Quadratics, Trigonometric Equation & Series

Unit: Quadratic Equations -1-
UNIT:
QUADRATIC EQUATIONS
Formulas
Standard Form Vertex Form Quadratic Formula Discriminant
y  ax 2  bx  c y  a ( x  p) 2  q b  b 2  4ac D  b 2  4ac
x
2a
Topic Assignment
Simplifying/ Factoring Polynomial Review Pg. 2 #1,2,3a-h,4a-i,5,6a-f,7,8bd-i,9

Factoring Polynomials Continued Pg. 2 #3i-k,4h-j,6g-l,8ac
Solving Quadratic Equations by Factoring Pg.5 #2,5a-j,6,8a
Solving Quadratic Equations by Graphing Pg. 7#1-4
Solving by Completing the Square Pg.5 #4, Pg. 32 #2ace,3ace,
Pg. 9 #1-3,4ace,6ac
Solving Using the Quadratic Formula Pg. 11 #1-4
The Discriminant Pg. 13 #1a-d,2-4,7a-d,8a-d,9ab
Applications of Quadratic Equations Pg.16 #1,3,5-9,11

Lesson 1: Simplifying and Factoring Polynomial Review
MULTIPLYING POLYNOMIALS
- To multiply polynomial use the distributive property.
To find out your product you need to multiply each term in the first polynomial by each
term in the second polynomial.
Example 1
Use the distributive property to determine the following products.
a) (x - 3)(2x + 1) Multiplying Binomials
Acronym:
F – First terms
b) ( x  3)( x 2  2 x  4) O – Outside terms

I – Inside terms
L – Last terms
Example 2
Expand and simplify
a) 6  4(8 x  1)
b) 5 x (3 x 2  7 x  1)  (3 x 2  4 x)
FACTORING POLYNOMIALS REVIEW
i): To find the GCF of polynomials …

The greatest common factor of two simple monomials can be determined by inspection, by
taking the GCF of any numerical coefficients and multiplying by each common variable to the lowest
common exponent. In more challenging questions the GCF can be a binomial, sometimes even a
trinomial.
Example 3: Factor the following polynomials:

a) 5a  10 b) 7 x 2  2 x c) 2 x 2  4 x  2 d) 2( x  1)  3 y ( x  1)
ii): Factoring polynomials in the form ax 2  bx  c by inspection ( a  1 )…

 factor out the GCF, if possible
 find the factors of c that add up to b
 then rewrite the expression as the product of two binomials using the two factors found

a) x 2  x  6 b) a 2  3a  40 c) 9 x 2  90 x  225
iii): Factoring polynomials in the form ax 2  bx  c by decomposition ( a  1 )…

 factor out the GCF, if possible
 find the factors of a c that add up to b
 break up the middle term using the factors of a c that add up to b
 factor the four term polynomial by grouping
To factor by Grouping
 Factor out GCF from first two terms
 Factor out GCF from last two terms
 Factor out common binomial

a) 2 x 2  7 x  6 b) 12a 2  8a  1 c) 15 x 2  5 x  10
iv): Factoring polynomials in the form x 2  y 2 by difference of squares …
A polynomial that can be expressed in the form x 2  y 2 is called a difference of squares.

A difference of squares results when you multiply two binomials that are the sum and the
difference of the same two quantities.
x2  y 2
 x  y  x  y 
x 2  xy  xy  y 2
x2  y 2
Using this pattern, you can always factor a difference of squares.
 Always remove the GCF first.

 Be sure to always check to see if your answer can be factored any further.

a) x 2  4 b) x 2  9 c) 2 x 2  50
v): Factoring perfect square trinomials
A perfect square trinomial is formed from the product of two identical binomials.
Perfect square trinomials can be factored by considering the pattern displayed when
squaring binomials
In a perfect square trinomial the first and last terms must be perfect squares and the
middle term must be twice the product of the square roots of the first and last terms.
Identifiers:
 1st and last term are perfect square

 middle term equals 2 1st term  3rd term 

a) r 2  14r  49 b) x 2  12 x  36 c) 4a 2  4a  1
The following flow chart should help us to determine the best method.
Lesson 2: Factoring Polynomial Continued
FACTORING POLYNOMAILS
The method of inspection and decomposition can be applied to trinomials of the

form ax2 2xy cy2 .

a) x 2  5 xy  6 y 2 b) p 2  10 pq  56q 2 c) 2m 2  3mn  35n 2
The method of inspection and decomposition can be extended to factor polynomial

expressions of the form a ( f ( x)) 2  b( f ( x ))  c , where f ( x) itself is a polynomial. In this
lesson, we will use substitution to rewrite the polynomial in a form that is easier to factor.

a) a 4  5a 2  14 b) x 4  4 x 2  5 c) x 6  9 x3  14

a) 4 x 4  5 x 2  6 b) 2a 2b 2  31ab  99

a) 7( x  3) 2  4( x  3)  3 b) 2a 2b 2  31ab  99
The method of difference of squares can be extended to factor polynomial expressions of

the form a 2 ( f ( x)) 2  b 2 ( f ( x )) 2 , where f ( x) itself is a polynomial. In this lesson, we will use
substitution to rewrite the polynomial in a form that is easier to factor.

a) 36(a  b) 2  ( p  q) 2 b) 9(a  b  c) 2  4(a  b  c) 2
Lesson 3: Solving Quadratic Equations by Factoring
QUADRATIC FUNCTIONS VS EQUATIONS
- A quadratic function is an equation of degree 2 written in the form 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐,

where 𝑎 ≠ 0.
- A quadratic equation is also an equation of degree 2 written in the general form
𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0, where 𝑎 ≠ 0. Notice that the equation is set equal to 0.
Quadratic function: 𝑦 = 2𝑥 + 4𝑥 − 3
Quadratic equation: 2𝑥 + 4𝑥 − 3 = 0
- Quadratic equations that are not in general form can be re-written so that one side of the
equation is equal to zero. It is preferred to have the a-value positive.
SOLVING QUADRATIC EQUATIONS BY FACTORING
- To solve an equation means to determine a value for the variable so that the equation is
satisfied (left side of the equation is equal to the right side).
- To algebraically solve an equation, or to determine the roots of a quadratic equation,

means to find the x-values that make the equation equal zero.
(ie. x-intercepts/zeros/roots/solutions)
- One strategy used to solve quadratic equations is to factor.
- If the product of two numbers is 0, then either number or both numbers is 0. That is, if
𝑎𝑏 = 0, then either 𝑎 = 0 or 𝑏 = 0, or both a and b equal 0. This is called the zero
product property.
- All solutions can be verified by substituting the roots back into the original quadratic
equation. If the values on the left and right side of the equation are equal, the roots are
correct.
Example 1
Solve each equation and verify the solution where indicated.
a) 𝑥 + 8𝑥 = −12 Check:
b) 3𝑥 + 18𝑥 + 27 = 0 c) 2𝑥 = −10𝑥 Check:
d) (2𝑥 − 3)(𝑥 + 1) = 3 e) 3𝑥 − 13𝑥 − 10 = 0
f) 4(3𝑥 + 1) − 5(3𝑥 + 1) + 1 = 0 g) 10𝑥 − 40 = 0
Example 2
The length of a rectangular outdoor field is 10 m less than twice the width. The area of the
field is 6600 m2. Determine the dimensions of this outdoor field.
Lesson 4: Solving a Quadratic Equation Graphically
SOLVING QUADRATIC EQUATIONS BY GRAPHING
- To solve an equation, or to determine the roots of a quadratic equation, graphically,

determine the:
 x-values that make the left and right sides of the equation equal to each other.
Graph one side of the equation in Y1 and the other side in Y2. Then, determine the x-
value(s) of the intersection point(s). This is called the intersection method.
 x-values that make the equation equal zero. Graph the function and determine the x-
intercepts (zeros) of the function. This is called the zero method.
To Determine: Steps Calculator Screen Shots

y-value Press 2nd , Trace and select
(when determining 1: value. Enter the x-value.
the y-intercept, the
x-value is 0)
x-intercepts (zeros) Press 2nd , Trace and select
2: zero. When you see the graph,
the window will prompt you for the
left bound. Move the cursor to the
left side of the x-intercept and press
Enter . Then, you will be prompted
for the right bound. Move the
cursor to the right side of the
x-intercept and press Enter . When
prompted for a guess, press Enter
again.
intersection point Enter the second equation or value
in Y2.
Press 2nd , Trace and select
5: intersect. When you see the
graph, the window will prompt you
for the first curve. Press Enter .
Then, you will be prompted for the
second curve. Press Enter . When
prompted for a guess, press Enter
again.
Example 1
Graphically solve the following quadratic equations, if possible. Round the roots to the
nearest tenth, if necessary.
a) 𝑥 + 5𝑥 + 6 = 0 b) 9𝑥 − 4𝑥 = 0 c) 2𝑥 − 5𝑥 + 5 = 0
d) 𝑥 + 4𝑥 − 3 = 5 e) −𝑥 + 3𝑥 − 2 = 𝑥 f) 2𝑥 + 3𝑥 = 5 − 𝑥
Example 2
On a dive, a diver’s height, h metres, above the water is given by ℎ(𝑡) = −4.9𝑡 + 3𝑡 + 4,
where t is the time in seconds after the diver leaves the board.
a) Sketch a graph of the function. State the window settings.
b) Determine the diver’s maximum height, to the nearest tenth of a

metre, above the water.
c) How long, to the nearest tenth of a second, does it take the diver to reach the maximum
height?
d) At what time, to the nearest tenth of a second, did the diver reach a height of 2 m?
e) How long, to the nearest tenth of a second, is the diver in the air for?
f) What is the height of the diving board?

Example 3
The height, h, in metres above the ground, of a projectile at any time, t, in seconds, after the
launch is defined by the function ℎ(𝑡) = −4𝑡 + 48𝑡 + 3.
a) Sketch a graph of the function. State the window settings.
b) Determine the height of the projectile 3 seconds after the launch.
c) What is the maximum height reached by the projectile?
d) After how many seconds did the projectile reach the maximum height?
e) What was the initial height of the projectile at the launch?
f) At what time(s), to the nearest tenth, did the projectile reach a height of 100 m?
g) State the domain and range for this function. Round to the nearest tenth if necessary.
Lesson 5: Completing the Square
COMPLETING THE SQUARE
- Any quadratic equation in general form (𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐, where 𝑎 = 1) can be written

in vertex (standard) form (𝑦 = (𝑥 − 𝑝) + 𝑞).
To do this, we will be completing the square.
There are two ways we can do this, which are similar.
To demonstrate both methods, let’s use the equation 𝑦 = 𝑥 − 10𝑥 + 21.
Method 1: Same side of the equation

𝑦 = (𝑥 − 10𝑥) + 21 Group the first two terms together.
Create a perfect square trinomial. Divide
𝑦 = (𝑥 − 10𝑥 + __________ − __________) + 21 the b-value by 2 and square it. This
number is added and subtracted to the
𝑦 = (𝑥 − 10𝑥 + __________) − __________ + 21 same side of the equation.
Factor the perfect square trinomial.
𝑦 = (𝑥 − ________) − ________
Simplify the constants.
Method 2: Different side of the equation

𝑦 = (𝑥 − 10𝑥) + 21 Group the first two terms together.
𝑦 + ________ = (𝑥 − 10𝑥 + _________) + 21 the b-value by 2 and square it. This
number is added to both sides of the
equation.
𝑦 + ________ = (𝑥 − _____) + 21
𝑦 = (𝑥 − _____) + 21 − ________ Factor the perfect square trinomial.
𝑦 = (𝑥 − ________) − ________ Simplify the constants by moving
them onto one side.
Example 1
Determine the value of c that would make each trinomial expression a perfect square
trinomial.
a) 𝑦 = 𝑥 + 6𝑥 + 𝑐 b) 𝑦 = 𝑥 − 4𝑥 + 𝑐
c) 𝑦 = 𝑥 + 12𝑥 + 𝑐 d) 𝑦 = 𝑥 − 9𝑥 + 𝑐
Example 2
Write the following functions in vertex form.
a) 𝑦 = 𝑥 + 6𝑥 + 3 b) 𝑦 = 𝑥 + 10𝑥 + 30
c) 𝑦 = 𝑥 − 2𝑥 + 3 d) 𝑦 = 𝑥 − 8𝑥 + 12
- If 𝑎 ≠ 1, any of the two methods for completing the square will work, too. However, the
a-value must be factored out of the first two terms. This a-value will be applied to the
new number that is added and/or subtracted to either side of the equation.
To demonstrate both methods, let’s use the equation 𝑦 = 6𝑥 + 24𝑥 + 17.
Method 1: Same side of the equation

𝑦 = 6(𝑥 + 4𝑥) + 17 Factor the leading coefficient from the first two terms.
𝑦 = 6(𝑥 + 4𝑥 + __________ − __________) + 17 the b-value by 2 and square it. This
number is added and subtracted to the
same side of the equation.
𝑦 = 6(𝑥 + 4𝑥 + __________) − __________ + 17 Multiply the last term in the brackets
𝑦 = 6(𝑥 + ________) − ________ by the coefficient before bringing it
out.
Factor the perfect square trinomial.
Simplify the constants.
Method 2: Different side of the equation

𝑦 = 6(𝑥 + 4𝑥) + 17
Factor the leading coefficient from the first two terms.
Create a perfect square trinomial. Divide the

𝑦 + ________ = 6(𝑥 + 4𝑥 + _________) + 17 b-value by 2 and square it. This number is
added to both sides of the equation. The term
being added to the left side of the equation
𝑦 + ________ = 6(𝑥 + _____) + 17 must be multiplied by the coefficient.
𝑦 = 6(𝑥 + _____) + 17 − ________ Factor the perfect square trinomial.
𝑦 = 6(𝑥 + ________) − ________ Simplify the constants by moving
them onto one side.
Example 3
Write the following functions in vertex form.
a) 𝑦 = 3𝑥 − 18𝑥 + 20 b) 𝑦 = −4𝑥 − 8𝑥 + 5
c) 𝑦 = 4𝑥 − 28𝑥 − 23 d) 𝑦 = 2𝑥 + 5𝑥 + 5
SOLVING BY COMPLETING THE SQUARE
- To solve an equation in the form 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0, where 𝑎 ≠ 0 and 𝑏 = 0

(𝑎𝑥 + 𝑐 = 0 or 𝑎(𝑥 − 𝑝) + 𝑞 = 0), use square roots.
Isolate the squared term, and then take the square root of both sides of the equation to
eliminate the square. Remember, the square root of a positive real number can be
positive or negative. Also, verify the solution by substituting it back into the original
equation.
Example 5
Solve the following equations. Leave answers in simplest exact form.
a) (𝑥 − 1) − 49 = 0 b) 2𝑥 − 1 = 5
c) (𝑥 − 4) = 12 d) 6𝑥 + 18 = 0
Example 6
Solve the following equations by completing the square. Leave answers in simplest exact
form.
a) 𝑥 + 10𝑥 + 4 = 0 b) 𝑥 − 8𝑥 + 13 = 0
c) 3𝑥 + 6𝑥 + 1 = 0 d) −2𝑥 + 4𝑥 + 3 = 0
Example 7
A football is kicked during a game and the path formed is a parabola. The path can be
modelled by the function 𝑑(𝑡) = −5𝑡 + 15𝑡 + 1, where d(t) is the number of metres above
the ground after t seconds. How long, to the nearest second, is the football in the air for?
Lesson 6: The Quadratic Formula
Activity
a) Solve 2𝑥 + 12𝑥 − 14 = 0 using the sum and product method.
b) Solve 16𝑥 + 8𝑥 + 1 = 0 using the decomposition method.
c) Solve 9𝑥 − 100 = 0 using the difference of squares method.
d) Solve 𝑥 + 7𝑥 − 5 = 0 using any of the three methods from above.
QUADRATIC FORMULA
- When a quadratic equation in the form 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0, where 𝑎 ≠ 0, cannot be solved

using any of the factoring methods, use the quadratic formula:
−𝑏 ± √𝑏 − 4𝑎𝑐
𝑥=
2𝑎
- The equation 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0 can be solved by completing the square. The quadratic

formula can be used to solve any quadratic equation.
Let’s generate the quadratic formula using 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0.

Example 1
Solve the following equations using the quadratic formula. State answers in exact radical
form.
a) 𝑥 + 5𝑥 + 3 = 0 b) 6𝑥 − 3 = 7𝑥
c) 𝑥 − 2𝑥 − 1 = 0 d) 4𝑥 + 3 = 12𝑥
Lesson 7: The Discriminant
Activity
Solve the following equations using any of the methods we have learned so far.
a) 𝑥 − 6𝑥 + 5 = 0 b) 𝑥 − 6𝑥 = −9 c) 𝑥 − 6𝑥 + 13 = 0
NATURE OF THE ROOTS
- The nature of the roots for a quadratic equation can be determined using the value of
the discriminant.
- The nature of the roots specifies how many and the types of possible solutions there are
for a quadratic equation.
- The discriminant is 𝑏 − 4𝑎𝑐.
- Given 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐, if
 𝑏 − 4𝑎𝑐 > 0, then there are two distinct real roots.
 𝑏 − 4𝑎𝑐 = 0, then there is one distinct real root (or two equal real roots).
 𝑏 − 4𝑎𝑐 < 0, then there are no real roots.
Example 1
Determine the nature and number of roots for the following equations.
a) −2𝑥 + 3𝑥 + 8 = 0 b) 3𝑥 − 5𝑥 = −9 c) 𝑥 − 3𝑥 + 9 = 0
Example 2
Determine for what value(s) of k the quadratic equation 𝑥 − 8𝑥 + 𝑘 = 0 has
a) two distinct real roots b) one distinct real root c) no real roots
Lesson 8: Applications of Quadratic Functions
Recall:
 There are several ways to solve (which means to find the roots/zeros) a quadratic
equation:
o Graphically (will cover solving graphically at the end of unit)
- using the graphing calculator.
o algebraically
- factoring the general form, 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0, where a≠ 0.
- factoring a difference of squares, 𝑎 − 𝑏 = 0.
- completing the square.
±√
- using the quadratic formula: 𝑥 = .
Helpful Hint: In order to solve some of the following problems, it may be useful to define
the variable and create a quadratic equation that represents the given situation.
Example 1
A wide screen TV has a diagonal measure of 42 in. The width of the screen is 16 in. more
than the height. Determine the dimensions of the screen.
*Extraneous root: A number obtained in solving an equation which does not satisfy the
initial restrictions on the variable.
Example 2
The length and width of a rectangle are 7 m and 5 m, respectively. When each dimension is
increased by the same amount, the area is tripled. Find the dimensions of the new
rectangle, to the nearest tenth of a metre.
Example 3
A painting measuring 50 cm by 60 cm needs to be framed on a mat so that a uniform strip
of the mat shows on all sides of the painting. The area of the mat is twice the area of the
painting. How wide is the strip of exposed mat showing on all sides of the painting? Round
to the nearest tenth of a centimetre.
Example 4
Sylvia dives from a tower into a pool of water. Her dive can be modelled by the function
ℎ(𝑡) = −4.9𝑡 + 1.5𝑡 + 10, where h(t) represents her height above the water, in metres,
and t represents time from the start of her dive, in seconds. Algebraically determine how
long it takes Sylvia to enter the water, to the nearest tenth of a second.
Example 5
Dock jumping is an exciting dog event in which dogs compete for the longest jumping
distance from a dock into a body of water. The path of a Jack Russel terrier can be modeled
3 11
by h(d )   d 2  d  2 , where h is the height above the surface of the water and d is the
10 10
horizontal distance the dog travels from the base of the dock, both in feet. Determine the
horizontal distance of the jump.
Review: Quadratic Equations
Factoring and Solving Quadratics Review
1. Factor.
a) x2 – x – 20 b) 3x2 – 30x + 63 c) – 4x2 – 12x – 8 d) 1 x 2  1 x  6
2 2
2.Factor.
a) 14x2 + 3x – 5 b) 3x2 + 11x – 20 c) 4x2 + 7xy + 3y2 d) 6x2 – 17x + 12
3.Factor completely.
a) 12x2 – 4xy – 8y2 b) 6x2y + 27xy + 30y
c) 140x2 – 450xy + 250y2 d)42x3 + 77x2y + 21xy2
4.Factor.
a) x2 – 49y2 b) 25x2 – 9 c) x 2  25 y 2 d) (x + 1)2 – (x – 7)2
4
5.Factor.
a) (x – 1)2 – 2(x – 1) – 35 b) 6(2x + 1)2 – 7(2x + 1) – 20
 2   6 12 x   9
2
2
c) 2(7x) + 2(7x) – 24 d) 8 1 x2 2
6.Solve each quadratic equation by factoring. Verify your answer.

a) x2 – 2x – 15 = 0 b) 2x2 + 8x = 64 c) 1 x 2  9 x  9  0 d)7x2 – 35 = 0
2 2
7.Solve each quadratic equation.

a) 6x2 – 5x = 4 b) 7x2 = 34x + 5 c) 5x2 = 9x + 2 d) 2x2 + 9x = 18
8.Determine the real roots of each quadratic equation.

a) 64x2 – 169 = 0 b) 18x2 – 98 = 0 c) 80x2 = 5 d) (x + 1)2 – 81 = 0
9.Determine the real roots to each quadratic equation by factoring.

a) 6x2 + 2x – 4 = 0 b) 10x2 – 45x + 20 = 0
c) 18x2 = 3x + 3 d) x 2  5 x  21  0
2
10. Solve each quadratic equation.

a) 9x2 + 6x + 1 = 0 b) 20x2 – 60x + 45 = 0
c) x 2  5 x  25  0 d)1.6 – 5.6x + 4.9x2 = 0
4
Graphing and Solving Quadratics Review
1. How many x-intercepts does the graph of each quadratic function have?
a) c)
b) d)
2. What are the roots of the quadratic equations graphed in #1?
3. Solve by graphing.
a) 0 = –a2 – 3a – 4 b) 12 = –3b2 – 12b
c) 6c2 + 30c = 0 d) d 2 – 4 = 0
4. Determine the roots for each quadratic equation. Where integral roots cannot be found, estimate the
roots to the nearest tenth.
a) 0 = x2 + 2.4x – 3.85
b) z2 – 15 = 0
c) t 2 + t = –1
d) 0 = –u2 – u + 5
5. Solve by graphing.
a) t 2 – 5t – 150 = 0
b) h2 – 400 = 0
c) 0 = x2 + 0.6x – 0.05
d) 5y 2 + 3y + 100 = 0
6. For what values of m would the equation x2 + 8x + m = 0 have

a) one real root or two equal real roots?
b) two real distinct roots?
c) no real roots?
7. An object is launched at 21.5 m/s from a height of 2.4 m. The equation for the object’s height, h,
measured in metres, t seconds after launch is h = –4.9t2 + 21.5t + 2.4. After how many seconds will
the object hit the ground? Express your answer to the nearest tenth of a second.
8. A right triangle has one side that is 7 cm longer than its shortest side. The triangle’s hypotenuse is 8
cm longer than the shortest side. What are the dimensions of the triangle?
Pt. 1 Completing the Square and Solving Quadratics Equations Review
1. What value of c makes each trinomial expression a perfect square? What is the equivalent binomial
square expression for each?
a) x2 – 10x + c b) x2 + 8x + c
2
c) x – 12x + c d) x2 + 2x + c
2. Write each function in vertex form by completing the square. Use your answer to identify the vertex
of the function.
a) y = x2 + 2x – 4 b) y = x2 – 6x + 13
2
c) y = x + 8x + 6 d) y = x2 + 24x + 54
3. Convert each function to the form y = a(x – p)2 + q by completing the square.
a) y = 3x2 – 12x + 13 b) y = –2x2 – 20x – 56
c) y = 6x2 – 48x d) y = –4x2 – 56x – 196
4. Write each function in vertex form. Determine the maximum or minimum of each function and the x-
value at which it occurs. Then, sketch a graph of the function.
a) y = x2 + 6x + 4 b) y = 2x2 – 16x + 31
2
c) y = –3x – 12x – 7 d) y = –x2 + 18x
5. Convert each function to the form y = a(x – p)2 + q. State the coordinates of the vertex, axis of
symmetry, maximum or minimum value, domain, and range.
a) y = x2 + 10x + 16 b) y = –3x2 – 6x + 3
c) y = 2x2 + 30x + 117 d) y = 6x2 – 4x + 4
3
6. If a farmer harvests his crop today, he will have 1200 bushels worth $6 per bushel. Every week he
waits, the crop yield increases by 100 bushels, but the price drops 30¢ per bushel.
a) What quadratic function can be used to model this situation?
b) When should the farmer harvest his crop to maximize his revenue? What is the maximum
revenue?
c) What assumptions are being made in using this model?
1. What value of k makes each expression a perfect square?

a) x2 + 12x + k b) x2 – 20x + k c) x2 – 7x + k d) x 2  4 x  k
5
2. Complete the square to write each quadratic equation in the form (x + a)2 = b.
a) x2 + 6x + 4 = 0 b) 2x2 – 16x + 10 = 0
c) –3x2 + 15x – 2 = 0 d) 1 x 2  5 x  4  0
2
3. Solve each quadratic equation, to the nearest tenth.
 2
2
a) (x – 4)2 = 25 b) x  1 1
4
c) (x – 0.1)2 = 0.64 d) 4(x + 7)2 = 1
4. Solve each quadratic equation. Express answers as exact roots in simplest form.
a) x2 + 2x – 2 = 0 b) x2 – 5x + 3 = 0
c) x2 + 0.6x – 0.16 = 0 d) x 2  6 x  9  0
7 49
5. Solve each quadratic equation by completing the square. Express answers in simplest radical form.
a) 4x2 + x – 3 = 0 b) –3x2 – 6x + 1 = 0
c) 1 x 2  x  5  0 d) –0.1x2 + 0.6x – 0.5 = 0
4
6. Solve each quadratic equation by completing the square. Express answers to the nearest hundredth.
a) –2x2 + 9x + 2 = 0 b) 3x2 – 3x – 1 = 0
c) 1 x  2 x  1  0
2
d) 6x2 + 3x – 2 = 0
5
7. Two numbers have a sum of 22. What are the numbers if their product is 96?
Quadratic Formula, Discriminant and Solving Quadratic Equations Review
1. Use the discriminant to determine the nature of the roots for each quadratic equation. Do not solve
the equation.
a) 7x2 + x – 1 = 0 b) 3x2 – 4x + 5 = 0
2
c) 8y – 8y + 2 = 0 d) 3x2 + 6 = 0
2. Without graphing, determine the number of zeros for each quadratic function.
a) f (x) = 3x2 – 2x + 9 b) g(x) = 9x2 – 30x + 25
2
c) h(t) = – 4.9t – 5t + 50 d) A(x) = (x + 5)(2x – 1)
3. Use the quadratic formula to solve each quadratic equation. Express answers as exact values in
simplest form.
a) x2 – 10x + 23 = 0 b) 4x2 – 28x + 46 = 0
2
c) 9x – 12x = – 4 d) 10x2 – 15x = 0
4. Use the quadratic formula to solve each quadratic equation. Express answers to the nearest
hundredth.
a) 6x2 – 5x + 1 = 0 b) – 0.1x2 + 0.12x – 0.08 = 0
2
c) –3x2 + 5x + 4 = 0 d) x  2 x  1  0
5 3
5. Determine the real roots of each quadratic equation. Express your answers as exact values.
a) x2 + 4x – 1 = 0 b) 4x2 – 4x – 7 = 0
2
c) 8x + 20x + 11 = 0 d) x2 – 4x – 3 = 0
6. Solve each quadratic equation using any appropriate method. Express your answers as exact values.
Justify your choice of method.
a) x2 + 4x + 10 = 0 b) x2 + 7x = 0
2
c) 4x + 20x + 25 = 0 d) (x + 4)2 = 3
2
e) 6x + 2x – 1 = 0
7. For the quadratic equation 2x2 + kx – 2 = 0, one root is 2.

a) Determine the value of k. b) What is the other root?
Review Solutions: Quadratic Equations
Factoring and Solving Quadratics Review Answers

1. a) (x + 4)(x – 5) b) 3(x – 3)(x – 7) c) –4(x + 1)(x + 2) d) 1 ( x  3)( x  4)
2
2. a) (2x – 1)(7x + 5) b) (x + 5)(3x – 4) c) (4x + 3y)(x + y) d) (2x – 3)(3x – 4)
3. a) 4(3x + 2y)(x – y) b) 3y(2x + 5)(x + 2) c) 10(7x – 5y)(2x – 5y) d) 7x(3x + y)(2x + 3y)
4. a) (x – 7y)(x + 7y) b) (5x – 3)(5x + 3) c)  x  y   x  y  or 1 (2 x  5 y)(2x  5 y) d) 16(x – 3)
5 5
 2   2  4
5. a) (x + 4)(x – 8) b) (6x + 7)(4x – 3) c) 2(7x + 4)(7x – 3) d) (2x2 + 3)(x2 – 3)
6. a) –3, 5 b) 4, –8 c) 3, 6 d)  5
7. a)  1 , 4 b) 5,  1 c)  1 , 2 d) 3 , –6
2 3 7 5 2
8. a) ,  13 b)
13 7
,  7
c) 1
, 1
d) 8, –10
8 8 3 3 4 4
2
9. a) –1, b) 1 , 4 c)  1 , 1 d) 6,  7
3 2 3 2 2
1 3 5 4
10. a)  b) c)  d)
3 2 2 7
Graphing and Solving Quadratics Review Answers

1. a) 2 b) none c) 2 d) 1
2. a) –3, 2 b) no real roots c) – 8.2, 1.2 d) 3
3. a) no solution b) –2 c) 0, -5 d) 2, -2
4. a) 1.1, –3.5 b) –3.9, 3.9 c) no solution d) –2.8, 1.8

5. Example: a) –10, 15 b) – 20, 20 c) – 0.7, 0.1 d) no solution
6. a) m = 16 b) m < 16 c) m > 16
7. 4.5 s
8. 5 cm, 12 cm, 13 cm

1. a) 25; (x – 5)2 b) 16; (x + 4)2 c) 36; (x – 6)2 d) 1; (x + 1)2
2. a) y = (x + 1)2 – 5; (–1, –5) b) y = (x – 3)2 + 4; (3, 4) c) y = (x + 4)2 – 10; (–4, –10)
d) y = (x + 12)2 – 90; (–12, –90)
3. a) y = 3(x – 2)2 + 1 b) y = –2(x + 5)2 – 6 c) y = 6(x – 4)2 – 96 d) y = –4(x + 7)2
4. a) y = (x + 3)2 – 5; min of –5 when x = –3
b) y = 2(x – 4)2 – 1; min of –1 when x = 4
c) y = –3(x + 2)2 + 5; d) y = –1(x – 9)2 + 81;max of 5 when x = –2, max of 81 when x = 9
5. a) b) c) d)
1 2
Vertex (–5, –9) (–1, 6) (–7.5, 4.5)  , 
3 3
Axis of symmetry 1
x = –5 x = –1 x = –7.5 x=
3
2
Max/min min y = –9 max y = 6 min y = 4.5 min y =
3
Domain xR xR xR xR
2
Range y ≥ –9 y≤6 y ≥ 4.5 y≥
3
6. a) R(x) = (1200 + 100x)(6.00 – 0.30x) b) 4 weeks; $7680 c) Example: Assume that yield increases will
remain constant at 100 bushels per week; assume price will decrease at 30¢ each week.
Pt. 2 Completing the Square and Solving Quadratics Equations Review Answers
1. a) 36 b) 100 c) 49 d) 4
4 25 2
 
5 67
2. a) (x + 3)2 = 5 b) (x – 4)2 = 11 c) x    d) (x + 5)2 = 33
 2 12
3. a) –1, 9 b) 0, –1 c) 0.9, –0.7 d) –7.5, –6.5

5  13 3
4. a) 1  3 b) c) 0.2, –0.8 d)
2 7
2
5. a) 3 , –1 b)  1  c) 2  2 6 d) 1, 5
4 3
6. a) –0.21, 4.71 b) –0.26, 1.26 c) –9.47, –0.53 d) –0.88, 0.38
7. 6, 16
Quadratic Formula, Discriminant and Solving Quadratic Equations Review Answers

1. a) two real roots b) no real roots c) one real root d) no real roots
2. a) none b) 1 c) 2 d) 2
7 3 2 3
3. a) 5  2 b) c) d) 0,
2 3 2
4. a) 0.50, 0.33 b) no solution c) –0.59, 2.26 d) –4.46, 1.12
1 2 2 5  3
5. a) 2  5 b) c) d) 2 7
2 4
6. a) No solution;
b) 0, –7; Factor method: can be factored quickly because x is a common factor

5
c)  ; Factor method: a perfect square trinomial
2
d) 4  3; Complete the square method: already in the form (x + a)2 = b
1  7
e) ; Quadratic formula: exact values are required for the answer
6
1
7. a) –3 b) 
2
Unit: Quadratic Functions and Equations -1-
UNIT:
QUADRATIC FUNCTIONS
Formulas
Standard Form Vertex Form Quadratic Formula Discriminant
y  ax  bx  c
2
y  a( x  p)  q
2
b  b 2  4ac D  b2  4ac
x
2a
Topic Assignment
Properties of Quadratic Functions Pg.19 #1-3,5ac,6ac,

Basic Transformations of Quadratics Pg.23 #1-5
Standard Form of Quadratic Functions Pg.27 #1-3,5,6,9,11, Pg.32 #2bdf,3bdf
Building & Graphing Functions Pg.21 #7, Pg.23 #7,8a Pg.28 #7,8
Pg.32 #4,6a
Max/Min Problems Pg.34 #1ac,2ac,3ac, 4-7
Lesson 1: Properties of a Quadratic Function
- A quadratic function is a polynomial function with a degree of 2.
- The graph of a quadratic function is a parabola.
Below are examples of what parabolas look like:
- A quadratic function can be written in:
General Form 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐, where 𝑎 ≠ 0
Vertex/Standard Form 𝑦 = 𝑎(𝑥 − 𝑝) + 𝑞, where 𝑎 ≠ 0
Factored Form 𝑦 = 𝑎(𝑥 − 𝑟)(𝑥 − 𝑠), where 𝑎 ≠ 0

- Parts of the parabola:
𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐, 𝑎 > 0 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐, 𝑎 < 0
axis of symmetry axis of symmetry
vertex
(maximum)
y-intercept
y-intercept
vertex
(minimum)
x-intercepts x-intercepts
Vertex: the point at which the quadratic function reaches its maximum or minimum value
Minimum value: the lowest y-value (for a quadratic function that opens up)
Maximum value: the highest y-value (for a quadratic function that opens down)
Axis of Symmetry: the line through the vertex that divides the graph into two symmetric
halves; the x-coordinate of the vertex defines the equation of the axis
of symmetry (if r and s are the x-intercepts, 𝑎𝑥𝑖𝑠 𝑜𝑓 𝑠𝑦𝑚𝑚𝑒𝑡𝑟𝑦 = )
x-intercept: where the graph crosses the x-axis (x, 0)
y-intercept: where the graph crosses the y-axis (0, y)
When analyzing a parabola, we also need to look at its domain and range.
domain: the set of all possible x-values, expressed in set notation, {𝑥|𝑥 ∈ ℝ}
range: the set of all possible y-values

 If there is a minimum, the range will be {𝑦|𝑦 ≥ 𝑚𝑖𝑛𝑖𝑚𝑢𝑚, 𝑦 ∈ ℝ}.
 If there is a maximum, the range will be {𝑦|𝑦 ≤ 𝑚𝑎𝑥𝑖𝑚𝑢𝑚, 𝑦 ∈ ℝ}.
- The parts of a parabola can be determined algebraically or graphically. (Calculator steps

to find the x and y intercepts can be found in ‘Unit 1: Quadratic Functions and Equations
Part1’ note package on page 10.)
- To determine the x- intercepts algebraically, set y=0 and solve.

- To determine the y- intercept algebraically, set x=0 and solve.
Example 1
Determine the exact values for the x- and y- intercept for the function y  15 x 2  5 x  10
Number of x-intercepts Graph

2 – crosses the x-axis twice
1 – touches the x-axis once,

since the vertex is on the
x-axis
0 – does not cross the x-axis
- To determine the vertex algebraically, find the axis and symmetry and use that value to
find the maximum or minimum value.
To find the axis of symmetry: (if r and s are the x-intercepts, 𝑎𝑥𝑖𝑠 𝑜𝑓 𝑠𝑦𝑚𝑚𝑒𝑡𝑟𝑦 = )
Example 2
Determine the exact value for the coordinates of the vertex for the function y  x 2  2 x  3
Example 3
For each quadratic function, use a graphing calculator and state the:
 direction of opening  equation of the axis of symmetry
 coordinates of the vertex  x-intercepts and y-intercept
 minimum or maximum value  domain and range
a) 𝑦 = 𝑥
direction of opening
coordinates of the vertex
minimum or maximum value
equation of the axis of symmetry
x-intercepts
y-intercept
domain
range
b) 𝑦 = −𝑥 + 2𝑥 + 3
direction of opening
coordinates of the vertex
minimum or maximum value
equation of the axis of symmetry
x-intercepts
y-intercept
domain
range
Example 4
a) Sketch the graph of 𝑦 = 𝑥 + 4𝑥 + 3, using a table of values.

x y
-3
-2
-1
0
1
2
3
b) Determine the x-intercepts, y-intercept, the

equation of the axis of symmetry, the
coordinates of the vertex, domain and range.
i) x-intercepts: iv) coordinates of the vertex:
ii) y-intercept: v) domain:
iii) axis of symmetry: vi) range:
Lesson 2: Basic Transformations of Quadratic Functions

Let’s investigate quadratic functions written in vertex form f ( x)  a( x  p)2  q to
determine what all the variables can tell us about the parabola.
o a, p, and q are constants and a ≠ 0. The vertex is (p, q).
Investigate f ( x)  ax
2
Graph the following functions on the same set of coordinate axes, with or without
technology.
1 2
f ( x)  x 2 g(x) 2x2 h(x)= x
2
1
j(x) = − x2 k(x) = −2x2 m(x) − x 2
2
1. Complete the table of values
2. Plot the points on the grid using different colors for each equation
3. For each equation, complete the chart below
f ( x)  x 2 j(x) = − x2 g (x) 2x2 1
h(x)  x 2 k(x) = − 2x2 1
m(x) − x 2
2 2
x y x y x y x y x y x y
-2 -2 -2 -2 -2 -2
-1 -1 -1 -1 -1 -1
0 0 0 0 0 0
1 1 1 1 1 1
2 2 2 2 2 2
Analyze the functions:
f ( x)  x 2 j(x)  − x2 g(x) 2x2 h(x)

1 2
x k (x) = −2x2 m(x) −
1 2
x
2 2
Vertex
Maximum or
minimum
value
y-intercept
x-
intercept(s)
Equation of
the Axis of
Symmetry
Domain
Range
Making generalizations…
*Use the words narrower, wider, reflection.
How do the graphs compare to f ( x)  x2 if a is:
 A positive number greater than 1?
 A positive number less than 1?
 A negative number?
In General: The graph of y  ax 2 is the graph of y  x 2 is stretched.
In General: If a  0 (negative), then the graph opens ________________.
If a  0 (positive), then the graph opens ________________.

Investigate f ( x)  x 2  q
technology.
f ( x)  x 2 g(x) x2 3 h(x) x2 2

f ( x)  x 2 g(x) x2 3 h(x) x2 2
x y x y x y
-2 -2 -2
-1 -1 -1
0 0 0
1 1 1
2 2 2

f ( x)  x 2 g (x) x2 3 h (x) x2 2
Vertex
Maximum or
minimum value
y-intercept
x-intercept(s)
Equation of the
Axis of Symmetry
Domain
Range
How do the graphs compare to f ( x)  x2 if we now change the parameter q.
In General: The graph of g(x) = x2 + q is the graph of f (x) x2 is moved along the y-axis…
Up q units if: _____________. Down q units if: ___________.

Investigate f ( x)  ( x  p)
2
technology.
f ( x)  x 2 g (x) (x 2)2 h(x) (x 1)2

f ( x)  x 2 g (x) (x 2)2 h(x) (x 1)2
x y x y x y
-2 0 -3
-1 1 -2
0 2 -1
1 3 0
2 4 1

f ( x)  x 2 g (x) (x 2)2 h (x) (x 1)2
Vertex
Maximum or
minimum value
y-intercept
x-intercept(s)
Equation of the
Axis of Symmetry
Domain
Range
How do the graphs compare to f (x) x2 if we now change the parameter p.
In General: The graph of g (x) (x p) is the graph of f (x) x2 is moved along the
2
y-axis…
Right p units if: _____________. Left p units if: ___________.
Summary: Transforming the graph of f ( x)  x2 to g (x) a(x p)2 q
How does a transform the How does p transform the How does q transform the
parabola? parabola? parabola?
Example 1
Describe how the graphs of the following functions relate to the graph of y  x 2 .
a) y  ( x  10)2 b) y  x 2  4 c) y  8  ( x  5)2
Example 2
The following transformations are applied to the graph of y  x 2 . Write the equation of the
transformed (image) function for each.
a) a horizontal translation of 5 units right
b) a translation of 6 units down and 4 unit left
Example 3
Write the coordinates of the transformed (image) point from the original point (3,9) on the
graph of y  x 2 when a translation of two units up and seven units right is applied.
Lesson 3: Standard Form of Quadratic Functions
Example 1
State the transformations that occur to the graph of y  x 2 in order to get
1
f ( x )   x  2   5 , then analyze and sketch the function.
2
4
 Transformations: ● Direction of opening:
 Vertex:
 Equation of the Axis of Symmetry
 Maximum or minimum value
 Domain and Range
 y-intercept
 x-intercept(s) ** First, without graphing, how many x-intercepts are there?

Example 2
Consider the function f ( x )  2  x  4   3 .
2
a) State the transformations applied to the graph of y  x 2 which would result in the
graph of y  2  x  4   3
2
b) Marika and Curtis were suggesting how to graph this function without using a
graphing calculator. Marika suggested doing the stretch followed by the translation.
Curtis suggested doing the translation followed by the stretch.
 Complete the grids below to show the graphs obtained by each student.
 Use a graphing calculator to determine which student is correct.
Unless otherwise indicated, use the following order to describe how to transform from one
graph to another.
1. Stretches
2. Reflections
3. Translations
Example 3
Describe how the graphs of the following functions relate to the graph of y  x 2 .
1 1
a) y   x 2 b) y  ( x  6) 2
4 3
GENERAL FORM TO STANDARD FORM
- Complete the square to convert from General Form to Standard form.
Example 4
Convert the following to Standard/Vertex Form.
a) y  x 2  14 x  2 b) y  4 x 2  8 x  7
Lesson 4: Building & Graphing Functions
- When determining the equation of a quadratic function, in factored form, 𝑦 =

𝑎(𝑥 − 𝑟)(𝑥 − 𝑠), given its graph or given information, the value of a needs to be
determined. First, substitute in the x-intercepts, r and s. Then, substitute a known
coordinate in for x and y, such as the y-intercept. Once these values are substituted,
solve for a. Lastly, substitute the values of a, r and s back into factored form.
- When determining the equation of a quadratic function, in vertex form, 𝑦 = 𝑎(𝑥 − 𝑝) + 𝑞,

given its graph or given information, the value of a needs to be determined. First, substitute
in the vertex (p, q). Then, substitute a known coordinate in for x and y, such as the y-
intercept. Once these values are substituted, solve for a. Lastly, substitute the values of a, p
and q back into vertex form.
- If necessary, expand, and simplify so that the equation of the graph is in general form,
𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐.
Example 1
Algebraically determine the equation of a quadratic function that has x- intercepts of -2
and 4 and a y- intercept of -8.
Example 2
Determine the equation of the following parabola in, factored form, 𝑦 = 𝑎(𝑥 − 𝑟)(𝑥 − 𝑠),
and vertex form f ( x)  a( x  p)2  q .
Example 3
A bridge spans a horizontal distance of 40 m and has a parabolic arch. Ten metres from the
end of the bridge, the arch is 5 m high.
Determine an function that represents this parabolic arch.
Example 4
Determine the equation of the following parabola in vertex form: f ( x)  a( x  p)2  q

Example 5
A quadratic function is defined by the equation f ( x )  3 x 2  6 x  5 .
Convert this into the form y  a x  p   q

2

 State the transformations, which must occur to enable the graph of y  x 2 to get this
“new” function.
 Analyze and sketch this function.
o Vertex
o Equation of axis of symmetry
o Maximum or minimum value
o x-intercept(s) and y-intercept
o Domain
o Range
Example 6
Convert the function f ( x )   2 x 2  8 x  1 to vertex form. State the transformations that
occur from y = x2 and then sketch and analyze the function.
Complete the square:
Transformations:
Sketch & Analyze:
o Vertex
o Equation of axis of symmetry
o Maximum or minimum value
o x-intercept(s) and y-intercept
o Domain
o Range
Lesson 5: Max/Min Problems
Example 1
A skier’s jump was recorded in a frame-by-frame analysis.
The picture was used to determine the quadratic function
that relates the skier’s height above the ground, y,
measured in meters, to the time, x, in seconds that the skier
was in the air: 𝑦 = −4𝑥 + 16𝑥 + 1.
a) Graph the function in your calculator.
State the window settings used.
b) Determine the skier’s maximum height, to the nearest

tenth of a meter.
c) When, to the nearest tenth of second, did the skier reach

the maximum height?
d) What is the y-intercept of the function? What does it

represent in this situation?
Note: You can calculate this value by pressing 2nd Trace 1: Value and then enter an x-value of 0.
should notice that the answer is the same as the c-value of the equation.
e) Sketch the graph.
f) State the range of this function in the context of this situation.
g) How long was the skier in the air? Round your answer to the nearest tenth of a second.
- When solving a max/min problem use the following steps as a guideline:

1) Draw a sketch of the situation (if applicable)
2) Define variables
3) Create a function containing the quantity you are trying to optimize (maximize or
minimize)
5) Use the function to determine the max or min value and interpret the coordinates of the
vertex to find the solution.
Example 2
The sum of two numbers is 50. The sum of their squares is a minimum. Determine the two
numbers.
Example 3
Two numbers differ by 8. Find the two numbers so that their product is a minimum.
Example 4
If 40 m of rope is needed to mark off a rectangular area for construction, determine the
dimensions so that the area will be a maximum.
Example 5
A rectangular lot is boarded on one side by a river and on the other three sides by a total of
80 m of fencing. Determine the dimensions of the largest possible lot.
Example 6
A restaurant is currently selling their burgers for $6. From previous sales, they know that
at $6 per burger, they can sell 120. After doing some research, they discover that for each
$1 price increase, they will sell 10 less burgers. What should the restaurant charge if they
want to make the most revenue?
a) When working with revenue functions, the unknown variable represents the number of
increases/decreases. Define a variable for this question.
b) Represent the selling price of each burger.
c) Represent the number of burgers sold as a function of the selling price.
d) A revenue function is the number of items sold multiplied by the price of each item.
Represent the revenue as a function of the selling price.
e) What selling price will provide the maximum revenue?

Number of Selling Price of Number of Revenue
$1 Increases each Burger Burgers Sold
f) What is the maximum revenue?

Math 20-1 -55-
Quadratic Functions and Equations Review Name: ____________________________
1. The range of the quadratic function 𝑦 = 2(𝑥 + 1)2 − 3 is

A. {𝑥|𝑥 ∈ ℝ}
B. {𝑥|𝑥 ≥ 1, 𝑥 ∈ ℝ}
C. {𝑦|𝑦 ∈ ℝ}
D. {𝑦|𝑦 ≥ −3, 𝑦 ∈ ℝ}
2. A parabola, 𝑦 = 𝑎(𝑥 − 𝑝)2 + 𝑞 has a vertex (1, −3) and passes through the point (3, 3). The
value of a, correct to the nearest tenth, is ____________.
3. The equation of the quadratic function with a vertex (−2, 3) and a point on the graph, (1, 4), is
1
A. 𝑦 = 9 (𝑥 − 1)2 + 4 B. 𝑦 = 9(𝑥 + 2)2 + 3
1
C. 𝑦 = 9 (𝑥 + 2)2 + 3 D. 𝑦 = 9(𝑥 − 1)2 + 4
4. One of the factors of 2𝑥 2 − 7𝑥 − 15 is

A. 𝑥 − 3 B. 𝑥 − 5 C. 2𝑥 + 5 D. 2𝑥 − 3
3
5. Which of the following equations represents a quadratic equation whose roots are 1 and − 4 ?
A. 4𝑥 2 − 7𝑥 + 3 = 0 B. 4𝑥 2 − 𝑥 − 3 = 0
1
C. 4𝑥 2 − 𝑥 + 4 = 0 D. 4𝑥 2 + 4 𝑥 − 3 = 0
6. The roots of 6𝑥 2 + 13𝑥 − 28 = 0 are

4 7 4 7 3 2 3 2
A. 3 , − 2 B. − 3 , 2 C. ,−7 D. − 4 , 7
4
7. What are the roots, to the nearest hundredth, of the equation 𝑥(2𝑥 − 3) − 4(𝑥 + 1) = 2(3 + 2𝑥)?
A. −0.50, 2.00 B. −1.61, 3.11 C. −0.79, 6.29 D. −0.18, 5.68
Math 20-1 -56-
8. The equation 2𝑥 2 − 5𝑥 − 4 = 0 is solved −5 ± √(−5)2 − 4(2)(−4)

using the quadratic formula, as shown in the A. Step 1 𝑥 =
2(2)
steps below. Where is the first mistake
−5 ± √25 + 32
made? B. Step 2 𝑥 =
4
−5 ± √57
C. Step 3 𝑥 =
4
D. Step 4 𝑥 = 0.64, −3.14
9. The discriminant of the quadratic equation 2𝑥 2 − 3𝑥 − 6 = 0 is

A. −39 B. 39 C. −57 D. 57
10. What is the nature of the roots of 7𝑥 2 − 3𝑥 + 4 = 0?

A. two distinct real roots B. two equal real roots
C. no real roots D. impossible to tell
11. What is the nature of the roots of the quadratic equation 2𝑥 2 + 3𝑥 = 5?

A. no real roots B. one real root and one non-real root
C. two real and equal roots D. two real and distinct roots
12. The graph of a quadratic function is shown. The discriminant of the

corresponding quadratic equation would be
A. less than zero B. equal to zero
C. greater than zero D. less than or equal to zero
13. The value of the discriminant of the quadratic equation −2𝑥 2 − 3𝑥 + 3 = 0 is

A. √15 B. −15 C. 33 D. √33
14. The hypotenuse of a right triangle is 3 cm longer than twice an unknown side. The third
side is 15 cm long. An equation that could be used to find the length of the hypotenuse and
the unknown side is
A. (𝑥 + 15)2 = (2𝑥 − 3)2 B. 𝑥 2 + 152 = (2𝑥 + 3)2
2 2 2
C. 𝑥 + 15 = 2𝑥 − 3 D. 𝑥 2 + 152 = (2𝑥 − 3)2
Math 20-1 -57-
15. Given the quadratic equation 𝑦 = −2𝑥 2 + 10𝑥 − 3, state the

a) equation in vertex form b) direction of opening
c) coordinates of the vertex d) equation of the axis of symmetry
e) domain and range f) maximum or minimum value
g) x- and y-intercepts
16. Express each of the following in vertex (standard) form.

a) 𝑦 = −2𝑥 2 + 12𝑥 − 7 b) 𝑦 = 3𝑥 2 + 2𝑥 + 2
17. Determine the quadratic function, in vertex (standard) form with the following properties.
a) vertex at the origin, passing through (2, −5)
b) vertex at (2, 0) and y-intercept of −3
c) axis of symmetry of 𝑥 = −2, maximum value at 𝑦 = 11, and passing through (−4, −1)
18. Determine the quadratic function, in both factored and general forms, with x-intercepts at
−2 and 3, and contains the point (−1, 6).
Math 20-1 -58-
19. The diagram represents the graph of 𝑦 = 𝑎(𝑥 − 𝑟)(𝑥 − 𝑠), where
𝑎 = 1 and r and s are integers. Determine the equation, in factored
form, and state the vertex.
20. Determine the nature of the roots of 0 = −3𝑥 2 + 8𝑥 − 2. State the roots as exact values in
simplest form.
21. Solve −3𝑥 2 + 13𝑥 − 4 = 0 by factoring.
22. Determine the roots, as exact values, of 8𝑥 2 + 10𝑥 + 1 = 0, using the quadratic formula.
23. Algebraically determine the roots of the following, using the methods stated.
a) 2𝑥 2 − 24𝑥 + 72 = 0 (factoring) b) 3𝑥 2 = 5𝑥 − 2 (quadratic formula)
c) 𝑥 2 + 8𝑥 − 33 = 0 (completing the square) d) 4𝑥 2 − 12𝑥 = 7 (graphing calculator)

Math 20-1 -59-
24. Determine the discriminant and state the nature of the roots of each equation.
a) 𝑥 2 − 8𝑥 + 16 = 0 b) 5𝑥 2 − 6𝑥 − 9 = 0 c) 4𝑥 2 = −𝑥 − 8
25. For what value of q does 3𝑞𝑥 2 + 12𝑥 + 4 = 0 have two equal and real roots?
26. For what value of k does 4𝑥 2 − 5𝑘𝑥 = −25 have no real roots?
27. For what value of p does 5𝑥 2 − 4𝑥 − 𝑝 = 0 have two distinct and real roots?
28. A rectangular field is to be enclosed by 600 m of fence.

a) What dimensions will give a maximum area?
b) What is the maximum area?
29. A rectangular lawn measuring 8 m by 4 m is surrounded by a flower bed of uniform width.

The combined area of the flower bed and lawn is 165 m2. What is the width of the flower
bed?
30. A farmer has 40 m of fencing, and he wishes to enclose a rectangular pen of a maximum
area, but one side of his pen will consist of part of a wall that is already in place. Find the
dimensions of the largest such pen and the maximum area.
Math 20-1 -60-
31. A T-shirt company sells its shirts for $15 each and sold 1000 shirts last month. For each $2
increase in the price of a T-shirt, the manager estimates she will sell 75 fewer shirts each
month.
a) Determine the selling price that would maximize the revenue.
b) What is the maximum revenue?
32. A 200-room hotel is filled to capacity every night when the room is $75 per night. In order
to increase its net revenue, the management decides to increase the room rate. For each $5
increase, 10 fewer rooms are occupied. At the maximum revenue, how many rooms will be
occupied each night?
33. Two numbers differ by 16. If the sum of their squares is a minimum, determine the
numbers.
34. A projectile is shot into the air and can be described by the function ℎ(𝑡) = 4 + 400𝑡 − 16𝑡 2 ,
where h is the height, in meters, after t seconds.
a) What is the maximum height reached?
b) How long does it take the projectile to reach the maximum height?
c) How long, to the nearest tenth, is the projectile in the air for?
d) At what time(s), to the nearest hundredth, does the projectile reach a height of 1500 m?
Math 20-1 -61-
Answers
1. D 2. 1.5 3. C 4. B 5. B 6. A 7. C
8. A 9. D 10. C 11. D 12. C 13. C 14. B
5 2 19 5 19 5
15. a) 𝑦 = −2 (𝑥 − 2) + b) opening down c) (2 , 2 ) d) 𝑥 = 2
2
19 19
e) {𝑥|𝑥 ∈ 𝑅} ; {𝑦|𝑦 ≤ , 𝑦 ∈ 𝑅} f) maximum at 𝑦 = g) 𝑥 = 0.32, 4.68 ; 𝑦 = −3
2 2
1 2 5
16. a) 𝑦 = −2(𝑥 − 3)2 + 11 b) 𝑦 = 3 (𝑥 + 3) + 3
5 3
17. a) 𝑦 = − 4 𝑥 2 b) 𝑦 = − 4 (𝑥 − 2)2 c) 𝑦 = −3(𝑥 + 2)2 + 11
3 3
18. a) 𝑦 = − 𝑥 2 + 𝑥 + 9
2 2
19. 𝑦 = (2𝑥 + 1)(𝑥 − 2) ; vertex: (0.75, −3.125)

4±√10
20. two real and distinct roots; 𝑥 = 3
1
21. 𝑥 = 3 , 4
−5±√17
22. 𝑥 = 8
2 1 7
23. a) 𝑥 = 6 b) 𝑥 = 3 , 1 c) 𝑥 = −11, 3 d) 𝑥 = − 2 , 2
24. a) one distinct real root (2 equal real roots)
b) 2 distinct real roots
c) no real roots
25. 𝑞 = 3
26. 𝑘 < −4
4
27. 𝑝 > − 5
28. a) 150 m by 150 m b) 22 500 m2
29. 3.5 m
30. 20 m by 10 m ; 200 m2
31. a) $20.84 b) $16 276.04
32. 175
33. ±8
34. a) 2504 m b) 12.5 secs c) 25.0 secs d) 4.58 secs and 20.42 secs
Math 20-1: Rational Expressions & Equations
UNIT:
RATIONAL EXPRESSIONS
AND EQUATIONS
Simplifying Rational Expressions Pg 37 #1ace, 2ace, 3ace, 4ace, 5ace, 8ac

Multiplying & Dividing Rational Expressions Pg 39 #1,2,3, 4, 5, 6ac
Adding & Subtracting Rational Expressions Pg 41 #1,2,3,4,7ab,9
Solving Rational Equations Pg 44 #1acegi,2ace,3ac,4ac, 5ac, 6a,7ac
Graphing Rational Functions
Rational Applications Pg 49 #1-9
Review: Factoring Polynomial Expressions
Factoring Methods:
Greatest Common Factor

Always factor out the greatest common factor (GCF) first before doing any other factoring
method.
Ex. 5 x 3  25 x 2  15 x
Sum and Product Method

When factoring polynomial expressions in the form ax 2  bx  c , where a  1 , we need to
determine two integers that will multiply to the last term and add to the sum of the middle
coefficient.
In general: x 2  bx  c   x  d  x  e  , where d  e  b and d  e  c .
Ex. x 2  6 x  27
Decomposition Method
When factoring polynomial expressions in the form ax 2  bx  c , where a  1 , break down the b-
value. To break down the b-value, find two numbers that add to b and multiply to ac, and then
factor by grouping, looking for a common binomial factor.
Ex. 2 x 2  9 x  5
Difference of Squares
When factoring polynomial expressions in the form a 2  b 2 , (subtraction of two perfect squares),
factor the expression so that it takes the form  a  b  a  b  .
Ex. 3 x 2  27
Example 1
Factor the following expressions.
a) x 2  16 x  80 b) x 2  1.4 x  1.2
29
c) 5 x 2  19 x  4 d) 3x 2  x  14
2
e) 16 x 3  49 x
Factoring by Replacement
Some polynomial expressions contain functions of a variable. For example, an expression such
as  x  1  6  x  1  5 contains the function f  x   x  1 .
2
The expression  x  1  6  x  1  5 can be expressed as  f  x    6 f  x   5 .

2 2
When dealing with such expressions, replace the function with a single variable, and then use
one of the above factoring methods.
Once the factoring is complete, substitute the function back in for the variable you chose and
simplify.
Example 2
Factor each polynomial expression.
 x  2  5  x  2  6 b) 4  5b  3  10  5b  3  6
2 2
a)
     2 x  1   y  4
2 2 2
c) 6 a 2  4a  4  a 2  4a  4  1 d)
e) 32  x  2   18  2 y  3
2 2
Factoring Polynomial Expressions Assignment
Factor the following expressions.
a) x 2  11x  30 b) 6 p 3  6 p 2  180 p c) 6 x 2  x  2
d) 36 x 2  100 y 2 e) 3 x 2  11x  6 f) 4  49x 2
g) 32 x 3  98 x h) 2 x 2  x  1 i) 10 x 2  13 x  3
5
j) 2 x 2  13 x  15 k) x 2  2.5 x  1.5 l) x 2  x6
2
a  b   a  b  6 n) 2  a  2b    a  2b   1
2 2
m)
o) 3  3 x  2   5  3 x  2   2 p) 4  a  b   14( a  b)  8
2 2
SOLUTIONS
a)  x  6 x  5 b) 6 p  p  6  p  5 c)  3x  2 2 x  1
d) 4  3x  5 y  3x  5 y  e)  x  3 3x  2  f)  2  7 x  2  7 x 
g) 2 x  4 x  7  4 x  7  h)  x  1 2 x  1 i)  2 x  3 5x  1
1
j)  x  5 2 x  3 k) 0.5  2 x  1 x  3 l)  2 x  3 x  4 
2
m)  a  b  3 a  b  2  n)  a  2b  1 2a  4b  1
o)  3x  49 x  5 p) 2  a  b  4  2a  2b  1
Lesson 1: Simplifying Rational Expressions

Rational expression: an algebraic expression that can be written as a quotient of 2
polynomials; cannot contain roots of variables or variables as exponents
Example 1
Determine whether the following are rational expressions.
3x  5 2m 2  n a 2  4a  3
a) b) c)
2x  7 3 m ab
d) g 3  27 e) 1  2 x
Example 2
Evaluate each expression, if possible, for x  3 and y  2 .
5x  2 y x2  y 2 x4
a) b) c)
x xy y2
Non-permissible values
Rational expressions are not defined for values of the variable that make the denominator 0.
These values are called non-permissible values.
Example 3
Determine the non-permissible values for each rational expression.
4ab a 2  3a 2x x
a) b) c) d)
5a a3 x  5x  6
2
2x  5
Simplifying Rational Expressions

Simplifying rational expressions is similar to simplifying fractions.
2 1 3 1 18
Ex.  ;  ;  2
4 2 9 3 9
To simplify a rational expression, divide both the numerator and denominator by the greatest
common factors that are common to the numerator and the denominator.
It may be necessary to write the numerator and/or denominator in factored form to identify the
common factors.
Example 4
Simplify the following expressions. State the values for which the expression is undefined.
28 x 3 78a 3b 2 x2  6x
a) b) c)
42 x 2 6a 2 3x
2 x 2 y  10 xy  12 y 25  x 2 x 2  10 x  24
d) e) f)
x 2 y  36 y 2 x2  9x  5 x2  6x  8
Lesson 2: Multiplying and Dividing Rational Expressions

Review of Multiplying and Dividing Fractions
Simplify the following fractions.
1 2 2 3 3 29 8 5
a)  b)  c)  d) 
3 3 9 8 16 4 3 6
The strategies used to multiply and divide rational numbers can be applied to multiplying and
dividing rational expressions.
● Factor where possible.
● Simplify and reduce.
● For rational expressions, all non-permissible must be stated.
Example 1
Simplify each expression.
10t 2  r  3 2  r  3  4m  12  3m  6 
a)  b)   
5  r  3 rt  3m  9  4m  8 
a 2  7a  12 a 2  a  6 8m 3 5m 2
c)  2 d) 
a 2  4a  4 a 9 3n 2 6n
3a 2
n3 n 9
2
e)  2 f) a  55
n  4 n  6n  8 12a
4a  20
4 x  10 12 x 2  60 x  75
g) 
x3 2 x 2  18
Lesson 3: Adding and Subtracting Rational Expressions

Review of Adding and Subtracting Fractions
Simplify the following fractions.
1 5 3 1 2 3 8 2
a)  b)  c)  d) 
6 6 4 2 5 4 5 3
The strategies used to add and subtract rational numbers can be applied to adding and subtracting
rational expressions.
● Factor where possible.
● Write the expressions with a common denominator.
● Simplify and reduce by combining the numerators.
● For rational expressions, all non-permissible values (restrictions) must be stated.
Example 1
Simplify the following rational expressions.
x2  2x  1 4x  1 3z  1 4 z  5
a)  2 b) 
x2  4 x 4 10 15
4 7x 3 5
c)  d) 
3x 6 8a 12a 2
3y 7x 2x 1 2z  1 4z  4 8  z
e)   f)  
x y2 4y 8z 2 3z 6
Example 2
Simplify the following rational expressions.
m  4 m  10 m  2 2m  n
a)  b) 
m2 m2 m n
2x 3x 5 6x
c)  d) 
5 x  15 4 x  12 x x4
3 x3 x7
e) x  f) 
x y x 5 x 2
b b a
g)   2
3 a a 3 a 9
x4 x 1 x
h)  2  2
x  x  2 x  2x  3 x  5x  6
2
1 2
i)  2
x  15 x  50 x  10 x
2
Lesson 4: Solving Rational Equations
Rational expression: an algebraic fraction where both the numerator and denominator are
polynomials
2x  3
Ex.
4
Rational equation: an equation containing at least one rational expression and an equal sign,
where the you are trying to solve for the value of unknown variable
2x  3
Ex. 5
4
To solve rational equations:
 factor the numerator and denominator
 clear the equation of denominators by multiplying every term by the lowest common
denominator (LCD)
 solve by isolating the variable onto one side of the equation
 check the answer for extraneous solutions
 state all non-permissible values
Example
Solve the following equations.
x 5 3
a) 7 b) 2a  
3 2 a
2 3 1 x 1 x  2
c)   d) 3  
x 2x 3 x3 x3
5 12 3 4
e)  2 1 f) 
x 1 x 1 m3 m4
x 6 x x 1 5
g)  2 h)   2
x  3 x  8 x  15 x  1 x  4 x  3x  4
Lesson 6: Applications of Rational Equations
Example 1
The average speed of an airplane is 8 times as fast as the average speed of a train. To travel 1200 km,
the train requires 14 hours more than the airplane. Determine the average speeds of the train and the
airplane.
Example 2
Sam is driving from Winnipeg to Dauphin Lake at 100 km/h. On the return trip from Dauphin
Lake back to Winnipeg, Sam drives at 80 km/h. The total time of the round trip is 6.75 hours.
What is the distance between Winnipeg and Dauphin Lake?
Example 3
Jim and Ricky shared the driving on a 1250 km trip from Edmonton to Vancouver. Jim drove
for 6 hours and Ricky drove for 8 hours. Jim drove 10 km/h faster than Ricky. How fast did
Ricky drive?
Example 4
Brenda scored 56 marks on her first test, and 44 out of 50 on her second test. Both tests were
weighted equally, and Brenda’s average mark was 79%. What was the total number of possible
marks for the first test?
Math 20-1 -78-
Rational Expressions and Equations Review Name: _________________
1. Are the following rational expressions?

x 5 x5 3x  2
a) x 2  4 x  2 b) c) d)
6x x2 4x
yes / no yes / no yes / no yes / no
2. State the non-permissible value(s) for the following rational expressions.
2x  5 x 2  25 2x 1
a) b) c)
x3 ( x  5)( x  5) 6x2  x  2
3. Simplify the following expressions. State the NPV’s.

2 3 1 1 2
a)   b) 
4y 3y 2y 3 y  15 y 5
m 5 2 1
c)  d)  2
m3 m 2 4y 5
Math 20-1 -79-
a2 a 1 6 8 7
e)  2 f)  2 
a  1 a  2a  1
2
5m 3m n mn 2
 8a 2b  33a3b  x 2  3x x 2  10 x  21
g)  2  2 
h) 
 11ab  16ab  x 2  x  42 x2  9
12w2  5w 2 12w2  w  6

i) 
8w2  2w  21 8w2  2w  15
Math 20-1 -80-
4. Solve the following rational equations. State the NPV’s.
3 c 5 3
a) 1  4 b) 
y 8 2
x 2 3  2 x 4 2 x
c)  1 d) 
x 6 x 2 3
2 3 1 3 5 4
e)  2  f)  
x 4x x x  7 x  12 x  3 x  4
2
Math 20-1 -81-
5. The length of a basketball court is 2 m less than twice the width. The perimeter of the court is
80 m. Determine the dimensions of the court.
6. John travels to his friend’s house at a speed of 40 km/h. On the return trip, he travels at 50 km/h.
If the total time for the two trips is 1.5 h, calculate the distance to his friend’s house.
7. Tom drove 400 km in the same time that Paul drove 450 km. If Paul was traveling 10 km/h
faster, find the speed of both Tom and Paul.
Math 20-1 -82-
8. The average speed of a plane is 8 times as great as the average speed of a train. The plane
3
takes 8 hours less than the train to travel 1050 km. Determine the average speed of the
4
train.
9. David flew 300 km on a commuter plane. He then flew 2000 km on a passenger jet. The
passenger jet flew twice as fast as the commuter plane. The total flying time for the journey
1
was 3 hours. What was the speed of each plane in km/h?
4
10. Jenny jogged from home to her sister’s house at 12km/h. For the return journey over the
same route, she walked at 8 km/h. The 2 journeys took an hour altogether.
a) How far is Jenny’s house from her sisters?
b) For how many minutes did she jog?

Math 20-1 -83-
Answers
1. a) yes b) no c) yes d) no
2 1
2. a) x  3 b) x  5 c) x   ,
3 2
1 5 m2  3m  15
3. a) , y 0 b) , y5 c) , m   2, 3
y 3( y  5)  m  3 m  2 
22 y  5 5a  1 18mn2  40n  105m
d) ,y0 e) , a  1 f) , m  0; n  0
 a  1 a 1
2
10 y 15m2 n2
3a3 x
g) , a  0, b  0 h) , x   6,  3, 7
2b2 x6
i)
 4w  1 4w  5 , 7 5 3 2 3
w  ,  ,  , ,
 4w  7  4w  3 4 4 4 3 2
3
4. a) y  1, y  0 b) c  7 c) x  , x  6, 0
2
1 7
d) x  e) x  , x  0 f) x  5, x  3,4
2 8
5. The dimensions of the court are 14 m by 26 m.
6. The distance to his friend’s house is 33.3 km.
7. Tom was driving at 80 km/h and Paul was driving at 90 km/h.
8. The train’s average speed is 105 km/h.
9. The commuter plane flew at 400 km/h and the passenger jet flew at 800 km/h.
10. a) Her house is 4.8 km away.
b) She jogged for 24 minutes.
Unit: Radicals -1-
UNIT:
RADICAL EXPRESSIONS AND
EQUATIONS
Topic Assignment
Simplifying Radicals Pg. 53 #1-5

Adding and Subtracting Pg.56 #1,3,6
Multiplying Pg.53 #6acekmo,7,8abc
Pg.56 #4aceg,5ace,8a
Dividing and Rationalizing Pg.56#2ace,
Pg.59 #1ace,2,ace,3,4ace,6
Solving Radicals Equations Pg.62 #2ace,4,5ace,6
Applications Pg.67 #1-7
Unit: Radicals -2-
Lesson 1: Simplifying Radicals

Review of Radicals
 A positive number has 2 square roots, one positive (principal principal square root: the
square root) and one negative (secondary square root). positive root of a value
Ex. The square root of 25 is +5 and −5. secondary square root: the
 The radical sign, √ , represents only the positive square root. negative root of a value
√𝑥 means the positive square root of 𝑥, where 𝑥 ≥ 0.

Ex. √25 = 5
 Notation:
a) √ means to take the square root (break into 2 equal factors). factor: an integer
which evenly
Ex. √49 = √ × = divides a number
without leaving a
√100 = √ × = remainder
b) √ means to take the cube root (break into 3 equal factors).
Ex. √8 = √ × × =
√−27 = √ × × =
 The square root of a negative number is undefined. index: how many

times do we
 In general: multiply the
number by itself
radicand: the
√ 𝑥 } value inside the
radical sign
Perfect Squares:
1 =1
2 =4
 The square root (√ ) has an index of 2, but by convention, it is not
3 =9
shown.
4 = 16
5 = 25
6 = 36
7 = 49
8 = 64
9 = 81
10 = 100
11 = 121
12 = 144
Unit: Radicals -3-
Entire and Mixed Radicals

- Radicals can be expressed in two forms, as entire radicals or mixed radicals.
- Entire radicals: √𝑥 - all values are written inside the radical symbol as the radicand
(Ex. √10, √24 )
- Mixed radicals: 𝑎 √𝑥 - the radical is broken down into two parts: the coefficient in front
of the radical and the radicand (Ex. 3√5, 2√6 )
- When a mixed radical has no additional factors that can be pulled out, it is considered to be
in simplest form.
- Entire radicals can be changed to mixed radicals and mixed radicals can be changed to
entire radicals.
Converting entire radicals to mixed radicals:

Break the radicand into two factors, one of which is the highest perfect square that can
be pulled out of the radical. Determine the square root of the perfect square. This
number becomes the coefficient. The other factor remains the radicand.
Example 1
Express each entire radical as a mixed radical, in simplest form.
27
a) √75 b) −2√18 c) 3 
24
Converting mixed radicals to entire radicals:

A mixed radical may be changed to an entire radical by raising the coefficient to the
power of the index, and moving it inside the radical sign.
Example 2
Express each mixed radical as an entire radical.
a) 2√5 b) √2 c) 3 √14
Example 3
Order the following radical expressions from least to greatest.
a) 4√3, 6√3, −2√3, √12 b) √20, 2 √2, 3√4, √15 c) 2√3, √11, 3√2, 4
Unit: Radicals -4-
Example 4
Simplify the following.
a) √𝑡 𝑟 b) 𝑥 𝑦 c) 𝑦 𝑧
Activity
Choose a positive and negative value for 𝑥 in each expression below and solve. Round all
answers to the nearest hundredth.
Expression Positive Value Negative Value
a) √𝑥
b) √𝑥
c) √𝑥
d) √𝑥
e) √𝑥
f) √𝑥
Expression Positive Value Negative Value

g) √𝑥
h) √𝑥
i) √𝑥
j) √𝑥
k) √𝑥
l) √𝑥
When working with radicals that contain variables in the radicand, there are values of the
variable for which the expression is not defined and must be stated.
These values are called restrictions.
- If the index is an even number, the radicand must be a non-negative ( 𝑛𝑜𝑛 − 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒 ).
- If the index is an odd number, the radicand can be any real number ( 𝑎𝑛𝑦 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 ).
Unit: Radicals -5-
Example 5
State when the values of 𝑥 are defined (restrictions).
a) √𝑥 b) 2√𝑥 c)
√
d) √𝑥 + 2 e) √3𝑥 − 2 f) √5 − 𝑥
Example 6
Simplify each radical and state any restrictions
a) 4 18𝑥 𝑦 b) √75𝑎 𝑏 c) 16𝑥𝑦
Unit: Radicals -6-
Lesson 2: Adding and Subtracting Radicals
Activity
Simplify the following polynomials.
a) (2𝑥 + 5𝑦 − 3𝑧) + (−3𝑥 + 4𝑦 − 7𝑧) =
b) (4𝑥 − 2𝑥 𝑦 + 3𝑥𝑦 + 7𝑦 ) − (3𝑥 + 3𝑥𝑦 + 4𝑥 𝑦 − 2𝑦 ) =
- The strategies used to add and subtract polynomials can be used to add and subtract
radical expressions.
- When adding or subtracting radicals, only like radicals can be combined.
Like radicals are radicals with the same index and radicand.
Like Radicals Unlike Radicals

5√3, −2√3 2√3 , 2√6
1 √2𝑥, √2𝑥
√6, 2√6
2
- Radicals may need to be converted to a different form (entire or mixed) before adding or
subtracting.
- To add or subtract like radicals, simply add or subtract the coefficients and leave the
radical and radicand.
𝑎 √𝑏 ± 𝑐 √𝑏 = (𝑎 ± 𝑐) √𝑏
Example 1
Simplify each expression, leaving answers in exact form.
a) 5√7 − 3√7 b) 4√2 + √2 − 7
c) −√5 + 9√5 − 4√5 d) √11 − 1 − 5√11 + 15
e) √8 − √32 + √512 f) 3√20 + 4√60 + √125
g) √12 + √27 − √20 h) 3√18 − 6√48 − 5√108

Unit: Radicals -7-
Example 2
Simplify each expression. State any restrictions.
a) 2√𝑥 + 7√𝑥 b) √20𝑥 − 3√45𝑥
√
c) −4 √625𝑥 + √40𝑥 d) √−64 + − √50𝑥 − 4√2𝑥
e) 2√𝑥 − 4 𝑦 − 3√𝑥 + 6 𝑦 f) 5√8𝑥 + 4𝑦 32𝑦 − 2 18𝑦 − 2𝑥√27𝑥
Example 3
Calculate the missing length of each triangle. Simplify as much as possible.
a) √12 b)
8
4 √43
x
3√3
x
Unit: Radicals -8-
Lesson 3: Multiplying Radicals

Activity
Simplify the following polynomials.
a) (−2𝑎 𝑏 𝑐)(3𝑎 𝑏𝑐 ) b) (3𝑥 + 2)(4𝑥 − 1)
c) (𝑥 + 3) d)
- The strategies used to multiply and divide polynomials can be used to multiply and divide
radical expressions.
Multiplying Radicals
When multiplying radicals, multiply the coefficients and then multiply the radicands.
Radicals can only be multiplied if they have the same index.
In general, 𝑎 √𝑥 𝑏 𝑦 = 𝑎𝑏 𝑥𝑦, where x ≥ 0 and y ≥ 0, if n is even.
Example 1
Multiply 2√7 and 4√75 using two different methods. Express the answer in simplest form.
Method 1: Multiply, then simplify. Method 2: Simplify, then multiply.
Unit: Radicals -9-
Example 2
Multiply. Simplify the products where possible. State restrictions where necessary.
a) 4√3 5√2 b) −3√2 4√6
c) 4 7√5 + √3 d) √3 √12 − √7
e) 7√3 5√5 − 6√3 f) 5√3 + 2√6
g) 8√𝑥 − 5 9√𝑥 + 6 h) √𝑥 + 𝑦 2√𝑥 − 𝑦 − (√𝑥 + 3 𝑦)

Unit: Radicals -10-
Lesson 4: Dividing Radicals
Dividing Radicals
When dividing radicals, divide the coefficients and then divide the radicands. Radicals can
only be divided if they have the same index.
√
In general, = , where x ≥ 0 and y > 0, if n is even, and y ≠ 0 and b ≠ 0.
( √ )
𝑎±𝑏 𝑎 𝑏
Also, recall that = 𝑐 ± 𝑐.
𝑐
Example 3
Divide 2√24 by √8 using two different methods. Express the answer in simplest form.
Method 1: Divide, then simplify. Method 2: Simplify, then divide.
Example 4
Divide. Simplify the quotients where possible.
4√ 6 √80
a) b)
2√ 3 √10
−12√5 4√12−10√6
c) d)
√45 2√ 3
Unit: Radicals -11-
- When expressing quotients in simplest form, the denominator must be rationalized.

- Rationalizing the denominator means to write the denominator as a rational number.
That is, with no radicals in the denominator. This is done by multiplying the fraction (both
numerator and denominator) by the radical in the denominator.
Example 5
10√6
Rationalize the denominator of .
2 √3
Method 1: Divide the radicals. Method 2: Rationalize the denominator.
Example 6
Write each expression in simplest form by rationalizing the denominator.
√7−√2 √3+2√2
a) b)
√2 2√ 3
√5+√3 √18−5√3
c) d)
√5 √2
Unit: Radicals -12-
- To rationalize the denominator of a quotient whose denominator is the sum or difference

of two radicals, multiply the numerator and denominator by the conjugate of the
denominator.
- The binomials (𝑎 + 𝑏) and (𝑎 − 𝑏) are conjugates because their product is 𝑎 − 𝑏 .
Example 7
Simplify each expression.
a) b)
√ √ √
√ √ √
c) d)
√ √ √
Unit: Radicals -13-
Lesson 5: Solving Radical Equations

- What is the difference between “simplifying an expression” and “solving an equation”?
To solve equations that have square roots and cube roots, use inverse operations.
The inverse of square root √𝑥 is squaring (𝑥 ).
The inverse of cube root √𝑥 is cubing (𝑥 ).
When solving radical equations, follow the steps:
1) State any restrictions on 𝑥.
2) Isolate the like radicals onto one side of the equation and simplify.
3) Use inverse operations (square or cubing) to eliminate the radical.
4) Solve for the variable.
5) Check for extraneous roots/solutions.
extraneous root: a solution
that does not satisfy the initial
equation
How do we check for extraneous roots?
A student was trying to solve the equation √2𝑥 − 1 = −3.

When the student finished solving the equation, he came up with the solution 𝑥 = 5.
Does this solution satisfy the equation?
Check:
For 𝑥 = 5: Left Side Right Side
Example 1
Solve each of the radical equations (to solve an equation includes stating restrictions and
checking for extraneous solutions).
a) 2√5𝑥 + 3 = 10 Left Side Right Side
Unit: Radicals -14-
Left Side Right Side

b) = −4
c) √−4𝑥 + 6 = 8 Left Side Right Side
d) 3√𝑥 − 4 = 2√𝑥 + 1 Left Side Right Side
e) √𝑥 + 5 = √2𝑥 − 1 Left Side Right Side

Unit: Radicals -15-
Left Side Right Side

f) √18 − 3𝑥 = 𝑥
g) √2𝑥 + 1 + √𝑥 = 5 Left Side Right Side
h) √3𝑥 + 4 − 3 = √𝑥 + 1 Left Side Right Side

Unit: Radicals -16-
Lesson 6: Applications
Example 1
The forward and backward motion of a swing can be modeled using the formula
𝑇 = 2𝜋 , where T represents the time, in seconds, for a swing to return to its original
.
position and L represents the length of the chain supporting the swing, in meters.
If the length of the chain is 2.6 m, how long does it take the swing to return to its original
position? Express the answer as an exact value.
Example 2
A space station needs to rotate a certain number of times each minute to create the effect of
gravity. Otherwise, the crew are weightless. A formula for determining the number of times
a station needs to rotate per minute to reproduce Earth’s gravity is N= , where N is the
number of revolutions per minute and r is the radius of the station, in metres. Suppose a
station rotates 5.6 times per minute. Determine the radius of the space station, to the
nearest tenth of a metre.
Example 3
Consider the design shown for a ramp. What is the exact distance across the base?
Math 20-1 -100-
Radicals Review Name: _______________________________

Show ALL work.
Multiple Choice
1. Calculate the value of x as a simplified exact value.
A. 5 13 B. 13 5 C. 13 25 D. 18.03 x
15
10
2. A cube has a volume of 192 cm3. Determine the height of the cube as a simplified exact
value.
A. 3 8 cm B. 8 3 cm C. 3 3 4 cm D. 4 3 3 cm
3. When 3 5 is written as an entire radical, it is expressed as:
A. 45 B. 15 C. 75 D. 175
4. If 3 75 is simplified and expressed as a mixed radical of the form a b , then the value
of a would be:
A. 6 B. 9 C. 15 D. 45
5. What is the conjugate of 3 5 +2 7 ?
A. 3 5  2 7 B. 3 5  2 7 C. 17  12 35 –17 D. 17
6. The solution to the equation √𝑥 + 2 + 10 = 3 is

A. 𝑥 = −3 B. 𝑥 = 47 C. 𝑥 = 81 D. no solution
Math 20-1 -101-
Numerical Response
Numerical Response #1
3
When 2√4 is expressed as an entire radical, the value of the radicand is ___________.
When 8√150 is simplified in the form 𝑎√𝑏, the value of b is _________.
When 4√𝑥 = 32 is evaluated, the value of x is _________.
𝐿
The motion of a pendulum can be modelled by the formula 𝑇 = 2𝜋√4.9 . In the formula, T is
the time, in seconds, it takes for one complete swing of the pendulum and L is the length of
pendulum, in metres. How long, to the nearest tenth of a second, does it take a for a 6.5 m
pendulum to make one complete swing? ____________
Written Response
1. Express each radical in mixed radical form. State restrictions.
a) 3
54x 2 y5 b) 75x 3 y 4 z 6
2. Express each of the following as an entire form. State restrictions

3
a) 3𝑎𝑏 2 √5𝑎𝑏 b) −2𝑥𝑦 2 √3𝑥 2 𝑦
Math 20-1 -102-
3. Simplify the following radical expressions.
a) 2 48  3 7 b) 
32 5 2  3 6 
c) 3√7 − 3√5 − 2√5 + 8√7 d) 3√175 − 2√28 + 3√63 − √112
e) 3
128  4 3 16 f)  
3  2 3 3 4 2 
    
2
g) 2 5  3 54 3 h) 3 2 6  4
  
i) 2 3 3  5 3 3  5  3 3  3  3 3 
Math 20-1 -103-
4. Simplify.
3√63 12√80
a) b)
6√7 8√40
√24 −42√96
c) d)
√27 30√98
36√18 4√6−5√3
e) f)
8√8 3√3
6√3 3√6−3
g) h)
5+√2 2√3−√2
Math 20-1 -104-
5. Solve the following radical equations. Be sure to state restrictions and complete a check.
a) 4 + √𝑥 − 2 = 𝑥 b) 𝑥 = 2√2𝑥 − 4
c) √𝑥 + 5 = √2𝑥 + 1 d) √2𝑥 = √5𝑥 + 9 − 3

Math 20-1 -105-
Answers
Multiple Choice
1. A 2. D 3. A 4. C 5. B 6. D
Numerical Response
1. 32 2. 6 3. 64 4. 7.2
Written Response
3
1. a) 3𝑦 √2𝑥 2 𝑦 2 ; 𝑥 ∈ 𝑅, 𝑦 ∈ 𝑅 b) 5𝑥𝑦 2 𝑧 3 √3𝑥 ; 𝑥 ≥ 0, 𝑥 ∈ 𝑅, 𝑦 ∈ 𝑅, 𝑧 ∈ 𝑅
3
2. a) √45𝑎3 𝑏 5 ; 𝑎, 𝑏 ≥ 0, 𝑎, 𝑏 ∈ 𝑅 b) − √24𝑥 5 𝑦 7 ; 𝑥 ∈ 𝑅, 𝑦 ∈ 𝑅
3. a) 8√3 − 3√7 b) 40 − 24√3 c) 11√7 − 5√5

3
d) 16√7 e) 12 √2 f) 1 − √6
g) −2 + 7√15 h) 120 − 48√6 i) −7

3 3√2 2√2 4√3
4. a) b) c) d) −
2 2 3 5
27 4√2−5 30√3−6√6 3√2

e) f) g) h)
4 3 23 2
5. a) 𝑥 = 6, 𝑥 ≥ 2, 𝑥 ∈ 𝑅 b) 𝑥 = 4, 𝑥 ≥ 2, 𝑥 ∈ 𝑅
c) 𝑥 = 144, 𝑥 ≥ 0, 𝑥 ∈ 𝑅 d) 𝑥 = 0, 8, 𝑥 ≥ 0, 𝑥 ∈ 𝑅
Unit: Absolute Value & Reciprocal Functions -1-
UNIT:
ABSOLUTE VALUE AND
RECIPROCALS
Topic Assignment
Absolute Value of a Real Number Pg.69 #1-5,7,8*

Absolute Value Functions Pg.71 #1,2,4-9
Absolute Value Equations Pg.76 #1-5,7a*
Reciprocals of Linear Functions Pg.82 #1-4,5*,6*
Reciprocals of Quadratic Functions Pg.85#1-4,5*,6*
Lesson 1: Absolute Value of a Real Number
- Every real number can be represented by a point on a number line.

- The sign of the number indicates its position relative to 0.
- The absolute value of a real number is the distance (magnitude) the number is from 0.
- The absolute value of a number is written as |a|.
Ex. |−4| means ‘how far is −4 from 0?’
- In general, the absolute value of a function is defined as

𝑎, 𝑖𝑓 𝑎 ≥ 0
|𝑎| =
−𝑎, 𝑖𝑓 𝑎 < 0
Example 1
Evaluate the following.
a) |9| b) | − 5| c) d) | − 2.8|
Example 2
Write the following real numbers in order from least to greatest.
1
|−6.5|, 5, |4.75|, −3.4, |−0.1|, −2
2
Example 3
Evaluate the following.
a) |4| − | − 6| b) 5 − 3|2 − 7| c) | − 2(5 − 7) + 6|
d) |5𝑥 + 3𝑥 − 4|, 𝑤ℎ𝑒𝑛 𝑥 = −3 e) |−2𝑥 − 3𝑥 − 4|, 𝑤ℎ𝑒𝑛 𝑥 = 2

Lesson 2: Absolute Value Functions
Activity
Complete the table below to graph the functions 𝑦 = 𝑥 and 𝑦 = |𝑥|.
𝑥 −3 −2 −1 0 1 2 3
𝑦=𝑥
𝑦 = |𝑥|
Y
10
X
-10 -5 0 5 10
-5
-10
Since the function is defined by two different rules for each interval in the domain, you can
define 𝑦 = |𝑥| as the piecewise function
𝑥, 𝑖𝑓 𝑥 ≥ 0
𝑦=
−𝑥, 𝑖𝑓 𝑥 < 0
The graph shows how 𝑦 = |𝑥| is related to the graph of 𝑦 = 𝑥. Since |𝑥| cannot be negative,
the part of the graph of 𝑦 = 𝑥 that is below the x-axis is reflected in the x-axis to become the
line 𝑦 = −𝑥 in the interval 𝑥 < 0. The part of the graph of 𝑦 = 𝑥 that is on or above the x-
axis is zero or positive and remains unchanged as the line 𝑦 = 𝑥 in the interval 𝑥 ≥ 0.
The x-intercept of the graph 𝑦 = 𝑓(𝑥) is a critical point and an invariant point. The graph
of 𝑦 = |𝑓(𝑥)| changes direction at this point.
Example 1 Y
10
Consider the function 𝑓(𝑥) = 2𝑥 − 3.
a) Determine the x- and y-intercepts of 𝑦 = |𝑓(𝑥)|.
5
X
-10 -5 0 5 10
-5
b) Sketch the graph of 𝑦 = |𝑓(𝑥)|.
c) State the domain and range of 𝑦 = |𝑓(𝑥)|.
-10
d) Express 𝑦 = |𝑓(𝑥)| as a piecewise function.
Example 2
a) Sketch the graph of the function 𝑦 = | − 3𝑥 + 1|. Y
10
b) Identify the x- and y-intercepts, domain and range of the

function. 5
X
-10 -5 0 5 10
-5
-10
c) Express the function as a piecewise function.
Activity
Complete the table below to graph the functions 𝑦 = 𝑥 + 2𝑥 − 3 and 𝑦 = |𝑥 + 2𝑥 − 3|.
𝑥 −4 −3 −2 −1 0 1 2
𝑦 = 𝑥 + 2𝑥 − 3
𝑦 = |𝑥 + 2𝑥 − 3|
Y
10
X
-10 -5 0 5 10
-5
-10
Example 3
Consider the absolute value function 𝑓(𝑥) = | − 𝑥 + 2𝑥 + 8|.
a) Determine the x- and y-intercepts of the function.
Y
10
b) Sketch the graph. X

-10 -5 0 5 10
c) State the domain and range.

-5
d) Express as a piecewise function. -10

Example 4
For each function, sketch its graph, determine its intercepts, domain, range, and piecewise
function.
a) 𝑦 = |2(𝑥 + 1) − 2| b) 𝑦 = | − 𝑥 − 3|
Y Y
10 10
5 5
X X
-10 -5 0 5 10 0
-10 -5 5 10
-5 -5
-10 -10
Example 5
Write each function in piecewise notation.
a) 𝑦 = | − 4𝑥 + 4| b) 𝑦 = | − 𝑥 − 4𝑥 − 3|
c) 𝑦 = |𝑥 − 4|
Lesson 3: Absolute Value Equations
- Absolute value equations can be solved graphically and algebraically.

- Number of solutions:
No solution One Solution Two Solutions Three Solutions Four Solutions
𝑦 = |𝑓(𝑥)|,
where 𝑓(𝑥) is
linear
𝑦 = |𝑓(𝑥)|,
where 𝑓(𝑥) is
quadratic
Example 1
Solve the following equations graphically. Round to the nearest tenth, if necessary.
a) 2 = |2𝑥 − 4| b) |3𝑥 − 6| = 6
c) |𝑥 − 2𝑥 − 15| = 16 d) 1 = |𝑥 + 8𝑥 + 16|
- To algebraically solve absolute value equations, all parts of the function (piecewise
function) must be solved and verified.
Example 2
Algebraically solve the following equations.
a) |𝑥 − 3| = 7 b) |2𝑥 − 5| = 5 − 3𝑥
c) 2|3𝑥 + 1| = 2𝑥 − 8 d) |𝑥 − 2𝑥| = 1
e) 4 = | − 3(𝑥 − 2) + 4| f) |𝑥 − 10| = 𝑥 − 10𝑥
*g) |2𝑥 − 3| − |𝑥 + 4| = 8
Lesson 4: Graphing Reciprocals of Linear Functions

- The reciprocal of a number 𝑥, 𝑥 ≠ 0, is the number .
- Similarly, the reciprocal of a function, 𝑓(𝑥), 𝑓(𝑥) ≠ 0, is .

( )
Activity
Consider the function, 𝑓(𝑥), with equation 𝑦 = 𝑥 + 3.
a) Write the equation of the reciprocal function.
b) Using a table of values, graph 𝑦 = 𝑓(𝑥) and 𝑦 = .

( )
𝑥 −6 −5 −4 −3 −2 −1 0 1 2 3
𝑦 = 𝑓(𝑥)
1
𝑦=
𝑓(𝑥)
Y
10
X
-10 -5 0 5 10
-5
-10
- The reciprocal function has two distinct pieces, or branches. These branches are located
on either side of the vertical asymptote. The line 𝑥 = −3 is the vertical asymptote of the
graph. The vertical asymptote is the vertical line that the graph approaches but never
reaches because 𝑥 = −3 is a non-permissible value.
- The reciprocal function has no x-intercept because it is never equal to 0. The x-axis (𝑦 = 0)
is the horizontal asymptote of the graph. The horizontal asymptote is the horizontal line
that the graph approaches.
- Asymptotes are represented by a dashed/broken line.
c) State the coordinates of the two points which

appear on both graphs.
These points are called invariant points.
For any function 𝑦 = 𝑓(𝑥), since = 1 and = −1,

any points on the lines 𝑦 = 1 and 𝑦 = −1 are
invariant points.
d) State the domain and range of the
reciprocal function.
- The end behaviour of a graph describes what is happening as 𝑥 approaches positive

infinity (𝑥 → +∞) and negative infinity (𝑥 → −∞).
e) Describe the end behaviour of the reciprocal function.
Summary for Sketching the Reciprocal Graph of a Linear Function

1) Zeros of the original function become vertical asymptotes of the reciprocal function.
2) The horizontal asymptote is at 𝑦 = 0.
3) The invariant points are at 𝑦 = 1 and 𝑦 = −1.
4) The y-intercept of the reciprocal graph is the reciprocal of the y-intercept on the original
graph.
5) Points where 𝑦 = 2 on the original graph become points where 𝑦 = on the reciprocal
graph, etc.
Example 1
1
The graph of 𝑦 = 𝑓(𝑥) is given. Sketch the graph of = .
𝑓(𝑥)
a) b)
Example 2
Determine the equation of the vertical asymptote of the functions below.
a) 𝑦 = b) 𝑦 = c) 𝑦 =
Example 3
Consider the function 𝑓(𝑥) = 2𝑥 + 5.
Y
10
a) Determine the reciprocal function 𝑦 = .
( )
5
b) Determine the equation of the vertical asymptote of the
reciprocal function.
X
-10 -5 0 5 10
c) Sketch the graph of 𝑦 = .
( )
-5
d) State the domain and range of 𝑦 = .
( )
-10
Example 4
a) Sketch the graph of 𝑦 = .
Y
10
5
b) State the domain and range of 𝑦 = .
X
-10 -5 0 5 10
c) Describe the end behaviour of the graph of 𝑦 = .

-5
-10
Example 5
Given the graphs of the reciprocal functions 𝑦 = , sketch the graph of the original
function 𝑦 = 𝑚𝑥 + 𝑏 and determine its equation.
a) b)
Lesson 5: Graphing Reciprocals of Quadratic Functions
Activity
Consider the function, 𝑓(𝑥), with equation 𝑦 = 𝑥 − 4.
a) Write the equation of the reciprocal function.
b) Using a table of values, graph 𝑦 = 𝑓(𝑥) and 𝑦 = .

( )
𝑥 −4 −3 −2 −1 0 1 2 3 4
𝑦 = 𝑓(𝑥)
1
𝑦=
𝑓(𝑥)
Y
10
X
-10 -5 0 5 10
-5
-10
c) The y-intercept of 𝑓(𝑥) is ___________.

The y-intercept of is ___________.
( )
d) The x-intercepts of 𝑓(𝑥) are ___________ and ___________.
The x-intercepts of ______________________________.
( )
e) The horizontal asymptote of is ___________.

( )
f) The vertical asymptotes of are ___________ and ___________.

( )
- If 𝑦 = 𝑓(𝑥) is a quadratic function, may have 0, 1, or 2 vertical asymptotes.

( )
0 Vertical Asymptotes 1 Vertical Asymptote 2 Vertical Asymptotes
Quadratic
Function
Reciprocal
Example 1
1
The graph of 𝑦 = 𝑓(𝑥) is given. Sketch the graph of = .
𝑓(𝑥)
a) b)
Example 2
Sketch the graphs for the following reciprocal functions.
a) 𝑦 = b) 𝑦 =
( )
Y
Y
10
10
5
5
X
X
-10 -5 0 5 10
-10 -5 0 5 10
-5
-5
-10
-10
c) 𝑦 =
Y
10
X
-10 -5 0 5 10
-5
-10
Example 3
1
Using the graphs of each reciprocal function = ,
𝑓(𝑥)
i) graph the quadratic function 𝑦 = 𝑓(𝑥).
ii) determine the equation of the 𝑓(𝑥), in factored form.
a) b)
1
−2,
3 1
0,
4
Math 20-1 -122-
Absolute Value & Reciprocal Functions Review Name: _____________________________

1. Arrange the following from least to greatest.
9 1
−4, √9, |−3.5|, −2.7, |− | , |−1.6|, |1 |
2 2
2. Evaluate each expression.

a) |−7 − 2| b) |−3 + 11 − 6| c) |52 − 7| + |−10 + 23 |
3. Given the graphs of 𝑦 = 𝑓(𝑥), sketch the graph of 𝑦 = |𝑓(𝑥)|.

a) b) c)
d) e) f)
4. Write the piecewise function that represents each graph.

a) b) c)
Math 20-1 -123-
5. For each given function,

i) sketch the graph.
ii) determine the piecewise function.
1
a) 𝑦 = |2𝑥 + 3| b) 𝑦 = | − 𝑥 − 3| c) 𝑦 = | 2 𝑥 − 2|
Y
Y Y
10
10 10
5
5 5
X
X X
-10 -5 0 5 10
-10 -5 0 5 10 -10 -5 0 5 10
-5
-5 -5
-10
-10 -10
ii) ii) ii)
d) 𝑦 = |4 − 𝑥 2 | e) 𝑦 = | − 2𝑥 2 − 3𝑥 + 2| f) 𝑦 = |(𝑥 − 3)2 + 1)|

Y Y Y
10 10 10
5 5 5
X X X
-10 -5 0 5 10 0 0
-10 -5 5 10 -10 -5 5 10
-5 -5 -5
-10 -10 -10
ii) ii) ii)

Math 20-1 -124-
6. Solve each absolute value equation algebraically. Leave answers as exact values. Verify
your solutions.
a) |3𝑥 − 4| + 5 = 7 b) |1 − 2𝑥| = 𝑥 + 2 c) 3|3𝑥 + 7| = 3𝑥 + 12
d) |𝑥 2 − 2𝑥 + 2| = 3𝑥 − 4 e) |𝑥 2 − 1| = 𝑥 f) |𝑥 2 − 2𝑥 − 16| = 8
7. For each graph, an absolute value function and a linear function intersect to produce
solutions to an equation composed of the two functions. Determine the equation that is
being solved in each graph.
a) b)
Math 20-1 -125-
1
8. For each graph below, sketch the graph of the reciprocal function 𝑦 = 𝑓(𝑥).
a) b) c)
d) e) f)
9. Consider the function 𝑓(𝑥) = 𝑥 2 − 𝑥 − 6.

a) State the equations of the vertical asymptotes for the reciprocal of the function.
b) Determine the reciprocal of the minimum value of 𝑓(𝑥).
1
10. Sketch the graphs of 𝑦 = 𝑓(𝑥) and 𝑦 = 𝑓(𝑥) on the same set of axes. Clearly label the
asymptotes, invariant points, and the intercepts.
a) 𝑓(𝑥) = 𝑥 − 4 b) 𝑓(𝑥) = −2𝑥 − 6 c) 𝑓(𝑥) = 2𝑥 + 4
Y Y Y
10 10 10
5 5 5
X X X
-10 -5 0 5 10 0 -10 -5 0 5 10
-10 -5 5 10
-5 -5 -5
-10 -10 -10

Math 20-1 -126-
d) 𝑓(𝑥) = 𝑥 2 − 4 e) 𝑓(𝑥) = −𝑥 2 + 𝑥 + 2 f) 𝑓(𝑥) = 𝑥 2 + 2

Y Y Y
10 10 10
5 5 5
X X X
-10 -5 0 5 10 0 -10 -5 0 5 10
-10 -5 5 10
-5 -5 -5
-10 -10 -10
1
11. Given each graph of the reciprocal function, 𝑦 = 𝑓(𝑥),
i) sketch the graph of the original function, 𝑦 = 𝑓(𝑥).

ii) determine the equation of 𝑦 = 𝑓(𝑥).
a) b)
1
12. The partial graph of 𝑦 = 𝑓(𝑥) is shown. Determine the equation of the quadratic
function, 𝑓(𝑥) in the form, 𝑦 = 𝑎(𝑥 − 𝑝)2 + 𝑞. Express all values in exact form.
Math 20-1 -127-
Answer Key
1 9
1. −4, −2.7, |1 2| , |−1.6|, √9, |−3.5|, |− 2|
2. a) 9 b) 2 c) 20
3.
2𝑥 − 2, 𝑖𝑓 𝑥 ≥ 1 2𝑥 2 − 2, 𝑖𝑓 𝑥 ≤ −1 𝑜𝑟 𝑥 ≥ 1
4. a) 𝑦 = { b) 𝑦 = {
−2𝑥 + 2, 𝑖𝑓 𝑥 < 1 2𝑥 2 − 2, 𝑖𝑓 − 1 < 𝑥 < 1
3(𝑥 − 2)2 − 3, 𝑖𝑓 𝑥 ≤ 1 𝑜𝑟 𝑥 ≥ 3
c) 𝑦 = {
3(𝑥 − 2)2 − 3, 𝑖𝑓1 < 𝑥 < 3
5. a) b) c)
3 1
2𝑥 + 3, 𝑖𝑓 𝑥 ≥ − 2 −𝑥 − 3, 𝑖𝑓 𝑥 ≤ −3 𝑥 − 2, 𝑖𝑓 𝑥 ≥ 4
𝑦={ 𝑦={ 𝑦 = { 21
−2𝑥 − 3, 𝑖𝑓 𝑥 < − 2
3 𝑥 + 3, 𝑖𝑓 𝑥 > −3 − 2 𝑥 + 2, 𝑖𝑓 𝑥 < 4
Math 20-1 -128-
d) e) f)
1
4 − 𝑥 2 , 𝑖𝑓 − 2 ≤ 𝑥 ≤ 2 −2𝑥 2 − 3𝑥 + 2, 𝑖𝑓 − 2 ≤ 𝑥 ≤ 2
𝑦={ 𝑦={ 𝑦 = (𝑥 − 3)2 + 1, 𝑥 ∈ 𝑅
−4 + 𝑥 2 , 𝑖𝑓𝑥 < −2 𝑜𝑟 𝑥 > 2 1
2𝑥 2 + 3𝑥 − 2, 𝑖𝑓𝑥 < −2 𝑜𝑟 𝑥 > 2
2 1 3 11
6. a) 𝑥 = 3 , 2 b) 𝑥 = − 3 , 3 c) 𝑥 = − 2 , − 4
1±√5
d) 𝑥 = 2,3 e) 𝑥 = f) 𝑥 = ±4, −2, 6
2
7. a) |−𝑥 + 3| = 4 or |𝑥 − 3| = 4 b) |𝑥 2 − 4| = 5 or |−𝑥 2 + 4| = 5
8.
9. a) VA at 𝑥 = −2 and 𝑥 = 3
4
b) minimum at 𝑦 = − 25
Math 20-1 -129-
10.
11.
𝑦 =𝑥−2 𝑦 = (𝑥 + 3)(𝑥 − 1)
or
𝑦 = (𝑥 + 1)2 − 4
1 1
12. 𝑦 = 16 (𝑥 − 2)2 + 4
Unit: Systems of Equations & Inequalities -1-
UNIT:
SYSTEMS OF EQUATIONS
AND INEQUALITIES
Topic Assignment
Solving Systems Graphically Pg.89 #1-3,4ace,5,6ace,7*,11a

Solving Systems Algebraically Pg.92 #1-4,6ace,7*,9ac*
Applications of Systems Pg.94 #1-8,9*,10*
Linear Inequalities in Two Variables Pg.96 #1-5,6*,7*
Quadratic Inequalities in One Variable Pg.99 #1-5,6*,7*,9*
Quadratic Inequalities in Two Variable Pg.102 #1-5,6*,7*
Applications of Inequalities Pg.104 #1-10,11*
Lesson 1: Solving Systems of Equations Graphically

- System of linear-quadratic equations: a linear equation and a quadratic equation,
involving the same variables; involves a line and a
parabola
- System of quadratic-quadratic equations: two quadratic equations, involving the same
variables; involves two parabolas
- Any ordered pair (x, y) that satisfies both equations in a system of equations is a solution
for that system.
- Number of solutions:
Infinitely-many
No solution One Solution Two Solutions
solutions
Linear-
quadratic
Quadratic-
quadratic
Example 1
Solve the following linear-quadratic systems of equations graphically.
a) 4𝑥 − 𝑦 + 3 = 0 b) 𝑥 − 𝑦 − 3 = 0 c) (𝑥 + 1) = 5 + 𝑦
2𝑥 + 8𝑥 − 𝑦 + 3 = 0 𝑥 − 6𝑥 − 𝑦 = −11 −8 = −6𝑥 + 𝑦
Example 2
Solve the following quadratic-quadratic systems of equations graphically.
a) 2𝑥 − 16𝑥 − 𝑦 = −35 b) 𝑥 + 𝑦 − 3 = 0
2𝑥 − 8𝑥 − 𝑦 = −11 𝑥 −𝑦+1=0
c) 𝑦 = 𝑥 − 4𝑥 + 7 d) 4𝑥 − 8𝑦 = 6
𝑦 − 𝑥 = −2𝑥 + 3 6𝑥 − 9 = 12𝑦
Example 3
Write the system of equations represented by the graph below. Solve the system, to the
nearest tenth.
Lesson 2: Solving Systems of Equations Algebraically

Review
a) Using the method of substitution, solve the system 𝑥 + 2𝑦 = 4 and 3𝑥 + 2𝑦 = 0.
b) Using the method of elimination, solve the system 7𝑥 − 9𝑦 = −36 and 𝑥 − 3𝑦 = 0.
- The algebraic methods of substitution and elimination used to solve systems of linear
equations can be used to solve systems of linear-quadratic and quadratic-quadratic
equations. Solutions must be verified.
Example 1
Solve the following systems of equations using substitution.
a) 𝑦 = −2𝑥 + 10 and 𝑥 − 2𝑦 = −15 b) 𝑦 = (𝑥 + 2) − 1 and 𝑦 = 𝑥 − 4𝑥 − 5
c) 3𝑥 − 𝑥 − 𝑦 − 2 = 0 and 6𝑥 + 4𝑥 − 𝑦 = 4 d) 𝑦 + 2𝑥 = 𝑥 − 6 and 𝑥 + 𝑦 − 3 = 2𝑥
Example 2
Solve the following systems of equations using elimination.
a) 𝑦 = 𝑥 − 3 and 𝑥 + 𝑦 = −3 b) 5𝑥 − 𝑦 = 10 and 𝑥 + 𝑥 − 2𝑦 = 0
c) 6𝑥 − 𝑥 − 𝑦 = −1 and 4𝑥 − 4𝑥 − 𝑦 = −6 d) 4𝑦 + 34𝑥 + 𝑦 − 52 = 0 and 2𝑥 − 4 = −𝑦

Example 3
𝑦 − 2𝑥 = 0
Solve the system . Leave answers as exact values in simplest form.
𝑥 + 6𝑥 − 𝑦 = 6
Example 4
Determine the values of m and n if (2, 8) is a solution to the following system of equations.
𝑚𝑥 − 𝑦 = 16
𝑚𝑥 + 2𝑦 = 𝑛
Lesson 3: Applications of Systems of Equations

Example 1
In an acrobatics act, two performers are launched towards each other from two seesaws.
The first performer is launched and 1 s later, the second performer is launched in the
opposite direction. They perform a flip and give each other a high five in the air. Each
performer is in the air for 2 s. Their paths are shown below.
a) Determine the system of equations that models the performers’ height during the stunt.
b) Solve the system graphically and interpret the solution.
Example 2
Jake hits a golf ball and it travels a path modelled by ℎ(𝑑) = −0.002𝑑 + 0.3𝑑. Rebecca is
standing directly opposite of Jake and hits her golf ball, which travels a path modelled by
ℎ(𝑑) = −0.004𝑑 + 0.5𝑑. In both cases, h(d) represents the height of the golf ball, in
metres, after travelling d metres horizontally. At what distances are the golf balls at the
same height? What is this height?
Example 3
Using systems of equations, algebraically determine two integers such that
a) the sum of the smaller number and twice the larger number is 46. When the square of
the smaller number is decreased by three times the larger, the result is 93.
b) two times the first number subtract 5 is equal to the second number. The sum of the
second number and the square of the first number is 115.
Lesson 4: Linear Inequalities in Two Variables

Review
- Slope y-intercept form: 𝑦 = 𝑚𝑥 + 𝑏, where m is the slope of the line and b is the y-intercept
- x-intercept: where the function crosses the x-axis; when 𝑦 = 0
- y-intercept: where the function crosses the y-axis; when 𝑥 = 0
Ex. Identify the slope, x- and y-intercepts of each linear function.
a) 𝑦 = 𝑥 − 5 b) 3𝑥 + 2𝑦 − 9 = 0
- Inequality signs:
< > ≤ ≥
- The following are examples of linear inequalities in a single variable:

4𝑥 − 1 > 7 ; 1 − 2𝑥 ≤ 5
Example 1
Consider the inequality 4 − 2(3 + 𝑥) > 12.
a) Solve the inequality algebraically.
b) Check the solution using a test point.
c) Graph the solution on a number line.

- The following are examples of linear inequalities in two variables:

2𝑥 − 3𝑦 ≥ 6 ; 4𝑥 + 3𝑦 < 10
- Linear inequalities in two variables can be written in general form as:
 𝑎𝑥 + 𝑏𝑦 + 𝑐 > 0  𝑎𝑥 + 𝑏𝑦 + 𝑐 ≥ 0
 𝑎𝑥 + 𝑏𝑦 + 𝑐 < 0  𝑎𝑥 + 𝑏𝑦 + 𝑐 ≤ 0
- The solution of a linear inequality is all the ordered pairs (𝑥, 𝑦) that satisfy the inequality.
These points can be called the solution set or solution region.
- A solid line is used to represent ≤ or ≥.
- A broken or dashed line is used to represent < or >.
- To graph a linear inequality:
1) graph the linear equation by using a table of values, x- and y-intercepts, and/or
the slope.
2) determine which side of the region the solution set will be on using a test point.
The simplest test point to use is (0, 0), as long as the boundary line does not pass
through the origin.
3) shade the appropriate region.
Example 2
Graph the following inequalities.
a) 𝑦 < 𝑥 + 2 b) 5𝑥 − 2𝑦 ≤ 10 c) −𝑥 − 3𝑦 > 6
Y Y Y
10 10 10
5 5 5
X X X
-10 -5 0 5 10 -10 -5 0 5 10 -10 -5 0 5 10
-5 -5 -5
-10 -10 -10

Example 3
Write an inequality to represent the graphs below.
a) b)
Example 4
Sketch the following inequalities using a graphing calculator.
a) 𝑦 + 𝑥 ≤ 3 b) −2𝑦 − 𝑥 < 10
Y Y
10 10
5 5
X X
0 -10 -5 0 5 10
-10 -5 5 10
-5 -5
-10 -10
Example 5
Show the solution region to the following system of linear inequalities.
𝑥+𝑦 ≥6 Y
10
2𝑥 − 𝑦 < 4
5
X
-10 -5 0 5 10
-5
-10
Lesson 5: Quadratic Inequalities in One Variable

- Quadratic inequalities in one variable can be written in one of the following ways:
 𝑎𝑥 + 𝑏𝑥 + 𝑐 > 0  𝑎𝑥 + 𝑏𝑥 + 𝑐 ≥ 0
 𝑎𝑥 + 𝑏𝑥 + 𝑐 < 0  𝑎𝑥 + 𝑏𝑥 + 𝑐 ≤ 0
- The x-intercepts of a quadratic function are called the critical values, roots or test points.
- There are 2 methods to solving a quadratic inequality.
Method 1: Graph the inequality.
Method 2: Use intervals, test points, and sign analysis.
Example 1
a) Graph the quadratic function 𝑦 = 𝑥 − 2𝑥 − 3. Y
10
X
-10 -5 0 5 10
-5
-10
b) Determine the solution for the inequality 𝑥 − 2𝑥 − 3 > 0 and represent it on a number
line.
c) Determine the solution for the inequality 𝑥 − 2𝑥 − 3 ≤ 0 and represent it on a number

line.
Example 2
Solve the following inequalities by using intervals and test points. Represent the solutions
on a number line.
a) 2𝑥 − 7𝑥 > −3 b) 3𝑥 + 14𝑥 − 5 ≤ 0
Example 3
Solve the following inequalities using intervals and sign analysis.
a) 5𝑥 ≥ 2(𝑥 − 6) b) 𝑥 + 2𝑥 − 8 > 0
Example 4
Consider the equation 𝑥 + 𝑏𝑥 + 4. Determine the range of values of b for which the
equation has two distinct real roots.
Lesson 6: Quadratic Inequalities in Two Variables

- Quadratic inequalities in two variables can be written in one of the following ways:
 𝑦 > 𝑎𝑥 + 𝑏𝑥 + 𝑐  𝑦 ≥ 𝑎𝑥 + 𝑏𝑥 + 𝑐
 𝑦 < 𝑎𝑥 + 𝑏𝑥 + 𝑐  𝑦 ≤ 𝑎𝑥 + 𝑏𝑥 + 𝑐
- The solution set of a quadratic inequality is all the ordered pairs (𝑥, 𝑦) that satisfy the
inequality.
- Similarly to linear inequalities, a solid line is used to represent ≤ or ≥ and a broken or
dashed line is used to represent < or >.
- When shading the solution region, either the area inside of the parabola is shaded or the
area outside the arms of the parabola is shaded.
Example 1
Graph the following inequalities.
a) 𝑦 < −𝑥 + 4𝑥 + 12 b) 𝑦 ≥ −2𝑥 + 8
Y Y
10 10
5 5
X X
0 -10 -5 0 5 10
-10 -5 5 10
-5 -5
-10 -10
c) 𝑦 ≤ 2𝑥 − 𝑥 − 15 d) 3𝑥 < −5𝑥 + 2 + 𝑦
Y Y
10 10
5 5
X X
-10 -5 0 5 10 -10 -5 0 5 10
-5 -5
-10 -10
Example 2
Y
Use a graphing calculator to graph 𝑦 > −𝑥 − 2𝑥 + 24. 10
X
-10 -5 0 5 10
-5
-10
Example 3
Write an inequality to describe each graph.
a) b)
Lesson 7: Applications of Inequalities
Example 1
Sammy has $20 to spend on trail mix and granola bars for a hike. A package of trail mix
costs $2 and a granola bar costs $1.
a) Write an inequality that describes the total cost of the snacks. State any restrictions.
b) Determine 2 possible ways Sammy can spend up to $20.
c) Can Sammy buy 9 packages of trail mix and 5 granola bars?
d) What is the most money Sammy can spend and still have change from $20?
Example 2
The length of a rectangle is 3 m greater than twice its width. The area of the rectangle is
less than 55 m2. What are the possible dimensions of the rectangle, to the nearest tenth of
a metre?
Example 3
For each problem below, graph the inequality and list 2 pairs of integer values for the two
numbers. Two numbers are related in this way:
a) four times the square of one number is less than 2 times the sum of the other number
and 3.
b) the sum of 2 and 3 times the square of one number is greater than or equal to 5 minus
twice the other number.
Example 4
A parabolic microphone has a width of 50 cm and is 15 deep. Determine the region that
can be covered with this microphone.
System of Equations and Inequalities Review
1. Solve each system graphically (don’t forget to do a check).
a. x y 2 b. y  7  x 2 4 x  2 y  16
y  2x 1
(Use the table to graph the parabola.)
2. Solve the systems using your graphing calculator. Round values to the nearest tenth, if
necessary. Draw a sketch of your calculator screen.
20
a. 5 x  10 y   146 b. y 
x
2
20 x  10 y  59  0 y x6
5
Identify an appropriate window for each system.
x: [ , , ] x: [ , , ]
y: [ , , ] y: [ , , ]
3. Solve each system algebraically by substitution.

a. x  2 y  4 b. 2 y  x  10  0 c. y  x2  2
3x  2 y  0 y  4 x 13 y  2 x 1
4. Solve each system algebraically by addition or subtraction.
a. 4 x  3 y  6 b. 7 x  9 y  36 c. 40 x  12 y  20
x 3y  4 x  3y  0 16 x  4.8 y  8
5. For what values of m and n is (2,5) the solution of this linear system?
mx  y  19
nx  2 y  6
6. Consider the equation 2 x  y  3 . Write a second equation to form a linear system with:
a. infinitely many solutions b. no solution c. only one solution
7. A car rental agency charges a flat fee plus an additional charge per kilometer. Evan
drove a rental vehicle for 270 km and was charged $46.80. Stacey drove 480 km in a
similar vehicle from the same agency and was charged $65.70. Determine the flat fee
and the charge per kilometer.
8. During a clearance sale, all video games were sold at one price and all CDs were sold at
another price. Julie paid $165 for 3 games and 11 CDs. Joel paid $159 for 6 games and
3 CDs. Determine the cost of each item.
9. Soraya invested $1200, part at 4.5% per annum and the remainder at 6.5% per annum.
After one year, Soraya had $70.60 in interest. How much did she invest at each rate?
10. A truck loaded with 30 m3 of rock has a total mass of 153 t. An identical truck loaded
with 22 m3 of rock has a mass of 117 t. Determine the mass of the empty truck and the
mass of 1 m3 of rock.
11. Solve algebraically.
a. x y 6
x  y  4
12. Graph each inequality:

7
a. y  x  7 b. x  6 y 12  0 c. 2 x  5 y 10  0
3
13. Use either  or  to write the equation of the inequality for each shaded region.
a. y x–7 b. 3x – y + 2 0
Systems Solutions
1a. (3, 5) b. (1, 6)

2a. (-8.2, 10.5) b. (5, 4) and (10, 2)
3a. (-2, 3) b. (-4, -3) c. (-1, -1) and (3, 7)
2
4a. (2, ) b. (-9, -3) c. infinitely many
3
5. m = 7 and n = 2
6a. 4x  2 y  6 b. 2x  y  5 c. 3x  5 y  2
Multiply by Change constant Must be a different

any constant to any number slope
7. f = $22.50, C = $0.09/km 8. videos = $22, CD’s = $9
9. $830 at 6.5%; $370 at 4.5% 10. truck = 18 t, rock = 4.5 t
11a. [1, 5 ]
12a. b. c.
dotted
dotted
13 a.  b. 
Unit: Trigonometry -1-
UNIT:
TRIGONOMETRY
opp adj opp

sin   cos  tan  
hyp hyp adj
a b c
 
sin A sin B sin C
a 2  b 2  c 2  2bc cos A
Topic Assignment
Pythagorean THM and SOHCAHTOA Pg.107 #1def,2-6,9-11

The Sine Law Pg.116 #1-6
The Cosine Law Pg.114 #1-4,6
Applications Pg.118 #1-10
Angles in Standard Position Pg.120 #1-3
Angles in Standard Position in all Pg.122 #1,2,4,6, Pg.111 #1,2
Quadrants Pg.125 #2-7
Lesson 1: Review of Pythagorean Theorem and SOH CAH TOA

Pythagorean Theorem
The Pythagorean Theorem states that for a right triangle, the sum of the B
areas of the squares attached to the legs of the triangle equals the area
of the square attached to the hypotenuse. c
a
For ABC, 𝑐 = 𝑎 + 𝑏 .
A
b C
Example 1
Determine the missing lengths for the following triangles. Round to the nearest tenth.
a) B b) B
A
8 20 25
6
C
C A
Primary Trigonometric Ratios

In right ABC shown, angle C (C) is 90.
In relation to A, the sides of ABC are described as follows.
• Side c is the hypotenuse of the triangle, since it is the hypotenuse B
longest side and opposite the right angle. c
a opposite
• Side a is the opposite side to A since it is across from
acute A. A C
b
• Side b is the adjacent side to A since it forms one of the adjacent
arms of A, but is not the hypotenuse.
The primary trigonometric ratios are as follows.
• Sine Ratio: 𝑠𝑖𝑛𝐴 = =

To remember the trigonometric
• Cosine Ratio: 𝑐𝑜𝑠𝐴 = = ratios, remember the acronym:
SOH CAH TOA
• Tangent Ratio: 𝑡𝑎𝑛𝐴 = =
 To find a side:
1) Using the given angle, label the sides as opposite, adjacent and hypotenuse.
2) Determine the trig ratio for that angle by using the given sides.
3) Cross multiply to determine the unknown side.
Example 2
Determine the length of the missing side. Round all answers to the nearest tenth.
a) b) 12m c)
48 55
26
16 cm x 9m
x x
 To find an angle:
1) Identify the angle you need.
2) Determine the trig ratio for that angle by identifying the sides as opposite, adjacent,
or hypotenuse.
3) Use the inverse function to find an angle: sin -1, cos-1, or tan-1.
Example 3
Determine the measure of the missing angle. Round all answers to the nearest degree.
a) b) c)
x 5m
2m
20 cm
10 m
30 cm x
x
8m
Example 4
Solve the following right triangles. Round all side lengths to the nearest tenth and all
angles to the nearest degree.
L
a) 27 m
32
N M
b) P
32 m
R Q
24.3 m
Example 5
Two clock towers are 36 m apart. From the top floor of the shorter tower, the angle of
elevation to the top of the other tower is 34 and the angle of depression to the base is 56.
What is the height of the larger tower, to the nearest tenth of a metre?
Lesson 2: The Sine Law

- Sometimes we must work with triangles that are not right angle triangles. A triangle that
does not contain a right angle is called an oblique triangle.
The Pythagorean Theorem (𝑐 = 𝑎 + 𝑏 ) and the trigonometric ratios (SOH CAH TOA)
cannot be used with oblique triangles.
Instead, we use the Sine Law or the Cosine Law.
Activity
We are going to develop the Sine Law using the oblique triangle below:
1) Draw in the height of the triangle and label it h.
2) Using the two right triangles formed, write a trigonometric ratio for sin A and for sin C.
3) Using the ratios from step 2, isolate for h.
4) Since both equations are equal to h, equate them to eliminate h.
5) Divide both sides of the equation by ac. B
c a
A C
b
The Sine Law is a relationship between the sides and angles in an oblique triangle.
C
a = = or = =
b
A B
c
Example 1
In DEF, calculate the length of d to the nearest tenth.
a) b) F
E
38
78
27
D E
9.8 m
42
F D
5.4 m
Example 2
In ABC, calculate the measure of ∠𝐶𝐴𝐵 to the nearest degree.
a) b)
C
A
11.8 cm
12.2 m
7.6 cm
43
120 C B
A B 16.2 m
Example 3
Calculate the value of h, to the nearest metre, to the diagram shown. h
31
65
185 m
49
The Ambiguous Case

When solving a triangle, you must consider the given information to determine if a solution
exists.
If you are given the measures of two angles and the contained side (ASA), then the c
triangle is uniquely defined (one solution).
A
b
If you are given two sides and an angle opposite one of those sides (SSA), the
ambiguous case may occur. In the ambiguous case, there are three possible
outcomes:
a
- no triangle exists that has the given measures (no solution)
- one triangle exists that has the given measures (one solution)
A
- two distinct triangles exist that have the given measures (two solutions) b
Suppose you are given the measures of side b and ∠𝐴 of ABC. You can find the height of
the triangle by using ℎ = 𝑏𝑠𝑖𝑛𝐴. In ABC, side b and ∠𝐴 are constant because they are
given. Consider different possible lengths of side a.
For an obtuse∠𝐴, the cases below can occur.
Example 4
In PQR, 𝑃𝑄 = 8 cm, ∠𝑃 = 55°, and 𝑄𝑅 = 12 cm. Solve the triangle. Give angle measures
to the nearest degree and side lengths to the nearest tenth of a centimetre.
Example 5
In ABC, 𝑎 = 24 cm, ∠𝐴 = 30°, and 𝑏 = 42 cm. Solve the triangle. Give angle measures to
the nearest degree and side lengths to the nearest tenth of a centimetre.
Lesson 3: The Cosine Law

Recall:
- The Pythagorean Theorem and SOH CAH TOA can only be used if we have a right triangle.
- The Sine Law can only be used if we have a side and the angle directly opposite to it.
- If the Pythagorean Theorem, SOH CAH TOA, and the Sine Law cannot be used to solve a
triangle, use the Cosine Law.
Activity
We are going to develop the Cosine Law using the oblique triangle below:
1) In ∆ABC, drawn an altitude h (BD).
2) Label the distance CD as x and determine an expression for the distance AD.
3) In ∆BCD, express side x in terms of cosine. B
4) Use the Pythagorean Theorem to determine c.
a c
C A
To determine a missing side: To determine a missing angle:

𝑎 = 𝑏 + 𝑐 − 2𝑏𝑐𝐶𝑜𝑠𝐴 𝑏 +𝑐 −𝑎
cos 𝐴 =
2𝑏𝑐
𝑏 = 𝑎 + 𝑐 − 2𝑎𝑐𝐶𝑜𝑠𝐵
𝑎 +𝑐 −𝑏
𝑐 = 𝑎 + 𝑏 − 2𝑎𝑏𝐶𝑜𝑠𝐶 cos 𝐵 =
2𝑎𝑐
𝑎 +𝑏 −𝑐
B cos 𝐶 =
2𝑎𝑏
c a *Know how to manipulate the formulas for

different variables.*
A C
b
Example 1
Determine the length of the missing side, to the nearest tenth.
a) b) L
C
5m 9.6 cm
140
50 T
A B E 8.7 cm
8m
Example 2
Determine the measure of ∠C in each of the following, to the nearest degree.
a) b)
B S
8 cm
5 cm 12.3 km
15.2 km
C 6 cm E
C
7.6 km
M
Example 3
a) In ∆APE, AP = 6 m, PE = 11 m, and ∠𝐴𝑃𝐸 = 68°. Determine the measure of AE, to the
nearest tenth.
b) In ∆RST, TR = 12.5 m, TS = 16.2 m, and RS = 4.5 m. Determine the measure of ∠𝑅𝑇𝑆, to

the nearest degree.
Example 4
Solve the following triangles. Round side lengths to the nearest tenth and angles to the
nearest degree.
a) G b) A 26.4
3.8
C
75° F
135
16.2
B
3.5
H
Lesson 4: Applications
Example 1
A crane stands on top of a 27 m building, as shown.
a) How far is the point on the ground from the base of the building, to
the nearest tenth of a metre?
49
34
b) How tall is the crane, to the nearest tenth of a metre?
Example 2
A river runs next to a cliff. To find the height of the cliff the measurements shown were
made.
a) Determine the width of the river, w, to the nearest tenth of a metre.
h
250m
41 w
58
32
b) Determine the height of the cliff, h, to the nearest tenth of a metre.

Example 3
A student wants to approximate the height of a building. From a point x metres away, he
measures the angle of elevation to the top of the building to be 40°. He determines the
angle of elevation to be 26° when he is 3.9 m away from x. Determine the height of the
building, to the nearest whole meter.
Example 4
Jennifer is in a watchtower, and Ralph and Tim are on the ground. The watchtower is 75 m
high. Ralph radios that he estimates his angle of elevation to the tower to be 12. Tim’s
estimate of his angle of elevation is 25. Jennifer estimates that the angle from Ralph to the
base of the tower to Tim is 105. How far apart, to the nearest metre, are Ralph and Tim?
Assume the watchtower is perpendicular and that the ground is horizontal.
Lesson 5: Angles in Standard Position

Definitions
 Initial arm: starting position of an angle, along the positive x-
axis y
 Terminal arm: final position of an angle
 Standard position: an angle that has its vertex at the origin and
its initial arm is on the positive x-axis 𝜃
 Rotation angle: formed by rotating an initial arm through an x
angle, 𝜃, about a fixed point to the terminal arm initial arm
- if 𝜃 > 0 (positive), then the angle rotates in a counter-
clockwise direction
- if 𝜃 < 0 (negative), then the angle rotates in a clockwise
direction
- Angles in standard position are always shown on the Cartesian plane. The x- and y-axes
divide the plane into 4 quadrants.
90°
𝟗𝟎° < 𝜽 < 𝟏𝟖𝟎° 𝟎° < 𝜽 < 𝟗𝟎°
II I
180° 0°, 360°
III IV
𝟏𝟖𝟎° < 𝜽 < 𝟐𝟕𝟎° 𝟐𝟕𝟎° < 𝜽 < 𝟑𝟔𝟎°
270°
Example 1
Sketch each angle in standard position and state the quadrant in which the terminal arm
lies.
a) 𝜃 = 150° b) 𝜃 = −135° c) 𝜃 = 330°
d) 𝜃 = 36° e) 𝜃 = 210° f) 𝜃 = −315°
 Reference angle: the acute angle (between 0° and 90°) formed between the terminal
arm and the x-axis
 The reference angle, 𝜃 , is illustrated for angles, 𝜃, in standard position where 0° ≤ 𝜃 ≤ 360°.
Quadrant II Quadrant I
𝜃
𝜃 𝜃=𝜃
𝜃 = 180° − 𝜃 𝜃 =𝜃
Quadrant III Quadrant IV
𝜃
𝜃
𝜃 𝜃
𝜃 = 𝜃 − 180° 𝜃 = 360° − 𝜃
Example 2
Draw the standard position angle, 𝜃, and determine the reference angle, 𝜃 .
a) 𝜃 = 150° b) 𝜃 = −225° c) 𝜃 = 300°
d) 𝜃 = 75° e) 𝜃 = 240° f) 𝜃 = −300°
Example 3
Given the following reference angles and quadrants, sketch the rotational angle, and state
the measure of the standard position angle.
a) 𝜃 = 55° in Quadrant 2 b) 𝜃 = 25° in Quadrant 3 c) 𝜃 = 80° in
Quadrant 4
- For any rotational angle, 𝜃, in standard position, a right angled triangle can be formed by
connecting a perpendicular line to the x-axis.
If 𝑃(𝑥, 𝑦) is a point on the terminal arm of angle 𝜃, then the sine, cosine
𝑃(𝑥, 𝑦) and tangent ratios can be defined as follows:
r
y 𝑠𝑖𝑛𝜃 = 𝑐𝑜𝑠𝜃 = 𝑡𝑎𝑛𝜃 =
𝜃
x
Example 4
The following points lie on the terminal arm of a rotation angle, 𝜃. Determine the exact
values of the primary trigonometric ratios and determine the measure of 𝜃, to the nearest
degree.
a) 𝑃(5, 12) b) 𝑃(10, 8) c) 𝑃(3, 9)
Example 5
Determine the angle in standard position when an angle of 40° is reflected in the
a) y-axis b) x-axis c) y-axis, then in the
x-axis
Lesson 6: Angles in Standard Position in all Quadrants

- Recall: The terminal arm of angle in Quadrant I can be successively reflected in both axes
to form 4 different angles in standard position. The reference angle for all 4
angles is the acute angle that the terminal arms makes with the x-axis.
Ex. Draw all the angles in standard position that have a reference angle of 60°.
- The trig ratios of an angle in standard position, 𝜃, in Quadrant I can be extended to the
other 3 quadrants.
𝑃(−𝑥, 𝑦)
𝑃(𝑥, 𝑦) 𝑦 𝑦
r 𝑠𝑖𝑛𝜃 = 𝑠𝑖𝑛𝜃 =
y 𝑟 y r 𝑟
𝜃
𝜃 𝑥 −𝑥
𝑐𝑜𝑠𝜃 = 𝑐𝑜𝑠𝜃 =
x 𝑟 -x 𝑟
𝑦 𝑦
𝑡𝑎𝑛𝜃 = 𝑡𝑎𝑛𝜃 =
𝑥 −𝑥
−𝑦 −𝑦
𝑠𝑖𝑛𝜃 = 𝑠𝑖𝑛𝜃 =
𝜃 𝑟 𝑟
-x −𝑥 𝜃
𝑐𝑜𝑠𝜃 = x 𝑥
𝑟 𝑐𝑜𝑠𝜃 =
𝑟
-y −𝑦 𝑦 -y −𝑦
r 𝑡𝑎𝑛𝜃 = = r
−𝑥 𝑥 𝑡𝑎𝑛𝜃 =
𝑃(−𝑥, −𝑦) 𝑃(𝑥, − 𝑦) 𝑥
Quadrant Positive Negative

I sin, cos, tan none S A
II sin cos, tan
III tan sin, cos T C
IV cos sin, tan
Example 1
Given that the following points lie on the terminal arm of a rotation angle, 𝜃, determine the
i) exact values of the primary trigonometric ratios.
ii) value of 𝜃, to the nearest degree.
a) 𝑃(4, −12) b) 𝑃 −2, √3 c) 𝑃(−8, −1)
Special Angles
A. 45 45 90 Triangle
A triangle measuring 45°, 45°, and 90° may be created by drawing a diagonal in a square
with side length of 1 unit. Use the Pythagorean Theorem to find the length of the
hypotenuse. Express your answer as an exact value. Then, state the trig ratios for 45°.
B. 30 60 90 Triangle

A triangle measuring 30°, 60°, and 90° may be created by drawing the altitude of an
equilateral triangle with side length of 2 units. Use the Pythagorean Theorem to find the
length of the altitude. Express your answer as an exact value. Then, state the trig ratios for
30° and 60°.
Example 2
Determine the trigonometric ratios of all angles that have 30° as a reference angle.
Example 3
Determine the trigonometric ratios of all angles that have 60° as a reference angle.
Example 4
Determine the exact value of
a) cos 135° b) sin 210° c) tan 300°
a) cos 30° b) sin 330° c) tan 240°

Solving for Angles

1) Determine the reference angle.
2) Determine which quadrants the solution(s) will be in by looking at the sign (+ or −) of
the given ratio.
3) Sketch the reference angle in the appropriate quadrants. Use the diagram to determine
the measure of the related angle in standard position.
Example 5
Solve for 𝜃, where 0° ≤ 𝜃 < 360° . Round to the nearest degree, if necessary.
√
a) sin 𝜃 = 0.5 b) sin 𝜃 = −
c) tan 𝜃 = − d) √2cos 𝜃 + 1 = 0
√
e) tan 𝜃 = 1.35 f) 3cos 𝜃 = 2

Example 6
Suppose 𝜃 is an angle in standard position with its terminal arm in quadrant III, and
cos 𝜃 = −0.75 .
a) What are the exact values of sin 𝜃 and tan 𝜃?
b) To the nearest degree, determine the possible values of 𝜃 when 0° ≤ 𝜃 < 360°.
Quadrantal Angles
A quadrantal angle is an angle in standard position whose terminal arm lies on one of the
axes.
Ex. 0°, 90°, 180°, 270°, 360°
0°, 360° 90° 180° 270°

sin 𝜃
cos 𝜃
tan 𝜃
Example 7
Solve for 𝜃, where 0° ≤ 𝜃 ≤ 360°.
a) cos 𝜃 = 1 b) cos 𝜃 = −1 c) sin 𝜃 = 0
d) sin 𝜃 = −1 e) tan θ = 0 f) tan 𝜃 = 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑

Math 20-1 -185-
Trigonometry Unit Review Name: _______________________

1. Determine the area of the triangle shown. Express the answer as an exact radical in
simplest form.
2. Devin wants to approximate the height of the tree outside his house. From the ground,
he measures the angle of elevation to the top of the tree to be 65°. He paces 3 m farther
away from the tree and measures the angle of elevation to be 55°. Determine the height
of the tree, to the nearest hundredth of a meter.
3. Determine all the unknown sides (to the nearest hundredth) and angles (to the nearest
degree) of each triangle below.
a) In ABC, AB = 25 m, BC = 20 m, and A = 45°.
b) In PQR, PQ = 12.5 cm, QR = 13.0 cm, and P = 103°.

Math 20-1 -186-
4. A pendulum arm of a metronome is 10 cm long. At one particular setting, the tip

of the arm moves a horizontal distance of 8 cm from its start to finish position.
Determine the angle at which the arm moves from its start to finish position.
Round to the nearest degree.
5. Two planes left an airport and are flying in different directions. The angle between their
flight path is 47°. One hour later, plane A has travelled 850 km and plane B has travelled
900 km. How far apart are the two planes at this time? Round the distance to the nearest
kilometer.
6. For each angle below, draw the angle in standard position and determine the reference
angle.
a) 𝜃 = 30° b) 𝜃 = 240° c) 𝜃 = 315° d) 𝜃 = 130°
7. Determine the reference angle for the following rotation angles.

a) 𝜃 = 284° b) 𝜃 = −132° c) 𝜃 = 143° d) 𝜃 = 73°
Math 20-1 -187-
8. Find each angle of rotation  , in standard position, given the reference angle, , where
0    90 .
a) b) c) d)
y y y y
     = 60
 = 55
x x x x
 = 68  = 54
9. Find each reference angle, , where 0    90 , and the angle of rotation, , in standard
position.
a) b) c) d)
y y y y
 = 145  = 205  = 520
 x  x
x x
 
 = 460
10. Given that the points below lie on the standard arm of a rotation angle,  , determine the
i) exact values of the primary trigonometric ratios in simplest form, and
ii) measure of 𝜃, rounded to the nearest degree.
a) (2, 3) b) (6, −4)
c) (−5, −2) d) (1, 0)

Math 20-1 -188-
11. Draw and state the angle in standard position when an angle of 75° is reflected in the
a) x-axis b) y-axis c) x-axis, then y-axis
12. Determine the exact values of the sine, cosine, and tangent ratios for each angle.
a) b) c) d)
13. For each description, in which quadrant does the terminal arm of angle 𝜃 lie?
a) cos 𝜃 < 0 and sin 𝜃 > 0 b) cos 𝜃 > 0 and tan 𝜃 > 0
c) sin 𝜃 < 0 and cos 𝜃 < 0 d) tan 𝜃 < 0 and cos 𝜃 > 0
14. State whether each ratio is positive or negative.

a) sin 155° b) cos 320° c) tan 120° d) cos 220°
5
15. An angle is in standard position such that sin 𝜃 = 13.
a) Sketch a diagram to show the two possible positions of the angle.
b) Determine the values of 𝜃, to the nearest degree, if 0° ≤ 𝜃 < 360°.

Math 20-1 -189-
16. An angle in standard position has its terminal arm in the state quadrant. Determine the
exact values for the other two primary trigonometric ratios for each.
a)
b)
c)
d)
e)
17. Solve each equation, for 0° ≤ 𝜃 < 360°.

1 1 1
a) cos 𝜃 = 2 b) cos 𝜃 = − c) tan 𝜃 = −
√2 √3
√3
d) sin 𝜃 = − e) tan 𝜃 = √3 f) tan 𝜃 = −1
2
18. Complete the chart.

𝑥 30° 45° 60°
sin 𝑥
cos 𝑥
tan 𝑥
19. Determine the exact value of

a) cos 60° + sin 30° − tan 45°
b) sin 30° + cos 30° + tan 30°
c) (cos 60°)2 + (sin 30°)2

Math 20-1 -190-
20. Determine the values of x, y, r, sin 𝜃, cos 𝜃, and tan 𝜃 in each.

a) b)
21. Point P(−9, 4) is on the terminal arm of an angle.

a) Sketch the angle in standard position.
b) What is the measure of the reference angle, to the nearest degree?
c) What is the measure of 𝜃, to the nearest degree?
1
22. If cos 𝜃 = 5 and tan 𝜃 = 2√6, determine the exact value of sin 𝜃.
23. Determine the exact value of the following.

a) cos 120° b) tan 300 ° c) sin 135 ° d) sin 330 °
Math 20-1 -191-
e) cos 315 ° f) tan 150 ° g) cos 210 ° h) tan 240°
i) (cos 225 °)2 j) sin 300 ° k) tan 45° l) sin 210 °
2 tan 150°
m) 1−(tan 150°)2
(challenge)
Answers
1. (100√3) m2
2. 12.83 m
3. a) Case 1: ∠𝐵 = 73°, ∠𝐶 = 62°, 𝑏 = 27.03 m ; Case 2: ∠𝐵 = 17°, ∠𝐶 = 118°, 𝑏 = 8.32 m
b) ∠𝑄 = 7°, ∠𝑅 = 70°, 𝑞 = 1.73 m
4. 47°
5. 700 km
6. a) b) c) d)
𝜃𝑅 = 30° 𝜃𝑅 = 60° 𝜃𝑅 = 45° 𝜃𝑅 = 50°
7. a) 76° b) 48° c) 37° d) 73°

8. a) 125° b) 248° c) 234° d) 60°
Math 20-1 -192-
9. a) 35° b) 25° c) 20° d) 80°

3√13 2√13 3
10. a) sin 𝜃 = ; cos 𝜃 = ; tan 𝜃 = 2 ; 𝜃 = 56°
13 13
2√13 3√13 2
b) sin 𝜃 = − ; cos 𝜃 = ; tan 𝜃 = − 3 ; 𝜃 = 326°
13 13
2√29 5√29 2
c) sin 𝜃 = − ; cos 𝜃 = − ; tan 𝜃 = 5 ; 𝜃 = 202°
29 29
d) sin 𝜃 = 0 ; cos 𝜃 = 1 ; tan 𝜃 = 0 ; 𝜃 = 0°, 360°
11. a) b) c)
𝜃 = 285° 𝜃 = 105° 𝜃 = 255°
√3 1
12. a) sin 60° = ; cos 60° = 2 ; tan 60° = √3
2
1 √2 1 √2
b) sin 225° = − 𝑜𝑟 − ; cos 225° = − 𝑜𝑟 − ; tan 225° = 1
√2 2 √2 2
1 √3 1 √3
c) sin 150° = 2 ; cos 150° = − ; tan 150° = − 𝑜𝑟 −
2 √3 3
d) sin 90° = 1 ; cos 90° = 0 ; tan 90° = 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑
13. a) 2 b) 1 c) 3 d) 4
14. a) positive b) positive c) negative d) negative
15. a) b) 𝜃 = 23°, 157°
√5 √5 4 3
16. a) sin 𝜃 = ; tan 𝜃 = − b) cos 𝜃 = 5 ; tan 𝜃 = 4
3 2
4 4√41 5 5√41 2√2 1 √2

c) sin 𝜃 = − 𝑜𝑟 − ; cos 𝜃 = 𝑜𝑟 d) cos 𝜃 = − ; tan 𝜃 = 2√2 𝑜𝑟
√41 41 √41 41 3 4
1 √2 1 √2
e) sin 𝜃 = − 𝑜𝑟 − ; cos 𝜃 = − 𝑜𝑟 −
√2 2 √2 2
Math 20-1 -193-
17. a) 60° and 300° b) 135° and 225° c) 150° and 330°
d) 240° and 300° e) 60° and 240° f) 135° and 315°
18. 𝑥 30° 45° 60°
1 1 √2 √3
sin 𝑥 2
or
√2 2 2
√3 1 √2 1
cos 𝑥 or 2
2 √2 2
1 √3
tan 𝑥 or 1 √3
√3 3
5+√3 5√3+3 1
19. a) 0 b) 𝑜𝑟 c)
2√3 6 2
3 4 3
20. a) 𝑥 = −8 ; 𝑦 = 6 ; 𝑟 = 10 ; sin 𝜃 = 5 ; cos 𝜃 = − 5 ; tan 𝜃 = − 4
12 5 12
b) 𝑥 = 5 ; 𝑦 = −12 ; 𝑟 = 14 ; sin 𝜃 = − 13 ; cos 𝜃 = 13 ; tan 𝜃 = − 5
21. a) b) 24° c) 156°
4 𝜃
-9
2√6
22. sin 𝜃 = 5
1 1 √2 1
23. a) − 2 b) −√3 c) or d) − 2
√2 2
1 √2 1 √3 √3
e) or f) − or − g) − h) √3
√2 2 √3 3 2
1 √3 1 √2 1
i) j) − k) or l) − 2
2 2 √2 2
3
m) − or −√3
√3
Unit: Sequences and Series -1-
UNIT:
SERIES AND SEQUENCES
Topic Assignment
Arithmetic Sequence Pg. 128 #1-10,12

Arithmetic Series Pg. 130 #1-13
Geometric Sequence Pg. 132 #1-12
Geometric Series Pg. 134 #1-11
Infinite Series Pg. 136 #1-6
Arithmetic Sequences Discovery
1. Finish the arithmetic sequences below and describe the pattern:
a) 15, 20, 25, ___ , ___ b) 5, 11, 17, 23, ___ , ___
c) -7, -9, -11, ___ , ___ d) 13, ___ , 27, ___ , ___
e) 4, ___ , ___ , ___ , 20 f) ___ , ___ , 4, 7, 10
2. Determine the first five terms if:

a) The first term is 7 and each term increases by 8
b) The sixth term is -9 and the seventh term is -13
c) The first term is 6 and the fourth term is 39.
3. Determine how many terms in each sequence.

a) 15, 10, … , -25 b) 3, 7, … , 119
4. Determine the indicated term.

a) -1, -4, -7, … , t6, … , t10 b) 2, 5, 8, … , t7, … , t24
Lesson 1: Arithmetic Sequences

- Arithmetic sequence: a sequence of numbers in which there is a common difference, d
- Examples of Arithmetic Sequences:
 2, 4, 6, 8, … is an arithmetic sequence because the common difference is 2
 −6, −9, −12, −15, … is an arithmetic sequence because the common difference is −3
- Arithmetic sequences can be graphed as linear functions because the points lie on a
straight line.
Example 1
Given the arithmetic sequence 3, 7, 11, 15, …, determine the
a) common difference b) 6th term c) 32nd term
𝑡 3 = 3 + (0)4
𝑡 7 = 3 + (1)4
𝑡 11 = 3 + (2)4
𝑡 15 = 3 + (3)4
𝑡
- General term: 𝒕𝒏 = 𝒂 + (𝒏 − 𝟏)𝒅
Example 2
In the arithmetic sequence −5, −2, 1, 4, 7, 10, …, , determine
a) 𝑡 b) 𝑡 c) 𝑡
Example 3
An arithmetic sequence is 3, 10, 17, 24, … Which term in the sequence has the value 129?
Example 4
An arithmetic sequence is 28, 20, 12, …, −164. How many terms are there?
Example 5
Determine the common difference in an arithmetic sequence, where the first term is 13 and
the sixth term is 3.
Example 6
Determine the missing values in the arithmetic sequences below.
a) 17, _____, _____, _____, 45
b) _____, _____, 16, _____, _____, _____, _____, −14
Example 7
A comet appears every 9 years, and was last seen in the year 2005. Determine whether the
comet will appear in the year 3085.
Assignment: Pg. 243 #1-10,12

Lesson 2: Arithmetic Series

- Arithmetic sequence: 1, 3, 5, 7, 9, …
- Arithmetic series: 1 + 3 + 5 + 7 + 9 + ⋯
the SUM of the terms in a sequence

Example 1
Given the arithmetic series 2 + 4 + 6 + 8 + 10 + ⋯, determine
a) the sum of the first two terms, 𝑆 b) 𝑆
How about 𝑆 ? 𝑆 ?
- Sum of an Arithmetic Series:
( ) ( ( ) )
𝑆 = or 𝑆 =
Example 2
Determine the sum of the first 100 terms for the series 2 + 5 + 8 + ⋯
Example 3
Determine the sum for the series 6 + 10 + 14 + ⋯ + 50.
Example 4
Determine the sum for the series 19 + 25 + 31 + ⋯ + 𝑡 .
Example 5
Determine the sum of 22 terms of an arithmetic sequence with 𝑡 = −18 and 𝑡 = 45.
Example 6
An arithmetic series has 𝑆 = 143 and 𝑑 = . Determine the first three terms of the
series.
Example 7
Determine the 6th term of the arithmetic series if 𝑆 = 3𝑛 + 𝑛.
Assignment: Pg. 248 #1-13

Lesson 3: Geometric Sequences

- Compare:
2, 4, 6, 8, 10, … vs. 2, 4, 8, 16, 32, …
- The second set of numbers is a geometric sequence.
- Geometric sequence: a set of numbers where each term is formed by multiplying the
preceding term by a constant value, called the common ratio (r).
- The common ratio, r, can be found by dividing any term by the term before it.
𝑟= = = =
Example 1
Determine the common ratio of the following geometric sequences.
a) 4, 12, 36, 108, … b) 12, 6, 3, , … c) −20, 10, −5, 2.5, …
- The sequence 4, 12, 36, 108, … is an infinite geometric sequence because it continues
forever.
- The sequence 4, 12, 36, 108 is a finite geometric sequence because the sequence is
limited to a fixed number of terms.
- 2, 10, 50, 250, … is an example of an increasing geometric sequence because the terms
are increasing. It is also divergent because the terms do not approach a constant value.
- , , , , … is an example of a decreasing geometric sequence because the terms are

decreasing. It is also convergent because the terms approach a constant value of 0.
Example 2
Identify the following geometric sequences as increasing/decreasing/neither and
divergent/convergent.
a) 512, 256, 128, 64, … b) 2, −6, 18, −54, …
- A geometric sequence has a first term of 𝑡 = 𝑎 and a common ratio of r.

Determine an expression in terms of a and r for the following:
 𝑡 =
 𝑡 =
 𝑡 =
 𝑡 =
 𝑡 =
 𝑡 =
 𝑡 =
- The general term of a geometric sequence is given by the formula:

𝑡 = 𝑎𝑟
Example 3
A geometric sequence is given as 3, 6, 12, 24, …
a) Determine
i) an expression for the general term, 𝑡 . ii) the value of 𝑡 .
b) Which term has a value of 384?
c) How many terms are there in the sequence if the last term is 393 216?
Example 4
Determine 2 numbers between 5 and 320 so that the four numbers form a geometric
sequence.
Example 5
In a finite geometric sequence, 𝑡 = 7 and 𝑡 = 567.
a) Determine 𝑡 and 𝑡 .
b) The last term is 45 927. How many terms are in the sequence?
Example 6
In a geometric sequence, the fifth term is 162 and the eighth term is 4374. Determine the
first five terms of this sequence.
Example 7
The population of a city is expected to grow annually by 0.8%. At the end of 2009, its
population was about 30 000. Estimate the population at the end of 2012.
Example 8
Three consecutive terms of a geometric sequence are 𝑥 + 3, 𝑥, 𝑥 − 5. Determine the value
of these three terms.

Lesson 4: Geometric Series

- Geometric series: the sum of the terms of a geometric sequence
- Sum of a Geometric Series:
( )
𝑆 = or 𝑆 =
Example 1
Determine the sum of the first seven terms in the geometric series: 4 − 12 + 36 − ⋯
Example 2
Determine the sum of the geometric series: 3 + 9 + 27 + ⋯ + 2187.
Example 3
The sum of the first 14 terms of a geometric series is 16 383. The common ratio is −2.
Determine the first term.
Example 4
How many terms in the geometric series 5 + 15 + 45 + ⋯ must be added in order to have a
sum of 5465?
Example 5
For the geometric series 4 + 8 + 16 + ⋯ , determine
a) 𝑡 b) 𝑡
c) 𝑆 d) 𝑆
e) If the series ends with 8192, how many terms are there?
f) If the series has a sum of 8188, how many terms are there?
Example 6
For your allowance, you are paid $0.01 on the first day, $0.02 on the second day, $0.04 on
the third day, $0.08 on the fourth day, and so on.
a) What would your allowance be on the 17th day?
b) How much would you have in total after twenty days?
c) On what day would your allowance be $41 943.04?
d) On what day would you have a total of $163.83?
Example 7
In the first year at a mine, 250 tonnes of coal is mined. In each subsequent year, the
amount of coal mined from that mine increases by 4%. Determine the total amount of coal
mined in the first 10 years, to the nearest tenth of a tonne.
Example 8 (do as review for next day)

A ball is dropped from a height of 3.0 m. After each bounce, it rises to 75% of its previous
height.
a) What height does the ball reach after the 6th bounce?
b) After how many bounces will the ball reach an approximate height of 40 cm?
c) Determine the total distance the ball travelled before it hits the ground for the 5 th bounce.

Lesson 5: Infinite Geometric Series

- An infinite geometric series has an infinite number of terms.
- If the sequence of partial sums converges to a constant value as the number of terms
increases, then the geometric series is convergent and the constant value is the finite sum
of the series.
- The sum is called the sum to infinity and is denoted as 𝑆 .
Example 1
Predict whether each infinite geometric series has a finite sum. If so, estimate each finite
sum.
a) + + + +⋯ b) 0.5 + 1 + 2 + 4 + ⋯
( )
- The formula for the sum of a geometric series is 𝑆 = .
As n gets larger, the value of 𝑟 approaches 0, where −1 < 𝑟 < 1.
So, 𝑆 = .
Example 2
Determine whether each infinite geometric series converges or diverges. If it converges,
determine its sum.
a) 1 − + − ⋯ b) 2 − 4 + 8 − ⋯
Example 3
The sum of an infinite series is 20.25. The first term is 27. Determine the common ratio.

Mathematics Directing Words
In Provincial Assessment Sector use, mathematics directing words have the following definitions,
which students are required to know. These words will be bolded in the written‑response
questions.
Algebraically Using mathematical procedures that involve variables or symbols to

represent values
Analyze Make a mathematical examination of parts to determine the nature,

proportion, function, interrelationships, and characteristics of the whole
Classify Arrange items or concepts in categories according to shared qualities or

characteristics
Compare Examine the character or qualities of two things by providing

characteristics of both that point out their mutual similarities and
differences
Conclude Make a logical statement based on reasoning and/or evidence
Describe Give a written account of a concept
Determine Find a solution, to a specified degree of accuracy, to a problem by

showing appropriate formulas, procedures, and/or calculations
Evaluate Find a numerical value or equivalent for an equation, formula, or function
Explain Make clear what is not immediately obvious or entirely known; give the
cause of or reason for; make known in detail
Illustrate Make clear by giving an example. The form of the example will be
specified in the question: e.g., a word description, sketch, or diagram
Interpret Provide a meaning of something; present information in a new form that

adds meaning to the original data
Justify Indicate why a conclusion has been stated, by providing supporting

reasons and/or evidence that form a mathematical argument
Model Represent a concept or situation in a concrete or symbolic way
Prove Establish the truth or validity of a statement by giving factual evidence or

logical argument
Sketch Provide a drawing that represents the key features or characteristics of an

object or graph
Solve Give a solution to a problem
Verify Establish, by substitution for a particular case or by geometric

comparison, the truth of a statement
Mathematics | Alberta Education, Provincial Assessment Sector

Math 20-1
Formula Sheet
Sequences and Series
n(t1 + tn ) n [2t1 + d (n − 1)]
t1 d (n − 1)
tn =+ Sn = Sn =
2 2
n −1
t1 ( r n − 1) rtn − t1
tn = t1r =Sn ,r ≠1 =Sn , r ≠1
r −1 r −1
t1
=S∞ , where − 1 < r < 1
1− r
Quadratics
Standard Form: y = ax 2 + bx + c Vertex Form: y = a ( x − p ) 2 + q
2 −b ± b 2 − 4ac
For ax + bx +=
c 0, =
x
2a
Trigonometry
For right angled triangles, a 2 + b 2 =
c 2 and
opp adj opp

sin θ = cos θ = tan θ =
hyp hyp adj
a b c sin A sin B sin C

= = or = =
sin A sin B sin C a b c
b2 + c2 − a 2
a 2 = b 2 + c 2 − 2bc cos A or Cos A =
2bc
Systems of Equations & Inequalities

y mx + b
=
0
Ax + By + C =
y = a ( x − p) + q
2
y = ax 2 + bx + c

Quadratics, Trigonometric Equation &amp; Series

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Unit: Quadratic Equations -1-

Simplifying/ Factoring Polynomial Review Pg. 2 #1,2,3a-h,4a-i,5,6a-f,7,8bd-i,9

Applications of Quadratic Equations Pg.16 #1,3,5-9,11

Lesson 1: Simplifying and Factoring Polynomial Review

- To multiply polynomial use the distributive property.

b) ( x  3)( x 2  2 x  4) O – Outside terms

FACTORING POLYNOMIALS REVIEW

i): To find the GCF of polynomials …

Example 3: Factor the following polynomials:

ii): Factoring polynomials in the form ax 2  bx  c by inspection ( a  1 )…

Example 4: Factor the following polynomials:

iii): Factoring polynomials in the form ax 2  bx  c by decomposition ( a  1 )…

Example 5: Factor the following polynomials:

iv): Factoring polynomials in the form x 2  y 2 by difference of squares …

A polynomial that can be expressed in the form x 2  y 2 is called a difference of squares.

 Always remove the GCF first.

Example 6: Factor the following polynomials:

v): Factoring perfect square trinomials

Example 7: Factor the following polynomials:

Lesson 2: Factoring Polynomial Continued

The method of inspection and decomposition can be applied to trinomials of the

Example 1: Factor the following polynomials:

The method of inspection and decomposition can be extended to factor polynomial

Example 2: Factor the following polynomials:

Example 3: Factor the following polynomials:

Example 4: Factor the following polynomials:

The method of difference of squares can be extended to factor polynomial expressions of

Example 4: Factor the following polynomials:

Lesson 3: Solving Quadratic Equations by Factoring

QUADRATIC FUNCTIONS VS EQUATIONS

- A quadratic function is an equation of degree 2 written in the form 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐,

SOLVING QUADRATIC EQUATIONS BY FACTORING

- To algebraically solve an equation, or to determine the roots of a quadratic equation,

- One strategy used to solve quadratic equations is to factor.

b) 3𝑥 + 18𝑥 + 27 = 0 c) 2𝑥 = −10𝑥 Check:

d) (2𝑥 − 3)(𝑥 + 1) = 3 e) 3𝑥 − 13𝑥 − 10 = 0

f) 4(3𝑥 + 1) − 5(3𝑥 + 1) + 1 = 0 g) 10𝑥 − 40 = 0

Lesson 4: Solving a Quadratic Equation Graphically

SOLVING QUADRATIC EQUATIONS BY GRAPHING

- To solve an equation, or to determine the roots of a quadratic equation, graphically,

To Determine: Steps Calculator Screen Shots

b) Determine the diver’s maximum height, to the nearest tenth of a

f) What is the height of the diving board?

b) Determine the height of the projectile 3 seconds after the launch.

c) What is the maximum height reached by the projectile?

e) What was the initial height of the projectile at the launch?

Lesson 5: Completing the Square

COMPLETING THE SQUARE

- Any quadratic equation in general form (𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐, where 𝑎 = 1) can be written

Method 1: Same side of the equation

Method 2: Different side of the equation

Method 1: Same side of the equation

Method 2: Different side of the equation

Create a perfect square trinomial. Divide the

SOLVING BY COMPLETING THE SQUARE

- To solve an equation in the form 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0, where 𝑎 ≠ 0 and 𝑏 = 0

Lesson 6: The Quadratic Formula

b) Solve 16𝑥 + 8𝑥 + 1 = 0 using the decomposition method.

c) Solve 9𝑥 − 100 = 0 using the difference of squares method.

d) Solve 𝑥 + 7𝑥 − 5 = 0 using any of the three methods from above.

- When a quadratic equation in the form 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0, where 𝑎 ≠ 0, cannot be solved

- The equation 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0 can be solved by completing the square. The quadratic

Let’s generate the quadratic formula using 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0.

Quadratics, Trigonometric Equation & Series

Quadratics, Trigonometric Equation & Series

Up q units if: ___. Down q units if: _.