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 PRACTICE
MAK ES
PERFECT™

Algebra II

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 PRACTICE
MAKES
PERFECT ™

Algebra II
Review and Workbook
THIRD EDITION

Chris Monahan
Laura Favata

New York Chicago San Francisco Athens London Madrid Mexico City
Milan New Delhi Singapore Sydney Toronto

00_Monahan_FM_i-xiii.indd 3 24/03/22 11:25 AM

Copyright © 2022, 2018, 2012 by McGraw Hill. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of
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 Contents

Introduction  ix

1 Functions: An introduction  1
Relations and inverses  1
Functions  2
Function notation  3
Arithmetic of functions  4
Transformation of functions  6
Inverse of a function  9
Graphical representation of functions  10

2 Linear equations and inequalities  15

Simple linear equations  15
System of linear equations—graphical  18
System of linear equations—substitution  20
System of linear equations—elimination  21
System of linear equations—three variables  23
System of linear equations—matrix  25
System of linear equations—application  27
Linear inequalities  30
System of linear inequalities  31
Absolute value equations  35
Absolute value inequalities  36

3 Quadratic relationships  38
The parabola  38
Special factoring formulas  41
Trial and error  42
Completing the square  47
Quadratic formula  48

00_Monahan_FM_i-xiii.indd 5 22/03/22 3:22 PM

 Applications  50
Square root function  52
Circles  53
Ellipses  54
Hyperbolas  56
Systems of equations  59

4 Complex numbers  62
Powers of i  62
Arithmetic of complex numbers  63
The discriminant and nature of the roots of a quadratic equation  65
Sum and product of roots of a quadratic equation  67

5 Polynomial functions  69
Even and odd functions  69
Inverse functions  71
End behavior  72
Factor theorem  73

6 Rational and irrational functions  75

Rational functions  75
Multiplying and dividing rational expressions  77
Adding and subtracting rational expressions  79
Solving rational equations  82
Irrational functions  84
Simplifying irrational expressions  85
Solving irrational equations  86

7 Exponential and logarithmic functions  89

Properties of exponents  89
Exponential and logarithmic functions  92
Properties of logarithms  95
Solving exponential and logarithmic equations  97

8 Sequences and series  103

Summation notation  103
Recursion  104
Arithmetic sequences  106
Arithmetic series  107
Geometric sequences  108
Geometric series  110

vi Contents

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 9 Introduction to probability  112
Fundamental theorem of counting  112
Permutations  114
Combinations  116
Binomial expansions  118
Conditional probability  120
Binomial probability/Bernoulli trial  123

10 Introduction to statistics  126
Measures of central tendency  126
Measures of dispersion  129
Normal distribution  134
Regressions  141

11 Inferential statistics  149
Basics  149
Central limit theorem and standard error  150
Standardized (z) scores  153
The basics of inferential statistics  155
Confidence intervals  156
Tests of hypotheses  159
Simulation  162

12 Trigonometry: Right triangles and radian measure  166

Right triangle trigonometry  166
Special right triangles  169
The unit circle: First quadrant  170
The unit circle—beyond the first quadrant  172
Radian measure  174
Basic trigonometric identities  176
Area of a triangle  179
Law of sines  180
Ambiguous case  182
Law of cosines  185

13 Graphs of trigonometric functions  189

Amplitude and period  189
Graphing trigonometric functions  191
Inverse trigonometric functions  195
Solving trigonometric equations  199

Answer key  202

Contents vii

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 Introduction

Algebra II uses the skills and concepts learned in Algebra I as well as many of the
concepts learned in Geometry. You will learn many new concepts in Algebra II,
the most important of which is the idea of a function. Functions are a fundamen-
tal building block for the development of higher mathematics. Questions about
domain and range will appear in almost every chapter of the course. Using trans-
formations to extend a basic function into a family of functions will help you
develop a better understanding of functions and allow you to develop a mental
image of the function before you look at the graph on your graphing calculator or
computer. Mathematics is a tool used in nearly every aspect of the world of work.
Examples for many of these applications are included in Practice Makes Perfect
Algebra II Review and Workbook.
Whereas you can read a piece of literature or a document for a social studies
class and then quietly contemplate the meaning of what you read, mathematics
requires a more active approach. You should read the text and the examples pro-
vided for you. You should also do the guided exercises after you have finished
reading a section to ensure you understand the steps involved in solving the prob-
lems. Once you have done this, then you should do the exercises at the end of the
section. Check your answers with the answer key in the back of the book to verify
you have done them correctly. Some problems require very little writing, and
some require the use of technology such as a graphing calculator or computer
software. Most of the exercises can be done with paper and pencil. Take the time
to do all of the exercises. You will learn a great deal from the time and effort you
put forth.
Algebra II Review and Workbook is written so that you can practice a few
concepts at a time. This does not mean that the examples and exercises will not
apply what you learned in a previous lesson or from other courses, but that the
crux of the problem is to help you better understand the concept from that par-
ticular section. If you find that a prior concept is slowing you down, take the time
to go back to that section to get a better understanding of what you are missing.

ix

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 PRACTICE
MAK ES
PERFECT™

Algebra II

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 Functions:
An introduction ·1·

Mathematics is known for its ability to convey a great deal of information with the
use of a minimum number of symbols. While this may be initially confusing
(if not frustrating) for the learner, the notation of mathematics is a universal
language. In this chapter, you will learn about function notation.

Relations and inverses

One of the major concepts used in mathematics is relations. A relation is any set
of ordered pairs. The set of all first elements (the input values) is called the domain,
while the set of second elements (the output values) is called the range. Relations
are traditionally named with a capital letter. For example, given the relation

A = {(2, 3), (−1, 5), (4, −3), (2, 0), (−9, 1)}
the domain of A (written DA) is {−9, −1, 2, 4}. The domain was written in increas-
ing order for the convenience of reading, but this is not required. The element 2,
which appears as the input for two different ordered pairs, needs to be written
only one time in the domain. The range of A (written R A) is {−3, 0, 1, 3, 5}.
The inverse of a relation is found by interchanging the input and output
values. For example, the inverse of A (written A−1) is

A−1 = {(3, 2), (5, −1), (−3, 4), (0, 2), (1, −9)}
Do you see that the domain of the inverse of A is the same set as the range of A,
and that the range of the inverse of A is the same as the domain of A? This is very
important.

EXERCISE

1·1
Given the relationships:

A = {(−2, 4), (5, 1), (−4, 0), (−4, 9), (3, 1)}
B = {(−7, 3), (2, 0), (−9, 1), (3, 3), (6, −2), (5, −1)}
C = {(−2, 1), (3, 2), (4, −1), (−5, 3), (9, 0)}

1. Find the domain of A. 3. Find the domain of B.

2. Find the range of A. 4. Find the range of B.

01_Monahan_Ch01.indd 1 08/03/22 11:10 AM

 5. Find the domain of C. 8. Find B−1.
6. Find the range of C. 9. Find C −1.
7. Find A−1.

Functions
Functions are a special case of a relation. By definition, a function is a relation in which each
element of the domain (the input value) has a unique element in the range (the output value).
In other words, for each input value there can be only one output value. Looking at the rela-
tions for A and A-1 in the previous section, you can see that A is not a function because the
input value of 2 is associated with the output values 3 and 0. The relation A−1 is a function
because each input value is paired with a unique output value. (Don’t be confused that the
number 2 is used as an output value for two different input values. The definition of a function
does not place any stipulations on the output values.)
PROBLEM Given the relations:
B = {(−1, 3), (4, 7), (3, 2), (3, 5), (6, 3)}
C = {(0, −4), (12, 13), (−10, 7), (11, 9), (5, 13), (−4, 8)}

a. Determine if the relation represents a function.

b. Find the inverse of each relation.
c. Determine if the inverse of the relation is a function.

SOLUTION B = {(−1, 3), (4, 7), (3, 2), (3, 5), (6, 3)}
B is not a function because the input value 3 has two output values, 2 and 5.
B−1 = {(3, −1), (7, 4), (2, 3), (5, 3), (3, 6)}
B −1 is not a function because the input value 3 has two output values, −1 and 6.
C = {(0, −4), (12, 13), (−10, 7), (11, 9), (5, 13), (−4, 8)}
C is a function because each input value has a unique output value.
C −1 = {−4, 0), (13, 12), (7, −10), (9, 11), (13, 5), (8, −4)}
C −1 is not a function because the input value 13 has two output values, 12 and 5.

EXERCISE

1·2
Given the relationships:

A = {(−2, 4), (5, 1), (−4, 0), (−4, 9), (3, 1)}
B = {(−7, 3), (2, 0), (−9, 1), (3, 3), (6, −2), (5, −1)}
C = {(−2, 1), (3, 2), (4, −1), (−5, 3), (9, 0)}

1. Which of the relations A, B, and C are functions?

2. Which of the relations A−1, B−1, and C −1 are functions?

2 practice makes perfect Algebra II Review and Workbook

01_Monahan_Ch01.indd 2 08/03/22 11:10 AM

 3. A relation is defined by the sets {(students in your math class), (telephone numbers at which
they can be reached)}. That is, the input is the set of students in your math class and the
output is the set of telephone numbers at which they can be reached. Must this relationship
be a function? Explain.
4. Is the inverse of the relation in question 3 a function? Explain.
5. A relation is defined by the sets {(students in your math class), (the student’s Social Security
number)}. Must this relationship be a function? Explain.
6. Is the inverse of the relation in question 5 a function? Explain.
7. A relation is defined by the sets {(students in your math class), (the student’s birthday)}.
Must this relationship be a function? Explain.
8. Is the inverse of the relation in question 7 a function? Explain.

Function notation
Function notation is a very efficient way to represent multiple functions simultaneously while
also indicating domain variables. Let’s examine the function f(x) = 5x + 3. This reads as “ f of x
equals 5x + 3.” The name of this function is f, the independent variable (the input variable) is x,
and the output values are computed based on the rule 5x + 3. In the past, you would have most
likely just written y = 5x + 3 and thought nothing of it. Given that, be patient as you work through
this section.
What is the value of the output of f when the input is 4? In function notation, this would be
written as f(4) = 5(4) + 3 = 23. Do you see that the x in the name of the function is replaced with
a 4—the desired input value—and that the x in the rule of this function is also replaced with a 4?
The point (4, f(4)) or (4, 23) is a point on the graph of this function.
Consequently, you should think of the phrase y = whenever you read f(x). That is, if the
function reads f(x) = 5x + 3 you should think y = f(x) = 5x + 3 so that you will associate the
output of the function with the y-coordinate on the graph. Therefore (x, y) can also be written
as (x, f(x)). f(-2) = 5(−2) + 3 = −7 indicates that when −2 is the input, −7 is the output, and the
ordered pair (−2, −7) is a point on the graph of this function.
Consider a different function, g(x) = −3x2 + 2x + 5. g(2) = −3(2)2 + 2(2) + 5 = −12 + 4 + 5 = −3.
The point (2, g(2)) or (2, −3) is on the graph of the parabola defined by g(x). If h(t) = −16t2 + 128t +
10, h(3) = −16(3)2 + 128(3) + 10 = −144 + 384 + 10 = 250. Therefore (3, h(3)) represents the coordinate
(3, 250).
In essence, function notation is a substitution-guided process. Whatever you substitute
within the parentheses on the left-hand side of the equation is also substituted for the variable on
the right-hand side of the equation.
PROBLEM Given f(x) = 4x2 - 6x - 5, find
a. f(2)
b. f(0)
c. f(−3)

SOLUTION a. f(2) = 4(2)2 - 6(2) - 5 = 16 - 12 - 5 = −1

b. f(0) = 4(0)2 - 6(0) - 5 = 0 - 0 - 5 = −5
c. f(−3) = 4(−3)2 - 6(−3) - 5 = 36 + 18 - 5 = 49

Functions: An introduction 3

01_Monahan_Ch01.indd 3 08/03/22 11:10 AM

 PROBLEM Given k(n) = 4n2 + 3n - 2, what does k(2t − 1) equal?
SOLUTION S ince 2t - 1 is inside the parentheses, you are being told to substitute 2t − 1 for n
on the right-hand side of the equation.
k(2t − 1) = 4(2t − 1)2 + 3(2t − 1) - 2
= 4(2t − 1)(2t − 1) + 3(2t − 1) −2
= 4(4t2 − 4t + 1) + 6t - 3 - 2
= 16t2 - 16t + 4 + 6t - 3 - 2
= 16t2 - 10t - 1

EXERCISE

1·3
Given f(x) = −3x + 8, find

1. f(−4) 2. f(5) 3. f(n + 2)

2 x +1
Given g( x ) = , find
x−4
4. g(5) 5. g(−2) 6. g(t − 1)

Given p(t) = 4 t + 5 , find

7. p(5) 8. p(−1) 9. p(r − 2)

Arithmetic of functions
3x + 2
Arithmetic can be performed on functions. For example, let g(x) = 7x - 2 and p(x) = . To
2x − 3
calculate g(2) + p(2), you first evaluate each of the functions [g(2) = 12 and p(2) = 8] and then add
the results: g(2) + p(2) = 20. g(3) - p(1) shows that the input values do not have to be the same to
do arithmetic. g(3) = 19 and p(1) = −5, so g(3) - p(1) = 24.
What does p(g(2)) equal? A better question to answer first is what does p(g(2)) mean? Since
g(2) is inside the parentheses for the function p, you are being told to make that substitution for
x in the rule for p. It will be more efficient (and involve less writing) if you first determine that
3(12) + 2 38 38
g(2) =12 and evaluate p(12). p(12) = = . Therefore, p(g(2)) = . Evaluating a function
2(12) − 3 21 21
38
with another function is called composition of functions. While p(g(2)) = , g(p(2)) = g(8) =
21
7(8) - 2 = 54. This illustrates that you must evaluate a composition from the inside to the
outside.
7x + 1
PROBLEM Given f(x) = 4x2 + 3 and g(x) =
, evaluate:
x +3
a. f(3) + g(2)
b. g(−1) - f(−1)
c. f(g(2))
d. g(f(0))

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01_Monahan_Ch01.indd 4 08/03/22 11:10 AM

 7(2)+ 1 15
SOLUTION a. f(3) = 4(3)2 + 3 = 39 and g(2) = = = 3, so f(3) + g(2) = 42
2+3 5
7(−1) + 1 −6
b. g(−1) = = = –3 and f(−1) = 4(−1)2 + 3 = 4 + 3 = 7, so g(−1) - f(−1) = –10.
−1 + 3 2
c. f (g(2)) = f(3) = 39. (Look back at the solution to choice a for these answers.)
7(3)+ 1 22 11
d. g( f(0)) = g(3) = = = .
3+ 3 6 3

As you know, there are two computational areas that will not result in a real number answer;
thus, you do not (1) divide by zero, or (2) take the square root (or an even root) of a negative num-
ber. These rules are useful when trying to determine the domains of functions.
PROBLEM Find the domain for each function.
7x + 1
a. f(x) =
2x + 3

b. q(x) = 3 − 6x
SOLUTION a. To avoid dividing by zero, 2x + 3 ≠ 0, so x ≠ −1.5.
Therefore, the domain is all real numbers except -1.5. This is written as
{x|x ≠ −1.5} and is read “all x such that x ≠ −1.5.”
b. 3 - 6x cannot be negative, so it must be the case that 3 - 6x ≥ 0 so 3 ≥ 6x
1 1
or ≥ x. Another way to write this is x ≤ .
2 2
1
The domain is read “all real numbers less than or equal to .”
2

Finding the range of a function is more challenging. This topic will be brought up through-
out this book as particular types of functions are studied.

EXERCISE

1·4
Given f( x) = 2x 2− 3x and g(x) = 3 x +1, answer questions 1–6.

1. f(2) + g(5) 4. f ( 4 )
g( 8)
2. g(f(2)) 5. f(g(21))
3. f(1) × g(0) 6. g(33) - f(−2)

Find the domain for each of the following functions.

2x +1
7. g( x ) = 9. b( x ) = 4 x + 8
x−4
2x +1 −1
8. k ( x ) = 10. a( x ) = x +5
5x − 4 x −1
2
2

Functions: An introduction 5

01_Monahan_Ch01.indd 5 08/03/22 11:10 AM

 Transformation of functions
The graphs of y = x2, y = x2 + 3, y = x2 - 6, y = (x -4)2, y = (x + 5)2, and y = (x + 1)2 - 2 are all parabolas.
The difference among them is their location on the plane. Understanding the behavior of the base
function, y = x2, and the transformation that moves this function to a new location gives a great
deal of information about the entire family of parabolas. Examine the following graphs.
y y
10 10
f2(x) = x 2 + 3

f1(x) = x 2
f1(x) = x 2

1 1
x x
–10 1 10 –10 1 10

f3(x) = x 2 – 6

–10 –10

The graph of y = x2 + k is a vertical translation of the graph of y = x2. If k > 0, the graph moves
up, and if k < 0, the graph moves down. The graph of y = (x - h)2 is a horizontal translation of the
graph of y = x2. The graph moves to the right when h > 0 and to the left when h < 0.
y
10

f5(x) = (x + 5)2 f4(x) = (x – 4)2

1
x
–10 f1(x) = x 2 1 10

–10

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01_Monahan_Ch01.indd 6 08/03/22 11:10 AM

 The transformation of y = x2 to get the graph of y = (x + 1)2 - 2 is a combination of the two.
The graph of the parabola moves to the left 1 unit and down 2 units.
y
10

f1(x) = x 2
1
x
–10 1 10
f6(x) = (x + 1)2 – 2

–10

Describe
PROBLEM  the transformation for the function g(x) = (x - 3)2 + 1.
The
SOLUTION  graph moves to the right 3 units and up 1 unit. (Use the graphing utility on
your calculator to verify this.)

The graph of y = ax2 is a stretch from the x-axis. It is important that you do not confuse the
dilation from the origin that you studied in geometry (in which both the x- and y-coordinates are
multiplied by the stretch factor) with a dilation from the x-axis (in which only the y-coordinate is
multiplied by the stretch factor). If 0 < a < 1, the graph moves closer to the x-axis, while if a > 1,
the graph moves further from the x-axis. If a < 0, the graph is reflected over the x-axis.
Describe
PROBLEM  the transformation of y = x2 to get the graph of p(x) = −3(x + 2)2 + 4.
SOLUTION  n easy way to do this is to follow what happens to an input value of x. The first
A
thing that happens is 2 is added to the value of x (slide to the left 2 units), the value is
squared (that is, the function in question), the result is multiplied by −3 (reflect over
the x-axis and stretch from the x-axis by a value of 3), and 4 is added (slide up 4 units).

1
PROBLEM Describe the transformation of y = x2 to get the graph of q(x) = (x - 4)2 - 3.
2
SOLUTION The graph of the parabola slides to the right 4 units, is stretched from the x-axis
1
by a factor of , and slides down 3 units.
2

Functions: An introduction 7

01_Monahan_Ch01.indd 7 08/03/22 11:10 AM

 PROBLEM  e graph of the base function y = x is shown in the following diagram.
Th
Describe and sketch the graph of f ( x ) = 2 x − 3 − 1.
y
10

y= x

1
x
–10 1 10

–10

SOLUTION  e graph of the square root function slides to the right 3 units, is stretched from
Th
the x-axis by a factor of 2, and slides down 1 unit.
y
10

y= x
1
x
–2 0.5 10
f11(x) = 2 x – 3 – 1

–10

PROBLEM  e graph of y = |x| is shown in the following figure. Describe and graph the
Th
sketch of y = −2|x + 3| + 1.
y
10

y = |x|

1
x
–10 1 10

–10

8 practice makes perfect Algebra II Review and Workbook

01_Monahan_Ch01.indd 8 08/03/22 11:11 AM

 SOLUTION  e graph of the absolute value function slides to the left 3 units, is reflected over
Th
the x-axis and stretched from the x-axis by a factor of 2, and moves up 1 unit.
y
10

y = |x|

1
x
–10 1 10

f (x) = –2|x + 3| + 1

–10

EXERCISE

1·5
Describe the transformation of each of the base functions y = x 2, y = x , or y = |x|,
whichever is appropriate.

1. f(x) = 3(x + 2)2 - 1 4. p(x) = −2x2 + 3

−1
2. g(x) = |x - 1| − 3 5. q(x) = |x + 2| + 5
3
3. k ( x ) = x + 1 + 2

Inverse of a function
To find the inverse of a function, the same notion of interchanging the x- and y-coordinates is
applied. For example, to find the inverse of f(x) = 5x + 3, think about the function as y = 5x + 3.
Switch the x and y: x = 5y + 3. Since functions are written in the form y = rather than x =, solve
x −3
the equation for y. Subtract 3 to get x - 3 = 5y and then divide by 5 to get y = . If f(x) = 5x + 3
5
x −3
then f −1 ( x ) = .
5
2x + 7
PROBLEM Find the inverse function of g ( x ) = .
3
2x + 7 2y + 7
Rewrite
SOLUTION  the problem as y = . Interchange the x and y to get x = .
Solve for y: 3 3
3x − 7 3x − 7
3x = 2y + 7 becomes 3x - 7 = 2y so y = . The inverse of g(x) is g −1 ( x ) = .
2 2

Functions: An introduction 9

01_Monahan_Ch01.indd 9 08/03/22 11:11 AM

 2x + 7
PROBLEM Find the inverse of k(x) = .
x −3
2x + 7 2y + 7
SOLUTION Rewrite the problem as y = . Interchange x and y to get x = . Multiply
x −3 y −3
both sides of the equation by y - 3 to get x(y - 3) = 2y + 7. (Important note:
Remember that the goal is to solve for y. The explanation that follows is designed
to meet this goal.)
Distribute: xy - 3x = 2y + 7
Gather terms in y on the left: xy - 2y = 3x + 7
Factor the y from the left side: y(x - 2) = 3x + 7
3x + 7
Solve for y: y=
3x + 7 x −2
The inverse of k(x) is k−1(x) = .
x −2
EXERCISE

1·6
For each function given, find the inverse.

3x + 7
1. Given f(x) = 3x - 5, find f −1(x). 3. Given k(x) = , find k−1(x).
x −2
5x −1
2. Given g(x) = 5 − 8x, find g−1(x). 4. Given p(x) = , find p−1(x).
3x + 4

Graphical representation of functions

Sets of ordered pairs are useful for clarifying the concepts of relation, function, inverse, domain,
and range, but as you know, most of mathematics is done with formulas and graphs. By defini-
tion, a function is a relation in which no input value has multiple output values associated with
it. What does that look like on a graph? The definition would indicate that it would not be pos-
sible to draw a vertical line anywhere on the graph and have it hit more than one of the plotted
points at any one time. (If the vertical line does not hit any of the points, that is fine. The require-
ment is that the vertical line cannot hit more than one point at a time.)
PROBLEM Which of the following graphs represent functions?
a. 10
y

1
x
–10 –1 10

–10

10 practice makes perfect Algebra II Review and Workbook

01_Monahan_Ch01.indd 10 08/03/22 11:11 AM

 b. 10
y

1
x
–10 1 10

–10

c. 10
y

1
x
–10 1 10

–10

d. 10
y

1
x
–10 1 10

–10

SOLUTION  e graphs in choice a and choice c satisfy the vertical line test (i.e., a vertical
Th
line can never intersect either of these graphs at more than one point), while
the remaining two graphs fail to satisfy the vertical line test (it is possible for a
vertical line to intersect each of these graphs at more than one point).

Functions: An introduction 11

01_Monahan_Ch01.indd 11 08/03/22 11:11 AM

 At first, it is not as easy to determine if a relation represents a function when only given an equa-
tion. With experience, you will be able to tell which equations will probably not represent functions,
and which are likely to. For example, you most likely recognize that the equation x2 + y2 = 36 repre-
sents a circle with its center at the origin and a radius of 6. This is not a function. You also know that
the equation y = 3x2 is a parabola that opens up and has its vertex at the origin. This is a function. Do
you know what the graphs of x = 3y2 or xy3 - x3y = 12 look like? Neither is a function, and this can be
shown by picking a value for x (e.g., x = 1) and noting that there is more than one value of y associated
with it. Fortunately, you will not encounter these equations while studying Algebra II.
You would find the inverse from a graph by taking each coordinate and interchanging the x
and y values. So (x, y) on the original graph would represent the point (y, x) on the inverse graph.
The resulting figure would be a reflection over the line y = x.

10
f–1(x)
8
y=x
6

2 f(x)

–10 –8 –6 –4 –2 2 4 6 8 10
–2

–4

–6

–8

–10

Recall that the vertical line test is used to determine if a graph represents a function. If the
inverse of the relation defined by the graph is to be a function, then none of the y-coordinates can
be repeated (if they were, then the graph of the inverse would fail the vertical line test). If the
y-coordinates cannot be repeated, then the graph would have to pass a horizontal line test. To
recap this important information:
♦ If a relation passes the vertical line test, the relation is a function.
♦ If a relation passes the horizontal line test, the inverse of the relation is a function.
Relations that pass both the vertical and horizontal line tests are called one-to-one functions.

12 practice makes perfect Algebra II Review and Workbook

01_Monahan_Ch01.indd 12 08/03/22 11:11 AM

 Which
PROBLEM  of the following relations have inverses that are functions?

a. 10
y b. 10
y

1 1
x x
–10 –1 10
–10 1 10

–10
–10

c. 10
y d. 10
y

1 1
x x
–10 1 10 –10 1 10

–10 –10

Only
SOLUTION  the graph in choice c passes the horizontal line test, so this is the only
relation whose inverse will be a function.

Functions: An introduction 13

01_Monahan_Ch01.indd 13 08/03/22 11:11 AM

 EXERCISE

1·7
Use these graphs to answer questions 1 and 2.
a. y
b. y
10 10

1
x x
–10 1 10 –10 –1 1 10

–10 –10

c. y d. y
10 10

1
x x
–10 1 10 –10 –1 1 10

–10 –10

1. Which of the relations defined by the graphs given represent a function?

2. Which of the relations defined by the graphs given will have inverses that are functions?

14 practice makes perfect Algebra II Review and Workbook

01_Monahan_Ch01.indd 14 08/03/22 11:11 AM

 Linear equations
and inequalities ·2·

A constant theme in the study of mathematics is to take things back to basics.

Linear equations and inequalities are the basic building blocks for the solution of
all equations in mathematics.

Simple linear equations

All simple linear equations take the form ax + b = c. To find the solution, you
c −b
would solve for x: x = . The trick, of course, is to get the complicated “simple”
a
linear equation into this basic form. The guiding principle is to gather common
terms—those involving the variable in question on one side of the equation, and
all other terms on the other side of the equation.
Solve
PROBLEM  3(2x - 5) - 4(9 - x) = 29.
The left-hand side of the equation requires the use of the
SOLUTION 
distributive property twice. Within this, the minus sign preceding
the second group of terms must not be ignored. 3(2x - 5) = 6x - 15,
while -4(9 - x) = -36 + 4x. Rewrite the equation to be
6x - 15 - 36 + 4x = 29
Simplify the left side: 10x - 51 = 29
Add 51: 10x = 80
Divide by 10: x=8

2 x + 7 3x − 1 7
Solve
PROBLEM  + = .
6 10 15
As most people would prefer to work with integers rather
SOLUTION 
than fractions, this equation can be rewritten as an equivalent
equation by multiplying both sides of the equation by a common
denominator for 6, 10, and 15. The least common denominator
(LCD) for these numbers is 30.
 2 x + 7 3x + 1  7
 6 + 10  30 =  15  30

 2x + 7   3x − 1  7
Distribute on the left:   30 +   30 =   30
 6   10   15 
Multiply fractions: 5(2x + 7) + 3(3x - 1) = (7)2
15

02_Monahan_Ch02.indd 15 08/03/22 11:13 AM

 (Note: If you were expecting a different answer because of the direction to multiply, remember
that part of the process of multiplying fractions is to simplify where possible.)
Distribute: 10x + 35 + 9x - 3 = 14
Gather like terms: 19x + 32 = 14
19x = - 18
−18
Solve: x=
19

Be warned: Not all answers will be “nice” integers.

x + 2b 3x − 4b c + 5b
PROBLEM Solve for x: − = .
3a 6a a
This is a literal equation because there is more than one letter in the problem.
SOLUTION 
However, the directions indicate that x is the variable. All other letters in the
problem will be treated as constants. The rules of combining terms will still be
applied as the solution proceeds. The common denominator for these fractions is
6a. Multiply both sides of the equation by this value.
 x + 2b 3x − 4b   c + 5b 
 3a − 6a  6a =  a  6a

 x + 2b   3x − 4b   c + 5b 
Distribute:  3a  6a −  6a  6a =  a  6aa
Multiply: 2(x + 2b) - (3x - 4b) = 6(c + 5b)
Distribute: 2x + 4b - 3x + 4b = 6c + 30b
Gather like terms: -x + 8b = 6c + 30b
-x = 6c + 22b
Divide by -1: x = -22b - 6c

There are many applications involving linear equations. Most involve systems of equations and
will be looked at later in this chapter. The next two example problems are meant to highlight the
importance of clearly defining the variable for an application and using the units of the problem
to write an equation.
Colin’s dad agreed to put any dimes or quarters he received as change into a piggy
PROBLEM 
bank so that Colin could buy a new video game. They agreed that when there were
100 coins in the bank, Colin could have the money. When there were 100 coins in
the bank, they discovered that the number of quarters in the bank was 11 less than
twice the number of dimes. How many coins of each type were in the bank?
“How
SOLUTION  many coins of each type were in the bank?” gives a good hint as to how to
define the variable—it is either the number of dimes or the number of quarters in
the bank. “The number of quarters in the bank was 11 less than twice the number
of dimes” relates the number of quarters in terms of the number of dimes. It will
be easier to define the variable as the number of dimes in the bank.
Let d represent the number of dimes in the bank.
2d - 11
(11 less than twice the number of dimes) represents the number of quarters.

16 practice makes perfect Algebra II Review and Workbook

02_Monahan_Ch02.indd 16 08/03/22 11:13 AM

 There were 100 coins in the bank: d + 2d - 11 = 100.
3d = 111
d = 37
2d - 11 = 63
There were 37 dimes and 63 quarters in the bank.
Colin is off to a good start in saving for the new video game.

Colin’s
PROBLEM  dad agreed to put any dimes or quarters he received as change into a
piggy bank so that Colin could buy a new video game. They agreed that when
there were 100 coins in the bank, Colin could have the money. When there were
100 coins in the bank, Colin determined that there was $19.45 in the bank. How
many coins of each type were in the bank?
The
SOLUTION  question for this example is the same as the last example. However, the
remaining information given in the problem is not about the number of coins,
but the value of those coins. The equation for this problem needs to be about
value, not quantity.
Let d represent the number of dimes in the bank.
 e number of quarters must be the difference between 100 and the number of
Th
dimes, so the number of quarters is 100 - d.
 e equation is about money. Rather than using dollars as the units of the
Th
problem (and having to use decimals within the equation), the units that will be
used in this problem will be cents:
10d + 25(100 - d) = 1945
10d + 2500 - 25d = 1945
-15d = -555
d = 37
100 - d = 63
 ere were 37 dimes and 63 quarters in the bank. Did you notice that the
Th
amount of money was written as 1945 (because the unit is cents) rather than
19.45? This is something that you will want to pay attention to as you work more
complicated problems.

EXERCISE

2·1
Solve each of the following equations for the variable in the problem.

8 g + 6 16 g − 3 19
1. 4(2a - 3) - 3(8 - 2a) = -78 4. − =
12 15 20
2. 5y + 19 + 2(3 - 4y) = 7y - 12 5. Solve for a: 3(2a - 5t) - 4(3a + 2t ) = 8a - 25t
3 x − 2 5 x + 9 17 3q + 2 r 4 q − 3r 7 r
3. + = 6. Solve for q: − =
8 6 2 4s 8s s

Linear equations and inequalities 17

02_Monahan_Ch02.indd 17 08/03/22 11:13 AM

Another random document with
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The Times [London] Lit Sup p183 Mr
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WARD, MARY AUGUSTA (ARNOLD) (MRS

HUMPHRY WARD). Harvest. il *$2 (2½c) Dodd

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When Rachel Henderson took the Great End farm near Ipscombe
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WARNE, FRANK JULIAN. Workers at war.

(Century New world ser.) *$3 Century 331

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From a dispassionate, conservative point of view the author

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Industrial autocracy and the corporation.

Booklist 17:95 D ’20

Reviewed by G: Soule

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Little

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This book of reminiscences begins in 1878, when the author, fresh

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WARREN, HOWARD CROSBY. Human

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19–16728
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The interest of the book centers mainly on the latter, the static view
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(1½c) Duffield

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Reviewed by H. W. Boynton

Review 2:393 Ap 17 ’20 120w

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WASHBURNE, CARLETON W. Common

science. il *$1.60 World bk. 502
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WASSERMANN, JACOB. World’s illusion;

auth. tr. by Ludwig Lewisohn. (European library) 2v
*$4 (1½c) Harcourt

20–22159

This is the first book by this author, a Viennese novelist, to appear

in English. It was written, he says, during the last years of the war:
“Only in this way could I keep contact with and faith in humanity.” It
has nothing to do with the war, but is a picture of pre-war society in
central Europe, a brilliant, feverish picture of a society in the first
hectic stages of decay, resting on insecure foundations of poverty,
misery and crime. The first volume is devoted to the life of the upper
classes, represented by Crammon, the Austrian aristocrat, Christian
Wahnschaffe, son of a German captain of industry, Eva Sorel, the
dancer, and almost countless others. The scenes flit from capital to
capital with the haste and inconsistency of a screen drama. In the
second volume we have in contrast the dregs of society, for Christian,
in search of truth, has descended to the lowest depths. He gives up
his fortune, studies medicine to fit himself for a field of usefulness
and in the end cuts himself off entirely from his family and
disappears, to continue his search elsewhere.

“Despite the penny-dreadful stuff there is a breath of serenity that

reveals the artist in complete mastery of his material and despite the
frank consideration of sex, there is an indubitable chastity hovering
over all these pages. In fact, were one to select a single word with
which to describe the mood of the work as a whole, he would most
probably say, austerity.” I. G.

+ Boston Transcript p4 D 4 ’20 1400w

Reviewed by Paul Rosenfeld

+ − Freeman 2:545 F 16 ’21 2550w

“It would hold the interest through all its 787 pages if there were
nothing in it save its arresting procession of grotesque incidents, but
there is something more, and that something is an ironical quality
that suggests the manner of the great Russians. All his characters,
high and low, are pathological cases. Thus the chronicle, to an
American, cannot carry much conviction despite its fine passion and
its vivid detail.” H. L. Mencken

+ − Nation 111:sup668 D 8 ’20 880w

“Wassermann has created a work of strange and sombre power.

The translation is unusually good.” E. A. Boyd

+ N Y Evening Post p3 Ja 15 ’21 1750w

“The book’s chief values lie in its interpretation of modern

industrial society as Wassermann sees it. But surely not all European
society is degenerate. Humanity as a whole is not portrayed in ‘The
world’s illusion.’”

+ − N Y Times p16 N 28 ’20 1050w

WATKIN, EDWARD INGRAM. Philosophy of

mysticism. *$5 Harcourt 149.3

The author differentiates between the mystic and his mystical

experiences, and the metaphysics of mysticism. The mystic, he says,
can not adequately state his experiences in terms of discursive
reason, nevertheless the philosophy of mysticism is “the body of
truth about the nature of ultimate reality and of our relationship to it
to be derived from the content of mystical experience.” (Preface) He
regards the Catholic church as the best vehicle of expression for this
body of truth. The contents are: The divine immanence; Unity of
God; The transcendence of God; The relation between the soul and
God; Views of the mystic way; The negative way; The active night;
Mystical experience previous to the night of spirit; The passive night
of spirit; Purgatory and the passive night of spirit; The transforming
union: or mystical marriage; On the mystical interpretation of
Scripture; The witness of nature mysticism to the teaching of
Catholic mysticism studied in the mysticism of Richard Jefferies; St
John the poet; Epilogue; Notes.

Reviewed by G. E. Partridge

N Y Times p28 D 26 ’20 170w

“Mr Watkin’s book is written exclusively for his co-religionists, and

others will not find it worth while to study it.”

− The Times [London] Lit Sup p387 Je 17

’20 420w

WATSON, E. L. GRANT. Deliverance. *$2

(2½c) Knopf

20–3264

The author tells us that in this his third novel he has tried to
portray the spiritual emancipation of a woman whose “love for the
increasing light of her own spirit ... becomes more precious than
even the unique love of woman for man.” (Preface) The scene is laid
in contemporary England. The principal characters are Susan
Zalesky, who is brought up in the country by her aunt, Mrs Dorothy
Tyler; Paul Zalesky, Susan’s father, a philanderer, who carries on a
secret love affair with Dorothy; Tom Northover, the “primitive male,”
who marries Susan but makes “no claims upon her soul”; Noel
Sarret, a young painter with whom Tom, who believes that the only
test of morality is “the sincerity of the emotion,” goes to live shortly
before the birth of Susan’s child; and Martin Hyde, a gentle young
painter who loves Susan.

“However one takes it, it is a novel exposition; there is much

reality in these persons, not least in the figure of Susan’s
irresponsible and almost incorrigible father.” H. W. Boynton

+ Bookm 51:343 My ’20 240w

“If he had nothing else, he would be sure to win recognition for the
sheer beauty of his workmanship. Indeed it is easier to quarrel with
some of the natural results of his process of spiritual emancipation
than with his illustrations of it in characters, or with his manner of
setting it forth.” H. I. Gilchrist

+ Dial 68:794 Je ’20 2500w

“His story is not quite as persuasive as his philosophy. His women

are suspiciously fine in fibre and amazingly articulate. Attractive as
they are, they remain a little dim. And the dimmest of all is Susan,
whom Mr Watson adores and through whose words and actions he
chiefly projects his sense of the new moral world that is being created
by all sorts of people in many places today.”

+ − Nation 110:373 Mr 20 ’20 600w

“Just what Susan Zalesky emancipates into is a little difficult to

conceive, and sounds, on the whole, much less interesting than the
rather fascinating story of her procedure. Judged more freely,
however, ‘Deliverance’ is interesting and delightful for other qualities
than its processes. It comes in many ways as near the art of the
Russian novelists as any English novel.” R. V. A. S.

+ − New Repub 24:128 S 29 ’20 430w

“Each reader will determine for himself whether or no Mr

Watson’s message is worth this unpleasant ragout.”

− N Y Times 25:240 My 9 ’20 550w

WATSON, JOHN BROADUS. Psychology from

the standpoint of a behaviorist. il *$2.50 Lippincott
150

20–447

“A treatise on the new American methods in psychology known as

behaviourism. The essential feature of this school is that it regards
man purely as a ‘reacting mass,’ and endeavours to determine his
reactions without importing into the observation preconceived ideas,
affecting interpretation. The present author, indeed, does not find it
necessary to use such terms as ‘sensation,’ ‘perception,’ ‘attention,’
‘will,’ ‘image,’ and the like. He states that he does not know what they
mean, and he suggests that no one succeeds in using them
consistently.”—Ath
 + Ath p557 Ap 23 ’20 120w

“By consistently disregarding all the essential steps in ‘thinking’ in

which most psychologists (and the world at large) are interested, and
by cavalierly treating the problems in which the behaviorist happens
not to be interested, he produces a ‘psychology’ which is as true as
the railway maps of any one company showing only the towns on its
line, with its own route straight and prominent, and rival systems
indicated if at all by lightly drawn and circuitous detours.” Joseph
Jastrow

− Nation 111:15 Jl 3 ’20 850w

“The present writer as he reads the book finds himself in continual

expectation that now he is coming to the end of the physiology and
the beginning of the psychology, but is continually disappointed.
This book may inspire, and will direct, the student to practical
researches of the highest interest to the advance of science. To this
extent every psychologist will welcome it. It is difficult to find
anything in its principle to disagree with, save only its limitation and
negation.” H. W. Carr

+ − Nature 105:512 Je 24 ’20 900w

[2]
WATSON, ROBERT. Stronger than his sea.
*$1.90 (2c) Doran

20–18387
 Much of the charm of the story lies in the quaint Scotch dialect of
its characters and much of Sandy Porter’s winsomeness in his Scotch
sturdiness. Five when his father died, he began to help his mother
support the family when he was six. He carried milk to the customers
of a dairy night and morning throughout his school years and still
found time for boyish mischief. How he led his schoolmates in a
strike against a superannuated tyrannical master, and other
escapades is amusingly told. In old Doctor Telford he had a wise
friend who kept an eye on him and made things possible without
making them too easy for him. So it was that the penniless boy
reached his goal and became a veterinary surgeon. He also won the
old doctor’s daughter, Doreen, altho there was a rival and Sandy
blundered in his impulsiveness. But his poetry helped.

Cleveland p105 D ’20 40w

“The story of the young man Sandy is fully as attractive, if not so

adventurous as that of the child, and both are delightfully told.”

+ Boston Transcript p4 F 9 ’21 190w

“‘Stronger than his sea’ illustrates perfectly the difference between

the novel that is literature and the story that is simon-pure
entertainment. It is good of its kind—‘light fiction’ that scarcely
aspires to the artistic dignity of holding the mirror up to life.”

+ N Y Times p26 D 26 ’20 440w

 [2]
WATTS, MRS MARY STANBERY. Noon
mark. *$2.50 Macmillan

20–18922

“It is emphatically an American story, full of the flavor of American

life—American life, that is to say, as it is lived in such a small middle-
western city as that one in which the scene of ‘The noon mark’ is laid.
As this story progresses, the dominant figure is discovered to be that
of Nettie Stieffel, whose father was in the accounting department of
the Travelers and Traders’ bank. Clean-minded and clean-hearted,
generous, brave, efficient, unimaginative and consequently a little
hard, without an ounce of romance in her composition, honest and
loyal to the core, and incidentally very good looking, she develops
into an easily recognized type of American business woman, capable,
hard-working, intelligent and dependable. When we leave her she is
a married woman who has, as she herself says, ‘everything anybody
could want,’ including a motor car—and happiness.”—N Y Times

“It is a story to be placed, by those who respond to this story-

teller’s genial-ironic kind of thing, beside ‘The Boardman family’ and
‘The rise of Jennie Cushing,’—not a great novel but a real and solid
one.” H. W. Boynton

+ Bookm 52:344 Ja ’21 380w

“It is, indeed, a small fragment of American life that Mrs Watts has
described in ‘The noon mark,’ but it is a very real fragment and an
extremely realistic portrayal of it.” E. F. Edgett

+ Boston Transcript p6 N 17 ’20 1400w

 “Mrs Watts’s new novel is more rewarding in transit than in
termination. The conclusion is indefinite in its effect, ending on an
interrogation which does not flow naturally out of the materials with
which the author started.” L. B.

+ − Freeman 2:406 Ja 5 ’21 130w

“In the loose-jointed aggregation which is our United States, there

can be, we must conclude, no ‘American’ novel. There can be only
sectional novels, the portraiture of a sort, of a class. Of these Mrs
Watts is a valuable chronicler. She is selective. It is not the light of
imagination that lives in her books, but the steady rays of the
impartial sun.” Alice Brown

+ N Y Evening Post p4 D 4 ’20 880w

“The author’s comments on it all are cleverly phrased, with

occasional touches of irony which lend spice to the story. She is a
realist, unspoiled by pessimism.”

+ N Y Times p22 N 14 ’20 950w

“In construction and the centralizing of interest in one large

situation the novel is less successful than some of its predecessors.”

+ − Outlook 126:690 D 15 ’20 60w

“Her localism, as always, is faultless. But it is in characterization,

the ultimate test, that she achieves most. Her Nettie Stieffel is as
actual and unescapable a person as Dreiser’s Jennie Gerhardt—or
her own Jennie Cushing.” H. W. Boynton