a of students who participate
To review asymptotes, vertical asymptote or as a point discontinuity . Recall that an asymptote is a line
see Lesson 8-5.
that the graph of the function approaches, but never crosses. Point discontinuity is • What happens to the value of c
like a hole in a graph. as the value of s increases?
It decreases.
Vertical Asymptotes
Property Words Example Model
x
Vertical If the rational For f(x) , f (x )
x3
Asymptote expression of a
x 3 is a vertical
function is written in x
asymptote. f (x ) x 3
simplest form and the
function is undefined
O x
for x a, then x a is
a vertical asymptote. x 3
Lesson 9-3 Graphing Rational Functions 485
Resource Manager
Chapter 9 Resource Masters Graphing Calculator and 5-Minute Check Transparency 9-3
• Study Guide and Intervention, pp. 529–530 Spreadsheet Masters, p. 43 Answer Key Transparencies
• Skills Practice, p. 531 Teaching Algebra With Manipulatives
• Practice, p. 532 Masters, p. 273 Technology
• Reading to Learn Mathematics, p. 533 Interactive Chalkboard
• Enrichment, p. 534
• Assessment, pp. 567, 569

Point Discontinuity
2 Teach Property Words Example Model
Point If the original function (x 2)(x 1) f (x )
VERTICAL ASYMPTOTES Discontinuity is undefined for x a f(x)
x2 (x 2)(x 1)
f (x )
AND POINT but the rational can be simplified x2
expression of the to ƒ(x) x 1.
DISCONTINUITY function in simplest So, x 2
O x
form is defined for represents a hole
In-Class Example Power
Point®
x a, then there is in the graph.
a hole in the graph
at x a.
1 Determine the equations of
any vertical asymptotes and
the values of x for any holes Example 1 Vertical Asymptotes and Point Discontinuity
in the graph of
Determine the equations of any vertical asymptotes and the values of x for any
x2 4 x2 1
f(x) . holes in the graph of ƒ(x)
2 .
x 6x 5
x 5x 6
2
x 3 is a vertical asymptote First factor the numerator and denominator of the rational expression.
x2 1 (x 1)(x 1)
and x 2 represents a hole in
x2 6x 5 (x 1)(x 5) 1
the graph. (x 1)(x 1) x1
The function is undefined for x 1 and x 5. Since ,
(x 1)(x 5) x5
1
x 5 is a vertical asymptote, and x 1 represents a hole in the graph.
GRAPH RATIONAL
FUNCTIONS GRAPH RATIONAL FUNCTIONS You can use what you know about vertical
asymptotes and point discontinuity to graph rational functions.
Point® Example 2 Graph with a Vertical Asymptote
2 Graph f(x) x.
x
Graph ƒ(x) .
x1 x2
x
f (x ) The function is undefined for x 2. Since is in simplest form, x 2 is a
x2
vertical asymptote. Draw the vertical asymptote. Make a table of values. Plot the
points and draw the graph.
Study Tip f (x )
x f (x )
Graphing Rational
Functions 50 0.96154
O x Finding the x- and y- 30 0.9375
intercepts is often useful 20 0.90909 O x
when graphing rational
functions. 10 0.83333
x
f (x ) x 2
2 0.5
Teaching Tip Suggest that 1 0.33333
students choose a large unit on 0 0
their grid paper and estimate 1 1
points to the nearest tenth. 3 3 As x increases, it appears that the y values of
the function get closer and closer to 1. The line
Point out that they will probably 4 2 with the equation ƒ(x) 1 is a horizontal asymptote
not be able to see the shape of 5 1.6667 of the function.
the graph as a whole unless 10 1.25
they use a graphing calculator 20 1.1111
or computer program.
30 1.0714
50 1.0417
Asymptotes Students should understand that a graph continues to
approach an asymptote and gets closer and closer to that value, but
never reaches it. This is an abstract mathematical idea that cannot be
represented accurately with any form of visual illustration.

As you have learned, graphs of rational functions may have point discontinuity
rather than vertical asymptotes. The graphs of these functions appear to have holes. In-Class Examples Power
Point®
These holes are usually shown as circles on graphs.
x 4 2
3 Graph f(x)
x2
.
Example 3 Graph with Point Discontinuity
x2 9
f (x )
Graph ƒ(x) . f (x )
x3
O x
x2 9 (x 3)(x 3)
Notice that or x 3.
x3 x3
x2 9
Therefore, the graph of ƒ(x) is the graph
x3 2
x 9
f (x ) x 3
of ƒ(x) x 3 with a hole at x 3. O x
Many real-life situations can be described by using rational functions.

Teaching Tip Since the discon-
tinuity is only one point (and a
mathematical point has no di-
Rational Functions mensions), suggest that students
m draw a circle on their graphs to
The density of a material can be expressed as D , where m is the mass
V
of the material in grams and V is the volume in cubic centimeters. By indicate the discontinuity.
finding the volume and density of 200 grams of each liquid, you can draw
200 4 TRANSPORTATION Use the
a graph of the function D .
V situation and formula given
Collect the Data in Example 4.
• Use a balance and metric measuring cups to find the volumes of 200 grams
of different liquids such as water, cooking oil, isopropyl alcohol, sugar water, a. Draw the graph if V1 50
and salt water. miles per hour, V2 30 miles
m
• Use D to find the density of each liquid.
V
per hour, and t2 1 hour.
Analyze the Data V
1. Graph the data by plotting the points (volume, density) on a graph. Connect
the points. See pp. 519A–519D.
60
2. From the graph, find the asymptotes. x 0, y 0
40
In the real world, sometimes values on the graph of a rational function are not 20
meaningful.
40 20 O 20 40 t1
Example 4 Use Graphs of Rational Functions
TRANSPORTATION A train travels at one velocity V1 V b. What is the V-intercept of the
for a given amount of time t1 and then another 70 graph? 30
velocity V2 for a different amount of time t2. The
V t V t 50 c. What values of t1 and V are
average velocity is given by V
1 1
2 2
. 60t 1 320
t1 t2 V meaningful in the context of
t1 8 30
a. Let t1 be the independent variable and let V be the problem? Positive values of
10 t1
the dependent variable. Draw the graph if t1 and values of V between 30 and
V1 60 miles per hour, V2 40 miles per hour, 40 20 O 20
50 are meaningful.
and t2 8 hours.
60t 40(8) 60t 320
The function is V 1
or V 1
. The vertical asymptote
t1 8 t1 8
is t1 8. Graph the vertical asymptote and the function. Notice that the
horizontal asymptote is V 60. Intervention
New To make sure
www.algebra2.com/extra_examples Lesson 9-3 Graphing Rational Functions 487
the situation in
Example 4 is
meaningful, ask
a student to explain the situa-
Algebra Activity tion as a story without using
Materials: balance, metric measuring cups, different liquids, graph paper letter names for variables. For
example, the story might begin
• Choose liquids that are quite different in density. If you make sugar or salt
water, dissolve as much of the substance as you can in it. “A train travels 40 miles per
hour as it goes through towns.
• Differences in volume for each 200 grams will be easier to read if you use
Eight hours of its total trip are
the smallest measuring cup that holds the amount.
spent going through towns.”

b. What is the V-intercept of the graph?
3 Practice/Apply The V-intercept is 40.
c. What values of t1 and V are meaningful in the context of the problem?

In the problem context, time and velocity are positive values. Therefore,
only values of t1 greater than 0 and values of V between 40 and 60 are
Study Notebook meaningful.
Have students—
the vocabulary terms to their
Vocabulary Builder worksheets for
Chapter 9. Concept Check 1. OPEN ENDED Write a function whose graph has two vertical asymptotes
• include any other item(s) that they 1. Sample answer: located at x 5 and x 2.
find helpful in mastering the skills 1 (x 1)(x 5)
ƒ(x) 2. Compare and contrast the graphs of ƒ(x) and g(x) x 5.
(x 5)(x 2) x1
in this lesson. See margin.
3. Describe the graph at the right. Include the y
equations of any asymptotes, the x values of
2
any holes, and the x- and y-intercepts. y
(x 2)2
x 2 and y 0 are asymptotes of the graph.
The y-intercept is 0.5 and there is no
About the Exercises… x-intercept because y 0 is an asymptote. O x
Organization by Objective
• Vertical Asymptotes and
Point Discontinuity: 16–21 Guided Practice Determine the equations of any vertical asymptotes and the values of x for any
holes in the graph of each rational function.
• Graph Rational Functions: 3 x1
4. ƒ(x) asymptote: x 2 5. ƒ(x)
22–45, 47–50 GUIDED PRACTICE KEY 2 x 4x 4 x 4x 5
2
Exercises Examples asymptote: x 5; hole: x 1

Odd/Even Assignments 4, 5 1 Graph each rational function. 6–11. See pp. 519A–519D.
Exercises 16–39 are structured 6–11 2, 3 6. ƒ(x)
x
7. ƒ(x)
6
so that students practice the 12–15 4 x1 (x 2)(x 3)
same concepts whether they x2 25 x5
8. ƒ(x) 9. ƒ(x)
are assigned odd or even x5 x1
problems. 4 x2
10. ƒ(x) 2 11. ƒ(x)
(x 1) x x6
2
Assignment Guide
Basic: 17–39 odd, 46, 51–66 Application MEDICINE For Exercises 12–15, use the following information.
Average: 17–39 odd, 40–42, For certain medicines, health care professionals may use Young’s Rule,
y
46–66 C D, to estimate the proper dosage for a child when the adult dosage is
y 12
known. In this equation, C represents the child’s dose, D represents the adult dose,
Advanced: 16–38 even, 40–62 and y represents the child’s age in years.
(optional: 63–66) 12. Use Young’s Rule to estimate the dosage of amoxicillin for an eight-year-old
child if the adult dosage is 250 milligrams. 100 mg
y
13. Graph C . See pp. 519A–519D.
y 12
Answer
14. Give the equations of any asymptotes and y- and C-intercepts of the graph.
2. Each of the graphs is a straight y 12, C 1; 0; 0
line passing through (5, 0) and 15. What values of y and C are meaningful in the context of the problem?
(0, 5). However, the graph of y
0 and 0 C 1
(x 1)(x 5)
f(x) has a hole
x1
at (1, 6), and the graph of
g(x) x 5 does not have a hole.
Visual/Spatial Have students graph one of the examples from the
lesson with colors on a large sheet of posterboard, to clearly show how
a graph approaches but never reaches an asymptote or how a graph
may have a hole in it for a certain value of the variable. Display the
results in the classroom.

NAME ______________________________________________ DATE ____________ PERIOD _____
Practice and Apply Study

9-3 Guide
Study andIntervention
Guide and Intervention,
p. 529 (shown)
Graphing and p. 530
Rational Functions
Vertical Asymptotes and Point Discontinuity
Homework Help Determine the equations of any vertical asymptotes and the values of x for any
p(x)
an equation of the form f(x) , where p(x) and q(x) are polynomial expressions and
For See holes in the graph of each rational function. Rational Function
q(x) 0
q(x)
Exercises Examples Vertical Asymptote An asymptote is a line that the graph of a function approaches, but never crosses.
asymptotes: asymptotes:
2 4 If the simplified form of the related rational expression is undefined for x a,
16. ƒ(x) 17. ƒ(x)
of the Graph of a
Rational Function then x a is a vertical asymptote.
16–21
22–39
1
2, 3
x 5x 6
2
x 2, x 3 2 x 2x 8 x 4, x 2 Point Discontinuity
of the Graph of a
Point discontinuity is like a hole in a graph. If the original related expression is undefined
for x a but the simplified expression is defined for x a, then there is a hole in the
Rational Function graph at x a.
x3 x5
40–50 4
18. ƒ(x) asymptote: x 19. ƒ(x)
x 7x 12
2
4; hole: x 3
2 x 4x 5 Example Determine the equations of any vertical asymptotes and the values
4x2 x 3
of x for any holes in the graph of f (x)
Extra Practice x2 8x 16 x2 3x 2
2
.
First factor the numerator and the denominator of the rational expression.
x 1
See page 849. 20. ƒ(x)

x4
hole: x 4 21. ƒ(x)
x1
hole: x 1 4x2 x 3
f(x)
x2 1
(4x 3)(x 1)

(x 1)(x 1)
The function is undefined for x 1 and x 1.
(4x 3)(x 1) 4x 3
Since , x 1 is a vertical asymptote. The simplified expression is
19. asymptote: (x 1)(x 1) x1
defined for x 1, so this value represents a hole in the graph.
x 1; hole: x 5 Graph each rational function. 22–39. See pp. 519A–519D.
Exercises
1 3 1
22. ƒ(x) 23. ƒ(x) 24. ƒ(x)
Lesson 9-3
x x x2 holes in the graph of each rational function.
4 2x2 x 10 x2 x 12
1. f(x) 2. f(x) 3. f(x)
2 x 3x 10 2x 5 2 x 4x
5 x 5x 5
25. ƒ(x) 26. ƒ(x) 27. ƒ(x) asymptotes: x 2, hole: x
2
asymptote: x 0;
x1 x3 x1 x 5 hole x 4
3 1 x4
28. ƒ(x) 2 29. ƒ(x) 2 30. ƒ(x) 4. f(x)
3x 1
3x 5x 2
5. f(x)
x2 6x 7
x 6x 7
6. f(x)
3x2 5x 2
x3
(x 2) (x 3) x1
2 2
asymptote: x 2; asymptotes: x 1, asymptote: x 3

1 x 7
hole: x
x1 x2 36 x2 1 3
31. ƒ(x) 32. ƒ(x) 33. ƒ(x)
x3 x6 x1 7. f(x)
x1
8. f(x)
2x2 x 3
9. f(x)
x3 2x2 5x 6
2 x 6x 5 2 2x 3x 9 2 x 4x 3
3 1 x asymptotes: x 1, asymptote: x 3; holes: x 1, x 3

34. ƒ(x) 35. ƒ(x) 36. ƒ(x) x5 hole: x
3
(x 1)(x 5) (x 2)(x 3) x2 1 2
x1 Gl NAME
/M G ______________________________________________
Hill 529 DATE ____________
GlPERIOD
Al _____
b 2
6 1 Skills Practice, p. 531 and
37. ƒ(x)
2 38. ƒ(x) 2 39. ƒ(x) 2 9-3 Practice
x 4 (x 6) (x 2)
(Average)
Practice, p. 532
Graphing Rational (shown)
Functions
holes in the graph of each rational function.
6 x7 x2
1. f(x) 2. f(x) 3. f(x)
HISTORY For Exercises 40–42, use the following information. 2 x 3x 10
asymptotes: x 2,
2 x 10x 21
asymptote: x 3;
2
asymptote: x 2
x 4x 4
In Maria Gaetana Agnesi’s book Analytical Institutions, Agnesi discussed the x 5 hole: x 7
characteristics of the equation x2y a2(a y), whose graph is called the “curve 4. f(x)
x2 100
x 10
5. f(x)
x2 2x 24
x6
6. f(x)
x2 9x 20
x5
a3 hole: x 10 hole: x 6 hole: x 5
of Agnesi.” This equation can be expressed as y .
x2 a2
a3
40. Graph ƒ(x)
Graph each rational function.
x2 a2
if a 4. See pp. 519A–519D. 4 x3 3x
7. f(x) 8. f(x) 9. f(x) 2
x2 x2 (x 3)
41. Describe the graph. f (x ) f (x ) f (x )
O x
a3
42. Make a conjecture about the shape of the graph of f(x) if a 4. O x O x
x2 a2
Explain your reasoning. See pp. 519A–519D.
41. The graph is bell-shaped with a horizontal asymptote at f (x ) 0. 10. PAINTING Working alone, Tawa can give the shed a coat of paint f (x )
in 6 hours. It takes her father x hours working alone to give the
AUTO SAFETY For Exercises 43–45, use the following information. shed a coat of paint. The equation f(x) describes the
6x
6x
portion of the job Tawa and her father working together can
When a car has a front-end collision, the objects in the car (including passengers) 6x
complete in 1 hour. Graph f(x) for x 0, y 0. If Tawa’s
6x
History keep moving forward until the impact occurs. After impact, objects are repelled. Seat father can complete the job in 4 hours alone, what portion of the
job can they complete together in 1 hour? 5

O x
Mathematician Maria belts and airbags limit how far you are jolted forward. The formula for the velocity 12
Gaetana Agnesi was one of (m m )v 11. LIGHT The relationship between the illumination an object Illumination
Illumination (foot-candles)
I
at which you are thrown backward is Vƒ

1 2 i receives from a light source of I foot-candles and the square of
the greatest scholars of all , where m1 and m2 are masses the distance d in feet of the object from the source can be 60
m1 m2 4500
modeled by I(d)
d2
4500
. Graph the function I(d)
d2
for 40
time. Born in Milan, Italy, of the two objects meeting and vi is the initial velocity. 43. See pp. 519A–519D. 0 I 80 and 0 d 80. What is the illumination in 20
foot-candles that the object receives at a distance of 20 feet
in 1718, she mastered from the light source? 11.25 foot-candles O 20 40 60
Distance (ft)
d
Greek, Hebrew, and 43. Let m1 be the independent variable, and let Vƒ be the dependent variable. Graph
several modern languages the function if m2 7 kilograms and vi 5 meters per second. Gl
Reading
NAME
/M G ______________________________________________
Hill 532 DATE ____________
Gl PERIOD
Al _____
b 2
by the age of 11. 9-3 Readingto

to Learn
Learn Mathematics
Mathematics, p. 533 ELL
Source: A History of 44. Give the equation of the vertical asymptote and the m1- and Vƒ -intercepts of Graphing Rational Functions
Mathematics the graph. m1 7; 7; 5 Pre-Activity How can rational functions be used when buying a group gift?
• If 15 students contribute to the gift, how much would each of them pay?
45. Find the value of Vƒ when the value of m1 is 5 kilograms. about 0.83 m/s $10
• If each student pays $5, how many students contributed?
x2 2(x 2) 5(x 2) 30 students
46. Sample answers: f (x) , f (x) , f (x)
(x 2)(x 3) (x 2)(x 3) (x 2)(x 3) Reading the Lesson
46. CRITICAL THINKING Write three rational functions that have a vertical 1. Which of the following are rational functions? A and C
asymptote at x 3 and a hole at x 2. A. f(x)

1
x5
B. g(x) x C. h(x)
2
x2 25
x 6x 9
2. a. Graphs of rational functions may have breaks in continuity . These may occur
www.algebra2.com/self_check_quiz Lesson 9-3 Graphing Rational Functions 489 as vertical asymptotes or as point discontinuities .
b. The graphs of two rational functions are shown below.
I. y II. y
O x
NAME ______________________________________________ DATE ____________ PERIOD _____
O x
Enrichment, p. 534 Lesson 9-3

9-3 Enrichment
Graphing with Addition of y-Coordinates Graph I has a point discontinuity at x 2 .

Equations of parabolas, ellipses, and hyperbolas that are y Graph II has a vertical asymptote at x 2 .
“tipped” with respect to the x- and y-axes are more difficult
to graph than the equations you have been studying. B Match each function with its graph above.
x 4
x2
Often, however, you can use the graphs of two simpler f(x) II g(x) I
A x2 x2
equations to graph a more complicated equation. For yx6
example, the graph of the ellipse in the diagram at the
y x 6
4x x 2
right is obtained by adding the y-coordinate of each point Helping You Remember
on the circle and the y-coordinate of the corresponding y
4x x 2
B
point of the line. 3. One way to remember something new is to see how it is related to something you already
know. How can knowing that division by zero is undefined help you to remember how to
O A x
find the places where a rational function has a point discontinuity or an asymptote?
Sample answer: A point discontinuity or vertical asymptote occurs
where the function is undefined, that is, where the denominator of the
related rational expression is equal to 0. Therefore, set the denominator
equal to zero and solve for the variable.
Graph each equation. State the type of curve for each graph.
1. y 6 x
4 x2 ellipse 2. y x x parabola

BASKETBALL For Exercises 47–50, use the following information.
4 Assess Zonta plays basketball for Centerville High School. So far this season, she has made
6 out of 10 free throws. She is determined to improve her free-throw percentage. If
she can make x consecutive free throws, her free-throw percentage can be
6x
Open-Ended Assessment determined using P(x) .
10 x
Writing Have students write 47. Graph the function. See margin.
their own examples of rational 48. the part in the first 48. What part of the graph is meaningful in the context of the problem?
functions and graph them, quadrant ★ 49. Describe the meaning of the y-intercept.
showing discontinuities. 49. It represents her ★ 50. What is the equation of the horizontal asymptote? Explain its meaning with
original free-throw respect to Zonta’s shooting percentage.
percentage of 60%.
Getting Ready for 50. y 1; this 51. WRITING IN MATH Answer the question that was posed at the beginning of
the lesson. See margin.
Lesson 9-4 represents 100%
which she cannot How can rational functions be used when buying a group gift?
BASIC SKILL Students will write achieve because she Include the following in your answer:
and solve direct, joint, and inverse has already missed 4 150
• a complete graph of the function c with asymptotes, and
variation problems in Lesson 9-4. free throws. s
• an explanation of why only part of the graph is meaningful in the context of
This will include students writing the problem.
and solving proportions that
relate the values in the variation. Standardized 52. Which set is the domain of the function graphed y
Use Exercises 63–66 to determine Test Practice at the right? A

your students’ familiarity with A {xx 0, 2}
solving proportions. B {xx 2, 0} O x
C {xx 4}
Assessment Options D {xx
4}
Quiz (Lesson 9-3) is available
on p. 567 of the Chapter 9 x2 8
53. Which set is the range of the function y ? B
2
Resource Masters. A yy 22 B {yy 4}
Mid-Chapter Test (Lessons 9-1 C {yy 0} D {yy 0}
through 9-3) is available on
p. 569 of the Chapter 9 Resource
Masters. Maintain Your Skills
Mixed Review Simplify each expression. (Lessons 9-2 and 9-1)
3m 4 3m 2 4 5 2 2w 4 2w 6
Answers 54. 54.
mn 2m 2n
55.
x3 x2
56.
w3
mn 5
3x 16
47. P (x ) 55. Find the coordinates of the center and the radius of the circle with the given
8 (x 3)(x 2)
equation. Then graph the circle. (Lesson 8-3) 57–58. See margin for graphs.
P (x ) 6x 5(w 2)
10 x 56. 57. (x 6)2 (y 2)2 25 (6, 2); 5 58. x2 y2 4x 9 (2, 0); 1
3
(w 3)2
59. ART Joyce Jackson purchases works of art for an art gallery. Two years ago,
12 8 4 O 4x she bought a painting for $20,000, and last year, she bought one for $35,000. If
4 paintings appreciate 14% per year, how much are the two paintings worth now?
(Lesson 7-1) $65,892
8
Solve each equation by completing the square. (Lesson 6-4)
60. x2 8x 20 0 61. x2 2x 120 0 62. x2 7x 17 0
51. A rational function can be used to 4 2i 12, 10 7 3 13

determine how much each person 2
Getting Ready for BASIC SKILL Solve each proportion.
owes if the cost of the gift is 16 32 7 a 6 8 b 40
the Next Lesson 63. 4.5 64. 1.4 65. 20 66. 12
known and the number of people v 9 25 5 15 s 9 30
sharing the cost is s. Answers 490 Chapter 9 Rational Expressions and Equations
should include the following.
• c
100 • Only the portion in 57. y 58. y
c
150 the first quadrant is
50 s
significant in the real
s0
O world because there (x 6)2 ( y 2)2 25
100 50 50 100 s cannot be a negative O x
50 c 0 number of people nor
a negative amount of O x
100
money owed for the
x 2 y 2 4x 9
gift.

Graphing
Calculator
A Follow-Up of Lesson 9-3
Investigation
Graphing Rational Functions Getting Started
A TI-83 Plus graphing calculator can be used to explore the graphs of rational
functions. These graphs have some features that never appear in the graphs of
polynomial functions. Graphing Window For the
examples, students should use
8x 5 the settings shown below the
Example 1 Graph y in the standard viewing window. Find the
z 2x diagrams. For all the exercises, a
equations of any asymptotes.
good window is [10, 10] scl: 1
• Enter the equation in the Y= list. by [10, 10] scl: 1.
KEYSTROKES: ( 8 X,T,␪,n 5 ) ⫼ ( 2 Graph Style Students may find it
X,T,␪,n ) ZOOM 6 instructive to experiment with the
By looking at the equation, we can determine that if x 0, the
graph style. They can begin by
function is undefined. The equation of the vertical asymptote is using the usual line style. This is
x 0. Notice what happens to the y values as x grows larger and the style when the icon to the left
as x gets smaller. The y values approach 4. So, the equation for the of the equation on the Y= list is a
horizontal asymptote is y = 4. [10, 10] scl: 1 by [10, 10] scl: 1
backslash. The best alternate style
x2 16 to use is path style. The icon for
Example 2 Graph y in the window [5, 4.4] by
x4 this style is a small numeral 0
[10, 2] with scale factors of 1. with a short minus sign attached
Notice the hole
at x 4. to the left side of the 0.
• Because the function is not continuous, put the calculator in
dot mode.
KEYSTROKES: MODE ENTER
This graph looks like a line with a break in continuity at [5, 4.4] scl: 1 by [10, 2] scl: 1
Teach
x 4. This happens because the denominator is 0 when
x 4. Therefore, the function is undefined when x 4. Suggest that students try graph-
ing Example 2 in Connected
If you TRACE along the graph, when you come to x 4, you will see that there is
no corresponding y value.
mode as well as Dot mode. Ask
them which way makes it easier
to see the discontinuity.
Exercises 1–6. See pp. 519A–519D for graphs.
Use a graphing calculator to graph each function. Be sure to show a
complete graph. Draw the graph on a sheet of paper. Write the
x-coordinates of any points of discontinuity and/or the equations of
Assess
any asymptotes. 2. x 2, y 1 4. x 2, y 2 5. x 1, y 4
1 x 3 2 Ask: How can you use the
1. ƒ(x) x 0, y 0 2. ƒ(x) 3. ƒ(x) x 4, y 0 graphing calculator to check the
x x2 x4
2x 4x 2 x2 9 exact value where a discontinu-
4. ƒ(x)
3x 6
5. ƒ(x)
x1
6. ƒ(x)
x3
point discontinuity at x 3
ity occurs? Use TRACE to find
7. Which graph(s) has point discontinuity? 6 where there is no y value.
8. Describe functions that have point discontinuity. See margin.
www.algebra2.com/other_calculator_keystrokes Answer
8. rational functions where a value of
Graphing Calculator Investigation Graphing Rational Functions 491 the function is not defined, but the
rational expression in simplest
form is defined for that value
Graphing Calculator Investigation Graphing Rational Functions 491

Lesson Direct, Joint, and
Notes Inverse Variation
• Recognize and solve direct and
1 Focus joint variation problems.

• Recognize and solve inverse
USA TODAY Snapshots®
College high-tech spending
Vocabulary variation problems.
Spending for computer hardware and software by
5-Minute Check • direct variation
colleges was about $2.8 billion this
school year. Spending per student: $283
Transparency 9-4 Use as a is variation used
• constant of variation
to find the total cost
quiz or review of Lesson 9-3. • joint variation
• inverse variation
given the unit cost?
Mathematical Background notes The total high-tech spending t $149
are available for this lesson on of an average public college can
p. 470D. be found by using the equation
t = 149s, where s is the number
is variation used to find of students.
the total cost given the
unit cost? Public schools Private schools
Source: Market Data Retrieval
Ask students: By Marcy E. Mullins, USA TODAY
• If the number of students

increases, what happens to the
value of the total spending? DIRECT VARIATION AND JOINT VARIATION The relationship given by
It increases. t 149s is an example of direct variation. A direct variation can be expressed in the
form y kx. The k in this equation is a constant and is called the constant of
• If the number of students variation .
decreases, what happens to the Notice that the graph of t 149s is a straight line
t
value of the total spending? through the origin. An equation of a direct variation is a
It decreases. special case of an equation written in slope-intercept form, 600
y mx b. When m k and b 0, y mx b becomes
400
y kx. So the slope of a direct variation equation is its
constant of variation. 200 t 149s
To express a direct variation, we say that y varies
directly as x. In other words, as x increases, y increases or O 2 4 6 s
decreases at a constant rate.
Direct Variation
y varies directly as x if there is some nonzero constant k such that y kx.
k is called the constant of variation.
If you know that y varies directly as x and one set of values, you can use a
proportion to find the other set of corresponding values.
y1 kx1 and y2 kx2
y y2
1 k k
x1 x2
y y
Therefore, 1 2 .
x1 x2
Resource Manager
Chapter 9 Resource Masters Graphing Calculator and 5-Minute Check Transparency 9-4
• Study Guide and Intervention, pp. 535–536 Spreadsheet Masters, p. 44 Real-World Transparency 9
• Skills Practice, p. 537 School-to-Career Masters, p. 18 Answer Key Transparencies
• Practice, p. 538 Science and Mathematics Lab Manual,
• Reading to Learn Mathematics, p. 539 pp. 123–126 Technology
Using the properties of equality, you can find many other proportions that relate
these same x and y values.
Example 1 Direct Variation

2 Teach
If y varies directly as x and y 12 when x 3, find y when x 16. DIRECT VARIATION AND
Use a proportion that relates the values. JOINT VARIATION
y y2
1 Direct proportion In-Class Examples Power
x1 x2
Point®
12 y2
y1 12, x1 3, and x2 16
3 16 1 If y varies directly as x and
16(12) 3(y2) Cross multiply. y 15 when x 5, find y
192 3y2 Simplify. when x 3. 9
64 y2 Divide each side by 3.
2 Suppose y varies jointly as x
When x 16, the value of y is 64. and z. Find y when x 10
and z 5, if y 12 when
Another type of variation is joint variation. Joint variation occurs when one z 8 and x 3. 25
quantity varies directly as the product of two or more other quantities.
Teaching Tip Discuss with
Joint Variation students what happens to the
y varies jointly as x and z if there is some number k such that y kxz, where constant of variation in the
proportions used to solve these
k 0, x 0, and z 0.
examples.
If you know y varies jointly as x and z and one set of values, you can use a
proportion to find the other set of corresponding values.
y1 kx1z1 and y2 kx2z2
y1 y2
k k
x1z1 x2z2
y1 y2
Therefore, .
x1z1 x2z2
Example 2 Joint Variation

Suppose y varies jointly as x and z. Find y when x 8 and z 3, if y 16
when z 2 and x 5.
Use a proportion that relates the values.
y1 y2
Joint variation
x1z1 x2z2
16 y2
y1 16, x1 5, z1 2, x2 8, and z2 3
5(2) 8(3)
8(3)(16) 5(2)(y2) Cross multiply.
384 10y2 Simplify.
38.4 y2 Divide each side by 10.
When x 8 and z 3, the value of y is 38.4.
INVERSE VARIATION Another type of variation is inverse variation. For two

quantities with inverse variation , as one quantity increases, the other quantity
decreases. For example, speed and time for a fixed distance vary inversely with each
other. When you travel to a particular location, as your speed increases, the time it
takes to arrive at that location decreases.
www.algebra2.com/extra_examples Lesson 9-4 Direct, Joint, and Inverse Variation 493
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Lesson 9-4 Direct, Joint, and Inverse Variation 493

INVERSE VARIATION Inverse Variation
y varies inversely as x if there is some nonzero constant k such that
Point®
k
xy k or y .
x
3 If a varies inversely as b and

a 6 when b 2, find a
when b 7. 12 Suppose y varies inversely as x such that xy 6 or y
7 6
y . The graph of this equation is shown at the right.
x
4 SPACE The next closest Note that in this case, k is a positive value 6, so as the
planet to the Sun after values of x increase, the values of y decrease.
O x
Mercury is Venus, which is xy 6
Just as with direct variation and joint variation, a
or
about 67 million miles away. proportion can be used with inverse variation to solve y x
6
How much larger would the problems where some quantities are known. The
following proportion is only one of several that can be
diameter of the Sun appear formed.
on Venus than on Earth? TEACHING TIP
about 1.39 times as large as it In Example 3, students x1y1 k and x2y2 k
appears from Earth may wish to solve the
x1y1 x2y2 Substitution Property of Equality
problem by using the
equation r1t1 r2t2. x1 x
Teaching Tip To understand the
y2
2
y1
Divide each side by y1y2.
situation in the problem, some
students may find it useful to
make a sketch showing the Example 3 Inverse Variation
relative distances from the Sun
to Earth, Mercury, and Venus. If r varies inversely as t and r 18 when t 3, find r when t 11.
Use a proportion that relates the values.
r r
1 2 Inverse variation
t2 t1
18 r2
r1 18, t1 3, and t2 11
11 3
18(3) 11(r2) Cross multiply.
54 11r2 Simplify.

10
4 r2 Divide each side by 11.
11
10
Space When t 11, the value of r is 4.
11
Mercury is about 36 million
miles from the Sun, making
it the closest planet to the
Sun. Its proximity to the
Sun causes its temperature
to be as high as 800°F.
Example 4 Use Inverse Variation
Source: World Book Encyclopedia SPACE The apparent length of an object is inversely proportional to one’s
distance from the object. Earth is about 93 million miles from the Sun. Use the
information at the left to find how much larger the diameter of the Sun would
appear on Mercury than on Earth.
Explore You know that the apparent diameter of the Sun varies inversely with
the distance from the Sun. You also know Mercury’s distance from the
Sun and Earth’s distance from the Sun. You want to determine how
much larger the diameter of the Sun appears on Mercury than on Earth.
Plan Let the apparent diameter of the Sun from Earth equal 1 unit and the
apparent diameter of the Sun from Mercury equal m. Then use a
proportion that relates the values.
Direct and Inverse Variation Help students understand the
difference between the two types of variation by using the example of
gas in the tank of a car, distance, and driving time. The amount of
distance increases as the driving time increases (direct). The amount of
gas decreases as the driving time increases (inverse).

Solve
distance from Mercury

apparent diameter from Earth

distance from Earth
apparent diameter from Mercury
Inverse variation 3 Practice/Apply
36 million miles 93 million miles
Substitution
1 unit m units
(36 million miles)(m units) (93 million miles)(1 unit) Cross multiply.
(93 million miles)(1 unit) Divide each side by Study Notebook
m 36 million miles 36 million miles.
Have students—
m 2.58 units Simplify.
Examine Since distance between the Sun and Earth is between 2 and 3 times the the vocabulary terms to their
distance between the Sun and Mercury, the answer seems reasonable.
From Mercury, the diameter of the Sun will appear about 2.58 times as Vocabulary Builder worksheets for
large as it appears from Earth. Chapter 9.
• write the names and some
examples from their lives for
direct, joint, and inverse variation.
Concept Check 1. Determine whether each graph represents a direct or an inverse variation. • include any other item(s) that they
a. y inverse b. y direct find helpful in mastering the skills
in this lesson.
x
O O x
2. Both are examples Answers

of direct variation. For
y 5x, y increases as 3. Sample answers: wages and hours
2. Compare and contrast y 5x and y 5x.
x increases. For y worked, total cost and number of
5x, y decreases as x 3. OPEN ENDED Describe two quantities in real life that vary directly with each pounds of apples purchased;
increases. other and two quantities that vary inversely with each other. See margin.
distances traveled and amount of
Guided Practice State whether each equation represents a direct, joint, or inverse variation. Then gas remaining in the tank, distance
name the constant of variation. of an object and the size it appears
y 1 1
GUIDED PRACTICE KEY 4. ab 20 inverse; 20 5. 0.5 direct; 0.5 6. A bh joint; 13. Depth (ft) Pressure (psi)
x 2 2
Exercises Examples
Find each value. 0 0
4–9 1–3 7. If y varies directly as x and y 18 when x 15, find y when x 20. 24
10–13 4 1 0.43
8. Suppose y varies jointly as x and z. Find y when x 9 and z 5, if y 90
2 0.86
when z 15 and x 6. 45
9. If y varies inversely as x and y 14 when x 12, find x when y 21. 8 3 1.29
Application 4 1.72
SWIMMING For Exercises 10–13, use the following information.
When a person swims underwater, the pressure in his P
or her ears varies directly with the depth at which he 4.3 pounds
or she is swimming. per square inch (psi) 10 ft
P 0.43d
10. Write an equation of direct variation that
represents this situation. P 0.43d
O d
11. Find the pressure at 60 feet. 25.8 psi
12. about 150 ft 12. It is unsafe for amateur divers to swim where the water pressure is more than
65 pounds per square inch. How deep can an amateur diver safely swim?
13. Make a table showing the number of pounds of pressure at various depths of
water. Use the data to draw a graph of pressure versus depth. See margin.
Auditory/Musical Have students find various kinds of variation in the
sounds made by musical instruments. Suggest that they investigate the
length and size of guitar strings relative to their vibrations, and the length
and diameter of the columns of air used in wind and brass instruments
for various notes.

Study
NAME ______________________________________________ DATE
Guide andIntervention
Intervention,
____________ PERIOD _____
9-4 Study Guide and
p. 535
Direct, (shown) and
Joint, and Inverse p. 536
Variation Practice and Apply
Direct Variation and Joint Variation
y varies directly as x if there is some nonzero constant k such that y kx. k is called the
Direct Variation
constant of variation.
Homework Help State whether each equation represents a direct, joint, or inverse variation. Then
name the constant of variation. 14. direct; 1.5 16. inverse; 18
Joint Variation y varies jointly as x and z if there is some number k such that y kxz, where x 0 and z 0.
Exercises Examples
Example Find each value.
14–37 1–3 n a
a. If y varies directly as x and y 16
when x 4, find x when y 20.
b. If y varies jointly as x and z and y 10
when x 2 and z 4, find y when
14. 1.5 15. a 5bc joint; 5 16. vw 18 17. 3 direct; 3
y1 y2 x 4 and z 3.
38–53 4 m b
x1
Direct proportion
x2 y1 y2
12 1 2.5
x1z1
x2 z2 Joint variation
18. p 19. y 7x
20. V Bh 21. s
16

4
20
x2 y1 16, x1 4, and y2 20
10

y2 y1 10, x1 2, z1 4, x2 4, Extra Practice q 31 t
direct; 7
24 43 and z2 3
16x2 (20)(4) Cross multiply.
x2 5 120 8y2 Simplify. See page 848. inverse; 12 joint; inverse; 2.5
Simplify.
The value of x is 5 when y is 20. y2 15 Divide each side by 8. 3
The value of y is 15 when x 4 and z 3. 22. CHEMISTRY Boyle’s Law states that when a sample of gas is kept at a constant
Exercises
Find each value.
temperature, the volume varies inversely with the pressure exerted on it. Write
1. If y varies directly as x and y 9 when 2. If y varies directly as x and y 16 when an equation for Boyle’s Law that expresses the variation in volume V as a
x 6, find y when x 8. 12
3. If y varies directly as x and x 15

x 36, find y when x 54. 24
4. If y varies directly as x and x 33 when

function of pressure P. V k
when y 5, find x when y 9. 27 y 22, find x when y 32. 48 P
5. Suppose y varies jointly as x and z. 6. Suppose y varies jointly as x and z. Find y
Find y when x 5 and z 3, if y 18 when x 6 and z 8, if y 6 when x 4
when x 3 and z 2. 45 and z 2. 36 23. CHEMISTRY Charles’ Law states that when a sample of gas is kept at a
7. Suppose y varies jointly as x and z.
Find y when x 4 and z 11, if y 60
8. Suppose y varies jointly as x and z. Find y
when x 5 and z 2, if y 84 when
constant pressure, its volume V will increase as the temperature t increases.
Lesson 9-4
when x 3 and z 5. 176 x 4 and z 7. 30
Write an equation for Charles’ Law that expresses volume as a function.
9. If y varies directly as x and y 14
when x 35, find y when x 12. 4.8
10. If y varies directly as x and x 200 when
y 50, find x when y 1000. 4000 V kt
11. If y varies directly as x and y 39 12. If y varies directly as x and x 60 when
when x 52, find y when x 22. 16.5 y 75, find x when y 42. 33.6 24. GEOMETRY How does the circumference of a circle vary with respect to its
13. Suppose y varies jointly as x and z.
Find y when x 6 and z 11, if
14. Suppose y varies jointly as x and z. Find y
when x 5 and z 10, if y 12 when radius? What is the constant of variation? directly; 2
y 120 when x 5 and z 12. 132 x 8 and z 6. 12.5
15. Suppose y varies jointly as x and z. 16. Suppose y varies jointly as x and z. Find y
Find y when x 7 and z 18, if when x 5 and z 27, if y 480 when
y 351 when x 6 and z 13. 567 x 9 and z 20. 360 25. TRAVEL A map is scaled so that 3 centimeters represents 45 kilometers. How
Gl NAME
/M G ______________________________________________
Hill 535 DATE ____________
GlPERIOD
Al _____
b 2
far apart are two towns if they are 7.9 centimeters apart on the map? 118.5 km
Skills
9-4 Practice,
Practice (Average)
p. 537 and
Practice, p.and
Direct, Joint, 538 (shown)
Inverse Variation Find each value.
State whether each equation represents a direct, joint, or inverse variation. Then
name the constant of variation.
26. If y varies directly as x and y 15 when x 3, find y when x 12. 60
5
1. u 8wz joint; 8 2. p 4s direct; 4 3. L inverse; 5 4. xy 4.5 inverse; 4.5
k
More About . . .
C
5.
d
6. 2d mn
1.25
7. h
g
3
8. y
4x
28. Suppose y varies jointly as x and z. Find y when x 2 and z 27,
1 3
direct; joint; inverse; 1.25 inverse;
2 4
Find each value. if y 192 when x 8 and z 6. 216

10. If y varies directly as x and y 16 when x 6, find x when y 4. 1.5 29. If y varies jointly as x and z and y 80 when x 5 and z 8,
11. If y varies directly as x and y 132 when x 11, find y when x 33. 396 find y when x 16 and z 2. 64
56
12. If y varies directly as x and y 7 when x 1.5, find y when x 4.
13. If y varies jointly as x and z and y 24 when x 2 and z 1, find y when x 12

3
30. If y varies inversely as x and y 5 when x 10, find y when x 2. 25
and z 2. 288
14. If y varies jointly as x and z and y 60 when x 3 and z 4, find y when x 6 31. If y varies inversely as x and y 16 when x 5, find y when x 20. 4
and z 8. 240
15. If y varies jointly as x and z and y 12 when x 2 and z 3, find y when x 4

and z 1. 8
Travel Agent 32. If y varies inversely as x and y 2 when x 25, find x when y 40. 1.25
Travel agents give advice
16. If y varies inversely as x and y 16 when x 4, find y when x 3.
64
3 33. If y varies inversely as x and y 4 when x 12, find y when x 5. 9.6
17. If y varies inversely as x and y 3 when x 5, find x when y 2.5. 6
and make arrangements
18. If y varies inversely as x and y 18 when x 6, find y when x 5. 21.6
for transportation, 34. If y varies directly as x and y 9 when x is 15, find y when x 21. 12.6
19. If y varies directly as x and y 5 when x 0.4, find x when y 37.5. 3
accommodations,
and recreation. For 35. If y varies directly as x and x 6 when y 0.5, find y when x 10. 0.83
20. GASES The volume V of a gas varies inversely as its pressure P. If V 80 cubic
international travel, they
★ 36. Suppose y varies jointly as x and z. Find y when x 12 and z 6,
centimeters when P 2000 millimeters of mercury, find V when P 320 millimeters of
mercury. 500 cm3
also provide information
21. SPRINGS The length S that a spring will stretch varies directly with the weight F that
if y 45 when x 6 and z 10. 21
is attached to the spring. If a spring stretches 20 inches with 25 pounds attached, how
far will it stretch with 15 pounds attached? 12 in.
on customs and currency 4
22. GEOMETRY The area A of a trapezoid varies jointly as its height and the sum of its
exchange. ★ 37. If y varies jointly as x and z and y 18 when x 12 and z 3, find y when
bases. If the area is 480 square meters when the height is 20 meters and the bases are
1 1
28 meters and 20 meters, what is the area of a trapezoid when its height is 8 meters and
its bases are 10 meters and 15 meters? 100 m2
Online Research x 6 and z .
3 6
Gl NAME
/M G ______________________________________________
Hill 538 DATE ____________
Gl PERIOD
Al _____
b 2
Reading For information about
9-4 Readingto
to Learn
Learn Mathematics ELL
Mathematics, p. 539 a career as a travel 38. WORK Paul drove from his house to work at an average speed of 40 miles per
Direct, Joint, and Inverse Variation
Pre-Activity How is variation used to find the total cost given the unit cost? agent, visit: hour. The drive took him 15 minutes. If the drive home took him 20 minutes and
Read the introduction to Lesson 9-4 at the top of page 492 in your textbook. www.algebra2.com/ he used the same route in reverse, what was his average speed going home?
• For each additional student who enrolls in a public college, the total
high-tech spending will increase (increase/decrease) by careers 30 mph
$149 .
• For each decrease in enrollment of 100 students in a public college, the 39. WATER SUPPLY Many areas of Northern California depend on the snowpack
total high-tech spending will
$14,900 .
decrease (increase/decrease) by
of the Sierra Nevada Mountains for their water supply. If 250 cubic centimeters
of snow will melt to 28 cubic centimeters of water, how much water does
Reading the Lesson 900 cubic centimeters of snow produce? 100.8 cm3
1. Write an equation to represent each of the following variation statements. Use k as the
constant of variation.
k
a. m varies inversely as n. m
n
b. s varies directly as r. s kr
c. t varies jointly as p and q. t kpq
2. Which type of variation, direct or inverse, is represented by each graph? NAME ______________________________________________ DATE ____________ PERIOD _____
a. y inverse b. y direct
Enrichment,
9-4 Enrichment p. 540
O x O x Expansions of Rational Expressions
Many rational expressions can be transformed into power series. A power
series is an infinite series of the form A Bx Cx2 Dx3 … . The
rational expression and the power series normally can be said to have the
same values only for certain values of x. For example, the following equation
holds only for values of x such that 1 x 1.
Helping You Remember 1
1 x x2 x3 … for 1 x 1
3. How can your knowledge of the equation of the slope-intercept form of the equation of a 1x
line help you remember the equation for direct variation?
Sample answer: The graph of an equation expressing direct variation is a Example 2 3x

Expand 2 in ascending powers of x.
line. The slope-intercept form of the equation of a line is y mx b. In 1xx
direct variation, if one of the quantities is 0, the other quantity is also 0, Assume that the expression equals a series of the form A Bx Cx2 Dx3 ….
so b 0 and the line goes through the origin. The equation of a line Then multiply both sides of the equation by the denominator 1 x x2.
through the origin is y mx, where m is the slope. This is the same as 2 3x
A Bx Cx2 Dx3 …
the equation for direct variation with k m. 1 x x2
2 3x (1 x x2)(A Bx Cx2 Dx3 …)
2 3x A Bx Cx2 Dx3 …
Ax Bx2 Cx3 …

40. RESEARCH According to Johannes Kepler’s third law of planetary motion, the
ratio of the square of a planet’s period of revolution around the Sun to the cube
of its mean distance from the Sun is constant for all planets. Verify that this is About the Exercises…
true for at least three planets. See students’ work. Organization by Objective
• Direct Variation and Joint
BIOLOGY For Exercises 41–43, use the information at the left.
41. Write an equation to represent the amount of meat needed to sustain s Siberian Variation: 23–29, 34–37,
tigers for d days. m 20sd 39–46
42. Is your equation in Exercise 41 a direct, joint, or inverse variation? joint • Inverse Variation: 22, 30–33,
43. How much meat do three Siberian tigers need for the month of January? 1860 lb 38, 47–49
LAUGHTER For Exercises 44–46, use the following information.

Odd/Even Assignments
According to The Columbus Dispatch, the average American laughs 15 times per day. Exercises 14–39 are structured
44. Write an equation to represent the average number of laughs produced by m
household members during a period of d days. ᐉ 15md same concepts whether they
45. Is your equation in Exercise 44 a direct, joint, or inverse variation? joint are assigned odd or even
46. Assume that members of your household laugh the same number of times each problems.
day as the average American. How many times would the members of your Alert! Exercise 40 requires
Biology household laugh in a week? See students’ work. reference materials for
In order to sustain itself in
its cold habitat, a Siberian ARCHITECTURE For Exercises 47–49, use the following information.
planetary data.
tiger requires 20 pounds of When designing buildings such as theaters, auditoriums, or museums architects
meat per day.
Source: Wildlife Fact File
have to consider how sound travels. Sound intensity I is inversely proportional to
the square of the distance from the sound source d.
Assignment Guide
k Basic: 15–35 odd, 39, 41–43,
★ 47. Write an equation that represents this situation. I 2
d 54–73
★ 48. If d is the independent variable and I is the dependent variable, graph the
equation from Exercise 47 when k 16. See margin. Average: 15–39 odd, 44–49,
49. The sound will be ★ 49. If a person in a theater moves to a seat twice as far from the speakers, compare 54–73
1 the new sound intensity to that of the original.
heard as intensely. Advanced: 14–40 even, 44–67
4
TELECOMMUNICATIONS For Exercises 50–53, use the following information. (optional: 68–73)
It has been found that the average All: Practice Quiz 2 (1–5)
number of daily phone calls C between City Population
two cities is directly proportional to the
product of the populations P1 and P2 of
two cities and inversely proportional to Indianapolis
Tampa Answer
the square of the distance d between the 2,396,000
1,607,000
kP P 48.
cities. That is, C 12
2 .
I
0.02P1P2 d I 162
50. 0.02; C ★ 50. The distance between Nashville and d
d2 Charlotte
Charlotte is about 425 miles. If the Nashville 1,499,000
average number of daily phone calls 1,231,000
between the cities is 204,000, find the
value of k and write the equation of
54. Sample answer: If variation. Round to the nearest
the average student hundredth.
spends $2.50 for lunch Source: U.S. Census Bureau O d
in the school ★ 51. Nashville is about 680 miles from Tampa. Find the average number of daily
cafeteria, write an phone calls between them. about 127,572 calls
equation to represent ★ 52. The average daily phone calls between Indianapolis and Charlotte is 133,380.
the amount s students Find the distance between Indianapolis and Charlotte. about 601 mi
will spend for lunch in
d days. How much will ★ 53. Could you use this formula to find the populations or the average number of
30 students spend in a phone calls between two adjoining cities? Explain. no; d 0
week?
a 2.50sd; $375 54. CRITICAL THINKING Write a real-world problem that involves a joint variation.
Solve the problem.
www.algebra2.com/self_check_quiz Lesson 9-4 Direct, Joint, and Inverse Variation 497
Teacher to Teacher
Susan Nelson Spring H.S., Spring, TX
"I have my students do a data gathering activity called Rotations where we
have the student do a regression for the diameter of a lid versus the number
of rotations it takes to move across a fixed length of masking tape."

55. WRITING IN MATH Answer the question that was posed at the beginning of
4 Assess the lesson. See margin.
How is variation used to find the total cost given the unit cost?
Include the following in your answer:
Open-Ended Assessment
• an explanation of why the equation for the total cost is a direct variation, and
Modeling Have students write • a problem involving unit cost and total cost of an item and its solution.
equations for various variations
in their life (time spent studying, Standardized 56. If the ratio of 2a to 3b is 4 to 5, what is the ratio of 5a to 4b? D
hours of sleep, and so on). Ask Test Practice 4 3 9 3
A B C D
them to write examples and 3 4 8 2
explain them. 57. Suppose b varies inversely as the square of a. If a is multiplied by 9, which of the
following is true for the value of b? C
1 1
A It is multiplied by . B It is multiplied by .
3 9
1
Intervention C It is multiplied by . D It is multiplied by 3.
81
New Make sure that
students under-
stand the essen- Maintain Your Skills
tial differences Mixed Review Determine the equations of any vertical asymptotes and the values of x for any
between direct and inverse holes in the graph of each rational function. (Lesson 9-3)
variation. For example, ask 58. ƒ(x)
x1
59. ƒ(x)
x3
60. ƒ(x)
x2 4x 3
2 x 1 2
x x 12 x3
them if the number of candles asymp.: x 1; hole: x 1 asymp.: x 4, x 3 hole: x 3
on a birthday cake varies Simplify each expression. (Lesson 9-2) 1
directly or indirectly with the m
t 2 2t 2 3x 4x x t 2 m m(m 1)
62. 61. 62. 63.
age of the birthday person. (t 2)(t 2) xy yx yx t2 t2 4 4 5
1 m5
m m2
Then ask how the length of the
candle remaining varies with 64. ASTRONOMY The distance from Earth to the Sun is approximately 93,000,000
miles. Write this number in scientific notation. (Lesson 5-1) 9.3 107
the time the candle has burned.
State the slope and the y-intercept of the graph of each equation. (Lesson 2-4)
65. y 0.4x 1.2 0.4; 1.2 66. 2y 6x 14 3; 7 67. 3x 5y 15 3; 3
5
Getting Ready for
Lesson 9-5 Getting Ready for PREREQUISITE SKILL Identify each function as S for step, C for constant, A for
the Next Lesson absolute value, or P for piecewise. (To review special functions, see Lesson 2-6.)
PREREQUISITE SKILL In Lesson 2
68. h(x) C 69. g(x) 3x A 70. ƒ(x)
2x S
3
9-5, students will identify equa-
tions and graphs as different types
of functions. Use Exercises 68–73
71. ƒ(x) 11 ifif xx
00 P 72. h(x) x 2 A 73. g(x) 3 C
to determine your students’

familiarity with identifying equa- P ractice Quiz 2 Lessons 9-3 and 9-4
tions as step, constant, absolute
Graph each rational function. (Lesson 9-3) 1–2. See pp. 519A–519D.
value, or piecewise functions.
x1 2
1. ƒ(x) 2. ƒ(x)
x4 x 6x 9
2
Assessment Options Find each value. (Lesson 9-4)

Practice Quiz 2 The quiz 3. If y varies inversely as x and x 14 when y 7, find x when y 2. 49
provides students with a brief
4. If y varies directly as x and y 1 when x 5, find y when x 22. 4.4
review of the concepts and skills
in Lessons 9-3 and 9-4. Lesson 5. If y varies jointly as x and z and y 80 when x 25 and z 4, find y
when x 20 and z 7. 112
numbers are given to the right of
exercises or instruction lines so
students can review concepts not
yet mastered.
Answer
55. A direct variation can be used to determine the total cost when the cost per unit is
known. Answers should include the following.
• Since the total cost T is the cost per unit u times the number of units n or T un,
the relationship is a direct variation. In this equation u is the constant of variation.
• Sample answer: The school store sells pencils for 20¢ each. John wants to buy
5 pencils. What is the total cost of the pencils? ($1.00)

Classes of Functions Lesson
Notes
• Identify graphs as different types of functions.

• Identify equations as different types of functions.
1 Focus
can graphs of functions be
used to determine a person’s 5-Minute Check
weight on a different planet? Weight in Pounds Transparency 9-5 Use as a
The purpose of the 2001 Mars Odyssey 60 quiz or review of Lesson 9-4.
Mission is to study conditions on Mars. 50
Mathematical Background notes
Mars
The findings will help NASA prepare for 40
a possible mission with human explorers. 30 are available for this lesson on
The graph at the right compares a 20
p. 470D.
person’s weight on Earth with his or her 10
weight on Mars. This graph represents a 0 10 20 30 40 50 60 70 80 90
direct variation, which you studied in the Earth Building on Prior
previous lesson. Knowledge
In previous course material,
IDENTIFY GRAPHS In this book, you have studied several types of graphs students have learned about
representing special functions. The following is a summary of these graphs. different kinds of functions. In
this lesson, students will revisit
Special Functions different functions and group
Constant Function Direct Variation Function Identity Function them into logical categories
y y y based on their characteristics.
y1 y 2x yx
O O
can graphs of functions
x x be used to determine a
O x
person’s weight on a different
planet?
The general equation of a constant The general equation of a direct The identity function y x is a Ask students:
function is y a, where a is any variation function is y ax, where a special case of the direct variation
number. Its graph is a horizontal line is a nonzero constant. Its graph is a function in which the constant is 1. • According to the graph, what
that crosses the y-axis at a. line that passes through the origin Its graph passes through all points is the approximate weight on
and is neither horizontal nor vertical. with coordinates (a, a).
Mars of a person who weighs
Greatest Integer Function Absolute Value Function Quadratic Function 50 pounds on Earth? about 20 lb
y y y
• According to the graph, what
y
x yx is the approximate weight on
Earth of a person who would
O x
y x2 weigh 30 pounds on Mars?
O x
O x
about 75 lb
If an equation includes an expression An equation with a direct variation The general equation of a quadratic
inside the greatest integer symbol, expression inside absolute value function is y ax2 bx c, where
the function is a greatest integer symbols is an absolute value function. a 0. Its graph is a parabola.
function. Its graph looks like steps. Its graph is in the shape of a V. (continued on the next page)
Lesson 9-5 Classes of Functions 499
Resource Manager

Special Functions
2 Teach Square Root Function Rational Function
y
Inverse Variation Function
y y
IDENTIFY GRAPHS y xx
1
1
y x 1
y x O
Point®
x O x
1 Identify the type of function O x

represented by each graph. If an equation includes an expression The general equation for a rational The inverse variation function
inside the radical sign, the function p(x) a
a. y function is y , where p(x) and
q(x)
y is a special case of the rational
x
is a square root function. Its graph is
a curve that starts at a point and q(x) are polynomial functions. Its function where p(x) is a constant and
continues in only one direction. graph has one or more asymptotes q(x) x. Its graph has two
and/or holes. asymptotes, x 0 and y 0.
O x
absolute value function Example 1 Identify a Function Given the Graph

b. y Identify the type of function represented by each graph.
a. y b. y
O
O x x
O x
quadratic function
The graph has a starting point The graph appears to be a direct
and curves in one direction. The variation since it is a straight line
graph represents a square root passing through the origin.
IDENTIFY EQUATIONS function. However, the hole indicates that
it represents a rational function.
Point®
2 SHIPPING CHARGES A chart IDENTIFY EQUATIONS If you can identify an equation as a type of function,
gives the shipping rates for you can determine the shape of the graph.
an Internet company. They
Rocketry Example 2 Match Equation with Graph
charge $3.50 to ship less than A rocket-powered
1 pound, $3.95 for 1 pound airplane called the X-15 ROCKETRY Emily launched a toy rocket from ground level. The height above the
and over up to 2 pounds, and set an altitude record for ground level h, in feet, after t seconds is given by the formula h(t) 16t2 80t.
airplanes by flying Which graph depicts the height of the rocket during its flight?
$5.20 for 2 pounds and over 67 miles above Earth.
up to 3 pounds. Which graph Source: World Book a. h (t ) b.
120
h (t ) c. h (t )
120 120
depicts these rates? c, the step Encyclopedia
or greatest integer function 80 80 80
a. y b. 40 40 40
y
5 5
4 4 O 2 4 6t O 2 4 6t O 2 4 6t
3 3
2 2 The function includes a second-degree polynomial. Therefore, it is a quadratic
1 1 function, and its graph is a parabola. Graph b is the only parabola. Therefore, the
answer is graph b.
O 1 2 3 4x O 1 2 3 4x
c. y 500 Chapter 9 Rational Expressions and Equations
5
4
3
2
1 Teacher to Teacher
O 1 2 3 4x Deedee S. Adams Oxford H.S., Oxford, AL
"I have my students play Simon Says by having them all stand and graph
different types of functions with their arms. Students sit down if they don't
illustrate the correct graph."

0470-519D Alg 2 Ch09-828000 11/22/02 9:50 PM Page 501

Point®
Chapter 7 Study Guide and Review
3 Identify the type of function
represented by each equation.
Then graph the equation.
7-2 Graphing Polynomial Functions a. y 3 constant function
See pages Concept Summary
353–358. y
• The Location Principle: Since zeros of a function are located at
x-intercepts, there is also a zero between each pair of these zeros.
• Turning points of a function are called relative maxima and relative minima. O x
Example Graph f(x) x4 2x2 10x 2 by making a table of values.

Make a table of values for several x f(x ) f (x )
16
values of x and plot the points.
3 31
Connect the points with a smooth 8
curve. 2 14 b. y 9x
square root function
1 13 O x y
4 2 2 4
0 2 8
f (x ) x 4 2 x 2 10 x 2
1 7
16
2 26
Exercises For Exercises 13–18, complete each of the following.

a. Graph each function by making a table of values.
b. Determine consecutive values of x between which each real zero is located. O x
c. Estimate the x-coordinates at which the relative maxima and relative minima
occur. See Example 1 on page 353. 13–18. See margin.
13. h(x) x3 6x 9 14. f(x) x4 7x 1
15. p(x) x x 2x 1
5
3
4
2
3
17. r(x) 4x x 11x 3

16. g(x) x3 x2 1
18. f(x) x3 4x2 x 2
3 Practice/Apply
Study Notebook
7-3 Solving Equations Using Quadratic Techniques Have students—
360–364. • add the definitions/examples of
• Solve polynomial equations by using quadratic techniques.
the vocabulary terms to their
Example Solve x3 3x2 54x 0. Vocabulary Builder worksheets for
x3 3x2 54x 0 Original equation Chapter 9.
x(x2 3x 54) 0 Factor out the GCF. • add sketches to illustrate each
x(x 9)(x 6) 0 Factor the trinomial. special function graph.
x0 or x90 or x60 Zero Product Property
• include any other item(s) that they
5
19. , 3, 0 x 0 x9 x 6
3
20. 8, 0, 5 in this lesson.
Exercises Solve each equation. See Example 2 on page 361.
21. 4, 2
2i 兹3苶 19. 3x3 4x2 15x 0 20. m4 3m3 40m2 21. a3 64 0
2 1
23. 2, 2 22. r 9r 8 23. x4 8x2 16 0 24. x 3 9x 3 20 0 64, 125 Answer
Chapter 7 Study Guide and Review 401 1. Sample answer:
P
Interpersonal Have students work with a partner or in small groups to O d
do quick sketches of graphs and identify the type of function the graph
could represent. Have each group make a list of the identifying
characteristics of the graph; then ask groups to exchange and compare
their lists.
This graph is a rational function.
It has an asymptote at x 1.
9–11. See margin for Identify the type of function represented by each equation. Then graph the
graphs. equation.
About the Exercises… 9. y x identity or 10. y x2 2 11. y x 2
Organization by Objective direct variation quadratic absolute value
• Identify Graphs: 13–22 Application 12. GEOMETRY Write the equation for the area of a circle. Identify the equation as
• Identify Equations: 23–34 a type of function. Describe the graph of the function.
A r 2; quadratic; the graph is a parabola.
Odd/Even Assignments
Exercises 13–30 are structured
same concepts whether they Practice and Apply
are assigned odd or even
Homework Help Identify the type of function represented by each graph.
problems. For See
Exercises Examples 13. y 14. y 15. y
O
13–18 1
Assignment Guide 19–22, 2
x
31–36
Basic: 13–29 odd, 31–33, 37–61 23–30 3
O x
O x
Average: 13–29 odd, 31–33,
37–61 Extra Practice
See page 848. absolute value square root rational
Advanced: 14–30 even, 31–55 16. y 17. y 18. y
(optional: 56–61)
O x
O x
Answers
O x
9. y
direct variation quadratic constant
Match each graph with an equation at the right.

yx 19. y 20. y
You can use functions
a. y
x 2
O x to determine the
relationship between b. y 2x
primary and secondary
c. y 2x
earthquake waves.
Visit www.algebra2. d. y 3x
com/webquest to e. y 0.5x2
continue work on your 3
10. y O x O x
f. y
y x 2 2 WebQuest project. x1
b e 3
21. y 22. y g. y
x
O x
23–30. See pp. 519A–
519D for graphs. x O x
O
23. constant
24. direct variation
25. square root
26. inverse variation g a
11. y or rational Identify the type of function represented by each equation. Then graph the
27. rational equation.
28. greatest integer 4
y x2
23. y 1.5 24. y 2.5x
25. y 9x 26. y
x
29. absolute value x2 1
27. y 28. y 3
x 29. y 2x 30. y 2x2
30. quadratic x1
O x
35. y 36. The graph is similar to the graph of the greatest

160
integer function because both graphs look like a
series of steps. In the graph of the postage rates,
Cost (cents)
120 the solid dots are on the right and the circles are
80
on the left. However, in the greatest integer
function, the circles are on the right and the solid
40 dots are on the left.
x
0
2 4 6 8 10
Ounces
HEALTH For Exercises 31–33, use the following information. Study
NAME ______________________________________________ DATE
Guide andIntervention
Intervention,
____________ PERIOD _____
9-5 Study Guide and

A woman painting a room will burn an average of 4.5 Calories per minute. p. 541
Classes(shown)
of Functions and p. 542
31. Write an equation for the number of Calories burned in m minutes. C 4.5m Identify Graphs You should be familiar with the graphs of the following functions.
Function Description of Graph
32. Identify the equation in Exercise 31 as a type of function. direct variation Constant
Direct Variation
a horizontal line that crosses the y-axis at a
a line that passes through the origin and is neither horizontal nor vertical
Identity a line that passes through the point (a, a), where a is any real number
33. Describe the graph of the function. a line slanting to the right and passing Greatest Integer
Absolute Value
a step function
V-shaped graph
through the origin Quadratic a parabola
Square Root a curve that starts at a point and curves in only one direction
Rational a graph with one or more asymptotes and/or holes
34. ARCHITECTURE The shape of the Gateway Arch of the Jefferson National Inverse Variation
a graph with 2 curved branches and 2 asymptotes,
x 0 and y 0 (special case of rational function)
Expansion Memorial in St. Louis, Missouri, resembles the graph of the function Exercises
f(x) 0.00635x2 4.0005x 0.07875, where x is in feet. Describe the shape of Identify the function represented by each graph.
1. 2. 3.
the Gateway Arch. similar to a parabola
y y y
O x O x
O x
MAIL For Exercises 35 and 36, use the following information.

Architecture In 2001, the cost to mail a first-class letter was 34¢ for any weight up to and 4.
quadratic
y 5.
rational
y 6.
direct variation
y
The Gateway Arch is including 1 ounce. Each additional ounce or part of an ounce added 21¢ to the cost.
630 feet high and is
★35. Make a graph showing the postal rates to mail any letter from 0 to 8 ounces.
O x
O x O x
the tallest monument in
the United States. See pp. 519A–519D. constant absolute value greatest integer
Source: World Book

★36. Compare your graph in Exercise 35 to the graph of the greatest integer function. 7. y 8. y 9. y
Encyclopedia See pp. 519A–519D.
Lesson 9-5
O x O x
O x
37. CRITICAL THINKING Identify each table of values as a type of function.

identity square root inverse variation
a. x f (x) b. x f (x) c. x f (x) d. x f (x) Gl NAME
/M G ______________________________________________
Hill 541 DATE ____________
GlPERIOD
Al _____
b 2
Skills
9-5 Practice,
Practice p. 543 and
5 5 1.3 1 5
(Average)
7 24 undefined Practice,
Classes of p. 544 (shown)
Functions
3 5 3 8 1.7 1 3 undefined Identify the type of function represented by each graph.
1. 2. y 3. y
1 1 1
y
3 0 0 1 undefined
0 2 0 1 0.8 1 0 0 O x O x
1 3 1 0 0.9 1 1 1 O x
rational square root absolute value

3 5 3 8 1 2 4 2
Match each graph with an equation below.
x3
5 7 5 24 1.5 2 9 3 A. y | 2x 1 | B. y
2x 1 C. y D. y x

2
4. y D 5. y C 6. y A
7 9 7 48 2.3 3 16 4
absolute value quadratic greatest integer square root O x O x
O x
38. WRITING IN MATH Answer the question that was posed at the beginning of Identify the type of function represented by each equation. Then graph the
equation.
the lesson. See pp. 519A–519D. 7. y 3 8. y 2x2 1 9. y
x2 5x 6
x2
y y y
How can graphs of functions be used to determine a person’s weight on a
different planet? O x
Include the following in your answer: O x O x
constant quadratic rational

• an explanation of why the graph comparing weight on Earth and Mars 10. BUSINESS A startup company uses the function P 1.3x2 3x 7 to predict its profit or
represents a direct variation function, and loss during its first 7 years of operation. Describe the shape of the graph of the function.
The graph is U-shaped; it is a parabola.
• an equation and a graph comparing a person’s weight on Earth and Venus if a 11. PARKING A parking lot charges $10 to park for the first day or part of a day. After that,
it charges an additional $8 per day or part of a day. Describe the graph and find the cost
1
person’s weight on Venus is 0.9 of his or her weight on Earth. of parking for 6 days. The graph looks like a series of steps, similar to a
2
greatest integer function, but with open circles on the left and closed
circles on the right; $58.
Gl NAME
/M G ______________________________________________
Hill 544 DATE ____________
Gl PERIOD
Al _____
b 2
Reading
Readingto
to Learn
Standardized 39. The curve at the right could be part y 9-5 Learn Mathematics
Mathematics, p. 545
Classes of Functions
ELL
Test Practice of the graph of which function? C Pre-Activity How can graphs of functions be used to determine a person’s
y x
weight on a different planet?
A Read the introduction to Lesson 9-5 at the top of page 499 in your textbook.
• Based on the graph, estimate the weight on Mars of a child who weighs
B y x2 5x 4 40 pounds on Earth.
about 15 pounds
• Although the graph does not extend far enough to the right to read it
C xy 4 directly from the graph, use the weight you found above and your
knowledge that this graph represents direct variation to estimate the
weight on Mars of a woman who weighs 120 pounds on Earth.
D y x 20 about 45 pounds
O x
Reading the Lesson
1. Match each graph below with the type of function it represents. Some types may be used
www.algebra2.com/self_check_quiz Lesson 9-5 Classes of Functions 503 more than once and others not at all.
I. square root II. quadratic III. absolute value IV. rational
V. greatest integer VI. constant VII. identity
a. y III b. y I c. y VI
NAME ______________________________________________ DATE ____________ PERIOD _____

O x O x O x
Enrichment,
Partial Fractions d. y II e. y IV f. y V
It is sometimes an advantage to rewrite a rational expression as the sum of
two or more fractions. For example, you might do this in a calculus course
while carrying out a procedure called integration.
O x O x O x
You can resolve a rational expression into partial fractions if two conditions
are met:
(1) The degree of the numerator must be less than the degree of the
denominator; and
(2) The factors of the denominator must be known.
Example 3
Lesson 9-5
Resolve
3 into partial fractions. 2. How can the symbolic definition of absolute value that you learned in Lesson 1-4 help
x 1
you to remember the graph of the function f(x) | x |? Sample answer: Using the
The denominator has two factors, a linear factor, x 1, and a quadratic definition of absolute value, f(x) x if x 0 and f(x) x if x 0.
factor, x2 x 1. Start by writing the following equation. Notice that the Therefore, the graph is made up of pieces of two lines, one with slope 1
degree of the numerators of each partial fraction is less than its and one with slope 1, meeting at the origin. This forms a V-shaped
denominator. graph with “vertex” at the origin.
3 A Bx C

x3 1 x1 x2 x 1

x
40. If g(x)
x, which of the following is the graph of g 2? D 2
4 Assess A y B y
O x
O x
Modeling Have students use
string on a coordinate grid to
model some of the nine different
types of functions in this lesson. C y D y
Ask them to give an example of
an equation that might have that
sort of graph.
O x O x
Intervention
NewHelp students
associate the
graphs and
their functions 1 2
Mixed Review 41. If x varies directly as y and y when x 11, find x when y . (Lesson 94)
5 5
by grouping the 9 types into 22
2 groups, those which involve Graph each rational function. (Lesson 9-3) 42–44. See pp. 519A–519D.
straight lines and those which 3 8 x2 5x 4
42. ƒ(x) 43. ƒ(x) 44. ƒ(x)
x2 (x 1)(x 3) x4
involve curves.
Identify the coordinates of the vertex and focus, the equations of the axis of
symmetry and directrix, and the direction of opening of the parabola with the
given equation. Then find the length of the latus rectum and graph the parabola.
Getting Ready for (Lesson 8-2) 45–47. See margin.
Lesson 9-6 1
45. (y 1) (x 8)2
1 1
46. x y 2 y 3 47. 3x y2 8y 31
2 4 2
PREREQUISITE SKILL Students
will solve rational equations in Find each product, if possible. (Lesson 4-3)
Lesson 9-6. These equations 25 23 54 48. 3 5 5 1 3 1

2 7 8 4 9 1
4 6 1 3
48. 49. impossible
often contain fractions that are 66 26 57 5 8 9 6
simplified by finding the LCD.
Solve each system of equations by using either substitution or elimination.
Use Exercises 56–61 to determine (Lesson 3-2)
your students’ familiarity with 50. 3x 5y 4 51. 3a 2b 3 52. 3s 2t 10
finding LCMs of polynomials. 2x 3y 29 (7, 5) 4s t 6 (2, 2)
3a b 3 1
, 2
3
Assessment Options Determine the value of r so that a line through the points with the given
coordinates has the given slope. (Lesson 2-3)
Quiz (Lessons 9-4 and 9-5) is
8 1
available on p. 568 of the Chapter 9 53. (r, 2), (4, 6); slope 1 54. (r, 6), (8, 4); slope 12
3 2
Resource Masters. 56. 60a 3b 2c 2
17
57. 45x 3y 3 55. Evaluate [(7 4) 5 2] 6. (Lesson 1-1)
6
58. 15(d 2)
Answers
Getting Ready for PREREQUISITE SKILL Find the LCM of each set of polynomials.
7
8
45. (8, 1); 8, ; x 8; the Next Lesson (To review least common multiples of polynomials, see Lesson 9-2.)
56. 15ab2c, 6a3, 4bc2 57. 9x3, 5xy2, 15x2y3 58. 5d 10, 3d 6
1 1
y 1; up; unit 59. x2 y2, 3x 3y 60. a2 2a 3, a2 a 6 61. 2t2 9t 5, t2 t 30
8 2
y 3(x y)(x y) (a 3)(a 1)(a 2) (t 5)(t 6)(2t 1)
14
12
10
8
6
y
3
47. (5, 4); 5, 4 ; y 4;
4 y
4 1( 1
2
y 1) (x 8)2 x 4; right; 3 units O x
2 4
O 1 1
2 2 4 6 10 12 x x 4 y2 2 y 3
2
O x
1
4 1
46. 3, 1 , 2, 1 ; y 1;
4 3x y 2 8y 31
1
x 4; right; 4 units
4
Solving Rational Equations Lesson
and Inequalities Notes
• Solve rational equations.
• Solve rational inequalities.
1 Focus
Vocabulary are rational equations used to solve
problems involving unit price? 5-Minute Check
• rational equation
• rational inequality The Coast to Coast Phone Company advertises 5¢ a Transparency 9-6 Use as a
minute for long-distance calls. However, it also charges quiz or review of Lesson 9-5.
a monthly fee of $5. If the customer has x minutes
in long distance calls last month, the bill in Mathematical Background notes
cents will be 500 5x. The actual cost
Why pay more for are available for this lesson on
500 5x
per minute is . To find how p. 470D.
x long distance?
many long-distance minutes a person
Pay only 5¢
would need to make the actual cost
per minute 6¢, you would need to
a minute for calls
to anywhere
Building on Prior
500 5x in the U.S. at COAST Knowledge
solve the equation 6. any time!* to
x COAST
Phone Company In Chapter 1, students reviewed
techniques for solving linear
* Plus $5 monthly fee equations and inequalities. In
this lesson, students will apply
those same techniques to solving
500 5x
rational equations and
SOLVE RATIONAL EQUATIONS The equation 6 is an example of
x inequalities.
a rational equation. In general, any equation that contains one or more rational
expressions is called a rational equation.
are rational equations
Rational equations are easier to solve if the fractions are eliminated. You can used to solve problems
eliminate the fractions by multiplying each side of the equation by the least common involving unit price?
denominator (LCD). Remember that when you multiply each side by the LCD, each
term on each side must be multiplied by the LCD. Ask students:
• Why does the equation use 500
Example 1 Solve a Rational Equation instead of 5 for the monthly fee?
9 3 3 The fee and the per minute cost are
Solve . Check your solution.
28 z2 4
both expressed in cents.
The LCD for the three denominators is 28(z 2).
• If a person makes 100 minutes
9 3 3
Original equation of calls for a given month, how
28 z2 4
much did the monthly fee add
9 3
3
28(z 2) 28(z 2)
28 z2 4 Multiply each side by 28(z + 2).
to the per minute cost for these
1 1
28(z 2) 28(z 2) 28(z 2)
9 3 7 3
Distributive Property
calls? The fee adds 5 cents per
28 z2 4 minute.
1 1 1
(9z 18) 84 21z 42 Simplify.
9z 102 21z 42 Simplify.

60 12z Subtract 9z and 42 from each side.
5z Divide each side by 12.
Lesson 9-6 Solving Rational Equations and Inequalities 505
Resource Manager

9 3 3
CHECK
2 Teach
Original equation
28 z2 4
9 3 3
z5
28 52 4
SOLVE RATIONAL 9
28
3

7

3

4
Simplify.
EQUATIONS 9 12 3
Simplify.
28 28 4
Point® 3 3
⻫ The solution is correct.
4 4
5 2 1
1 Solve . Check The solution is 5.
24 3x 4
your solution. x 45
Teaching Tip Discuss with stu- When solving a rational equation, any possible solution that results in a zero in
dents that, when checking a so- the denominator must be excluded from your list of solutions.
lution, it is not possible to simply
substitute the solution for the Example C2ec
2 Elimination of a Possible Solution
variable and then multiply both
sides of the equation by the r2 5 r2 r 2
Solve r
2 . Check your solution.
r 1 r 1
LCD because the truth of the
equation is being tested; it The LCD is (r2 1).
cannot be assumed. r2 5 r2 r 2
r2 Original equation
r 1 r1
r2 5 r2 r2
2 Solve (r 2 1)r 2 (r 1)
2 Multiply each side by the LCD,
r 1 r1 (r 2 1).
p2 p 1 p2 7
p. 1 (r 1)
p1 p2 1 (r 2 1)r (r 2 1)
r2 5 r2 r 2
2 (r 2 1)
r 1 r1
Check your solution. p 2 1 1
(r 3 r) (r 2 5) (r 1)(r 2 r 2) Simplify.
Teaching Tip Remind students
r3 r2 r 5 r3 r 2 Simplify.
that solutions must always be
r 2 2r 3 0 Subtract (r 3 r 2) from each side.
checked in the original equation,
(r 3)(r 1) 0 Factor.
rather than in any of the steps
of the solution. r30 or r10 Zero Product Property
r3 r 1
r2 5 r2 r 2
CHECK r
2 Original equation
r 1 r1
32 5 32 3 2
3
2 r 3
3 1 31
4 14
3 Simplify.
8 4
7 7
⻫
2 2
Study Tip r2 5 r2 r 2
r
2 Original equation
Extraneous r 1 r1
Solutions (1)2 5 (1)2 (1) 2
Multiplying each side of 1 2 r 1
(1) 1 1 1
an equation by the LCD of
rational expressions can 4 2
1 Simplify.
yield results that are not 0 0
solutions of the original
equation. These solutions Since r 1 results in a zero in the denominator, eliminate 1 from the
are called extraneous list of solutions.
solutions. The solution is 3.

Some real-world problems can be solved with rational equations.
Point®
Example 3 Work Problem
3 MOWING LAWNS Tim and
TUNNELS When building the Chunnel, the English and French each started Ashley mow lawns together.
drilling on opposite sides of the English Channel. The two sections became
one in 1990. The French used more advanced drilling machinery than the Tim working alone could
English. Suppose the English could drill the Chunnel in 6.2 years and the complete the job in 4.5 hours,
French could drill it in 5.8 years. How long would it have taken the two and Ashley could complete it
countries to drill the tunnel? alone in 3.7 hours. How long
1
In 1 year, the English could complete of the tunnel. does it take to complete the
6.2
1 2
job when they work together?
In 2 years, the English could complete 2 or of the tunnel. about 2 h
6.2 6.2
1 t
In t years, the English could complete t or of the tunnel. Teaching Tip Suggest to
6.2 6.2
1 t students that when the problem
Likewise, in t years, the French could complete t or of the tunnel.
5.8 5.8 involves completing part of a job
Together, they completed the whole tunnel. and working together, students
Tunnels think about what part of the
The Chunnel is a tunnel Part completed part completed entire
under the English Channel by the English plus by the French equals tunnel. work gets done in one day, or

that connects England with

t t one year—whatever is one unit
France. It is 32 miles long 1 of the time.
6.2 5.8
with 23 miles of the tunnel
under water. Solve the equation.
Source: www.pbs.org t t
4 SWIMMING Janine swims for
1 Original equation 5 hours in a stream that has a
6.2 5.8
current of 1 mile per hour. She
6.2
t t

17.98 17.98(1) Multiply each side by 17.98.
5.8 leaves her dock and swims
upstream for 2 miles and then

t t

17.98 17.98 17.98
6.2 5.8
back to her dock. What is her
2.9t 3.1t 17.98 Simplify. swimming speed in still
6t 17.98 Simplify. water? about 1.5 mi/h
t 3.00 Divide each side by 6.
Teaching Tip Make sure that
It would have taken about 3 years to build the Chunnel. students understand the differ-
ence between the solutions to
the quadratic equation (of which
Rate problems frequently involve rational equations. there are two) and the solution
to the problem (of which there
Example 4 Rate Problem is only one).
NAVIGATION The speed of the current in the Puget sound is 5 miles per
2
hour. A barge travels 26 miles with the current and returns in 10 hours.
3
What is the speed of the barge in still water?
d
WORDS The formula that relates distance, time, and rate is d rt or t.
r
VARIABLES Let r be the speed of the barge in still water. Then the speed of the
barge with the current is r 5, and the speed of the barge against
the current is r 5.
Time going with time going against
the current plus the current equals total time.

26 26 2
EQUATION 10
r5 r5 3
(continued on the next page)

www.algebra2.com/extra_examples Lesson 9-6 Solving Rational Equations and Inequalities 507

SOLVE RATIONAL Solve the equation.
INEQUALITIES 26 26 2
10
r5 r5 3
Original equation

Point®
26
r 5
26
r5 2
3(r 2 25) 3(r 2 25) 10 3 Multiply each side
by 3(r 2 25).
(r 5) (r 5) 1
5 Solve 1 2 2. s 0 or 26
r5 26 32
3(r2 25) 3(r 2 25) 3(r 2 25) r5 3 Distributive Property
3s5 9s 3
s
1 1 1
6 (78r 390) (78r 390) 32r2 800 Simplify.
Teaching Tip Suggest that 156r 32r 2 800 Simplify.
students also verify whether the
Subtract 156r from
boundary indicated by the 0 32r 2 156r 800 each side.
solution of the equation is or is
not in the solution set of the 0 8r 2 39r 200 Divide each side by 4.
inequality. Study Tip Use the Quadratic Formula to solve for r.

Look Back b
b2 4ac
To review the Quadratic x
2a Quadratic Formula
Formula, see Lesson 6-5.
(39)
(39)2 )
4(8)(200
r
2(8)
x r, a 8, b 39, and c 200

39 7921
r
16
Simplify.
39 89
r Simplify.
16
r 8 or 3.125 Simplify.
Since the speed must be positive, the answer is 8 miles per hour.
SOLVE RATIONAL INEQUALITIES Inequalities that contain one or more

rational expressions are called rational inequalities . To solve rational inequalities,
complete the following steps.
Step 1 State the excluded values.
Step 2 Solve the related equation.
Step 3 Use the values determined in Steps 1 and 2 to divide a number line into
regions. Test a value in each region to determine which regions satisfy the
original inequality.
Example 5 Solve a Rational Inequality

1 5 1
Solve
.
4a 8a 2
Step 1 Values that make a denominator equal to 0 are excluded from the domain.
For this inequality, the excluded value is 0.
Step 2 Solve the related equation.
1 5 1
Related equation
4a 8a 2
1 5

8a 8a
4a 8a
1
2 Multiply each side by 8a.
2 5 4a Simplify.
7 4a Add.
3
1 a Divide each side by 4.
4

Step 3 Draw vertical lines at the excluded value and at the solution to separate
the number line into regions.
excluded solution of
3 Practice/Apply
value related equation
3 2 1 0 1 2 3
Study Notebook
Now test a sample value in each region to determine if the values in the region
satisfy the inequality.
Have students—
• complete the definitions/examples
Test a 1. Test a 1. Test a 2.
1 5 ? 1 1 5 ? 1 1 5 ? 1 for the remaining terms on their

4(1) 8(1) 2 4(1) 8(1) 2 4(2) 8(2) 2 Vocabulary Builder worksheets for
1 5 ? 1 1 5 ? 1 1 5 ? 1

4 8 2

4 8 2

8 16 2
Chapter 9.
7 1 7 1 7 1 • add the steps for solving rational

⻫

8 2 8 2 16 2 inequalities given in this lesson to
3 3
a 0 is not a solution. 0 a 1 is a solution. a
1 is not a solution. their notebooks, along with an
4 4
The solution is 0 a 1.

3 example from their work.
4
• write a list of cautions, or checks,
that must be done as part of
working with problems such as
those in the lesson.
Concept Check 1. OPEN ENDED Write a rational equation that can be solved by first • include any other item(s) that they
multiplying each side by 5(a 2).
1. Sample answer:
x 1
1 2
1 2. State the number by which you would multiply each side of 1 in this lesson.
x4 2
5 a2 in order to solve the equation. What value(s) of x cannot be a solution?
2. 2(x 4); 4 3 2
3. FIND THE ERROR Jeff and Dustin are solving 2 .
a 3
3. Jeff; when Dustin
multiplied by 3a, he
Jeff Dustin
forgot to multiply the 2
by 3a. 3 2 3 2
2 - = 2 - = FIND THE ERROR
a 3 a 3
Ask students
6a - 9 = 2a 2 - 9 = 2a
what value of a can be
4a = 9 -7 = 2a excluded at the beginning of
the problem. The value of a cannot
a = 2.25 -3.5 = a be 0.
Who is correct? Explain your reasoning.
Guided Practice Solve each equation or inequality. Check your solutions. About the Exercises…
2 1 11 12
GUIDED PRACTICE KEY 4.
d 4 12
3 5. t 8 0
t
2, 6 Organization by Objective
Exercises Examples
1 2 2 12 24
• Solve Rational Equations:
6. 0
x1 2 3 6, 2
7.
v 16 v4 11–14, 17, 18, 23–39
4–9 1, 2, 5 x 3
10 3, 4 4 1 1 1 1 • Solve Rational Inequalities:
8.
1 2 c 2 9. v 0 or v
1
c2 3v 4v 2 7 15, 16, 19–22
Application 10. WORK A bricklayer can build a wall of a certain size in 5 hours. Another Odd/Even Assignments
bricklayer can do the same job in 4 hours. If the bricklayers work together, how Exercises 11–32 are structured
long would it take to do the job? 22 h
9 so that students practice the
Lesson 9-6 Solving Rational Equations and Inequalities 509 same concepts whether they
are assigned odd or even
problems.
Assignment Guide
Logical Have students think about the difference between “pure” Basic: 11–27 odd, 31, 33, 40–54
mathematics, such as solving an equation, and “applied” mathematics,
such as solving a real-world problem. Ask them to list some ways in Average: 11–33 odd, 37–54
which these two are alike and some ways in which they are different. Advanced: 12–32 even, 34–36,
38–54

Study
9-6 Study
NAME ______________________________________________ DATE
Guide
Guide andandIntervention
Intervention,
____________ PERIOD _____
Application
Practice and Apply
p. 547
Solving(shown) andand
Rational Equations p.Inequalities
548
Solve Rational Equations A rational equation contains one or more rational
Homework Help Solve each equation or inequality. Check your solutions.
Lesson 9-6
expressions. To solve a rational equation, first multiply each side by the least common
denominator of all of the denominators. Be sure to exclude any solution that would produce
a denominator of zero. For See y 2 p 2 4 6
Exercises Examples 11. 2 12. 13. s 5 6, 1
Example 9 2
Solve .
10 x1
2
5
y1 3 p2 5 3 s
9

2 2 11–30 1, 2, 5
x1
Original equation
6 7 10
14. a 1 3, 2 15.
7 1 a 0 16.
5 1 m 1
10 5
9
2 2

10(x 1) 10(x 1) Multiply each side by 10(x 1). 31–39 3, 4
10 x1
9(x 1) 2(10)
5
4(x 1) Multiply.
a a1 m1
9x 9 20 4x 4
Extra Practice
9 t4 1 w 4w 3
3 19. 5 1t
1t6
5x 25
17. 18. w
Subtract 4x and 29 from each side.
x 5 Divide each side by 5.
t3 t3 4
11 w1 w1
Check See page 849.
9 2 2
Original equation
19. t 0 or t
3
10 x1 5
2 5 2 5 3 1 3 1
20. 7 0 b 1 21.
0 y 2 22.
9 2 2
x 5
10 5 1 5
1
9

2
4

2
Simplify. 22. p 0 or p
2 b b 3y 6y 4 2p 4p 2
10
18 10
5
2 2

20 20

5
Simplify.
b4 b2 1 4n2 2n 3 3
8

2 23. 14 24.
b2 b2 b2 n2 9 n3 n3 2
Simplify.
20 5
2 2

y2 4
5 5
1 2 1 2 y
Exercises 25. 26.
d4
2 d 3d 4 1d y2 2y y2 4
Solve each equation.
2y y3 4t 3 4 2t 2x 1 x5
3.
1 13
3 b1 7 1 2n 1 2 7
28.
1. 2 5 2. 1 2
3 6 5 3 3 4 2 5 27. 7
3m 2 2m 1 1 4 x1 x 4 8 b2 5b 6 b2 b3 n2 n2 2n 8 n4 3
4. 4 5. 7 6. 10
5m 2m 24 x1 12 x2 x2 3
2q 2q 3 32 4 z6 1 145
7. NAVIGATION The current in a river is 6 miles per hour. In her motorboat Marissa can ★ 29. 1
2q 3 2q 3
30. 1
z2 z1
travel 12 miles upstream or 16 miles downstream in the same amount of time. What is
the speed of her motorboat in still water? 42 mph
2 4
8. WORK Adam, Bethany, and Carlos own a painting company. To paint a particular house
1
alone, Adam estimates that it would take him 4 days, Bethany estimates 5 days, and
2
Carlos 6 days. If these estimates are accurate, how long should it take the three of them
2
to paint the house if they work together? about 1 days
31. NUMBER THEORY The ratio of 8 less than a number to 28 more than that
3
NAME ______________________________________________ DATE ____________

number is 2 to 5. What is the number? 32
Gl /M G Hill 547 GlPERIOD
Al _____
b 2
Skills
9-6 Practice,
Practice (Average)
p. 549 and
Practice, p. 550
Solving Rational (shown)
Equations and Inequalities
Solve each equation or inequality. Check your solutions. 32. NUMBER THEORY The sum of a number and 8 times its reciprocal is 6. Find
12 3
1. 16
x 4
3
2
x
2. 1 1, 2
x1
x
2
the number(s). 2 or 4
p 10 4 2 s 5s 8
3. , 4 4. s 4
2 p 2 p 3 s2 s2
5 y 1 5 5
5. 1 all reals except 5 6. 0
y5 y5 3x 2 x 8 33. ACTIVITIES The band has 30 more members than the school chorale. If each
1 11
5
t
9
7. t 5 or t 0
2t 1 2
1 5
8.
2h h
3
h1 5 group had 10 more members, the ratio of their membership would be 3:2. How
4
9. 2
w2
1
w3
3 7
10. 5 0 a 2
a a
many members are in each group? band, 80 members; chorale, 50 members
4 1 3 3 19
11.
5x 10 2x
0x7 12. 8

y y
y 0 or y
2
4 1 1 65 6 4 2
13. p 0 or p
14.
p 3p 5 3 x1 x2 x1 PHYSICS For Exercises 34 and 35, use the following information.
g
15. g
g2
2
g2
1 2b b3
16. b 1
b1 b1
2 The distance a spring stretches is related to the mass attached to the spring. This is
x2
17. 2
x3
x 2 14
x6 3
3d 2
18. 5 6
d1
2d 4
d2
represented by d km, where d is the distance, m is the mass, and k is the spring
1
19.
1 3 3 c1
20. 4 , 5 12 5 constant. When two springs with spring constants k1 and k2 are attached in a series,
n2 2 n2 n 4 2 c3 2 c 2c 3 3 1 1 1
3 4 25 4v 5v 2 the resulting spring constant k is found by the equation .
21.
k3 2 7 k4 k 7k 12
22.
v1 2 1, 2
v2 v 3v 2 k k1 k2
y 7 14 x2 4 x 2

23.
y2 2 0 y5 y 3y 10
24.
x 4
2 2x x2 34. If one spring with constant of 12 centimeters
r
25.
r4 2
4
r4
r2 16
r 16
6a 1
26. 3 2
2a 7
22
a5 per gram is attached in a series with another Spring 1
all reals except 4 and 4
spring with constant of 8 centimeters per gram, k1 12 cm/g
27. BASKETBALL Kiana has made 9 of 19 free throws so far this season. Her goal is to make
60% of her free throws. If Kiana makes her next x free throws in a row, the function find the resultant spring constant. 4.8 cm/g Spring 1
9x
f(x) represents Kiana’s new ratio of free throws made. How many successful free
19 x Spring 2
throws in a row will raise Kiana’s percent made to 60%? 6
35. If a 5-gram object is hung from the series of k2 8 cm/g
1 1 1
28. OPTICS The lens equation relates the distance p of an object from a lens, the
p q f
distance q of the image of the object from the lens, and the focal length f of the lens.
springs, how far will the springs stretch? 24 cm
What is the distance of an object from a lens if the image of the object is 5 centimeters
from the lens and the focal length of the lens is 4 centimeters? 20 cm
d Spring 2
Gl NAME
/M G ______________________________________________
Hill 550 DATE ____________
Gl PERIOD
Al _____
b 2
Reading
9-6 Readingto to Learn
Learn MathematicsELL
Mathematics, p. 551
Solving Rational Equations and Inequalities
5g
Pre-Activity How are rational equations used to solve problems involving unit
price?
• If you increase total number of minutes of long-distance calls from March
to April, will your long-distance phone bill increase or decrease? increase 36. CYCLING On a particular day, the wind added 3 kilometers per hour to Alfonso’s
• Will your actual cost per minute increase or decrease? decrease
rate when he was cycling with the wind and subtracted 3 kilometers per hour
Reading the Lesson
1. When solving a rational equation, any possible solution that results in 0 in the
from his rate on his return trip. Alfonso found that in the same amount of time he
denominator must be excluded from the list of solutions. could cycle 36 kilometers with the wind, he could go only 24 kilometers against
3 6
2. Suppose that on a quiz you are asked to solve the rational inequality
0.
Complete the steps of the solution.
z2 z the wind. What is his normal bicycling speed with no wind? 15 km/h
Step 1 The excluded values are 2 and 0 .
3 6 510 Chapter 9 Rational Expressions and Equations

0
Step 2 The related equation is z 2 z .
To solve this equation, multiply both sides by the LCD, which is z(z 2) .
Solving this equation will show that the only solution is 4.
Step 3 Divide a number line into 4 regions using the excluded values and the NAME ______________________________________________ DATE ____________ PERIOD _____
solution of the related equation. Draw dashed vertical lines on the number line
below to show these regions.
Enrichment,
6 5 4 3 2 1 0 1 2 3 4 5 6
Limits
3 6
Consider the following values of for various test values of z. Sequences of numbers with a rational expression for the general term often
z2 z
approach some number as a finite limit. For example, the reciprocals of the
3 6 3 6
If z 5, 0.2. If z 3, 1. positive integers approach 0 as n gets larger and larger. This is written using
z2 z z2 z
the notation shown below. The symbol ∞ stands for infinity and n → ∞ means
3 6 3 6
If z 1, 9. If z 1, 5. that n is getting larger and larger, or “n goes to infinity.”
z2 z z2 z
Using this information and your number line, write the solution of the inequality. 1 1 1 1 1
1, , , , …, , … lim 0
2 3 4 n n→∞ n
z 4 or 2 z 0
3. How are the processes of adding rational expressions with different denominators and of
solving rational expressions alike, and how are they different? Sample answer: They Example Find lim
n2
n→∞ (n 1)
2
are alike because both use the LCD of all the rational expressions in the
problem. They are different because in an addition problem, the LCD It is not immediately apparent whether the sequence approaches a limit or
remains after the fractions are added, while in solving a rational not. But notice what happens if we divide the numerator and denominator of
equation, the LCD is eliminated. the general term by n2.
n2 n2

(n 1)2 n2 2n 1

37. CHEMISTRY Kiara adds an 80% acid solution to 5 milliliters of solution that
is 20% acid. The function that represents the percent of acid in the resulting
5(0.20) x(0.80)
solution is ƒ(x) , where x is the amount of 80% solution added.
5x
4 Assess
How much 80% solution should be added to create a solution that is 50% acid? Open-Ended Assessment
5 mL
Writing Have students write
STATISTICS For Exercises 38 and 39, use the following information. their own real-world problems
1 1 1
A number x is the harmonic mean of y and z if is the average of and . similar to some they have seen in
x y z
★ 38. Find y if x 8 and z 20. 5 this lesson, but using their own
Chemist ★ 39. Find x if y 5 and z 8. 6.15 data. Then solve them.
Many chemists work for
manufacturers developing 1 1 b
40. CRITICAL THINKING Solve for a if c.
products or doing quality a b bc 1
control to ensure the Intervention
products meet industry and
government standards. 41. WRITING IN MATH Answer the question that was posed at the beginning of New Make sure
the lesson. See margin. every student is
Online Research How are rational equations used to solve problems involving unit price? clear about why
For information about
a career as a chemist,
Include the following in your answer: some values
visit: www.algebra2. 500 5x
• an explanation of how to solve 6, and
must be excluded, even though
com/careers x they appear as solutions in the
• the reason why the actual price per minute could never be 5¢. course of working a problem.
Point out that multiplying
Standardized 4st
42. If T , what is the value of s when t 5 and T 40? B
each side of an equation by the
st variable may introduce
Test Practice
A 20 B 10 C 5 D 2 extraneous roots.
43. Amanda wanted to determine the average of her 6 test scores. She added
the scores correctly to get T, but divided by 7 instead of 6. Her average was
12 less than the actual average. Which equation could be used to determine Assessment Options
the value of T? C
T T 12 Quiz (Lesson 9-6) is available
A 6T 12 7T B
7 6 on p. 568 of the Chapter 9
T T T T 12 Resource Masters.
C 12 D
7 6 6 7
Answers
44. y
Mixed Review Identify the type of function represented by each equation. Then graph the
equation. (Lesson 9-5) 44–46. See margin for graphs.
44. y 2x2 1 quad. 45. y 2x sq. root 46. y 0.8x direct var.
47. If y varies inversely as x and y 24 when x 9, find y when x 6. (Lesson 9-4)

36 y 2x 2 1
48. If y varies directly as x and y = 9 when x = 4, find y when x = 15. (Lesson 9-4)
O x
33.75
Find the distance between each pair of points with the given coordinates. 45. y
52. {xx 11 or (Lesson 8-1)
x
3} 49. (5, 7), (9, 11)
50. (3, 5), (7, 3) 25 51. (1, 3), (5, 8)
137
53. {x0 x 4}
2130

1
54. b1 b 2
2 Solve each inequality. (Lesson 6-7)
52. (x 11)(x 3)
0 53. x2 4x 0 54. 2b2 b 6
www.algebra2.com/self_check_quiz Lesson 9-6 Solving Rational Equations and Inequalities 511 y 2 x
O x
41. If something has a general fee and cost per unit, rational equations can be used to
46. y
determine how many units a person must buy in order for the actual unit price to be a
given number. Answers should include the following.
500 5x
• To solve 6, multiply each side of the equation by x to eliminate the rational
x O
expression. Then subtract 5x from each side. Therefore, 500 x. A person would need to x
y 0.8x
make 500 minutes of long distance minutes to make the actual unit price 6¢.
• Since the cost is 5¢ per minute plus $5.00 per month, the actual cost per minute could
never be 5¢ or less.

Graphing
Calculator
Investigation
Getting Started Solving Rational Equations by Graphing

You can use a graphing calculator to solve rational equations. You need to graph
Know Your Calculator To see both sides of the equation and locate the point(s) of intersection. You can also use a
the vertical asymptote for the graphing calculator to confirm solutions that you have found algebraically.
graph of y1, students should
check to see that the calculator is Example
in Connected mode. 4 3
Use a graphing calculator to solve .
x1 2
Using Parentheses When 4 3
students enter functions on the • First, rewrite as two functions, y1 and y2 .
x1 2
Y= list, they should use paren- • Next, graph the two functions on your calculator.
theses around any numerator or KEYSTROKES: 4 ⫼ ( X,T,␪,n 1 ) 3
denominator that is not a single ⫼ 2 ZOOM 6
number or variable.
Notice that because the calculator is in connected mode, a
vertical line is shown connecting the two branches of the
hyperbola. This line is not part of the graph.
Teach • Next, locate the point(s) of intersection. [10, 10] scl: 1 by [10, 10] scl: 1
KEYSTROKES: 2nd CALC 5
After they enter the two equa-
tions, have students enter the Select one graph and press ENTER . Select the other graph, press ENTER , and
CALC menu and select 5:Intersect. 2
press ENTER again. The solution is 1. Check this solution by substitution.
3
Then have them move the cursor
and press ENTER to identify each Exercises
of the graphs. In response to Use a graphing calculator to solve each equation.
Guess?, move the cursor to an 1 1 2
1. 2
1 2
2. 6
estimated point of intersection x 2 x x4 x2
and press ENTER . 4 6

3. 2 1.5
1 x
4. 1
x x 1x x1
all real numbers except 1
1 2 1 1 1 1
5. 6. 1, 4
Assess x4 2 x 3x 4
no real solution
1 x x1 x2 2
Ask students to describe some Solve each equation algebraically. Then, confirm your solution(s) using a
graphing calculator. 3 17
ways you can identify excluded 11. or about 3.56 and 0.56
3 7 1 2 1 2
values. 7. 9 1 8. 0 2
x x 9 x1 x 3
5 7 1 2
9. 1 31 2
10. 0
x1 6 x 1 2 x x2
6 x1 2 3 x1 7
2
11.
x 2x x2 x
12. 7
x 5x 6
2 x2 x3
www.algebra2.com/other_calculator_keystrokes
512 Investigating Slope-Intercept Form


Study Guide
and Review
Vocabulary and Concept Check
Vocabulary and
asymptote (p. 485) direct variation (p. 492) rational equation (p. 505)
complex fraction (p. 475) inverse variation (p. 493) rational expression (p. 472)
Concept Check
constant of variation (p. 492) joint variation (p. 493) rational function (p. 485)
continuity (p. 485) point discontinuity (p. 485) rational inequality (p. 508)
• This alphabetical list of
vocabulary terms in Chapter 9
State whether each sentence is true or false. If false, replace the underlined includes a page reference
word or number to make a true sentence. where each term was
x2 1 introduced.
1. The equation y has a(n) asymptote at x 1. false; point discontinuity
x1
2. The equation y 3x is an example of a direct variation equation. true
• Assessment A vocabulary
test/review for Chapter 9 is
x2
3. The equation y is a(n) polynomial equation. false; rational available on p. 566 of the
x1
4 Chapter 9 Resource Masters.
4. The graph of y has a(n) variation at x 4. false; asymptote
x4
2
5. The equation b is a(n) inverse variation equation. true
a Lesson-by-Lesson
x5
6. On the graph of y , there is a break in continuity at x 2. false;
x2
2 Review
For each lesson,
• the main ideas are
summarized,
• additional examples review
9-1 Multiplying and Dividing Rational Expressions concepts, and
472–478. • practice exercises are provided.
• Multiplying and dividing rational expressions is similar to multiplying
and dividing fractions.
3x 8y3 p2 7p 49 p2
Vocabulary
Examples 1 Simplify 2 .
2y 6x
2 Simplify 3p .
3p 21 PuzzleMaker
1 1 1 1 1 p2 7p 49 p2 p2 7p 3p 21
3x 8y
3 3x222yyy ELL The Vocabulary PuzzleMaker
3p 3p 21 3p 49 p2
2y 6x2 2y23xx software improves students’ mathematics
1 1 1 1 1 1 1 1 1
p(7 p) 3(7 p)
vocabulary using four puzzle formats—
2y2 crossword, scramble, word search using a
3p (7 p)(7 p)
x 1 1 word list, and word search using clues.
11
1 Students can work on a computer screen
or from a printed handout.
Exercises Simplify each expression. See Examples 4–7 on pages 474 and 475.
4ab 14c2 4bc a b
2 ab 2 y2 y 12 y4
7. 2 8. 9.
21c 22a 33a 2
6b 36b 6b(a b) y2
2 y 4y 12 MindJogger
7x 10
x2 1
(y 3)(y 6) Videoquizzes
12.
x2 x2 n2 6n 9 2 x 3x 10 x 5x 6
2 2
(x 2)(x 2) 10. 11. 12.
x2 2x 15 x 3 n3 n3 2x 8x 152 x 4x 4 ELL MindJogger Videoquizzes
(x 3)2
x2 2n2 18
provide an alternative review of concepts
presented in this chapter. Students work
www.algebra2.com/vocabulary_review Chapter 9 Study Guide and Review 513 in teams in a game show format to gain
points for correct answers. The questions
are presented in three rounds.
TM
Round 1 Concepts (5 questions)
Suggest that students think of a concept map as a visual organizer Round 2 Skills (4 questions)
that is related to a linear outline, but better shows interrelated ideas. Round 3 Problem Solving (4 questions)
Remind students that different people will organize, remember, and
For more information study differently, so they should make a Foldable that works well
about Foldables, see for them, rather than copying someone else’s way of doing notes.
Teaching Mathematics
Encourage students to refer to their Foldables while completing the
with Foldables.
Study Guide and Review and to use them in preparing for the
Chapter Test.
Chapter 9 Study Guide and Review 513

Study Guide and Review Chapter 9 Study Guide and Review
Answers
9-2 Adding and Subtracting Rational Expressions
See pages
479–484.
Concept Summary
19. f (x ) • To add or subtract rational expressions, find a common denominator.
• To simplify complex fractions, simplify the numerator and the
denominator separately, and then simplify the resulting expression.
14 9x
O x Example Simplify
xy 2
x y2.
4 14 9x 14 9x
f (x ) x Factor the denominators.
2 xy x2 y2 xy (x y)(x y)
14(x y) 9x
The LCD is (x y)(x y).
(x y)(x y) (x y)(x y)
20. f (x ) 14(x y) 9x
Subtract the numerators.
(x y)(x y)
14x 14y 9x
(x y)(x y)
O 5x 14y
x Simplify.
(x y)(x y)
x
f (x ) x 3
7
Exercises Simplify each expression. See Examples 3 and 4 on page 480. 14.
7(x 4) 5( x 1)
x2 x1 2 7 2 19
13. 6 14. 15.
x5 x5 x2 1 5x 5 y 3y 3y
7 11 18 3 2 1 3 m3 8m 24
21. f (x ) 16. 17. 18.
y2 2y y2 4b 5b 2b 20b m2 6m 9 9 m2
3(3m 2 14m 27)

(m 3)(m 3)2
9-3 Graphing Rational Functions
O x See pages
f (x ) x2 Concept Summary
485–490.
• Functions are undefined at any x value where the denominator is zero.
• An asymptote is a line that the graph of the function approaches, but
never crosses.
f (x )
22. 5
f (x ) Example Graph ƒ(x) .
x(x 4)
The function is undefined for x 0 and x 4.
5
Since is in simplest form, x 0 and x
x(x 4) O
f (x ) xx
3
4
f (x ) 5
x 4 are vertical asymptotes. Draw the two x (x 4)
x
asymptotes and sketch the graph.
O
19–24. See margin.

Exercises Graph each rational function. See Examples 2–4 on pages 486–488.
4 x 2
19. ƒ(x) 20. ƒ(x) 21. ƒ(x)
x2 x3 x
23.
x4 5 x2 2x 1
22. ƒ(x) 23. ƒ(x) 24. ƒ(x)
f (x ) x3 (x 1)(x 3) x1
O x
f (x ) (x 1)(5x 3)
24. f (x )
O x
2
f (x ) x x
2x 1
1

Chapter 9 Study Guide and Review Study Guide and Review
9-4 Direct, Joint, and Inverse Variation

492–498.
• Direct Variation: There is a nonzero constant k such that y kx.
• Joint Variation: There is a number k such that y kxz, where x 0 and z 0.
k
• Inverse Variation: There is a nonzero constant k such that xy k or y x.
Example If y varies inversely as x and x 14 when y 6, find x when y 11.

x1 x
2 Inverse variation
y2 y1
14 x2
x1 14, y1 6, y2 11
11 6
14(6) 11(x2) Cross multiply.
84 11x2 Simplify.

7 7
7 x2 When y 11, the value of x is 7.
11 11
Exercises Find each value. See Examples 1–3 on pages 493 and 494.
2
25. If y varies directly as x and y 21 when x 7, find x when y 5. 1
3
26. If y varies inversely as x and y 9 when x 2.5, find y when x 0.6. 37.5
27. If y varies inversely as x and x 28 when y 18, find x when y 63. 8
28. If y varies directly as x and x 28 when y 18, find x when y 63. 98
29. If y varies jointly as x and z and x 2 and z 4 when y 16, find y
when x 5 and z 8. 80
9-5 Classes of Functions

499–504.
The following is a list of special functions.
• constant function • greatest integer function • square root function
• direct variation function • absolute value function • rational function
• identity function • quadratic function • inverse variation
function
Examples Identify the type of function represented by each graph.

1 y 2 y
O x
O x
The graph has a parabolic shape, The graph has a stair-step pattern,
therefore it is a quadratic function. therefore it is a greatest integer function.

• Extra Practice, see pages 847–849.
Study Guide and Review • Mixed Problem Solving, see page 870.
Exercises Identify the type of function represented by each graph.

See Example 1 on page 500.
30. y 31. y 32. y
O x O x
O x
square root absolute value direct variation
9-6 Solving Rational Equations and Inequalities

505–511.
• Eliminate fractions in rational equations by multiplying each side of the
equation by the LCD.
• Possible solutions to a rational equation must exclude values that result in
zero in the denominator.
• To solve rational inequalities, find the excluded values, solve the related
equation, and use these values to divide a number line into regions. Then
test a value in each region to determine which regions satisfy the original
inequality.
1 2
Example Solve 0.
x1 x
The LCD is x(x 1).
1 2
0 Original equation
x1 x
x
1
x 1
2

x(x 1) x(x 1)(0) Multiply each side by x(x 1).
1
x1 2

x(x 1) x(x 1) x(x 1)(0)
x
1(x) 2(x 1) 0 Simplify.

x 2x 2 0 Distributive Property
3x 2 0 Simplify.
3x 2 Add 2 to each side.
2
x Divide each side by 3.
3
2
The solution is .
3
Answers
Exercises Solve each equation or inequality. Check your solutions.
Practice Test See Examples 1, 2, and 5 on pages 505, 506, 508, and 509.
12. 3 7 1 5 7
f (x ) 33. 9 1 34. 1 31
y y 9 y1 6
3x 2 9 3 2x 1 2
35. 3 2
36. 0
r 1
2 r r2
f (x ) x 4
4 4 6
3 x 2 1 1 1 3 1 1
37. 1
x2 1 x1 2x 2
1 38.
2 b 0
x 2 3b 4b 6 2
O
13. f (x )
O x
f (x ) (x 2)(2x 1)

Practice Test
Vocabulary and Concepts

Assessment Options
Match each example with the correct term.
Vocabulary Test A vocabulary
1. y 4xz c a. inverse variation equation
test/review for Chapter 9 can be
2. y 5x b b. direct variation equation
7
found on p. 566 of the Chapter 9
3. y a c. joint variation equation Resource Masters.
x
Chapter Tests There are six

Skills and Applications Chapter 9 Tests and an Open-
Simplify each expression. Ended Assessment task available
a ab
2 ab x2 y2 y3 x 2x 1
2 x1 in the Chapter 9 Resource Masters.
4. 2 5b
2 5. y(x y) 6. 2
3a 15b 2 y yx y5 y 25

x2 1
(x 1)(y 5) Chapter 9 Tests
x2 3x 10 (x 1)(x 7) x2 6 7x 8 x 1
7.
x 3x 2 8. 2
9.

2
(x 2)2 x1 7x 7 7(x 1) x 9 2x 6 Form Type Level Pages
x2 12x 35 3(x 1)
1 MC basic 553–554
Identify the type of function represented by each graph. 2(x 3)(x 3)
2A MC average 555–556
10. y inverse variation 11. y greatest integer
2B MC average 557–558
O x O x 2C FR average 559–560
2D FR average 561–562
3 FR advanced 563–564
Graph each rational function. 12–13. See margin.
4 2
MC = multiple-choice questions
12. ƒ(x) 13. ƒ(x) FR = free-response questions
x3 (x 2)(x 1)
Solve each equation or inequality.
2 x
9 3 3 3 2
14. 4 2 15. 5 16. 5
t 1 or t
0 Performance tasks for Chapter 9
x1 x1 28 z2 4 t t
12 5 2m 19 1 x3 x2 1 6 can be found on p. 565 of the
17. x 8 0 2, 6 18. 1
2m 3
19.
2x 1

x 6 6 20 2x 2 2 Chapter 9 Resource Masters. A
2 6
20. If y varies inversely as x and y 9 when x , find x when y 7. sample scoring rubric for these
3 7
1 tasks appears on p. A25.
21. If g varies directly as w and g 10 when w 3, find w when g 4. 1
5
22. Suppose y varies jointly as x and z. If x 10 when y 250 and z 5, find x
when y 2.5 and z 4.5. 1 TestCheck and
9
23. AUTO MAINTENANCE When air is pumped into a tire, the pressure required varies Worksheet Builder
inversely as the volume of the air. If the pressure is 30 pounds per square inch when
the volume is 140 cubic inches, find the pressure when the volume is 100 cubic inches. 42 lb/in2 This networkable software has
24. ELECTRICITY The current I in a circuit varies inversely with the resistance R. three modules for assessment.
a. Use the table at the right to write an equation
I 0.5 1.0 1.5 2.0 2.5 3.0 5.0
• Worksheet Builder to make
relating the current and the resistance. I 6 worksheets and tests.
b. What is the constant of variation? 6 R R 12.0 6.0 4.0 3.0 2.4 2.0 1.2
1 1
• Student Module to take tests
1
25. STANDARDIZED TEST PRACTICE If m , n 7m, p , q 14p, and r , find x. D on-screen.
x 1 n q
2
1 1 • Management System to keep
A r B q C p D E
r q
student records.
www.algebra2.com/chapter_test Chapter 9 Practice Test 517
Portfolio Suggestion
Introduction In this lesson, you have been working with several kinds of
variation.
Ask Students Write an application problem for each of the three types of vari-
ations (direct, inverse, and joint), and show your steps for each problem. Then
describe how your problems are modeled by each of the variations, and how
your answers relate to the solutions for the problems.
Chapter 9 Practice Test 517

Standardized
Test Practice
These two pages contain practice 5. In a hardware store, n nails cost c cents. Which
Part 1 Multiple Choice of the following expresses the cost of k nails? B
questions in the various formats
Record your answers on the answer sheet kc
that can be found on the most A nck B
n
frequently given standardized provided by your teacher or on a sheet of k c
paper.
C n D n
c n
tests.
1. Best Bikes has 5000 bikes in stock on May 1. 6. If 5w 3 w 9, then D
A practice answer sheet for these By the end of May, 40 percent of the bikes have
been sold. By the end of June, 40 percent of the A w 3. B w 3.
two pages can be found on p. A1
remaining bikes have been sold. How many C w 12. D w 3.
of the Chapter 9 Resource Masters. bikes remain unsold? C
NAME DATE PERIOD
Standardized A 1000 B 1200

9 Standardized Test Practice
Test Practice 7. The graphs show a driver’s distance d from a
Student Recording
Student Record Sheet,
Sheet (Use with pages 518–519 of p. A1Edition.)
the Student
C 1800 D 2000 designated point as a function of time t. The
Part 1 Multiple Choice driver passed the designated point at 60 mph
Select the best answer from the choices given and fill in the corresponding oval. and continued at that speed for 2 hours. Then
1 A B C D 4 A B C D 7 A B C D
2. In ABC, if AB is equal to 8, then BC is she slowed to 50 mph for 1 hour. She stopped
equal to C for gas and lunch for 1 hour and then drove at
60 mph for 1 hour. Which graph best
A
Part 2 Short Response/Grid In represents this trip? B
Solve the problem and write your answer in the blank.
8
For Questions 14–20, also enter your answer by writing each number or symbol in
a box. Then fill in the corresponding oval for that number or symbol. A B
10 15 17 19 45˚ B d d
Answers
11
.
/
.
0
/
.
0
.
0
.
/
.
/
. . .
/
.
/
. . C
0 0 0 0 0 0
12 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4
2

13 5 5 5 5 5 5 5 5 5 5 5 5
6
7
6
7
6
7
6
7
6
7
6
7
6
7
6
7
6
7
6
7
6
7
6
7
A . B 4.
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9 8 O t O t
14 16 18 20 C 42. D 8.
/ / / / / / / /
. . . . . . . . . . . . . . . .
0 0 0 0 0 0 0 0 0 0 0 0
1 C D
C is and
1 1 1 1
3. In the figure, the slope of A

1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5 d d
mC 30°. What is the length of ? D
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
7
8
9
7
8
9
7
8
9
7
8
9
7
8
9
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9
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8
9
7
8
9
BC
Part 3 Quantitative Comparison y
Select the best answer from the choices given and fill in the corresponding oval.
21 A B C D 23 A B C D 25 A B C D
B (4, 10)
O t O t
22 A B C D 24 A B C D
8. Which equation has roots of –2n, 2n, and 2? D

A (2, 4)
C
Additional Practice O x A 2x2 8n2 0
See pp. 571–572 in the Chapter 9 B 8n2 2x2 0
Resource Masters for additional A
10 B
210 C x3 2x2 4n2x 8n2 0
standardized test practice. C
310 D
410 D x3 2x2 4n2x 8n2 0
4. Given that 2 4k 14, which of the 9. What point is on the graph of y x2 2 and
following could be k? B has a y-coordinate of 5? A
A 5 B 4 A (3, 5) B , 5)
(7
C 3 D 2 C (5, 3) D (3, 5)
518 Chapter 9 Standardized Test Practice
TestCheck and
Log On for Test Practice
Worksheet Builder
The Princeton Review offers
additional test-taking tips and Special banks of standardized test
practice problems at their web site. Visit questions similar to those on the SAT,
www.princetonreview.com or ACT, TIMSS 8, NAEP 8, and Algebra 1
www.review.com End-of-Course tests can be found on
this CD-ROM.

Aligned and
verified by
Part 2 Short Response/Grid In Part 3 Quantitative Comparison

Record your answers on the answer sheet Compare the quantity in Column A and the
provided by your teacher or on a sheet of quantity in Column B. Then determine
paper. whether:
A the quantity in Column A is greater,
10. In the figure, what is the equation of the
circle Q that is circumscribed around the B the quantity in Column B is greater,
square ABCD? (x 5)2 y 2 18 C the two quantities are equal, or
y D the relationship cannot be determined
B C from the information given.
Column A Column B
Q O x
21. the number of the number of

A D A distinct prime distinct prime
factors of 105 factors of 189
11. Find one possible value for k such that k is

x 3
an integer between 20 and 40 that has a 22.
y 7
remainder of 2 when it is divided by 3 and D
that has a remainder of 2 when divided
x y
by 4. 26 or 38
12. The coordinates of the vertices of a triangle

are (2, 4), (10, 4), and (a, b). If the area of 23. t 3t
the triangle is 36 square units, what is a D
possible value for b? 13 or 5
24. 0x1
13. If (x 2)(x 3) 6, what is a possible A
value of x? 3 or 4 x2 x3
14. If the average of five consecutive even

integers is 76, what is the greatest of these 25. 0x1
integers? 80 B
x x
15. In May, Hank’s Camping Supply Store sold
45 tents. In June, it sold 90 tents. What is the
percent increase in the number of tents sold?
100
16. If 2n 4 64, what is the value of n? 10
17. If xy 5 and x2 y2 20, what is the value Test-Taking Tip

of (x y)2? 30
2 8 8 Questions 22–25 In quantitative comparison
18. If 2
3 , then what is the value of a?
a a a questions that involve variables, make sure you
2 consider all of the possible values of the variables
25, what is the value of x? 4
19. If 80
x x
before you make a comparison. Consider positive
and negative integers, positive and negative
20. What is the y-intercept of the graph of
fractions, and 0.
3x 2 4y 6? 2
www.algebra2.com/standardized_test Chapter 9 Standardized Test Practice 519
Chapter 9 Standardized Test Practice 519

Page 477, Lesson 9-1 61. y
10
49. A rational expression can be used to express the 8
fraction of a nut mixture that is peanuts. Answers 6
should include the following. 4
2
8x O
• The rational expression is in simplest form
13 x 6 2 2 4 6x
because the numerator and the denominator have 4
no common factors.
(x 2) (y 5)
2 2
8x 8 1
• Sample answer: could be used to 16 25
13 x y
represent the fraction that is peanuts if x pounds of
peanuts and y pounds of cashews were added to the Page 487, Algebra Activity
original mixture.
1. D
160
Page 484, Lesson 9-2
120 200
51. Subtraction of rational expressions can be used to D V
determine the distance between the lens and the film if 80
the focal length of the lens and the distance between
the lens and the object are known. Answers should 40
include the following.
• To subtract rational expressions, first find a common O 40 80 120 160V
denominator. Then, write each fraction as an
Additional Answers for Chapter 9
equivalent fraction with the common denominator.

Pages 488–489, Lesson 9-3
Subtract the numerators and place the difference
over the common denominator. If possible, reduce 6. 7.
the answer. f (x ) f (x )
4
1 1 1
• could be used to determine the
q 10 60 2
distance between the lens and the film if the focal
length of the lens is 10 cm and the distance between 8 4 O 4 8x
the lens and the object is 60 cm.
2 6
56. 57. y O x f (x )
y (x 2)(x 3)
x
f (x ) 4
8 (y 3)2 x 2 x 1
x 2 y 2 16 8. 9.
O x f (x ) f (x )
4
8 O 8x
10
2
x2 y 4 6
8 x 2 25
f (x ) x 5 8 4 O 4 8x
2 2
9x y 81 2
2 x 5
4 O 2 6 10 x f (x )
x 1
59. y 60. y 4 4
15
6
10 10. 11.
2
O 5 f (x ) f (x )
8 2 8x
10 5 O 5 10x 4
f (x )
x 26 y 2 1 5 ( x 1)2
16
20 O
x
10
2 2 x 2
y
15 x f (x )
1 x2 x 6
49 25
O x
519A Chapter 9 Additional Answers

13. C 22. f (x ) 33. f (x ) 34. f (x )
2
10 1 x 1
f (x ) x f (x )
y x 1
C y 12
6
O
O x O x x
2
16 8 O 8 16 y
4
3
f (x )
23. f (x ) 24. f (x ) 35. f (x ) ( x 1)( x 5)
1 36.
f (x ) f (x )
x2
x
O x O x O x f (x )
x2 1
3
f (x ) x O x
1
f (x )
25. f (x ) 26. f (x ) ( x 2)( x 3)
6 5 37. 38.
f (x ) f (x ) f (x )
x 1

2 x 1
x f (x )
x2 4 6
8 4 O 4 8 O x f (x )
(x 6)2
4 x
f (x ) O x
x 3
8
27. 28. O x
f (x ) 3
f (x ) f (x )
( x 2)2
5x
f (x ) 39. f (x ) 40. f (x )
8 x 1 x
O f (x )
1
64
4 (x 2)2 f (x )
x 2 16
8 4 O 4 8x
4
O x
O x
29. f (x ) 30. f (x )
1 x 4 6
f (x ) f (x )
( x 3)2 x 1
2
42. Since
2
64

2
64
, the graph of
x 16 x 16
8 4 O 64
4 8x f(x) would be a reflection of the graph of
x 2 16
4
64
x f(x) over the x-axis.
O
8 x 2 16
43. Vf
31. f (x ) 32. f (x ) 20
4 m1 7
Vf 5
12 m1 7
8 4 O 4 x
4
x 36 4
2
O
O x f (x )
x 6 16 8 4 8 m1
x 1 8
f (x )
x 3
12
Chapter 9 Additional Answers 519B

Page 491, Follow-Up of Lesson 9-3 27. y 28. y
Graphing Calculator Investigation
2
1
1. 2. y xx 1
y 3[x ]
O x
O x
3. 4.
29. y 30. y
y 2x
5. 6. y 2x 2
O x O x
38. A graph of the function that relates a person’s weight

on Earth with his or her weight on a different planet
can be used to determine a person’s weight on the
other planet by finding the point on the graph that

Page 498, Practice Quiz 2 corresponds with the weight on Earth and determining
1. 2. the value on the other planet’s axis. Answers should
f (x ) f (x ) include the following.
O
f (x ) xx
4
1
x
• The graph comparing weight on Earth and Mars
represents a direct variation function because it is a
straight line passing through the origin and is neither
O x horizontal nor vertical.
• The equation V 0.9E compares a person’s weight
2
f (x ) 2 on Earth with his or her weight on Venus.
x 6x 9
V
80
Pages 502–504, Lesson 9-5 60

Venus
23. y 24. y
40
20
y 2.5x
E
0
O x O x 20 40 60 80
Earth
y 1.5
42. 43.
f (x ) f (x )
25. y 26. y 3
f (x ) x 2
y 4x
y 9x O x O x
8
O x f (x ) (
x 1)(x 3)
O x
519C Chapter 9 Additional Answers

44. f (x )
2
f (x ) x 5x 4
x4
O x
Chapter 9 Additional Answers 519D

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Rational Expressions

470A Chapter 9 Rational Expressions and Equations

CHAPTER 9 RESOURCE MASTERS

523–524 525–526 527 528 567 9-2 9-2 18

535–536 537–538 539 540 GCS 44, 9-4 9-4

*Key to Abbreviations: GCS Graphing Calculator and Speadsheet Masters,

Chapter 9 Rational Expressions and Equations 470B

470C Chapter 9 Rational Expressions and Equations

Chapter 9 Rational Expressions and Equations 470D

Type Student Edition Teacher Resources Technology/Internet

484, 490, 498, 504 Quizzes, CRM pp. 567–568 www.algebra2.com/self_check_quiz

488, 495, 501, 509 Open-Ended Assessment, CRM p. 565

Additional Intervention Resources TestCheck and Worksheet Builder

470E Chapter 9 Rational Expressions and Equations

Algebra 2 Alge2PASS Lesson Student Edition

Teacher Wraparound Edition

For more information on Reading and Writing in

Rational expressions, functions, and equations can be used to solve

Fold in half Rational

second folds to make three

a 1 12 '' margin at the y

tabs. Label as shown.

top. Fold again

Chapter 9 Rational Expressions and Equations 471

Chapter 9 Rational Expressions and Equations 471

1 Focus • Simplify complex fractions.

Vocabulary are rational expressions Add

Example 1 Simplify a Rational Expression

b. Under what conditions is this expression undefined?

472 Chapter 9 Rational Expressions and Equations

Standardized Example 2 Use the Process of Elimination

2 For what value(s) of p is

Lesson 9-1 Multiplying and Dividing Rational Expressions 473

Example 5 Divide Rational Expressions

474 Chapter 9 Rational Expressions and Equations

474 Chapter 9 Rational Expressions and Equations

Example 6 Polynomials in the Numerator and Denominator 6 Simplify each expression.

Example 7 Simplify a Complex Fraction

Lesson 9-1 Multiplying and Dividing Rational Expressions 475

Lesson 9-1 Multiplying and Dividing Rational Expressions 475

9-1 Practice (Average)

U.S. Naval Academy, David x4  x3 2x2 x  2

of 3x2  10x  3 square meters and a

height of 3x  1 meters. Parallelogram M L 16.

(a 2)2 (a 2)2 a 2 x5

Lesson 9-1 Multiplying and Dividing Rational Expressions 477

4 Assess Test Practice A 1, 1 B 1, 0, 1 C 0, 1

Answers Solve each equation. (Lesson 1–4)

478 Chapter 9 Rational Expressions and Equations

478 Chapter 9 Rational Expressions and Equations

• Determine the LCM of polynomials.

Example 1 LCM of Monomials

Lesson 9-2 Adding and Subtracting Rational Expressions 479

Lesson x-x Lesson Title 479

1 Find the LCM of 15a2bc3,

In-Class Examples Power

Sometimes simplifying complex fractions involves adding or subtracting rational

480 Chapter 9 Rational Expressions and Equations

Lesson 9-2 Adding and Subtracting Rational Expressions 481

abc, abc is always a common

482 Chapter 9 Rational Expressions and Equations

x2 3x 28 2x 14 2(x 7)(x  4) d2  2d 8 d2 16 9-2 Study Guide and

x2 6 15p3r4 3  5  p3  r4 LCM 12(m  1)(m 2)(m  5)

U.S. Naval Academy, David x4 x3 2x2 x 2

of 3x2 10x 3 square meters and a

height of 3x 1 meters. Parallelogram M L 16.

(a 2)2 (a 2)2 a 2 x5

x2 3x 28 2x 14 2(x 7)(x 4) d2 2d 8 d2 16 9-2 Study Guide and

x2 6 15p3r4 3 5 p3 r4 LCM 12(m 1)(m 2)(m 5)

9. 56stv2, 24s2v2, 70t3v3 10. x2 3x, 10x2 25x 15

1. x2y, xy3 2. a2b3c, abc4 3. x 1, x 3

connected in parallel. 12 ohms 4. g 1, g2 3g 4

Sample answer: The graph of an equation expressing direct variation is a Example 2 3x